rw.tc.columbia.edurw.tc.columbia.edu/.../grade_8_teaching_towards_the_… · web viewas used in...

Teaching Toward the Demands of the CCSS 1We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by

the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

Eighth Grade

City/State Focused Standards:

Reading Literature, Grade 8

What the Standards Say…

In other words… Text-Based Example

The Lottery by Shirley Jackson

How Else Might These Questions Be Worded…

8.1

Cite the textual evidence that most strongly supports ananalysis of what the text says explicitly as well as inferencesdrawn from the text.

Students can cite explicit and implicit textual evidence to demonstrate deep understanding.

Students might…- synthesize a variety of complex

details to make sense of a time, place, and event

- infer from small details about complex characters’ and narrators’ traits, emotions, and relationships.

- hold onto denser collections of details and assign significance to these details as their knowledge and ideas grow across a text.

- cite evidence to prove a theory or demonstrate understanding of ideas.

In the very beginning of the Lottery, there are clues that something violent may soon happen, and that violence is, in fact, an integral part of this village. How does the following excerpt demonstrate the idea that violence has become a central part of life in the village?

The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play. Their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon

Which statement best summarizes a central idea of the passage?

Which line from (character1) best represents that character’s attitude about an important issue or event? Why is this line the most representative?

Which setting from the story is the most symbolic of a feeling or an issue that is central to the story? What makes the description of this setting so powerful?

Write to elaborate on how one particular scene is crafted to help the reader understand how complex and/or important an issue or theme is in the story. Cite details from the text in your answer.

Updated 2/15/13The Teachers College Reading and Writing Project

2013DRAFT



- cite evidence to analyze a part or the whole of the text.

- cite evidence that is implicit and explicit in the text to demonstrate understanding of the larger meanings.

- cite evidence about the setting or the character to demonstrate ideas that run below the surface of texts.

- notice the physical and psychological settings of stories and how those are developed in and across scenes.

followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix-- the villagers pronounced this name "Dellacroy"--eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

Why has the author likely included this scene? How does it take on new meaning for the reader later in the story?

What do the lines “The lottery was conducted--as were the square dances, the teen club, the Halloween program--by Mr. Summers, who had time and energy to devote to civic activities” serve to illustrate about the way the lottery is perceived?

8.2

Determine a theme or central idea of a text

Students will be able to trace ideas across a story, gathering text evidence in support of an idea, and

The Lottery suggests various meanings, ideas, or themes. Describe one of these, including how the story develops a theme or idea (what parts

How does the author use all the elements of story (characterization, plot, and setting) to grow a central idea or theme across the pages of this story? What are a number of different ways we


2013DRAFT



and analyze itsdevelopment over the course of the text, including itsrelationship to the characters, setting, and plot; provide anobjective summary of the text.

adjusting their thinking as they move across the text.

Students will be able to analyze themes and issues in texts, and how these are made visible and developed.

Students might…

- develop ideas about the complexities of place or character, and trace how these develop and change across the text.

- analyze issues that the text tackles, and characters’ relationships with these issues.

- investigate ideas that the story suggests, and how the author develops these ideas across the story.

- determine themes the story reveals, and analyze how these themes are developed.

- analyze the voice and perspective (s) offered in a text

- synthesize complex narratives, integrating subtle information about the characters, the place, the conflict, and the themes.

of the story make this idea visible).

The story of the Lottery is a complex story of one event taking place in one town in one afternoon. If you were to describe one of the most important themes or central ideas the story suggests, what would you say? What parts of the story specifically support your theory?

could phrase that central idea or theme?

Re-read the following text.

(insert line of text)

How, when, and why did characters’ attitudes change towards each other?

Re-reading the following text.


How do these lines show when and why the characters’ attitudes towards the setting shifted?

What can we say about the lessons the characters learned after having lived through this series of events?

Explain the new understandings the protagonist has about a central issue of the text, after having lived through this series of events.

8.3 Students will be able to analyze how the author

“Lottery in June, corn be heavy soon,” is how one villager describes a

Closely reread this line spoken by (character1) from lines (insert lines) of the passage:


2013DRAFT



Analyze how particular lines of dialogue or incidents in a storyor drama propel the action, reveal aspects of a character, orprovoke a decision.

controls point of view and creates sympathy for the character, through access to inner thinking and dialogue, as well as particular actions on the part of the character.

Students might…

- analyze what characters say for clues about issues that are revealed in the story.

- compare how different characters react to the same event or conversation.

- analyze who they sympathize with in the story at different moments, and why

- connect moments across a story either because they are related to characters’ motivations, to the cause of later conflict, or to thematic development.

- analyze the narrator’s voice, and how it affects the reader’s understanding

- consider when certain line of texts seem to reveal an author’s meaning or be metaphoric.

saying about the Lottery. What might be the significance of this saying for what happens in the story?

In this story, it is clear that it takes place in a small farming village. How does the setting play a role in influencing the events that take place?

“…”. By observing (character 1) say this to (character2), which of the following inferences could we make?

What distinction can you make between (character 1) and (character 2)?

Explain the author’s analogy of (insert analogy) to (insert issue). Discuss its purpose and cite examples of how the idea is present throughout the text

How does the text categorize the information about (insert topic)?

Which event would not be included in the category of “events that inspired the main character to change her life”?

8.4

Determine the meaning of words and

Students will analyze words in context. These words might include words that are connotative, represent the

At one point early in the story, the children are described:

The children assembled first, of

Closely reread this sentence from lines 1–2 of the passage:



2013DRAFT



phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

time period, or are figurative in nature.

Students might…

- determine the meaning of words that affect the tone or indicate the setting of a text.

- analyze the multiple meanings of words (including connotative meanings) to question why they have been used and their effect on the text and the reader.

- determine deeper meanings behind figurative language in a text.

- trace symbolic meaning across a text

course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them.

How might you interpret ‘the feeling of liberty,’ within this story?

The title The Lottery has more than one meaning for the story. Consider what the word represents and the significance of the term in the beginning, middle, and end of the story.

By the end of the story, the notion of a ‘feeling of liberty’ in this community might have more than one meaning. How would you explain a ‘feeling of liberty’ in the context of events in the story?

In this sentence, (word1) most clearly means __________

Which of the following best describes the meaning of the metaphor (insert metaphor)?

Which sentence best describes the meaning of the simile that begins in the first line of the poem and ends in the third?

Which of these words from the second stanza has the most strongly negative connotation?

Explain the personification in the second stanza.

Closely reread lines 13-16 in the poem. In this stanza, (insert word or phrase) most clearly means________?

8.5

Compare and contrast the structure of two or more texts andanalyze how the differing structure of each text contributes to its meaning and style.

Students will compare and contrast how stories, plays, and poems are put together and what that structure does to reveal the larger meaning of texts. They will further be able to use that knowledge to look deeper into how the author presents theme, setting or the plot.

Students might…

The Lottery is often compared with The Hunger Games – but the stories are structured very differently. How does the tight, in-one-afternoon- time span of The Lottery create an atmosphere that is different from the longer time span of The Hunger Games?

The Lottery takes place within a fairly short span of time. Discuss how the author’s choice to structure the story as taking place in just one single afternoon contributes to its meaning.

Which statement best describes how the structure in (text 1) contributes to its meaning?

How is the use of repetition in (text 1) and (text 2) similar or different?

Compare and contrast how the structure of (text 1) and (text 2) supports the meaning of each poem. Include textual evidence from each poem to support your answer.

How does the structure of each poem affect the style of writing?


2013DRAFT



- analyze the structure of a text, including how and when information is released, how time moves, when the structure is conventional and unconventional and how those choices affect the reader.

- delve deeper into the author’s purpose for creating a certain structure.

- describe the structure and how it develops the theme, conflict, or setting.

- analyze and evaluate a scene and how various scenes fit into the overall trajectory of the text.

- compare and contrast how the structure of texts are the same and different.

8.6

Analyze how differences in the points of view of the charactersand the audience or reader (e.g., created through the use ofdramatic irony) create such effects as suspense or humor.

a. Analyze full-length novels, short stories,

Students will analyze how the authors develop and suggest various perspectives and voices in a text.

Students will also analyze how development of perspective creates irony or other effects which contribute to the meaning, tone, etc. of texts.

Students might…

The author of the Lottery has created a contrast between the ignorance of the reader of what the lottery means and the knowledge of the characters. Analyze what effect(s) are created on the reader through this difference in point of view and how it contributes to the meaning of the story.

Mrs. Hutchinson’s viewpoint on the Lottery seems to change drastically across the story. Compare her viewpoint early in the story, to later, and analyze the various causes of her shift in viewpoint. How is her

Closely reread this sentence from lines (insert line number) of the passage:

What effect does this sentence provide the reader as the story develops?

How does a common theme develop differently in (story1) than in ( poem1)?

How is the narrator’s voice in (story1) similar and different to the voice of a speaker in (poem1)?

How do the authors of each of these texts Updated 2/15/13

The Teachers College Reading and Writing Project 2013

DRAFT



poems, and othergenres by authors who represent diverse world cultures.

- analyze the narrator’s voice and how it affects the reader’s understanding

- analyze how full or partial the narrator’s understanding of events is

- compare and contrast different characters’ points of view in critical moments.

- investigate stereotypes and representation in the text

- trace power in the text and how it shifts and where it is visible

- critically examine how gender, race, and culture are represented in texts.

- bring critical literacy lenses to a text to analyze its effects

viewpoint different from Old Man Watson’s?

develop the voice of the key character?[Note: this also connects to Standard 7.6]

8.7

Analyze the extent to which a filmed or live production of astory or drama stays faithful to or departs from the text orscript, evaluating the choices made by the director or actors.

Students will be able to compare and contrast reading a story to watching it on a video.

Students might:- analyze similarities and

differences of a text on film versus the same text in print, looking at authorial and directorial choices, comparing overall affects as well as small details.

- compare and contrast how the author represents themes in a text and in a movie

There have been many adaptations of the Lottery, from close adaptations, to stories that are informed by its literary tradition. Compare the scene of the Reaping from the film version of The Hunger Games, to the print or film version of the Lottery. How is the later text informed by the earlier one?


2013DRAFT



- compare and contrast the setting of a movie and a text in terms of atmosphere and how it is created.

- compare the changes that were made to a text when it became a film, and the affect of those changes.

(RL.8.8 not applicable to literature)8.9

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, includingdescribing how the material is rendered new.

Students will be able to compare and contrast the portrayal of how authors represent time, place and setting within a text. They will be able to discuss differences in tone, in shades of meaning, in structure, and in context, and tie these to specific examples from both texts as a way to compare and contrast not just what the authors suggest, but how they develop themes, issues, and ideas.

Students might…- investigate the way different

genres develop similar ideas or themes.

- Investigate literary traditions

The Lottery fits within a tradition of dystopian literature. Explain how the novel acts as a dystopian narrative.

The author of The Lottery has deliberately chosen a small village within which to set her short story. Consider historical accounts of small villages such as ones from Salem during the Salem Witch trials. How has the author drawn on historical events to create this story?

How does the author convey the same theme found in the other story?

What shared theme is suggested in both texts?

Citing evidence of story events and character types, write about how the plot of (text1) reinterprets the story of (text2)

How are the story events in (text1) mirrored in the modern tale of (text 2)?

How is (character1) an updated version of (character2)?


2013DRAFT



and the literary devices of certain genres, looking at archetypes, narrative trajectory, and common themes.

- look at stories across genres and how they can carry the same or similar themes across genres – as well as analyze what is different in terms of how these themes are developed.

- compare and contrast topics that are developed through different structures or genres

- compare and contrast how the approaches to develop the themes are different in one text versus other types of literature

8.11.

Interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to:other texts, ideas, cultural perspectives, eras, personal events, and situations.

Students will interpret, analyze and evaluate different genres for artistic, content, and ethical connections to other texts

Students will be able to:

- analyze texts that are related by theme, content, or the issues they raise

- evaluate how texts are informed by other texts and discourse.

- make informed judgments about

The Lottery is often compared to the short story “Most Dangerous Game” and to the novel the Hunger Games. Choose a text from among these, or another you know well, that you think conveys similar ideas or themes. What are those ideas or themes, and how do the two texts treat them differently?

If you were to put together a text set that included The Lottery and other works of film and/or literature, what might you include and why?


2013DRAFT



the relationship between quality texts and their purposes.

City/State Focused Standards:

Reading Informational Texts, Grade 8

What the Standards Say…

In other words… Text-Based Example

Steve Jobs’ commencement speech at Stanford University: http://www.forbes.com/sites/davidewal t/2011/10/05/steve-jobs-2005-stanford-commencement-address/

paired with

A report on Mark Zuckerberg’s commencement speech at a local middle school.

How Else Might These Questions Be Worded…

8.1

Cite the textual evidence that

Students can determine central ideas in texts and support those with reasons and evidence,

Why did Steve Jobs feel like these three stories would engage the audience and help them understand the decisions that he made and the recommendations he is making for their future?

Closely reread these sentences from lines (insert line number) of the passage:

Why does the author make this


2013DRAFT

http://www.forbes.com/sites/davidewal%20t/2011/10/05/steve-jobs-2005-stanford-commencement-address/





most strongly supports ananalysis of what the text says explicitly as well as inferencesdrawn from the text.

even when the ideas are not explicit and on the surface of the text.

Students might…- Determine an author’s

main points and how he or she supports those with evidence.

- synthesize across dense texts, connecting parts in support of related ideas.

- determine central ideas that are subtle as well as those that are explicit and obvious.

- sort out the relevance of details and how they relate to ideas.

- determine the author’s stance on a subject and what informs that stance.

How does the author of the speech make recommendations to the students at their graduation?

How does Steve Jobs refer to his own story - to personal moments in his life– to stir and sway the audience?

recommendation?

Explain how the author’s relationship with (topic 1) is different from his relationship with (topic 2). Use two details from the passage to support your answer. Write your answer in complete sentences.

Which choice in the strongest piece of evidence to support this claim?

Which of the following choices best explains why the author believes (insert author’s belief)?

Based on the article, which statement by the author most strongly supports his/ her position?

Which detail from the article illustrates that (insert a main point)

8.2

Determine a central idea of a text and analyze its developmentover the course of the text, including its

Students will be able to analyze a text for the ideas it presents, sorting out which evidence supports these ideas, synthesizing across the text.

Students might…

How does Steve Jobs develop his central message through the speech ?

Steve Jobs has a message for the students he is speaking to. How does that message develop and grow throughout his speech?

The passage suggests all of the following as strategies for (insert goal. Ex- saving the rain forest) EXCEPT

Closely reread the following sentences from lines (insert lines) of the passage:

How do these sentences reflect the author’s changing relationship with (insert topic)?


2013DRAFT



relationship tosupporting ideas; provide an objective summary of the text.

- Determine the most significant points an author makes, and how he or she makes these points

- evaluate the strength of supporting details

- find evidence to support central ideas and a given author’s purpose

- explain how details, features and structures support central ideas

- clarify the author’s meaning, distinct from the reader’s ideas on a subject.

Describe _______’s changing attitudes toward the author. Use two details from the passage to support your answer. Write your answer in complete sentences.

8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Students will be able to discern connections between references in the texts, across parts of a text, and between events, ideas, and change.

Students might:- Analyze how the references

made in a text connect to central ideas or influence the audience

- Research the context of a text historically or in terms

What distinction can you make about Steve Jobs and how he reacts to certain events in his life?

How did the decisions Steve Jobs make led him towards success?

How did the author compare (topic1) to (topic2).

Which statement accurately compares (idea1) to (idea2)?

How does the text categorize the information about (idea1) and (idea2)?

What is the connection between all of the details in paragraph 4?


2013DRAFT



of its affect on others.- Analyze the assumptions

made in a text, and how the text reinforces certain ideas, views, or discourse.

8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to otherTexts.

Students will analyze words in context. These words might include words that are connotative, represent the time period, or are figurative in nature.

Students might:- analyze the meaning of

words that develop the tone or indicate the context of a text

- determine the meaning of words that represent time, place, mood, setting

- analyze the meaning of words that have a connotative meaning

- analyze figurative language and how it affects meaning and tone

Jobs remarks: “But I naively chose a college.” What does the word naively mean in this sentence, but also in the larger context of Job’s message in this speech?

As used in the passage, the word (insert word) is closest in meaning to________

Which statement best explains why the author has used the words (word1), (word 2) and (word3) in the first paragraph?

Word choices in the 5th paragraph such as (wrod1), (word2) and (word3) suggest that the is….

Which statement best explains the effect of the figurative language used in paragraph 4?

Why does the author use words like (word1), (word2) and (word3) to describe (insert topic). What do these word choices reveal about how the author would like readers to feel about (insert topic). Use specific examples in your response.

8.5

Analyze in detail the structure of a specific

Students will analyze the overall structure of the text.

Further, they will analyze

“On the back cover of their final issue was a photograph of an early morning country road, the kind you might find yourself hitchhiking on if you were so adventurous. Beneath it were the words: "Stay Hungry. Stay Foolish." It was

Closely reread the following paragraph from lines (insert line number) of the text:

Why does the author write that(insert line)?


2013DRAFT



paragraph in a text,including the role of particular sentences in developing andrefining a key concept.

how sentences, paragraphs, features, and sections fit together and are an important part of the overall structure of the text.

Students might:- analyze the structure of a

text, including how information and ideas are presented, and how parts of the text fit together.

- delve deeper into the author’s purpose for creating certain structures.

- analyze and evaluate a particular section and how that section plays a specific, deliberate role in forwarding central idea(s).

- consider unconventional structure choices and how those affect understanding.

their farewell message as they signed off. Stay Hungry. Stay Foolish. And I have always wished that for myself. And now, as you graduate to begin anew, I wish that for you.” How does this statement fit in with the whole message of this speech?

Which of the following details from paragraph 1 best supports the paragraph’s key concepts?

Reread the following lines

(insert lines)

How do these sentences help to develop the key concept in paragraph 3?

Which sentence in paragraph (insert paragraph number) is most helpful in proving one of the author’s main ideas?

Reread the following lines

(insert lines)

How do these sentences help to develop the key concept in paragraph 3?

Which of the following details from paragraph 1 best supports the paragraph’s key concepts?

8.6

Determine an author’s point of view or purpose in a text and

Students will understand that the authors develop and represent perspectives or point of view, and develop an awareness for conflicting

Steve Jobs wrote this text to instruct students to……?

Steve Jobs’ point of view about higher education is…?

This text was written to instruct…

Which sentence best describes the author’s point of view?


2013DRAFT



analyze how the author acknowledges and responds toconflicting evidence or viewpoints.

or missing voices.

Students might:- Analyze the author’s overall

perspective and how that is made clear in the text.

- Compare and contrast authors’ points of view on a subject

- Consider which viewpoints are most honored in a text, and which are marginalized or missing.

- Analyze whose perspective is strengthened by a text.

- Analyze how an author creates sympathy with his or her point of view.

- Analyze claims and counterclaims in a text, questioning the relevancy, sufficiency and accuracy of evidence which each side provides.

The author’s purpose for writing this speech was……?

The sentence best expresses the author’s point of view toward the (insert issue)?

What test evidence best supports your inference about the author’s point of view?

Explain the author’s purpose for writing this article. Cite evidence from the text that helps you infer what she hoped to accomplish.

This speech was written to persuade ______

Describe how you determined the author’s purpose for writing this article citing the evidence that led to this inference.

8.7

Evaluate the advantages and disadvantages of using differentmediums (e.g., print or digital text, video, multimedia) to

Students will be able to evaluate advantages and disadvantages of different forms of media to help understand a topic or issue.

Students might:- integrate and compare

What are the advantages of Steve Jobs delivering this speech and what could be the negative consequences of his words?

You can watch a clip of Steve Jobs delivering this speech: http://www.youtube.com/results? search_query=steve+jobs+commencement+speech+at+stanford&oq=steve+jobs+commencement+speec

What are the advantages of hearing a speech as opposed to reading a speech?

What lens does this presentation give you?

The advantages to reading a book over seeing the film version seem to be…? The disadvantages might include…?


2013DRAFT

http://www.youtube.com/results?%20search_query





present a particular topic or idea.

information from many different sources to gain coherence around a topic or subject and to contextualize a text

- analyze why and how authors use different mediums for different purposes and why

- compare the craft and technique that are available to authors in different media, and how these are deployed to develop ideas and stir audiences.

h+at+stanford&gs_l=youtube.3...2315.4154.0.4297.10.8.0.0.0.0.0.0..0.0...0.0...1ac.1.

Does the experience of actually watching Jobs deliver the speech versus reading it make it more memorable or meaningful? Does it make the speech seem more effective? Take a position on whether or not the medium matters. Cite details from the texts to support your answer.

8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidenceis introduced.

Students will be able to trace and evaluate an argument, including its reasoning, or warrant, as well as making some judgment about its validity and relevance.

Students might:- analyze the overall strength

of the author’s argument by analyzing the relevance and significance of the reasons and evidence presented.

- Evaluate the logic of argument, including any logical fallacies

What is Steve Jobs’ argument about college and following your passion? What evidence does he give to support this argument?

The advice to not give up is often given during commencement speeches. Does Jobs make this advice feel fresh and move beyond cliché? Does he have sound reasoning and relevant and sufficient evidence? Evaluate how effectively Jobs’ makes his argument. Cite details from the text to support your assessment of the argument.

What evidence does the author provide to support her reasoning that(insert author’s claim)?

Which of the statements best explains the author’s claim?

Which of the following statements is evidence supporting the author’s reasoning that (insert author’s claim)

Evaluate the author’s argument about the (insert issue). Explain whether the author backs up her claim with sound reasoning and relevant evidence.

Which evidence from the article is irrelevant to Updated 2/15/13

The Teachers College Reading and Writing Project 2013

DRAFT



- Analyze how persuasive techniques influence the audience versus logic.

- Research the subject to evaluate the validity and relevance of the argument presented.

- Research to add to this argument or to refute it

- Evaluate the claims and counterclaims, weighing and evaluating overalls strengths.

- Consider the historical and ethical implications of the argument.

-

the author’s reasoning that (insert claim)?

How well does the author make her argument? Using details from the article, evaluate whether the reasoning is sound and the evidence is relevant and sufficient.

8.9

Analyze a case in which two or more texts provide conflictinginformation on the same topic and identify where the texts disagree on matters of fact or interpretation.

a. Use their experience and

Students will be able to analyze two or more texts to compare arguments, perspectives and interpretations

Students might:- analyze different arguments

and their conflicting information and perspectives to compare different interpretations on the same topic.

- read different viewpoints on a topic to evaluate validity and relevance.

- Bring critical literacy lenses

Read this citation from Steve Jobs:

“I’m pretty sure none of this would have happened if I hadn’t been fired from Apple. It was awful tasting medicine, but I guess the patient needed it. Sometimes life hits you in the head with a brick. Don’t lose faith. I’m convinced that the only thing that kept me going was that I loved what I did. You’ve got to find what you love. And that is as true for your work as it is for your lovers. Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle.

Which fact about (insert topic) do the two articles agree on, but interpret differently?

Which statement best summarizes how (author1) and (author2’s) ideas conflict?

Using evidence from both articles, explain how technological innovations have led to discoveries about _______.

Reread the this sentence from (author 1):

“_____________________”

Which of the following from (author 2’s) article conflicts most with this?


2013DRAFT



their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.

to evaluate who benefits from an argument and who is marginalized or negated.

As with all matters of the heart, you’ll know when you find it. And, like any great relationship, it just gets better and better as the years roll on. So keep looking until you find it. Don’t settle.” (Jobs, 2005)

Based on Zuckerberg’s speech, how would he respond to this statement?

Steve Jobs offers one viewpoint on college and Mark Zuckerberg offers another. How do these two speeches conflict or agree with each other?

Which statement best summarizes both speeches?

What claim from speech one contradicts with the claim in speech two that college wastes people’s time?

How do the facts the author’s chose shape their conflicting interpretations of the effect of ______________?

Which claim from (article 1) does (article 2) contradict?

Which information have the author’s of (article 1) and (article 2) interpreted differently?


2013DRAFT

rw.tc.columbia.edurw.tc.columbia.edu/.../grade_8_teaching_towards_the_… · web viewas used in...

Documents