CriticalThinkingRecords:StudentFriendlyVocabularyExplanations

Author:ValerieChamberlain
Datecreated:04/14/20159:06AMESTDatemodified:04/14/20153:07PMEST

BasicInformation
Subject

LanguageArts(English)

GradeLevel/Course

Grade11

Title

CriticalThinkingRecords:StudentFriendlyVocabularyDefinitions

Standards

PAPennsylvaniaCommonCoreStandards(2013)
Subject:EnglishLanguageArtsGrade612
Grade:Grades1112
ContentArea:1.2ReadingInformationalTextStudentsread,understand,andrespondtoinformationaltextwithan
emphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithfocus
ontextualevidence.
Domain:
VocabularyAcquisitionandUse
Standard:
CC.1.2.1112.JAcquireanduseaccuratelygeneralacademicanddomainspecificwordsandphrases,sufficientfor
reading,writing,speaking,andlisteningatthecollegeandcareerreadinessleveldemonstrateindependencein
gatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.
ContentArea:1.5SpeakingandListeningStudentspresentappropriatelyinformalspeakingsituations,listencritically,
andrespondintelligentlyasindividualsoringroupdiscussions.
Domain:
ComprehensionandCollaborationCriticalListening
Standard:
CC.1.5.1112.BEvaluatehowthespeakersperspective,reasoning,anduseofevidenceandrhetoricaffectthe
credibilityofanargumentthroughtheauthorsstance,premises,linksamongideas,wordchoice,pointsof
emphasis,andtone.

PAPennsylvaniaDOEStandardsAlignedSystemClearStandards(2010)
SubjectArea:Reading,Writing,Speaking,andListening
StandardArea:1.2:Reading,Analyzing,andInterpretingText
GradeLevel:11
Standard:
1.2.11.C:Examinetheauthorsexplicitandimplicitbiasandassumptions,beliefsaboutasubject,useoffactand/or
opinion,and/ortheauthorsargumentordefenseofaclaimasrelatedtoessentialandnonessentialinformation.
AssessmentAnchor:
R11.B.1:Understandcomponentswithinandbetweentexts.
AnchorDescriptor:
R11.B.1.2:Makeconnectionsbetweentexts.
EligibleContent:
R11.B.1.2.1:Explain,interpret,compare,describe,analyze,and/orevaluateconnectionsbetweentexts.

USANat.CouncilofTeachersofEnglish:StandardsfortheEnglishLanguageArts
Standard1.:Studentsreadawiderangeofprintandnonprinttextstobuildanunderstandingoftexts,ofthemselves,andof
theculturesoftheUnitedStatesandtheworldtoacquirenewinformationtorespondtotheneedsanddemandsofsociety
andtheworkplaceandforpersonalfulfillment.Amongthesetextsarefictionandnonfiction,classicandcontemporaryworks.
Standard2.:Studentsreadawiderangeofliteraturefrommanyperiodsinmanygenrestobuildanunderstandingofthe
manydimensions(e.g.,philosophical,ethical,aesthetic)ofhumanexperience.

Objective(s)

Studentswillbeableto:
arrangerecordsinanorderthatreflectsthepowerstructureofAmericansocietyaccordingtocriticaltheory
formulatearesponsetoaJeopardy!questionfromtheperspectiveoftheircriticaltheorywiththesupportoftheir
groupmembersandindexcardsthatoutlinetheirtheories
createavinylrecordsleeveorCDcasethatsynthesizesthemajorideasofaliterarytheoryoftheirchoosingand
thatwillbeassessedbyananalyticrubric

Duration

one50minuteclassperiod,withinashortunitontheory

Vocabulary

Tier3:
binaryoppositions
deconstruction
hegemony
logocentrism
Structuralism
violenthierarchies
Tier2:
literarytheory

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Tier1:
gender
language
power
race
structure
Materials
CDsorvinylrecords(1520andfromvaryingmusicalgenres)
criticaltheoryvocabularyindexcards
JamesBrown's"Think"(https://www.youtube.com/watch?v=_vQ1MucCqKI)
"RecordingTheories:VinylRecordProject"packets(handout)
Jeopardy!questionslist
"Jeopardy!ThinkMusic"(https://www.youtube.com/watch?v=rTyNvvFIkE)
recordprojectexample
slipsofpaperinvaryingcolors
InstructionalStrategiesand
Procedures

Hook:
1. Afterstudentshavesettledintotheirseats,teacherwillaskstudentstoformgroupsoffour.
2. EachgroupwillbegivenastackofrecordsorCDs.Stacksshouldcompriseofatleastfourorfivealbumsthat
representmultipleraces,genders,orclasses.
3. Becauseliterarytheorydealswiththehistoryofpowerandlanguage,studentswillbeaskedtoarrangetheir
stacksofrecordsorCDsbywhosevoiceisconsideredmostprivilegedinAmericansocietyaccordingtocritical
theory(remindstudentsthatcriticaltheoryexaminespowerconstructsinconjunctionwithissuesofgender,race,
class,andsoon).
4. PlayJamesBrown'ssong"Think"(YouTube)andusethesong'slyricsasinspirationforthistask:Brownistalking
aboutthinkingaboutthegoodandbadthingsinorderto"realize"(inthiscase,torealizethathelovessomeone).
Similarly,criticalthinkingandanyauthenticengagementwithatextinvolvesthinkingaboutboththegoodandthe
badissueswithinandsurroundingthetext'sformation.
5. Usethelengthofthesongtomeasurethetimeallottedforthestudentstoarrangetheiritems.
6. Afterstudentshavearrangedtheirrecords,teacherwillaskquestionslike:"Howharddidyouhavetothinkabout
whosevoiceisprivileged,ordidyoualreadyhaveanawarenessofthisprivilege?"and"Whatissuesorproblems
arosewhentryingtomakeyourdecisions?"
7. Thiswilltakeapproximatelytenminutes.
InstructionalStrategies:
1. Eachgroupwillnowreceiveavocabularyindexcard.Eachvocabularyindexcardhasthenameoftheconceptor
theoryonthefront,andashortsummaryofthetheorywithexamplequestionsorscenariosontheback.These
cardsreviewtheessentialtermsortheoriesthatwehavelearnedaboutinourstudyofcriticaltheory.
2. Studentsshouldreadthecardswiththeirgroup.
3. GroupswillactasrepresentativesfortheirrespectivetheoriesduringourJeopardy!session.Teacherwillprompt
thestudentstostudytheircardsastheywillberespondingtoJeopardy!questionsfromtheperspectiveoftheir
assignedtheoryorconcept.
4. Forexample,thepairthatisassigned"Deconstructionism"willusetheircardtoformulatetheirresponsestomy
question.
5. Teacherwillchooserandomquestionsfromthelistprovided.Questionscanbepositedtoanygroup,astheyare
notspecifictothetheoriesathand.Playthethemesongtogivethegroupstimetoformulatetheiranswers.
6. Studentsaretotakeontheperspectiveoftheirtheories,soitmaybeimportanttoremindclassmatesthatthese
arenotpersonalopinionsbutrathertheopinionsofthetheories.
7. Thepointofthisexerciseistohavethestudentsmodelthetheoriesatwork/playtotheirclassmates.
8. Thiswilltakeapproximatelyfifteenminutes,oruntileachgrouphasrespondedtoatleastonequestion.
Procedure:
1. Studentswillsignupforatheoryorconceptfromthelistoftheorieswehavecovered.
2. Somestudentsmayrepeatconcepts/theories,butallideasshouldbecoveredasthesestudentprojectsand
presentationswillserveasareviewforourtheoryunit.
3. Studentswillbehandedthe"RecordingTheories:VinylRecordProject"packets.
4. Teacherwillwalkstudentsthroughtherequirementsfortheprojectandmodeltheprovidedexampleonbinary
opposition.
5. Studentswillhaveinclasstimetoconductresearchandbegindraftingtheirprojects.
6. Duringthistime,teacherwillconferencewithindividualstudentsandassistthemwithanyquestionsorconcerns.
7. Thiswilltakeapproximatelytwentyminutes.
Closure:
1. Withaboutfiveminutesleftinclass,havestudentspackuptheirmaterialsandreturntotheirdesks.
2. Beforestudentsleavetheroom,askthemtowriteonasmallpieceofpaperonewaythattheycanchallengeor
rewritethepoliticsoflanguagestartingtoday.Youmayhandoutthepaperslipsatthistime.
3. Offersomeexamplessothatstudentshaveanideaofwhatthequestionisasking(e.g."Iwillreadtextscritically"
or"Iwillstandupforinequalityduringclassroomdiscussions").
4. Teacherwillusethesepapersasexitslips,butshewillalsocreateavisualcollagetohangupintheclassroom
thatdisplaystheseideasandexamples.
5. Thiswilltakeapproximatelyfiveminutesoruntiltheendoftheperiod.

Assessment

Formative:
teacherwillusetheopeningactivitytocheckforunderstandingandcomprehensionbyofferingfeedbackonthe
group'sarrangementsofrecords
teacherwillcheckforunderstandingduringJeopardy!sessionbywalkingaroundtheroomduringthe"think"time
andlisteningtogroupconversations(andofferingsupport)
teacherwillconferencewithindividualstudentsastheyconductresearch/buildtheirideasfortheirprojectsduring
theproceduralportionofthelesson
Summative:

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studentswillreceiveindividualgradesbasedonananalyticrubricfortheirprojectsandpresentations(dueone
weekfromtoday)
Assignments

Homework:
continuetoworkonyourprojectsathome,astheyaredueoneweekfromtoday

SelfReflection

Iexpectthatmylessonwill:
introducemystudentstocollegelevelconceptsandvocabularythroughaccessibleandengagingactivities
modelhowtoemploycriticaltheoryindiscussionandclosereadingthroughaJeopardy!game
givemystudentsthenecessaryvocabularytocriticallyanalyzeanddiscussvarioustextsinthefuture

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