Watch and Read: Evaluating an Author's Technique

  • Due No Due Date
  • Points 12
  • Submitting a website url

Overview

The purpose of this lesson is to explore the impact of ocean acidification. 

Directions

  1. Read and evaluate the effectiveness of two articles created by an international journalist from the Pulitzer Center on Crisis Reporting that use video, photos, and text to explain the effects of carbon emissions on ocean creatures. 
  2. Next, determine the advantages and disadvantages of the different resources in order to determine which type of resource you would use in a presentation to educate your community about the issue.
  3. Submit your responses online by uploading Google Doc link and bring a printed or digital copy to class tomorrow.

Watch and Read

Watch the video "Lucrative Crab Industry in Danger" at the resource "Alarm over crab: Lucrative Crab Industry in Danger" Links to an external site.. Answer the following questions in a Word or Google doc:

  1. Where does the video mostly take place?
  2. Who is interviewed as part of the video?
  3. How does the video describe ocean acidification?
  4. What is the effect of increased carbon dioxide on the crab?
  5. In the study that scientists did on king crab, what were some of the effects of increased carbon emissions?
  6. What was surprising to the scientist Jeremy Mathis when he went to study the ocean in the Pacific Northwest?
  7. What is the effect of ocean acidification on crab fisherman? 
  8. The scientists conclude with a question about the impact of ocean acidifcation on the ocean's food web. What do you think might be one of the effects?

Read the article located under the video and on your document make a list of new information that the article presents.  Answer the following questions on your document to analyze the effectiveness of the author's technique:

  1. If your goal is to get your community engaged and passionate about ocean acidification, what are the advantages and disadvantages of using this article?
  2. How well does the article/video explain what ocean acidification is? 
  3. In what ways will your community connect to the issue presented in the article? 

Watch and Read

Watch the video in the resource "Sea Change: Vital Part of Pacific Food Web Dissolving" Links to an external site.. Answer the following questions on your document:

  1. What is a pteropod?
  2. How is it affected by ocean acidification? 
  3. How are these animals connected to humans?

Read the article located under the video and and answer the following questions:

  1. True or False: Ocean acidification is affecting pteropods at the rate that scientists expected.
  2. What is causing ocean acidification? How are humans involved?
  3. What was surprising about the results of the scientists' study on shell deterioration in pteropods? 
  4. True or False: Pteropods can patch/repair their shells. 
  5. What other animals are affected by a loss of pteropods?

Answer the following questions on your document to analyze the effectiveness of the author's technique:

  1. If your goal is to get your community engaged and passionate about ocean acidification, what are the advantages and disadvantages of using this article?
  2. How well does the article/video explain what ocean acidification is? 
  3. In what ways will your community connect to the issue presented in the article? 

Licenses and Attributions

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Rubric

Evaluating an Author's Technique Response Questions (2)
Evaluating an Author's Technique Response Questions (2)
Criteria Ratings Pts
CCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
threshold: pts
Edit criterion description
1 pts Full Marks
0 pts Rating Description
pts
1 pts
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Additional Comments
CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
threshold: pts
Edit criterion description
1 pts Full Marks
0 pts Rating Description
pts
1 pts
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Additional Comments
CCR Reading Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to text of appropriate complexity as outlined by Standard 10.)
threshold: pts
Edit criterion description
2 pts Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL 9-10.1) · Application: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Application: cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
1.5 pts Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL. 8.1)
1 pts With prompting and support, cite textual evidence supports an analysis of what the text says explicitly as well as inferences drawn from the text.
0.5 pts Cite textual evidence that supports an analysis of what the text says explicitly as well as inferences drawn from the text.
pts
2 pts
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Additional Comments
CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
threshold: pts
Edit criterion description
2 pts Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI/RL.9-10.2) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11- 12.)
1 pts Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas and characters, setting, and plot; provide an objective summary of the text. (RI/RL. 8.2) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
1 pts Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (RI/RL.7.2) With prompting and support, determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
0.5 pts Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (RI/RL.7.2) With prompting and support, determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
pts
2 pts
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Additional Comments
CCR Reading Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
threshold: pts
Edit criterion description
2 pts Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (RI/RL.9-10.4) • Application: determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context. (RST.9-10.4)
1.5 pts 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 other texts. (RI/RL. 8.4)
0 pts Think aloud with classmates and teacher to determine the tone of the text and identify words, phrases and literary techniques that portray that specific tone.
0 pts With prompting and support, determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; and analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (RI/RL.7.4)
pts
2 pts
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Additional Comments
CCR Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
threshold: pts
Edit criterion description
2 pts Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (RI.9-10.5) Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (RI.11-12.5)
1 pts With prompting and support, analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). With prompting and support, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
0 pts Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (RI .8.5)
0 pts With the support of a teacher and classmates, participate in a close reading in order to analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
pts
2 pts
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Additional Comments
CCR Reading Anchor 6: Assess how point of view or purpose shapes the content and style of a text.
threshold: pts
Edit criterion description
2 pts Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).
1.5 pts Identify multiple examples of common rhetorical appeals in a text (logos, pathos, ethos) and describe how the author uses this rhetoric to advance the point of view or purpose, independently. Identify specific examples in a case which require distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement) and describe how these examples reveal the author’s point of view or purpose, independently.
1 pts Identify examples of common each rhetorical appeals in a text (logos, pathos, ethos) with teacher assistance. Identify a specific example in a case which requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement) with teacher assistance.
0.5 pts Identify multiple examples of common rhetorical appeals in a text (logos, pathos, ethos) with some teacher and/or peers assistance. Identify specific examples in a case which require distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement) with some teacher or peer assistance.
pts
2 pts
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Additional Comments
Total Points: 12 out of 12