Module 3 Critical Thinking Assignment

Joanna Aviles-Jawhari
OTL 539 – Theory and Practice in Backward Design
Dr. Steven Flanders
May 7, 2019

Original:
Key Essential Relevance and Students Create
Standard Understanding or Question Complexity Life Collaborative to Demonstrate
Big Idea Application Learning
Read closely to Identify explicit How can I In your opinion, In what ways can What inferences What is the
determine what information through provide the what textual we make can you draw from author’s purpose
the text says inferencing and best proof from evidence most inferences of your analysis of the of the text? How
explicitly and to textual proof to the text to strongly people’s words text? can you tell? Is
make logical support an analysis. support supports your when we there any patterns
inferences from meaning of the analysis? Why communicate or ideas repeated
it; cite specific text? do you think through instant in the text? What
textual that? or text is the theme of the
evidence when messaging? Give text?
writing or 2 examples.
speaking to
support
conclusions
drawn from the
text.
Analyze how Analyze how How does What How does our What is revealed If you could change
and why particular lines of behavior of the statement(s) or behavior, about the character the beginning or
individuals, dialogue or incidents characters action(s) lead to reactions, or by events or the end of the
events, and in a story or drama cause an action a shift in interactions with dialogue? story, what would
ideas develop propel the action, or reactions in advancement in others affect the you add or change
and interact reveal aspects of a the text? the events of the people around in the story? What
story? would you do
over the course character, or provoke us or our differently than
of a text. a decision environment? the author?
Interpret words Determine the How does the How do How important is How does the How does the
and phrases as meaning of words and author’s use of analogies or it for us to use author’s use of writer create
they are used in phrases as they are specific types of allusions to figurative repetition of meaning in their
a text and used in a text, figurative other text language when sounds impact the writing? How do
analyze how including figurative language and impact tone and we tell a story to tone of the text? we use words to
specific word and connotative connotation mood in the others? How express meaning
choices shape meanings; analyze the affect the text? would our to communicate?
meaning or impact of specific meaning of the stories make the
tone. word choices on text? listeners feel
meaning and tone, without the use
including analogies or of figurative
allusions to other language?
texts.
Assess how Analyze how How do How are the Does the Compare and What is the
point of view, differences in the different points differences in character’s point contrast the writer’s purpose to
perspective, or points of view of the of view within the points of of view differ author’s evidence hide a greater
purpose shapes characters and the the story create view of the from that of the and/or viewpoints meaning behind
the content and audience or reader suspense or characters or the audience? If so to conflicting their characters,
style of a text. (e.g., created through humor? reader create what effect is evidence and/or events, in a place
the use of dramatic such effects as created? viewpoints. in their stories?
irony) create such suspense or What kind of effect
effects as suspense or humor in the is this supposed to
humor. text? create for the
reader?
Read and Read and What strategies Do you think you What have you How do you define Briefly summarize
comprehend comprehend complex am I using to are ready to read an independent the plot and theme
complex literary literary and become an read a more independently and proficient of the text.
and informational texts independent complex text or lately? reader? What
informational independently and and proficient different type of makes a reader
texts proficiently. reader of literature? proficient?
independently literary texts?
and
 proficiently,
connecting
prior
knowledge and
experiences to
text.

Resources:
North Carolina Department of Public Instruction. (2012). Instructional support tools for achieving new standards [PDF file]. Retrieved from
https://files.nc.gov/ncdoa/asrc/documents/10202014/Grade%208%20Unpacking.pdf
Groveport Madison Schools. (2018). 8th grade language arts pacing guide and unpacking standards. [PDF file]. Retrieved from
http://www.gocruisers.org/Downloads/8th%20ELA4.pdf