16sep13+Class

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[|CCSS.ELA-Literacy.RH.11-12.3] Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. [|CCSS.ELA-Literacy.RH.11-12.6] Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. [|CCSS.ELA-Literacy.RH.11-12.9] Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. **AIM** How do we use mental processes in logic? =Do Now= Describe the object in the middle of the room as completely as possible. How are you sure that you know what you are describing is what you claim it is? =Homework= Email mr.vannort@greenschoolbrooklyn.com with your GMAIL account to get connected. If you don't know how to set up a gmail account see here. Make a professional email address with some form of your name. I will not recognize nicknames. =Mini-Lesson= Students will begin by reading how they described the object in the room. Effort should be made to not "**name**" the object, but just describe it. After several descriptions have been given, the class will name the object. As we each described the object in the room, we provided details that came from our **perception**. **Perception** is the first of the mental (intellectual) processes that we use to make logical decisions and offer logical arguments. However as we described this object, we also came up with a name for the object that has a "universal" quality to it. This name or term, logic refers to as an **abstraction**, which is the 2nd mental process. =Class Activity= media type="custom" key="23826688" As you can see by the video, words are **abstractions**. They don't have precise meanings, and that can lead to contradictions. This is why the first step in logic is always to define terms, so that all members of the discussion agree on the meaning of specific and relevant terms. So let's establish meanings to the terms **perception** and **abstraction**, so that when we use these terms, we all mean the same thing. **Perception -** how we observe the outside world **Abstraction -** how we express our internal world The key here is that we are dividing our ideas between the internal and the external world. Logic also divides this as concrete and abstract. Many contradictions (misunderstandings) are created by this divide.
 * Standards **

Let's practice with this idea. Close your eyes and listen to the same video. Try to identify which sounds are **perceptions** and which sounds are **abstractions**.

Take a moment and write down at least 3 **perceptions** and 3 **abstractions**. Next turn to a partner and share your **perceptions** and **abstractions**. If contradictions occur, try to eliminate the contradiction or save it for a group. Next you and your partner join another pair and discuss any contradictions in both groups. Try again to eliminate the contradiction or save it for the whole class.

Now as a class, each group will offer one contradiction for the whole class to discuss. We'll first identify each group's contradiction. Then we'll attempt to eliminate each of the contradictions. This may result in strong feelings in contradiction with each other. Let's keep it logical and rational, give everyone a chance to speak their mind (abstraction) and try to understand (perception) what they say. =Closing= Write a reflection describing how you separate abstractions from perceptions. How has today's class improved that? = Absence Make Up = In order to make up missed material, students need to do the following in their notebooks: Go to Next Class **Lesson Plan**
 * 1) Pick an object in your room. Describe the object without naming it.
 * 2) Watch the video in the Class Activity section.
 * 3) Copy the definitions of perception & abstraction into your composition notebook.
 * 4) Play the video again, but this time with your eyes closed. Listen for perceptions and abstractions.
 * 5) List 3 perceptions and 3 abstractions.
 * 6) Compete the closing reflection.

Please feel free to add comments about this lesson and how Mr. Van Nort can make them clearer and better. Use the Discussion button below and join in the discussion.