Higher Order Thinking Skills/High School HOTS #1 Nietzsche (Non-fiction)

Linda Jennifer
1.3k Followers
Grade Levels
9th - 12th, Higher Education, Adult Education, Homeschool
Standards
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Pages
26 pages
$7.50
$7.50
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Linda Jennifer
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Description

Higher Order Thinking Skills for High School students
Textual Analysis
The Great Books
Nietzsche's Thus Spake Zarathustra (small extract only)
Critical Reading and Writing

HIGH SCHOOL HOTS!

This is a self-contained product on higher order thinking skills/textual analysis. Everything you need is here.

MOVE AWAY FROM GENERIC QUESTIONS AND INTO TEXT-BASED ASSIGNMENTS WITH THIS PRODUCT ON CRITICAL THINKING, READING, AND WRITING

TEACHER TIP:
You don’t need to teach entire works, just short excerpts of the Great Books, to engage students in complex, higher-order thinking and other skills deemed essential in the new CCSS guidelines.

ANALYZING THE GREAT BOOKS: Nietzsche’s Thus Spake Zarathustra (small extract only)

Thus Spake Zarathustra is a fantastic text to engage your students in philosophical questions.

They will immediately recognize some of Nietzsche’s concepts: the superman or Ubermensch; God is dead; contempt for the herd.

Take part in the “Big Ideas” spoken about in the new CCSS guidelines; this unit will help guide your students through this difficult, yet accessible, text.

While all of my products on TpT engage students in complex, higher-order thinking, my philosophy units especially do so.

This product also allows for differentiated learning as some students may be comfortable with the questions focused on the lower levels of Bloom’s Taxonomy (remembering/comprehension and simple applications/understanding), whereas some of the questions focus on higher levels (analysis and evaluation).

INCLUDED IN THIS PRODUCT ARE THE FOLLOWING:

➢ A brief introduction

FOUR PAGES OF TEACHER NOTES

➢ Information on how I use the text

➢ CCSS related information on text complexity

➢ A multiple-choice test (based upon the included reading) with answers (in the main file and as a separate PDF)

➢ Critical Lens Quotation Practice (in the main file and as a separate PDF)

➢ Some information on Nietzsche in popular culture

➢ Chapters 1 to 4 of the Prologue from Thus Spake Zarathustra (in the main file and as a separate PDF)

➢ Essay Questions (10 main with another 10+ sub-questions) (in the main file and as a separate PDF).

These are aligned with ELA-Literacy CCSS 9-12 (see below). The answers to these questions are provided.

If you are interested in Higher Order Thinking you may be interested in my other High School HOTS products:


Related Products

Higher Order Thinking Skills HOTS #3 (THE THEAETETUS) WHAT IS KNOWLEDGE?

Higher Order Thinking Skills/High School HOTS #2 (THE REPUBLIC)

HIGHER ORDER THINKING SKILLS, VNT, AND VNT (PLATO'S THEAETETUS) BUNDLE

HIGHER ORDER THINKING SKILLS AND VNT (PLATO'S THEAETETUS) PERFECT PAIRING BUNDLE

CCSS standards:
CCSS.ELA-Literacy.RL.9-10.1
CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RL.9-10.4
CCSS.ELA-Literacy.RL.11-12.1
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.6
CCSS.ELA-Literacy.RL.11-12.7
CCSS.ELA-Literacy.RI.11-12.1
CCSS.ELA-Literacy.RI.11-12.2
CCSS.ELA-Literacy.RH.9-10.4
CCSS.ELA-Literacy.RH.9-10.6

Thus Spake Zarathustra is sometimes called a philosophical novel; however, it is hard to define categorically. It is undoubtedly one of the most interesting philosophical texts ever written; it is rich in allegory, imagery, symbolism, and many other literary elements. It is rife with ambiguity; it is perplexing, oracular, and equivocal; hence, a wonderful work to explore – especially in a classroom.

The ELA Common Core State Standards require students to learn how to read texts carefully:

“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts

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Total Pages
26 pages
Answer Key
Included
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

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