Objective: By the end of class, students will continue to practice writing in constructed response format and be assessed on ability to infer and predict in order to improve reading comprehensive skills.
DO NOW
Vocabulary Quiz - Words from Jane's Back:
1. Silhouette
2. Patrons
3. Portly
4. Ogling
Direct Instruction
Write into notebooks:
The Four Steps to Answering a CRQ:
1. Restate
2. Explain
3. Quote
4. Conclude
Guided
Complete answers to CRQ using the graphic organizers provided from yesterday.
Independent
Complete Inferencing and predicting worksheets for quiz grades.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing, predicting and CRQ format.
Wednesday, September 14, 2016
Wednesday, September 14 - Period 5 - Annotation and Active Reading Strategies
Objective: By the end of class, students will learn to use active reading strategies in order to improve reading comprehensive skills.
DO NOW
Write this down into your notebooks:
To Annotate - to make important notes and comments throughout a piece of literature in order to understand the details and meaning of the text.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives for active reading strategies and annotation together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
DO NOW
Write this down into your notebooks:
To Annotate - to make important notes and comments throughout a piece of literature in order to understand the details and meaning of the text.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives for active reading strategies and annotation together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
Tuesday, September 13, 2016
Wednesday, September 14 - Introdcution to Writing a constructed response / Inferencing and Predictions
Objective: By the end of class, students will make predictions and use inferencing in order to improve reading comprehensive skills.
DO NOW
Write the definitions into notebooks:
1. Prediction is a statement about the future. What you think will happen next. (Sometimes "foreshadowing" helps the reader predict).
2. Foreshadowing - hints or clues in the text that suggest what might happen next.
Direct Instruction
Continue to discuss annotating and hand out more guidelines. Read together.
Analyze the end of Jane's Back again using active reading strategies.
Guided / Independent
Go back and reread and annotate more using the new, additional handout as a guide.
REVIEW THE FORMAT OF A CRQ. HANDOUT GRAPHIC ORGANIZERS. BEGIN TO ANSWER THE QUESTION BELOW TOGETHER USING THE GRAPHIC ORGANIZER IN CRQ FORMAT....
In your notebooks write down:
Steps to Write a CRQ:
1. Restate the question or prompt
2. Explain in your own words
3. Use a quote directly from the text to support your idea
4. Conclude by restating text and possibly adding in any final thought.
Analyze 'JANE"S BACK" and use inferencing to determine who Simon is and what his role is in the story. Be sure to provide textual evidence to support your answer.
Practice inferencing and making predictions on the handouts provided.
Check for understanding
Individual student checks during independent work.
Closure
Review inferencing and predictions.
Exit Pass
DO NOW
Write the definitions into notebooks:
1. Prediction is a statement about the future. What you think will happen next. (Sometimes "foreshadowing" helps the reader predict).
2. Foreshadowing - hints or clues in the text that suggest what might happen next.
Direct Instruction
Continue to discuss annotating and hand out more guidelines. Read together.
Analyze the end of Jane's Back again using active reading strategies.
Guided / Independent
Go back and reread and annotate more using the new, additional handout as a guide.
REVIEW THE FORMAT OF A CRQ. HANDOUT GRAPHIC ORGANIZERS. BEGIN TO ANSWER THE QUESTION BELOW TOGETHER USING THE GRAPHIC ORGANIZER IN CRQ FORMAT....
In your notebooks write down:
Steps to Write a CRQ:
1. Restate the question or prompt
2. Explain in your own words
3. Use a quote directly from the text to support your idea
4. Conclude by restating text and possibly adding in any final thought.
Analyze 'JANE"S BACK" and use inferencing to determine who Simon is and what his role is in the story. Be sure to provide textual evidence to support your answer.
Practice inferencing and making predictions on the handouts provided.
Check for understanding
Individual student checks during independent work.
Closure
Review inferencing and predictions.
Exit Pass
Monday, September 12, 2016
Tuesday, Sept 13 - Jane's Back - Inferencing
Objective : By the end of class,, students will analyze short fiction, and use active reading strategies to make inferences in order to improve reading comprehensive skills.
DO NOW
Define three words below from yesterday's stroy "SEA STARS":
1. Elusive
2. Futile
3. Constellation
4. Contingent
5. Depleting
Direct Instruction
INFERENCING (TO INFER) - to make an educated guess about what is happening based on evidence (it is not a random guess).
When you infer what is happening, it is easier to make a prediction about what will happen next!
Inferencing video
Guided
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
DO NOW
Define three words below from yesterday's stroy "SEA STARS":
1. Elusive
2. Futile
3. Constellation
4. Contingent
5. Depleting
Direct Instruction
INFERENCING (TO INFER) - to make an educated guess about what is happening based on evidence (it is not a random guess).
When you infer what is happening, it is easier to make a prediction about what will happen next!
Inferencing video
Guided
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
Tuesday, Period 5 -
Objective: By the end of class, students will analyze parts of a plot structure and their impact on each other in order to improve reading comprehensive skills.
DO NOW
Write into notebooks:
Connotation - the implied meaning of a word. Connotations can be positive or negative.For example;
It was so breezy. (+ or -)
It was so windy (+ or -)
The girl was slender.
The girl was skinny.
Using connotations can help establish mood.
Direct Instruction
Setting affects plot
better video
Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:
1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.
ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)
Independent
When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail.
Check for understanding
Individual student checks during independent work.
Closure
Review of plot structure elements.
Exit Pass
What are your thoughts on this class so far and expectations moving forward?
DO NOW
Write into notebooks:
Connotation - the implied meaning of a word. Connotations can be positive or negative.For example;
It was so breezy. (+ or -)
It was so windy (+ or -)
The girl was slender.
The girl was skinny.
Using connotations can help establish mood.
Direct Instruction
Setting affects plot
better video
Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:
1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.
ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)
Independent
When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail.
Check for understanding
Individual student checks during independent work.
Closure
Review of plot structure elements.
Exit Pass
What are your thoughts on this class so far and expectations moving forward?
Monday - Period 5 - PLot Strcuture to PROSE
Objective: By the end of class, students will review the elements of plot structure, create an original story plotted along the lines in order to develop understanding of text structure and improve reading comprehensive skills and writing skills.
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Review Components of plot structure. Today, you will translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
Guided
Model example
My sample personal story plot structure
Translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.
After writing draft into notebook, you will type your story onto a NEO.
Check for Understanding
Individual checks during independent work.
Closure
Review elements of plot structure .
Exit Pass
What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Review Components of plot structure. Today, you will translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
Guided
Model example
My sample personal story plot structure
Protagonist – me
Antagonist – jellyfish
Setting / exposition – the beach and what is happening on it
Conflict - main problem between protagonist and antagonist - the jellyfish made it dangerous to go in the ocean and paddleboard
Rising action –
1-feared jellyfish but got paddle board into water
2- carefully got on board and paddled far out into the ocean
3- saw a pod of dolphins in the distance swimming towards me
Climax – dolphins jumped and swam in and around me
Falling Action – dolphins swam off and I paddled back
Resolution- got to shore safely and told all my friends
Translate this into prose format:
The weather was perfect – clear, blue skies and 85 degrees. The sand was soft as a pillow under my feet and the ocean water was crystal clear, calm and warm as a bath but there were tons of jellyfish everywhere. Most people decided not to go in the ocean for fear of getting stung, but I thought, “ If I don’t fall, I’ll be ok.” I decided to take the paddle board out for a ride. I paddled far out into the ocean, through hundreds of jellyfish until I was so far from shore, there were no more jellyfish. I was having so much fun, I paddled much further than I had planned. I could I could barely see the dock. I stopped and started to turn around when suddenly I saw a huge pod of dolphins swimming my way. How exciting! They were coming straight towards me. When they got close to me, they jumped out of the water, flipped in the air and swam all around me! The dolphins seemed to be looking at me! It was thrilling to be so close to them in their environment. Finally, they swam off and I paddled to shore. I was so excited and told all of my friends about my adventure.
THEME - it's often worth it to take a risk
Guided / Independent
Translate your plot structure into PROSE form. Be sure to DEVELOP you setting to be very descriptive. Then, each part of your plot structure should flow in order throughout your paragraph.
When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.
After writing draft into notebook, you will type your story onto a NEO.
Check for Understanding
Individual checks during independent work.
Closure
Review elements of plot structure .
Exit Pass
What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?
Saturday, September 10, 2016
MONDAY, SEPTEMBER 12, 2016 Active Reading Strategies
Objective: By the end of class, students will learn to use active reading strategies in order to improve reading comprehensive skills.
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
DO NOW
Write this down into your notebooks:
Text = the actual words on the page, therefore, when a question asks you to "cite textual evidence" it is asking you to find a quote from the passage that supports your ideas.
Direct Instruction
Introduce active reading strategies in order to identify textual evidence with ease. Watch video.
Read handout of directives together.
Guided
Read the first paragraph of "SEA STARS" together - pages 20-21 in soft CLOSE READER.
Annotate together using active reading strategies.
Independent
Compare annotations with another student.
Then answer questions 2-6. BE SURE TO ANNOTATE CAREFULLY and make notes in the margins!!!!
Check for Understanding
Individual student checks during independent work.
Closure
Review active reading strategies to prepare for LTTS.
Exit Pass
What reading strategies did you use most when reading SEA STARS today?
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