Friday,+October+28,+2011

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** Learning Objectives (copy into journal): **

 * 1) Use context clues to identify meaning of unknown words
 * 2) Identify author's purpose
 * 3) Write a statement of purpose
 * ==== __MATERIALS__: ====
 * ==== Planner ====
 * ==== Journal ====
 * All-in-One workbook
 * ====CH 3 Vocabulary WKST====
 * ==== Pen/pencil ==== ||

** IMPORTANT WEEKLY DATES (copy into Planner): ** none

 * __AGENDA__**


 * __First 3 minutes of class students copy learning objectives into journal and homework into planner__**
 * __Ask for volunteers to read learning objectives and homework__**

Individual/whole class for Step 1 below. Students get into their groups of 3 (they know how and quickly!) for steps 2-6.
 * 1. All-in-one Workbook PG 326 - Whole class/groups of 3 - __The following process is somewhat familiar, but mostly new.__**
 * 1) //Scan for vocabulary//
 * Students number paragraphs
 * Students BOX words they do not know (so they can see the difference b/n a vocab. word and a key term)
 * Teacher provides definition/synonym to them
 * 1) //Analyze title//
 * No title
 * Students read 1st and last sentences of text
 * Students write what they think the general purpose of the text will be (inform, entertain or persuade) in space above text
 * 1) //Circle Key Terms//
 * Students circle words/synonyms that repeat, names of people (who), places (where) and times (when)
 * Teacher selects volunteers to read one paragraph at a time
 * For each paragraph, teacher allows student work time, group-share time, then elicits responses on what to circle and provides the rest.
 * 1) //Underline Essential Information//
 * Students underline information that tells what people are doing (what) and why they are doing it (why)
 * Teacher selects volunteers to read one paragraph at a time
 * For each paragraph, teacher allows student work time, group-share time, then elicits responses on what to underline and provides the rest.
 * After discussion, students make-up a title for this text and write it down where the title should go.
 * 1) //Write Summary Sentence//
 * Students now re-examine their previous thoughts on general purpose and change it if they need to
 * Teacher gives groups about 2 minutes to identify the specific purpose of text, then solicits responses
 * Students write a Statement of Purpose (we learned this on Tuesday) in space below text
 * The purpose of ___(title)___ by _(author)_ is _(general purpose)_ the audience with/about/by _(specific purpose)_.
 * 1) //Students Answer Margin Questions 1-3//
 * Questions 1-2 are provided
 * Question 3 they will need to copy in the margin. This is a new type of questions for them, although they also saw it yesterday. Tell them these types of questions will be on the final exam next Thursday.
 * Question 3: "Why does the author include details about Uncle Roberto riding the train?"
 * When they ask how to do them, frame your response with questions such as, "Why did the author include this detail? Does this detail help us understand the plot, main ideas or topic better? If so, then how?" in order to solicit responses. Facilitate their own inquiry through use of these types of questions.
 * 2. PASS OUT & Complete CH 3 Vocabulary WKST (sections 1-2) - A-B partner work**
 * //Section 1 - Circle Vocabulary words, Underline context clues, Circle correct definition//
 * Model word #1, both sentences
 * Students complete words 2-10 in their A-B pairs, move shoulder-to-shoulder (they know)
 * Go over as class
 * //Section 2//- Match definition to synonyms provided
 * Students complete in their A-B pairs
 * Go over as class