A Single ShardActive Reading

StrategiesWeek 3

September 2 - 5, 2014

Warm-Up

• Diagram the following Sentence:

• Saturday, the Razorbacks should win easily.

Tuesday, Sept. 2

Review for Quiz

• List all coordinating conjunctions

• Define and list the four types of sentences and then write an example of each.

• Define the following: subject, verb, adjective, and adverb.

• Label the correct part of speech or role that each of the following words play in the sentence.

• Today, the really loud students will stay in class, and the quiet students will leave.

• Diagram the following sentence:

• Tom and John ran fast, and Sue walked slowly.

• What is the difference between a clause and a phrase?

• You may keep out a sheet of paper on your desk in case you need to diagram a sentence on junoed.com to figure out a part of speech.

Tuesday, Sept. 2

Quiz

• Before logging into junoed.com please diagram the following sentence on an index card, turn the card over when finished and continue quiz on junoed.com.

• When finished, read or work on another subject of choice.

• Bring A Single Shard tomorrow. Read Chapters 1-5 by Monday, September 8th.

• Grammar Exam on Tuesday, Sept 9th.

Tuesday, Sept. 2

Warm-up

• Diagram the following sentence:

• The large dog and small cat played, and the owners watched.

Word of the Week:

plethora (n) abundance or excess

Mrs. Caple avoids giving a plethora of homework when ever possible.

Desired Outcomes:

• Students are to define and apply active reading skills.

Wednesday, Sept. 3

Five Strategies to help become an active reader:

1. Skim ahead and jump back - Be a forecaster by making predictions.

2. Highlight or underline key words and ideas - Be a news reporter by reporting important information.

3. Look up unfamiliar words - Be a detective by solving the meaning and connotation of unfamiliar words.

4. Ask questions and reflect - Be a news commentator by thinking about what you have read and giving your opinion.

5. Visualize - Be a movie director by playing the movie in your head.

Wednesday, Sept. 3

• Highlighting Key Ideas - Be a news reporter - Read the following paragraph twice and highlight the most important information:

“Wind Chill Factor”

People have known for a long time that they feel colder when the wind is blowing. The reason for this is simple. The faster the wind blows, the faster your body will lose heat. To educate the public, scientists in Antarctica performed experiments and developed a table to give people a better idea of how cold they would feel outside when the wind was blowing. This important because prolonged exposure to cold temperatures can be dangerous.

Wednesday, Sept. 3

Be a commentator by thinking about the information and giving your opinion.

• Place a ✓ in the margin if you agree with what the author wrote.

• Place an X in the margin if you disagree with what the author wrote.

• Place a + if you see connections between the text and other texts you have read, or if you understand the experience being described. It may also help you to write additional notes to help you remember the connection.

• Place an ! in the margin if you are surprised by the text or the writer's style.

• Place a :) in the margin if there is something you read that you like about the text or the style.

• Place a :( in the margin if there is something you read that you don't like about the text or the style.

• The key to finding these clues is to look carefully. Be observant. As you read, keep your eyes open. Look at not just what the writer is saying, but also how he or she says it. Notice the words he or she uses. Look at how the ideas are organized.

Be a detective by reading the following passage while highlighting any unfamiliar words and looking up their meanings.

We’d just moved to South Mountain, and I didn't know anyone in the neighborhood. On my first day at South Mountain High, I was petrified. I'm shy to begin with, you know, so you can imagine how I felt walking into that strange school. I wore my favorite outfit to bolster my confidence, but it didn't help much. It seemed like everyone was staring at me, but it was probably just my imagination running rampant, as usual. In fact, I thought I was imagining things when I walked into my new homeroom. I couldn't believe my eyes! There, sitting in the front row, was Maggie Rivers, my best friend from Oakwood Elementary School.

Wednesday, Sept. 3

Classroom Assignment and Finish for Homework

• Write or type a quick note to a friend and explain what "active reading" means. Describe the strategies that active readers use to better understand and remember what they read.

Wednesday, Sept. 3

Self-Assessment

• List 5 reading strategies you learned today to help you actively read.

1.

2.

3.

4.

5.

Wednesday, Sept. 3

Warm-up

• Diagram the following sentence.

• The Shiloh Saints will play well, and hopefully, they will win.

• After we finish the above warm-up sentence, we will review results of junoed.com and diagram on index card for understanding.

Thursday, Sept. 4

Desired Outcome:

• Students are to gain basic understanding of 12th century Korean celadon pottery making process and activate background knowledge for book.

Activate Background Knowledge

• Turn to your table mate and tell about a time that you set a lofty goal for yourself and you actually reached it, or about a time that you wanted something so bad that you went the extra mile to get it.

Thursday, Sept. 4

Instruction:

• Today you will read about a young man, who did not have much of anything or anyone, but he had determination. In order to understand this story since it is about a young man in 12th century Korea who wants to work with the best potter in the country, I want to show this you-tube video that explains why this pottery is so rare and difficult to make.

• Watch Video - 12th Century Korean Pottery

Classroom:

• Read Chapter One while using active reading skills.

• Look for the two main characters and be able to describe them and their relationship .

Homework:

• Finish reading Chapter One and annotate (take notes) utilizing the reading strategies learned in class yesterday. You may write in the margins, if you own the book or you can use sticky notes. If using Kindle or iBooks, you may type notes in the application.

Thursday, Sept. 4

Warm-up

1. Diagram the following sentence.

• Today, John and Mark should have ran faster.

2. Use two words to describe Crane-man and two words to describe Tree-ear.

Desired Outcome

• Students are to connect to the characters in Chapter One and cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Friday, Sept. 5

• In Chapter One, did Tree-ear make the right choice by waiting to tell the man about the leaking bag? What would you have done?

• Do you agree with Crane-man’s question, “Did a good deed balance a bad one?”

• How does the passage below back up this statement: Tree-ear and Crane-man live under a bridge, and they take pride in what they have.

• “Housekeeping complete, Tree-ear left his companion and set off back up the road,” (p 8).

• In order to be credible, use a passage in the book to support your opinion or judgement. We call this citing evidence.

• Your turn, who can make a judgement or give me an opinion and cite evidence (find a passage or quote in the chapter) to back it up?

Friday, Sept. 5

• Inferring is the process of creating meaning from text. It combines our prior knowledge with what is read. When readers infer they create meaning that is not stated specifically in the text. When readers infer, the make predictions, create interpretations, make connections, and think critically about the text. Inferring allows the reader to extend their understanding beyond the literal words in the text.

• What can we infer from the passage below about Craneman and Tree-ear?

• "Work gives a man dignity, stealing takes it away," he often said, (p4).

• What are ways we can show God, we appreciate His blessings of a home and food? What about relationships? Do we take those for granted? What are examples in the Bible where people have shown their appreciation for God’s blessings? I think of the verses Philippians 4:11-12. Who can look that up and read to the class?

Friday, Sept. 5

Classroom Assignment and Finish for Homework:

• Finish Reading Chapters 2-5 while using the 5 active reading strategies learned in this class. I will ask to see your digital or paper book to see your annotations. Please visit http://www.mrscaple.com/active-reading-skills.html for more help.

• When reading look for answers to the following questions:

• Chapter 2: Who is Min? Why does Tree-ear visit his home?

• Chapter 3: What does Tree-ear want when his 9 days of repayment work are complete?

• Chapter 4: Why does Tree-ear start saving some of his dinner? What type of tasks is he primarily assigned by Min?

• Chapter 5: What suspicious behavior does Tree-ear observe in this chapter?

• Reading Check Quiz for Ch 1-5 on Tuesday Sept. 9 on junoed.com

Friday, Sept. 5