Using Annotation and Discussion to Read Complex

Texts09/15/2015

8th Period!

Find your assigned seat in YELLOW

Sit QUIETLY and begin working on your Do-Now

Do Now

Pre-Assessment

Read one of the texts provided to you. Keep track of: What you understood? What strategy did you use? How did you feel during the first

try? By the end?

Agenda

SWBAT read grade-level complex texts and use questions in their heads and conversation with their peers to make meaning.

1) Do Now: Why do we need to be able to read complex texts?

2) How do proficient readers eat an elephant? (ID)

3) Think Pair Share (WD)4) Putting the “S” on Your Chest (YD-IP)5) Celebration of Learning

Do Now Debrief

How did you do?

TPS: Why can’t they just speak plain English?

Should thou asketh:

Whither is the privvy?

You cannot!

I bet you’re trying to beat the devil around the stump.

You best to cast an eyeball and get your boots on.

And get ready for the pinch of the game.

Language Changes As Humans Do

A. Should thou asketh:

B. Whither is the privvy?

C. You cannot leave!

D. I bet you’re trying to beat the devil around the stump.

E. You best to cast an eyeball and get your boots on.

F. And get ready for the pinch of the game

A. Early Modern English – 1700s

B. Medieval Times

C. Modern English

D. Western Slang – 1800s

E. Early 19th Century

F. Eastern Dialect – 1800s

Language Changes As Humans Do

A. Should thou asketh:

B. Whither is the privvy?

C. You cannot leave!

D. I bet you’re trying to beat the devil around the stump.

E. You best to cast an eyeball and get your boots on.

F. And get ready for the pinch of the game

A. If you should ask

B. Can I go to the bathroom?

C. You cannot go right now

D. I bet you are trying to avoid doing the hard work.

E. You’d better look around and get an understanding of the situation.

F. The most important part of the day

Language is Like Hairstyles – It changes with the times

Agenda

SWBAT read grade-level complex texts and use questions in their heads and conversation with their peers to make meaning.

1) Do Now: Why do we need to be able to read complex texts?

2) How do proficient readers eat an elephant? (ID)

3) Think Pair Share (WD)

4) Putting the “S” on Your Chest (YD-IP)

5) Celebration of Learning

What do good readers do as they read?

Ask questions about… The writer What words mean What they think they

understand How much they agree or

disagree with what they read Do they like what they are

reading

Keep track of those questions by ANNOTATION

Talk to someone else about what they read to see if they’re on the right track

HOW WE WILL EAT THE ELEPHANT

1 READ ALOUD AND FOLLOW ALONG

2 READ ALONE AND ANNOTATE

3 READ TOGETHER AND TALK ABOUT IT

PARTNER WORK

READ ALOUD

ACTIVITY: THERE ARE SENTENCE STRIPS IN EACH ENVELOPE THE ORIGINAL TEXT AND A SUMMARY OF WHAT IT MEANS EACH TEAM’S JOB IS TO MATCH THE SUMMARY TO THE

ORIGINAL TEXT FINISH EARLY? READ THE SUMMARY TWO TIMES AND TRY

TO DETERMINE WHAT IT MEANS GET STUCK?

PARTNER WITH ONE OTHER GROUP USE A RESOURCE TO HELP YOU FIGURE IT OUT 3 BEFORE ME

WHAT IT MEANS/

IDEAS VOTES

Team 1: How much he Europeans created the new world.

Team 2: How he loved America. The arts, the inventions.

Team 3: This guy is really obsessed and in love with America.

PUT THE “S” ON YOUR CHEST--AND HANDLE IT!

READ THE NEXT PARAGRAPH ON YOUR OWN

USE THE SAME STRATEGIES TO MAKE MEANING

FINISH EARLY: READ YOUR ANNOTATIONS– DETERMINE THE MEANING

GET STUCK? SKIP THE SENTENCE YOU’RE STUCK ON AND KEEP GOING!

DEBRIEF

WHAT IS WORKING FOR YOUR BRAIN? WHICH STRATEGY?

DID YOU USE A DIFFERENT STRATEGY? HOW DID THAT WORK OUT FOR YOU?

WHAT DOES YOUR BRAIN NEED MORE OF?

HOW CAN WE HELP?

CELEBRATION OF LEARNING: DO YOUR BEST!

READ THE PASSAGE AND DETERMINE THE CENTRAL IDEA – DO YOUR BEST!

HIGH FIVE ME ON YOUR WAY OUT THE DOOR AND TELL ME HOW SMART YOU ARE!