LESSON OVERVIEW
Students learn and apply reading strategies. Students analyze, evaluate and synthesize messages in various media. Students select and use an appropriate note-taking strategy to summarize a variety of information.
ESSENTIAL QUESTIONS
§ How can we determine the meanings of unfamiliar words?
§ What is inference and how does it help us to comprehend while reading?
§ What are elements of media?
§ What are some note-taking methods?
UNIT PLAN
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Lesson One |
Analyzing unknown words § Literature: None § Supplies: Pencil/pen and paper § Handouts: Prefix/suffix chart § Formative Assessment: provided |
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Lesson Two |
Using pre-reading strategies: Infer § Sources of Literature: Spoon River Anthology by Edgar Lea Master; A Dream Deferred by Langston Hughes; When Kids Can’t Read, What Teachers Can Do by Kylene Beers; Strategies that Work: Teaching Comprehension to Enhance Understanding by S. Harvey and A. Goudvis; I Read It but I Don’t Get It: Comprehension Stategies for Adolescent Readers by Chris Tovani § Supplies: Overhead § Handouts: “A Dream Deferred,” “To My Dear and Loving Husband” § Formative Assessment: provided |
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Lesson Three |
Studying the use and effect of media § Literature: None § Supplies: Examples of media with powerful messages § Handouts: Sample editorial with cartoon; compare and contrast graphic organizer; picture of “The Scream” by Edvard Munch § Formative Assessment: provided |
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Lesson Four |
Note-taking skills § Literature: None § Supplies: Text with which to practice note-taking skills § Handouts: Note-taking strategies and methods § Formative Assessment: provided |
GRADE LEVEL EXPECTATIONS
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Students will be able to read and apply reading strategies and should have a working knowledge of affixes, roots, and context clues.
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Students must be able to quickly comprehend the message of a text in order to be successful in post-secondary endeavors |
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Students will have knowledge of various media and will be able to analyze, evaluate, and synthesize messages in them.
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IL2A Students will be able to analyze and evaluate the elements of messages projected in various media such as: § videos § pictures § websites § artwork § plays § news programs
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Students should be better informed viewers and readers in order to be successful in post-secondary endeavors.
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Students will be able to select and use an appropriate note-taking method to summarize information from a variety of sources.
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W3B, W3D Students will be able to summarize information clearly and concisely in a multi-paragraph text routinely using appropriate methods for note-taking
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Students must be able to utilize note-taking and summarizing skills for post-secondary endeavors.
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SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather analyze and apply information and ideas.
1.5 comprehend and evaluate written, visual and oral presentations and works
1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.
3.5 reason inductively from a set of specific facts and deductively from general premises
To what extent were the students productively engaged in the work? How do I know?
Did the unit allow for students to engage in activities and learning situations which were consistent with the district’s curriculum guide?
What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this unit?
Did I adjust my goals or my work as I taught the lesson? Why? How?
What specific elements of the assessments did students have the most difficulty with? What could be done to enhance student learning for these specific skills?
If I had the opportunity to teach this unit again to this same group of students, what would I do differently
If there was one thing from this lesson that I could share with a colleague, what would it be?
BIBLIOGRAPHY
Marzano, et.al. Classroom Instruction that Works.
Martin Luther King, Jr., excerpt from “Letter from Birmingham City Jail”
Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.
Harvey, Stephanie, and Anne Goudvis. Strategies that Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2000.
Tovani, Chris. I Read It, but I Don’t Get It: Comprehension Strategies for Adolescent Readers. Portland, ME: Stenhouse, 2000.