How can annotating help you when reading a text what

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How can annotating help you whenreading a text?What should you do when you get to aword you are unsure about?)Students will copy the annotatinganchor chart into theirjournal . (Beforeclass!)Students will answer the posedquestions in the chat while watchingthe video.EXPLORE (40 minutes)·Provide a learning activity or experience thatallows students to come into contact with thelesson understandings and essential questions·Guide students’ thinking through questioningwithout providing answers or explanations·Present students opportunity to clarify thinkingand come to solid ideas·Reinforce key ideas and clarifymisunderstandingsHave the opportunity to more deeply exploreconcepts and come up with theories andconjectures, possibly by:oTesting hypothesesoMaking observationsoIdentifying patterns among similarsituations, problems, etc…oOrganizing findings to clarify thinking
Teacher ActionsStudent ActionsThe teacher will describe the process ofannotating to students. The teacher will gointo detail of how annotating is similar totaking a deep dive into a text. Annotatingallows us to really see what authors craft,setting, and characteristics have done toinfluence the plot and theme of a story.Teacher will read the passage:Snow Day Fever.The teacher will annotate the first part of thetext,and explain to the students how we aregaining a deeper understanding of what ishappening in the story by annotating. Whenwe annotate we also get to see how the storyprogresses, how characters change or grow, orhave a plot thickens!In groups students will then continue toannotate the remainder of the passage. Afterstudents have completed their annotationsthey will be required to provide a descriptionof the interactions of characters. And anexplanation of how the setting has influencedthe plot of the story.Aggressively monitor and use exemplar toredirect if needed. Also, conduct small groupsto differentiate learning for those studentsStudents will also use their graphicorganizer, chart, and annotations torespond to their text based on thefollowing:• An explanation of how the settinginfluenced the plot• A description of the interaction of twocharacters and how those interactionscaused a change in one or both of thecharactersTeachers can confer with studentsbased on their writing response.Students will pair (see pairings below)read and analyze text.HMH story Kitoto the Mighty (page 71-96)Students will then create a summarybased on the analysis of the text.PairingsF2F (4 groups of 3; 1 group of 4)Group 1- Tania,Rey,Eva,JayleneGroup 2- Ashley,Klaryssa,Jesus, IsaacGroup 3- Anthony,Quetzalli,AleeahGroup 4- Isabella,Alexa,Danielgroup 5 -Dominique, Juan, RaymundoVirtualGroup 1- Jaiden,Itzel, EveliaGroup 2-Angel, Viviana, CarlosGroup 3- Bella, Isaac, YaneliGroup 4 - Andrew, Mrs.Kisner, Jose,Alejandra
that need additional accommodations.
November 19Day 9 readingDesired ResultsLesson Objective (LO)Texas Essential Knowledge and Skills(TEKS)

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Term
Fall
Professor
Dr. Khristy Strange
Tags
Literature, Writing, Touring car racing, Texas Essential Knowledge and Skills

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