NOTES For each text, fill out one of the Newspaper Article Graphic Organizers (attached). For the first article, read it as a class and complete the worksheet together to model expectations and go over On the back of the worksheet, make a list of the elements that look most important for answering the prompt. Don't forget to include citation information to avoid plagiarism. Identifies relevant elements, including Headline/Title, Location, Lead Paragraph, Supporting Paragraphs, Eyewitness Accounts/Quotes. Includes information connecting article to the prompt. Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly). Use Newspaper Article Graphic Organizer OR teach a sample format of your preference for note taking. Check that early student work is in the assigned format (or in another format that gathers the needed information effectively). ** Please note - all website hyperlinks are located in the "Texts" section of this module, located just after the standards. ** Additional Attachments: Newspaper Article Graphic Organizer Video - Sustainable Business Practices at AT&T PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES Decisions, Decisions, Decisions Literacy Design Collaborative 11 of 17
25 mins POST-READING > ENHANCING COMPREHENSION : Ability to identify the central point and main supporting elements of a text. IDENTIFICATION OF A TEXT'S MAIN IDEA In your own words, identify the main idea of a text. Cite and paraphrase details from the text that support the identified main idea. Student accurately identifies the main idea of each assigned text. Main idea is in student's own words. Cited and paraphrased details align with student's identification of main idea. 1. Define "main idea" (controlling idea, thesis, claim). 2. Read a simple short text with students and have them put it away and then ask them to state in a complete sentence what the main idea of the text was. 3. Write the agreed upon main idea of the text on the board and ask students "how do you know this is the main idea of the text?" 4. Ask students to get out the text again and find details in the text that prove that the correct main idea has been stated. First, have them cite text from the reading directly. Secondly, have them paraphrase parts of the text. 5. Model this process using the attached graphic organizer (either with same text or with another text) - - have students fill in with you. 6. Independent practice: have students practice with another similar text. Collect and score this work. 7. Have students use copies of this graphic organizer for all of the texts they are using in this module. Score them and return them to students with feedback so they can use as notes during the writing process.
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- Fall '14
- Dr. Abebe
- Writing, Literacy Design Collaborative