Day 1
T- Class!
S- Yes!
T- Today we are going to talk about finding the main idea and key details in expository text. Which means, we will read factual information or articles and discuss what the information is mainly about.
Students will be asked to tell me what main idea is and what key details are.
T- Yes, the main idea is what the text is mainly about. For instance, if we read an article about how fast gazelles run, the main idea would not be gazelles, that is the topic, the main idea would be how fast gazelles run. Key details would be the information that supports the main idea of how fast gazelles run.
We are going to be practicing finding the main idea by reading short paragraphs that are printed on these cards. We will read
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We will read The article as a class and I will ask...
Guiding Questions:
How can we determine the main idea of the text?
What topic keeps occurring in the text?
What details in the text supports the main idea?
How can you organize the main idea and key details into a summary of the article?
Students will then have time to think about what we have read and will be given a main idea graphic organizer worksheet to fill out. The chart will ask for a main idea and for four key details.
Students will be used to using this graphic organizer because they are required to fill one of these out before they take and AR test. Also, by mid school year students are familiar with main idea and key details.
T- Now that your organizer is filled out lets go over it.
I will project a copy of the article on my document camera along with the main idea graphic organizer.
Together, using the graphic organizer we will construct a summary based on the main idea and supporting details. Each student will have access to a writing frame if it is
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Graphic and Semantic Organizers
• will give the students tools to help them examine and show relationship between text
• help students write well organized summaries
Question and Answer Strategy
• students will have a clear purpose for reading and focus their attention on what they are learning
• assist students in thinking actively as they read
• students will be encouraged to monitor their comprehension as they read
• will help students review what they have learned
• 3-2-1 Strategy (this may or may not be used depending on student background knowledge of main idea and key details.)
• students fill out at 3-2-1 chart and answer the following questions
-3 things you found out -2 interesting things -1 question you still have
•
Or we can draw a line graph: Formative Assessment Activity 5 Please follow the instructions from your facilitator to complete the Activity in your Formative Assessment Guide 3.2 Compare, analyse and describe the behaviour of patterns and functions In the previous section, we looked at how to
One of the first steps that I had taken when I approached this weeks assignment was to determine how the article had fit into my research topic. While it was difficult as I remained intent on finding the articles that dealt with Transnational Criminal Organizations and Terror groups, the search was made a bit easier with the APUS library. After I had located the articles I believed I was going to be using one of the next steps was to determine the articles content, I had questioned the content as well as what the author was trying to convey. As was described in the lesson this week as well as seeing the example given, I made an outline as well as placed them in my own words. What my criteria was in order to determine what was appropriate was, the keyword as well as content.
L.T. #3 Identifies 3 characters and determining the plot and setting of the story. Finally, L.T. #4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers. My goal is to assess the students understanding of the questions that will be asked and the content area.
This main idea of the text is developed throughout the text by the author's tone,
“ The students will read the first sentence of each paragraph in the text. Each student is going to skim the text. (Appendix 4) Then they are going to discuss the main idea of the text in pairs. The teacher elicits answers.
Do NOT simply copy the wording from the text. Also, I strongly encourage you to read through the questions first and then read the textbook passages. This way you will know what specific information to pay attention to as you are reading. Your answers to these questions MUST be uploaded to Turnitin.com by 12:00 noon on Sunday, 1/10/2016.
• They will do a PIN reading which is they record something positive, interesting, and negative from what they read. • “For homework tonight your job is to research the situation that you and your group examined closely. Using the real names of the events, places, and people please print off and bring in one article that discusses your situation in more depth. You must write down the copy down the URL address of the website in which you get your article from Please use the close reading strategies that we practiced today in class to closely read your article. In order to participate in the class discussion you must do a PIN reading of your article.
I will focus on my three focus students to prepare them for future lessons focused on main idea and details. Student A and the above level subgroup demonstrated advanced abilities to identify the main idea and describe details from a story for Lesson 2. These students will be asked to explain their reasoning during instruction in order to advance their thinking and share their thoughts with their peers, so their peers can learn from their responses as well. Student A and other above level
The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses
The situations take place in the story are evidence for the theme. First, the theme
There can be many themes throughout every story, especially in this book. An example of a theme may be, when facing a tough situation find a way out of it by standing up to the problem or figure out a way around the problem without resorting to violence. While this is a theme of the story this is also a life lesson everyone can follow. Like when Stewart is stuck in the locker room because of a jock named jared who won't let him out. “UN: Attempt to diffuse a situation by establishing a bond.
Outline Introductory paragraph - Basic information and thesis -Author, title of work, etc. -thesis: what article is about, view on topic Body Paragraph 1: Pathos Main idea-
Theme #1 evident in the text (remember, themes are written as complete thoughts) Example: War can change
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Spearman provides the student learning outcomes which state that students will learn various strategies of reading and writing that connects sources to their ideas to various topics. Some of the lessons she will be teaching includes synthesizing sources, demonstrating appropriate tone and structure of a paper, in addition to using rhetorical devices to analyze texts. In the middle of explaining what the students will learn from her class, Ms. Spearman makes sure that her students know a grade of a C at the least is needed to earn credit and to pass the course and later explains what is needed to pass her