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Using Primary Sources to Build Literacy Skills in an Intensive Reading Classroom

This project explores how primary sources can support struggling readers in an intensive reading classroom. It focuses on 19 students classified as ESE, including those with disabilities, language barriers, and different reading levels. By analyzing primary sources such as Martin Luther King Jr.'s "I Have a Dream" speech, students will learn to determine the author's point of view, analyze rhetoric, and develop critical thinking skills.

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Using Primary Sources to Build Literacy Skills in an Intensive Reading Classroom

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  1. Using Primary Sources to Build Literacy Skills in an Intensive Reading Classroom

  2. How can primary sources helpstruggling readers?

  3. 19 students classified as ESE • Intellectually disabled • Learning disability • Autistic • Speech • Other • ELL: Languages • Spanish • Portuguese • Haitian Creole • Bengali • Arabic • Reading Levels • Range between elementary to college and career ready • “My Special Angels” Engages Students

  4. LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. • LAFS.910.RI.1.2:Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • LAFS.910.RI.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Standards

  5. DQ2Element 6: identifying critical informationElement 12: Recording and representing knowledgeDQ3Element 15: Organizing students to practice and deepen knowledge SOURCES & Marzano Elements

  6. Learning Goal: Students will be able to determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Essential Question: How does the use of rhetoric advance either the point of view or purpose of the piece? SOURCES Framework to help students analyze the “I Have a Dream” speech

  7. “I Have a Dream” Speech by Martin Luther King Jr. Scrutinize the Fundamental Source

  8. Activate Prior Knowledge using a circle map Organize Thoughts Civil Rights Movement

  9. Dr. King uses metaphors, quotes, and uses repetition. Why? What do does he actually mean? • Gallery walk with primary sourcesor • Table top Twitter • Observe, reflect, question (loc.gov) based on each photo • Original group will review “tweets” and provide a summary of all of the tweets to the class. Understand the Context

  10. Essential question: How does the use of rhetoric advance either the point of view or purpose of the piece? Was Dr. King’s actions worth it? He had a family etc. Was the Civil Rights Movement a success or a failure? • Watching the MLK speech (first 5-6 minutes) • https://www.youtube.com/watch?v=smEqnnklfYs • Students will refer to sources used in gallery walk Corroborate & Refute

  11. Hardest Part! • Model! Model! Model! • Ex/ “Five score years ago” • Includes: examining rhetoric, figurative language, repetition • Author’s purpose!!!! • Activity: identify uses of rhetoric in the speech Read between the Lines

  12. Students will be able to answer the essential question at this point • Activity: Write 3 paragraphs that states the central idea and how Dr. King uses rhetorical devices such as repetition, figurative language, and quotes to advance his central idea. Include one example of each device in your response. Establish a Plausible Narrative

  13. Unanswered questions: How were other ethnic groups mistreated? Where was the government? • Student driven inquiry! Summarize final thoughts

  14. Questions?

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