Content DR-TA. Have students sit together in pairs (or threes). Each student has their own copy of the reading, but only one sheet of note paper. Ask students to list on the paper everything they know about a general topic, e.g., “South Africa”
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Have students sit together in pairs (or threes). Each student has their own copy of the reading, but only one sheet of note paper.
Ask students to list on the paper everything they know about a general topic, e.g., “South Africa”
Ask students to list everything they know about a specific related topic, e.g., “Apartheid”
Ask students to predict what they’ll read about based on their lists.
Have the students read about SA today (http://worldfocus.org/blog/2009/02/23/poverty-preserves-racial-lines-in-post-apartheid-south-africa/4161/). As they read, have them mark any predictions they wrote that they read about with a +, mark inaccurate predictions with a -, and add new information that they learn
Have a whole-class discussion about what students predicted and what they learned. Record important facts on the board or butcher paper for later reference.
Let’s Try This
Go to: http://www.smithsonianmag.com/specialsections/40th-anniversary/A-Youth-Renaissance-for-Native-Americans.html
(It’s a link on the course website, http://literacy473.weebly.com . Go to “Calendar” and scroll down to tonight’s date.)
Turn to the people sitting around you and form groups of 3 or 4. Read the first part of the article, online or on the screen.
Generate a “general” topic for the article;
Then, generate a more “specific” topic.
Write these on a small slip of paper and give them to me or Chris to share at the end of class.