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Using Annotation and Discussion to Read Complex Texts

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  1. Using Annotation and Discussion to Read Complex Texts 09/15/2015

  2. 8th Period! • Find your assigned seat in YELLOW • Sit QUIETLY and begin working on your Do-Now

  3. Do Now Pre-Assessment • Read one of the texts provided to you. Keep track of: • What you understood? • What strategy did you use? • How did you feel during the first try? By the end?

  4. Agenda • SWBAT read grade-level complex texts and use questions in their heads and conversation with their peers to make meaning. • Do Now: Why do we need to be able to read complex texts? • How do proficient readers eat an elephant? (ID) • Think Pair Share (WD) • Putting the “S” on Your Chest (YD-IP) • Celebration of Learning

  5. Do Now Debrief • How did you do?

  6. TPS: Why can’t they just speak plain English? Should thou asketh: Whither is the privvy? You cannot! I bet you’re trying to beat the devil around the stump. You best to cast an eyeball and get your boots on. And get ready for the pinch of the game.

  7. Language Changes As Humans Do • Should thou asketh: • Whither is the privvy? • You cannot leave! • I bet you’re trying to beat the devil around the stump. • You best to cast an eyeball and get your boots on. • And get ready for the pinch of the game • Early Modern English – 1700s • Medieval Times • Modern English • Western Slang – 1800s • Early 19th Century • Eastern Dialect – 1800s

  8. Language Changes As Humans Do • Should thou asketh: • Whither is the privvy? • You cannot leave! • I bet you’re trying to beat the devil around the stump. • You best to cast an eyeball and get your boots on. • And get ready for the pinch of the game • If you should ask • Can I go to the bathroom? • You cannot go right now • I bet you are trying to avoid doing the hard work. • You’d better look around and get an understanding of the situation. • The most important part of the day

  9. Language is Like Hairstyles – It changes with the times

  10. Agenda • SWBAT read grade-level complex texts and use questions in their heads and conversation with their peers to make meaning. • Do Now: Why do we need to be able to read complex texts? • How do proficient readers eat an elephant? (ID) • Think Pair Share (WD) • Putting the “S” on Your Chest (YD-IP) • Celebration of Learning

  11. What do good readers do as they read? • Ask questions about… • The writer • What words mean • What they think they understand • How much they agree or disagree with what they read • Do they like what they are reading • Keep track of those questions by ANNOTATION • Talk to someone else about what they read to see if they’re on the right track

  12. HOW WE WILL EAT THE ELEPHANT • READ ALOUD AND FOLLOW ALONG • READ ALONE AND ANNOTATE • READ TOGETHER AND TALK ABOUT IT

  13. PARTNER WORK • READ ALOUD • ACTIVITY: • THERE ARE SENTENCE STRIPS IN EACH ENVELOPE • THE ORIGINAL TEXT AND A SUMMARY OF WHAT IT MEANS • EACH TEAM’S JOB IS TO MATCH THE SUMMARY TO THE ORIGINAL TEXT • FINISH EARLY? READ THE SUMMARY TWO TIMES AND TRY TO DETERMINE WHAT IT MEANS • GET STUCK? • PARTNER WITH ONE OTHER GROUP • USE A RESOURCE TO HELP YOU FIGURE IT OUT • 3 BEFORE ME

  14. WHAT IT MEANS/

  15. PUT THE “S” ON YOUR CHEST--AND HANDLE IT! • READ THE NEXT PARAGRAPH ON YOUR OWN • USE THE SAME STRATEGIES TO MAKE MEANING • FINISH EARLY: READ YOUR ANNOTATIONS– DETERMINE THE MEANING • GET STUCK? SKIP THE SENTENCE YOU’RE STUCK ON AND KEEP GOING!

  16. DEBRIEF • WHAT IS WORKING FOR YOUR BRAIN? WHICH STRATEGY? • DID YOU USE A DIFFERENT STRATEGY? HOW DID THAT WORK OUT FOR YOU? • WHAT DOES YOUR BRAIN NEED MORE OF? • HOW CAN WE HELP?

  17. CELEBRATION OF LEARNING: DO YOUR BEST! • READ THE PASSAGE AND DETERMINE THE CENTRAL IDEA – DO YOUR BEST! • HIGH FIVE ME ON YOUR WAY OUT THE DOOR AND TELL ME HOW SMART YOU ARE!