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Current Topics in Reading

In this week's lessons, we explore the importance of identifying the purpose, structure, and elements of nonfiction works. Students will learn how to discern an author's purpose through engaging activities, including journaling, grammar lessons, and interactive readings. The essential questions encourage them to reflect on the impact of families and writing on their understanding of literature. Through diverse assignments like vocabulary integration, graphic organizers, and readings from SCOPE, students will enhance their analytical skills and appreciation for narrative nonfiction.

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Current Topics in Reading

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  1. Current Topics in Reading Week 9 October 11 - 15

  2. Monday, Oct. 11 Essential Question: • Why is it important to identify the purpose, structure, and elements of nonfiction works? How can students identify the author’s purpose?

  3. Why is it important to identify the purpose, structure, and elements of nonfiction works? How can students identify the author’s purpose? How do families affect us? • DCP: Eleanor Roosevelt pp. 21, 22(new booklet) • Journal #1: Read the back page of current SCOPE issue for directions. • Grammar: included in SCOPE lesson • Common grammar mistakes in everyday life

  4. Why is it important to identify the purpose, structure, and elements of nonfiction works? How can students identify the author’s purpose? How do families affect us? • SCOPE: September 6 issue • Introduction: Powerpoint (SCOPE First Lines) • Hook: First lines of novels • Grammar: pp. 2, 3 Application to song lyrics • “We Should Be Dead” pp. 4-9 • Narrative Nonfiction: genre reads like fiction but everything is true. • Descriptive details: using vivid adjectives and verbs • Guided reading (handout) • Xenia TornadoXenia Ohio Tornado Footage • Nonfiction Elements: Read and discuss article using graphic organizer

  5. Tuesday, October 12th Essential Question: • Why is it important to identify the purpose, structure, and elements of nonfiction works? How can students identify the author’s purpose?

  6. Why is it important to identify the purpose, structure, and elements of nonfiction works? How can students identify the author’s purpose?How do families affect us? • DCP: Columbus Day pp. 23, 24 • Journal #2: Imagine you witnessed a tornado in the past. Write a letter to a friend about the experience. Use vivid adjectives to describe your experience. • Grammar: included in SCOPE lesson

  7. Why is it important to identify the purpose, structure, and elements of nonfiction works? How can students identify the author’s purpose?How do families affect us? • Summative Assessment: “We All Should Be Dead” (may use graphic organizer) • Word Match-Up p. 11 • Vocabulary (handout) • “Flipped” pp.12-17 • Reader’s theater • Point of view • Character • Flipped movie trailer • Preview, assign roles, • Highlight and study roles • Begin reading play

  8. Wednesday, October 13th Essential Question: • How can writing about literature help students to better understand the significant ideas in that literature?

  9. How can writing about literature help students to better understand the significant ideas in that literature?How do families affect us? • DCP: The White House pp. 25, 26 • Journal #3: Free Write. • Grammar: included in SCOPE lesson

  10. How can writing about literature help students to better understand the significant ideas in that literature?How do families affect us? • “Flipped” p. complete reading and discussion • Point of view (handout) • Summative Assessment • Grammar: Wretched Writing, Editing • Persuasive Writing:“Are Bullies Criminals?” pp. 18, 19 • Distinguishing between fact and opinion (handout)

  11. Thursday, October 14th Essential Question: • How can students provide support/evidence from the text which backs up students’ claims about theme?

  12. How can students provide support/evidence from the text which backs up students’ claims about theme? • DCP: Theodore Roosevelt pp. 27, 28 • Journal #4: Use six vocabulary words from this issue of SCOPE magazine in a story. Underline or highlight the words. (See vocab handouts) • Grammar: included in SCOPE lesson

  13. How can students provide support/evidence from the text which backs up students’ claims about theme? • “Then and Now”: pp. 20, 21 read, discuss, apply • Compare and contrast the two love stories (handout) • Written expression • Summative Assessment • “Fabulous First Lines”: • Pp. 22, 23 • Using sensory details • (handout)

  14. Friday, October 15th Essential Question: • How can students provide support/evidence from the text which backs up students’ claims about theme?

  15. How can students provide support/evidence from the text which backs up students’ claims about theme? • DCP: John L. Sullivan pp. 29, 30 • Journal #5: What would happen if we did not have television? Why would this be good? bad? How would it affect you? Collect Journals • Computer Lab: 214 SkillsTutor

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