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    Lesson 1

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    api-414921070
    This lesson teaches students to determine importance when reading texts. In step 1, students reflect on how they identify important information. Step 2 provides a mini-lesson on techniques like noting repetition, placement, or emotional elements. In step 3, students read and highlight important parts of a text. Step 4 has students discuss their highlights in pairs while the teacher observes. Finally, in step 5 students annotate their highlights with questions, reactions, or connections to show their understanding. The goal is for students to justify highlighting important information when reading.

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    Lesson 1

    Uploaded by

    api-414921070
    70 views3 pages
    This lesson teaches students to determine importance when reading texts. In step 1, students reflect on how they identify important information. Step 2 provides a mini-lesson on techniques like noting repetition, placement, or emotional elements. In step 3, students read and highlight important parts of a text. Step 4 has students discuss their highlights in pairs while the teacher observes. Finally, in step 5 students annotate their highlights with questions, reactions, or connections to show their understanding. The goal is for students to justify highlighting important information when reading.

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    lesson 1

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    This lesson teaches students to determine importance when reading texts. In step 1, students reflect on how they identify important information. Step 2 provides a mini-lesson on techniques like noting repetition, placement, or emotional elements. In step 3, students read and highlight important parts of a text. Step 4 has students discuss their highlights in pairs while the teacher observes. Finally, in step 5 students annotate their highlights with questions, reactions, or connections to show their understanding. The goal is for students to justify highlighting important information when reading.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views3 pages

    Lesson 1

    Uploaded by

    api-414921070
    This lesson teaches students to determine importance when reading texts. In step 1, students reflect on how they identify important information. Step 2 provides a mini-lesson on techniques like noting repetition, placement, or emotional elements. In step 3, students read and highlight important parts of a text. Step 4 has students discuss their highlights in pairs while the teacher observes. Finally, in step 5 students annotate their highlights with questions, reactions, or connections to show their understanding. The goal is for students to justify highlighting important information when reading.

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    Title and Lesson Plan #: Determining Importance - Lesson 1

    L
    Lesson Overview: Students should be familiar with the cognitive reading strategy of E
    determining importance from previous years of English courses. This lesson will review the S
    strategy and provide students with the opportunity to show their grasp of the skill. S
    O
    Resources or Materials Needed N
     Student Writer’s Notebook 1

     Whiteboard and markers

     Projector with screen OR Smartboard

     Power Point: Determining Importance [Appendix A]

     Digital or Print text: “The Mantis Shrimp has the World’s Fastest Punch” by Ed Yong

     Highlighters if print text is used

    Performance Objective 1:
    Given a text, students will create notations on important information with at least four out of
    five notations justified appropriately.
    Time: 60 minutes
    Step 1: Pre-Instructional Activities: Reflect and Discuss

     Teacher shares the lesson’s objective with the students.

     Students will have around 5 minutes to respond to the following prompt in their

    Writer’s Notebooks: Since remembering everything you read is nearly impossible, how

    do you know what to “keep”?

     Students will volunteer to share thoughts. Teacher records ideas on white board.

     Teacher guides students as they find patterns in students’ responses.

    Step 2: Content Presentation: Determining Importance

     Teacher presents mini-lesson on determining importance while reading

    [Power Point – Appendix A]

    o Tap into what the author has drawn attention to…

     Repetition

     Special placement
     Lengthy description/discussion
    L
    o Tap into what you, the reader, notices… E
    S
     Contradictory/Confusing portions S
    O
     Connections (self, world, and texts) N

     Emotional points (shocking, exciting, upsetting, etc.) 1

     Students are encouraged to record notes during lesson.

    Step 3: Learner Participation: Highlighting Important Information

     Students receive digital/printed copy of “The Mantis Shrimp has the World’s Fastest

    Punch” by Ed Yong, and teacher displays for class.

     Teacher does a think aloud where title and first paragraph are read aloud. Teacher

    verbally draws attention to information that stands out to her as important. Marks on

    text.

     Students have time to finish reading the text independently and highlight at least 5

    things that stand out to them as important.

    Step 4: Assessment: Formative: Pair and Share (with teacher observation)

     Students choose partners and discuss what they highlighted as important. Students

    should also share why they highlighted the text.

     Teacher moves throughout the room listening to students’ reasoning. Teacher should

    ask guiding questions and work with students struggling to verbalize reasoning.

    Step 5: Follow-Through Activities: Annotating Highlighted Text

     Teacher models creating an annotation in the margin of the text as a companion to

    the highlighted text. Annotations are notes that reveal thinking at the time of reading.

     Students will create an annotation and label it for each of their five highlights.

    o Q: Student records a question Q: How can the shrimp break glass?

    o R: Student records a reaction R: I don’t like that Rick ran away.

    o C: Student notes a connection C: This reminds me of the movie Jumanji.


    o K: Student notes a key point K: This goes with the theme of friendship.
    L
     Teacher collects student work to check annotations as a micro summative E
    S
    assessment. Four out of the five annotations should logically connect to its S
    O
    corresponding highlighted text. N
    1

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