Day 3

Standards• Reading: 1.0 Word Analysis, Fluency, and

Systematic Vocabulary Development- Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Vocabulary and Concept Development- 1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Structural Features of Informational Materials 2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. Comprehension and Analysis of Grade-Level-Appropriate Text2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.

• Writing: 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

Objectives• Students will be able to…

– resolve final questions about personal statements.

– provide feedback to other students on their writing.

– identify perceived issues with the American public school system and American students and express their own beliefs.

– survey a text and make relevant predictions and create relevant questions.

– identify, define, and utilize newly presented vocabulary.

– read a text and identify logical and emotional appeals.

– read a text and formulate a supportive statement, whether they agree or not.

Reading• Activity #8: Rereading the Text• In the left hand margin of the articles, label

the following:– introduction– issue or problem being addressed– author’s main arguments– author’s example– conclusion

• In the right hand margin, now that you are reading “against the grain” and playing the “doubting game,” write your reactions to what the author is saying. Use a different color ink than you have been using to annotate.

New Techie Stuff!

• Class Facebook page: https://www.facebook.com/pages/Ms-Merki/129783540455505

• Google Voice Number: If email isn’t fast enough, you can now text me- (909)703-5708

Reading• Activity #9: Analyzing Stylistic Choices• Answer/complete the following for each article:– Words

• Pick out five words that stand out to you.• What are the denotative and connotative meanings of

those words?• How do these words affect the article?• Are there any words or synonyms repeated? Why?• Are there any examples of figurative language? What do

they imply?– Sentences

• Is the sentence structure varied?• What effect do the choices of sentence structure and

length have on the reader?

Reading

• You will be put into a group and with your group you will create a cluster or web chart for the article you have been assigned.

• Be prepared to present!

Activity #10: Considering the Structure of the Text

Main Idea

supporting ideas

PostreadingActivity #11: Summarizing and Responding•Create an IVF summary statement for each article. Then create a statement that rebuts the IVF.

Socratic Seminar

• A dialogue that leads to deeper understanding through discussion of questions driven by student curiosity and thought processes.

• NOT a debate!• You as a participant direct the discussion

through thoughtful and insightful, open-ended questions.– For your questions you should use verbs from

Bloom’s Taxonomy

Bloom’s Taxonomy

Use the handout provided to

prepare for next class

Remember:•Your questions should not have a definite, clear-cut, yes or

no answer.•They should be about topics and issues that you are

curious about, interested in, or have something to say about.

•They should be though provoking•During the seminar you discuss ideas not opinions.