MASTERY FOCUS (PL-2, PL-3, I-1, I-6) Exemplar Unit User Information

Transcription

1 HISD EXEMPLAR LESSON Reading Elective Grade 9 Lesson 1: Introduction to Reading Elective (4, 45-minute class periods) Unit 1: Narrative Text MASTERY FOCUS (PL-2, PL-3, I-1, I-6) Exemplar Unit User Information Essential Understandings / Guiding Questions * Life-long literacy skills enable individuals to achieve greater levels of success. 1. How does prior knowledge form a foundation for literacy? 2. How can becoming a more effective reader produce success in other content areas? Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) RE.9.2.A Expand vocabulary by reading, viewing, listening, and discussing. RE.9.2.B Determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies. RE.9.2.C Recognize the implied meanings of words such as idiomatic expressions, homonyms, puns, and connotations. RE.9.2.D Apply the knowledge of roots, affixes, and word origins to infer meanings. RE.9.2.E Use available reference guides such as dictionary, glossary, thesaurus, and available technology to determine or confirm the meanings of new words and phrases. RE.9.3.D Read to gain content/background knowledge as well as insight about oneself, others, or the world. RE.9.3.E Read for enjoyment. RE.9.4.D Summarize texts by identifying main ideas and relevant details. RE.9.4.G Use questioning to enhance comprehension before, during, and after reading.

2 RE.9.5.A Find similarities and differences across texts such as explanations, points of view, or themes. Figure 19 ³ English Language Proficiency Standards (ELPS) ELPS C4A Learn relationships between sounds and letters of the English Language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. ELPS C4B Recognize directionality of English reading such as left to right and top to bottom. ELPS C4C Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials. ELPS C4D Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text. ELPS C4E Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. ELPS C4F Use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. ELPS C4G Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and

3 grade-level needs. ELPS C4H Read silently with increasing ease and comprehension for longer periods. ELPS C4I Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs. ELPS C4J Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs. ELPS C4K Demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. College and Career Readiness Standards (CCRS) Cross Disciplinary Standards II. Foundational Skills A. Reading across the curriculum 1. Use effective prereading strategies. 2. Use a variety of strategies to understand the meanings of new words. 3. Identify the intended purpose and audience of the text. 4. Identify the key information and supporting details. 5. Analyze textual information critically. 6. Annotate, summarize, paraphrase, and outline texts when appropriate.

4 7. Adapt reading strategies according to structure of texts. 8. Connect reading to historical and current events and personal interest. Academic Vocabulary * Literary Texts (category) * Literary Fiction * Literary Non-fiction * Poetry * Drama * Informational Text (category) * Expository * Persuasive * Procedural * Analyze * Genre * Point of View * Literary Device * Simile * Denotation * Connotation Assessment Connections * Student Response * Reflection DIFFERENTIATION (I-3) Scaffold: Struggling readers may read the selection by choral reading, by echo reading, or by paired reading, stopping to clarify difficult words or concepts. Accelerate: Stronger readers may read the selection together or independently, answer comprehension questions, and generate additional questions about the selection. Group: Use flexible grouping and provide targeted instruction based on the individual needs of the students. LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8) Lesson 1: Introduction to Reading Elective (Class Period 1) Checks for Understanding 1 Independent Reading (15 min.) Reading is a skill. Like other skills we get better at reading when we practice. Each day, you will practice your reading skills independently. During independent reading you will read texts silently. You will get to choose some of the texts you are reading. To help in the process of determining what texts will be most beneficial for you, each of you will complete some surveys during the next few lessons. A survey asks questions, but there are no right or wrong answers to these questions. When completing a survey it is best to be honest. Today you will complete a survey about your interests, Distribute a general interest survey to the students. A suggested source

5 msreading/ Students complete survey. Compile data. Use the results as a guide for selecting text for independent reading. 2 Engage and Connect (5 min.) Welcome students to the Reading Elective class. Discuss classroom rules and procedures. 3 Introduce New Learning (10 min.) Vocabulary Activity Introduce literary terms Literary, fiction, non-fiction, poetry, drama, informational, non-fiction, expository, persuasive, procedural, genre; relate terms to their roots/origins. Provide examples of Literary Texts: literary fiction, literary non-fiction, poetry, drama. Provide examples of Informational Text: expository, persuasive, procedural. Search books, the site sorts texts by categories and previews titles of many literary and informational texts. 4 Guided and Independent Practice (12 min. total) Guided Practice (12 min.) Listening Comprehension Activity Complete DMS Lesson 1: Elements of Fiction pp. 3-4 (omit Naming and Describing). Introduce point of view and relate to Passage 2. Listen for evidence of understanding 5 Close the Lesson and Assess Mastery (3 min.) Ask students to reflect on pieces of literature they have read and then respond to the question, Do you prefer to read literary text or informational text? Support your answer with the title of at least one book you have read in that category and describe why you liked the book. Reflection Lesson 1: Introduction to Reading Elective (Class Period 2) Checks for Understanding 1 Independent Reading (15 min.) Reading is a skill that can be challenging. Like other skills we get better at reading when we practice and persevere. Each day in this class, you will practice your reading skills independently. You will have to work at this. You will have to persevere as you build your reading skills so that you learn new information and ideas. During independent reading you will read texts silently. You will get to choose some of the texts you are reading. To help in the process of determining what texts will be most beneficial for you, each of you will complete some surveys during the next few lessons. A survey asks questions, but there are no right or wrong answers to these questions. When completing a survey be honest. Today you will complete a survey about your reading habits, Distribute a reading habit survey to the students. A suggested source Students complete survey. Compile data. Use the results as a guide for selecting text for independent reading. 2 Engage and Connect (5 min.) Review classroom rules and procedures. Discuss the purpose of the Reading Elective class. 3 Guided and Independent Practice (20 min. total) Guided Practice (5 min.) Guide students to set up a notebook or interactive journal for class use. Categories to include in the Table of Contents/Sections may consist of Comprehension, Word Study/Fluency, Vocabulary, Spelling/Writing, Reflections, Assessments, and/or any other categories that will pertain to the

6 class. Independent Practice (15 min.) Students set up notebooks or interactive journals. Check for evidence of understanding 4 Close the Lesson and Assess Mastery (5 min.) Ask students to reflect on the reasons they are in the Reading Elective class and then respond to the question, What are three improvement goals you want to set for yourself for the semester? Reflection Lesson 1: Introduction to Reading Elective (Class Period 3) Checks for Understanding 1 Independent Reading (15 min.) Reading is a skill. Like other skills we get better at reading when we practice. Each day, you will practice your reading skills independently. During independent reading you will read texts silently. You will get to choose some of the texts you are reading. To help in the process of determining what texts will be most beneficial for you, each of you will complete some surveys during the next few lessons. A survey asks questions, but there are no right or wrong answers to these questions. When completing a survey it is best to be honest. Today you will complete a survey about your talents, Distribute a talent survey to the students. A suggested source Students complete survey. Compile data. Use the results as a guide for selecting text for independent reading. 2 Engage and Connect (5 min.) Review classroom rules and procedures. Review the purpose of the Reading Elective class. Ask students to share their reflections from the previous lesson. 3 Introduce New Learning (10 min.) Vocabulary Activity Introduce the terms literary device and simile. Check for evidence of understanding Provide examples of and explain how to construct a simile. Provide pictures of luxurious items that people often desire (e.g., leather purse, sports car, gold chain, diamond stud or ring, designer shoes, fur coat) Using the Describing Hierarchy (refer to DMS p.1), ask students to identify the distinctive attributes of one or more luxury item. 4 Guided and Independent Practice (10 min. total) Guided Practice (10 min.) Guide students through the process of constructing similes to describe the luxury items. 5 Close the Lesson and Assess Mastery (5 min.) Ask students to reflect on the literary terms and the literary device discussed in previous lessons and then respond to the question, How will being able to understand various literary terms and recognize various literary devices help improve my reading? Reflection Lesson 1: Introduction to Reading Elective (Class Period 4) Checks for Understanding 1 Independent Reading (15 min.) When we build our skills in any area we want to practice at a level that isn t too easy, that isn t too hard, but that is just right. One way to make sure what we are reading independently is just right is to assess our spelling skills. Our understanding of

7 spelling demonstrates our understanding of how to recognize words. Today we will complete a spelling assessment. I will dictate 35 words for you to spell. The words will progress from easy to difficult. Even if you don t know how to spell the complete word, record what you do know how to spell. Write legibly. Dictate the words: still, native, block, swimmer, stitch, stray, street, willow, cube, referring, convoy, appoint, transgress, happiness, endowed, grudge, launder, embrace, parade, lotion, percussion, explosion, article, nature, nitrate, opine, trombone, perfume, postage, eject, phonograph, audible, geography, hyperlink, hemisphere Analyze students spellings using the rubric at Use the results as a guide for selecting text for independent reading. 2 Engage and Connect (5 min.) Ask students to name some things they would like to have more than anything, and then ask them if the word desire is the feeling associated with their wants. 3 Introduce New Learning (10 min.) Vocabulary Activity Define denotation and connotation. Demonstrate difference with desire (n.). Provide student friendly definition of desire (n), examples, non-examples, and synonyms. 4 Guided and Independent Practice (10 min. total) Guided Practice (10 min.) Ask students to classify the synonyms (ambition, craving, greed, lust, mania, passion, wish, urge, yearning) as positive, negative, or neutral. Check for evidence of understanding 5 Close the Lesson and Assess Mastery (5 min.) Ask students to reflect on some of their own desires and then respond to the question, Which of the synonyms listed describe each of your own desires? Discuss the difference between a passionate desire and a greedy desire. Reflection RESOURCES (I-6, I-10) Adopted Instructional Materials * Developing Metacognitive Skills (DMS). Neuhaus, Supporting Resources * Interactive Journals or Notebooks for written responses Online Resources * * * * Note: This exemplar lesson is designed to support HISD teachers in using the HISD Curriculum Unit Planning Guides to plan daily lessons that meet the criteria outlined in the HISD Instructional Practice Rubric. The document is not intended as a template that teachers are expected to complete for their lesson planning on a daily basis. Teacher teams might consider using the exemplar lesson to support collaboration in lesson planning.

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