Teacher Background Objective Procedure Close Reading Challenge

Transcription

Close Reading Challenge
Teacher Background
Here is a text typical of the kind published in some
tween’s magazines. It contains a title and headings, but
both title and headings are somewhat misleading. Often,
an attempt to be clever or entertaining rather than straightforward, the author substitutes a clearly identifiable title
and headings for those of a more gimmicky style. Students
need to be able to read past these to the text itself, and to
make the connections necessary for comprehension.
Ex. Frightening Fun, pp. 73-74. The headings in the piece are:
• Suffering in Silence
• Howling and Growling
• Deader than a Doornail
LESSON AT A GLANCE:
Whole Class Activity
in
• Review the value of
recognizing and using text
conventions.
• Point out that sometimes
the title and headings
might be misleading.
• Guide them in reading
the piece, replacing
misleading headings with
straightforward ones.
The topic of the piece is actually “horror movies” - but
the reader might be misled. The work they did on the previous lessons in which title and
headings were missing should inform the close reading required here. And, keep in mind
that when selecting reading material, make certain that the text conventions are designed
to guide the reader rather than confuse them. Never-the-less, students will encounter these
kinds of “clever” titles and headings and need to know how to become savvy close readers.
This activity is designed to help.
Objective
Students approach a text with a misleading title and headings. They apply close reading
strategies in order to “decipher” these text conventions in order to improve comprehension.
Procedure
1. Discuss the ways strong readers use text conventions to aid in comprehension.
2. Write the following on the board:
TOPIC: Frightening Fun
Main Idea #1: Suffering in Silence
Main Idea #2: Howling and Growling
Main Idea #3: Deader than a Doornail
Ask the following: What do you think this text is all about? Discuss this.
3. Next, project the text titled Frightening Fun and read it aloud together. What do they
notice about the title and headings? Are they clear or are they misleading?
4. Have the students “translate” these into clear, straightforward title and headings based
on the content of the piece. Chart their alternative title and headings as follows:
Ex. TOPIC: Horror Movies
Main Idea #1: Silent Horror Movies
Main Idea #2: American Monster Movies
Main Idea #3: Zombie Movies
5. Close the lesson by reminding students that, at times, they may need to think twice
about the title and headings of a text based on the content of the piece in order to glean
the most information that will help them best comprehend the piece.
72
©2015 Empowering Writers, LLC
Student Page
Name_________________________________________________________________
Frightening
Fun!
Howling and Growling!
Suffering in Silence
When sound was introduced in motion
pictures in the 1930’s American monster
movies became popular. With the
invention of sound, cinematic monsters
like Frankenstein and King Kong
howled and growled – and audiences
screamed in reply! It was during this
era that character actors Bela Lugosi
and Boris Karloff rose to fame bringing
monstrosities like mummies and
werewolves to life. While it may be hard
to believe, it’s true that filmmakers and
theatre owners at the time occasionally
planted “fainters” and “screamers” in
The earliest horror films were all silent.
French filmmaker Georges Melies takes
credit for the first horror film of all time.
It was called “Le Manoir du Diable,” which
translated to English is “The Haunted
Castle.” Released in 1896, this spooky
silent film runs only three minutes long
but it packs a lot of action. Bubbling
cauldrons, vampire bats, ghosts and
dancing skeletons all appear one second
and vanish the next in a cloud of smoke. In
the 1920s, pioneering German filmmakers
brought their talents to the genre and
created surreal, shadowy vistas and
complex, creepy characters that reflected
the grim mood of post-World War I Europe.
In 1922, German film director F.W.
Murnau made the world’s first vampire
movie, Nosferatu, which was based on
Bram Stroker’s 1897 novel Dracula.
Nosferatu
What’s just as much fun as scaring
yourself silly with a wild ride on a roller
coaster or a spine-tingling ghost story told
around a campfire in the dark of night?
If you’re like me, your answer to that
question is a great horror movie! Let’s
explore the genre of the horror film, from
its European beginnings to its rising popularity in the 1930s, and onto the more
recent trend in terror.
(continued)
73
Student Page
the audience to intensify the viewing
experience. They also built buzz for their
horror movies by stationing fake nurses
inside the theater while an ambulance
idled outside ready to whisk those
overcome with terror off to the hospital.
Deader than a Doornail
In more recent times, the Zombie movie
seems to rule the horror genre. In most,
the Zombie is depicted as a dead body
that somehow comes to life, mute and
menacing, and must be STOPPED. The
first zombie movie was probably the Night
of the Living Dead, directed by George
A. Romero and released in 1968. Since
then, filmmakers around the globe have
Night of the Living Dead
74
been creating their own sometimes scary,
and sometimes just silly, versions of the
classic. From Norway, comes Dead Snow,
the story of Nazi zombies in the frozen
wilds of Scandinavia. The Spanish-made
series Quarantine has zombies attacking
fire fighters in a burning building and the
British film Doghouse follows a group of
guys into a remote English village where
bloodthirsty female zombies are eager to
feast on them.
With short, silent oldies, classic
monster movies and zombie cinema from
around the world, the horror genre offers
entertainment for all sorts of tastes.
From the goofy to the gory, horror films
are definitely here to stay!
Expository and Argumentative Pieces for Comparison
Objective
LESSON AT A GLANCE:
Students begin to recognize the difference between
disorganized pieces, adequately organized but minimally
elaborated pieces and well-organized, fully elaborated pieces.
Whole Class Activity
• Read three versions of a
paragraph.
• Discuss the differences
between the three and the
characteristics of the best
example.
• Review author’s purpose
in expository and opinion
writing.
Procedure
1. Reproduce and distribute the three versions of the
argumentative piece Nasty Foods of All Nations.
Please note: Each set of the following two expository
pieces and two opinion pieces include three versions:
• Version 1 is a poorly written, completely
disorganized piece made up of a collection of random, general details.
• Version 2 is a well-organized piece made up of a clear introduction, distinct main
idea or reason paragraphs, and a conclusion, but lacks adequate elaboration.
• Version 3 is a well-organized piece made up of a clear introduction with an
attention-grabbing lead and clear, concise topic sentence, three well defined
paragraphs, each with a clear main idea or main reason, a variety of relevant,
specific supporting details and a conclusion paragraph which summarizes the
main ideas in a new way.
2. Project and read all three versions of Nasty Foods of All Nations. Point out that the
topic of all three versions of the piece is the same.
3. Ask students which of the three pieces was the most effective and why. Chart their
responses. Use questioning to encourage students to be as specific as possible in their
observations. What you are looking for are the following characteristics of a wellorganized, fully elaborated piece:
• An introduction with an attention grabbing lead and a clear, concise topic sentence.
• The body of the piece divided into paragraphs, with a broad, yet distinct, main idea
or main reason in each.
• A variety of specific supporting details such as amazing facts and anecdotes.
• A conclusion that restates (in a new or interesting way) what the piece was about.
Highlight, circle or underline these characteristics on your projected version as students
identify them. Initially, students will not articulate their observations in these terms or
with this vocabulary. Help them to define the characteristics of a successful piece with
the vocabulary provided. Use the annotated version to inform your discussion.
4. Reinforce this lesson with the expository pieces Scandinavia or The Great Barrier
Reef , pp. 142 and 146, and the argumentative piece The Bicycle, pp. 150-151,
being sure to review the difference between expository writing (author’s purpose:
to inform) and argumentative writing (author’s purpose: to convince the reader
to accept the validity of your viewpoint). You might consider allowing students to
work with partners or in small groups to complete the subsequent activities. Be
sure to write the characteristics of a well-organized, fully elaborated piece that
appear above on the board where students can refer to them as they work.
137
Student Page
Name_________________________________________________________________
NASTY FOODS OF ALL NATIONS
Read and compare the following argumentative pieces.
1. Nasty Foods of All Nations
Do you have any desire to taste some of the nasty things people eat in
other parts of the world? I know that some people might think cheeseburgers
and fries are disgusting too, but they’re not as bad as fried insects and live
octopus tentacles.
Raw fish is not so bad in sushi, but raw octopus tentacles that wiggle
around like they’re still alive are definitely disgusting. So is a fruit that smells
like something rotten. Chowing down on insects is not something I would do,
but at least it’s better than eating cheese with maggots in it.
Of course, people have the right to eat whatever they please, but I’ll stick to
macaroni and cheese. Don’t you agree?
Are you a fearless eater like me? Do you like tasting unique foods from around
the world? I usually like to try new foods. But I have to say that there are some
foods too disgusting for even someone daring like me and they include wriggling
raw octopus tentacles, maggot cheese, and the world’s worst fruit.
Sannakji is a Korean specialty. It consists of raw, freshly slaughtered octopus
tentacles. Even though the tentacles are chopped to pieces, they still wiggle
around the plate like they were alive. That is just gross!
Everybody agrees that there is absolutely nothing good about the fruit
known as durian. It has a horrible smell and a slimy texture. It leaves a bitter
taste in your mouth and it is expensive. Why bother even trying durian?
There are other disgusting foods too. In many parts of the world insects and
eyeballs are eaten. That is disgusting! In Italy, they make something called maggot
cheese that sounds too disgusting to even write about, not to mention taste.
In my opinion, it is usually a great experience to taste foods from all over
the world. But none of us should feel we have to taste some of the gross and
disgusting dishes out there. Just say “No, thanks,” to maggot cheese, slithering
octopus tentacles, and yucky durian!
138
(continued)
Student Page
Can you imagine yourself sitting down for a meal of fried insects or snacking on the
boiled eyeballs of shark? I would certainly prefer a plate of spaghetti and meatballs! We all have our own personal tastes in food and different ideas about what tastes
delicious. But most of us would agree that three of the world’s nastiest foods have
got to be Sannakji, Durian fruit and Casu Marzu, also known as maggot cheese.
Are you reckless enough try Sannakji? This dangerous Korean dish is quite simple:
raw, fresh octopus tentacles sprinkled with sesame seeds and drizzled with a spicy
oil. What makes Sannakji such a unique and risky dining experience is that those slick
tentacles are still squirming and twitching with reflexive movement as you eat them.
There is always a possibility that the gray, worm-like octopus arms will latch onto
your throat and choke you to death! Those brave enough to taste it say Sannakji has a
mild flavor and a rubbery texture that requires a lot of chewing. But even if you chew
until your jaw aches, those tentacles never stop wiggling around your mouth. As far as
I’m concerned, the only good thing about Sannakji is that the portion is usually small.
All in all, I’d say it’s more like a dare than a meal.
If a powerful odor of rotting eggs and moldy onions with a hint of gasoline turns
your stomach, you probably won’t want to snack on a durian. The nauseating smell of
this fruit from southeast Asia is so overwhelming that it has been banned from many
hotels and on public transportation. The brave few who have tasted the prickly green
fruit report that it has the slimy texture of an overripe banana but the mild flavor of
almonds. That doesn’t sound so bad, does it? Some people actually enjoy it, but before
you’re tempted to give it a try, you should know that Durian has a bitter, lingering
after-taste. I’ll never understand why it is one of the world’s most expensive fruits,
costing an average of $5 a pound, while sweet, creamy bananas usually go for less than
$1 per pound.
While people from all over the world travel to Italy for its sumptuous food, it’s
a safe bet that only the natives eat Casu Marzu! From the Italian island of Sardinia,
with a name that means “rotten cheese”, this is one disgusting dish. To make it, place
a traditional sheep’s milk cheese in the proximity of dozens of buzzing flies. After the
flies have laid their eggs in the cheese and maggots have hatched, chow down on the
whole oozing mess. The taste is said to be strong enough to burn your tongue. It is
not surprising that Casu Marzu is banned throughout Europe as unhygienic. The only
place where you can buy it legally is on Sardinia, where it is considered a traditional
food of the countryside. I don’t know about you, but I won’t be placing my order
anytime soon!
If you hope to travel the world, chances are you’re going to taste some unfamiliar
foods along the way and you’ll surely enjoy many of them. But if you’re ever offered
Sannakji, Durian, or Casu Marzu, you’ll probably want to politely decline. Most of us
would agree that these three foods are nothing less than repulsive.
139
Annotated Page
NASTY FOODS OF ALL NATIONS
Read and compare the following argumentative pieces.
no
nce
nte
e
s
c
topi
1.) Do you have any desire to taste some of the nasty things people eat in
other parts of the world? I know that some people might think cheeseburgers
and fries are disgusting too, but they’re not as bad as fried insects and live
m
octopus tentacles.
ndo
ain idea?
What’s the m
2.) Raw fish is not so bad in sushi, but raw octopus tentacles that wiggle
ra tails
de
around like they’re still alive are definitely disgusting. So is a fruit that smells
zed
like something rotten. Chowing down on insects is not something I would do,
ani
g
r
diso
but at least it’s better than eating cheese with maggots in it.
3.) Of course, people have the right to eat whatever they please, but I’ll stick to
macaroni and cheese. Don’t you agree?
piece
Hard to summarize this
n
uctio
d
o
r
t
In
anized
well org
1.) Are you a fearless eater like me? Do you like tasting unique foods from around
other foo
ds
durian
Sannak
ji
the world? I usually like to try new foods. But I have to say that there are some
foods too disgusting for even someone daring like me and they include wriggling
raw octopus tentacles, maggot cheese, and the world’s worst fruit.
2.) Sannakji is a Korean specialty. It consists of raw, freshly slaughtered octopus
tentacles. Even though the tentacles are chopped to pieces, they still wiggle
needs
e
around the plate like they were alive. That is just gross!
sentenc
!
variety
)
.
3 Everybody agrees that there is absolutely nothing good about the fruit
known as durian. It has a horrible smell and a slimy texture. It leaves a bitter
taste in your mouth and it is expensive. Why bother even trying durian?
4.) There are other disgusting foods too. In many parts of the world insects and
eyeballs are eaten. That is disgusting! In Italy, they make something called maggot
cheese that sounds too disgusting to even write about, not to mention taste.
5.) In my opinion, it is usually a great experience to taste foods from all over
the world. But none of us should feel we have to taste some of the gross and
disgusting dishes out there. Just say “No, thanks,” to maggot4cheese, slithering
3
2
conclusion
octopus tentacles, and yucky durian!
well organized but needs to
be more fully elaborated
140
(continued)
Annotated Page
ion
duct
o
r
t
n
i
durian
Sannak
ji
well developed!
1.) Can you imagine yourself sitting down for a meal of fried insects or snacking on the
boiled eyeballs of shark? I would certainly prefer a plate of spaghetti and meatballs! We all have our own personal tastes in food and different ideas about what tastes
delicious. But most of us would agree that three of the world’s nastiest foods have
3
2
1
got to be Sannakji, Durian fruit and Casu Marzu, also known as maggot cheese.
2.) Are you reckless enough try Sannakji? This dangerous Korean dish is quite simple: raw,
fresh octopus tentacles sprinkled with sesame seeds and drizzled with a spicy oil. What
makes Sannakji such a unique and risky dining experience is that those slick tentacles
are still squirming and twitching with reflexive movement as you eat them. There is
powerful
always a possibility that the gray, worm-like octopus arms will latch onto your throat
details!
and choke you to death! Those brave enough to taste it say Sannakji has a mild flavor
and a rubbery texture that requires a lot of chewing. But even if you chew until your
jaw aches, those tentacles never stop wiggling around your mouth. As far as I’m
concerned, the only good thing about Sannakji is that the portion is usually small. All in
all, I’d say it’s more like a dare than a meal.
3.) If a powerful odor of rotting eggs and moldy onions with a hint of gasoline turns strong
your stomach, you probably won’t want to snack on a durian. The nauseating smell of word
this fruit from southeast Asia is so overwhelming that it has been banned from many choice
hotels and on public transportation. The brave few who have tasted the prickly green
fruit report that it has the slimy texture of an overripe banana but the mild flavor of
almonds. That doesn’t sound so bad, does it? Some people actually enjoy it, but before
you’re tempted to give it a try, you should know that Durian has a bitter, lingering sentence
after-taste. I’ll never understand why it is one of the world’s most expensive fruits, variety
Casu Ma
rzu
costing an average of $5 a pound, while sweet, creamy bananas usually go for less than
$1 per pound.
4.) While people from all over the world travel to Italy for its sumptuous food, it’s
a safe bet that only the natives eat Casu Marzu! From the Italian island of Sardinia,
with a name that means “rotten cheese”, this is one disgusting dish. To make it, place
a traditional sheep’s milk cheese in the proximity of dozens of buzzing flies. After the
flies have laid their eggs in the cheese and maggots have hatched, chow down on the
whole oozing mess. The taste is said to be strong enough to burn your tongue. It is
not surprising that Casu Marzu is banned throughout Europe as unhygienic. The only
place where you can buy it legally is on Sardinia, where it is considered a traditional
food of the countryside. I don’t know about you, but I won’t be placing my order
anytime soon!
5.) If you hope to travel the world, chances are you’re going to taste some unfamiliar
foods along the way and you’ll surely enjoy many of them. But if you’re ever offered
2
3
4
Sannakji, Durian, or Casu Marzu, you’ll probably want to politely decline. Most of us
conclusion
would agree that these three foods are nothing less than repulsive.
ain ideas
refers back to m
141
Revising Boring, Redundant Main Idea Sentences
Objective
Students generate alternatives to the boring, predictable
sentence structure so often seen in the main idea sentences
of young writers. (Example: The first reason why…. The
next reason… etc.)
Procedure
LESSON AT A GLANCE:
Whole Class, Small Group,
and Independent Activity
• Read sentences with dull,
redundant structure.
• Revise sentences using
given sentence starters.
1. Copy and reproduce your choice of student pages Boring!
Revise (1-4), pp. 236-239. Project the selected activity sheet and read aloud.
2. Call students’ attention to the redundancy of the sentence structure of the main idea
sentences. Challenge them to create more engaging main idea sentences using the
sentence starters at the bottom of the page. Model doing this with the first main idea
sentence.
3. Have students proceed to revise the remaining main idea sentences independently or in
small groups. You might want to select a few of the Sentence Starters, p.233, and make
them available to students while they work. If you wish, you may assign the remaining
activity sheets as homework. Allow students to read their completed sentences to the
class and discuss.
CREATIVE CONNECTION: Challenge students to find any phrases or words in their
independent reading material that might make effective main idea “sentence starters.”
Keep a running list of these and post where all can see and refer to when needed.
235
Student Page
Name_________________________________________________________________
BORING! REVISE! (1)
Read this author’s prewriting plan and main idea sentences. Notice the boring,
redundant sentences and lack of variety. Each sentence begins the same way.
TOPIC: Dangerous Weather
MAIN IDEA #1: Hurricanes
Hurricanes are an example of dangerous weather.
MAIN IDEA #2: Tornados
Tornados are another example of dangerous weather.
MAIN IDEA #3: Heat Waves Heat Waves are a third example of dangerous
weather.
This kind of writing does not spark the reader’s interest or make them want to read on.
Using the sentence starters below, see if you can rewrite these sentences to make them
more interesting.
HURRICANES
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
TORNADOS
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
HEAT WAVES
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________ SENTENCE STARTERS:
Imagine how _________________________________________________
Prepare for __________________________________________________
How can we predict___________________________________________
Scientists are trying__________________________________________
The damage caused by ________________________________________
236
.
.
.
.
.
Student Page
Name_________________________________________________________________
EDITING & REVISING (1)
Read the paragraph below. Revise the text by using the thesaurus feature on your
computer to replace redundant words. Use the standard Editing/Proofreading Marks to
indicate where the replacement words should be inserted as well as any typographical
errors you may spot.
The Winter of Terror
Can you imagine enduring a “winter of terror?” The phrase might sound like
the title to a horror movie, but it refers to a terrifying three-month period during
the winter of 1950-51 in the snow-capped Alps of Europe. What was soterrifying
about that particular winter? The answer to that question is sure to terrify even
the boldest of us. During this winter, 650 terrifying avalanches hurled down the
steep Alpine peaks, ruining whole forests, ruining the ski season and causing
villages to be evacuated. Sadly, untold numbers of wild animals and more than 256
people died during this terrifying winter. While there is nofoolproof system for
predicting when an Avalanche will occur, they often happen when a heavy snowfall
is followed by rain and milder temperatures. Those very weather conditions caused
the notorious Winter of Terror.
243
Annotated Page
EDITING & REVISING (1)
Read the paragraph below. Revise the text by using the thesaurus feature on your
computer to replace redundant words. Use the standard Editing/Proofreading Marks to
indicate where the replacement words should be inserted as well as any typographical
errors you may spot.
The Winter of Terror
Can you imagine enduring a “winter of terror?” The phrase might sound like
the title to a horror movie, but it refers to a terrifying three-month period during
#^
the winter of 1950-51 in the snow-capped Alps of Europe. What was soterrifying
about that particular winter? The answer to that question is sure to terrify even
the boldest of us. During this winter, 650 terrifying avalanches hurled down the
steep Alpine peaks, ruining whole forests, ruining the ski season and causing
villages to be evacuated. Sadly, untold numbers of wild animals and more than 256
#^
people died during this terrifying winter. While there is nofoolproof system for
lc
predicting when an Avalanche will occur, they often happen when a heavy snowfall
is followed by rain and milder temperatures. Those very weather conditions caused
the notorious Winter of Terror.
244
Student Page
Name_________________________________________________________________
THE MISSING MAIN IDEA (1)
Read each paragraph. Think about the specific details in each sentence. Ask
yourself what the paragraph is all about and write a main idea sentence on the
lines provided that tells you what the entire paragraph is about.
The only bear native to Africa, the unfortunate Atlas Bear was hunted extensively for
sport. These 1,000-pound animals were also captured and used for the execution of criminals
when the Roman Empire expanded into Northern Africa. Named after the Atlas mountain
range, the shaggy haired mammal hasn’t been sighted in the wild since the late 1800s.
Main Idea: _________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Often compared to a penquin, the Great Auk had black and white feathers and stood
three feet tall.This flightless bird was helpless on land, but a terrific swimmer who was
able to dive to great depths. Native to the isolated islands of the Northern Atantic, it
was hunted for its meat and feathers by early explorers. By the 1500s, the Great Auk
was rarely sighted and the last known breeding pair was killed in 1844.
Main Idea: _________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Much like the California sea lion of today, but larger, the Japanese Sea Lion was
declared extinct in the 1970s. Native to the coastal areas of Japan and the Korean
peninsula, this aquatic mammal was hunted to near extinction by commercial
fishermen. Submarine warfare during WWII destroyed the habitat of the small
remaining population of the large-eyed, whiskered creatures.
Main Idea: _________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What is the topic of this piece? ________________________________________________________
Summarize the main ideas into blurbs to complete the organizational framework for this
expository piece:
TOPIC: _______________________________________________
MAIN IDEA #1 _______________________________________
MAIN IDEA #2 _______________________________________
MAIN IDEA #3 _______________________________________
259
Student Page
Name_________________________________________________________________
SENTENCE VARIETY AND WORD CHOICE (3)
Read the dull main idea sentences below. Revise each by varying the sentence structure
and replacing overly general adjectives with specific, vivid descriptive words to create more
exciting main idea sentences for your readers. Also, try to create word referents to replace
the underlined topic word in each sentence.
Ex: Rainy days can be boring.
Revision:
A steady drizzle from gray and cloudy skies can keep you indoors all day long and leave
you feeling frustrated with boredom.
1. Hamburgers are a popular choice on many occasions.
Revision:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Dogs help people in many ways.
Revision:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Hyenas are a common sight on the African savannah.
Revision:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
270
Student Reference Page
DETAIL - GENERATING QUESTIONS
WHAT DOES IT “LOOK” LIKE?
Sound like? Feel like?
Taste like? Smell like? Seem like?
You may need to research this!
WHY IS THAT IMPORTANT?
Why is that important to your main idea?
You may need to research this!
IS EACH DETAIL IN A
SEPARATE SENTENCE?
Separate the Grocery List!
DID YOU GIVE A SPECIFIC
EXAMPLE?
Avoid general language such as
“stuff,” “things, “nice,” etc.
277
Student Page
Name_________________________________________________________________
WRITING SENTENCES WITH “WHAT DOES IT
LOOK LIKE? WHY IS IT IMPORTANT?” (2)
Read the detail sentence below. Revise the sentence using the detail-generating questions:
What does it look like? Why is it important?
Example:
Detail Sentence:
Baseball is a great game.
Revision:
With speedy base runners, confident pitchers and powerful home run hitters,
baseball is a great game to that allows you to bring your own particular
athletic gifts to the diamond.
Detail Sentence:
Cereal and milk is a good breakfast.
Your revision:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
290
Student Page
USING DETAIL-GENERATING QUESTIONS (2)
Read the paragraph below. The author has simply listed a few facts about swimming pools.
Instead, the author should have SHOWN us how much fun it could be to have a swimming
pool in your backyard. On another piece of paper, revise this paragraph using the detailgenerating questions as shown below. You can use the sentence starters at the bottom of
the page to vary your sentences. Finally, look over your completed paragraph and highlight
the “What does it look like?” parts of your sentences in red and the “Why is it important?”
parts in blue.
• WHAT DOES IT LOOK LIKE?
• WHY IS IT IMPORTANT?
• CAN YOU GIVE A SPECIFIC EXAMPLE?
• IS EACH DETAIL IN A SEPARATE SENTENCE?
I love my house but it would be even better if it had a pool in the backyard. I
would invite my friends over and we’d all have a great time together. I would get a
diving board and learn how to do lots of dives, including a back-flip and a sailor’s
dive. I would get some pool toys too. Having a pool would be awesome.
I love my house (What does it look like?) but it would be even better if it had a pool
in the backyard. I would invite my friends over and we’d all have a great time together.
(What does it look like? Why is it important? Can you give a specific example?). I
would get a diving board and learn how to do lots of different dives, including a back-flip
and a sailor’s dive. (What does it look like? Why is it important? Is each detail in a
separate sentence?) I would get some pool toys too. (Can you give a specific example?)
Having a pool would be awesome. (What does it look like? Why is it important? )
SENTENCE STARTERS:
We would play________________________________ .
Having a pool would___________________________ .
In the crystal clear water______________________ .
Can you imagine______________________________ ?
311
Sample Modeled Revision
USING DETAIL-GENERATING QUESTIONS (2)
My house is very comfortable and just large enough for my family. With pretty yellow
quilts draped over twin beds and many colorful posters on the walls, the bedroom that I
share with my sister is a relaxing place to be. Flowers bloom in beds around the front porch
and our lawn is always neatly mowed. If I could make one improvement to this happy
home, it would be to install a pool in the backyard. On my birthday in July, I would invite
all my friends over for a pool party. We would play Marco Polo, a game we all love that is
like Blind Man’s Bluff in the water. If we stretched a net across the swimming pool, we
could have a blast playing volleyball too. After we’ve finished playing in the pool, we’d cook
hotdogs and hamburgers around a bonfire! At the deep end of my pool there would be a
springy diving board where I would practice different dives until I could execute them like
a champion. First of all, I’d learn to do a back-flip off the diving board because it just looks
like so much fun to go somersaulting into the water. I’d also learn how to do a Sailor’s Dive,
which is headfirst dive with both hands held by your sides. This tricky, awkward-looking
dive was invented by Navy sailors because it is perfect for jumping off tall ships into deep
water. In the crystal clear water, there’d be brightly colored, circular tubes bobbing around,
just in case anybody wanted to float on them and soak up the sun for a while. At the bottom
of the pool, there would be a colorful collection of dive rings that we could race to retrieve.
Having a pool would be a fun, active way to truly enjoy the hot days of summer.
312
Taking Notes from Lectures & Multi-media Presentations
Objective
Students learn how to take notes during lectures and from
power-point presentations as well as videos.
Teacher Background
The need for effective note-taking skills begins in middle
school and becomes increasingly essential throughout the
high school and college years as students are expected to
bring essential facts from lectures as well as power-point
presentations and videos to their expository writing.
LESSON AT A GLANCE:
Whole Class and
Independent Activity
• E xplain how effective
note-taking can help
elaborate expository
writing.
• Translate complete
sentences into the form of
short notes and vice versa
.
This can be quite confusing at first as students attempt
to isolate key information while simultaneously following the presentation as a whole.
This lesson has been developed to set students up for success by providing them with
an organizational structure for note-taking as well as explicit instruction in condensing
complex information into succinct notes.
Procedure
1. Explain to students that listening to lectures and watching multi-media presentations
is another way in which they can research a topic that they are interested in writing
about. In order to best utilize this valuable means of research, they must know how to
take effective notes.
2. Encourage students to think about their own learning style and ask them:
• How could you maximize your own learning from a lecture, video or power-point
presentation?
• How might you help yourself remember specific facts from listening to or watching
such a presentation?
• How could you recreate a record of the important information from the presentation
so that you can incorporate it into your expository writing?
These questions will hopefully generate a discussion about note taking. Explain that
successful students and writers learn how to take notes to remember what they’ve
heard or seen, and that this is a skill that they’ll use throughout high school and college,
and in the workplace. Knowing how to take effective notes will help you condense a
multitude of information into a manageable, memorable format.
3. Project the Note-Taking Exemplar, p. 347, and review the completed examples. Then,
MODEL translating complete sentences into notes, showing students how complete
sentences can be broken down into key words with short, simple explanations. Point out
how the dash(-) and slash (/) are used to replace words.
4. Copy and distribute student activity sheet Take Some Notes, p. 348, and allow students
to work independently to complete it while you circulate, answering questions and
offering support. You could quite easily adapt this lesson to any content you are
teaching from a textbook. Just take complete sentences from the textbook and have
students pare them down into concise note form.
346
(continued)
Taking Notes from Lectures & Multi-media Presentations
Please note: A vocabulary list accompanies this lesson. Please copy and distribute to
students who would benefit from this support.
5. On another day, direct students to take notes from a video or power-point presentation
of your choice. (Those found at www.sciencepowerpoint.com or www.schooltube.com
would be appropriate for this activity.) Then, have them work independently to compose
complete sentences from their notes. Have students share their completed work
with the class and point out how using effective notes allows writers to present the
information in her/his own style, tone and choice of vocabulary.
NOTE TAKING - EXEMPLAR
Successful students and writers learn how to take notes about what they read or hear during a
lecture or presentation in class. Note-taking is a way of summarizing in which only key words
and definitions or explanations are jotted down. The dash (-) is used as a quick way to separate
a key word from its brief definition. A slash (/) can mean (and/or). The note taker writes just
enough to trigger a memory of what was discussed during the presentation so that they can use
it later to elaborate their writing. Read and discuss the complete sentences and notes below to
see how information can be jotted down quickly and effectively.
EXAMPLE
Lecturer says:The central nervous system consists of the brain and the spinal cord.
Student writes:Central nervous system - brain/spinal cord
Lecturer says: The peripheral nervous system includes the nerves that branch out
from the spinal cord and carry messages to other parts of the body.
Student writes:Peripheral nervous system - nerves
Lecturer says: The brain is divided into left and right hemispheres each of which
has a specialized purpose.
Student writes:Brain - left /right hemispheres (A quick sketch might be equally
effective!)
Lecturer says: Located between the brain and the spinal cord, the brain stem
controls breathing, heart rate and sleep.
Student writes:Brain stem - breathing, heart rate, sleep
NOTE: Keep in mind that “the lecturer” can be a teacher delivering instruction, the
narrator or host of a video, or the presenter of a power-point report.
1. Lecturer says:The cerebellum lies at the base of the brain and controls balance as
well as muscle movements.
Student writes:_____________________________________________________________
2. Lecturer says: Nerve cells are called neurons and they deliver messages from the
spinal cord to the brain.
Student writes: _____________________________________________________________
3. Lecturer says: The hippocampus is the specialized part of the brain responsible for memory.
Student writes:_____________________________________________________________
347
Student Page
Name_________________________________________________________________
TAKE SOME NOTES
Read the complete sentences below and translate them into brief notes. Write just enough
to trigger your memory of what the sentence taught you so that you can recall it at a later
time. Focus on keywords. Keep it short by using dashes (-) and slashes (/) whenever you can.
1. Cells are made of protein and organelles, which are tiny structures within a living cell.
Your notes: _____________________________________________________________________
2. Created in the bone marrow, red blood cells transport oxygen around the body.
Your notes: _____________________________________________________________________
3. Mitochondria are organelles that provide a cell with energy.
Your notes: _____________________________________________________________________
4. Another organelle, known as the cytoplasm, consumes that energy.
Your notes: _____________________________________________________________________
5. A third organelle is the nucleus of the cell where the genetic code is stored.
Your notes: _____________________________________________________________________
6. Mitosis is the process of cell division that creates two identical cells.
Your notes: _____________________________________________________________________
7. Animal cells are irregular in size and shape while plant cells are more uniform.
Your notes: _____________________________________________________________________
8. Plant cells contain chloroplasts which absorb the sunlight necessary for the process of
photosynthesis to begin.
Your notes: _____________________________________________________________________
VOCABULARY LIST
Protein: Large biological molecules consisting of the amino acids necessary to build
healthy living tissues such as muscle, hair, enzymes and antibodies.
Organelle: Specialized structures with specific functions found within a living animal cell.
Cell: the smallest unit of a living organism.
Chloroplast: a part of a plant cell that includes the chlorophyll necessary for photosynthesis.
Photosynthesis: the process through which green plans and some other organisms use
sunlight to transform carbon dioxide and water into nutrients.
348

Teacher Background Objective Procedure Close Reading Challenge

Transcription

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