MINI LESSON Reading with Purpose

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Reading with Purpose: Chunking & Thinking Notes :

Reading with Purpose: Chunking & Thinking Notes By: Brittany Bruley April 19, 2015

Lesson Objectives::

Lesson Objectives: Students will be able to: Make connections to the text by identifying their favorite parts. Determine the main idea and perspective of the writer by making inferences and addressing context clues. Engage in enriching discussion about the text by sharing interpretations. Use Thinking Notes to recreate a written piece using the author’s perspective, but presenting it in modern times.

CA Common Core Standards:

CA Common Core Standards CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot ). CCSS.ELA-LITERACY.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text . CCSS.ELA-LITERACY.W.7.3.A Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Background & Curriculum Context :

Background & Curriculum Context Students are learning about Medieval times in social studies. In order to learn about the lives of those from different classes during the time, the students will study Medieval Monologues from a knight, peasant, princess, craftsman, and a merchant. Students are broken into groups of 2-3. The teacher passes each group a different monologue (character from different social status). Teacher explains to students that they must teach the class about their character’s role in society, feelings about their role, and explain what life was like for that character by carefully reading the monologue analyzing the use of tone, voice, ethos, and pathos.

Introduction to Strategy: Chunking & Thinking Notes:

Introduction to Strategy: Chunking & Thinking Notes Before beginning any reading, students are asked to preview the passage for vocabulary words, illustrations, or historical context offered by the author. Teacher explains how to break the text into smaller, manageable sections by focusing on a set of lines or a paragraph. To do this, students are asked to cover the remaining portion the monologue with a notecard or half sheet of paper.

Thinking Notes:

Thinking Notes Students will are asked to engage in the reading by thinking about the author’s word choice, descriptions, and attitude. Students are told that they will lead the class discussion, but that they need points and questions for this discussion which is why they will be using THINKING NOTES. While chunking the monologue, students will read with purpose by coding the following: Highlight : Writing that appealed to their emotions or intrigued them. Marginal Notes : Points of discussion including perspectives, the affect of literary devices, and the author’s purpose (at least 2 for each chunked area). List questions about the chunked section that need to be addressed by teacher.

Teacher Demonstration::

Teacher Demonstration: All students have a copy of Joan of Arc’s monologue. Teacher shows the monologue on the Smart Board and demonstrates how to chunk by focusing on a small portion. Teacher covers remaining sections of monologue with the shade. Teacher calls on students to read lines 1-5.

Teacher Demonstration Continued:

Teacher Demonstration Continued After reading the small passage, students are asked to think-pair-share with their neighbor: What is the speaker telling us about his/her life and how do we know? Students are asked to reflect on the writing and identify what they liked about it or found interesting. Teacher calls on students to share. Through think-pair-share, the students come up with one point of discussion on the passage. Teacher uses these ideas to lead class discussion. After the discussion, the teacher asks the students if there were any questions that were unanswered or areas they did not understand. Teacher answered questions/called on students to help explain.

Guided Instruction: Small Groups Students are broken into small groups and provided a Medieval monologue to practice chunking and thinking notes.:

Guided Instruction: Small Groups Students are broken into small groups and provided a Medieval monologue to practice chunking and thinking notes . Group PREVIEWS the monologue for vocabulary, historical background, and illustrations. Group members share ideas about the preview and make predications as to what the author may convey in the piece. Students chunk the monologue covering the remaining portions and focus closely on the small set of lines. One member of the group reads each chunked section to the group. Then each member must contribute to the three steps of THINKING NOTES.

Guided Instruction: Group Comparisons:

Guided Instruction: Group Comparisons Once the monologue has been analyzed by the small group through Thinking Notes, the group will meet with another group that was assigned the same monologue. The two groups will compare and contrast their THINKING NOTES so that they can enrich this experience by gaining more ideas for discussion and be exposed to other interpretations. The two groups will work together to answer each other’s questions and comment on each other’s findings based on the author’s perspective.

Authentic Application:

Authentic Application Background: Students have literacy circles. Each circle has selected a novel set during Medieval times to read independently and to discuss with their literacy circle each week. Application: Students will read the next chapter of their book using chunking and Thinking Notes. The literacy circles will meet and discuss their notes and perspectives Additional Application to Lesson (using the notes): Students will use the thinking notes from their small group monologue analysis to re-write the monologue in modern times while still expressing the writer’s feelings, point of view, attitude, and style.

Assessment & Reflection:

Assessment & Reflection The students’ thinking notes from the novel chapter will serve as an assessment of their application. Additionally, the re-written monologue passage will prove if the students can utilize the thinking notes to present the author’s true message effectively. The students will be asked the following questions during a discussion: 1. What is the PURPOSE of Thinking Notes? 2. Why is it important to identify interesting parts, pose discussion questions, and ask for teacher clarification? 3. Why does chunking make a task easier? Journal Reflection (individual written response): How will you use Thinking Notes and chunking in the future? Would you modify the strategy in any way? Why/Why not? Why is it important to share ideas from your Thinking Notes with others?

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