Anthony Selby Advance Organiser Targeted Domain(s) Access to Information Targeted Benchmark(s) (Intermediate level) Understand the main

ideas and supporting details in a text and use this information as needed. Performance Task(s) Assessment Tool(s)

Read a nonfiction !eacher(s feed$ac% text (Grade 10 class) and relate to questions of main idea, and e ents. !ext is entitled "Ground #ero" and is a$out the terrorist attac%s of &eptem$er 11 '001.

Ob!ectives 1. !o familiarise students )ith the text the* are a$out to read.

Enabling Skills for Benchmark Activities Assessment Tools 1. Gi e students the name of the 1rontal feed$ac% text the* )ill $e reading. +ased on the name, ha e students ma%e ',reasona$le predictions as to )hat the* thin% the text )ill $e a$out and )hat )ill $e included. .a e them include reasons as to )h* the* made the prediction. '. After listening to students( predictions, teacher confirms students( predictions )hile introducing some of the %e* )ords that appear in the text. -. +rainstorm. !eacher creates ' $rainstorm areas on the $oard/ (1) 0hat the students %no) a$out the topic. (') 0hat the* )ould li%e to learn a$out the topic. !eacher )rites the students( ideas and suggestions on the $oard. er* good 1. 1irst reading 3 teacher as%s guiding questions $ased on %e* sentences in the text )ho indicates %e* sentences4 &tudents or teacher4 5ist the guiding . questions. &tudents are as%ed to Assessment4

'. 2xpose students to the text.

-. &tudents )ill learn to recognise, identif* and use 7 %e* )ords contained in the text.

highlight the ans)ers in the %e* sentences and then, )ith the permission of the teacher, share ans)ers frontall*. '. &econd reading 3 teacher as%s a fe) more guiding questions on first, then second, third, etc. paragraphs and slo)l* the* read the )hole text. 6lease list the questions !his reading )ill allo) the students to get the main ideas of each paragraph. *es -. 6aired reading. !he students, in pairs, ta%e turns reading the text to each other. 2ach one in turn reads a portion. Gi e them a reading assignment to gi e them something to focus on. 1. !eacher reintroduces 7 ne) oca$ular* items from the text. '. !eacher presents the 7 )ords $* )riting each of them on the $oard. 8horal repetition 1 (teacher sa*s )ords one at a time, students repeat). 8horal repetition ' (teacher sa*s )hole list, students repeat). Is this enough for the length of text and the le el of class4 -. !eacher hands out a )or%sheet )ith the oca$ular* items on one side and the definitions on the other. &tudents must match the oca$ular* items to the definitions $* placing the same num$er next to each. 6repare the )or%sheet. &tudents are encouraged to loo% at the oca$ular* items in context in the text to decide )hat definition fits $est. good 9. !eacher presents 7 flashcards, each )ith a definition of one of the )ords and puts them on the $oard. !eacher completes the matching exercise that the students ha e on their )or%sheets, $ut frontall* and )ith contri$utions from the )hole class. 7. &entence transformation exercise. !he teacher gi es the students 7 sentences from the

Ans)er %e*4

1rontal feed$ac%. :o *ou mean chec%ing together that the* got the correct ans)ers4

text, each containing one of the ne) oca$ular* items. !he students must re)rite the sentences so that the* ha e the same or a similar meaning to the original sentences. ;%.

9. &tudents )ill $e a$le to identif* the main ideas of the text, supporting details, and identif* cause and effect as )ell as fact and opinion.

1. !eacher initiates classroom 1rontal feed$ac% discussion regarding )hat the text @ans)er %e*. is a$out. '. Inference acti it*, to $e completed indi iduall*. !eacher hands out )or%sheet, )hich has 10 statements. !he students must decide )hether these statements are in the text, not in the text or $et)een the lines of the text. -. !eacher introduces students to graphic organisers/ main ideas and supporting details graphic organiser, and a cause and effect graphic organiser. !eacher descri$es their purpose and use. !eacher dra)s the t)o t*pes of graphic organisers on the $oard or pro<ects them on a screen, please decide. !his is *our plan. so that the students can easil* see them. !eacher as%s the students to loo% and listen $ecause the* )ill $e as%ed to do the same thing later. !eacher tal%s out loud (cogniti e )al%,through) and fills in the arious sections ($ased on a pre ious text the class ha e read or a )ell %no)n text such as a classic fair* tale). !eacher lets the students hear the thin%ing processes and )rites on the organisers, modeling )hat is expected of the students. !eacher reflects out loud on ho) the* )or%ed on the organisers and in ites students to ma%e comments=as% questions. 9. In groups of - or 9, teacher hands out ' graphic organisers/ (1). >ain idea and supporting details graphic organi?er, )ith space for 7 supporting details. ('). 8ause and effect graphic organiser, )ith - "cause" $oxes alread* filled in. &tudents must fill in the "effect" $oxes. o% 1. &tudents must )rite 7,A 1rontal feed$ac%

7. !o ensure

students ha e understood the text and ha e a$sor$ed the main ideas.

sentences paraphrasing or summarising the text. :o the* %no) ho) to do this4 6erhaps the* can use the %e* sentences *ou used at the $eginning4 '. In groups of - or 9, students are as%ed )h* "Ground #ero" is an appropriate name for the article. If the* don(t thin% it is an appropriate name, the* must gi e reasons and thin% of an alternati e title. -. +rainstorm. !eacher $rainstorms )ith class a$out )hat the* ha e learned from the text. !his is compared to earlier $rainstorm acti ities, )hich ascertained )hat the students %ne) and )hat the* )anted to %no) a$out the su$<ect matter of the text (B05). Good. !he* can e en come $ac% to the chart and complete the missing column.