Lesson 5: During- & Post-Reading Unit Working Title: You Make the Difference Unit Primary Skill focus:

Reading comprehension Week 2 of ! Plan "5 of #2! $%& mins'( )ritical Learning *+,ecti-es: SWBAT: )ogniti-e .kno/0understand1: 1. Students wi understand the effects of !e onging to a group. d. Students wi fee what it"s ike to !e a mem!er of a group# and what it"s ike to !e $different% from other groups. &. Students wi know strategies for reading comprehension. a. Students wi know how to annotate a te't with their (uestions and comments. 2ffecti-e .feel0-alue1: ). Students wi appreciate how iterature can speak to# and enrich# persona e'perience. a. Students wi appreciate how iterature has he ped inform a professiona writer"s e'perience. !. Students wi appreciate how iterature can enrich their own ife e'perience. Performance .do1: *. Students wi use strategies for reading comprehension. a. Students wi annotate a te't with their (uestions and comments. S*Ls: +.) The student wi read and ana ,-e a .ariet, of nonfiction te'ts. g/ Ana ,-e and s,nthesi-e information in order to so .e pro! ems# answer (uestions# or comp ete a task. h/ Draw conc usions and make inferences on e'p icit and imp ied information using te'tua support as e.idence. k/ 0se the reading strategies to monitor comprehension throughout the reading process. Procedures03nstructional Strategies [Note: An, words that represent what 1 wou d sa, direct , to students appear in italics.2 4eginning Room 2rrangement: Students are seated at their desks in pods of four. #' $5 mins'( 4ridge: 3The fo owing Do 4ow directions are on the Smart!oard# .ia 5ower5oint.2

Do 4ow: Think a!out what goes through ,our head when ,ou"re reading something# and answer the fo owing (uestions in ,our 6ourna . 7There are no right or wrong answers# 6ust honest ones./ 1. Do ,ou !ree-e through the words without rea , thinking a!out them8 &. Do ,ou form images in ,our head# !ased on the words ,ou read8 9. Do ,ou e.er get confused and ask ,ourse f $What 6ust happened% or $Wh, did he sa, that%8 :. Do ,ou e.er go !ack and reread the parts that confused ,ou8 ). Do ,ou e.er think a!out what ,ou wou d do or sa, in a particu ar character"s situation8 ;. Write a few sentences e'p aining wh, ,ou think a reader might !other to do some of these things. 3Students answer the Do<4ow (uestions in their 6ourna s# whi e 1 (uiet , take attendance.2 Hi, everyone! Welcome back. I cant wait to get todays lesson started. Were going to learn some exciting strategies that will make yo r reading more interactive, and then well hear !rom a writer who has some interesting ex"eriences to share. #o lets $ m" right in! 2' $#& mins'( Ste5 #: Teac6er 7odels Reading Strategies -ia T6ink 2loud %olded in the back cover o! yo r $o rnal, yo ll !ind an excer"t !rom a short essay by the hilario s &avid #edaris. 'oh, did yo hear that rhyme( Hilario s #edaris! )aise yo r hand i! yo dont have a co"y o! *+o ,arolina- in yo r $o rnal. 31f an,one needs one# 1 hand it to them.2 'kay, everyone, "lease n!old yo r co"y and read it to yo rsel! as I read it alo d. .s I read, Im going to tell yo what Im thinking and doing. .nd Im going to annotate the text as I read. /ay close attention, beca se Im going to ask yo to contin e reading and annotating the text when Im done. .nnotating will hel" yo all engage with, and nderstand, anything yo read better. 0isten and see. 31 stand at front of c assroom with a c ean cop, of $=o >aro ina% pro6ected on the !oard !, the doc cam.2 1his essay is called *+o ,arolina.- I wonder what that means( Wow, I havent even gotten to the !irst word o! the essay and I already have a 2 estion. Im going to write my 2 estion on the "age. 31 circ e the tit e and write What does this mean( What is this story abo t( ne't to it.2 .s I read the story, Im going to want to "ay attention to any cl es abo t what the title might mean. 31 !egin reading the first paragraph.2 1his reminds me o! a scene !rom a movie I saw, in which some government o!!icials try to arrest a man they think is a s"y, and he goes with them, beca se hes act ally $ st an ordinary citi3en and thinks he has to do what they

say. 31 write the name of the mo.ie in the margin of the first paragraph.2 31 finish reading the second paragraph: $'h, I think we both know why.% 1 under ine this ast sentence and write the fo owing words as 1 speak them a oud.2 4s ally, the agents think this "erson has done something wrong, and they think this "erson knows s5he is g ilty. 1here!ore, they *both know why- the "erson needs to go wherever the agents take him5her. 3When 1 get to the part that sa,s# 1ho gh it "robably has it moments, the average day s"ent in hiding is bo nd to beat the average day s"ent in "rison# 1 write the fo owing as 1 sa, it a oud.2 .t least in hiding, yo might have decent !ood and yo r own s"ace. In "rison, yo eat what they give yo and share a tiny cell with a stranger. 31 start reading the ne't paragraph.2 'h, now I know why the narrator started with all that in!ormation abo t agents on 16 shows coming !or "eo"le and taking them away. .""arently, an agent is coming to take the narrator away. I wonder why an agent is coming !or the narrator( What did he do( .nd why is he in a geogra"hy lesson( Is he a st dent or a teacher( 31n the margin# 1 write Why( What did he do(2 .lso, the narrator already told s that these kinds o! sit ations always end one o! two ways 31 turn !ack to the pre.ious page and read2: *1he s s"ect then chooses between doing things the hard way and doing things the easy way, and the scene ends with either g n!ire or the gentlemanly a""lication o! handc !!s.- #o, I think that means the s s"ect either " ts " a !ight 7hence the *g n!ire-8 or decides to go "eace! lly 7hence the *gentlemanly a""lication o! handc !!s-8. I! these sit ations always end one way or the other, I wonder which way the sit ation will end !or o r narrator. 31 turn the page !ack to the paragraph 1 6ust finished reading and write# Will he go "eace! lly or " t " a !ight(2 #o, do yo see what Im doing( .s I read whats on the "age, I notice what 2 estions I have and what knowledge I have that relates to whats on the "age. #ee how in the !irst "aragra"h, I was reminded o! a movie Ive seen that has the same ty"e o! scenario described in this essay( .nd see how I asked 2 estions abo t what the title means and why an agent has come !or the narrator( Im also trying to antici"ate how this scene will end: is the narrator going to go "eace! lly, or will there be some sort o! !ight( Im sing my annotations to have a conversation with the text as I read it. 1his hel"s me better nderstand, and en$oy, what Im reading. &oes anyone else have any 2 estions or reactions to what weve read so !ar( 31f so# 1 in.ite students to share.2 8' $#5 mins'( Ste5 2: 3nde5endent Practice 'kay, now its yo r t rn. 9ee" reading the essay to yo rsel! and write down any tho ghts, reactions, or 2 estions yo have as yo go. I! yo get st ck, take a look at the #mart :oard !or ideas o! ty"es o! 2 estions and "hrases yo might se to start yo r

tho ghts. 3?n Smart Board are $Stem Starters% for annotations that students can refer to as needed 7Beers# &@@9# p. 1@A/.2 I ex"ect everyone to write at least ; tho ghts52 estions in the next < min tes. I know this is the !irst time many o! yo are trying this, so "lease raise yo r hands i! yo have any 2 estions. Its "er!ectly okay to be a little con! sed or to make some mistakes as were learning. : t I ex"ect yo to ask !or hel", which Im very ha""y to give. 31 circu ate# offering feed!ack and he ping students as needed. 1 take note of good student e'amp es to share with the c ass after their ) minutes of independent work.2 ' $5 mins( Ste5 8: )lass S6are I saw yo all having some really interesting conversations with yo r texts. Who wo ld like to share one o! yo r annotations with s( 31 wait for .o unteersB otherwise# 1 ca on the students whom 1 warned ahead of time 1 might ca on. Students share some of their annotations with the c ass.2 =ohn, will yo ex"lain what yo were thinking abo t when yo wrote that annotation( 3Cohn e'p ains that he used information from the te't to tr, to predict what wou d happen ater.2 9aitlyn, will yo tell s how yo r thinking led yo to annotate that( 3Dait ,n e'p ains that her cousin# >har ie# speaks with a isp# so she wrote his name in the margin when she rea i-ed that the narrator spoke with a isp.2 >xcellent $ob making connections with the text, yo g ys! Its so hel"! l to se what yo know to nderstand what yo re reading better. .nd yo all know a ot that can hel" yo with yo r reading! 5' $5 mins( Ste5 : Pre-reading Pre5 & Read 2loud 'kay, I think yo re all ready to try a""lying this reading techni2 e to a new text. : t !irst, we need to think abo t how what yo did last class relates to the text were abo t to read. 3The fo owing instructions appear on the Smart Board as 1 sa, them a oud.2 ?. /lease o"en yo r $o rnal to last classs entries. )ead what yo wrote in both entries. @. )ead each entry a second time, this time circling all *!eeling- words. %eeling words are anything that describe how yo were thinking or !eeling abo t something 7i.e. ha""y, mad, con! sed, con!ident, "ro d, !r strated, etc.8 Ao have !ive min tes. 3Students work for ) minutes.2

.s yo remember, we had somewhat o! a strange class on Bonday. Ao were all members o! a "artic lar gro " C #aldenia, =ern, &io"ol, or Hebmadok C and yo had to work with members o! other gro "s to b ild a str ct re to match a bl e"rint that only one o! yo co ld see. Bost o! yo !o nd this "retty di!!ic lt, given yo r di!!erent vocab laries and ways o! comm nicating. 1o make things even more con! sing, #aldenians and &io"ols had some n!amiliar c stoms that members o! other gro "s didnt know abo t or nderstand, so some o! yo !elt o t o! "lace and even more !r strated by the !act that yo didnt know what was going on. Id like yo all to kee" yo r tho ghts and !eelings abo t that ex"erience !resh in yo r brains while we hear !rom an a thor named =h m"a 0ahiri talk abo t her ex"erience growing " in .merica. 'n yo r desk, there is a transcri"t o! the National / blic )adio interview with Bs. 0ahiri. /lease t rn it rightDside " and read it to yo rsel! as I "lay the interview alo d. I ex"ect everyone to listen actively and attentively. %or now, all yo re doing is listening and thinking abo t =h m"a 0ahiris ex"eriences. 31 p a, recording of inter.iew.2 9' $#& mins( Ste5 5: 3nde5endent Reading & 2nnotation Now yo re going to read the interview again to yo rselves. .s yo read, I need yo to annotate some o! yo r tho ghts and 2 estions directly on the "age, $ st like we did earlier with the *+o ,arolina- essay. /lease make s re yo r writing is legible, so that I can see how yo were thinking and res"onding. :y the time yo re done reading, yo sho ld have at east ; 2 estions5tho ghts5reactions written on yo r transcri"t. )emember, yo may re!er to the #mart :oard i! yo need some hel" getting started. &oes anyone have any 2 estions( 'kay, "lease begin reading and res"onding to the text. 31 wa k around the room to see what students are writing. 1 take note of good (uestions and responses that 1 think wi generate good discussion. Whi e students finish up# 1 t,pe these (uestions on the computer to disp a, on the Smart Board in the atter part of Step ).2 :' $2& mins( Ste5 9: )lass & Pair S6are 'kay, Im excited to hear abo t what yo all tho ght and !elt and wondered as yo read the interview! )aise yo r hand i! yo had something written on the !irst "age o! the interview. 3Eands go up.2 %antastic! I need two vol nteers to come write their best !irst "age tho ght on my co"y " !ront. 1hank yo , :ecca and .mir. 3Becca and Amir come write their annotations on m, transcript under the doc cam and

return to their seats. 1 ask them to ta k a!outFe'p ain what the, wrote and wh, the, wrote it.2 >xcellent! I saw some other great 2 estions that I want yo all to think abo t with the "erson next to yo . 31 disp a, students" 7anon,mous/ annotated (uestions on the Smart Board.2 ,hoose three o! these 2 estions that interest yo most and disc ss with yo r "artner. Ao have ?E min tes. I! yo !inish disc ssing yo r ; 2 estions be!ore times ", choose some o! the other 2 estions to disc ss. /ay care! l attention to yo r conversations, beca se I may call on yo to share later. 3Students discuss as 1 circu ate and ea.esdrop. When time"s up# 1 ca on a few students to share something interestingFcontro.ersia the, discussed with their partner.2 ;' $#5 mins( Ste5 :: <ournal Reflection .re yo all ready !or a challenge( +reat! I want yo to think abo t the 2 estion that the interviewer asks Bs. 0ahiri toward the end o! the interview 31 disp a, (uote on Smart Board as 1 sa, it a oud2: he asks, *I wonder i! yo learned something abo t yo r own ex"erience by writing abo t characters who share some o! yo r ex"eriences(Heres yo r challenge: in yo r $o rnal, answer the !ollowing 2 estions 3disp a,ed !eneath the (uote on the Smart Board2: &o yo think writing or reading abo t other "eo"le can hel" yo nderstand yo r own ex"eriences better( Why or why not( &oes yo r answer change whether the "eo"le yo write5read abo t are di!!erent !rom, or similar to, yo ( Why or why not( %eel !ree to se s"eci!ic exam"les !rom yo r reading5writing, or the roleD"laying activity !rom last class. :e ready to share some o! yo r ideas with a "artner. 3After students ha.e had a chance to write for 1@ minutes# 1 in.ite them to share with their neigh!or.2 %' $5 mins( )losure: =>it Sli5 1hank yo all !or another s ccess! l class! I ho"e yo all learned as m ch !rom each other as I did today! 'n a sheet o! "a"er with yo r name on it, "lease write the two most im"ortant or interesting things yo learned today. 1hese res"onses will be yo r tickets o t the door. 7et6ods of 2ssessment: Students" 6ourna responses 7Step ;/# te't annotations 7Steps &# 9# )# ;/# discussions 7Steps 9 G ;/# and e'it s ips 7> osure/ wi te me whether the,".e reached S?Hs +.; h# 6# k and ?!6ecti.es 1# &# 9# and :. 1f students" writing and con.ersations ref ect (uestions raised !,# and connections made !etween# their own e'periences and the te'ts the,"re reading# 1 wi know the, ha.e accomp ished S?Hs +.; h# 6# k and ?!6ecti.es 1# 9# and :. Students" 6ourna responses to the

(uestions posed in Step ; wi inform me whether the, ha.e reached S?Hs +.; h# 6# k and ?!6ecti.es & and 9. Iina ,# the e'it s ip wi he p me identif, which o!6ecti.es students !e ie.e the, earned toda,. Differentiated 3nstruction to accommodate one or more of my 5rofiled students: Toda,"s Reading J'perience inc uded a te't 7this unit"s primar, te't/ with an accompan,ing audio component. The audio inter.iew is meant to he p a students practice their istening ski s# !ut is especia , he pfu for Dait ,nK 7who reads at a *th grade e.e and !enefits from hearing the te't read a oud !efore encountering it on her own/ and AmirK 7who is an JHH who !enefits from audio and .isua e'posure to the same content/. K5seudon,m 7aterials ?eeded: Smart Board S ides with Do 4ow# directions# and writingFspeaking prompts Doc cam Student 6ourna s Eard copies of $=o >aro ina% Eard copies of Chumpa Hahiri inter.iew Recording of Chumpa Hahiri inter.iew 7a.ai a! e on ine/ 7aterials 255endi>: Stem Starter ?.erhead 7from Beers# &@@9# p. 1@A/: 7ake a )onnection < This reminds me ofL < This part is ikeL < This character 7fi in name/ is ike 7fi in name/ !ecauseL < This is simi ar toL < The differences areL < 1 a so 7name something in the te't that has a so happened to ,ou/L < 1 ne.er 7name something in the te't that ,ou ha.e ne.er e'perienced/L < This character makes me think ofL < This setting reminds me ofL 2sk a @uestion < Wh, didL < What"s this part a!outL < Eow is this 7fi in detai / ike this 7fi in detai /L < What wou d happen ifL < Wh,L < Who isL < What does this 7fi in detai / meanL

7ake a Prediction < 1 predict thatL < 1 !et thatL < 1 think thatL < Since this happened 7fi in detai /# then 1 !et the ne't thing that"s going to happen isL < 1 wonder ifL 7ake a )omment < This is good !ecauseL < This is !ad !ecauseL < This is confusing !ecauseL < 1 ike this part !ecauseL < 1 don"t ike this part !ecauseL