Goal: Student engagement in the first 3-5 minutes.

TTYP __ ____ Thumbs Up/Thumbs Down __ Give One/Get One Think, Ink, Pair, Share Admit Slip_______ One-minute assessment _____

Explicit Instruction Implementation Log
Time Frame of Implementation Study: Name: Emma Wetzel Grade Level/Role: 9th Text: Just Behave, Pablo Picasso! Lesson Focus/Goal: Synthesize

Instructional Technique:
Briefly describe the instructional technique, strategy, or activity you will be using. Good readers stop every so often to think about what they have learned. Then they combine new information with prior knowledge to form something new and different, which helps us gain insight. This is what synthesizing is. I am going to read a fun, illustrated book about an artist. As a class we will synthesize together. By the end of the lesson, you will be able to apply what you already knew to what you have learned and create something new. You will also learn different techniques of how you can become a better reader.

Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers.

Instructor Models and Demonstrates: (I do)
Include key statements you will use to model comprehension thinking. Today I will be reading the book, Just Behave, Pablo Picasso! It is a book that tells us about the life of an artist. As I read today, I want you to synthesize what you hear. Synthesizing means to take what we already know, and combine it with the new information that we are receiving to create something different. For example, if I already knew that Picasso was a painter and I just learned that he is from Spain, I could assume that perhaps his Spanish culture influenced his art. I will first read a section of the book that is a brief biography. Then I will model for you how I will synthesize. (Read the passage.) I will now summarize what I read; Pablo Picasso was a well-known artist from Spain. He started an art movement called Cubism. Picasso lived until he was 91 years old, and still came up with new styles of art all the way up to his old age. Many loved him, as well as hated him. Now I will evaluate the reading based on my own understanding; From what I just read, it sounds like Pablo Picasso’s style drastically changed. I imagine that his early art

was very realistic, and when he started the movement of cubism his art became extremely abstract. I will now formulate and create a synthesis statement using my summary and my evaluation of the reading; Pablo Picasso was a Spanish man who created abstract art called Cubism. He never ran out of ideas for new art, even in his long life.

Guided Practice: (We do)
Include opportunities for students to engage in guided practice with the comprehension strategy. As a class let’s create our own synthesis statement. Because we all have different background knowledge, we would all have different statements. So, in order to combine our statements into one, we are going to compromise and collaborate. I am going to divide the class into three groups. (Just by physical seating.) Each group must come up with a statement. Then we will share the three statements and combine them.

Collaborative Learning: (You do it together)
Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of lesson focus. While I am reading, your job is to pay attention to key ideas. When I am finished reading, you will respond by writing three statements that are your personal reaction. They are not specific questions, but they will ask you to come up with your own creative thinking. Pay close attention as I read. (Read the section of the book, after that is finished pass out index cards. The questions will be revealed on the overhead.) I want you to pick three of these five statements to respond to. o You agree or disagree with the idea. o It contradicts what you know. o There was a surprising turn of events. o An idea intrigues you and you want to think about it. o There is something you would like to try. When you are finished please TTYP and share your responses. I would like you to give one and get one as well.

Independent Practice: (You do)
Include opportunities for students to engage in independent practice with the fluency instructional tasks. I will now read the rest of the story. You are welcome to take notes as I read. When I am finished, it is your job to make a chart to organize your learning, and do some synthesizing. Your chart will look like this: I read I think So……

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