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Name of Lesson: Reading in the Real-World

Grade Level: 7/8 Subject: Reading or Reading Intervention Prepared by: Katy Cooper Overview and Purpose: Students will investigate what kind of reading occurs in real-world job positions. Students will meet with, interview, and observe local professionals at work. They will be tasked with gathering information about the job, reading on the job, and dissecting what reading strategies the professional uses. Student groups (or 3-5) will be equipped with one ipad to record their findings. Students will then use ReelDirector to create a short feature on reading at that job. Groups will share their findings with the class. Educational Standards For Washington State

7th/8th Grade GLE 2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. 7th/8th Grade GLE 2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. [Explain how specic text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specic symbols are used, such as the numeration for footnotes). ] 7th/8th Grade GLE 2.2.4 Apply understanding of text organizational structures.[Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension.]

Objectives: Specify skills/information that will be learned

Students will be able profession. Students will be able world profession. Students will be able reading in real-world Students will be able

to describe what kind of reading occurs in a real-world to identify reading strategies used by a professional in the realto create a multi-media presentation to convey aspects of profession. to apply identified reading strategies to informational text.

Materials Needed:

ipads (1 per group of 3-5 students) (6-10 for an average class) professionals willing to volunteer their time (6-10 in variety of professions: lawyer, doctor, pharmacist, retail manager, IT personnel, journalist, teacher, professor, nonprofit project manager, web developer, pastor/religious leader, sports team marketer, small business owner, accountant, banker, etc.) Professionals must pass any type of process a normal school visitor would need to go through. paper and pencil (for each student)

Other Resources: (websites, videos, books, etc.) ReelDirector ipad app By Nexvio Inc. Skype account and Skype App http://www.careerexplorer.net/job-descriptions

Information: Give and/or demonstration necessary information 1. Teacher will demonstrate interviewing on Skype 2. Students will have already used ipad to film and edit, but will need a quick reminder. Verification: Steps to check for student understanding

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Students submit predictions about how much reading, what type of reading, and what reading strategies assigned professional will use. Will also submit questions prepared for interview/meeting(DAY 1) Students must complete overview notes on assigned profession in order to gain access to skype account (teacher check off) Students will have notes checked off after meeting with professional Teacher will circulate and conference with each group after meetings. Will determine if findings were adequate Teacher will check for understanding during discussions post-presentations and guide discussion if needed. Written paragraph will be assessment of ability to identify reading strategies and compare and contrast those to what they do everyday.

Activity: Describe activity that will reinforce the lesson

Day 1
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Teacher will introduce project: Reading in the Real-World (10-15 min) - Think/Pair/Share - Activate background knowledge by having students journal about a possible career choice they may want to make... and follow up with what they think the average day looks like in choice career. - Give students a chance to Pair up and talk about what they wrote. - Share out as a class.

- Explain Reading in the Reading in the Real-World project: You will have the chance to take a look at a specific career. You will meet with (over Skype) to talk with a professional about what they do in their job. One of the main focuses we will have, will be finding out how much and what kind of reading occurs day to day in that job. Break students into groups and assign/choose types of professionals. (10 min) - Groups of 3 will work great, but can be larger if needed. - Depending on group dynamics, have students select from list of professionals or assign groups. - Students select jobs within the group (1. Interviewer (responsible for communicating with professional); 2. Recorder (responsible for recording research and questions and answers); Director (responsible for directing film/feature/presentation) - May need to have two recorders and an Editor (double checks and looks over final versions of written product and editing film/feature/presentation) if 5 students.

Students do a brief search to gain overview of profession on http://www.careerexplorer.net/job-descriptions (10 min) - Students take bulleted notes about the main details and education needed to achieve this position

Students make predictions about how much reading and what types of reading occurs on the job. (5 min) - may use research and/or personal background knowledge to create prediciton

Student group creates list of questions to ask professional (10-15 min) - aim for 10 questions - much include: (What education did you need to reach this position? How much reading do you do during a regular day? What kind of text are you reading (journal articles, briefs, newspapers, textbooks, emails, manuals, memos, etc.) Is this text on paper or on a screen? How do you read _______________? (skim, in depth, take notes, annotate, reread, etc...)

Day 2
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Interviewer practices questions at least once with group members. (5 min) Students meet with (using Skype) with professionals and conduct interview. (15-20 min) - Teacher will have worked a schedule out with each professional and will have a log of time slots throughout the day. - students take notes and record findings

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Students check answers with predictions (10 min) Student groups work together to identify reading strategies described by professional (professional may not use the same language that your class/school does) (5 min) reading occurs with professional on day to day basis. (10 min)

10 Students put rough sketch together about how they will display/act out what kind of

Day 3

11 Students create a reenactment of professional and reading material and the


interaction between the two (50 min) - Filming should be done in one class period using the ipad - each presentation should be about 5 min long

Day 4
12 Student groups edit film and prepare for presentation. (50 min)

Day 5 & Day 6


will depend on number of students) - while students watch other presentations, they will keep track of the reading strategies used - After each film, students will verify reading strategies modeled by student group. Now that you have seen a representation of the daily grind for a variety of professionals, what conclusion can you make about Reading in the Real-World? How is reading in the Real-World similar and different to the reading you do here at school? Write a paragraph and support your thinking using at least 3 specific details from the films you saw today.

13 Students share presentations (7-9 min per presentation with discussion)(total time

14 Students will respond to writing prompt: