Major Idea/Topic #6: Close Reading Activity Purpose for instruction: Students are now familiar with several general archetypes, as well as specific examples or archetypes and intentional symbolism in the Phantom story. This close reading activity provides them with an opportunity to engage with a complex informational text to help them deep process and transfer their ideas and understandings on archetypes. This topic concludes with students integrating new knowledge with prior connections to respond to their evolving answer to the topical essential question. Overview Texts and UDL/EQuIP/Standard Instructional Notes, Scaffolding, Assessments Vocabulary Resources CODE Day 24-25 Article: CCSS- RI7.1 Cite several pieces of Starter activity- strategies do good readers use to decode Subconscious “which textual evidence to support analysis complex texts?” - individual response, partner share, class discussion/list. Unconscious Carl Jung: of what the text says explicitly (and Salient points: annotation techniques, vocabulary techniques, re-reading, Psyche Archetypes and inferences) summarizing, pro-actively anticipating/guessing text dependent questions. Persona Analytical Repressed Psychology UDL- Students have an option to First read- students annotate the article (ask them to explore the article without Innately Text Dependent work individually, or participate in scaffolding and assistance unless student need and ability require it for Tarot deck Question list discussion pairs. success). Integrate UDL- TDQ for close reading task Introvert Reflective can be selectively assigned as Second read- answer text dependent questions and writing TDQ to be Extrovert notebooks individual writing tasks, pair completed in Reflective notebook- writing tasks to be accomplished on discussion questions, or class document. discussion questions EQuIP- Balance of informational Formative assessment- students hand in document with writing tasks on it for and literary texts teacher to gauge which students need redirecting or reteaching, and where to EQuIP- Read text closely; Text give guiding feedback and celebrations/connections to share with the class. based evidence; Academic Vocabulary Tip: There is an abundance/overkill of available TDQ to choose from, so I recommend a strategy”. I number off all of the kids 1-3 and assign “jigsaw questions to each group:
Major Idea/Topic #6: Close Reading Activity Purpose for instruction: Students are now familiar with several general archetypes, as well as specific examples or archetypes and intentional symbolism in the Phantom story. This close reading activity provides them with an opportunity to engage with a complex informational text to help them deep process and transfer their ideas and understandings on archetypes. This topic concludes with students integrating new knowledge with prior connections to respond to their evolving answer to the topical essential question. Overview Texts and Resources UDL/EQuIP/Standard Instructional Notes, Scaffolding, Assessments Vocabulary CODE Day 24-25 Article: Carl Jung: Archetypes and Analytical Psychology Text Dependent Question list Reflective notebooks CCSS- RI7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly (and inferences) UDL- Students have an option to work individually, or participate in discussion pairs. UDL- TDQ for close reading task can be selectively assigned as individual writing tasks, pair discussion questions, or class discussion questions EQuIP- Balance of informational and literary texts EQuIP- Read text closely; Text based evidence; Academic Vocabulary Starter activity- “which strategies do good readers use to decode complex texts?” - individual response, partner share, class discussion/list. Salient points: annotation techniques, vocabulary techniques, re-reading, summarizing, pro-actively anticipating/guessing text dependent questions. First read- students annotate the article (ask them to explore the article without scaffolding and assistance unless student need and ability require it for success). Second read- answer text dependent questions and writing TDQ to be completed in Reflective notebook- writing tasks to be accomplished on document. Formative assessment- students hand in document with writing tasks on it for teacher to gauge which students need redirecting or reteaching, and where to give guiding feedback and celebrations/connections to share with the class. Tip: There is an abundance/overkill of available TDQ to choose from, so I recommend a “jigsaw strategy”. I number off all of the kids 1-3 and assign questions to each group: Subconscious Unconscious Psyche Persona Repressed Innately Tarot deck Integrate Introvert Extrovert