Unit 1: Lesson 8: Enduring Understanding: “Rules to Live By” Topic: Getting the Gist and Determining Word Meaning: Paragraphs 12-14 of Steve Jobs’ Commencement Address (and connecting to Chapter 8) Long Term Learning Targets: I can cite text-based evidence to support an analysis of informational text. I can use a variety of strategies to determine word meaning in informational texts. Daily Learning Targets: I can get the gist of Paragraphs 12–14 of the Steve Jobs speech. I can identify the meaning of unfamiliar vocabulary from the context. Standards: RL.6.1, RL.6.4 Materials: Stanford University Commencement Address: Steve Jobs (from Lesson 6) Video of Steve Jobs’ Stanford University Commencement Address from http://www.ted.com/talks/steve_jobs_how_to_live_before_you_die.html Technology to display video of Steve Jobs’ Stanford University Commencement Address Reading Closely: Guiding Questions handout (from Module 1, Unit 2, Lesson 2; one per student and one to display) Strategies for Determining Unknown Words anchor chart (from Lesson 6) Love and Loss Venn Diagram (one per student and one to display) Connections between Steve Jobs and Bud anchor chart (from Lesson 7) Homework: Chapter 9 of Bud, Not Buddy (one per student) Do Now: 1. Engaging the Reader: Bud, Not Buddy Invite students to get into triads to share their annotated Hooverville pictures drawn for homework. Ask triads to discuss: “How are the pictures different?” “Why are the pictures different?” Cold call students to share their triad discussions with the class. Emphasize that sometimes, even though things are described to us in a text one way, we can interpret them in our own way. We add our own imagination to what we are given, which is why the pictures may be quite different. Select volunteers to share the descriptive language details about Hooverville from the novel that they based their drawings on. Those details should be annotations on their drawings. 2. Unpacking the Learning Targets Tell students that this lesson and Lesson 9 repeat the pattern of Lessons 6 and 7, in which we read for the gist and vocabulary in one lesson and then closely read the same section in the next lesson.
Unit 1: Lesson 8: Enduring Understanding: “Rules to Live By” Topic: Getting the Gist and Determining Word Meaning: Paragraphs 12-14 of Steve Jobs’ Commencement Address (and connecting to Chapter 8) Long Term Learning Targets: I can cite text-based evidence to support an analysis of informational text. I can use a variety of strategies to determine word meaning in informational texts. Daily Learning Targets: I can get the gist of Paragraphs 12–14 of the Steve Jobs speech. I can identify the meaning of unfamiliar vocabulary from the context. Standards: RL.6.1, RL.6.4 Materials: Stanford University Commencement Address: Steve Jobs (from Lesson 6) Video of Steve Jobs’ Stanford University Commencement Address from http://www.ted.com/talks/steve_jobs_how_to_live_before_you_die.html Technology to display video of Steve Jobs’ Stanford University Commencement Address Reading Closely: Guiding Questions handout (from Module 1, Unit 2, Lesson 2; one per student and one to display) Strategies for Determining Unknown Words anchor chart (from Lesson 6) Love and Loss Venn Diagram (one per student and one to display) Connections between Steve Jobs and Bud anchor chart (from Lesson 7) Homework: Chapter 9 of Bud, Not Buddy (one per student) Do Now: 1. Engaging the Reader: Bud, Not Buddy Invite students to get into triads to share their annotated Hooverville pictures drawn for homework. Ask triads to discuss: “How are the pictures different?” “Why are the pictures different?” Cold call students to share their triad discussions with the class. Emphasize that sometimes, even though things are described to us in a text one way, we can interpret them in our own way. We add our own imagination to what we are given, which is why the pictures may be quite different. Select volunteers to share the descriptive language details about Hooverville from the novel that they based their drawings on. Those details should be annotations on their drawings. 2. Unpacking the Learning Targets Tell students that this lesson and Lesson 9 repeat the pattern of Lessons 6 and 7, in which we read for the gist and vocabulary in one lesson and then closely read the same section in the next lesson.