Rereading the Text (DAY 5) Prerequisite 7th Grade ELA Standard: Writing In the initial reading, your students read the grain,” playing the “with “believing Strategies game.” In the second reading, they should read the grain,” playing the “against 1.3 Use strategies of note game.” As your students reread a text, they will develop fluency and build “doubting taking, outlining, and their vocabularies, both of which are integral to successful comprehension. summarizing to impose structure on composition Activity 8: drafts. Ask students to reread of Tears” by an Economist contributor. As the “Fields students reread the texts, ask them to make marginal notations (e.g.; ask questions, 9th/10th Grade ELA express surprise, disagree, elaborate, or note any moments of confusion). One way to Standard: Reading structure marginal notations is demonstrated in the activity that follows. Comprehension 2.7 Critique the of functional documents by Using an overhead annotate of Tears” by compiling annotations shared by “Fields examining the sequence of the students from their versions. Talk about alternative possibilities, and explain why information and procedures different people annotate and respond to a text differently. Now ask the students to in anticipation of possible reread and annotate A wake-up call on the Dream Act.” When they have “Navarrette: reader misunderstandings. finished, ask them to share their annotations with a partner. As a class, discuss how these two articles are different. Activity 9: against the grain” “Going
Prerequisite 7th Grade ELA Standard: Writing Strategies 1.3 Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts. 9th/10th Grade ELA Standard: Reading Comprehension 2.7 Critique the of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Rereading the Text (DAY 5) In the initial reading, your students read “with the grain,” playing the “believing game.” In the second reading, they should read “against the grain,” playing the “doubting game.” As your students reread a text, they will develop fluency and build their vocabularies, both of which are integral to successful comprehension. Activity 8: Ask students to reread “Fields of Tears” by an Economist contributor. As the students reread the texts, ask them to make marginal notations (e.g.; ask questions, express surprise, disagree, elaborate, or note any moments of confusion). One way to structure marginal notations is demonstrated in the activity that follows. Using an overhead annotate “Fields of Tears” by compiling annotations shared by the students from their versions. Talk about alternative possibilities, and explain why different people annotate and respond to a text differently. Now ask the students to reread and annotate “Navarrette: A wake-up call on the Dream Act.” When they have finished, ask them to share their annotations with a partner. As a class, discuss how these two articles are different. Activity 9: “Going against the grain”
The%20American%20Dream%20for%20Illegal%20Immigrants.docx