and discuss vocabulary words A Synectic Comparison is a strategy for comparing and any additional unfamiliar content to an unrelated object. It allows students to vocabulary. consider vocabulary in creative ways (especially abstract Students will reread the article words). It requires the comparison of two things that are and complete a GIST Summary usually not compared. The following are the steps. on each paragraph. Steps: Students will compare and I. Identify vocabulary words or content terms. contrast information obtained II. Provide students with two sets of One set with from the poem and the article the vocabulary words and the other set with words not using a graphic organizer of related to the content. Students will use these words to choice (Venn Diagram, create their comparisons. For example, if the science etc.). content term is you might provide students with comet, the following options: Toaster, Speed boat, Ice cream cone, Stallion III. Create an example to model the synectic. A comet is like a _______________ because ___________. A comet is like a toaster because it burns very hot. IV. Share your example with a partner. Explain your logic or thinking for the comparison. V. Direct students to create a graphic illustration to accompany their synectics. ELL and struggling learners may need additional time and scaffolding such as additional teacher modeling to complete this activity. In addition, cards with the vocabulary words should also have a student-friendly definition. Read aloud Who is Black? One Nation’s Definition without stopping and without explanations. Students can work in supportive pairs to encounter vocabulary words in context. Being able to read complex text and summarize key points is essential to being able to utilize that information for the summative assessment. Both the poem and article are on the same topic so this gives student an opportunity to discover how poems and article differ in this presentation. LESSON 5 (2 to 4 class periods) Text(s) Handouts CCSS.ELA-LITERACY.Rl.11-12.3 Standard(s) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (Lesson #5)
and discuss vocabulary words and any additional unfamiliar vocabulary. Students will reread the article and complete a GIST Summary on each paragraph. Students will compare and contrast information obtained from the poem and the article using a graphic organizer of choice (Venn Diagram, etc.). A Synectic Comparison is a strategy for comparing content to an unrelated object. It allows students to consider vocabulary in creative ways (especially abstract words). It requires the comparison of two things that are usually not compared. The following are the steps. Steps: I. Identify vocabulary words or content terms. II. Provide students with two sets of One set with the vocabulary words and the other set with words not related to the content. Students will use these words to create their comparisons. For example, if the science content term is comet, you might provide students with the following options: Toaster, Speed boat, Ice cream cone, Stallion III. Create an example to model the synectic. A comet is like a _______________ because ___________. A comet is like a toaster because it burns very hot. IV. Share your example with a partner. Explain your logic or thinking for the comparison. V. Direct students to create a graphic illustration to accompany their synectics. ELL and struggling learners may need additional time and scaffolding such as additional teacher modeling to complete this activity. In addition, cards with the vocabulary words should also have a student-friendly definition. Read aloud Who is Black? One Nation’s Definition without stopping and without explanations. Students can work in supportive pairs to encounter vocabulary words in context. Being able to read complex text and summarize key points is essential to being able to utilize that information for the summative assessment. Both the poem and article are on the same topic so this gives student an opportunity to discover how poems and article differ in this presentation. LESSON 5 (2 to 4 class periods) Text(s) Handouts Standard(s) CCSS.ELA-LITERACY.Rl.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (Lesson #5)
Tracing%20Social%20Construction%20Through%20Inequality%20Unit.docx