Step Teacher Says/Does Student Response I am going to read another article. The topic of this Reads we buy.” (e.g., student may use voice output “what device to say we buy” or speak the words to help article is teens and the media. Remember, the topic “what is what the article is about. Give each student a copy read it). of article #2 Teens and the Media. I need your help – reading the article. When I read, media “The influences what we buy”, I want you to help me read we buy.” (Hold up a sentence strip with the “what words media influences what we buy.” Point to the “The words as you read them, but wait for student to read the underlined words. Let’s practice. media “The influences what we buy.” Read article #2 Teens and – the Media. Some students may be able to read this passage aloud independently. Give each student the author’s purpose graphic Selects from response options or points to “inform” organizer. Authors have a purpose for writing. The column on the graphic organizer. “inform” author’s purpose can be to entertain us (just for to the column on the graphic Hint: If students need more help, remind them that when “entertain” organizer, to persuade us (convince us of the author’s purpose is to inform us, they will tell us facts something)… point to the column on the and reasons. “persuade” graphic organizer, or to inform us (give us facts)…point to the column on the graphic Affixes the response option on the graphic organizer or “inform” organizer. I’m going to read a sentence from the writes the sentence the column. “inform” article and you decide which column it goes in. Here’s the first sentence. watch 40,000 ads “Teens a year through television alone.” What is the purpose of this sentence? Let’s put the sentence in the category? “inform” Assist students as needed to affix the sentence on the graphic organizer.
Step Teacher Says/Does Student Response I am going to read another article. The topic of this article is teens and the media. Remember, the topic is what the article is about. Give each student a copy of article #2 – Teens and the Media. I need your help reading the article. When I read, “The media influences what we buy”, I want you to help me read “what we buy.” (Hold up a sentence strip with the words “The media influences what we buy.” Point to the words as you read them, but wait for student to read the underlined words. Let’s practice. “The media influences what we buy.” Read article #2 – Teens and the Media. Some students may be able to read this passage aloud independently. Reads “what we buy.” (e.g., student may use voice output device to say “what we buy” or speak the words to help read it). Give each student the author’s purpose graphic organizer. Authors have a purpose for writing. The author’s purpose can be to entertain us (just for to the “entertain” column on the graphic organizer, to persuade us (convince us of something)… point to the “persuade” column on the graphic organizer, or to inform us (give us facts)…point to the “inform” column on the graphic organizer. I’m going to read a sentence from the article and you decide which column it goes in. Here’s the first sentence. “Teens watch 40,000 ads a year through television alone.” What is the purpose of this sentence? Let’s put the sentence in the “inform” category? Assist students as needed to affix the sentence on the graphic organizer. Selects “inform” from response options or points to “inform” column on the graphic organizer. Hint: If students need more help, remind them that when the author’s purpose is to inform us, they will tell us facts and reasons. Affixes the response option on the graphic organizer or writes the sentence the “inform” column.
unit_2_hs_lassi_ada.docx