Reading #1 Text-marking + this section of text a positive impact on society or the individual – _ this section of text shows a negative impact on society or the individual – P this section of text shows a problem – S this section of text shows a solution – Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner. Reading #2 Directed Note-Taking - Record notes containing the most important information relevant to the guiding question Visual Hook: Climate Change video segment Pearson – Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently. Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text. ***CIS Step 2 * * * Reading #3 Question Generation Question Generation: How do humans affect the water cycle? Questions Check relevant categories below graph + Impact - Impact # Society/ Society/ Individual 1 X X How can droughts occur from the water cycle? 2 X X How can we prevent climate change and the intensification of the water cycle? 3 How can we prevent groundwater losses to the X X water cycle? 5 X X How can we begin a wastewater reuse program?
Reading #1 Text-marking + – this section of text a positive impact on society or the individual _ – this section of text shows a negative impact on society or the individual P – this section of text shows a problem S – this section of text shows a solution Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner. Reading #2 Directed Note-Taking - Record notes containing the most important information relevant to the guiding question Visual Hook: Climate Change video segment – Pearson Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently. Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text. ***CIS Step 2 * * * Reading #3 Question Generation Question Generation: How do humans affect the water cycle? graph # Questions Check relevant categories below + Impact Society/ Individual - Impact Society/ 1 How can droughts occur from the water cycle? X X 2 How can we prevent climate change and the intensification of the water cycle? X X 3 How can we prevent groundwater losses to the water cycle? X X 5 How can we begin a wastewater reuse program? X X
AgendaQ1MS2013-6thGradeSeptember.docx