Reading 1st Reading Selection: in the Pacific-The Atomic Bomb Brings “Victory from World History: Patterns of Interaction. Japanese Surrender” excerpt McDougal Littell. 2004. Task: Students will create a T-Chart and write the following headings: Reading Important Words Unknown Words Comprehension (Focus on Teacher will model/think aloud by reading the first paragraph of the reading Informational and will identify words that are important and words that may be unfamiliar Materials) and write them on the board in the appropriate category. Then, the students 2.7 Critique the logic will be asked to write a summary of the reading by using five of the important of functional documents by words listed in the chart. examining the The students will do the same procedure-identify important and unknown sequence of words and summarize with the remaining two paragraphs on their own. This information and procedures in activity also utilizes chunking. anticipation of possible reader misunderstandings. Rereading the Text Writing Reading with a purpose (Gallagher, Kelly). Applications 2.3: Task: e. Anticipate and From the same reading, instruct students to identify two arguments or reasons address readers’ potential that supported the decision to use the A-Bomb and two arguments or reasons misunderstandings, that would suggest that it a good decision to use the A-Bomb. wasn’t biases and expectations. Writing Applications (Genres and Their Characteristics) a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. c. Make distinctions between the relative value and significance of
Reading 1st Reading Selection: “Victory in the Pacific-The Atomic Bomb Brings Japanese Surrender” excerpt from World History: Patterns of Interaction. McDougal Littell. 2004. Reading Comprehension (Focus on Informational Materials) 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Task: Students will create a T-Chart and write the following headings: Important Words Unknown Words Teacher will model/think aloud by reading the first paragraph of the reading and will identify words that are important and words that may be unfamiliar and write them on the board in the appropriate category. Then, the students will be asked to write a summary of the reading by using five of the important words listed in the chart. The students will do the same procedure-identify important and unknown words and summarize with the remaining two paragraphs on their own. This activity also utilizes chunking. Writing Applications 2.3: e. Anticipate and address readers’ potential misunderstandings, biases and expectations. Writing Applications (Genres and Their Characteristics) a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. c. Make distinctions between the relative value and significance of Rereading the Text Reading with a purpose (Gallagher, Kelly). Task: From the same reading, instruct students to identify two arguments or reasons that supported the decision to use the A-Bomb and two arguments or reasons that would suggest that it wasn’t a good decision to use the A-Bomb.
A-BombModule.docx