DURHAM PUBLIC SCHOOLS 2012-2013UNIT 6 PLAN FOR 6th ENGLISH LANGUAGE ARTS

Unit Overview:

Quarter One Two

Three Four

Instructional Time: 5 weeks (Approximately)

Grade Level: 6th Grade

Unit Theme: Making Choices…I Have a Voice Depth of Knowledge: Levels 1-4

Unit Summary: In this final six-week unit of sixth grade, students read literature on making choices. In this unit, students explore how all people encounter obstacles in their lives and how the decisions we make to address these challenges influence our futures. Students have studied themes throughout the year such as problem solving, exhibiting courage, embracing heritage, and growing up. They should use their prior knowledge learned in prior thematic units to apply their skills during the last unit of study on “Making Choices.”

North Carolina Information and Technology Essential Standards:6.SI.1.1 Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on the topic or purpose)6.SI.1.2 Analyze content for relevance to the assigned task.6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, ebooks, online communication tools, etc.).6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.).6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, online collaboration tools, etc.).6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.Reading Standards: LiteratureKey Ideas & DetailsRL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Craft & StructureRL6.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Range of Reading & Level of Text ComplexityRL.6.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards: InformationalKey Ideas & DetailsRI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)

Craft & StructureRI.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Integration of Knowledge & IdeasRI.6.7Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.RI.6.9Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Range of Reading & Level of Text ComplexityRI.6.10By the end of the year, read and comprehend 10. literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing StandardsText Type & PurposesW.6.1Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.

W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables),and multimedia when useful to aiding comprehension.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from the information or explanation presented.

Production & Distribution of WritingW.6.6Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Research to Build & Present KnowledgeW.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Range of WritingW.6.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Speaking and Listening StandardsComprehension & CollaborationSL.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.2Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Presentation of Knowledge & IdeasSL.6.5Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language StandardsConventions of Standard EnglishL.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, possessive).b. Use intensive pronouns (e.g., myself, ourselves).c. Recognize and correct inappropriate shifts in pronoun number and person.*d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*b. Spell correctly.

Knowledge of LanguageL.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/ listener interest, and style.*b. Maintain consistency in style and tone.*

Vocabulary Acquisition & UseL.6.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.6.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., personification) in context.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).L.6.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Essential Questions: Who is responsible for your future? How do the decisions you make today shape your future? How do your interactions with other people shape your life and theirs? What strategies do people use to make informed decisions? What kinds of decisions do sixth grade students have to make? How do we know whether a good decision has been made? What impact do our choices have?

What are we willing to give up in order to gain what we think we need?

Enduring Understandings: The choices you make today will impact your life and sometimes the lives of others. Making wise choices requires a thoughtful process. Critical thinking is essential for making informed decisions. Problem solving, drawing conclusions and critical thinking are essential for making informed decisions and generating original ideas. Learning about ourselves and others allows us to make informed decisions in a global society.

I Can Statements: I can identify the theme or main idea and explain how it is portrayed through details or evidence in the text I can use context clues and Greek or Latin roots to determine the meaning of a word I can identify how the author’s viewpoint may have affected how the selection was written. I can analyze how a characters choices influence the outcome of the story I can analyze how a part of the text contributes to its theme, setting or plot. I can make informed choices by utilizing media or graphics to develop a coherent understanding of a topic. I can making informed choices based on reading and comprehending non-fiction text I can construct a summary of the text leaving out my personal opinion I can paraphrase a text I can compare and contrast text in different forms and genres I can make inferences about the best choice for me based on evidence from the text I can use technology to produce and publish written pieces and collaborate with others for a variety of purposes I can paraphrase information without plagiarizing I can include multimedia projects or visual displays when they will be helpful in clarifying information. I can engage in collaborate discussions with my peers about making choices. I can use all types of pronouns correctly I can demonstrate ability to use correct forms of Standard English grammar when writing or speaking. I can write arguments to support claims using evidence from the text to support my analysis and reflection I can write with a consistent style and tone I can revise writing for clarity, sentence variety, precise vocabulary, and effective phrasing through collaboration, conferencing, and self-

evaluation.

Vocabulary: Choice

Alternative

Option

Preference

Dilemma

Compromise

Conflict

Decision

Evaluate

Conscience

Plan

Resources

Tentative

Consequences

Fact/Opinion

Responsible

Accountable

Risk

Decision Making Process

Audience

Trans-disciplinary Connections:

Career Pathway: Business, Management, Marketing and Technology: When applying a decision-making model, students can consider occupations such as city manager, store manager, and office manager.

Science: When studying decision making, students can consider ethical issues posed by new advances in science, e.g., genetic engineering and prolonging life.nTeens and Decision Making Article: http://www.scholastic.com/headsup/pdfs/nida6_ins4_student_mag.pdf

Social Studies: Students can compare ways that decisions are made in various cultures.

Music: “My Dilemma” by Selena Gomez http://www.directlyrics.com/selena-gomez-my-dilemma-lyrics.html

Media:The Choices and Your Brain http://app.discoveryeducation.com/player/view/assetGuid/4174E36D-846A-4C0A-A95B-7A4ECBA387CEChoice Making: http://app.discoveryeducation.com/player/view/assetGuid/ADB16DBF-0202-45D6-A5B5-08EEA28AA643The Safest Choice: http://app.discoveryeducation.com/player/view/assetGuid/8CCD44A7-EBDB-48C4-ADBE-4F86941474DDChoices http://app.discoveryeducation.com/player/view/assetGuid/B08E1F9E-F339-4254-A0AA-70F4A3B492ADChoices and Consequences for the Future: http://app.discoveryeducation.com/player/view/assetGuid/5F1E2271-885A-4D63-8EC3-731DC404CE9AMaking Educated and Responsible Choices http://app.discoveryeducation.com/player/view/assetGuid/C048AEF7-4F6A-417D-999E-F2937F38E472Evidence of Learning (Formative Assessment):Pre Assessment of unit standardsJournal Responses or Graphic OrganizersUse of text organization: Story Map, Author’s Key IdeasDifficult Vocabulary: Concept and Semantic MapsConnecting Prior Knowledge: K-W-L Charts, Respond and Write it Down and Connections ChartsExit Slips (example: turning the objective into a question)Writing Samples (from rough draft to final writing)Durham Public Schools’ Small Goal Assessment

Summative Assessment:End of Course AssessmentsState Mandated Assessments

Week 1: HARD CHOICES*Conduct Mini-Lesson (10 Minutes) on Language/Grammar/Vocabulary Review using “Use It Don’t Lose It” throughout the week*

Write the following quote on the Board “Life is the sum of all your choices” ~Albert Camus and use the strategy “Think-Pair-Share” to ask students to share what the quote means to them. After giving students time to reflect tell students we are going to conclude our year with a unit on “Making Choices” Students have studied themes throughout the year such as problem solving, exhibiting courage, embracing heritage, growing up, and should use their prior knowledge of these units to apply their skills in “Making Choices.”

The activities in this unit will return to the following fundamental questions throughout the unit:a. What are we willing to give up in order to gain what we think we need?b. How do we solve problems?c. What impact do our choices have?

Continually return to the unit questions about making choices and allow students to relate what they have read to the guiding questions. For example: What have we learned from the characters of the featured short stories about making choices?

Begin the unit by considering what choices really are and what choices we have or think we have. To activate prior knowledge ask students to do a quick write about time when they had to make a hard choice. Ask students to write what choice they made and how their choice impacted their lives or others? Once students have finished writing their responses have them share their quick write with a partner. As one partner shares the story the other listens and then offers advice as to whether they believe he or she made the right choice or if there could have been another alternative. After students have shared with their partner one or two students may wish to share their experiences with the whole class.

Dilemmas Throughout week of one of this unit students will examine characters that had to make hard choices. To engage students in the unit Play 1 or 2 of the

short clips from “Wing Clips” below and engage students in a Think-Pair-Share asking the following questions

a. Identify the choice featured in the clip. Why is this a hard choice and for whom is it a hard choice?b. What is the final decision?c. What do you think are some of the consequences of the featured decisions? Categorize the consequences into positive and negative impact.

After you have finished watching the clip(s), have students in pairs analyze what they wrote for each movie and identify some commonalities. Discuss with students how each clip involves making hard choices and then elicit class input to discern the context and background of each. (This activity can be adapted for learning centers—have small groups view the clips and engage in analysis; then facilitate whole-class discussion.) An easy application is for students to connect with each clip and consider what they would do if they were the decision-maker, but a better analysis is to have students glean evidence directly from the clip to explain why this decision was complicated for the character and analyze how the decision will impact other people and circumstances featured in the clip. (Example: In “Finding Money” students could share if they would take the money or not, but a better literary activity is for them to analyze the stances of each of the three featured characters, infer the context for each of them, and then predict the positive and negative outcomes.)

Wing Clips Video Clips A Simple Plan “Finding Money” Upon discovering a plane wreck, three friends find a duffle-bag full of $100 bills and contemplate what to do with it.

http://www.wingclips.com/movie-clips/a-simple-plan/finding-money (3:06 min) U-571 “Don't Shoot” As an enemy airplane approaches their surfaced submarine, a solider must decide whether or not to follow orders or shoot at the

plane. http://www.wingclips.com/movie-clips/u-571/dont-shoot (1:36min)

Independent Book Study Throughout this unit students will read an independent novel on their lexile level involving “Making Choices.” Teachers should collaborate with the

Suggested Works and Additional Resources

Literary TextsFreak the Mighty by Rodman PhilbrickTuck Everlasting by Natalie BabbittHatchet by Gary PaulsenThe Breadwinner by Deborah EllisBridge to Terabithia by Katherine PatersonArtemis Fowl by Eoin ColferThe Skin I’m In by Sharon FlakeThe Face on the Milk Carton by Caroline B. CooneyNothing But the Truth: A Documentary Novel by AviHoles by Louis SacharTaking Sides by Gary SotoBud, Not Buddy by Christopher Paul Curtis

Scorpions by Walter Dean MyersRegarding the Fountain by Kate KliseWonder by RJ PalacioPercy Jackson and the Olympians series by Rick RiordanIsland series or Everest series by Gordan KormanRoll of Thunder, Hear My Cry by Mildred D. TaylorThe Hunger Games by Suzanne CollinsAmong the Hidden by Margaret Peterson HaddixRed Scarf Girl: A Memoir of the Cultural Revolution of China by Ji-li JiangThe 6 Most Important Decisions You’ll Ever Make by Sean Covey

Picture Books:Where the Wild Things Are by Maurice SendakGolem by David WisniewskiThe Giving Tree by Shel Silverstein

Poetry “The Road Not Taken” by Robert Frost (a review from Unit 3) “Stopping by Woods on a Snowy Evening” by Robert Frost “Choices” by Nikki Giovanni “This is Just To Say” by William Carlos Williams “The Fish” by Elizabeth Bishop “Life Doesn’t Frighten Me” by Maya Angelou

Nonfiction available Free Online "Bystander Psychology: Why Some Witnesses to Crime Do Nothing" by Maia Szalavitz http://kellygallagher.org/resources/AoW%2012%20Witness%20Psychology.pdf

Do stunt videos make teens take dangerous risk? http://choices.scholastic.com/issues/09_01_12/book#/20A Fast Food Survival Kit http://choices.scholastic.com/issues/11_01_12/book#/4Is Reality TV Messing With Your Head? http://choices.scholastic.com/issues/11_01_12/book#/12Bullies Behind Bars http://choices.scholastic.com/issues/10_01_12/book#/12

Excerpts Available in Holt: Elements of Literature Introductory Course that correlate with the theme of “Making Choices” Just Once by Thomas Dygard (Pgs 18-27) The Bridegroom by Alexaner Pushkin (Pgs 63-73) Bud, Not Buddy by Christopher Paul Curtis (Pgs 127-130) Comparing The Southpaw by Judith Viorst (Pgs 185-189) to Summer Diamond Girl (Pgs 192-196) Two Frogs and the Milk Vat by Claude Brown (Pgs 223-226) Uniform Style (Pgs 253-255) Baucis and Philemon by Olivia Coolidge (Pgs 259-262) One Child’s Labor of Love (Pgs 266-267) Rumpelstilkskin by Rosemarie Kunzler (Pgs 278-281) He Lion, Bruh Bear, and Bruh Rabbit by Virginia Hamilton (Pgs 367-370) The Fox and the Crow by Aesop (Pg 371) The Wolf and the House Dog by Aesop (Pgs 372-373) Brother by Maya Angelou from I Know Why the Caged Bird Sings(Pgs 445-448) The Landlords Graddaughter from Red Scarf Girl by Ji-li Jiang (Pgs 508-516) What do Fish Have to Do with Anything by Avi (Pgs 557-567) The Sneetches by Dr Seuss (Pgs 627-632)

Text and Lessons for Content-Area Reading (Articles/Strategies available on DPS ELA Wiki)

Video-Game Addition a Real Problem, study finds by Donna St George in The Washington Post (Pg. 54-57)

Vampire bat debate: To kill or not to Kill (Pg. 78-82) School Cancels Graduation for Cheaters (Pg. 83-88) Americans Teens Lie, Cheat, and Steal and Think They’re Okay (Pg. 89-94) Florida School Allows Cell Phones in Class (Pg. 104-109) PETA’s Latest Tactic: $1 Million for Fake Meat (Pg. 110-114) Texting While Driving: How Dangerous is it? (Pg. 223-224)

Attachments: 1. Guiding Questions for Book Reflections and Discussions 2. Reading Responses Journal Prompts3. Double Entry Journals 4. A guide for teaching students how summarize and paraphrase

Guiding Questions for Book Reflections and Discussions

1 How did you experience the book? Were you immediately drawn into the story--or did it take you a while? Did the book intrigue, amuse, disturb, alienate, irritate, or frighten you?

2 Do you find the characters convincing? Are they believable? Compelling? Are they fully developed as complex, emotional human beings--or are they one-dimensional?

3 Which characters do you particularly admire or dislike? What are their primary characteristics?

4 What motivates a given character’s actions? Do you think those actions are justified or ethical?

5 Do any characters grow or change during the course of the novel? If so, in what way?

6 Who in this book would you most like to meet? What would you ask—or say?

7 If you could insert yourself as a character in the book, what role would you play? You might be a new character or take the place of an existing one.

8 Is the plot well-developed? Is it believable? Do you feel manipulated along the way, or do plot events unfold naturally, organically?

9 Is the story plot or character driven? In other words, do events unfold quickly? Or is more time spent developing characters' inner lives? Does it make a difference to your enjoyment?

10

Consider the ending. Did you expect it or were you surprised? Was it manipulative? Was it forced? Was it neatly wrapped up--too neatly? Or was the story unresolved, ending on an ambiguous note?

11 If you could rewrite the ending, would you? In other words, did you find the ending satisfying? Why or why not.

12

Can you pick out a passage that strikes you as particularly profound or interesting--or perhaps something that sums up the central dilemma of the book?

13 Does the book remind you of your own life? An event or situation? A person--a friend, family member, boss, co-worker?

14

If you were to talk with the author, what would you want to know? (Many authors enjoy talking with book clubs. Contact the publisher to see if you can set up a phone chat.)

15

Have you read the author’s other books? Can you discern a similarity—in theme, writing style, structure—between them? Or are they completely different?

Reader Response Journal PromptsYou will use this journal to write about what you read in class and at home; as a reader, you will respond to the text. Put a header on the page that includes the date, title of the text, and pages read, if applicable. Also identify the prompt by number in the header.Choose a prompt that compels you to write about your current reading. You will begin your response with a sentence that captures the title, author, and the prompt in the form of a sentence. You will want to write several paragraphs to fully answer the prompt with evidence from the text. Prove that you have read the text deeply and carefully!

1. After reading, I wonder… 2. Are the characters realistic (do they seem like they could be real people)? Why or why not?

3. Describe a character that you would like to meet (which doesn’t mean that you think you would like the character, but that you think the character would be interesting). List 4 questions that you would ask.

4. Describe the major conflict. What side are you on?

5. Setting: What effect does the setting (time, place, social and historical background) have on the character’s thoughts, actions, and choices? What would be your reaction to having to adapt to the character’s environment? Why?

6. Describe the setting’s time and place. Create a new setting that you think would be better for the story and describe it.

7. Describe what was either believable or unbelievable about your reading. Defend your opinion.

8. Theme: Explain an idea or theme –either stated outright or implied by events—which is meaningful to you. Explain its importance to the text and why you find it meaningful.

9. Character Comparison #1: Compare yourself to a main character. Point out your similarities and try to account for differences between you and him/her. Considering what you have discovered, what is your reaction to this character? Why? How do you think the character would feel about you?

10. Character Comparison #2: Compare a character from your text to a character from another work of fiction (novel, play, film, short story). What are their similarities? What are their differences? Which character do you admire more? Why?

11. Judgment: Examine a character’s actions, values, behavior, etc. with which you disagree. What is happening? Why is the character thinking/acting this way? What do you see wrong with it? Why? What would you suggest as a preferable response/behavior/value?

12. What incident or conflict does the author use to begin the story? Why do you think the author chose this beginning?

13. If you could change the ending of the book, what would you do? Why?

14. Did any characters change during the course of the book? How did they change? What forces caused this change?

15. What other important characters are there in the book besides the main character(s)? How are they important to the plot?

16. If you could introduce a character from your book to your family, who would it be? Why?

17. Which character would you be ashamed to introduce to your family? Why?

18. Do you think the author is asking you to judge one of the characters? Why?

19. What are some of the dilemma’s that a character or characters in your book face?

20. What choice did a character have to make in the novel?21. How did the choice a character made impact them? 22. What impact do the main characters choices have upon others? 23. Do you agree with the character’s choice? Why or Why not (Be sure to cite evidence from the text to support your opinion) 24. Does the character grow over the course of the novel, or was he/she always courageous?25. What does the protagonist learn about him-/herself throughout the novel based on his or her choices?26. Did the main character interactions with other people shape their life and their choices in anyway? Why or Why not? 27. What strategies did the main character use to make an informed decision in this novel?

Double Entry Journals Students could also create “Double Entry Journals” as they are reading their novels independently. So many best literacy teaching practices are all about getting students’ fingerprints all over the text. Teachers want students to do more than glide over the text, decoding with ease, but making only limited amounts of meaning. They want students to handle the text, take it apart, manipulate it, look for its heart, find out what makes it tick, chunk it into meaningful bits and then interrogate each bit. Double entry journals are ways to help students read with an investigating eye. It helps students to slow down and pay attention when they read. (Where did students get the idea that the best readers were the fastest readers?) Double entry journals teach students the critical art of close reading.

Left Hand Side Right Hand Side

Quotes from the text Visual commentary (drawings, visual analogies, doodles)

Quotes from the text Written reactions, reflections, commentary, musings (“Hmmm…”)

Quotes from the text

Connections Text to text Text to self Text to world

Observations, details revealed by close reading Significance

What the text says… Why the text says this…

Questions: “I wonder why…” Possible answers: “Maybe because…”

Quotes from texts Questions (Clarifying & Probing)

Quotes from texts Social Questions (Race, class, gender inequalities)

Quotes from texts Memories

Quotes from texts Naming Literary or Persuasive (Rhetorical) Techniques

Teaching Students how to Paraphrase

1. Read a section of informational text using the Oral Cloze or Partner Cloze Routine.2. Select and cite a quote from the text. Restate the quote using academic language.

• To me, this means that…• In other words…• The author seems to be saying that…• To put it another way…• This quote is saying that …• To paraphrase, …• The quote suggests that …

Teaching Students how to Summarize

KEEP, DELETE SUBSTITUTEWhat essential words or phrases do you need to KEEP?What trivial information can you DELETE without sacrificing meaning?What words can you SUBSTITUTE for other words and not change the meaning.Remember to summarize with your own words; not your own ideas.

1. Read a section of informational text using the Oral Cloze or Partner Cloze Routine.2. Collaborate with a partner to ask and answer questions about the topic, central ideas, and key details.3. Identify the topic and central idea of the text.4. Locate and describe key supporting details using sentence starters or frames.5. Write a summary of the section in 30 words or less.