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Leandra Jones For a 10 th grade literature class with student reading levels varying from reluctant to advanced.
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Objectives: ◦ 1. Analyze author Chris Cruncher’s language, style, purpose, and perspective within the book Staying Fat for Sarah Byrnes by. ◦ 2. Apply information gained from reading and give a response and insight based on the reading. EALRS Standard 2: The student understands the meaning of what is read Area 2.3 : think critically and analyze authors’ use of language, style, purpose, and perspective Benchmark / Grade : Benchmark 3 - Grade 10 Performance Expectation : draw conclusions based on the validity and accuracy of what is read Performance Expectation : apply information gained from reading to give a response and express insight Standard 3: The student reads different materials for a variety of purposes Area 3.3 : read for literary experience in a variety of forms Benchmark / Grade : Benchmark 3 - Grade 10 Performance Expectation : read, respond to, and evaluate a variety of traditional and contemporary literature (poetry, essays, short stories, novels, biographies, non-fiction narratives, plays) Performance Expectation : analyze recurring themes in literature such as human interaction, identity, conflict and struggle, and economic change.
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Students will be given an Anticipation Guide (see attached) to fill out prior to reading the text (Beers, 78-79). Then in a whole class discussion we would use the Anticipation Guide to facilitate a Socratic Seminar gearing students towards the hot topics within the story, what they think the story is about, and what purpose the author would have for a story like this. Example of Antication Guide Question: Direction: Circle "False" if you feel the statement is incorrect. Circle "True" if you feel the statement is correct. 1. Children are too mean to each other. True or False
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Students will be assigned 5 chapters of the text per week (1 chapter a day with the weekend to catch up. Each week will focus on one of the following: Style Language Purpose Perspective Students will use the Say Something strategy to talk about the text and use it in context with the focus of the week (Beers, 105-107). Students will work in groups of 2 or 3 to discuss what they are reading and “Say Something”. Also, students will use sticky notes to “Say Something” to themselves while independent reading and will share the next day in class.
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After Reading: Students will use two different strategies post reading. First students will use “It Says, I Say, And So” graphic organizers to pick out areas in the text that reflect a question about style, language, purpose, or perspective, have them respond and show how it fits into that given category (Beers 166-170). Students will also be doing the Fishbowl strategy to discuss some of the important issues brought up in the book.
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