Unit+1+Lesson+Plans+(Multiple+Intelligences,+Reading+Strategies)

LEQ: What is the difference between reading and comprehending?
 * Lesson 1: Reading vs. Comprehending**


 * Do Now (Answer on lined paper)**
 * 1) When you read, what parts of the body do you use?
 * 2) What is reading? What is your brain doing?
 * 3) What does it mean to “comprehend” something?
 * 4) Give me an example of a time in your life when you truly comprehended something.

5. Study this example with your partner and brainstorm 5 observations (things you notice) about Type 1 Writing. 6. Look at the Collins Writing Chart, write down 3 important facts about the requirements of Collins Writing Type 1.
 * Look at Example A. It is an example of something called TYPE 1 Writing.**

7. There are ten rules for being human. Out of these ten rules, which one do you think is most important and why? Respond in 3-5 lines or more. Remember to skip a line! (5 min)
 * Read, “The Rules for Being Human”**

8. Do you ever wonder if you’ll fit in? Are you someone who is always themselves, or are you someone who behaves one way around adults and another around your friends? Explain. Respond in 5-7 lines, remember to skip a line.
 * Read, “The Sun Goes Down on Summer”**

9. How can your attitude give you opportunities? How can your attitude take away opportunities? What kinds of opportunities have you gained or lost because of your attitude? Respond in 5-7 lines or more and skip a line.
 * Read, “Attitude”**

10. List five things you remember learning in kindergarten or preschool. 11. What do you think is the worst part about growing up and becoming an adult? Respond in 5-7 lines or more and skip a line. 12. What do you think is the best part about growing up and becoming an adult? Respond in 5-7 lines or more and skip a line.
 * Read, “Everything I Needed to Know I learned in Kindergarten”**

How will I be able to tell if you simply read or comprehended the poems we read today? ( How might your work look different if you only read and don’t comprehend?)
 * Ticket Out**

LEQ: Why is it important to cite textual evidence when drawing conclusions?**
 * Lesson 2


 * Graphic Organizer- CITATION CHART**


 * 1. Title of Poem: “Attitude” **


 * 2. Citation 1: “[Attitude] will make or break a . . . home . . . ” **

** Citation one means that your attitude can break apart relationships. People get divorced because of attitude, and it happens all the time** **.** **We cannot change the things yesterday, but we can change what happens today. Don’t worry so much about the past because you can’t go back that happened.**
 * 3. Citation 2: “ We cannot change our past.” **
 * 4. Explain Citation 1 (What does it mean):**
 * 5. Explain Citation 2 (What does it mean):**

** As a teacher, I cannot take back the mistakes that occur in my classroom, but I can fix them for the future. I am here to help those who want to learn.** **1. Title of Poem:**
 * 6. How do these citations relate to you?**


 * 2. Quote 1: “ “**


 * 3. Quote 2: “ “**


 * 4. Explain Quote 1 (What does it mean):**


 * 5. Explain Quote 2 (What does it mean):**


 * 6. How does this quote relate to you?**


 * 1. Title of Poem:**
 * 2. Quote 1: “ “**


 * 3. Quote 2: “ “**


 * 4. Explain Quote 1 (What does it mean):**


 * 5. Explain Quote 2 (What does it mean):**


 * 6. How does this quote relate to you?**

What information was cited on your charts today? What text did you use to find your citations?
 * Ticket Out:**


 * Students are to find three poems and complete their own graphic organizers (3 of them). The completed organizer serves as an example for you***


 * After this lesson, students completed a __Personal Response Activity__ for homework.**


 * Task: Use three organizers from lesson 2 and compose three paragraphs using the Collins Type 1 format.**


 * Example: Please see me for an example.**

**Lesson 3** LEQ: What strategies should readers use to understand the text they are reading?

Do Now:

1. What does the word “multiple” mean?

2. What does the word “intelligence” mean?

3. What does the phrase “multiple intelligence” mean?

4. What does it mean to summarize?

Multiple Intelligences PowerPoint - Notes

[]
 * Create** a 3 sentence summary statement that summarizes important information about multiple intelligences (use information from your Do Now yesterday, and the PowerPoint).


 * Underneath** the summary statement, write down **one question** you have about Multiple Intelligences.
 * SYNTHESIZING- combine information to create a new idea or statement.**

**Q1**After viewing the Multiple Intelligences PowerPoint, what is your strongest intelligence?
 * MAKE A PREDICTION**


 * Q2**After viewing the Multiple Intelligences PowerPoint, what is your weakest intelligence?
 * Multiple Intelligence Test – I NEED A CLASS GRAPHER FOR EXTRA CREDIT! YOU WILL SURVEY THEY CLASS TO FIND EVERYONE’S HIGHEST INTELLIGENCE, THEN YOU WILL CREATE A CLASS GRAPH.**

**Q3**Looking at your test results, were your original guesses correct? If not, how were the results different?


 * Q4**What is the classes highest intelligence?


 * Q5**What is the classes lowest intelligence?

Frayer Diagram **CONNECT WITH THE TEXT** Determine your strongest intelligence and create a Frayer Diagram with that word in the center diamond. **Identify : Examples (Careers), Non-Examples (Careers that wouldn’t suit your intelligence), Characteristics (what is your intelligence like?), Definition (in your own words**- use your __Cornell notes__ and the information you gained from __your test.__


 * Q6** What is something new you learned about youself through reading information and completing your Frayer?


 * Q7 VISUALIZE!** On the back of your Frayer Diagram, draw one of the following:
 * a.** if you couldn’t explain what multiple intelligences were to a friend in words, and could only explain with images, what would you draw?

Ticket Out: What were two strategies you used to read and understand the Multiple Intelligences?