Fiction+Unit

LEQ: What is the difference between reading and scanning?

Do Now:

What does it mean to "scan" something you read?

What does someone look like when they are scanning something they're reading? (How much time does it take, eye movement)

Lesson:

Students are given a list of items and they must categorize it as something they must READ or something they can simply SCAN.

List of items: 1. Directions to a party. 2. Peer editing an essay. 3. Homework assignments. 4. Magazines. 5. Facebook pages. 6. The Newspaper. 7. A lease or contract. 8. Directions for a test. 9.Looking through a folder to find an assignment. 10. A job application. 11. Looking at a list to find your name. 12. A short story. 13. Research. 14. 4 Sight testing. 15. Text messages.

Mix-Freeze-Group. 1. When music plays, you walk around room until the music stops. 2. Once stopped, you freeze and raise one hand in the air. 3. Pair up with the closest person to you. 4. Rally-Robin a. You and your partner are a team. One of you is member A (the person with the longest hair), and the other is member B. b. When I say go, member A will read one item under something you READ, then member B will read one item under something you READ. c. Members A and B bounce back and forth answers until your list is finished. d. Repeat same steps for SCAN

Guided Questions: 1. What is the difference between reading and scanning? 2. What does it mean to categorize? 3. How can signing a lease or contract come back to hurt you if you only scan the document before signing?

Ticket Out Using your group's list, choose three of the items from your list that you must read. Explain why it is essential to read these items and not only scan.

Get out Homework: Brainstorm a list of ideas for a fictional short story you will write at the end of this unit. 5-10 lines type 1.

LEQ: What tools can I use to remember what occurs in a work I am reading?

DO Now

Brainstorm a list of reading strategies that you can do while reading to remember what you've read.

Type 1 Writing, 6-8 lines or more. (7 min)

Looking at your active reading strategies, what are some specific things that you can do to remember what you read?

Type Three Emily Wescoe 10/16/2009 “Active Reading Strategies”

When I read, I can highlight the important words. These words may be vocabulary terms, but the bottom line is when I highlight, I’m telling myself these concepts are important. I can also ask questions when I read so I can better understand the story and the characters. I can take notes while I read so I can remember important plot events of the story. This will help me for a test in the future or for class discussions if my teacher asks me a question. While I read, I can visualize, or imagine in my mind, what is taking place in the story. If I can picture it in my mind, then I know I understand it.

Ticket Out You are to peer edit your partners paragraph (Type 4), place your name on the bottom, make corrections, re-submit to original partner, explain your corrections, and they submit it for the ticket out.

Homework:

Write a 25 to 30 line type one brainstorm explaining why you are the person you are today.

Why do you act the way you do? Who is your role model? Why do you feel the way you do about things?

How do authors use characterization to alter the reader’s perception of a character?

Do Now:

1. What does it mean to “perceive” something? 2. In your own words, what is characterization? 3. Think of your favorite story, novel, television, or film character and characterize them.

Activity: -Students are given a word map in pairs. They are to mirror my word map, but make their own. -Pairs mingle, freeze and share. -Teacher asks definition, what is it like, or example from pair.

Students read “The Happiest Man on Earth” -Great Depression, Roosevelt, New Deal- Word Splash 3-5 lines, type 1 Students complete characterization organizer

1. What is a shanty, and who is waiting there? 2. How long has Jesse walked? 3. What do you think Jesse is waiting for? 4. Who walks into the office and who is he to Jesse? 5. Where did Jesse get ready for his interview? 6. How long has it been since they’ve seen each other? 7. What was Tom’s profession? 8. Does Tom seem welcoming to Jessie, or not? Why do you think the way you do? 9. Why does Tom have a hard time recognizing Jesse? 10. Why is Jesse ashamed of his shoes? Where did he get them? 11. How do you think Jesse feels sitting across from Tom and why? 12. What is wrong with Jesse’s son? What sickness do you think he ails from? 13. What recent failure did Tom experience? 14. Why did Jesse venture to see Tom? 15. Why did Jesse venture so far to see Tom instead of calling him on the phone? 16. Why doesn’t Tom want to give Jesse the job? What would he be doing? 17. How does Jesse react to Tom’s denial of the job?

LEQ: How do authors use characterization to alter a reader’s perception of a character?

Do Now:

Take these three concepts (Great Depression, Roosevelt, and New Deal) and explain what they are in a 5-7 line type 1 word splash.

GO over characterization maps

Read story, stop to answer questions

THE FOUR STORIES READ IN THIS UNIT ARE: "The Happiest Man on Earth", "Thank You Ma'am", "The Secret Life of Walter Mitty" and "Harrison Bergeron".

All of these stories can be found online. All of these stories were read using Kagan's cooperative learning groups. These stories were read in conjunction with guiding questions, graphic organizers, and open ended questions.

Following each story, students took a quiz.