Subject: Reading Enrichment Teacher: Rhonda Magee

Date: December 10-14, 2012 Topic: Literacy fiction/Nonfiction (Main Idea, Voice, Style, Point of View, and Organization

NC Standard Course of Study Objective Reading RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.10 Read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. Writing: W 8.1 Write arguments to support claims with clear reasons and relevant evidence. Learning Target: Students will Write a summary of text, analyze a central idea of that text, and produce support via the given information. Essential Questions (s): 1. What is organization?

2. What is authors tone? 3. What is authors style? 4. What is authors voice? 5. What are the types of nonfiction? 6. How does the structure influence the meaning and style of texts?

Activity

Line and Hook

Description of Activities and Settings (Include Planned Questions) In a well written paragraph

Materials and Time

Literature book, Flocabulary,

describe why an author may write in a distinctive style? Think about uniqueness. Students will learn the purpose behind reading styles and understand the voice that an Author has. I. Engage and Educate to include Active Learning Chunk 1: Discuss the essential question Cornell Notes Elements of Fiction Organization Authors tone Authors voice Types of nonfiction writing Check your understanding activity Chunk 2: Begin independent reading s (informational texts from text book and common core books) Complete reading review questions in pairs, and small groups Chunk 3: Go over what a well written paragraph is supposed to sound like and resemble. Have the students listen to the parts of speech song on flocabulary. Include differentiation at High, Middle, and Low Differentiate: Differentiate: High-Middle-Low I will ask questions based on Blooms Taxonomy higher order thinking that will reach all learning levels. Students with language barriers will be able to

Graphic Charts, Classnotes

use the ESL teacher as an additional resource. Middle I will walk around checking answering students questions showing them context clues to find the answer. Low Low level student paired with a higher level student partner for help with class work. Students with PEP and IEP will be given a longer time to finish assignment. High AIG will add another level of research by writing an extra paragraph when summarizing information. II. Closure(Plan for Maintenance) Reflect Now (Student Reflection) Revisit the essential question and the learning target with the students

Teacher Reflection Was lesson effective? What evidence(s) do you have of this? Strategies (+ and -) Challenges Correction to future learning What will you do differently next time Additional Thoughts About The Lesson Yes No