October 27, 2017

Objective:  I can identify the claim of the Atlantic AOW by reading to answer the question posed by the title and underlining it.  I can identify four thought progressions(chunks) in the Atlantic article of the week by listening to readers and raising my hand when “key terms” signal a change the article?  I can summarize today’s SSR reading by following the post.

BW:  Reread “Do Cell Phones Belong in the Classroom?” to identify the claim statement of Robert Earl. Answer the question posed by the title.

Activities:
1.  Share Out: What is the claim statement? Does this claim counter previous material?
2.  Read Aloud: One student will read aloud as students listen for the first thought progression or change? Students will raise their hand to signal this change.
3.  Share Out: What is the sentence that signals the new thought progression? Can I use it to label the chunk or category at the beginning of the article?
4.  Read Aloud: As one student reads aloud, students read/listen for the next chunk.
5.  Share Out: What is the next thought progression? Does it relate to the first one?
6.  Think Pair/Share:  Repeat steps #4 and #5 to determine the next thought progression.
7.  Share Out:  What are the “key terms” used to determine this new progression?
9.  Independent Study:  Complete Steps #4 and #5 alone. Share Out.

10.  SSR:  Students will read the posted steps to write a summary of today’s reading.