Text Mapping Paired Text - Disasters - Part 1
Lesson 2 of 15
Objective: SWBAT use text mapping to preview paired text.
To open class today, students will view a scholastic video directly related to one of the articles we are going to read today. This video, called "Rebuilding Hope", is available in the teacher materials section that accompanies this issue. I have provided a link to the page where this video is housed for subscribers with permission from editor Kristin Lewis.
One of the great things about Scope is that they provide video and audio to enhance the printed material. This video is one example. (I have a sample audio in an earlier lesson.)
Today, students will continue learning about real, young people who have faced great adversity and not only survived, but came out stronger.
The paired texts for today come from Scholastic Scope's October 2013 issue.
"Surviving Hurricane Sandy"
"After the Disaster"
The task for today is quite different. Students will complete a text mapping project. To do this they will follow these instructions from the SMART board:
Text Mapping Instructions –
Use tape to create a scroll of your article (or articles if you are using paired text).
Using markers, highlighters, or colored pencils:
Draw a PURPLE box around the title.
Draw a GREEN box around headings.
Draw a RED box around any subheadings.
Draw BROWN or GRAY box around any illustrations, graphics, sidebars, charts or graphs. (In hindsight, this wasn't the best choice of color. It doesn't stand out enough to do the job. We (me and the class) originally chose these because I had used the analogy of words flowing around these text features like water around rocks or islands.)
Now read the article. As you read:
Use YELLOW to highlight any unfamiliar vocabulary
Use ORANGE to underline any questions asked in the text and draw an arrow (ORANGE) to the answer in the text (if provided). If the answer is not provided write your answer in pencil in white space and draw an arrow to it.
Finally, put all group members names on the back in pencil. As a group analyze the parts of each article. On your own paper answer the following in complete sentences (including the article titles) –
How do the sections of each article connect to the overall meaning?
Explain what structure is being built in each?
How do the two articles complement one another?
To wrap up, I'll ask students to stand back and look at their product to ensure nothing is missing. Then, students will clean up the classroom putting markers, etc. back into the caddy and placing their text in a designating spot in the room for tomorrow.