Reflection: Checks for Understanding Close Reading: Crushing Claim and Evidence Questions in Informational Text - Section 4: Wrap-Up: Debate

 

I knew that students would enjoy reading this selection. Because students LOVE music and can recite lyrics easily, I hoped that the claims of the author sparked some emotion in students to connect to the purpose of the selection. The initial annotation required students to circle statements, draw arrows and explain the meanings behind each claim. Since students got into the contents of the selection, we did this annotation aloud. However, the graphic organizer provided in the independent practice section contains the information that should have been annotated in the article. 

Each lesson in this unit is organized to provide two ways to interpret and/or analyze information to build comprehension with text. Since we missed the opportunity in this lesson to annotate the selection, we made up for it in the graphic organizer. I am enjoying the success students are having with completing the organizer for each selection. While some parts of the organizer is easy to fill out, the kinks or harder parts are done whole class to provide additional opportunities for learning throughout the lesson. The answers to the selection were: 13. D, 14. D, 15. A, 16. A, 17. B, 18. A, 19. C, 20. C, 21. A, 22. D, 23. B, 24. D, 25. A, and 26. A.  To continue supporting students who struggle in comprehension, an interactive resource and organizer would have been used to help students grapple with complex understandings of text.

  Comprehension Questions Reflection
  Checks for Understanding: Comprehension Questions Reflection
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Close Reading: Crushing Claim and Evidence Questions in Informational Text

Unit 8: Close Reading Strategies: Ways to Interpret & Analyze Literary Texts
Lesson 4 of 9

Objective: SWBAT cite textual evidences to support claims of an author's point of view about lyrics in music.

Big Idea: Take one step & another over the minor details to understand the claim and purpose of the author's intent for writing informational text.

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