Reflection: Complex Tasks Interacting with a Text - Section 2: Mini-Lesson

 

I am very intentional when I choose nonfiction texts to go with my fiction book. I've done this for years, and I always find that students get a much deeper understanding of the fiction (or Anchor Text), when they have numnerous nonfiction or informations supporting texts. 

The first thing I do is determine themes: with Ninth Ward, I'm noticing that a lot of the book has to do with community in New Orleans, so soon I'll bring in a text about that. Also, I want to give them an understanding of the Foster Care process because a main character is a foster kid. Maybe giving them an account from a foster child, or a brochure from a local foster care agency will promote their understanding.

Sometimes the connections aren't so obvious: when I taught The Hunger Games a few years ago, I brought in informational articles about coal mining and mountain top removal because Katniss lives in a district where those practices might be common.

Basically, anything that I can connect to when I read the text is fair game. In the end, students are experiencing those valuable (and sometimes multidisciplinary) texts, while gaining a deep understanding of the primary Anchor Text.

  Choosing Texts
  Complex Tasks: Choosing Texts
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Interacting with a Text

Unit 5: Independent Reading
Lesson 6 of 20

Objective: SWBAT: annotate a text to glean main idea, and make text-to-text, text-to-self, and text-to-world connections.

Big Idea: As a way of introducing nonfiction and informational texts, connecting to our Anchor Text is the easiest way to go!

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