Lesson 1 of 11
Objective: SWBAT activate background knowledge about the brain, as well as begin determining the differences between claims, facts, and evidence.
Whenever possible, I begin my lessons with silent, independent reading. During this time, I actively monitor their reading progress by checking their out-of-class reading logs and engaging in reading conferences that cover a variety of topics.
To find ways to enact this section, please see my strategy folder.
Before reading log check-in today, I ask students to high-light their complex sentence. The special reading log directions this week were that students had to use one complex sentence per summary in their reading logs. They could use a comma + FANBOYS or semicolon to write their sentence. I had a few kids share their example for the whole class.
Today, during reading log check-in, I paid close attention to the complex sentences. This was a great time to work with students one on one and verify that they understood how to form complex sentences. If there were misconceptions, I could reteach the concept using their reading logs.
"What I Think I Know" Chart
I introduce the concept of the what I think I know, which is similar to the older strategy "know, want to know, learned."
In the attached video, I talk through the main differences between this activity, and the classic activity: know, want to know, learned. The key difference being, "what I think i know."
I make a T-Chart on the chalkboard with the three main sections. Today, kinds fill in with Post-Its brain facts they think they know. We'll have a chance to go through and either confirm their thinking or revise their thinking. This serves as a powerful pre-reading activity. It gets kids sorting through information they've already heard, which activates prior knowledge.
This section is of the lesson is conducted as an interactive read aloud. I am reading aloud Kelly Gallager's Article of the Week: How the Brain Works.
As I read, students are reading along and tracking their thinking.