Students will enter the room and per directions on their daily agenda log into Tween Tribune. They will be responsible for today's Daily Quiz again. Today, I will also challenge them to see which students can accumulate the most daily quiz points between now and mid-term. The site has a "scoreboard"feature that allows students to track their standings and allows them to take old daily quizzes as well as quizzes over articles they choose to earn points. This is my way of plugging into an interest to get them reading more.
To open this lesson we will continue with the Powerpoint from yesterday's lesson. The section to cover today is found from slides 39-49. We will follow and discuss the slides to slide 49 -the "Practice Slide". Since I have laptops in the classroom and utilize blended learning, I link any resource electronically to my students' Edmodo classroom. If you do not have this capability, I suggest printing "handout" copies of the powerpoint with 6 slides per page so students can have a copy to refer to when needed.
As I review the slides, I always have a discussion about the "domino effect". Many of my students have played with dominos, but several have not. So, I want to make sure the connection is there. In order to help them "see" what I mean and make a cool link to something real, we will view the video below from America's Got Talent.
At this point, we will review the information on the text structure chart about cause and effect order and discuss the graphic organizers on the handout. I want students to be aware that there may be multiple causes and one effect or one cause and multiple effects. I focus on the chain reaction idea to show how this can be different for different articles. Then, we will review the instructions for practice and students will take what is needed from their caddy in the center of the table. As with Chronological Order students will begin the practice task in class, but will complete it at home.
The piece referenced in the practice slide is "Black Blizzard" found in Scholastic's "Teaching Students to Read Nonfiction". However, if you follow me you know I've mentioned before if you do not have access to the pieces I use there are countless resources for locating great material. One is the New York Times learning network. The previous link will take you to a specific article within that site that is directly connected to text structure.
To wrap up class today, I will ask students to (based on their study of the article so far) consider how "Black Blizzard" might connect to our unit idea of perseverance. I will ask students to discuss this as a table and share their response aloud or through Today's Meet (depending on time and class ability/speed with technology) for each table. (See an earlier lesson with Today's Meet) The response must begin - "According to the article," and must include evidence from the article.
We will discuss these before students leave.