What was King George III's opinion?
Lesson 2 of 13
Objective: SWBAT analyze the argument of King George III in a primary source document .
During the Cue Set, we continue to practice the skill of identifying an author's main points & analyzing the reasons and evidence he or she gives to support those points. Scholars watch two different advertisements today and answer the following questions:
1. What is the main point of the advertisement?
2. What evidence or reasons does the producer give to support the main point?
Scholars watch each video once. Here are scholars watching the advertisements. We pause in between viewings to jot down our thoughts. After we watch both, scholars have 30 seconds to share their thoughts with their friends. Finally, I take 2 friends from my cup to share and 3 volunteers.
Since this is day 2 of RI8, we ratchet up the rigor a bit with our text selection. Today we read King George III's declaration regarding the colonists imminent rebellion. We do a cloze reading (I read aloud and pause, scholars fill-in-the-blank with my paused upon word) of the text. The purpose of reading the first time through is to simply highlight key words (words that we think are important to understand the text).
We read a second time and ask ourselves, "What are King George III's main points?" Here, scholars read the proclamation. I model how to record my thinking on my graphic organizer.
I model how to use the graphic organizer and we read the text together so that scholars can understand that when you read something complex, you must read it multiple times to really get a grasp for what it says. Scholars need a model of this otherwise, they will not know how to deconstruct something complex. Also, building a foundation of comprehension will help scholars become more independent in the guided practice.
During Guided Practice, scholars break up into heterogenous partnerships. As they break up into partnerships, they re-read the King George III's declaration. Then, scholars answer the questions below by recording them on their graphic organizers:
1. What points does the author make?
2. How does the author support these points?
During the Guided Practice, I pair lower scholars with medium low scholars and high scholars with medium high scholars. The reason for this is to ensure that no one becomes frustrated with their partner, and also so that my ELL co-teacher and I can strategically support certain groups. Here are scholars partner reading and partner reading continued.
Here is an example of me supporting a partnership:
Scholars love partner reading time because it helps them to hear a model of fluent reading other than the teacher. Also, they get to move around the room and find a comfy place to read. This increases oxygen to their brains and it gives them a change of scenery.
During this time scholars rotate through 3 stations. I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS. Before we get into the first rotation, we review our Weekly Checklist so that scholars know exactly what to focus on during the independent rotations.
During the rotations for this lesson, my small group objective today is to identify the main points an author makes using books that are on each group's highest instructional level. My focus is this objective because it is a pre-requisite objective to RI8 (the focus standard of this week). Scholars read a portion of the same book or article (different for each group depending on reading level, but the same text is read in each group). We practice recording our thinking on dry erase boards to use a different mode of recording and to keep things a little fresh. My ELL co-teacher pulls small groups that focus on RI8 - explain how an author uses reasons and evidence to support points in a text, including which reasons and evidence support which points- since this is the focus standard of the week.
The pink group will continue student-led text talk groups. Their focus question will depend upon the text they selected and the part that they read. They are always expected to use quotes to support their answer.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.