To start this lesson, students write words in their notebooks to help define ways to begin comparing and contrasting ideas in a text.
Selection, Infer, Impact, Meaning, Imagery, Reveal, & Create
Students write as I show the Close Reading Skills Vocabulary power point. In order for students to compare two informational text on fuel efficient cars, they must understand what parts of a text to pull their analysis from. These words will allow students to use images, meanings, and inferences to understand two author's stance with fuel cars.
The reading selections of this lesson require students to understand the evolution of hybrid cars and its function to our society. In this video clip, students will see what fuel efficient cars look like and do on the road.
Because there are two passages that relate to this idea of cars without the need for gasoline, students will read and annotate Green Cars text independently. Since we are looking at two texts, each read will require a specific purpose and point to analyze.
The process of reading today will be SIMPLE! Students will choose the object in a text that they are reading. Then students will place themselves within the event or situation to view things from that perspective. As students read, I have them think of answers to the following questions: What do you observe now? What now do you know to be true? What do you now question?
All of these responses can be placed in the margin of the text or saved when a share-out is done about the readings of both passages. To work smarter with our time, I had students partner up to each read a different text. With having just one set of eyes on each document, partners must rely on one another to fully understand the similarities and differences of each text.
Now that students have acted on thier purpose for reading, they work with thier partner through two station activities.
Station 1: (Independent) Requires students to answer text-dependent questions about passages read silently in class.
Station 2: (Teacher – led) Requires students to complete a point of view graphic organizer with thier partner and teacher. As I help students put both perspectives on paper, I use this time to gather students’ ability to compare and contrast the perspectives of authors in two literary works.
Listen to my talk over graphic organizer video to understand the importance each student had in developing the claims of thier author. Students were able to pull the claims and identify the textual evidences to support the perspective of their author. While each group worked with me at different times to complete the organizer, a competed sample shows how similar and different both articles were in perspectives about hybrid vehicles.