Attacking the Fire: Annotating the Text
Lesson 2 of 6
Objective: SWBAT read and comprehend literary text by answering text dependent questions.
Today's lesson begins with a much anticipated review of yesterday's work. Having gone through the questions prior to the start of class, I chose a few examples of student work to share.
A Note Here: My students are already familiar with our system of evaluating work which mirrors the way our state test evaluates work. We use a two or four point scale depending on how many points each question is worth. All of today's questions are two point questions so they will show two fingers if the answer is all completely correct, one finger if the answer is partially correct and a fist if nothing is correct in the answer.
I show each answer under the ELMO and read it. The students evaluate the answer and describe why they gave it the points they did.
After we evaluate a few answers, it is time to move on to everyone's favorite school supply- the post it note. Now, to this point, my class has not annotated text before so, we have to start with a discussion and a code to get them started.
While I hand out the post it notes to each person, I give them the word annotate and tell them that it means to make notes about a text. I give them the example of when I was in college and I would buy text books and since it was mine, I could write in the margins. We can't write in the margins of our Firestorm books, but we can use post it notes to mark places that are important.
On the Smartboard (or chalkboard) I write a code for my students to follow. That code can be found in the resource section. There are four things they are going to note- connections, important information, something they learned and confusing things or questions they have.
The difference between today's reading and yesterday's is that today, I'm going to read the story to the students while they follow along and annotate their text.
After annotating the text, I give the students two text dependent questions that they may answer with a partner finding specific text evidence by using their post it notes. Of course, after students have completed the questions, we allow a few pairs to share their answers under the ELMO while the rest of use evaluate their answers. I also allow the other pairs to change and/ or strengthen their answers based on what they hear from others.
Blazing On: Exit Ticket
After the reading and annotating, I hand out an exit ticket question and hope that the students have marked this spot in the text as a question. I give the students time to answer the question and will again share a few tomorrow to give students more practice in evaluating answers to questions.