Today is Trailer Tuesday, so I will show students a book trailer or two depending on length. I select trailers for new release books and great books that students aren't picking up.
There are several sites online for locating book trailers. A quick search on you tube will locate several. Of course, always preview the trailer before showing a class.
To open this lesson we will continue with the Powerpoint from yesterday's lesson. The section to cover today is found from slides 29-38. We will follow and discuss the slides to slide 38 -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.
Please note, I will spend a bit of time discussing the proper use of a venn diagram today. See my reflection concerning venn diagrams.
At this point, we will review the information on the text structure chart about Compare and Contrast Order (including writing in the box so that it reads "compare and contrast" along with "comparison". I want my students to know all possible terms for the structure.) and remind them that this is a resource. 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 "Coming to America" 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 both online and in print.
One example 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 "Coming to America" 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.