- I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
- I can analyze the development of the central idea throughout the text. (RI.7.2)
- I can analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)
Long Term Learning Targets
Supporting Targets
- I can use quotations from "The Border" to support an analysis of the text.
- I can trace the development of the central idea of "The Border."
- I can analyze the interactions between individuals, events, and ideas in "The Border."
Ongoing Assessment
- Reader's Notes: "Team Players" (from homework)
- Text-Dependent Questions: "The Border"
- Reader's Notes: "The Border"
- Identity anchor chart
- Student identity mind maps
Agenda
Agenda | Teaching Notes |
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1. Opening A. Return Mind Maps/Review Homework/Unpack Learning Targets (5 minutes) 2. Work Time A. Modeling Reading Strategies with "The Border" (10 minutes) B. Central Ideas of "The Border": Close Read (15 minutes) C. Quote Sandwich: Back-to-Back and Face-to-Face (10 minutes) 3. Closing and Assessment A. Reviewing Identity Anchor Chart and Learning Targets (5 minutes) 4. Homework A. Complete Reader's Notes: "The Border." |
- While handing back students' mind maps from Lesson 1, consider handing out copies of an Internal and External identity mind map that you have filled out for yourself. This is a quick and easy way to "break the ice" with students and begin to develop a personal connection with them.
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Vocabulary
ethnicity; agency; Patwa, descent (246), excruciating, Quinceanera, oppressed, indigenous (248)
Materials
- The Border" (one per student)
- Suggested Modeling Read-aloud Script for "The Border" (for teacher reference)
- Sticky notes (three or four per student)
- Reader's Notes: "The Border" (one per student)
- Sample Cultural Identifiers anchor chart (from Lesson 1)
- Text-Dependent Questions: "The Border" (one per student)
- Close Reading Guide: "The Border" (for teacher reference)
- Quote Sandwich Guide (one per student and one to display)
- Document camera
- Blank loose-leaf paper (one sheet per student)
- Identity anchor chart (begun in Lesson 1)
- Identity anchor chart--student version (begun in Lesson 1; one per student)
- Reader's Notes: "The Border" (answers, for teacher reference)
Opening
Opening |
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A. Return Mind Maps/Review Homework/Unpack Learning Targets (5 minutes)
* "I can use quotations from 'The Border' to support an analysis of the text." * "I can trace the development of the central idea of 'The Border.'" * "I can analyze the interactions between individuals, events, and ideas in 'The Border.'"
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Work Time
Work Time | Meeting Students' Needs |
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A. Modeling Reading Strategies with "The Border" (10 minutes)
- Reread any passages or sentences - Tried to figure out what a new word meant - Made a picture or a movie in their minds as they read - Asked themselves a question - Imagined how the author might be feeling
* "What is one thing you noticed me doing that might be helpful?"
* "What has happened so far in this text?" * "What did these strategies help us understand about the text?"
Give students specific positive feedback for ways you saw them working hard to understand this challenging text. Remind them to finish reading and completing their Reader's Notes for homework. |
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B. Central Ideas of "The Border": Close Read (15 minutes)
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C. Quote Sandwich: Back-to-Back and Face-to-Face (10 minutes)
* "Look at your Reader's Notes: "The Border," Question 4. Find a piece of evidence from your notes that strongly suggests that the author is dealing with issues of agency. Use the quote sandwich to explain it."
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Closing & Assessments
Closing |
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A. Reviewing Identity Anchor Chart and Learning Targets (5 minutes)
* "What can we add to our Identity anchor chart based on the work we have done today?"
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Homework
Homework |
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