Scribd
Upload
117 views3 pages

Reading Strategy for Students

This lesson teaches students to determine importance when reading texts. In step 1, students reflect on how they identify important information. Step 2 provides a mini-lesson on techniques like noting repetition, placement, or emotional elements. In step 3, students read and highlight important parts of a text. Step 4 has students discuss their highlights in pairs while the teacher observes. Finally, in step 5 students annotate their highlights with questions, reactions, or connections to show their understanding. The goal is for students to justify highlighting important information when reading.

Uploaded by

api-414921070
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
117 views3 pages

Reading Strategy for Students

This lesson teaches students to determine importance when reading texts. In step 1, students reflect on how they identify important information. Step 2 provides a mini-lesson on techniques like noting repetition, placement, or emotional elements. In step 3, students read and highlight important parts of a text. Step 4 has students discuss their highlights in pairs while the teacher observes. Finally, in step 5 students annotate their highlights with questions, reactions, or connections to show their understanding. The goal is for students to justify highlighting important information when reading.

Uploaded by

api-414921070
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Title and Lesson Plan #: Determining Importance - Lesson 1

L
Lesson Overview: Students should be familiar with the cognitive reading strategy of E
determining importance from previous years of English courses. This lesson will review the S
strategy and provide students with the opportunity to show their grasp of the skill. S
O
Resources or Materials Needed N
 Student Writer’s Notebook 1

 Whiteboard and markers

 Projector with screen OR Smartboard

 Power Point: Determining Importance [Appendix A]

 Digital or Print text: “The Mantis Shrimp has the World’s Fastest Punch” by Ed Yong

 Highlighters if print text is used

Performance Objective 1:
Given a text, students will create notations on important information with at least four out of
five notations justified appropriately.
Time: 60 minutes
Step 1: Pre-Instructional Activities: Reflect and Discuss

 Teacher shares the lesson’s objective with the students.

 Students will have around 5 minutes to respond to the following prompt in their

Writer’s Notebooks: Since remembering everything you read is nearly impossible, how

do you know what to “keep”?

 Students will volunteer to share thoughts. Teacher records ideas on white board.

 Teacher guides students as they find patterns in students’ responses.

Step 2: Content Presentation: Determining Importance

 Teacher presents mini-lesson on determining importance while reading

[Power Point – Appendix A]

o Tap into what the author has drawn attention to…

 Repetition

 Special placement
 Lengthy description/discussion
L
o Tap into what you, the reader, notices… E
S
 Contradictory/Confusing portions S
O
 Connections (self, world, and texts) N

 Emotional points (shocking, exciting, upsetting, etc.) 1

 Students are encouraged to record notes during lesson.

Step 3: Learner Participation: Highlighting Important Information

 Students receive digital/printed copy of “The Mantis Shrimp has the World’s Fastest

Punch” by Ed Yong, and teacher displays for class.

 Teacher does a think aloud where title and first paragraph are read aloud. Teacher

verbally draws attention to information that stands out to her as important. Marks on

text.

 Students have time to finish reading the text independently and highlight at least 5

things that stand out to them as important.

Step 4: Assessment: Formative: Pair and Share (with teacher observation)

 Students choose partners and discuss what they highlighted as important. Students

should also share why they highlighted the text.

 Teacher moves throughout the room listening to students’ reasoning. Teacher should

ask guiding questions and work with students struggling to verbalize reasoning.

Step 5: Follow-Through Activities: Annotating Highlighted Text

 Teacher models creating an annotation in the margin of the text as a companion to

the highlighted text. Annotations are notes that reveal thinking at the time of reading.

 Students will create an annotation and label it for each of their five highlights.

o Q: Student records a question Q: How can the shrimp break glass?

o R: Student records a reaction R: I don’t like that Rick ran away.

o C: Student notes a connection C: This reminds me of the movie Jumanji.


o K: Student notes a key point K: This goes with the theme of friendship.
L
 Teacher collects student work to check annotations as a micro summative E
S
assessment. Four out of the five annotations should logically connect to its S
O
corresponding highlighted text. N
1

You might also like