Reading Workshop, 01/12/2022
- What
- Reading Workshop, 01/12/2022
- When
- 1/12/2022
NMS Daily Lesson Plan for Reading Workshop Teacher : Andrews/Sasser/Scott Unit/ Session: Unit 3/ Essential Research Skills Session 5 - Advanced Notebook Work Date of Instruction: 1.12.22 Standards: ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on Learning Target: I can create a synthesis page that shows my learning. Success Criteria: I will know I have it when I can organize my notes to create a share a new page with all that I have learned. Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 ( Direct Instruction- Connection, Mini lesson) Connection Invite partners to share the work they’ve done so far in this bend, and as they do so, study the ways they’ve taken notes or used their notebooks so far. Give kids feedback, and let them know the significance of learning to keep a notebook - any kind of notebook as a place to both gather information and think about ideas. Teaching Point: “Today I want to teach you that the most successful students don’t just collect information in their notes. They also reread and reorganize their notes to synthesize their learning. One way to do this is to pause now and then, look back over and perhaps annotate your notes, and create new synthesis pages. Teach Launch an inquiry into ways great thinkers use their notebooks. Begin by inviting students to study the notebook pages of some famous thinkers, and pose an inquiry question. “I have a few notebook pages from some famous thinkers. Let’s take a look at them. As you look at these notebook pages, consider this inquiry question: How do these thinkers use their notebooks in interesting ways? Give students a moment to talk, and then summarize some of the ways these thinkers use notes and notebooks. Point out interesting parts of the mentors as you do so. Active Engagement Introduce some student notebook pages, and invite kids to continue their inquiry, asking the same question about how these thinkers use their notebooks. Empathize the synthesis work in these notebook pages, as well as their recursive quality - the way students went back in to rethink, reorganize, and visualize. Point out that these pages do not represent on-the-run fast jotting, but are synthesis pages. “Here’s the thing. While the notes you take as you read are lean and fast, eventually you know enough that it’s helpful to do what these thinkers did, which is to pause, rethink, and synthesize what you’ve learned so far. That’s when going back and creating a new synthesis page or two can be really helpful. Give students tips on how to go about working on these kinds of pages. Link Give students a bit of time to plan their work, helping them make decisions about extensive annotating or new synthesis pages. Let students know they’ll have a gallery walk at the end of the period. Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 (Guided Practice, Independent Practice, Collaboration, Differentiation) Teaching Strategy/Instructional Process: Students need some ideas of how to get started . . . Suggest they spend some time studying some mentor pages of student notebooks. Have them note parts of these pages that they admire, and choose one as a mentor text. It is fine for students to copy the format of a mentor page, substituting their content. You might sit with students and help them get started, once they choose a mentor text. Students seem overwhelmed by the scope of the work (both the content and the quality of the mentor notebook pages) . . . We’ve provided some simpler synthesis notebook pages in the online resources. This collection is labeled “More Accessible Synthesis Pages.” These pages may be more accessible models for some of your students. Have students look through them and find a model they like, and they can use that format for their own work. Also help these students focus on one or two big ideas or essential information. Students already love the notes they’ve taken, and think, they’re “done” . . . Remind them that great students and great thinkers don’t sit back. They are always rethinking, and one way to force their brain to do that is to go back into their notes, adding in their new thinking, reorganizing and reconceptualizing. It might be helpful to pull together some strong students and have them help challenge each other by working as thought partners. Students prefer to work with technology rather than paper notebooks . . . This could be fine! If students have iPads especially, or any form of tablet, then they can create advanced notebook pages that include diagrams, flowcharts, and so on. Some students are also so adept at tech that it’s faster and more engaging for them to work this way. Other students may also either take a quick picture of a sketch and insert it into Notability or Evernote or another digital system or use the new digital notebooks that upload easily Small Group: ___ Book Clubs ___ Strategy Group ___ Word Study Reading Conferences: __ RDCT Conference __ Goal Setting Conference Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 (Summarize/SHARE) Set kids up for a gallery walk in which they will study other students’ notebook pages. Give some light coaching on ways to respond to peer work and to goal-set. Homework Reading Log