INQUIRING MINDS WANT TO KNOW • Chapter 5: Building Inquiring Minds Around Disciplinary Texts • RAFTS, RACES and ACES AGENDA th • Comprehension Mini-lessons can be turned in as late as Monday, November 4 . Be prepared to present th on Tuesday, November 5 . Send me any handouts you want class sets of copies for and I will run them for you. • The Midterm questions came directly from our Buehl Developing Readers in the Academic Disciplines textbook, the Buehl Classroom Strategies for Interactive Learners supplementary textbook in our Week One folder and the two reading process articles assigned in the September 3-5 folder. • Grades • Titanic RAFT activity and Disciplinary Reader Profile response • Entry Slip #3: Activating Background Schema, Bridging the Gap video example • Meta-cognitive Strategies Handouts and discussion • Chapter 5 Review and “The Mystery of Mary Celeste” activity using ACES Strategy The Senate inquiry into RMS Titanic • The sinking of the RMS Titanic on 14 April 1912 resulted in an inquiry by the United States Senate. Chaired by Senator William Alden Smith, the inquiry was a subcommittee of the Senate's Commerce Committee. The hearings began in New York on 19 April 1912, later moving to Washington, D.C., concluding on 25 May 1912 with a return visit to New York. • There were a total of 18 days of official investigation. Smith and seven other senators questioned surviving passengers and crew, and those who had aided the rescue efforts. More than 80 witnesses gave testimony or deposited affidavits. Subjects covered included the ice warnings received, the inadequate number of lifeboats, the handling of the ship and its speed, Titanic's distress calls, and the handling of the evacuation of the ship. • The subcommittee's report was presented to the United States Senate on 28 May 1912. Its recommendations, along with those of the British inquiry that concluded a few months later, led to changes in safety practices following the disaster. Titanic Reading and RAFT strategy • Role: 1st Class passenger or Steerage passenger of the Titanic, the radio operator from the Californian or the captain of the Carpathian. • Audience: A United States Senator assigned to the inquiry of the sinking of the Titanic • Format: Testimony or Affidavit • Topic: You are to share your recollections of the events on the night of April 14th, 1912. • BRIDGING THE GAP • If you were teaching about Jim Crow Laws, this would be an excellent video to share with your students to introduce or scaffold their knowledge • https://www.youtube.com/watch?v=yf7jAF2Tk40 rd • As an entry slip (the 3 on your graphic organizer), think of two questions that you could use to encourage an inquiry mindset when they are viewing this or as they are reading about Jim Crow Laws and racism. • What is ONE question/self-question you could as a model of questioning this text/new literacy? • For example, what is this video trying to tell us? • How could you Question the Author? • What are some Essential Questions you could provide your students to increase comprehension? • What is a content specific Self-Questioning Taxonomy question would you pose for your students? • Y Look at the results of your Profile as a Disciplinary Reader and reflect on this this activity. On the back of it, share if you think an activity like this would have changed your reading profile identity or not and why? If you scored confident in all areas, how might this strategy help your students improve their confidence? ACE STRATEGY https://www.youtube.com/watch?v=QzCph1ng9n4 LEARNING TARGET: • I CAN: Respond to a short answer question by properly citing the text and explaining my answer fully A.C.E. METHOD OF SHORT ANSWER REPONSE • A: Answer the question in complete sentences. Be sure to fully answer the question! A.C.E. METHOD OF SHORT ANSWER REPONSE • C: Cite (give proof) from the text that shows your answer is correct: 1. Do not just put the quote in without beginning the sentence with your words. 2. Do not forget to put quotation marks around your quotes 3. Do not forget to put the proper in-text citation at the end (Author Last Name, page number) A.C.E. METHOD OF SHORT ANSWER REPONSE • E: Explain how your textual evidence helps support your answer. Short Text and assignment you could practice with your students. “You think your pain and your heartbreak are unprecedented (have never happened before) in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, or who had ever been alive.” James Baldwin USING ACE FORMAT ANSWER THE FOLLOWING QUESTION ON YOUR OWN SHEET OF PAPER: 1. Why might James Baldwin believe that books are important to understanding our own pain? CHAPTER 5 DISCUSSION POINTS CHAPTER 5 DISCUSSION POINTS READING AS INQUIRY What are questions you could model for students to help them think and question like a historian? LEVELS OF THINKING What levels of thinking are these questions? How much would be required for you to assure all students are prepared for these prompts? For Thursday 1. Bring back your completed MAI 2. Review the Ten Meta-cognitive Teaching Strategies packet 3. Based on your data, decide which of the strategies would best help a student just like you. 4. Make sure you are aware of the three critical steps to teaching meta-cognition.
