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Searchable Key Words: Point of view, essay, article, interview, informative,
validity, objective/subjective, Nonfiction, biography, biographer,
autobiography, point of view, interview, validity, objective/subjective,
sequence, cause and effect, comparison and contrast, text structure,
sequential, chronological, technical text, bias,
For Read-Aloud during whole unit: Select a book to read to the students that
is related to the 21st Century Skills like: Rich Dad, Poor Dad for Teens, The 7
Habits of Highly Effective Teens, The Secret for Teens Revealed, Success
Principles for Teens, Prepare to be a Teen Millionaire, What Color is Your
Parachute for Teens....
1. Reading for Information (6 days) - pp. R10-R17; Reading for
Different Purposes p. R2; Reading for Information p. R4
a. Biography/Autobiography (Select 1 autobiography and
Eleanor Roosevelt’s Biography) (2.3c) Review the active Reading
Strategies on p. R3-R9. During Reading use the prompts in the teacher’s
manual to discuss Active Reading Strategies (ARS) and Literary
Elements (LE) as identified with each story to choose from (The items
that is underlined is explicitly taught):
i. “Noble Experiment” from I Never Had It Made (p. 287)
ARS:
Summarizing
Preview
Author’s purpose
LE:
Autobiography
internal and external conflict
Vocabulary: Synonyms
Grammar in Context: Active Voice and Passive Voice
Affixes: in-, -al, -ion, -ly, -ous
ii. from Boy: Tales of Childhood (p. 533)
ARS:
Connecting (Reading and Critical Thinking Transparencies, pg
2, Unit Four Resource Book, pg 12) (2.4k, 2.6d, etc…)
visualizing (Reading and Critical Thinking Transparences, pg
10)
evaluating
classifying
analyzing
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making judgments
clarifying
LE:
autobiography (Literary Analysis Transparencies, pg 11)
dialect (Unit Four Resource Book, pg 13)
word choice
characterization (Unit Four Resource Book, pg 14)
foreshadowing
irony (explicitly taught via Growing Up)
Vocabulary: Antonyms (Language Transparencies, pg 61)
Grammar in Context: Adjective Phrases (Unit Four
Resource Book, pg 15)
Affixes: -ate, -ing, -ant, -ing, -ed
iii. from Growing Up (p. 621)
ARS:
compare and contrast text organization (Reading and Critical
Thinking
Transparencies , pg 8)
LE:
Autobiography (Literary Analysis Transparencies, pg 11)
Irony (Unit 4 Resource Book, pg 54) (4.2c)
Characterization (Writing Transparencies, pg 30, Unit Four
Resource Book, pg 55)
Vocabulary: Synonym (Language Transparencies, pg 60, Unit
Four Resource Book, pg 56)
Grammar in Context: none
Affixes: -ly, -ion
iv. Eleanor Roosevelt (p. 87) **Since this is the only
biography, please make sure this is included during
the 6 days, or you incorporate a biography from some
other source.**
ARS:
chronological order (Reading and Critical Thinking
Transparencies, pg 6,
Unit One Resource Book, pg 48) (2.4e, 2.4d)
character traits
synthesizing
LE:
Biography (Literary Analysis Transparencies, pg 10, Unit One
Resource Book, pg 49) (4.2 c)
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claims and assertions (Unit One Resource Book, pg 50) (2.4h)
evidence to support a claim (Unit One Resource Book, pg 50)
(2.4h)
accuracy of evidence (Unit One Resource Book, pg 50) (2.4h)
internal conflict (Literary Analysis Transparencies, pg 8)
autobiography vs. biography (Literary Analysis
Transparencies, pgs 10-11) (4.2c)
Vocabulary: Context
Grammar in Context: Predicate Adjectives (Unit One
Resource Book, pg 51)
b. Text Organizers (select two articles - one web magazine, and
one newpaper): (3-Finger Skim = Have students skim the text for
words they don’t know immediately either how to pronounce or
definition. Use those words for vocabulary work.)
i. “Difference a City Year Makes” (p. 219) – Newspaper Article
ARS:
Reading for Information
Structure and Purpose of a Newspaper Article
Using Brackets in Quotations
Text Organizers
Vocabulary: column, headline, byline, caption, subheadings,
and 3-Finger
skim
ii. History of Chocolate (p. 549) - Web Magazine Article
ARS:
Reading for Information
Text Organizers
Recognizing Sequential Organization
Cause-and-Effect Organization
analyzing a magazine article
monitor comprehension
clarifying
Vocabulary: 3-Finger Skim
c. SQ3R p. 675
The Lives of La Belle (p. 675) - Newspaper Article
ARS:
Reading for Information
SQ3R
Cause-and-Effect Chain
Structure of a Newspaper Article
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Vocabulary: scan and 3-Finger Skim
d. Monitor p. 729
Passing On the Flame (p. 728) - Web Article
Reading for Information
Structure of a Web Article
Connect
Predicting
Monitor
Clarify
evaluate
Vocabulary: 3-Finger Skim
2. Functional Reading p. R18-23 (4 days) [collect other samples from around
your house: recipes, medicine bottles, advertisements, warranties,
directions for “some assembly required”…)
After dependent practice with the examples provided by the text book,
students will be able to transfer their acquired functional reading skills to
new functional texts.
a. Product Information: Medicine Label – After students examine the
medicine label provided by the text book, ask students to answer
the following questions with a new medicine label: 1. List the
conditions or illnesses this medicine can be used to treat. 2. How
many tablets can safely be taken in one day? 3. Who should not
take these tablets? 4. How often may these tablets be taken?
b. Public Notice – After students examine the public notice provided
by the text book, provide students with another notice and ask
them to independently answer the following questions: 1. Who is
this notice for? 2. Who created the notice? 3. What does this notice
teach the public?
c. Workplace Document – After reading the workplace document
provided by the textbook, provide students with another workplace
document, and have them answer the following questions: 1. Based
on the title of the document, predict what the document will be
about. 2. What organization created the document? 3. Who needs to
read the document? 4. What instructions do the workers need to
follow?
d. Technical Directions – After examining the directions for a remote
control, ask students to bring in directions from a recent purchase
(i.e. ipod, cell phone, dvd player, etc…) In small groups, students
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will create questions for their directions, similar to those in the
textbook. Groups will then be responsible for answering another
groups questions, based on those directions.
e. Application – After students examine the application provided by
the textbook, provide students with a job application and ask them
to complete the application.
f. Instruction Manual – After examining the instruction manual
provided by the textbook, students will create a ven-diagram
identifying the similarities and differences between technical
directions and instruction manuals.
3. Explanatory Writing p. R47-50 and (2 days)
Comparison-and-Contrast Essay (Informative Exposition) p.
636
Using the model provided on page 636, students will write a short
comparison and contrast essay. For prewriting students will create a vendiagram comparing and contrasting the two subjects, which they will use to
write their body paragraph.
http://teacher.scholastic.com/reading/bestpractices/nonfiction/topBooksCentur
y.pdf - Nonfiction: 71 Top Books of the Century (Recommended: get some of
these books from the local library for display and silent reading time in the
classroom.)