Lesson+5

Downloadable copy of Lesson 5

**Active Reading ** Lesson 5 (Cluster 2.5)

//Use the article to “chart the text” to determine how the author uses his/her craft to convey the message. // || **//Product: //** //Chart the Text notes // ||
 * **//Active Reading //** |||| //Ability to orchestrate the skills, strategies, and behaviors needed to closely read and make meaning of a text // ||
 * **//Mini-task //** || **//Prompt: //**
 * **//Mini-task scoring guide //** ||||  //Product meets expectations if the students are able to use author’s craft to identify author’s message supported with evidence from the text// ||

**Prior to the Lesson **
 * Preview the strategy “Charting the Text” and the teacher sample provided. ||
 * Preview the article //School Backs Off on Laptop Spying Policy in Wake of Lawsuit [[file:Lesson 5 School Backs off on Laptop Spying Policy in Wake .doc]] // ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rehearse using the strategy using the article //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">School Backs Off on Laptop Spying Policy in Wake of Lawsuit. // ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Make student copies of Charting Verbs List (**Handout 5A**) [[file:Lesson 5 Handout 5A.doc]] Here's my teacher help/answer key as a guide [[file:Lesson 5 Handout teacher help with definitions.doc]] ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Make consumable student copies of //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">School Backs Off on Laptop Spying Policy in Wake of Lawsuit // ||


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Essential Question ** || <span style="color: #000000; display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">What happens when your privacy is someone else’s business? ||

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">*The student will be able to analyze and identify elements of micro structure of the text using the strategy “Charting the Text” <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">*Using the strategy “Charting the Text,” the student will be able to write concise statements in the margins that explain what the section is about, and how the author uses his or her craft to convey a message. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Objectives: **

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instruction ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">(shared reading/mini lesson) || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using a document camera, teacher models “Charting the Text” strategy using the first two paragraphs of the article. In the left margin of the first paragraph teacher models writing concise margin notes of what the author is saying. Next teacher moves to the right side of the first paragraph and models writing concise notes in the margin on how the author is conveying the message by what the author is doing (describing, explaining, providing examples, etc). Teacher models using the Charting Verbs List as a guide. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">and ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Independent Practice ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In pairs, students continue charting the text until the article is finished. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*How does the article //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">School Backs Off on Laptop Spying Policy in Wake of Lawsuit //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">provide evidence or examples that identify a problem caused by others using the digital footprints we purposefully create or the digital shadow we inadvertently create? ||  ||
 * ||  || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Component ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instructional Notes ** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">5 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setting Purpose ** || //<span style="font-family: 'Times New Roman','serif';">Yesterday we practiced how to mark text to identify problems and solutions. Today we will be learning a text marking strategy to help you have a deeper understanding of the author’s message. // ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">15 min || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Building Background knowledge ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain to students the strategy “Charting the Text” and how the strategy will help them gain a deeper understanding of the text and will allow them to discuss and write about texts with originality and sophistication **(Teacher Support) [[file:Lesson 5 teacher support notes for strategy.doc]]**
 * <span style="font-family: 'Times New Roman','serif';">Teacher reminds students that the final outcome of this unit is to write a guest editorial that identifies a problem caused by others using the footprints we either purposefully or inadvertently create through the use of technology.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Review the essential question to spark a discussion about privacy and how it might feel to have your privacy violated. Provide an example such as the Erin Andrews case, ESPN field reporter who was unknowingly video- taped in her hotel room. The video tape was posted online. Imagine how she must have felt when she found out someone had been watching her and shared her private situations digitally. This would be a good place to insert a video clip about what happened to Erin Andrews.. .erin andrews privacy lawsuit ||
 * media type="custom" key="16564196" ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">25 min || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intentional Whole Group **
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">25 min || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intentional Whole Group **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher continues to model the strategy using the second paragraph-writing on the left margin what the author is saying and on the right margin what the author is doing (use the Charting Verbs List as a guide). [[file:Lesson 5 Teacher support Charting the Text p2.pdf]]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher provides guided practice by eliciting responses from students using the next two paragraphs. Ask students to help you write in the margins-left side what the author is saying and the right what the author is doing. When students share responses about what the author is doing, they should be using **Handout 5A,** “Charting Verbs List” as a guide. **(Teacher Support)** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">25 min || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Small Group/ Individual Instruction **
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">25 min || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Small Group/ Individual Instruction **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Next pairs form a group of 4 to compare their margin notes and discuss what the author is saying (the content: laptop scandal) and how the author chose to convey the message (quotes, statistics, descriptions, etc).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Update Problem/Solution graphic organizer **(Student Handout 1F)** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">5 min || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Whole group comes back together for debrief of strategy and discussion referring back to the essential question: // What happens when your privacy is someone else’s business? //
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">5 min || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Whole group comes back together for debrief of strategy and discussion referring back to the essential question: // What happens when your privacy is someone else’s business? //