10/26/09 - 11/9/09

Author and Reader Purpose

What is the text about? What is the purpose? Who is the audience? What is your purpose? Will this text help you? (3.1.1; 2.3.2)

Strategies: Predict; Reading Rate;

Involvement: highlight and question;

Visualize: sketch; Clarify: ideas/vocabulary;

Connect: self, class, world;

Question;

Evaluate

http://whatelse.pbworks.com/MOTT-Directions

http://whatelse.pbworks.com/Reading-Strategies

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Focus:

Lange summary:

3 most important events

why important

how connected to whole text (theme/message/lesson)

Theme Statement: What lesson can be learned from the life of Dorothea Lange?

Theme: a unifying idea that is a recurrent element in literary or artistic work

What is the overall theme (message/main idea/lesson) learned from the article with support from the text?

Answer these questions with facts from the story.

1. How is photography related to reading and writing? Review

2. How did photography drive the life of Dorothea Lange?

3. Evaluate Dorothea Lange’s decision to become a photographer.

4. How would Dorothea Lange be an inspiration to someone else?

Share responses to questions. Write: what evidence from the text was provided?

Check your responses for RAQS

Did you:

R: restate the question?

A: answer the question?

Q: quote directly from the text to support your answer? (how many did the question ask for?)

S: Summarize your quote/answer connection to the question?

Mon 10/26

√ Friday work

MOTT Reading and drafting

MOTT papers due 11/3

Lange Question 4 --

Tues, Wed, Thurs, Fri, Mon (no school) Tues

10/27, 28, 29, 30; 11/2, 11/3 11/4 11/5

See our Eracism Project for Reading and Writing Lessons

Debate: Do differences make us stronger?

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Lessons here. Debate: 11/3 and 11/5

Debate: prewriting, discussing, revising, practice

Research: notes, highlighting, connections, organization, debate format

MOTT Work (research and write)

RIT goals

Organize for conferences: I used to, but now I....

Best work/Need to improve

11/9 Mon

About Plot Structure: READ, page 28-29; 30-31

Plot Pyramid

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EALR 1: The student understands and uses different skills and strategies to read.

1.4.3 Apply different reading rates to match text.

EALR 2: The student understands the meaning of what is read

2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. W

Component 2.2 Understand and apply knowledge of text components to comprehend text.

2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. W

Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Component 3.2 Read to perform a task.

EALR 4: The student sets goals and evaluates progress to improve reading.