4. Explain the author’s main contentions and briefly discuss them using concrete evidence from the book. This may be in short quotes or in paraphrasing points. You may use outside reviews and commentaries to reinforce your interpretation. 5.
Determine the meaning of words and phrases as they are used in an informational text. Infer figurative, connotative, and technical meanings of words and phrases as they are used in an informational text. Describe how an author of an informational text uses a key term and refines the meaning over the course of the text. Analyze the ways in which the traditions, themes, and issues of historical eras influenced writers. Analyze point of view and voice.
From the chapter titles, can you guess what the book will be about? In your group, discuss the possible content of the book, and agree the most likely theory before presenting your ideas to the rest of the class. b) Do you think the words used in each title create a specific atmosphere for the content of the book? c) Find the semantic field which the chapter titles fall into. d) What expectations does this raise?
-Together, we will decode and define unfamiliar words and paraphrase difficult sentences. -I will have students work in small groups to discuss questions and answers they have concerning their book. -I will have students identify and use various reading comprehension strategies. LEARNING OBJECTIVE AND TARGET: What teachers will prepare in a lesson and what students will know or be able to do as a result of the lesson. Learning objectives and targets are clear, specific and measurable and aligned to state standards.
You might need to go to the library or interview people who are experts on your topic. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and you topic. The following criteria are essential to produce an effective argument Be well informed about your topic.
If you are reading for a class assignment retention is a necessity. It will help you in your class seminars, discussion boards, projects and exams. III. Formulate a plan A. If you only need basic understanding of what you have read you can: 1) Skim the reading material 2) Highlight the points you think are important 3) Take notes B.
Character & Setting: The author’s description, was it true to the character? Credibility, did you believe in this person enough to be intrigued? What made you believe or not? What they said, the dialogue, did it ring true to the author’s description of them? Give an example.
historical narrative, policies, logical explanation that appeals to common sense, shared knowledge, beliefs and values between the reader and the writer) Discussion Questions: 1. Identify which type of evidence is used in the sample paragraphs (adapted from Ellet, 2007, p.109). by filling in the blanks with one of the following choices: “quantitative”, “qualitative”, and “mixed” 2. Which type of evidence above have you used in your writing more? Which type do you think is preferred in case-analysis essays?
Below are the five steps of SQ3R study strategy: Survey: Before reading the chapter, review everything in the chapter, such as the title, headings, subheadings, and charts. Students must make note of the main ideas that are presented to recall prior knowledge that they might have about the topic and have what they will read easy to access. Question: Students must question while surveying the chapter. Students turn each heading into a question before reading. Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading.
6. How does the author handle characterization? Justify a. By description b. Conservation of the characters?