Analyze theme. Use strategies to comprehend first-person historical documents. Evaluate the effectiveness of a text in relation to its purpose. Identify and interpret the use of figurative language. Analyze and evaluate the use of mood.
| | | TERMINAL COURSE OBJECTIVES | SELF-ASSESSMENT | ACTION STEPS | 4. Given selected readings, use context clues to analyze and define difficult words according to affixes, synonyms, antonyms, and roots, and produce a list of definitions for the words | | | 5. Given an article, essay, or reading selection from a textbook, apply active reading strategies such as predicting, visualizing, and questioning to establish meaning and identify the main ideas of the selection. | | |
4) How would you describe the structure of the commentary, for example, how is it broken up into paragraphs and how do the paragraphs build on each other? 5) How do we use quotes and for what purpose(s)? 6) What direct sentence stems can you pull and why? 7) How do we analyze style? What’s analyzed?
Unit 6 Note Taking Project: Outline Method Jennifer D. Martin Kaplan University Academic Strategies for the Psychology Professional Taking Notes Using the Outline Method SQ3R and PRR Reading Techniques I. Introduction A. This document is about how to read and understand different types of texts. B. Students should be able to, 1) determine the purpose of the reading and 2) formulate a plan and chose a reading technique.
sm with this Storyboard! Print Activity Grade Level: 6-8 Difficulty Level: 5 (Advanced / Mastery) Type of Assignment: Individual, Partner, or Group Type of Activity: Key Themes, Motifs, and Symbols Common Core Standards: [ELA-Literacy/RL/7/2] Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text [ELA-Literacy/RL/7/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama [ELA-Literacy/RL/7/10] By the end of the year, read and
R.I. 7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. W.7.1: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.7.7: Conduct short research projects to answer a question drawing on several sources and generating additional related, focused questions for further research and investigation. Focus Standards . (Secondary) SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, issues, building on others’ ideas and expressing their own clearly.
This essay will discuss the definition of narrative literature and provide both advantages and disadvantages of the use of narrative text in a secondary classroom. There will also be an explanation of five different practices that can be used in the secondary classroom that connects narrative literature with expository text, along with, a sample graphic organizer for use with narrative text. Narrative literature can be defined as any account of connected events, experiences, or the like presented to a reader or listener in a sequence of spoken words, whether true or fictitious. In most situations, narrative literature follows a model to help with telling the story. There is usually an introduction which introduces the characters, setting, and time of the story.
6. Decide your pattern of Arrangement: (see course textbook for information and examples) e. Problem-solution f. Problem-cause-solution g. Monroe’s Motivated Sequence (steps 1-5) h. Comparative advantage i. Refutation pattern 7. Indicate/cite your researched references during the speech
During the class on reading and the brain we discussed what reading was and the five areas of reading. The brain is not naturally able to read; we must train and practice it to be able to derived meaning from text. Based on this statement alone I can now see how reading and literacy are similar. During the class on comprehension and reading and writing the notes and videos really helped me tie both literacy and reading together. When we watch the videos the teachers were thinking out loud and discussing the little voice in her head that tells her things while she is reading, like “oh I have no idea what I just read” or “hum I wonder who this person is?” or “wow that’s neat!”.