2. Assessments 3:

Common Assessments on what students should know and do in this unit:

Short Description:
What is the text mostly about? (main idea author's purpose)
Long Description:
 The student will analyze the author's purpose (e.g. to persuade, inform, entertain, or explain) and perspective in a variety of texts and understand how they affect meaning
Differentiation:
 Plan for the accommodations needed in order to meet the interests, learning styles, and abilities of all students.
Resources and Materials:
  Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.), graphic organizers, trade books
Time (in days):
0
Attached Documents:
Compare Contrast Summary

Descriptive Organizer

Frayer Diagrams

Inductive Reasoning

KWL Outlines

Summarization Rubric

Ticket Out The Door

Word Map Outline

Rubric(s):

View As PDF
Know - Understand - Do Organizer

Assessments:

1.  What is the text mostly about? (Main idea-inferred) 2. What is the text mostly about? (main idea - stated) 3. What is the text mostly about? (main idea author's purpose)

Culminating Activity:

1.  RAFT writing
Student Learning Map
Vocabulary Report

Launch Activity:

1.  Introducing the concept of identifying the main idea, author's purpose and inference.

Acquisition Lesson:

1.  How does the reader use details to look for patterns and determine the main idea o essential message?2. How does classifying help the reader organize information to show understanding?  3. What key points (main idea) should be included to effectively write a summary? 4. How do readers identify word relationships in context (clues) to determine the meaning of new words?  5. How does the strategy of predicting help the reader understand unfamiliar words?   6. How can you use the strategy of comparing and contrasting connotation and denotation to help in understanding new words?  7. How does a reader use text evidence to determine the author's purpose?   8. How does an author's technique contribute to the overall meaning? (abstracting)9. How do readers use inferring to determining the main idea of text? 10. How does background knowledge help the reader to deduce and confirm complex predictions?   11. How does knowing elements of plot structure within a variety of texts help with comprehension? 12. How do readers use predicting to comprehend text?   13. How do readers analyze the author's perspective to  identify and classify various themes across a variety of works? 14. How do readers determine the meaning of words with multiple meanings? 15. How do readers identify word/phrase relationships to make meaning of text?  16. How do readers identify cause and effect relationships? 17.  How do readers analyze the characteristics of various genre to make meaning? (analyzing perspectives)
Differentiating the Unit
Unit Calendar
Resources