Intermediate+ELD+6-20-11

//Copy the following in your planner/notebook for June 20, 2011//
 * previous /next

**Learning Objectives**
Students will : = Homework: = = Homework Due Today: = =Today's Agenda: =
 * learn new vocabulary.
 * learn to read persuasive nonfiction.
 * learn about synthesis.
 * Finish "Try an Experiment" 1-4 page 493
 * none

0. Students enter the room and copy learning objectives and homework in their planners/notebooks. After they copy, review learning objectives and homework before beginning the lesson. Go back/review the learning objectives during the lesson. Each activity that students complete in their notebooks has a title in red. This red title will be copied at the top of the page in their notebook. Also, this red title will be copied in the Table of Contents. The Table of Contents has 4 sections: Reading, Writing, Speaking, and Participation. Students will add each activity to the correct section of the Table of Contents.

1. Teacher and course introductions/ setting class expectations.
 * You can also take this time to pass out notebooks (morning class only), Tables of Contents, and check out books with Cheryl George.

2. Participation section: 6/20/11 Review the Essential Question p. 486
 * Work with students to read/explain the essential question: How Do the Media Shape the Way People Think?
 * Work with students to help them discern the meaning of the two quotations at the bottom of the page.
 * Have students brainstorm to create a bubble map in their notebooks:
 * In the center of the bubble map, students write "Ads get people to..."
 * Around the center, add things that advertisements get people to do (i.e., buy shampoo, buy fast food, watch a movie, buy cheap car insurance, etc.).
 * Students pair-share their responses and add to their bubble maps.
 * Students share with the class.
 * Then, get students to link this activity back to the essential question:
 * "How does this activity help us understand how the media shape the way we think?"
 * Students write their answer: "This activity shows..."
 * Then, have students complete these sentences in their notebooks and pair-share their responses. Then have a few students share their responses with the class:

3. Speaking section: 6/20/11 Analyze and Debate p. 488


 * Review the entire page with students.
 * Have students complete in the "Analyze and Debate" section of the page by:
 * responding to each question in writing.
 * pair-sharing their responses with each other.
 * Then, lead students through a brief class discussion debating viewpoints. Remind students that it is okay that we don't all have the same answer to these questions. It is okay to disagree as long as you have well-thought-out reasons for disagreeing.

4. Reading section: 6/20/11 How to Read Nonfiction p. 490-492
 * Students set up this page as Cornell Notes. Review Cornell Note layout with students.
 * Have student volunteers read demo texts 1 and 2.
 * Lead students through page 491, which illustrates how to read nonfiction and synthesize.
 * After reading the "Your job as a reader" section, have students pair share and explain to each other: What is the job of the reader? Have a few students share out their understanding of the job of the reader.
 * Have students take Cornell Notes on page 492. Tell them there is a lot of information on this page, information that we will use this entire unit. These are important ideas for reading nonfiction text. Tell students you want terms on the left side of their notes and explanations/definitions on the right. All items in bold/highlighted are they key terms.
 * Ask students what the key information from this page is. Challenge students to explain each concept to you/each other in their own words.
 * Review what it means to synthesize.

5. Reading section: 6/20/11 Try an Experiment p. 493
 * Students read through demo text 3 and respond to questions 1-4.
 * Finish as HW.