CI 402E Class # 7 February 28th

1. CI 402EClass # 7February 28th Bronx Masquerade Advanced Reading Strategies Choosing Books to teach

2. Grace’s Poetry Slam!

3. Teaching the Research EssaySmagorinsky Ch. 8 Any new information in this chapter about teaching writing? How confident do you feel leading students to sources? Think about a lesson that would help students find appropriate sources and evaluate them. Evaluating Internet Sources online interactive lesson P. 177-178: Let’s consider: #s 1, 4 &10

4. Bronx Masquerade by Nikki Grimes Choose one character from Bronx Masquerade and draw a visual representation of them. You can either draw a picture of what you imagine that they look like, or you can draw a symbol or object that is related to them or their journey in the book.

5. Bronx Masquerade by Nikki Grimes Take the two worksheets from Nikki Grimes’s website. For the prediction guide: Choose 3 characters, and complete the guide For the Comprehension Guide: Work with a partner to try to think of one new question for each category of Bloom’s taxonomy. Answer questions # 1 & 2 in the “evaluate” category Now it’s your turn to evaluate. Would you use these two worksheets in your classroom. How might you amend them either in terms of form or content?

6. Reading Strategies Bronx Masquerade by Nikki Grimes

7. A review of the reading strategies we introduced last semester. As we click through each slide, we will discuss and/or apply how it might be used with Bronx Masquerade.

8. DRTA:Directed Reading Thinking Activity • D - DIRECT - Teachers direct and stimulate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other explanatory materials. Then teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?"). Students should be encouraged to justify their responses and activate prior knowledge. • R - READING - Teachers should have students read up to the first pre-selected stopping point in the text. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage. • T - THINKING - At the end of the reading, teachers should have students go back through the text and think about their predictions. Students should verify or modify the accuracy of their predictions by finding supporting statements in the text. The teacher deepens the thinking process by asking questions such as: • What do you think about your predictions now? • What did you find in the text to prove your predictions? • What did you find in the text that caused you to modify your predictions?

9. T.H.I.E.V.E.S. • T– Title • H –Heading • I– introduction • E--Every first sentence in a paragraph • V--Visuals and vocabulary • E--End of chapter questions • S--Summary

10. Anticipation guides Left hand column: statements or leading questions Second column: Students’ opinion before reading text Third column: Evidence from the text about the issue Fourth column (optional- could come up in discussion): how your ideas have changed, been affirmed, been called into question etc.

11. K-W-L

12. Two sided notes

13. Post-it Notes as non-permanent hi-lighters • Text to self: How does this text relate to me? • Text to world: How does this text relate to something I see in the world? • Text to text: How does this text relate to another text that I know of?

14. Web resources to find books: The Happy Nappy Bookseller Color Lines YA article 2011 African American YA Novels (Blog Entry) 28 Days Later Black History Month project Coretta Scott King Award Winners Black Teens Read (Blog) Diversity in YA Lit Project 2011 On the Verge Emerging Voices Award (New this year!-- follow it in your career) Sign up for Amazon Student and get FREE 2 day shipping if you can’t find the titles here.

15. Book Speed Dating Sit in front of a book Take 3 minutes to check it out. During those three minutes, look at the front cover picture, back jacket summary, and read at least one random page of text (could be the first page or something in the middle) When the timer goes off, pass your book to someone else

16. Speed Dating Score Sheet • Ranking System • 1. I think I’m in love Y • 2. Intriguing, let’s spend some more time together & • 3. Maybe K • 4. Not my type D • Book #1 • Title Author • & K D • What makes you feel this way? Book Speed Dating

17. Step 1: Fill out the portion above the dotted line and give to a friend I read _____ books this year. What kind of books do you like: oI like the romantic type oIlike the action type oI like the mysterious type oI like the serious type oI like the funny type oI like the strange type oI like the ___________ type oIlike the ___________ type What's HOT? What's NOT? My favorite book I read this year was: _______________ I liked this book because: Book Blind Dating

18. Step 2: Read your friend’s info and “set them up” with a book. I'm setting up _________________________ with this book (name of friend) Title: _________________________________ Author: _______________________________ I think they’ll be a great match because… (List at least 3 SPECIFIC reasons for your match up) 1. 2. 3. Book Blind Dating

20. Lesson Plan #2 Choose a book with your partner. It must be one of the books from multi-cultural literature annotations. You will probably have to read 2 weeks in advance (So then you can plan) Objectives Assessments Standards Hook/Gateway/Do Now Mini-lesson (should include a specific reading strategy) Closure/wrap-up (may include assessment) A short narrative( ~1-2 paragraphs of where you would start/go with this lesson in the context of a larger unit.

21. Next Week: • Lessons by Melanie and Stephanie • Lessons by Jay and Darragh • Post responses to their lessons AFTER they teach them in the blog section • Post your first multicultural literature annotation before class • Melanie’s up for food