Getting Started

1. Getting Started • Syllabus? Notebook? • Open your English class notebook and divide the pages in half. The front half will used for daily warm-ups and the second half will be used for notes and writing activities. • Always write the date of your entry, title it, and write as neatly as possible. • You do not need to copy the questions, but you ALWAYS need to respond in complete sentences.

2. Opening Activity • Complete the following sentence with an adjective of your choice: I would describe myself as a _____________ reader.Explain your response. • What kinds of things interfere with your ability to read? (Distractions, lack of time, lack of knowledge, lack of interest, none of the above – this isn’t a problem for me.)

3. Textbook Checkout! • Today you will pick up your band new English textbook. • Keep it at home in a safe place. • From time to time, you will need to reference it. • Do not lose this book! If you do, you owe Lawndale $100! And you cannot graduate unless you pay your fees.

4. Your freshman year… • …you focused on becoming an ACTIVE reader. • Who can tell me what being an ACTIVE reader means? • As a quick review, what reading strategies do active readers use? • Active readers predict, evaluate, clarify, question, visualize and connect.

5. ActiveReadingStrategies Making the Invisible Visible

6. Questions: What will happen next? How will it end? Does the author give clues? (foreshadow) Sentence starters: I predict that . . . because . . . In the next chapter or section . . . Predict

7. Questions: What do the characters look like? Sound like? Where does the story take place? (setting) Can I see the events playing out? Can I see details? Sentence starters: When I try to imagine . . . I see . . . Visualize

8. Questions: What do I already know? (prior knowledge) How are my experiences similar to the experiences described in the text? Does anything in the text remind me of other stories I have read? Movies I have seen? Ideas I have heard about? Sentence starters: When . . . it reminds me of . . . because . . . I learned about . . . in . . . Connect

9. Questions: Who? What? Where? When? Why? How? Sentence starters: I wonder why . . .? I wonder what it means when . . .? Why does/doesn’t the character . . . ? How is concept/idea related to . . .? Question

10. Questions: Have I discovered answers to my questions? Do I understand something that I did not understand previously? Do I need to reread? Do I need to access outside sources and do some research? Sentence starters: This is what I think is really going on here . . . What this really means is . . . I now know why . . . I researched . . . and it helps me understand . . . Clarify

11. Questions: Do I have any opinions? What is important? Why is it important? What is the “big picture”? Sentence starters: In my opinion . . . I think . . . I felt . . . when . . . . . . is important because . . . Evaluate

12. Strategy Practice • Each table is a separate station. • One image will be at each station. • Rotate between the stations and write 3 active reading strategy sentences for each image you see. • Your paper should read like this: • Station #1: House in Tree • This reminds me of… • I see a… • I wonder what… Let’s practice together!

13. Active Reading Practice • Actively look at the image. • Use the sentence starters to write 3 sentences about this image. • In 2 minutes, I will randomly call on 3 students to share one of his/her sentences with the class. • Make sure to use all of the reading strategies!

14. Station Practice You have 15 minutes to visit all 7 stations and respond to each image.

15. Homework • ACTIVELY read the article. • On a separate sheet of paper, write 2 sentence responses per reading strategy. • Ex: 2 prediction sentences, 2 evaluation sentences, 2 clarification sentences, etc. • Bring the article and responses to our next class session and be prepared to share out. • A look ahead…start thinking about a novel you’ve been wanting to read :)

16. Annotation • Actively read and annotate the article “How to Mark a Book” by Mortimer J. Adler. • Call upon your annotation skills from last year and use the active reading strategies you possess to mark the heck out of this text. • After the text is read and properly marked, create a PAPA Square in response to what you took away from the reading. • Who remembers how to complete a PAPA Square?

17. Post-ReadingPAPA Square • After you read and annotate “How to Mark a Book”, create a PAPA Square response: • Purpose (The purpose of this article is to inform the reader…) • Argument (The author argues that…) • Persona (3 tone words - attitude of the speaker toward the subject) • Audience (Who is the target audience for this article?) • Rhetorical Methods and Strategies (at least 2-3 per appeal - Ethos (Credibility), Pathos (Emotional), Logos (Logical))

18. Rhetorical Methods & Strategies • Look over your annotations and indicate the places you notice ethos, pathos and logos. • Those are the rhetorical methods and strategies the author uses to persuade the reader! • Place those found methods in the center PAPA Square box.

19. What is my job? • Read for 30 minutes each day (including Friday) • Complete a Reading Log entry for each reading session • Demonstrate use of at least 3 strategies per reading session (vary strategies) • Include date, title of book, pages read, amount of time for session, responses, parent signature • Get parent/guardian signature every day! • I will stamp your Reading Log at the start of every period.

20. Opening Activity Take out your Reading Log! • Did you read last night? Where and when did you read? If not, why? • Which 3 strategies did you include in your Reading Log entry?

21. Reading Log Practice • Be active as you read your novel. • In your notes section, write down 6 possible reading log entries (1 per strategy). • Be prepared to share your top 3 entries with your table and the class.