Group Size: Any

Time Required: 60 - 90 minutes

Learning Objectives: Students will be able to...

Code a non-fiction text about the Holocaust
Select their first literature circle novels for the unit

Materials:

Student Worksheet #2 (attached)
Print-outs of encyclopedia article
Overhead transparency of encyclopedia article
Post-it notes (so that students can code their novels)

Do Now: (S will complete today's Do Now, which is a KWL chart about the Holocaust and World War II.  After allowing students five minutes of independent time to complete the K and W columns, T should recreate this chart on the board and ask students to share out the K and W columns.)

Connection: Today we'll continue brushing up on our background knowledge about World War II and the Holocaust and reviewing how we code the text, as you'll be expected to code every book you read and share what you've coded at your literature circle meetings.

Direct Instruction / Guided Practice: (T should distribute articles at this time.)  

Who can remind me how we preview the text? (Target: Read the title and subtitle. Look for bold, italicized or underlined words. Check out pictures and captions.)

Go ahead and work with your elbow parter to preview today's text.  Please be ready to share your observations with me in two minutes.  

(T will allow time.  When S share out, they should notice the following features and qualities:

Title
Photos and captions
Map
Many bold-faced words that may be hyperlinks since the document was originally intended for reading on the computer

T should follow S comments using the overhead version of the article)

Would anyone like to pose a before-reading question to frame our reading? (Take a reasonable suggestion and record it on the transparency.  Remember to write a "Q," circle it, and jot the question alongside it.) Remember, if I'm writing it on the overhead transparency, you should also be writing it at your seat.

Now let's go ahead and begin reading. (T will read first two paragraphs aloud.) Now let's stop to think about our thinking. Did anyone notice anything that they felt to be important? Did anyone make any connections or ask any further questions? (Take S responses and record relevant comments on the overhead transparency.)

Now please read the next four paragraphs with your table partner and code the text as you read.

(T will allow time, then facilitate share-out.)

Please finish reading the rest of the article independently. Be ready to share your thinking in five minutes.

(T will allow time, then facilitate share-out.)

Link: Just like yesterday, you should continue practicing coding your novels at your seats while we work on forming literature circles and selecting literature circle novels for our unit. Please read silently in your seats and code the text with post-it notes unless you are signaled to join us in the library. (If the classroom does not have a library, you will wish to designate an alternate meeting place for literature circle groups.)

Independent Practice: (S read silently and code the text. T works with students to form literature circle groups for this unit.  By the conclusion of class today, all students should have selected their literature circle novels, set dates for meetings, decided upon roles, and assigned pages through next week.)

Share:  Our reading time is up for today.  Please take a couple of minutes to share your thinking and your coding with your table partner or your literature circle group.  

(T will allow time.)

Let's also come together to reconsider what we have learned today about World War II and the Holocaust.  Most of us spent the independent practice time reading our literature circle novels, all of which have to do with this time period.  We also read an article on the Holocaust from the United States Holocaust Memorial Museum.  Both of these texts should have given us new information about this time period.  Who would like to add to our chart?

(T will solicit S responses.  T will record responses in the "L" column of the KWL chart and ask students to record notes in their Do Nows as well.) 

Closing: I hope you found today's review of coding to be helpful! Remember, coding the text is a great way to ensure that you are being a thoughtful, metacognitive reader. Plus, by jotting down your thoughts as you read, you're preparing to share your brilliant ideas with your literature circle groups!

It's time for million dollar question!

1. What was the Holocaust? (Take reasonable responses.)

2. How did World War II begin? (Take reasonable responses. May mention Nazi-German prejudice, may mention lebensraum, may mention invasion of Poland, etc.)

3. (Note to the Instructor: Insert your own question here based upon objectives your students mastered up until this point in the year.)

4. What was World War II? Answer this question in a way that an eight-year-old could understand. (Accept reasonable responses.)

Differentiation: Novels are differentiated by reading level and by choice. Gradual release during Direct Instruction/Guided practice. Active reading strategy: coding the text. 

 

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