What is/are your approach/approaches to this lesson, please explain your approach? When starting the lesson on nonfiction text features, the approach I wanted to start was with the bottom-up approach. Finding features in a nonfiction book can be confusing for student based on all the information that is in the book. I began with trying to understand how much student know about nonfictions book. Once I received an understanding of how much they knew, I began introducing the features of the text by showing student examples from carious books. Students were able to see the ***** and become familiar with the format of nonfiction books. When students demonstrated knowledge of knowing how to find the text features successfully they were given the …show more content…
The lesson objective was to have student understand the text features in a nonfiction book. The strategy I used for student to meet the objective is comprehension skill. Students were introduced the features of a nonfiction book, and given clarification of why the text features are important when using a nonfiction book. When beginning the lesson, students were asked to identify the theme of the book we were going to be working on. All students were able to explain that we were looking at an ocean book. When starting to introduce the text features to students, we continued to over how we can determine if the information given is fact or opinion. When reading the captions of photos, they reflected on the given information and determine how the information given was fact. The strength of using comprehension skill on the lesson is students were learning about text features, and learning how the features helps them understand the main idea of the book. Teaching the lesson of nonfiction text features by using the strategy comprehension skill, allowed me to informally assess students ability to understand what they have learned when they were working with their partner. Overall, teaching the lesson using comprehension skills as the strategy allowed students to learn the features of nonfiction books when using them
AICE General Paper - Nonfiction Name: Jeffrey Estimon Nonfiction Major Works Data Sheet: Do not include material from a website, which is a form of plagiarism. Title: Night Author: Elie Wiesel. Date of publication: 1956. Genre: Novel, Autobiographical novel, Memoir, Autobiography, Non-fiction novel. Historical Information about the period of publication or setting of the novel: The book took place from 1944 - 1945 in Nazi concentration camps at Auschwitz and Buchenwald towards the end of World War II.
My verbal visual essay is based on the novel The Book of Negroes by Lawrence Hill. The aspect of the novel I decided to focus on is the protagonist, Amniata Diallo.
...ildred sounds like dread which would be fitting since she must be depressed as she attempted suicide in the beginning of the book.
According to Ray Bradbury, four hundred fifty-one degrees is the temperature at which books burn, thus giving the inspiration for his novel’s title, Fahrenheit 451. In it, fireman Guy Montag, a fireman, wrestles with social norms and his own developing beliefs to uncover truth, emotion, and purpose. Through his endeavor, Montag must face robotic animals, ruthless coworkers, and treachery from his own wife, all with a considerably smaller team on his side. As the journey progresses, readers see new sides to Montag, unveil connections between two supporting characters, and must predict the outcomes of further years.
The students and I began lesson 1,“Analyzing the Development of Central Ideas”. I essentially chose this lesson since analyzing central idea within a text might be a big part of the state test. The group and I read the introduction, most students participated in reading. I explained to the group what a central idea and supporting details were. I used an example of books and how each story had a central idea and details that back up its claim. Afterwards, we examined the cartoon, and determined the central idea. I explained to them the chart of determining central idea and details that support the claim. I had students in their own words tell me what a central idea was.
... is trying to catch Holden in the midst of a “fall.” But Mr. Antolini “fall” describes is very different from the one Holden had imagined. Holden desires an idyllic world of childhood innocence; But Mr. Antolini describes that Holden is giving up or disengaging himself from the real world, or that he would fall in a void that removes life around him. In both these cases, we see that Holden envisions himself as the protector rather than the one to be protected. Holden is the one who really needs to be “caught”. But Mr. Antolini thinks that Holden feels disconnected from his environment, and, his assessment is accurate. Holden wants to attempt to be his own saviour, but Mr. Antolini’s imagines Holden’s falling presents in a more accurate image of what awaits Holden on the other side of the “cliff.” This thus reveals the weaknesses of Holden’s romantic outlook.
Many people think that reading more can help them to think and develop before writing something. Others might think that they don’t need to read and or write that it can really help them to brainstorm things a lot quicker and to develop their own ideas immediately (right away). The author’s purpose of Stephen King’s essay, Reading to Write, is to understand the concepts, strategies and understandings of how to always read first and then start something. The importance of this essay is to understand and comprehend our reading and writing skills by brainstorming our ideas and thoughts a lot quicker. In other words, we must always try to read first before we can brainstorm some ideas and to think before we write something. There are many reasons why I chose Stephen King’s essay, Reading to Write, by many ways that reading can help you to comprehend, writing, can help you to evaluate and summarize things after reading a passage, if you read, it can help you to write things better and as you read, it can help you to think and evaluate of what to write about.
Instead of doing this Puentes introduced skimming and graphic organizers. These are two important techniques for students to understand because skimming allows the students to catch the main points of what they are reading in a quick manner, while graphic organizers can help sort the students thoughts out. Leblanc integrated a phonics program by locating words featured in the book. Another strength of both Leblanc and Puentes is that they both have multiple texts that link and expand concepts, they both have a balance of teacher-and student-lead discussions, and both build a whole-class community that emphasizes important concepts. The most impressive instruction from Leblanc is balancing teacher-and student-lead discussions. She does this by bringing in a book to read to the class and emphasizing the sounds of certain words to the students, and then asks the students to think about the animals mentioned in the story and where the animals live. The most impressive instruction from Puentes is her ability to emphasize important concepts. She really drives in the point to the students that reading biographies is important and will help them in the future. She wants the biographies to help motivate the
Danny Torrance (Major) - Jack’s five year old son with a special power called the “Shining”. He is able to see what others cannot, and is able to see the horror of the hotel they are staying in. Danny is also able to feel the rift between his parents, and tries to stop a divorce from happening.
1. Students will read about different authors and choose a book that they want to read about and write a book report on their book of choice. Students will use a variety of descriptive words will be discussed. Students can go to this website to see the different book descriptions or use a library card catalog for choosing their book.
Divergent is set in a futuristic Chicago were everyone is separated into 5 sections of Chicago. Throughout the story the characters take trips to the Ferris Wheel of Navy Prier, the Hancock building, the Willis (formally Sears) Tower, and Millennium Park.
I have decided to write two dystopian fiction extracts, one aimed at adults (Great Leap Forward), and one aimed at teenagers (exitSim). Both of which have the purpose of entertaining the audience, however the adult extract is also designed to provide a political message and to provoke thought, a common feature of adult dystopian fiction. In terms of style models, for teenagers I have used The Hunger Games, The Maze Runner, Divergent, Life as we Knew It, and The Hunger Games: Catching Fire. For adults, I have used 1984, Station Eleven, The Giver, Animal Farm, and Wither. Whilst both my stories are dystopian fiction, they are made clearly different by the fact the target audience is different for each.
I find that some nonfiction texts are overwhelming with information that it is hard to keep up with the key facts about specific topic. I realized that my students end up struggling and needed a high level of prompting. One learning activity I could use to promote student learning would be helping my students synthesize what is at the heart of an informational text by using “text-message” method of brief communication. I would explain to my students that sending a text message is one easy way of communication. We will read the nonfiction story and then “text message” the most important details to our friend. Students will receive a copy of the book in a pocket size view as well as the Text Message Printable. Each student will receive four pages
With all of the textbooks available in the market, often written by famous authors with years of experience, choosing a textbook is a very demanding and thought provoking task. What makes a textbook valuable in the classroom? We must decide which points are important to us as teachers. What method or methods does the textbook use to convey its ideas? How is the language presented? Is it attractive to the audience? Are there additional materials that can be used to supplement our book such as additional listening or video material, web search ideas, interactive whiteboard software and other additional resources that could be used to enhance the class? Along with these criterion we must analyze the differences between textbooks to come up with the optimal choice for our needs. There are many different approaches used to teach the four skills: reading, writing, listening and speaking, the tactic we take as to which one best suits the intended audience will depend on the necessities of the group to be taught, as well as the teacher’s personal preference as to method of teaching. Let’s look at these two textbook chapters and compare the way they look at the four basic skills.
This topic should be one that they feel comfortable talking about and one they consider important. I know that my students will need to be first be exposed to different examples of the nonfiction genre. I will do several read alouds with my students followed by a discussion about the author’s choice in layout of the information and how the author used text features to inform the audience. Students will then have to decide what their purpose of their writing will be. During this stage I will have my students learn about research and how to detect good information. This will allow them to find purpose in looking up information and gathering data for their writing. They can choose their purpose to be to inform, instruct, narrate, persuade, or respond. After selecting their purpose, students need to determine their audience as well as how they will relate the topic to their audience. Students will then decide how they will use text features to inform the reader. They will use the examples from the read alouds or other nonfiction books to determine how they will arrange their text features. Throughout the entire process I want to create an environment that lets my students know that I believe in them and that are capable of reaching the caliber of the authors in the read alouds. My students will feel comfortable sharing about their individualized writing process