ࡱ> bda%` fbjbj 0>̟̟fNvvvvds$mh -"rT PX v$:>C0sLY!^dY!Y! svv,@N Lesson Plan Lesson: Beginning Critical Literacy Book Citation Encounter by Jane Yolen Grade Band 4-6Approximate length of time to teach the lesson 90 minutes, can be split into two parts.Overview of lessonEncounter will help students begin to understand critical literacy through learning about authors purpose or bias. Students will discover the difference that point of view makes on a books overall message, and how they need to be aware of the messages when they are reading any text. Note: This lesson should only take place after lessons on inferring, summarizing, theme, and tracking important details have been completed. Students should be competent in using the above skills in order to successfully complete this lesson.Type of ReadingRead aloud as a class, showing pictures. Learning ObjectivesStudents will be able to identify authors purpose or bias in a text. Students will be able to identify the ways that bias affects a texts message. Washington State Standards AddressedREADING 2.2.3 Understand and analyze story elements. 2. 4Think critically and analyze authors use of language, style, purpose and perspective in informational and literary text. COMMUNICATION 1.1 Uses listening and observation skills and strategies to focus attention and interpret information. Materials required*Encounter, Jane Yolen. *Document camera or large butcher paper with Making Inferences chart, pens *Large t-chart with What we know about Christopher Columbus on top, pens *Student Reflection Journals or paper *Suggested: guided reading books that deal with historical milestones (Civil War, Revolutionary War, World Wars, Civil Rights movement, etc). I found plenty for 4th and 5th grade reading groups! Instructional planPreparation: Read through Encounter and determine appropriate stopping places for questions and inferences. Before Reading: Ask the class to brainstorm everything they know about Christopher Columbus. Place all responses on one side of a large t-chart. Tell the class that todays objective is to understand how to determine an authors purpose or bias, and how that affects what were reading. (Discuss the words bias and message if needed) During Reading: Read Encounter aloud, stopping to talk about the observations and inferences students are making. After Reading: Ask the class again to make a list of everything NEW they learned about Christopher Columbus, and add that to the remaining side of the t-chart. Partner share, then as a class share how (and why) their opinions and views of Columbus have changed due to reading that story. Discuss the authors point of view. Is it likely the author is a good friend who really likes Christopher Columbus and agreed with everything he did? How did you know? (excerpts chosen to share, word choice, tone, etc) Discuss author bias and the fact that texts often express the authors point of view, even texts which we think are non-biased! Re-read Encounter as a class. This time, begin by modeling your thinking about the texts message and authors bias. Then, invite students to participate in identifying the authors use of language and storytelling and how that affects the books message. (Example: sailors treating the Indians like dogs by patting them on the head gave the sailors a negative image) Invite students to come up with alternate ways the author could have presented the same information which would have conveyed a different message. (Example: sailors were friendly with the Indians and would touch their hair to show friendship) Lead a discussion on the importance of understanding an authors purpose, since literature is such an important media in our world. Brainstorm forms of literature which inform us everyday (newspaper, online articles, posters, etc) and discuss how authors bias affects them. Partner work. Hand out either short excerpts from books pre-determined and photocopied, or have students use the chapter books theyre reading, to make inferences about the authors perspective, purpose or bias and the overall message of the text. Working together, students should record findings in their reading journals and be ready to share findings with the class. (Note: I had planned ahead and my students were in small guided reading groups with books that dealt with huge historical issues ranging from the civil war to the apartheid in Africa. This enabled them to apply the strategy of determining authors purpose directly to a book they were already involved in. Plus, they could get together with students working on a similar book and compare their findings with one another.) Discuss students observations as a class. Collect reading journals for assessment. AssessmentTeacher will listen to students answers, looking for correct (plausible) identifications of an authors bias or purpose in a text. Teacher will look at student responses (both verbal and written) for correct explanations of how authors bias can affect a texts overall message.ExtensionsStudents explore authors purpose or bias in classroom books. Students research and write two short reports on a historical event, both with accurate information but different points of view. For older students who are studying the U.S. judicial system: create a mock trial for Christopher Columbus to determine if he should be remembered as a hero or cruel entrepreneur. 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Students will discover the difference that point of /700+.0+50,,1/-10-20-7.-@+0620+-?5-/0-1-+526./2-20/2+5/+100+0.2 "Mview makes on a books overall message, and how they need to be aware of the -1@G/12,00.7001,0-2-/G2,-/12/055/?+5200225+072.@.,20/+52@BComic Sans MS-- 2 3"messages when G2--/12-?52052 3they are reading any text. +52/.,2-2/500/0/+26+-R2 3U /Note: This lesson should only take place after B,'-81(-)(,+(0,+1,++'*.-,*+-**(-)2 " lessons on e-)(,,(,+2  inferring, e++-))+,y2 KIsummarizing, theme, and tracking important details have been completed. t(,AA*),+,'1.A-++1')*+-+,@,,)'++'2-(*(1+(-1.-++-@,-(-12  "VStudents should be competent in using the above skills in order to successfully comple:'+1.+'((0,+12-+,A-.'.+'+,(,,'1-+1,)-(.(+,)1-)',(+++-)(*+++,@,-2  9te this (-'0(--2 "lesson. -)(,+- 2 # 9- @ !L-- @ !L-- @ !L-- @ !L-- @ !L-- @ ![P-- @ ![P-- @ ![P--2  ,Type of D457532 ,Reading ?73;45 2  =-2   Read aloud?73;354;- @ ! * - :2   as a class, showing pictures. 31333111:4E4553/4171 2   <- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -2 8 , Learning 77314452 , ObjectivesP;(73/171 2 - =-2 8 1.-@"Arial- 2 8  P->2 8 N"Students will be able to identify E/4;74/1E;73;7/5;74/34@2 8 R #authors purpose or bias in a text.34/:411441551641;3143/6;/ 2 8 s E'-2 2.=- 2  @-t2 NFStudents will be able to identify the ways that bias affects a texts E/4;74/1E;73;7/5;74/34/:7E341.:3/;3133373/13/7;/1'2 O N message. N711357 2 O ) <'- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -- @ ! -2 ,Washingti31:45/2 on 542 j ,State E/3/72 , Standards E/34;31;12 , Addressed J;:07116; 2 % <2 "READINGt?>JH7PD 2  D2 j "2.2.3 ===2 j ) Understand J4;611/34;22 j iand analyze story elements34;3434671/51477M74/1 2 j V . 2 j o  ER2 "/2. 4Think critically and analyze authors use o==D:4721/33435;34346734/:5113165(2 g f language, style, 334543571/472  purpose and 541551634;R2 "/perspective in informational and literary text.5711573/1744341M3/54334;/71314/6;/ 2   E 2  E2 " COMMUNICATION<PXXJP7<JD7OP 2  D2 #"1.1 --72 #Uses listening and observatio J1711/744534;5;16113/5R2 # /n skills and strategies to focus attention and 407134;1/13/7561/5253412//74/5434;,2 "interpret information.4/71517/4250N3/53 2 ' E 2 9" =- @ !m -- @ !m -- @ !m -- @ !m -- @ !m -- @ !q -- @ !q -- @ !q -2 , Materials X3/71312 T,required174416; 2 T < 2 "*5-2 WEncounte>43544/7- @ ! W- 2 r, Jane Yolen.1C347?574 2 | Ez2 T"J*Document camera or large butcher paper with Making Inferences chart, pens5H534N74/33N713403157;4/3:7153570E/:X374574360743713:31/5741 2 Tj E2 "*Large t573157/ 2 -*a2 9chart with What we know about Christopher Columbus on t3:21/E/9'i:3/E7744E3;54/<:11/55:60<54N;40'54/2 op, pens555741 2 H EC2 k"%*Student Reflection Journals or paper5E/4;74/?7373/54C5314314153571 2 k'  D@BComic Sans MS- - 2 "*5- }2 WLSuggested: guided reading books that deal with historical milestones (Civil E45571/7;54;7;073;45;5561/:3/;72E/::1/4133N70/5471%<1z2 "JWar, Revolutionary War, World Wars, Civil Rights movement, etc). 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