EXPLANATION



Handbook for Teaching Reading in EnglishVocabulary ComprehensionInterpretationStudy SkillsFayzah Yahya10 December 2013KEYTOPICVocabulary-Blue paperComprehension-Green paperInterpretation-Yellow paperStudy Skills-White paperTYPE OF IDEALesson-Activity-Project-Game-Bulletin Board-PowerPoint/Prezi- CONTENT AREA: EnglishGRADE(S): 9-12SKILLS: Figurative LanguageTYPE: ActivityFIGURATIVE LANGUAGEPURPOSE: To teach students about figurative language. TEACHER INTRODUCTION:Show posters containing the following:DefinitionsNewspaper and Magazine AdsSports Page HeadlinesCartoons Illustrating Figurative LanguageExpressions in a literal mannerAsk the following questions for each poster:What literal meanings do you see here?What figurative expressions do you see here?Interpret each figurative expression and tell what it really means. Why would the figurative expression make no sense if you took it literally?What other similar figurative expressions can you think of?GROUP PRACTICE:Divide class into small groups. Have each group analyze the following:An old sayingAn example of teenage speechAn example from literature(In each analysis students should look for a literal and figurative meaning and explain each.)Each group will then share its discoveries with the class. INDIVIDUAL PRACTICE:Have students doAn exercise on the literal and the figurativeAn analysis of a poem for figurative expressionsCONTENT AREA: EnglishGRADE(S): 6-12SKILLS: VocabularyTYPE: LessonDESIGNING A VOCABULARY LESSONPURPOSE: To teach students a vocabulary skill.Sample Vocabulary Skills are:PrefixesSuffixesRootsAnalogiesSynonymsAntonymsFigurative languageIdiomsContext cluesOUTLINE FOR TEACHING A VOCABULARY SKILL LESSONTEACHER INTRODUCTIONThe purpose of the teacher introduction is to thoroughly teach a selected vocabulary skill.The teacher begins by choosing a single vocabulary skill. (In case of prefixes, suffixes and roots, these skills can be taught alone or together.)The teacher then begins the teacher introduction by presenting 8-10 graphic, pictorial examples of the skill being taught. At this point, the teacher uses general vocabulary. (pictorial examples can come from ads, pictures transparencies. Etc.)After using general vocabulary examples, the teacher then presents 6-8 content area examples of the skill being taught, using pictures, handouts, transparencies. GROUP PRACTICEStudents work as a whole class or in small groups to practice the vocabulary skill that was taught in the teacher introduction (students are to help each other grasp the vocabulary skill.)Group practice should deal with content area examples of the skill being taught.Group practice should be fun. Use news articlesadscartoonsgameINDIVDUAL PRACTICEStudents work independently on an activity designed to show that they have learned the vocabulary skill being taught. Sample independent activities might includeExercise (with student appeal)PuzzleIndividual gameActivity (such as a scrapbook)CONTENT AREA: EnglishGRADE(S): 9-12SKILLS: Ownership of VocabularyTYPE: ProjectRAP OR CHEER? THAT IS THE QUESTION!PURPOSE: To help students achieve ownership of vocabulary and content area concepts. Decide if you want to create a RAP or a CHEER.Decide on a topic. The topic can be A CONCEPTMetaphor SimileElements of a short storySymbolismRising actionFalling actionClimaxResolutionNounAdjectiveVerbAdverbCharacter SettingPlotProtagonistWord orderStorytellingInferenceJudgments A PERSONHuck FinnShakespeareRomeo and JulietHamletJohn SteinbeckMaya AngelouOthelloETC.The rap or cheer must have at least 12 linesThe rap or cheer must have a rap rhythm or cheer rhythm The rap or cheer must rhymeThe rap or cheer must use 5-6 words related to your concept or person. You may even use more than 5-6 words if you wish (ex. for storytelling—use Plot, Character, Rising action, Falling Action, Resolution)The rap or cheer must have some substance to it and present some solid information about your topic or person. It can be fun-but must not be silly.Each person in your group must participate in your presentation of the rap or cheer to the entire class once you small group has finished. CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Ownership of VocabularyTYPE: GameSTORY TIME!PURPOSE: To help students achieve ownership of vocabulary in a content area. Have students write a story using words that have already been taught.Be sure that students observe these rules:You may not use all words in one, big, long, sentence.Your story must have a beginning, middle and an end.Your story must have conflict.Your story must be on type:AdventureGhost storyScience fictionRomanceFairy taleEtc.Your story must be a Pulitzer Prize Winner!!Now it’s your turn…Write a story observing all the principles states above. Use the words in the content areas listed below.Group 1Group 2Group 3Group 4MagnificentPeculiarPoemRhythmRhymeRepetitionUniquePremiseProtrudedDifferentiateDeliberationSubmissiveLexiconAblutionsFeignTraverseMortalitySubsistDispatchLoathsomeCopiousPacifyImprovidentWinceExquisiteAfflictionIndicationContagionCONTENT AREA: EnglishGRADE(S): 9-12SKILLS: Context CluesTYPE: ActivityCONTEXT-CLUESPURPOSE: Students will be able to define vocabulary based on context clues. Give each student a transcript of a speech related to content area.Have students listen to recording of speech while following the transcript.As students listen, have them highlight or underline all unknown words.Have students work in groups, and use context clues to figure out highlighted words.Have students share meanings of words and how they figured it out.Use related speeches to content areaMLK speechJFK inaugural speechRadio transcriptNo 1: Winston ChurchillWe shall fight on the beachesThis is the edited text of the speech delivered to House of Commons on June 4 1940.No 2: John F KennedyAsk not what your country can do for youThis speech was delivered by Kennedy at his presidential inauguration on January 20 1961.No 3: Nelson MandelaAn ideal for which I am prepared to die This is the full text of Mandela's statement from the dock at the opening of his trial on charges of sabotage, supreme court of South Africa, Pretoria, April 20 1964.No 4: Harold MacmillanNo going backDouglas Hurd: In South Africa, Macmillan delivered one of the defining statements of British policy in the 20th century.No 5: Franklin D RooseveltThe only thing we have to fear is fear itselfThis speech was delivered by Roosevelt at his inauguration in Washington on March 4 1933.No 6: Nikita KhrushchevThe cult of the individualThis is an edited version of a speech delivered by Khrushchev to the 20th congress of the Communist party of the USSR in Moscow on February 25 1956.No 7: Emmeline PankhurstFreedom or deathThis is an edited version of a speech delivered by Pankhurst in Hartford, Connecticut on November 13 1913.No 8: Martin Luther KingI have a dreamThis speech was delivered by King on August 28 1963 at the Lincoln Memorial, Washington.No 9: Charles de GaulleThe flame of French resistanceThese speeches were delivered by Charles de Gaulle and broadcast by the BBC in 1940.No 10: Margaret ThatcherThe lady's not for turningThis speech was delivered to the Conservative party conference in Brighton on October 10 1980.No 11: Jawaharlal NehruA Tryst with DestinyThis speech was delivered by Nehru to the Constituent Assembly of India in New Delhi on August 14 1947.No 12: Virginia WoolfShakespeare's sisterVersions of this speech were delivered by Woolf at Girton and Newnham colleges, University of Cambridge, on October 20 & 26 1928.No 13: Aneurin BevanWeapons for squalid and trivial endsThis is an edited version of a speech delivered by Bevan to the House of Commons on December 5 1956.No 14: Earl SpencerThe most hunted person of the modern ageThis speech was delivered at the funeral of Diana, Princess of Wales, at Westminster Abbey on September 6 1997.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: General VocabularyTYPE: Project/Bulletin BoardVC (Vocabulary Club)PURPOSE: To encourage students to explore vocabulary words outside of class.Ask students who would want to join a vocabulary club for EXTRA CREDIT.If you join, you must bring in a word related to our subject area every Friday.Words criteria:Word must be from subject area.Words must be found in a source outside of school.InternetTelevision BillboardFamily conversationMust be an English word.Once word is brought in, each student will get a construction paper. On the construction paper:WordOwn definitionSentences with clues to meaningEx. I’m a delegate to the Democratic convention.Ex. I represent the people on the east side of Detroit. Where they found that word.Once students are finished presenting their words, posters will be placed on a bulletin board.Students have a big event after a whole month. Teacher will announce when the big event is coming.Big event: Students will present their words as a TV show to the rest of the class and give prizes.Club members will be taken out on a field trip and are given a membership card or buttons. (VC)36239453238518669032385CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Analyze vocabularyTYPE: PowerPoint/Prezi ANALYZING VOCABULARY4547235146685PURPOSE: To teach students how to analyze vocabulary.Give the students the target word to copy down and have them repeat after you while they are writing.Give the students the target word to copy down and have them repeat after you while they are writing.Tell students the part of speech of the word.450913598425Reveal the definition. At this time the students will begin taking notes. Try to use definitions that are simple.While students are copying the definition, read examples to them. I usually don't have them copy the example sentences because it takes too long.When they are finished copying the definition, read the examples to them a second time using the?Oral Cloze?technique. Leave out the target word for students to fill in.4528185139065Slide 2:This is the critical step. Have students answer relevant questions using the target word instead of coming up with random sentences. This is effective because of instead of simply accessing the application?level of?Bloom's Taxonomy, they're doing more?analyzing?and?evaluating, higher level thinking.?After students have generated responses to at least the first question, conduct a pair-share, so that students can practice verbally using the target word correctly.4547235113030When almost everybody is finished, chime in and pose the question to the class.The whole process can take some time when you first begin, but after students are used to the procedure, it becomes much quicker. Using this strategy, vocabulary has become engaging and empowering for my kids.CONTENT AREA: EnglishGRADE(S):6-12SKILLS: Guided reading lessonTYPE: Lesson PLANNING A GUIDED READING LESSONPURPOSE: To plan a lesson that will guide students through their reading assignment.Do a content/process analysis. (List all major concepts and the reading skills needed to grasp these concepts.)Decide how you will fuse the concepts and the reading skills into your background building, questions and activities.Ask yourself the following questions:What background must I build? How will I build it?Suggest a problem situation elicit or share a personal experience, show a film, use pictures/news articles, objects, perform an experiment, discuss a quotation, use role-playingWhat vocabulary/concepts will I introduce? How will I introduce them?Pictures, objects, Context-clues-word contexts and pictorial contextsDiagrams, Charts, Root words, Comparison and contrast with known wordsCategorizingTRY TO LIMIT THE WORDS WHICH YOU INTRODUCE TO 6-8 PLUS NAMESWhat purpose questions will I develop? Structure these questions so that they help students to read their way through the selection.Structure the questions so they deal with both concepts and reading skills.What discussion questions will I develop? Structure these questions so that you get at the more difficult concepts in the selection.Structure the questions so that you help students get an idea of the import of the whole selection.What activities and assignments will I develop? Try to reinforce concepts and skills in reading.Plan the Guided Reading lesson from the following outline:BAGROUND/MOTIVATIONVOCABULARY AND CONCEPTS (6-8)PURPOSE QUESTIONS (12-15)SILENT READINGDISCUSSION QUESTIONS (16-UP)EXTENSION OF CONCEPTS THROUGH ASSIGNMENTS AND ACTIVITES.CONTENT AREA: EnglishGRADE(S):6-8SKILLS: Lesson comprehensionTYPE: Bulletin BoardACTION!PURPOSE: To encourage visual learners to read through movie making. After students complete reading a book or a lesson within a textbook, ask them to make a movie in their mind. Sound crazy? It’s something students may be doing already unconsciously. By “making a movie,” it means imagining the story, frame by frame. What angle is the camera? What does the lighting look like? How about costumes and setting?Have her close her eyes and imagine six important parts of the book.On a drawing paper, ask students to sketch a scene that shows each important part. Use one sheet of paper for each scene, creating a movie shot, like that of a storyboard used by movie makers to plan every frame, down to the second. Remind them that details that they sees, feels, tastes, and hears are important to include.Once they complete the movie clips, they should write a short title for each scene on the top of the clip. Try to be as descriptive as possible.Use all the sketches and titles to help students write a summary of the story on a separate sheet of lined paper. Guide them as they use each movie frame and title to keep them focused on the six most important parts of the book or lesson.Place the students’ work on a bulletin board.3393440227965-1771658255CONTENT AREA: EnglishGRADE(S): 6-8SKILLS: Compare and ContrastTYPE: ActivityCOMPARE AND CONTRASTPURPOSE: To help students compare and contrast a specific detail in a story.Have students begin by drawing two large circles on a sheet of paper, linking them in the center. The intersection should have enough space for writing in.Start simple by choosing two things to compare and contrast. For example, compare shoes and shirts or televisions and radios. In the outer circles, list the differences between the objects, and in the area where the circles intersect, note the similarities.The next step is to use the same diagram to compare and contrast familiar characters from a story or book. Have students select characters from a book or short story that they are currently reading.They should list the differences between the characters in the outer circles, and the similarities between the characters are listed where the circles intersect. To keep from getting off track and too complex, focus on the actions of the characters. 3458845466725For a more advanced challenge, they should try analyzing some of the character’s dialogue, motivations, or roles in the text.-166370233680424815171450CONTENT AREA: English GRADE(S): 6-8SKILLS: Cause and EffectTYPE: GameCAUSE AND EFFECT CARD GAME PURPOSE: To give students a new found clarity in their reading and classroom analysis of literature.Begin by refreshing the students’ memory on cause-and-effect. Students need to understand this relationship in order to make logical story connections. Cause and effect is a relationship that writers use to show how facts, events, or concepts happen or come into being because of other facts, events or concepts. Students should take a sheet of construction paper or other sturdy paper and set up two columns with a line down the middle. One side will be for a list of causes and the other, a list of effects. They will be cutting each cause and effect into cards, so they should make sure to leave enough space. Students should come up with 20 cause-and-effect relationships, keeping them secret from the other person. For example: ?EffectCausePaul was not able to practice lacrosse todaybecause he had the flu.John spent all day in the kitchenbecause all of his friends wanted him to make dinner for them.Students will?cut up their papers so that each cause and each effect is on its own card.Students will mix all the cards up, face down, and draw 7 cards each. Students will hold these cards in their hand like playing cards, and pile the rest, face-down, on the table or floor between them and your opponent. They will take the top card from the pile and place it face up next to the pile so that both people can read it.Play continues like the card game “Gin,” with a twist. Here are the rules:Players may match a cause or effect in their hand with an effect or cause on the upturned middle card, or draw a hidden card from the pile.After each turn, players must discard one card into the face-up pile.If a match is made, the player takes the two matching cards and places them on the ground in front of him,?but only after his opponent approves the match! This means that your match must make sense when read, and eliminates the possibility of matching any old pair of cards together.Play ends when one player has no cards left, and the winner is the player with the most matches by game's end!As long as the cause and effect in the match make sense, it counts!Examples:Paul was not able to practice lacrosse today/because all of his friends expected him to make dinner for them.?Makes sense! This counts as a match, even though it is not the original cause and effect pair.John spent all day in the kitchen/because he had the flu.?Doesn't really make sense, so doesn't count as a match.CONTENT AREA: EnglishGRADE(S): 9-12SKILLS: Asking questionsTYPE: LessonQUESTIONS BEFORE, DURING, AND AFTER READINGPURPOSE: To encourage students to ask questions at all times. Researchers have found that when adult readers are asked to "think aloud" as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading Proficient readers: Proficient readers:Are aware of why they are reading the textPreview and make predictionsRead selectivelyMake connections and associations with the text based on what they already knowRefine predictions and expectationsUse context to identify unfamiliar wordsReread and make notesEvaluate the quality of the textReview important points in the textConsider how the information might be used in the futureSuccessful reading is not simply the mechanical process of "decoding" text. Rather, it is a process of active inquiry. Good readers approach a text with questions:"What clues does the title give me about the story?""Is this a real or imaginary story?""Why am I reading this?""What do I already know about___?""What predictions can I make?"During the reading process, readers ask questions such as:"What do I understand from what I just read?”"What is the main idea?""What picture is the author painting in my head?""Do I need to reread so that I understand?"Even after reading, engaged readers still ask questions:"What is the meaning of what I have read?""Why did the author end the paragraph (or chapter, or book) in this way?""What was the author's purpose in writing this?"After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that:Can be used to gain a deeper understanding of the textHave answers that might be different for everyoneHave answers that can be found in the textClarify the author's intent, Can help clarify meaningHelp them make?inferences and predictionsHelp them make connections to other texts or?prior knowledgeCONTENT AREA: EnglishGRADE(S): 9-12SKILLS: Question/AnswerTYPE: ActivityQAR - QUESTION ANSWER RELATIONSHIPSPURPOSE: To help students understand how questioning and answering works.Teaching QARs to students begins with helping them understand the core notion: that when confronted with a question, the answer will come either from the text or from what students know. These are the Core Categories:In the Book (or video or WWW page...)In My HeadOnce students are comfortable with these simpler distinctions, it will please them to move to the next level of understanding question types. Raphael divides "In The Book" into two QAR types (Right There and Think and Search); and "In My Head" into two QAR types (Author & You and On My Own).Explain Those Four QARs!Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place.Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages.Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question.On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it.With a partner, students will read a short story or a part of a story and apply each type of QAR.Example?The sun was setting, and as the senator gazed out his office window, he could see the silhouettes of some of the unique buildings and monuments of Washington, D.C. Directly in front of him at the other end of the National Mall, the stark obelisk of the Washington Monument thrust dramatically skyward, its red warning lights blinking in the approaching dusk. Although he couldn't quite see it, he knew that beyond the Washington Monument and the reflecting pool just past it, a huge statue of Abraham Lincoln sat thoughtfully in the Lincoln Memorial. The senator was worried. A bill was before the Congress, called Safe Surfing for Safer Schools, that would deny federal education dollars to states that didn't have laws against internet pornography on their books. He was concerned about kids having access to dirty pictures, and even more concerned about internet predators having access to kids. But he also believed strongly in the right of people to freely access information, even if it meant sometimes children might be exposed to adult materials. And it seemed dangerous to take money away from schools, where the need was desperate, if state legislatures balked at this federal pressure on them.??His constituents had let him know in no uncertain terms that they supported strict standards of decency on the internet. He knew if he didn't support the bill, his next election opponent would paint him as pro-pornography, and anti-child. But he didn't want anything to get in the way of providing monetary support to schools through federal grants.The unique spires of the original Smithsonian Institution were getting harder to see, but there was still a faint gleam on the green dome of the Museum of Natural History. What was the right thing to do?Right ThereWhat legislation is the senator worried about?Think and SearchWhat arguments is he having to weigh in his mind?Author and YouHow would you advise the Senator, and why would you advise him so?On My OwnWhat's a tough decision you've had to make?CONTENT AREA: English GRADE(S): 6-12SKILLS: SequenceTYPE: ActivityANAYZING A SHORT STORYPURPOSE: To help students analyze a short story.Read a short story that we are not using as part of the lessons in class. There are short stories in the classroom for your plete the activity below:Read the story.Write a brief summary of the story.Next, write a personal reflection of at least ? page.Identify the short story elements of the story (use the sheet provided).EXPLANATIONDETAILS FROM THE STORYPlot: IntroductionThe beginningPlot: Rising ActionThe events that complicate events, the conflict is revealedPlot: ClimaxThe turning pointPlot: Falling ActionThe events that resolve the storyPlot: ResolutionThe outcome of the storyConflictThe problem/realization in the storyPoint of ViewWho is telling the story? What type of point of view?SettingWhere and when the story took placeCharactersWho is the protagonist? Who is the antagonist?ThemeThe message or purpose of the storyCONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Modifying outcomes.TYPE: Bulletin BoardALTERNATE ENDINGPURPOSE: To allow students to write an alternate ending to a story.After reading a story, students will be placed in groups.Each group will choose the start point from the story that they want to start modifying from. Students will choose something at or near the point of greatest tension in the story (around the climax or shortly after).Students will:Change the events that follow the passage so that the outcome is different than the original story.Write as if you are the author of the short story (use the same style). Be sure that the events you write about lead to an ending that contains a clear message for the reader.Students will draw out a storyboard of their new ending to the story on a poster. They need to include:All the events that take place.DrawingsA sentence or two describing each event.Color Each poster will be placed on different sides of the room. Students will walk around the room and evaluate each ending.They will need to answer these questions:What happens at the end?Do you like this ending? Why or why not.Once all the students have seen all the posters, the posters will be placed on the bulletin board.The class will then vote on the alternate ending they like best. CONTENT AREA: EnglishGRADE(S): 6-8SKILLS: General InterpretationTYPE: ProjectDOODLE SPLASHPURPOSE: To encourage students to interpret the meaning of elements of a story.On a construction paper, students will title the page with the title of the short story.Students will sketch/draw the different things they visualized when they were reading the story.They should include: setting, themecharacters, symbolsphrasesas well as any other items related to the story.There should be at least 10 items on the poster.On the bottom of the construction paper, students should write a paragraph explaining what each element means to the overall structure of the story and why they chose them.When students have completed their posters, they will be placed into groups of five.In each group, each student will present their poster. When each student has presented, the whole class will discuss what elements all students had in common.As the students discuss, the teacher will write all the common elements on the board.Once all the similar elements are noted on the board, the class will be asked to create a big poster.The whole class will work together to make the poster reflect the story using color, drawings and creativity. 3512185238125407035238125CONTENT AREA: EnglishGRADE(S): 9-12SKILLS: Judgment/appreciationTYPE: ActivityAUDIO IN THE MAKING PURPOSE: To encourage students to judge an audio and appreciate what it does to a story. Explain to students that they will make their own audio recording of a section of the story.Have students get into their groups and choose a section of the story that includes dialogue to record. Talk about what effects they might use in their recording. Remind them to consider where in the story they might use the effects. You might want to have them review their printed version of the story and mark where the effects should go.Next, groups of students will prepare to read the story as a Readers Theatre. Using their printouts of the story, they should decide on parts (both narration and specific characters), tone of voice, and sound effects they will use in their audio recording. Remind them to focus on the elements of mystery and accentuate these with proper tone of voice or sound effects that add to the meaning of the story, the feeling of the setting, the suspense of the mystery, the emotions of the victim, and change in atmosphere throughout the story.Help students record their stories. These can either be recorded on a tape recorder, digital recorder, or directly onto the computer to create MP3 files.Once students have recorded their scripts, have them spend time listening to their classmates' recordings and comparing them with their own versions. As a group, they should evaluate at least two other recordings. They should answer these questions:What about the reader’s voice made you want to listen to this text?How did the reader’s voice help you to understand the story better?How did the reader create a sense of mystery?Did the reader project well with good volume?Did the reader speak clearly?Did the reader use an appropriate rate of speech—not too fast, not too slow?What tone did the reader use for the protagonist?What tone did the reader use for the antagonist?Were sound effects used? If so, how did these add to the meaning in the story?How would you rate this audio performance overall? Explain your rating.Have a whole-class reflection where students share their experiences. Questions for discussion include:What strategies helped them with comprehension?What elements of audio helped with meaning?What elements of audio made the text more interesting and enjoyable?How did sound effects help or hinder the different versions of the story?7. Students will then vote on the audio that they like the most. The winner will get a prize. CONTENT AREA: EnglishGRADE(S): 9-12SKILLS: General interpretationTYPE: GameQUESTION ANSWER GAMEPURPOSE: To help students become more aware of the categories of interpretation. The Question and Answer game is one way to make students more aware of the different kinds of interpretation categories.Students will discuss what interpretation is:Definition: The action of explaining the meaning of something.Interpretation questions do not have just one correct answer. Correct answers are any answers that you can support from evidence from the text. ExamplesHow is “success” defined in this story??Is Jack a good person? Why or why not.Does the story offer a look into an aspect of human experience?What seems to be the dominant theme in the story?After reading a selection, divide the class into 5 cooperative learning groups. Each group chooses a leader, and the leader draws a card from a stack turned face down.Each card has one of the categories of interpretation questions written on it. For example, a card might sayInferencesJudgmentsMeaningAppreciationExplanation The group then makes up a question about the selection for the category drawn. The question must not be simple.The question from each group is then posted on the board, and each group must discuss and write the answer to each question posted. Groups get one point for a correct question and one point for each correct answer to the questions on the board. To break a tie, the teacher may call on tying groups to prove their answer. The winning team receives a prize.CONTENT AREA: EnglishGRADE(S): 9-12SKILLS: General interpretationTYPE: PowerPoint/PreziFAMOUS QUOTESPURPOSE: To help students improve their ability to react to a quotation by explaining what it means, taking a stand on it, and showing its relevance and connection to other aspects of life and art. Students will find their own choices of quotations, whether from their reading at school or home, history, movies or anywhere else. They should strive to include mostly those that are serious plus a few that are “just for fun.” Students may want to consult resources for accuracy and correct attributionWhen they are finished, ask: Why do quotations like these endure? Why are they important? How do the quotes you wrote compare?Next, have pairs of students exchange papers with others to read?additional quotations, then work together to choose a total of eight quotations (some combination of their own and those provided) with which to work closely; one of the quotes will be the subject of the essay each student will write independently at the end of this lesson. Tell them they will have only 10 minutes to do the following task (one minute per quote, four quotes per partner, with extra time as they switch tasks). Tell them that you will keep time in order to help them complete these tasks:Decide which partner will go first. When the teacher says “go,” that person should talk for the entire minute about one of the eight quotes, while the other partner silently takes notes. The speaking partner should first tell what the quote means, putting it into his or her own words. Next, this same partner should react to the quote, saying whether he or she agrees or disagrees with it. Finally, the speaking partner should verbally brainstorm all the connections between this quote and as many aspects of life — today, at the time it was coined, or for the future — as possible. This may mean describing how the quote might apply to literature, popular culture, current events, history or the speaker’s own life experience.After one minute, time is called and partners reverse the roles. Repeat for the other seven quotations, so that each partner has talked about four and taken notes on four.When the pairs are finished, have students choose one of the quotations from the sheet about which to write an independent essay. Because of the speaking and listening exercise they have just worked through with their partner, they should have notes from their “verbal rough draft.” Encourage pairs to choose different quotes.Essays should clearly state the quotation; tell what it means, whether or not the essay writer agrees with it, and why. They should then try to connect the quote to other aspects of life and art, as they did in the paired exercise.Students will then make a PowerPoint/Prezi presentation about their quote using pictures and information from their essay. CONTENT AREA: EnglishGRADE(S): 9-12SKILLS: AppreciationTYPE: LessonMUSIC!PURPOSE: To encourage students to appreciate the way in which words, music and images interact to create meaning.Distribute lyrics. Have students analyze lyrics, keeping the following questions in mind:?What is the main idea or message of the song? Identify its major themes.What emotions are expressed?What literary/poetic devices are used by the songwriter?Are there any literary/historical/cultural allusions in the song?How do these references contribute to the song’s meaning?Does the song address any issues that are relevant to contemporary society?Play the music. Have students discuss how the addition of music changes or adds to their interpretation of the song. Consider the following:?Describe the musical elements such as the instruments used, the vocal style, melody, rhythm, etc.Do these elements reinforce or undercut the meaning you identified earlier?Is the musical style what you expected from reading the lyrics?Watch video. Have the students discuss how the visual imagery adds to or changes the meaning of the song.?What is the main purpose of the visual imagery?Does the video tell a story?Does it contain symbolic imagery?How does it help set the mood of the song?What kind of image of the performer(s) is created by the video? How does this image impact the meaning of the song?Several video versions of the song should be viewed. Compare the different versions. Which is the most successful interpretation of the song in your opinion and why?Ask students to respond to the question: If you were making a video of this song, what imagery would you use?Note: Depending on how the activity is structured, students can respond individually to the above questions in writing or orally or students can work in small groups and report their findings to the class. Extensions: Depending on choice of song, ask students to compare attitudes/themes expressed in song to a related piece of literature, art or primary source document such as a newspaper account of an historical event or issue. CONTENT AREA: English GRADE(S): 6-12SKILLS: InferenceTYPE: Lesson MYSTERY OBJECT…PURPOSE: To teach students about inference.Have a student pass out 4 post-it notes to each of his or her classmates. The teacher will write the word inference on the chalkboard and will guide the students to pronounce the word. Tell the students that they are going to be “word detectives” and work together as a class to discover the meaning of the word on the board. The teacher will produce the first unfamiliar object and asks the students to figure out what it is and write their idea on the first post-it note. Tell students that they should pay attention to what they thought about when making their decision. (Teachers should NOT use the word guess. Students need to understand that inferences are not wild guesses but are based on text and background knowledge.) The teacher should circulate and observe what students are writing. After giving students a few minutes to think and write, the teacher should call on a few students to share their ideas. (For now, do not call on any students who already know what the object is!) The teacher should NOT acknowledge whether or not the answer is correct or not, but instead should ask why they think that their inference is correct. It is important to start using the word inference here, but it should still NOT be defined. Guide students as they share their thinking to share what clues the object provides and how their background knowledge helps them with their decision. Now pull out the familiar object related to the first object. Do not comment upon it but ask the students to think about how the two might be related. Ask them once again to write on a post-it note what they believe the first object is. As students share their revised responses, continue to draw attention to the clues they found on the objects themselves and how their own background knowledge helped them decide. Reveal the actual function of the mystery object and ask the kids to share why they thought it was easier to infer the second time around. Help kids to understand that they had more information and that helped them connect better to their background knowledge. Repeat the process (lesson steps 3 through 5 above) with a second mystery object. Keep the students focused on their thinking process by asking “How did you know that?” or “Why did you think that?”Tell the students that as they were figuring out the mystery object, they were making inferences. Draw their attention to the word ‘inferences’ on the board and ask them to ponder what the word might mean. Ask them to consider what they were thinking about as they figured out what the function of each object was. Allow at least 45 seconds for individuals to think about your question and then allow them to partner in groups of 2-3 students to share their ideas with each other. Regain student attention with a prearranged signal and ask them to share their thinking. Write their ideas under the first heading on the chart: “What we know about inferences.” Be sure that the students understand that their background knowledge along with clues help them to make an inference. CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Study guidesTYPE: Lesson7 TIPS FOR PREPARING STUDY GUIDESPURPOSE: To help prepare a study guide.Be sure that the guide deals with no more than one or two reading skills. Do a content/process analysis ahead of time to be sure that concepts and skills are appropriately chosen.Be sure that the directions are clear.Be sure that directions are brief, yet complete. Use simple wordsUse simple sentencesUse underliningUse numbers and lettersUse appropriate spacingVary the format.UseListsChartsMultiple choiceBe sure the guide is no more than three pages long.Include from 6-20 items.Add pictures, diagrams, asterisks, stick figures to make the guides more palatable.USING STUDY GUIDESAssign to the whole class (or to individuals) for homework.Assign to pairs or small groups of students in class.Use as a basis for writing summary paragraphsUse as a basis for class or small group discussion.Use as a basis for panel discussions.Use as a review before exams. CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Study procedureTYPE: LessonBASIC STUD PROCEDUREPURPOSE: To help students understand what their studying habits are.PLAN: Have a regular plan for studyingSet up a scheduleSpread your studying out over a period of time.Use SQ3RPLACE: Have a regular place for studyingHave a comfortable place but not too comfortable.Have a convenient place.Have enough light.Have a place which is free from distractions.TIME: Have enough time for studyingThe amount of time for studying depends on the subject, how well you know the subject, and how strong you are in the subject.Often 1-2 hours per night, per subject are required.PURPOSE: always have a purpose for studying in mind. The teacher can set the purpose.The textbook can set the purpose.You can set the purpose.AUTHOR’S ORGANIZATION: Try to figure out how the ideas you are studying are organized. Some common ways of organizing chapters in textbooks are:Main ideas/supporting detailsComparison/contrastCause/effectTime orderSimple listingNOTES AND UNDERLINING: Writing down notes on important points helps to fix them in your memory. Underlining important ideas in the chapter also helps you to remember.Be sure you have a not taking system.Be sure you have an underlining system.SUMMARIZE: Once you finish a chapter, LIST (in your own words) ten or more main points that you have learned.DISCUSS: Once you finish a chapter, talk about what you’ve learned.With a classmateWith yourself on a tape recorder.APPLY: Whenever you can, do something with the material you have studied.Write a paperAnswer questionsCompile a scrapbookConduct an experiment Do some problemsFOLLOWING THESE STEPS WILL HELP YOU TO REMEMBER WHAT YOU READ AND STUDYCONTENT AREA: EnglishGRADE(S): 9-12SKILLS: Note taking TYPE: ActivityNOTE-TAKING5465445156210PURPOSE: To teach students how to be good at note taking. Students will be placed into four groups.Each group will discuss a method of note taking and present it to the class.Teacher will go over the hints for note-taking.5330190353060Mind mapping- visual, drawing a picture, big picture and details, add arrows and lines.Cornell style- divided pages, place for keywords in left margin533019061595Informal paragraphs- works for difficult lectures, short phrases and abbreviations, write fast.3444875118745Outlining- detailed person, leave spaceNote Taking: Hints, hints, hints, hints……………Leave space in your notes—this gives your eyes a break and provides room for later additions.Label, number and date all notes!6560820123825Invent and use a lost signal (i.e. ???, check, ask), then ask for help later.Use abbreviations and graphic symbols (H20, &, =, ex. w/)Ask instructors to repeat information you didn’t understand or fully get in your notes.Listen for key words or phrases—names, equations, technical terms..Copy all material from the board and overhead.Use a 3 ring binder for each class for your notes.3x5 cards—create flashcards from your notes.Get to know other students—share notes and ideas.Use highlighters and different colors of ink to emphasize key ideas.Review notes within 24 hours—or sooner!! (We lose up to 80% of information from our Short Term memories within 24 hours). Reviewing helps move this information to our Long Term Memory.Edit notes in your first review.Add keywords in the left column.507047529845Organized notes with symbols, highlighters, color, graphics.Do short weekly reviews of all of your notes.Conduct pre-class reviews.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: ExamTYPE: GameBEACH VOLLEYBALLPURPOSE: To help students assess knowledge and understanding, prepare for examinations, and use textbooks to locate information.EquipmentA set of serve cardsA textbookDescriptionThe teacher or pupils prepare a series of serve cards that have questions worth three marks.The class is put in teams of two, and one team plays against another (as in beach volleyball). Team A serves and turns over a card for team B to receive.To score a point, team B has to provide three answers to a question. If they can’t provide three answers, then the point goes to team A. In volleyball a player cannot touch the ball twice, so in this game, a team member cannot provide two answers in a row. Both members of the team have to contribute to win a point. Team B then serves and turns over a card for team A. A textbook acts as the referee!VariationsEasier:?Allow the teams a set number of time-outs. When a team decides to use a time-out, they have 45 seconds to find the answer in their books.Harder:?Introduce a set number of blocks that each team can play. In this variation, if team A gets three correct answers to a question, team B can play a block, meaning team A has to provide one more example to get the point.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: ExamTYPE: GameGREAT BALLS OF FIRE!PURPOSE: To help students learn key concepts and definitions, practice multiple choice questions, and improve recall and response.EquipmentFour bucketsFour different-colored ballsMultiple-choice questionsDescriptionSelect five teams and give each team their own coloured balls (you could also use bibs or cones). Label four buckets A, B, C, and D, and line them up in front of the teams.Read (or project) a multiple-choice question with four possible answers (A, B, C, and D) to all the teams. As soon as the person at the front of his queue thinks he knows the correct answer, he runs and drops his ball in the bucket matching the answer’s letter. Teams earn 10 points for the correct answer. A bonus of 10 points is awarded to the team who first answers correctly.VariationsEasier: Each team could also be given a ball of fire which, when used, doubles their points; if they use their ball of fire, get the correct answer, and do it first, they get 40 points.Harder: The teacher may include a five-second gamble period before the balls are locked in the bucket.This would allow teams to fake the answer to confuse the other teams.CONTENT AREA: EnglishGRADE(S): 6-8SKILLS: IntelligenceTYPE: ProjectSEVEN DISTINCT INTELLIGENCESPURPOSE: To help students know what intelligence they have. Students will learn about the seven types of intelligences.Each student will choose the intelligence that they believe fits them the best.Students will then do more research on their intelligence.Students who share an intelligence may work together if they want.Students are to research a certain lesson or activity that suits their type of intelligence. They must present their lesson to the class and explain why it relates to their intelligence. SEVEN INTELLIGENCESVisual-Spatial?- think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.Bodily-kinesthetic?- use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.Musical?- show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.Interpersonal?- understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.Intrapersonal?- understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.Linguistic?- using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.Logical -Mathematical?- reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: General Study skillsTYPE: PowerPoint/PreziSTUDY SKILLS PERSONAL PRESENTATIONPURPOSE: To help students gain more knowledge on study skills through research and presentation. Students will make their own presentation on study skills using PowerPoint or Prezi. In the presentation, they will need a slide for each of these categories:Goal settingPlanningOrganizationEnvironmentHomework tipsReading effectively Time ManagementActive listeningTest taking Note-takingEach category will need to be:DefinedExplained AppliedEach student will choose the best way to personally achieve each category based on their research and will include that in their slides. For Example: A student will need to explain how they plan on setting their goals or managing their time. Students can even bring in objects that will help them to achieve whatever category they choose.ExamplesA calendar to achieve time management.A picture of how their environment will be at home when studying.A notebook for taking notes.A folder to organize material.Students will present their findings to the class and print out the presentation for future reference as well as try to implement their presentation.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Following directionsTYPE: LessonEXAM SKILLSPURPOSE: To teach students the importance of following directions. Take out a sheet of paper.Print your first name backwards in the upper left-hand corner.Draw a circle in the upper right-hand corner.Write your last name in the circle.On the first line print the numbers from 1-10.Put a box around every other number.Draw a line from the middle of the box down to the end of the paper.Under the numbers that are not boxed, write the Roman Numerals for those numbers.On the back of the paper, trace an outline of your hand.Under the picture of your hand, write the words to the song, “Happy Birthday.”If you have gone this far, call out your name.Write the letters of the alphabet any place on your paper.If you have gone this far, whistle “Yankee Doodle.”Fold your paper in half.Fold your paper in half again, so that it makes four squares.Now that you have read all the directions, only do the first one, and then write your name on the first line.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Exam skillsTYPE: LessonSILLY DIRECTIONSPURPOSE: To teach students how to take an essay test and an objective test.TIPS FOR TAKING AN ESSAY TESTRead through the entire test first,Remember to use your mnemonic devices to plug information into your memory.Decide how much time should be devoted to each question. (Consider the point of value of each question.)Answer the easiest question first and get it out of the way.Note key words in the question. Some examples of key words are:AnalyzeMention or stateExplainCommentCompareContrastCritizise DefineDemonstrateDescribeDiagramDevelopDiagramDiscussEnumerateEvaluateFormulateIllustrateInterpretJustifyListOutlineProveReviewSummarizeTraceSupport Organize your answer, jot down a quick outline of key words which will indicate the points you wish to cover. Follow the outline.Always illustrate or support each point which you cover.Leave out all padding or irrelevant information.Be aware of mechanics; leave time to re-read your answer and eidt your work.Be as neat and legible as you can.TIPS FOR TAKING AN OBJECTIVE TESTMUTLIPLE CHOICE QUESTIONSRead and follow the directions carefully.Are you to give the one correct answer?Are you to choose all the correct answers?If you are asked to choose the one correct answer, read the statement and try to complete the answer without referring to the choices. Then look at the choices. Which answer comes closest to your answer?Cross out choices that are obviously wrong. Narrow down the choices as much as possible before deciding on an answer.Look at similar answers. Is one answer more complete than others?Is one answer encompassing enough to include the other answers? If so select the inclusive answer.If two answer are opposite, one of them is likely to be the correct answer.If the multiple choice question includes four choices, one will usually be a dud. Rule out the dud right away.If you are having a hard time choosing an answer, choose one anyway, unless otherwise instructed. Put a check by the question, and come back to it later on.TRUE/FALSE QUESTIONSRead the statement carefully. Decide if it is true or false.Skip over brain twisters and save them until last.Tentative (words such as seldom, perhaps, generally) often make statements true.Absolutes (words such as always, non, impossible, never, every, all) often indicate that a statement is false.The shorter the statement, the more likely it is to be falseBeware of true/false statements containing two independent clauses. If one of the clauses is true and the other false, the whole statement must be marked false.MATCHING QUESITONSAsk the instructor if it is possible to use one answer more than once.Try to answer the question first without looking at the matching column. Then look to see if you answer really is in the matching column.Answer easy questions first.Mark answers off as they are used.Look for synonyms or verb articles like “an” which can help to give away linking PLETE QUESTIONSIf possible, do not leave any blanks; fill in the blank with the best answer you can think of.If you can’t think of the exact word to put in the blank, substitute a word that seems logical.If you’re doubtful about an item, check it and come back to it later.Look for meaning and grammar clues that may signal answers. CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: LocationTYPE: ActivityTEACHING LOCATIONPURPOSE: To teach students how to locate information.Technique one: Setup for Four-step Procedure Choose some location skill to teach to studentsEffective use of books.Table of contentsIndexGlossaryAppendicesTitle pagePreface/introductionSubheadingsHeadnotesEnd-of-chapter questionsUse of Special referencesEncyclopediaAtlasWho’s whoCurrent biographyBartlett’s QuotationsUse of Library AidsCard catalogReader’s guideVertical fileComputerized library aidsThe internetDivide the class into five groups.Invite one group at a time to a table. Those who are not at the table need to be working on something else.Books will be placed on the table and each will be prepared on a specific topic. Ex. index page.Four-Step ProcedureStudents will answer these questions:How is the source organized? Topically? Alphabetically? Chronologically?What do I need to know to use this source?Where do I look within the source?Ex. Douglas, Frederick 5, 12 vs. 5-12Ex. Douglas, Frederick 55 ffWhen would I use the source?ReportInformation on topicQuotations Technique two: Treasure hunt gameStudents will get a 3x5 card which has something they need to find in the index, encyclopedia, table of contents, etc. CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Critical readingTYPE: ActivitiesCRITICAL READING SKILLSPURPOSE: To teach students how to read critically.ACTIVITY ONE: Controversial topicHave students select a controversial topic then read an article that favors and goes against the issue.List arguments in favor and against.Write a comparison/contrast paper.ACTIVITY TWO: Article sourcesHave students read an article on a topic from two different sources.Present to the class a speech on which they compare and contrast views on the same topic. ACTIVIGY THREE: Informal DebateHave students participate in informal debate.Students in favor and against will face each other in class.Give students three articles to read on the topic.Students will decide what their arguments will be.Students will then switch sides to understand arguments in favor and arguments against.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Author’s BiasTYPE: LessonAUTHOR BIASPURPOSE: To teach students how to deal with author bias.LESSON ONE: “Words of approval and disapproval”Show students sets or wordsBrainwash: Disapproval or approvalPersuade: Disapproval or approvalEducate: Disapproval or approvalFake: Disapproval or approvalArtificial: Disapproval or approvalSham: Disapproval or approvalTrusting: Disapproval or approvalNa?ve: Disapproval or approvalGullible: Disapproval or approvalProud: Disapproval or approvalArrogant: Disapproval or approvalLots of self respect: Disapproval or approvalGood student: Disapproval or approvalIntellectual: Disapproval or approvalEgg-head: Disapproval or approvalEconomical: Disapproval or approvalThrifty: Disapproval or approvalPenny pension: Disapproval or approvalLESSON TWO: “Contrasting headlines”Show students two headlinesStraight new headlineEx. Teenage driver injures 5-year old Ex. woman found dead in apartment.Words of bias headlineEx. Reckless teenager mangles babyEx. Blonde divorce’ murdered in love nest. LESSON THREE: “Contrasting statements”Questions to give to studentsAfter reading the statements listed below consider the following questions:What seems to be the “public” purpose of the statement?What seems to be the “hidden” purpose of the statement?Which words are “loaded” or “charged”? How do these words reveal the speaker’s or writer’s bias?Is the speaker or writer biased in favor of or against what is being mentioned in the statement. STATEMENTSAfter Congressman Philips wasted as much time as possible, he finally stumbled through his speech.After Congressman Philip weighed every aspect of the important controversy, He presented his momentous speech.Harry (“Killer”) Kans, the notorious gambler, was questioned by the police about a gangland slaying.Mr. Harold Kane, well-known in horse racing circles, was asked by local authorities to comment about recent events in the city.Danny’s shifty eyes darted suspiciously around the room until he located his accomplice. Danny’s eyes moved brightly across the room until he located his friend.The embassy official courageously maintained his innocence.The embassy official refused to admit his guilt.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Author’s BiasTYPE: ActivityPROPAGANDA DEVICESPURPOSE: To teach students about propaganda devices.USE THE PROPOGANDA DEVICE SHEETShow the students many ADS which reflect s propaganda device and ask them to guess the device.Ex. “all women can be perfect” –glittering generalityStudents must find five glittering generality and defend.Every students must listen to a radio program that presents a commercial that represents/uses glittering generality. The same process should be done with the rest of the propaganda devices:Glittering GerneralityBandwagonName callingTransferTestimonialPlain folksCard stacking3498850240665-212725240665 CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: Patterns of writingTYPE: LessonPATTERNS OF WRITINGPURPOSE: To teach students the different types of patterns found in writing.The main idea/details patternTime order pattern (chronological order)Cause-effectSimple listingCompare/ contrastTECHNIQUE ONE: Overhead projectionHave students consider newspaper articles that are projected using PowerPoint or transparency.Students look at key words and highlight what they are in green, red, blue, etc. TECHNIQUE TWO: Read aloudHave students listen to me read a news article out loud.Students have to decide which pattern is being used based on the terms used. TECHNIQUE THREE: Group workStudents are grouped together. Each group is given a textbook or article.Students have to check for patterns of writing and write them down.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: OutliningTYPE: LessonOUTLININGPURPOSE: To teach students how to outline.TECHNIQUE ONE: Skeleton Analogy Bring in a skeleton and ask students what the skeleton needs to live?Allow students to share their ideas such as a heart, brain, skin. pare the skeleton to writing and how a person needs to start off with bare bones ideas.TECHNIQUE TWO: Elicit an outline on a favorite topicPut topic on board. Ex. TVGive four typesReality showEx.Ex.Game showEx.Ex.Sitcom Ex. Ex.Court room dramasEx. Ex.TECHNIQUE THREE: Write a group essay using the elicit outlineStudents write an essay based on the outline.CONTENT AREA: EnglishGRADE(S): 6-12SKILLS: OutliningTYPE: GameSTAND UP OUTLINE GAMEPURPOSE: To teach students how to outline.Students turn to the textbook chapter which had been covered already.Teacher holds up a poster of a main idea from the text. The poster is given to a student to hold.The teacher goes through all the main idea posters and gives them to students to hold in front of the class.Then the teacher explains the posters with the detail.Teacher begins to distribute them to the students as well.Each student who received a detail needs to find out what main idea they belong to.They then need to stand behind their main idea.When students have all found their place, the students sitting down will see if the outline is correct. 1078230366395Each main idea topic will then be presented, and one student will write the outline on th e board. ................
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