Reading 10 Course Map

Cynthia Berry

Last Updated: May 26, 2009

Please note, this is a new curriculum.  Therefore, changes may be made.

Big Ideas/Themes

Literary Genre Focus/Anchor Texts

Narrative Text

Informational Text

Reading Strategies and Activities

Big Ideas

·       discovery

·       perseverance

·       self-determination

·       reflection

·       introspection

·       exponential personal growth

 

Themes

·       Critical thinking makes what we read our own.

·       Building meaning from text requires new strategies.

·       Story is the basic principle of mind. One story helps us make sense of another.

·       People are motivated by seven emotions (flattery, fear, greed, anger, guilt, exclusivity, and salvation).

 

Focus Questions

·       How do I read to gain skills, knowledge and wisdom?

·       How do my emotions and wants/needs make me vulnerable?

·       How do I learn best?

·       How can reading help me come to a deeper understanding of myself and the world around me?

·       How can learning the characteristics of different genre facilitate my analysis of texts for deeper meaning and appreciation?

·       What questions should I be asking as I approach unfamiliar text?

·       What does it mean to read with a critical stance?

·       What are the common strategies and techniques used by good readers across genre?

·       What strategies, techniques, and terms are unique to specific genre?

·       How will having conversations with my peers, teachers, and society enhance my learning and encourage me to read more thoughtfully?

·       What generalizations or principles have I discovered about my own reading?

·       What purposes does reading serve in the real world?

 

Essential Questions

·       Who am I?

·       How do my skills and talents help define me?

·       What do I need to learn in high school to prepare me for college or the work place?

·       What evidence do I have that I am committed to learning?

·       How do I demonstrate that I am open-minded enough to learn from my experiences?

·       Which decisions I make today will affect me for my entire life?

 

 

 

Narrative Text:  Short Stories

·       “A Fable”-Mark Twain http://www.mtwain.com/A_Fable/0.html

 

·       “The Most Dangerous Game”-Richard Connell http://pages.prodigy.net/krtq73aa/danger.htm

 

·       “The Gift of the Magi”-O. Henry Audio http://content.loudlit.org/audio/magi/pages/01_01_magi.htm Text http://www.kingkong.demon.co.uk/gsr/giftmagi.htm

 

·       “The Necklace”-Guy de Maupassant http://www.bartleby.com/195/20.html

 

Informational/Expository Text

Method Marketing

·       Excerpts from Method Marketing: How to Make a Fortune by Getting Inside the Heads of Your Customers-Denny Hatch

 

·       Book Review of Method Marketing (Hatch), including reference to the seven motivating human emotions -Michael C. Gray http://www.profitadvisors.com/method.shtml

 

·       Study: Emotions Rule the Brain’s Decisions http://www.usatoday.com/tech/science/discoveries/2006-08-06-brain-study_x.htm

 

·         Marketing to Teens –Advertising Strategies http://www.media-awareness.ca/english/resources/educational/handouts/advertising_marketing/mtt_advertising_strategies.cfm

 

·       Student Opinion Article “Teens and Advertising” http://www.snn-rdr.ca/snn/2002nov/advertising.html

 

·       Better Business Idea “Tell me a story!”-Michael C. Gray http://www.profitadvisors.com/tell.shtml

 

Content Area Textbooks

·         Selections from 10th grade English language arts, science, social studies, and math textbooks

 

Genre Study Characteristics of

·       Short story

 

Narrative Elements

·       plot (exposition, rising action, climax, falling action, resolution)

·       form

·       setting

·       conflict (internal/external)

·       theme

·       character development

·       mood, tone, style

·       author’s purpose

·       narration/point of view

 

Literary Devices

·       figurative language, imagery, simile, metaphor, personification

·       symbolism

·       foreshadowing

·       irony/sarcasm

·       implied meanings

·       onomatopoeia

·       suspense

 

Historical/Cultural Perspectives

·       understanding human nature

 

Critical Perspectives

·       different time period connect to self—own perspective on coming of age

Genre Study

Characteristics of

·       textbooks

·       expository text

·       literary analysis

 

Expository Elements

·       thesis

·       supporting ideas

·       supporting statistical information

·       supporting expert’s opinion/quotations

·       writer’s tone (attitude)

·       academic vocabulary

 

Organizational Patterns

·       categorization

·       cause/effect

·       problem/solution

·       comparison

·       definition

·       description

·       enumeration/process

·       sequence

 

Media Features

·       lighting

·       color

·       framing

·       motion and speed

·       transition

·       special effects

·       motifs

·       camera angle

 

Textbook/Expository Features

·       table of contents

·       titles, subtitles, headings

·       pullout quotations, sidebars

·       graphic content

·       bullets and symbols

·       captions, footnotes

·       index

·       glossary

·       bibliography/references

·       appendices

 

Introduction to Literary Analysis

·       Introduction (title, author, and genre)

·       Thesis supports writer’s perspective

·       Interpretation of literary work (elements)

·       Includes a summary of work

·       Literary terms used in discussion points

·       Thesis supported by evidence from text

 

Informational Critical Perspectives

·       Examine how prior knowledge and personal experience affect understanding.

§  Use close and critical reading strategies to identify perspectives/bias

Reading Comprehension Strategies

· Identify purpose.

· Preview text.

· Understand then analyze.

· Identify thesis, evidence, structure, style, organization.

· Summarize.

· Ask questions, visualize, make connections, predict, determine importance, infer, synthesize, and monitor comprehension.

· Skim for pertinent information.

 

Close and Critical Reading Strategies

· Use graphic organizers before, during and after reading as a visual means of explaining and organizing information and ideas.

·  Use marginalia to describe the craft the author used.

·  Use thinking notes and think aloud strategies.

·  Annotate text.

·  Take and organize notes (Cornell Notes and Double Entry Journals).

· Determine relevance/importance.

· Consider potential for bias.

· Consider perspectives not represented to avoid controversy.

· Look for evidence to support assumptions and beliefs.

· Evaluate depth of information.

· Evaluate validity of facts.

· Recognize influence of political/social climate when text was written.

 

Critical Reading Questions

·  What does the text say? (literal)

·  How does it say it? (figurative)

·  What does it mean? (interpretive)

·  Why does it matter? (wisdom/allusion/ connections/relevance)

 

 

Reading Goals

·  Learn to read like a writer.

·  Recognize the narrative structure and characteristics of anchor genre through reading mentor text.

·  Construct a clear definition of each genre answering these questions:

- What elements must it contain?

- Why would an author choose this genre?

- What makes it unique from other genre?

- What writing styles are appropriate?

- What is its structure?

 

Graphic Organizers

·       comparison matrix

·       Freytag’s Pyramid

·       KWL

·       story board

·       story structure

·       time line

·       Venn diagram

 

Short Stories

·       To focus your thinking on story structure, read Ned Guymon’s story “Conversation Piece,” considered one of the world’s shortest detective stories. Answer the question that follows it. Follow this activity with reading and summarizing even shorter Six Word Stories that are popular today.

 

Narrative Text Activities

·       Read and analyze “The Most Dangerous Game” and “Gift of the Magi.” after completing an anticipation guide on the two stories.  In literature circles:

- Identify main characters, setting, primary conflict theme(s)

- Make a plot map of each story using Freytag’s pyramid.

- Examine how the author   reveals the characters.

- Use the Narrative Profundity Scale with main characters to learn the unique contribution each makes to the themes.

- Examine how prior knowledge and personal experience affect your understanding.

- Build vocabulary knowledge using vocabulary square activity.

 

·       Possible peer discussion questions:

- Who is involved?

- What are they doing?

- Why are they doing it?

- What does the story line of the text look like if you draw it?

- How does time function in this story?

- How does the point of view affect the meaning in this story?

- How does the design of the story affect or mirror the action?

- What is the source of tension or conflict in the story?

- What does the writer do to draw you through the text?

Adapted from Reading Reminders, Jim Burke

 

Expository Text

·       Generate and post a class list of close and critical reading questions.

 

·       Participate in the teacher directed lesson on reading for truth focusing on knowing the difference between fact and opinion using the Google teen advertisement web site.

 

·       Read, using close and critical reading strategies, USA Today’s news article, “Study: Emotion rules the brain’s decisions,” using critical reading strategies. Identify thesis, supporting evidence, and tone. Use double entry journaling.

 

·       Critically read an excerpt from Hatch’s method marketing book using Cornell note taking skills. Compare the evidence he gives with your own experiences of being a consumer.

 

·       In literature circles analyze ads, commercials, movie trailers to determine which of the seven human emotions they are using to influence teen consumers to purchase their products. Post on data wall.

 

·       In literature circles, look at five different teen magazines and pick a total of 10 advertisements that your group thinks are effective. Use the Ways of Seeing activity to analyze the selected ads. Share with larger group.

 

·       Use 15-year-old Hayley’s student opinion article as a model to write your own opinion about advertising.

 

Textbooks

·       Actively participate in direct instruction lessons on:

 - How to read a textbook

 - How to read a textbook  chapter

 - How to read a textbook page

 - A textbook evaluation

 - A textbook feature analysis

 - Skimming Text Skills

 

Textbook Literature Circles

·       Select a content area text used by all members of your circle. In pairs, complete the Textbook Evaluation Activity, and Textbook Feature Analysis. Compare your results with other group members. Reach a group consensus.

 

·       Read the publisher’s guidelines for reading informational text in the textbook you are using. Compare them to what you have learned. Be prepared to share your findings with other circles.

 

·       Practice the following reading strategies using content area textbooks.

   - Identify purpose for reading selections.

  - Identify what you already know about the subject.

  - Preview text.

  - Read end of chapter questions.

  - Read first to understand, then to analyze.

  - Skim for pertinent information

  - Read using close and critical reading strategies.

  - Take notes; make annotations; keep a double entry journal.

  - Identify thesis, evidence, structure, style, and organization.

  - Interact with textbook as content expert.

  - Summarize information.

  - Analyze the depth of coverage of a subject.

  - Identify role of specific text features in text.

  - Ask questions, visualize, make connections, determine importance, infer, synthesize, and monitor comprehension.

 

Listening/Viewing

·       Use graphic organizers to compare videos to short stories.

 

·       Learn to identify and analyze teacher selected media characteristics used in video version of short stories.

 

·       Participate in literature circles/book clubs and class discussions as a productive member. Use a class generated rubric to rate your participation and contributions.

 

·       Listen as your teacher reads aloud “I Want to be Miss America” or “Thank You M’am” Analyze the short story and essay for 7 emotions using the “Marketing to Teens – Advertising Strategies” graphic. Select an issue raised by the readings and share with peers an experience that illustrates the relevance of the issue in your own life. Explain the emotions that played a part in your actions.