Day 2: Finishing Annotation
Please get out your annotation card from yesterday.
OBJECTIVES
- Students will use at least two types of annotations in each section of the reading.
- Students will write a summary of the reading.
VOCABULARY
a. Circle key vocabulary
b. Triangulate challenging vocabulary |
CLAIMS and EVIDENCE
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REACTIONS
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Day 3: Summary and Response Paragraphs
OBJECTIVES
- Students will write a one-paragraph summary of the article.
- Students will write a one-paragraph response to the following essential question: Could a social injustice like this happen today? If so, to whom? Why?
OPENING ACTIVITY: The Double-Bubble Map Introduction
A Double-Bubble Map is meant to show the thinking pattern of comparing and contrasting.
Create a double-bubble map to compare and contrast life for teenagers in Birmingham, AL in 1963 and life for teenagers in Merced, CA in 2013.
INSTRUCTION
It is important that when you read you not only understand what you are reading, but you also can relate and connect to the reading.
- A summary shows that you understand what you read.
- A personal response allows you to take the knowledge from your reading to the real world.
Summary
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Response
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PRACTICE
On the back of your double-bubble map, complete your writing assignments.
--One-paragraph summary of the article "High School Prom: 50 Years Later
--One paragraph response to the follow question: Could a social justice like this happen today? If so, to whom? Why?
--One-paragraph summary of the article "High School Prom: 50 Years Later
--One paragraph response to the follow question: Could a social justice like this happen today? If so, to whom? Why?