Hook: The Essential Question NOTE: Prior to the EQ, students in triads study and decide case studies (see “Case Study document) EQ Does “Equal Justice under the Law” exist in our nation? A.For similar crimes B.For all races C.For all genders D.For all ages
Predictive Writing Think- Outline- Write 1.Students need to reflect again on the EQ (quiet time to think (1 minute duration). 2. Students should outline their main thoughts on scrape paper- central idea and reasons why the student believes such. 3.Students will now use GO (Graphic Organizer) number 1, page one to write a predictive response to the EQ Does “Equal Justice under the Law” exist in our nation?
Vocabulary Instruction 1.Teacher Assist Students in numbering paragraphs 2.Teacher Model Vocabulary Skills Punctuated P2-L1 Squelch P3-L1 Heinous P4-L1 Mandatory P6-L2 Disposition P8-L2 Rehabilitated P10-L1 Categorize Unknown Words Root words, Context Clues, Content Specific, or Archaic (See power point notes for extended vocabulary activity)
PRE-READING 1.Preview the Text 2.Teacher Read Aloud 3.Students must follow in text 4. Optional: interactive pre-reading (see power point notes) Interactive Read Aloud Underline all numbers in the article during the read aloud.
Marking up the Text Teacher Think Aloud 1 st paragraph 1.Select Appropriate Text Code 2.The teacher, using a Think-Aloud strategy, will demonstrate the marking of the text. Text Code S= Strict understanding of the law L= Lenient understanding of the law DI= Doesn’t involve the law
First Read Students will now Triad ReRead all paragraphs while marking up the text. At conclusion: 1.Count the number of S’s, L’s, and DI’s. Compare this with your group members. 2.Go back through the text in order to discern areas of disagreement. Attempt consensus building within your group.
Post Activity Text Based Writing 1.Individually, students again respond to the essential question (refer to part 2 of Handout 1) How is this article addressing the concept of “Equal Justice Under the Law”? Consider changes that may have occurred. Do you think any of the changes are significant
SECOND READ Directed Note-taking Triad read with new purpose 1.Teacher model Think Aloud using the first paragraph. 2.Students will use the GO # 2 page 1 3.Teacher construct a Guiding Question 4.Teacher construct varying and appropriate text based categories What factors mitigate Cristian’s act of violence? Categorize Notes under these Classifications: A.Cristian’s mental state B.Cristian’s family C.Cristian’s age D.Cristian’s environment
THIRD READ Question Generation Reread with new purpose: 1. Teacher will model by generating a question from a paragraph of choice. P1= Deo Juvante 2. Students will Triad Read and generate a deep level question from each paragraph (refer to handout 2, page 2)
Concluding Activity 1.Triad Groups will decide on the most critical or significant question to be shared in whole group. 2.Triads will Post their question 3.Class will discuss and select best question from the posted questions
Readdressing the Essential Question How has the concept “equal justice under the law” been applied to the case of Cristian Fernandez? Resources 1.The text 2.Your notes 3.Collegial discussions Assignment After whole group discussion, students will use handout 4 page 2 in responding to the question above. Note: Student written responses must appeal to the text to support one’s position.
Extended Writing 1.Provide writing prompts aligned to standards/bench marks 2.Possible to use student generated questions as prompts 3.Limitations of one’s mind imposes the limitations of extended activities.
Conclusion: CIS Seriatim 1.The Essential Question 2.Predictive Writing (First Write) 3.Vocabulary Instruction 4.Previewing the Text/Read Aloud 5.Marking up the Text (1 st read) 6.Text Based Writing Response (Second Write) 7.Directed Note-taking (2 nd read) 8.Question Generation (3 rd Read) 9.Readdressing the Essential Question (Third Write) 10.Extended Writing (Optional) Note: Readdress Vocabulary each day (Bell Ringer?)