Active+Reading+Lessons

Grade Level: Reading Skills Class – Grade 9-12 Skill Level: Developing (For MAP scores under 211) {next skill level: Progressing} Teacher: Heidi Thomas, Inclusive HS Reading Skills School: Lexington High School
 * Active Reading Lesson Plan**

__The River__ by Gary Paulsen (Sequel to __Hatchet__, by Gary Paulsen) ATOS Book Level: 5.5 Lexile 960 Fiction Summary: Because of his success surviving alone in the wilderness for fifty-four days, fifteen-year-old Brian, profoundly changed by his time in the wild, is asked to undergo a similar experience to help scientists learn more about the psychology of survival.
 * Unit/Lesson**:

In __Hatchet__: After a plane crash, thirteen-year-old Brian spends fifty-four days in the wilderness, learning to survive initially with only the aid of a hatchet given him by his mother, and learning also to survive his parents' divorce.
 * Prior Knowledge**

à Book(s): __The River__, by Gary Paulsen à Photocopies à Highlighters: green, yellow, pink (to correspond with narrative writing assignment) à Writing Utensil: pencil, preferred
 * Materials Needed:**
 * Book Notes, attached
 * 2-column notes, attached
 * Quotation-Response, attached
 * Fiction Summary Planner (Write Tools, Active Reading, page 51)

Reading Standards for Literature 11-12 à Key Ideas and Detail (//Main ideas, text features, visualizing//)
 * Standards/Objectives – taken from Common Core Standards: (//Write Tools// //Skill Used//)**
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

à Craft and Structure (//Questioning, Conflict-Solution, Predicting//)
 * 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

à Integration of Knowledge and Ideas (//Text-to-text, Text-to-world, Text-to-self//)
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

à Reading Range and Level of Text Complexity (//Response to literature//) à Reading comprehension à Listening comprehension à Vocabulary - Decoding à Free-Response à Annotating Text (using book notes) à Highlighting text à Note Taking – 2-column notes à Quotation-Response à Summarizing
 * 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * Skills students will use:**

//Story//: pieces of writing with a beginning, middle, and end //Main idea//: the main message //Characters//: the people or animals in a story //Setting//: time and location a story takes place //Plot//: The events that happen in a story //Conflict//: problems between characters or people
 * Literary Vocabulary**:

//boughs// (5) – tree branches that are usually large //coma// (8) – a state of extended unconsciousness, usually caused by illness or injury //counselor// (6) – a person whose job is to give suggestions or advice, especially to those who have problems //crude// (5) – roughly, simply, or not carefully made; having rough or coarse manners; not polite; neither fine nor finely made //exposed// (6) – having been brought to light or awareness; having been brought out of hiding; having been laid bare; revealed; uncovered //raft// (5) – a floating platform; a float; a collection of logs or boards that are fastened together; a small, flat-bottomed, rubber boat that floats when filled with air //rapids// (6) – an area of a river with fast-moving water, often flowing over rocks //survive// (5) – to live through or continue to live in spite of; to endure or last; to remain or stay living //tension// (9) – nervousness; a strained excitement; suspense; a feeling of hostility between two or more individuals or groups; a feeling of emotional or mental strain //tinder// (5) – material that burns easily and is used to start a fire; extremely flammable material that is used to start a fire
 * Story Vocabulary (grade level)**:


 * Assignment length: about 10 days**

à Distribute à Hold discussion on __Hatchet__ (to establish background knowledge) à Discuss main characters in story (Brian, Brian’s girlfriend, Brian’s mom, Brian’s dad, Derek); à Make a prediction about the story (prediction square on ‘Book Notes’) à Highlight in ‘Book Notes’ squares à Hold discussion on **Rules for Highlighting**
 * Day 1:**
 * books
 * ‘Book Notes’ page (//Annotations//, attached)
 * ‘2-column notes’ page (//Note-Taking//, attached)
 * ‘Quotation-Response’ page (//Quotation-Response//, attached)
 * ‘Last Word’ Instructions
 * Yellow (Big Ideas) – “Main Ideas (MI)”
 * Yellow (Big Ideas) – “Conflict-Solution (CS)”
 * Pink (Tell Me More) – “Visualizing (V)”
 * ** Read ** first**, Highlight** second
 * Five words or less highlighted
 * Maybe annotate first, and then highlight
 * Find one ‘big idea’ per paragraph
 * Re-read highlighted text, to review (if it makes sense, you highlighted well)

à Open each class time with an introduction to recall the previous day’s story events à Choose an established time for each day’s reading (example: 30 minutes); à Choose one day to use the “Last Word” activity (Write Tools, Active Reading, page 19-20) à Choose daily to use “Free Response” activity (Book Notes, T-S, T-W, T-T, P, ?, attached) à Choose one quotation each day for students to ponder (Quotation-Response, attached) à Encourage students daily to use 2-column notes to write down important information, unresolved story issues, vocabulary, or other teacher-noted information (2-column Notes, attached) à Choose a “summary without words” for the Text Features (TF) box on the “Book Notes” (__The River__ does not have pictures in the text) à When book is finished, use the Fiction Summary Planner (Write Tools, Active Reading, page 51)
 * Days 2 - 10**:
 * Alternate between teacher reading, audio tape, independent reading

NAME:

PERIOD _________ READING

ASSIGNMENT NAME: **Book Notes**

DATE:

(reminds me of something in my own life) || ** Text to Text (T-T) ** (reminds me of something I’ve read or watched) || ** Text to World (T-W) ** (reminds me of something from Current Events) ||  (what is this? Why is this happening? I don’t understand.)   ||  ** Conflict/Solution (C-S) ** (What is/are the problem(s) in this story? What is getting solved?)  ||  ** Prediction (P) ** (what might be happening next?)  || (hear, taste, smell, touch) || ** Text Feature (TF) ** (Maps, charts, graphs, pictures, titles, subtitles, captions, **bold** type)  ||  ** Main Idea (MI) ** (what the story is mostly about)  ||
 * ** Text to Self (T-S) **
 * ** Question (?) **
 * ** Visualizing (V) **

NAME:

PERIOD _________ READING

ASSIGNMENT NAME: **2-Column Notes**

DATE: ||  COMPLETE NOTES   ||
 * KEY WORDS OR TOPICS

NAME:

PERIOD _________ READING

ASSIGNMENT NAME: **Quotation-Response Notes**

DATE:
 * ** Quotation ** || ** Response ** (don’t just restate; comment!) ||