1. Mortality Unit Ms. Pahis, Ms. Stolzer, Mr. Katz February 28, 2014 Ms. Pahis, Ms. Stolzer, Mr. Katz February 28, 2014

2. Pahis/Stolzer/Katz Feb. 25, 2014 CCSS.ELA-Literacy.SL.9-10.1CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.RI.9-10.1CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.SL.9-10.1CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.RI.9-10.1CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

3. DO NOW Have you ever woken up from a dream or nightmare and were still confused after you woke up? Explain what you were dreaming about and why you were still in a state of disarray when you awoke. If you have never experienced this, explain why you believe it happens. AIM: How does the focus change in a text depending on the reader’s purpose? AIM: How does the focus change in a text depending on the reader’s purpose?

4. AIM: How does the focus change in a text depending on the reader’s purpose? Homework: Complete handout. Homework: Complete handout. Pahis/Stolzer/Katz Feb. 28, 2014 VOCABULARY: Phantom- something from your imagination Replica- an exact copy or model of something Distorted- pulled or twisted out of shape Peripheral- of minor importance Anecdote- short and amusing or interesting story about a real incident or person VOCABULARY: Phantom- something from your imagination Replica- an exact copy or model of something Distorted- pulled or twisted out of shape Peripheral- of minor importance Anecdote- short and amusing or interesting story about a real incident or person

5. Mini-Lesson: Reader’s Purpose – A reader’s purpose reflects the author’s purpose. – Readers open themselves up for persuasion, information and entertainment. – A reader is impacted by an author’s purpose according to the author’s intent. – A reader’s purpose reflects the author’s purpose. – Readers open themselves up for persuasion, information and entertainment. – A reader is impacted by an author’s purpose according to the author’s intent. AIM: How does the focus change in a text depending on the reader’s purpose? AIM: How does the focus change in a text depending on the reader’s purpose?

6. ACTIVITY: Part 1 Popcorn reading of “The Man Who Fell Out of Bed” Today we are going to read a chapter from the book, The Man who Mistook his Wife for A Hat, entitled, “The Man Who Fell out of Bed.” – Annotate purposefully while reading. – Teacher will ask students to stop at the end of each paragraph to check for understanding by asking questions. Today we are going to read a chapter from the book, The Man who Mistook his Wife for A Hat, entitled, “The Man Who Fell out of Bed.” – Annotate purposefully while reading. – Teacher will ask students to stop at the end of each paragraph to check for understanding by asking questions. AIM: How does the focus change in a text depending on the reader’s purpose? AIM: How does the focus change in a text depending on the reader’s purpose?

7. ACTIVITY: Part 2 Identifying Reader’s Purpose – Individually, work on highlighting in different colors lines in the text whose purpose are to inform and to entertain. – In your pairs, choose one line that is informative and one that is entertaining and explain WHY on their graphic handouts. – Individually, work on highlighting in different colors lines in the text whose purpose are to inform and to entertain. – In your pairs, choose one line that is informative and one that is entertaining and explain WHY on their graphic handouts. How can we use visualization strategies for comprehending complex nonfiction text in order to determine an author’s purpose

8. SUMMARY Exit Slip: How does Sacks combine more than one purpose for the reader? AIM: How does the focus change in a text depending on the reader’s purpose? AIM: How does the focus change in a text depending on the reader’s purpose?

9. Today’s Guiding Questions Critical Guiding Questions: How does the focus of a text change according to a reader’s purpose? How does the main character seem when Sacks meets him? How does the main character's emotions change when he wakes up from his nap? Where is the main character sitting when the nurses find him? Explain the character’s problem with his body. Why is the main character confused? How does Dr. Sacks respond to the main character? How does the patient respond to Sacks? Critical Guiding Questions: How does the focus of a text change according to a reader’s purpose? How does the main character seem when Sacks meets him? How does the main character's emotions change when he wakes up from his nap? Where is the main character sitting when the nurses find him? Explain the character’s problem with his body. Why is the main character confused? How does Dr. Sacks respond to the main character? How does the patient respond to Sacks? AIM: How does the focus change in a text depending on the reader’s purpose? AIM: How does the focus change in a text depending on the reader’s purpose?

10. This slideshow will be used in order to display images that will inform students about the functioning of the brain and how it may change in “The Man Who Mistook His Wife for a Hat.” Other images will give context to explore the concept of author’s purpose.