1. Unit 1 - Journeys
Part 1 – Home
August 5, 2016

2. Warm-Up Connotation Continuum
In your LN, create a continuum using the following words. Then justify why each one is there with a short sentence.
* Adventure * Crusade
* Quest * Pilgrimage
* Trek * Journey
* Expedition
Use the format we did yesterday (-3, -2, -1, 0,1, 2, 3)
Think about what you see as positive, negative, and neutral.

3. Moves Close Readers Make (RL8.10, RI8.10)
Unit 1 Theme:
What inspires people to embark on journeys?
How are people shaped by their journeys?
How do readers use textual evidence to support their analysis of what the text says and what it implies?
How does an author’s purpose, intended audience, and point of view impact meaning?
How do writers develop topics through relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples?

4. Exploring Shades of Meaning (L8.4, L8.5)
Warm-Up – 5 minutes
Using all the knowledge learned in the previous lessons, find the verb (v), subjects (subj), and adjectives (adj) in the following sentences:
1. We gave the man the name of a lodge near Trial Lake.
2. An unknown donor gave the hospital a million dollars for research.
3. The frightening experience taught the child some important lessons.

5. 7/10/15 Exploring Shades of Meaning (L8.4, L8.5)
Warm Up Answers
1. gave = v; we = subj; the = adj modifying man; the = adj modifying name; a = adj modifying lodge
2. gave = v; donor = subj; an/unknown = adj modifying donor; the = adj modifying hospital; a/million = adj modifying dollars
3. taught = v; experience = subj; the/frightening = adj modifying experience; the = adj modifying child; some/important = adj modifying lessons

6. 7/10/15 Moves Close Readers Make (RL8.10, RI8.10)
The central purpose of this first unit is to explore the moves close readers make. This year we will travel together to develop the skills and habits of a close reader who can read grade- level texts independently and proficiently. The class will work collectively to generate an anchor chart to leave up and refer to often. Moves might include: 1) Initially approaching and surveying a text 2) Using questions to set a purpose for reading 3) Using questions to explore the text’s topic, information, and structure 4) Analyzing key details and language to deepen understanding 5) Explaining what one has come to understand as a reader

7. 7/10/15 Moves Close Readers Make (RL8.10, RI8.10)
Experts in various fields are able to analyze and understand artistic works, phenomena, places, events or situations because their training focuses them on details that the someone not in their field would not typically notice. This training often involves a set of guiding questions that experts ask themselves to direct their attention to key elements of their fields of study. For example,
A musician might ask herself, “How do the sounds of the various instruments work together?”
A crime scene investigator might ask, “What evidence suggests how the perpetrator came and went from the scene?”

8. 7/10/15 Moves Close Readers Make (RL8.10, RI8.10)
Experts ask these questions so that they clearly understand what they are studying and can clearly communicate their understanding to others.
From this analogy, we can ask, “What questions do expert readers ask?” and “What text features do expert readers look for?”
Close readers also read with purpose, often with a question in mind. When we lack a clear purpose for reading, we often get distracted. Sometimes, we are provided a purpose for reading. Other times, we have to set our own purpose. Often, the questions we are asked or the questions we ask ourselves can set this purpose.

9. 7/10/15 Moves Close Readers Make (RL8.10, RI8.10)
Watch the video to answer this question: How many times do the players dressed in white pass the ball to the players dressed in black?
Viewing the video again, with a different question in mind, could lead you to notice different features. Close readers do the same thing: we read a text multiple times, each time looking for different things, things we might have missed.

10. A Glow in the Dark From Woodsong ~Gary Paulsen
Read, Reread, and Annotate Using CURE.
You will find directions for CURE on the next several slides.
A Glow in the Dark From Woodsong
~Gary Paulsen

12. Annotation Definition: Add notes to a text or diagram
giving explanation or comment.

13. CURE

14. What is CURE? Circle Underline Respond Examine

15. the main idea. Underline key. details. Respond in the. margin
the main idea. Underline key details. Respond in the margin. Examine vocabulary.
Circle

16. Circle Circle the main idea of each paragraph/stanza.
Circle main words or phrases.
Do not circle the entire sentence.
Do not use highlighters.

17. Underline Underline key terms or phrases.
Key terms often include numbers and dates.

18. Respond in the Margin
Responses will vary depending on the grade level.

19. 8th Grade Respond in the Margin
Connections
Text to text
Text to self
Text to world
Make inferences.
Validate claims.

20. Examine Vocabulary Identify unfamiliar words or concepts.
Research the word or concept.
Define the word or concept in the margin.

21. When Annotating,
First, read the article.
Second, read the text a second time, and annotate each paragraph/stanza using CURE.

22. Homework/ classwork
Read, reread and annotate article. Use CURE Due Monday, August 8, 2016.
Syllabus signed. Past Due
Connotation Continuum. Past Due