1. DO NOT GET A BOOK OFF MY BOOKSHELF.
Wednesday September 7, 2016
Today you will need…
Binder
Pencil
Novel/Book
DO NOT GET A BOOK OFF MY BOOKSHELF.
IF YOU DO NOT HAVE A BOOK YOU BETTER FIND ONE.

2. Wednesday September 7, 2016 Today’s Agenda
Independent Reading
“In Stranger’s Glances, Tension Lingers” Lesson
Writing Reflection
Written Conversation Mini-Lesson
Video Presentation
Written Conversation Discussion
Review Central Idea & Author’s Purpose
Independent Reading & Annotating
Central Idea & Author’s Purpose Discussion
Exit Ticket: Objective Summary

3. Independent Reading
15 Minutes

4. “In Stranger’s Glances…” Reflect on It!!
Respond briefly to the following question based on you own life experiences.
“Do our families help us decide who we are?”

5. Written Conversations
Mini-Lesson

6. Written Conversation
Today we will watch a brief video that focuses on a family and how they interact with each other.
After the video, we will reflect on what we saw and our own thoughts to the question, “do our families help us decide who we are?” using a written conversation strategy.
To perform a written conversation, we will pair off in our groups and write letters to each other about our own thoughts, perceptions, judgments, and emotions after seeing the video.
There are 3 simple rules to written conversation:
Write so others can read what you are saying.
Write until you’re told to stop—Don’t stop writing!
Don’t talk, even when passing papers.
Written conversations are written in a friendly letter format and should include the parts of a letter.
As students are writing and reading, give warnings so that students can complete their thoughts. One minute warnings work well. Tip: Use a timer if you have difficulty watching the time and monitoring student responses.

7. Written conversations should…

8. Written Conversation: How It Works
You and your partner will be given a piece of notebook paper to begin your letters to each other.
You will each write (one at a time) on the topic until your time runs out.
When the timer goes off, you pass the paper to your partner so they can react or respond to what you have written.
Remember:
Read the reaction from your group member. Write an answer, just like you were talking out loud.
Write your reaction, make a comment, ask questions, share a connection you’ve made, agree/disagree.
Remember to keep writing the entire time! Time limit = 3-5 minutes. You will be given a one minute warning to finish your thought.
Continue passing until each partner has responded to all the notes..
It’s important to keep track of time as you monitor this activity. The more that is written, the more that will have to be read. Steps 7-9 are not required every time this strategy is used. For this workshop, there isn’t enough time to adequately complete A suggested prompt for this article appears on the next slide. Click to this slide once groups have completed step 6.

9. Do our families help us decide who we are?
Written Conversation Topic

11. Do our families help us decide who we are?
Now Write….
Remember…
Write so others can read what you are saying.
Write until you’re told to stop—Don’t stop writing!
Don’t talk, even when passing papers.
Write your response, just like you were talking out loud.
Write your reaction, make a comment, ask questions, share a connection you’ve made, agree/disagree.
Do our families help us decide who we are?

12. Written Conversation Discussion (Small Group)
Share one important highlight of your discussion.
Share one topic that could be argued (debated).

13. What ideas did you debate?
Written Conversations List

14. Author’s Purpose & Central Idea
Review

15. What is the Author’s Purpose?
Entertain
Inform
Persuade

16. When an Author Wants to Entertain…
To entertain is to tell a funny story or to tell what a person or place is like in an interesting or funny way. You usually read something entertaining for fun.
Examples of entertaining books/stories:
Charlotte’s Web
Holes
Cinderella

17. When an Author Wants to Inform…
To inform is to teach a lesson or to show how to make something. You usually read something informational to learn more about a certain subject.
Examples of informational books/text:
Non-fiction books
News stories in a newspaper or magazine
Encyclopedias and other reference books
Main Page

18. When an Author Wants to Persuade…
The author is trying to make the reader agree with something important. The author wants to persuade you to see their point of view.
Examples of persuasive writing:
Editorials in a newspaper/magazine
speeches
Main Page

19. What is central idea?
CENTRAL IDEA refers to what the text is mainly about.
Central idea is NOT the topic of the text.
Central idea can most often be stated in one sentence.

20. Independent Reading Task
Read the text, “In Stranger’s Glances…”
As you read,
Annotate the text for author’s purpose and the central idea
Remember to use Margin Notes to ask questions & make connections to the text.

21. What was the author’s purpose for writing this text?
“In Stranger’s Glances…” Discussion

22. “In Stranger’s Glances…” Discussion
What was the central idea of the text and what details did the author use to support the idea?
“In Stranger’s Glances…” Discussion