Middle School Transition Course
Reading
This is a draft of what we have so far. You now have access to the following elements:
1) Template for developing content for the webpage: http://www.pampetty.com/mstemplate.htm
2) Our table of contents: http://www.pampetty.com/msreadingtablecontents.htm
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The following is what I have come up with so far for the reading section of
the Explore Transitions course. I have ideas for activities for each reading
passage listed after the passage. If the passages are approved by the group
on October 21 I will flesh out the activities further. As of now I will be
unable to make the October 21st meeting, but please email me with
any comments, concerns or feedback. If I am not on the right track with what
you are looking for please let me know and I will be happy to revise.
Nicole
Jansen
Literary Nonfiction
“First Strike” by Gary Paulsen
Activities for “First Strike” by Gary Paulsen
· Word Storming—Vocabulary Activity, Before Reading
· Annotated the Text—During Reading
· Metacognitive Markers—During Reading
· Think Aloud—During Reading
· Double Entry Journal (quote/explanation)—During Reading
· GIST—Summary, After Reading
· Narrative Writing—Quickwrite, After Reading
“Eulogy for Mickey Mantle” by Bob Costas
http://theswearingens.com/mick/eulogy.htm
Activities for “Eulogy for Mickey Mantle” by Bob Costas
· Annotated the Text—During Reading
· Metacognitive Markers—During Reading
· Double Entry Journal (quote/explanation) —During Reading
· Think-Pair-Share—After Reading
· SOAPSTone—After Reading
· GIST—Summary, After Reading
· Narrative Writing--Quickwrite
Science
“Vampire bat debate: To kill or not to kill” The Chicago Tribune
Activities for “Vampire bat debate: To kill or not to kill”
· Predicting—Before Reading
· Reasoning Guide—Before and After Reading
· Annotated the Text—During Reading
· Metacognitive Markers—During Reading
· Questioning the Text—During Reading
· T-Chart Pro/Con—During/After Reading
· Think-Pair-Share—After Reading
· GIST—Summary, After Reading
· Argument Writing—Quickwrite, After Reading
The following could be compared and contrasted:
http://www.dailygalaxy.com/my_weblog/2011/06/the-virus-planet-rise-of-the-superbacteria.html
· Predicting—Before Reading
· Annotated the Text—During Reading
· Metacognitive Markers—During Reading
· Questioning the Text—During Reading
· Reasoning Guide—Before and After Reading
· Top Hat Strategy or T-Chart
· GIST—Summary, After Reading
· Jigsaw—During Reading
· Debate—After Reading
· Think-Pair-Share—After Reading
· Argument Writing--Quickwrite, After Reading
Humanities
“How My Apple Computer Taught Me to Write” by Gish Jen
http://www.nytimes.com/2011/10/07/opinion/how-my-apple-computer-taught-me-to-write.html?ref=opinion
Activities for “How My Apple Computer Taught Me to Write”
· Annotated the Text—During Reading
· Metacognitive Markers—During Reading
· Questioning the Text—During Reading
· Double Entry Journal (quote/explanation—During Reading)
· SOAPSTone—After Reading
· GIST—Summary, After Reading
· Think-Pair-Share—After Reading
· Reflective Writing--Quickwrite, After Reading
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Survival
submitted by Pam Petty
Chilean Miners
| Pre-Reading: Building background and activating schema: Chilean miners trapped | Show one or more of the following videos. Ask students to note the 5 W's. | Vocabulary: identify
confusing or unfamiliar terms. Put each word with an image on a
PowerPoint side. Provide students with a "Data Response Format"
sheet that prompts them for their best understanding of each word.
Confirm/clarify each word. Ask students to summarize what they
understand using as many words from the list as possible (must use at
least 75% of the words). Use as formative assessment for
sufficient background knowledge of topic. Alternate assessment:
http://www.pampetty.com/shelbymakeaquiz.pdf Example Vocabulary PPT: http://www.pampetty.com/VocabularyDay1.pdf |
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| During Reading: Chilean Miners new | Print Resources
|
Have students do "expert groups" using different print sources. Tell them they must find unique quotes and information that is "worth knowing and sharing." Each group must comprise a 20 second sound byte based on their reading. All students must gather information from each presentation and make a class grand summary of the events that cannot exceed 200 words. | ||||
| During Reading: Survival |
http://www.ready.gov/america/getakit/index.html
http://www.huliq.com/10061/earthquake-survival-kit-how-prepare-one ftp://ftp-fc.sc.egov.usda.gov/ID/snow/safety/resources/survival%20kit.pdf http://www.time4me.com/theme/outdoors/plans/survive.htm |
Reduce these pages to a double-sided 1/2 sheet of 8.5 x 11 paper (hotdog fold) in the form of a grocery list on one side and a "tips" list on the back. | ||||
| Content
connections: |
Survival Quiz: http://www.wilderness-survival.net/quiz/quiz.php | Verify information on each
question. Find at least one resource that confirms or discounts
each question. Graph student scores by question. Rank the
questions in order of an emergency/survival situation for the following
scenarios: 1) earthquake 2) flood 3) civil unrest 4) tornado 5) car falls into ravine and you survive |
Extreme
Defying Gravity:
Alex Honnold: http://www.cbsnews.com/video/watch/?id=7383158n
Filming of the 60 Minutes episode:
http://www.cbsnews.com/8301-504803_162-20114455-10391709.html
Alone on the Wall:
http://daveheal.com/sports/alex-honnold-free-solos-half-dome-in-alone-on-the-wall/
Hushan Trail:
http://blog.hotelclub.com/huashan-trail-worlds-most-dangerous-hiking-trail/
Graphic Organizers to
match with readings:
