Kyle McCartan EDR 524 J.

Mockry April 2011 Stage 1: Desired Result Established Goals: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusion drawn from the text. Understanding(s): Students will understand reading is an active process between the reader and the text. Effective readers use a variety of appropriate critical thinking and comprehension strategies to construct meaning. Literature provides a window for us to understand humanity past and present. Essential Question(s): What reading comprehension strategies will be most effective in different text situations? How is literature like life? Students will know... How to find and correctly cite specific textual evidence. How literature can interact with their everyday lives. Students will be able to.... Find and cite textual evidence. Make connections from text-text, text-world, text-self. Stage 2: Assessment Evidence Performance Task(s): Fill out a double-entry reading log, citing specific textual evidence and provide text-text, text-world, or text-self connections. Daily journaling about recently read texts regarding authors intent, implicit and explicit messages, and connections derived from the text. K-W-L Sheet that corresponds to reading theme. Other Evidence: Exit slip in response to how is literature like life? Stage 3: Learning Strategies Learning Activities: After a period of Sustained Silent Reading (SSR) students fill out double-entry journals, citing specific textual evidence, to make connections text-text, text-self, text-world. Substantiate inferences by using text.

 Determine importance in text based upon purpose, context, and text organization (structures).