AVID

Weekly - Stagis 950-1020 Critical Reading Lesson Plan # 1-4 Article: "Student educates peers on anti-Semitism" By Julie Stagis (August 1, 2013) AVID Process Standards for Critical Reading: 1. Pre-reading - Day 1 & 2 2. Interacting with the text - Day 3 3. Extending beyond the text - Day 4 WICOR Methodology Writing Inquiry Collaboration Organization Reading Essential Question: How do readers actively read and isolate essential information in a text? Day 1: Pre-Reading with WICOR 3mins Get into small groups of 3-4 Dictionary: someone with a smartphone Secretary: someone to take notes for the group (all names on paper) Searcher: someone with a highlighter or colored pen (not black) Spokesperson: someone to speak to the class on your group findings Each group needs a piece of paper; Each student needs an article Placing the topic in the context of a band student: The article we are about to read discusses how a couple of students chose to educate their peers about a certain issue in their school community. It is not the specific issue they discuss that is necessarily the most important aspect of this article but rather the idea that students can teach other students and make a difference in their school. Just a couple weeks ago one of the 4th hour students was tasked with educating her math class on the view of marching band as a sport, deserving of recognition for its physically challenging elements. As we use this article over the next few weeks please consider ways you can make a difference by speaking up for yourself and what is right; think about how your words and actions can help teach others We Are MESA. Pass out article 5mins Key Concepts: Define and discuss (write down/compare) anti-Semitism - discrimination or prejudice or hostility against Jews Self-advocacy - promoting, pleading for, and supporting ones self 5mins Vocabulary: Find, define, and compare (find in text, write down) Nazi (1) - National Socialist German Worker's Party (leading up to and during World War II, under the direction of Hitler) responsive (8) - responding sympathetically to appeals

Holocaust (9) - a mass slaughter or reckless destruction of life, THE Holocaust normally refers to the extermination of the Jews in Nazi Germany. contemporary (9) - of the present time, modern Any other words need to be defined?? 10mins Develop Student's Understanding of the Subject Discussion 1: Many argue that anti-Semitism is a contemporary issue that has long outlives both the Holocaust and Hitler. What evidence an be found in pop culture to prove this argument? Explain Discussion 2: How to you interpret and to what extent do you agree or disagree with the following statement: "You're one of us." Making predictions 5mins 1. Look through the text as a group: mark subtitles, segmented breaks, think on how long the paragraphs are/the whole article is 2. Predict what the text might be about from the title 3. Read just the first and last paragraph: does this change your prediction? 4. Read the author information at the end: What do you think the author's purpose is for writing this editorial? Closure 2 mins Collect all the papers (clip each group together) Over the next week think about ways you have experienced prejudices in your own life and ways you can improve your self-advocacy. Day 2: Interacting by Marking the Text 2 mins Get back into your same groups from last week Pass out the group papers Marking the Text A: Circling Key Terms 10mins 1. Number the paragraphs for easy idea location (model) 2. Read the 1st paragraph (circle important terms or key ideas) "Liah Kaminer" and "collective gasp" 3. Do the same for the rest of the paragraphs: 1: "Liah Kaminer" and "collective gasp" 2: "anti-Semitism" 4: "Stephen Armstrong" 14: "Anti-Defamation League" 15: "harassment" and "vandalism" Are there any additional key terms you can find? Marking the Text B: Underlining Essential Ideas 10mins 1. Find the inferences or statements that are made by the author or people the author has quoted.

 2. Find others throughout the article: (1) - "...'raise your hand like a Nazi." (2) - "You're one of us." (4) - "...put together a class on anti-Semitism." (5) - "We wanted to put a stop to {anti-Semitism}, but how do you do that?" (6) - "They sparked discussion and talked about what stereotypes students have heard." (8) - "No one said anything against what we were saying." (9) - "...although students are taught about the Holocaust in history classes, it's seldom the kids are asked to think about this topic in a contemporary way." (10) - "...anti-Semitism is not a thing of the past." (13) - "It wasn't just some teacher talking. It was a kid who had experienced some of the stuff very personally." (20) - "I brought it to people's attention." What other ideas can you find? Closure 2 mins Collect the articles and group notes Day 3: Second Reading: Responding and Connecting to Ideas in the Text 3mins Get back into your same groups from last week Pass out the group papers (start today individually: think/pair/share) Responding to Main Ideas 20mins 1) Each person will write a short response to the following paragraph's main ideas: 1, 2, 3, 4, 5, 6, 7-11, 12-13, 14-16 2) Share with you group and compare your thoughts. Remember this is a time to share opinions and experiences. Part of We Are MESA is being Mature and respecting the differences of others. Please keep in mind this is not a debate but an informed discussion. 2 mins Collect Papers Closer: What new ideas did you hear today from you classmates? Does any of your discussion make you re-evaluate your own opinions? Day 4: Extending Beyond the Text 2 mins Today will be an individual work day Pass out the group papers Writing Response 20 mins Student will write 1 page (single spaced) on the following prompt: 1) Summarize the claims made in Julie Stagis's article "Student educates peers on anti-Semitism." 2) Identify the evidence used to advance her position.

3) Describe Julie Stagis's purpose for writing the piece and some of the outcomes that may result from reading the text. *Make sure to site paragraphs when making direct references to the text. **The format can be 3 paragraphs (one on each of the points above) OR the format can be three paragraphs (each including a topic sentence, the three elements above, and a concluding/transitional sentence) Closure and Wrap-Up 5 mins Collect response papers Share with a neighbor the most striking or important key point you remember from the article.