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- 1. Week 1: Lesson 1 Was Shakespeare Wrong? ROSE? ONION? CABBAGE? GRASS?
- 2. DO NOW If you could change your name, what would it be? Why?
- 3. AIM: SWBAT analyze (break down) the development of the central idea (subject and information about the subject), names, over the course of the article (beginning, middle, end).
- 4. Disproportionate Too large or too small in comparison to something else
- 5. Subjective Based on or influenced by personal feelings, tastes, or opinions
- 8. Central Idea Mini-Lesson A central idea is the subject of a text and details about subject.
- 9. Central Idea Mini-Lesson Central ideas may appear in the topic, headings, or topic sentences.
- 10. Central Idea Mini-Lesson Authors develop ideas across a text by adding details and information in an organized way.
- 11. Central Idea Mini-Lesson Details are facts that expand, emphasize, clarify, or explain a central idea.
- 13. READING THINKING STEPS TEACHER MODELING Look for two or more central ideas that appear across the text. Use clues: in the topic. headings. topic sentences. Think: What ideas are important to the text? What ideas and details repeat in the text? Central ideas may work to support a main idea for the entire text or they might be separate ideas that are loosely connected in another way across the text. We can determine central ideas much as we do main ideas, by looking for repeated content and details. First, I will identify at least two central ideas using clues such as the topic, headings, and topic sentences. One central idea in the article is that the view that names do not have power is wrong. A second central idea I see is that names influence our likes and dislikes.
- 14. READING THINKING STEPS TEACHER MODELING Think: Where is each central idea introduced? Which paragraph? Which section? How does the author introduce the idea? topic sentence section heading Authors develop ideas across a text by adding details and information in an organized way. For example, they cluster related information in paragraphs or sections. To locate these central ideas, find where (at beginning of a paragraph or section) and how (in a topic sentence, section, or in a heading) authors introduce them. The authors opening sentence of the article introduces the idea that names do have power. He uses all of paragraph 5 to support the idea that names influence our likes and dislikes.
- 15. READING THINKING STEPS TEACHER MODELING Skim and scan the text. Think: What details support each central idea? Look for: details that relate to the idea or tell more about it. transition words that connect ideas. Related details are particular details or facts that expand, emphasize, clarify, and/or explain a central idea. Transition words help authors show the relationship among ideas and concepts. This makes the central ideas more complete, easier to understand, or more convincing. For example, the words in addition show that information is added. The detail that a rose by any other name would not smell as sweet develops the idea that names have power. The detail that your favorite letter is usually in your name develops the idea that names influence our likes or dislikes.
- 16. READING THINKING STEPS TEACHER MODELING Think: What did you learn about the central idea from each detail provided? Why did the author include these details? Explain what you figured out about central ideas and supporting details. To analyze the development of central idea, look at how the author clarifies, expand, emphasizes, or explains the central idea. Look at how related details are added and what purpose they serve in conveying the authors ideas. The author of Was Shakespeare Wrong? states his central ideas in the first two paragraphs of the article. He claims that Shakespeare was wrong and that Names have power. Once he has stated these central ideas, he uses the remainder of the article to provide details that develop his central ideas, including scientific studies about the power of names. This organization of information helps readers understand the central ideas and how they are supported.
Editor's Notes
- #3: Give scholars 2 minutes to write.