ModelLesson1

= = =Learning Goals:=
 * =Alternate Model Lesson=
 * Analyze a text closely, and draw a logical conclusion (inference) from it. (CCRS Reading 1)
 * Cite specific text evidence to support conclusion. (CCRS Reading 1, Writing 9)
 * Draft and publish an explanation of your conclusion and discuss online with peers. (CCRS Writing 6, CCSS Writing 9)


 * POLL (Use your cell phone!)

**(15 minutes) Use a Thinking Tool to Read Closely** **Our Text ** : // USGS Did You Feel It? Archive for Arkansas // (a screenshot of one page: [|USGS_Arkansas.pdf])
 * 1) Create a thinking tool.[[image:2columnNotes.JPG width="367" height="281" align="right"]]
 * Fold notebook paper hotdog style to create two columns.
 * In the center at top, write the title of text.
 * As we read, in the left column, record quotes or information from the text.
 * In the right column, record your reactions: thoughts, questions, connections.
 * 1) Read closely and take notes.
 * Use your thinking tool to interact with the text.
 * As you read, be on the lookout for interesting/important quotes or information--in this case, what facts/stats seem important?
 * When you run across an important fact or idea, write it in the left-hand column.
 * Across from it, jot down your response to the information.
 * Why did it stand out to you?
 * Why is it significant?
 * What reactions or opinions do you have?
 * What connections--to you personally, to other texts you've read, to societal/global issues can you make?
 * What questions come to mind?
 * 1) Discuss the article and your notes with your group.
 * Take turns reading a quote or information byte from the left column and then explain your thoughts using your notes from the right column.
 * Before moving on to the next member's quote, get reactions and comments from the rest of your group.
 * Once discussion on that quote has concluded, the next person shares a two-column note and asks for reaction.
 * Continue until everyone has shared or I call time.

= **(15 minutes) Make an Inference and Support with Text Evidence** = **Another Related Text ** : //Earthquakes in Arkansas May Be Man-Made, Experts Warn//
 * 1) Read article independently and use two-column notes to harvest your thinking.
 * Use back of same sheet or another. Be sure to label your notes with the article title.
 * Try again to capture important info from text in left column and your reactions in the right column.
 * What connections can you make between the two texts?
 * 1) Discuss in small group.
 * 2) Draw an inference.
 * Brainstorm with whole class, composing a list. (Have a volunteer type into document to project on screen.)

= =

=(15 minutes) Draft and Publish Your Inference=
 * What makes a solid paragraph?
 * Did you PEE in your paragraph?
 * Read a model blog post.
 * See the PEE?
 * Claim (Inference/Conclusion) +
 * Evidence (text details that support your conclusion) +
 * Explanation (add commentary to explain your idea fully)
 * Plan, draft, and revise BEFORE you publish.
 * Graphic organizer to help you PEE!
 * Or use the online template: media type="custom" key="10082057"


 * Publish your post on our group blog.
 * Check your email--the one you gave in our introductory activity.
 * Click the link provided in email.[[image:Blogger_Compose.png width="304" height="253" align="right"]]
 * Click "New Post" (in top pic at right).
 * Give your post a title and compose in the big white box (pic bottom right).
 * Label your post with key words so that visitors to the blog can find it: "inference" and any other key word.
 * Click the "Publish Post" when you're ready to publish it to our group blog.

=(10 minutes) Read and Comment on at Least Two Peers' Posts=
 * Visit our group blog, and read at least two of your peers' posts.
 * Comment to continue the conversation:
 * Ask them a question.
 * Share a connection.
 * Share your thoughts.
 * Agree or disagree (always nicely).

=Want to learn more?=
 * Check out //The Danger of Digging Deeper//

=Lesson Resources:=
 * Two-Column Notes: Many researchers and teachers advocate using this strategy to get students digging deeper into a text. For more ideas and variations on using this strategy, check out these resources:
 * Daniels, Harvey, and Nancy Steineke. //Texts and Lessons for Content-area Reading//. Portsmouth, NH: Heinemann, 2011. Print.
 * Daniels, Harvey, Steven Zemelman, and Nancy Steineke. //Content-area Writing: Every Teacher's Guide//. Portsmouth, NH: Heinemann, 2007. Print.
 * Many researchers and teachers advocate blogging as a tool to get kids reading and writing. Some of the best sources I've found that give practical ideas for getting your students started blogging are below:
 * Herrington, Anne, Kevin Hodgson, and Charles Moran. //Teaching the New Writing: Technology, Change, and Assessment in the 21st-century Classroom//. New York: Teachers College, 2009. Print.
 * Richardson, Will. //Blogs, Wikis, Podcasts: and Other Powerful Web Tools for Classroms//. Thousand Oaks, CA: Corwin, 2009. Print.