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Module 9 Main Idea Presentation ED

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Information about Module 9 Main Idea Presentation ED
Education

Published on June 15, 2007

Author: Flemel

Source: authorstream.com

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“A funny thing happened on the way to full adulthood: the mentors stopped coming. For several years I waited for the next one in vain, and for several years my own growth was on hold. Then I realized what was happening. I was no longer an apprentice, so I no longer needed mentors. It was my turn to become a mentor to someone else. I needed to turn around and look for the new life emerging behind me, to offer to younger people the gift that had been given to me when I was young. As I did, my identity and integrity had new chances to evolved in each new encounter with my students’ lives.”:  'A funny thing happened on the way to full adulthood: the mentors stopped coming. For several years I waited for the next one in vain, and for several years my own growth was on hold. Then I realized what was happening. I was no longer an apprentice, so I no longer needed mentors. It was my turn to become a mentor to someone else. I needed to turn around and look for the new life emerging behind me, to offer to younger people the gift that had been given to me when I was young. As I did, my identity and integrity had new chances to evolved in each new encounter with my students’ lives.' Parker Palmer in The Courage to Teach AgendaMODULE TEN – Session One:  Agenda MODULE TEN – Session One Bell Work Feedback From Follow-Up Essential Questions Key Vocabulary Presentation / Application Activity #1 – Main Idea Activity #1 – Implied Main Idea Feedback From Follow Up ESSENTIAL QUESTIONS:  ESSENTIAL QUESTIONS How do you locate the main idea and supporting details within a passage? How can you analyze a section to see how the main idea is introduced, developed and concluded? What is an inference and how can you analyze a reading selection or piece of art and determine its meaning? How do you identify the main idea when it is not directly stated by the author but it is implied? VOCABULARY:  VOCABULARY The Main Idea: The central idea within a written passage or sentence – what the story is about. Implied Main Idea: The main idea within a written passage when it is not directly stated by the author and it is up to the reader to draw conclusions in order to find the central idea. Inference: To draw a new conclusion based upon prior information, to 'figure out' from what you already know. VISUAL CLUES FOR MAIN IDEA:  VISUAL CLUES FOR MAIN IDEA Bold Print Italics Sidebars Illustrations Headings Footnotes Bulleted Lists Captions HOW TO FIGURE OUT WHAT THE MAIN IDEA IS:  HOW TO FIGURE OUT WHAT THE MAIN IDEA IS Determine what the topic of the paragraph is. The topic is the subject of the paragraph. Once the topic is determined, the reader begins to search for what is said about the topic. Decide what is said about the topic. Check the rest of the sentences that tell you about the topic. Determine the topic of the paragraph. The topic is the subject of the paragraph. Once the topic is determined, the reader begins to search for what is said about the topic. HOW TO FIGURE OUT WHAT THE MAIN IDEA IS, CONTINUED:  HOW TO FIGURE OUT WHAT THE MAIN IDEA IS, CONTINUED Decide what is said about the topic, read carefully all of the sentences in the paragraph and determine what they say about the topic. Search for the key concept that is being expressed. This is the main idea. Check: The best place to search for the main idea of a passage is the first or last sentence of the paragraph. -If the main idea is in the first sentence, supporting details will follow. -If the main idea is in the last sentence, supporting details will precede it. -On occasion, the main idea will appear in the middle of the paragraph, sandwiched between the supporting details. -Go through each sentence and ask yourself, 'Is this a supporting detail?' A supporting detail is a small piece of information that develops or supports the main idea. Slip Forming is the fastest method of erecting tall concrete buildings. With this method, the 1815 foot CN Tower in Toronto, Canada was built at an average speed of 20 feet per day. At the beginning of the week, construction workers were 530 feet above the ground. :  Slip Forming is the fastest method of erecting tall concrete buildings. With this method, the 1815 foot CN Tower in Toronto, Canada was built at an average speed of 20 feet per day. At the beginning of the week, construction workers were 530 feet above the ground. From Algebra I: Integration, Applications, Connections From People, Places, and Change: An Introduction to World Studies:  From People, Places, and Change: An Introduction to World Studies 'Father,' began Nnaemeka suddenly, 'I have come to ask forgiveness.' 'Forgiveness? For what, my son?' he asked in amazement. 'It’s about this marriage question.' 'Which marriage question?' 'I can’t – we must – I mean it is impossible for me to marry Nweke’s daughter.' 'Impossible? Why?' asked his father. 'I don’t love her.' 'Nobody said you did. Why should you?' he asked. 'Marriage today is different . . . ' 'Look here, my son,' interrupted his father, 'nothing is different. What one looks for in a wife are good character and a Christian background.' Nnaemeka saw there was no hope along the present line of argument. 'Moreover,' he said, 'I am engaged to marry another girl who has all of Ugoye’s good qualities and who . . . His father did not believe his ears. 'What did you say?' he asked slowly and disconcertingly . . . 'Whose daughter is she, anyway?' 'She is Nene Atang.' What!' All the mildness was gone again. 'Did you say Neneataga, what does that mean?' 'Nene Atang from Calabar. She is the only girl I can marry.' This was a very harsh reply and Nnaemeka expected the storm to burst. Main Idea and Supporting Details:  Main Idea and Supporting Details Building Strong Paragraphs: Paragraphs do not live by topic sentences alone. Any paragraph in standard form needs at least two or three sentences that support, explain, or in some way relate to the main idea. These supporting sentences can provide details that range from examples, facts, and statistics to definitions, opinions, and contrast. All these types of support are called elaboration. By expanding or elaborating on the main idea with details and concrete examples, you can help readers to understand your point better. Aim Higher! – FCAT Language Arts Review AgendaMODULE TEN – Session Two:  Agenda MODULE TEN – Session Two Bell Work Agenda Essential Questions Key Vocabulary Presentation / Application Activity #1 – Using Inferences to Draw Conclusions Activity #2 – Using Inferences to Draw Conclusions Feedback From Follow Up Fred slowly climbed the slippery slope. Heavy rains had flooded the river, causing it to change its path. Looking at the old map, he knew it would be even harder to find the spot marked with an S. :  Fred slowly climbed the slippery slope. Heavy rains had flooded the river, causing it to change its path. Looking at the old map, he knew it would be even harder to find the spot marked with an S. Block and Broz: Reading Detective Essential Questions:  Essential Questions What is an inference and how can you analyze a reading selection or a piece of art and determine its meaning? What are some of the clues you can give to students to aid them in finding influences through various pieces of literature and content area text? How can you use brainstorming to build or enhance inference skills? How can thinking maps help students develop inference skills? Definitions:  Definitions Inference: to draw a new conclusion based upon prior information, to 'figure out' from what you already know. Brainstorming: a process of generating as many ideas as possible without any initial refinement or evaluation. He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.:  He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn. From Kylene Beers When Kids Can’t Read When World War II broke out in Europe in 1939, the United States was the only major power without a propaganda agency. More important, despite prodding from England and France, the U.S. had no plans to create one. During World War I, a government-based group known as the Committee for Public Information had successfully stirred up public feeling against German-Americans because America was at war with Germany. As a result, many innocent German-American citizens had been insulted, beating, even lynched. In addition, a good portion of the American public still believed that the United States had been tricked into entering World War I because of British propaganda. Distrustful of propaganda in general, there was little widespread support for a government agency dispensing it when the Second World War broke out.:  When World War II broke out in Europe in 1939, the United States was the only major power without a propaganda agency. More important, despite prodding from England and France, the U.S. had no plans to create one. During World War I, a government-based group known as the Committee for Public Information had successfully stirred up public feeling against German-Americans because America was at war with Germany. As a result, many innocent German-American citizens had been insulted, beating, even lynched. In addition, a good portion of the American public still believed that the United States had been tricked into entering World War I because of British propaganda. Distrustful of propaganda in general, there was little widespread support for a government agency dispensing it when the Second World War broke out. Successful Brainstorming Must::  Successful Brainstorming Must: Encourage Creativity Involve Everyone Generate Excitement and Energy Separate People From the Ideas They Suggest From http://cms.dartmouth.edu 1. The teacher presents a prompt to the class for brainstorming.2. Students generate responses.3. Responses are recorded so that all may read them.4. Additional responses are generated and recorded.5. The teacher engages the class in discussion about the responses and uses them as a springboard to the new lesson content.:  1. The teacher presents a prompt to the class for brainstorming. 2. Students generate responses. 3. Responses are recorded so that all may read them. 4. Additional responses are generated and recorded. 5. The teacher engages the class in discussion about the responses and uses them as a springboard to the new lesson content. From Stephens and Brown: A Handbook of Content and Literacy Strategies.

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