Daily+Lessons


 * __ Day 1 __**
 * Go over knowledge, skills, attitudes poster
 * Brainstorm a list of Literature/Reading activities that you really enjoyed and/or did not enjoy
 * Review “fat” and “skinny” questions/
 * Why do some types of questions and prompts require more thinking than others and make for better discussion questions.
 * Classify questions as “fat” or “skinny”.

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Day 2
 * Introduce Bloom’s Taxonomy – power point
 * Give students copies of question starters and potential activies.
 * Discuss the difference between questions that asks for a response to a specific query; and a prompt that asks the student to think, act, or perform a certain thinking skill or task.
 * In small groups, students write questions or prompts for each of the six levels of blooms.

Day 3
 * Students divide into small groups of two/three.
 * Review requirements []
 * Distribute the Literature Packet Planning Sheet.
 * Discuss intended audience for this unit....Teachers!!!
 * D﻿ivide novels into three sections and make schedule to read.
 * Pass out notecards that students should use as a bookmark and they can record vocabulary words/questions/prompts on them as they read.

Day 4 Day 5 Unit Closure
 * Once students have completed reading their texts. Students write a summary that includes all major events, organized, and well written using specific details. Summaries should be one page.
 * Discuss rubrics. The remaining classes the students will be working on creating their questions/prompts, worksheets, and word processing.
 * Students present their units.
 * Teacher evaluation.