Author’s Main Ideas and Implications
Teacher: Connie Young School: Stockdale High School
Content Area Standard:RC 2.0, RC 2.5
LRA 3.7 Grades 9 &10 / Read and understand grade-level appropriate material; analyze organizational patterns, arguments, and positions advanced. Extend ideas presented…through analysis, evaluation, and elaboration. Recognize figurative language, imagery, and explain their appeal. Read contemporary nonfiction works (also part of 2.0).
Literacy Standard:
CERT 1.2, 1.3 / Read variety of materials; analyze information and argument
Identify main idea; synthesize information from reading and incorporate it into writing
Instructional Objectives
· Definition of what is to be taught and learned
· / Read to see how the organization of the information in the article helps to comprehend the author’s main ideas and implications
Determine main idea -- ironic/paradoxical nature of the “gift” of sight
Academic Vocabulary: English: imagery, figures of speech, irony, paradox,
chiasmus, anaphora, anecdotes to illustrate main ideas
Science & math: dimensions, spatial relationships
Reading Strategies / Read article silently and fill in the “EXPLORE” graphic organizer (start in class; finish at home). Discuss findings next meeting to check for understanding.
Curriculum
· Lesson Content / Reading, writing, speaking, and writing more
Instructional Delivery
· Procedures
· Strategies / 1. Anticipatory set: Ask students to imagine being born blind and then at around the age they are now being given surgery to allow them to “see” the way sighted people do. Ask them how their world would be different. Ask if they think it would be better.
2. Have them read silently “Seeing,” an essay by Annie Dillard in A Pilgrim at Tinker Creek and complete the EXPLORE graphic organizer. Also have them underline and write (marginalia) on article as they read it.
3. Discuss the findings they put in their graphic organizers and have them add new ideas after class discussion: main idea, elaboration, etc.
4. Teach the academic vocabulary along the way as students discuss their findings. Have them determine (with teacher help) the irony.
Evidence/Assessment / EXPLORE graphic organizers filled out to various degrees based on understanding before and after class discussion will be evidence of student comprehension post reading and post discussing the essay.
Accommodations
· Reading difficulties
· Advanced learners
· English learners / Most are advanced learners in the class. The article’s difficulties were handled through class discussions and teacher-led questions forcing the students to “show” evidence from text to answer questions: How did the newly-sighted react to the gift of sight as you and I know it? What challenges did they face? How did “sight” challenge their prior knowledge? What is ironic? -- and other questions.
Text
Instructional Materials / Excerpt from the essay “Seeing,” by Annie Dillard in A Pilgrim at Tinker Creek
and the EXPLORE graphic organizer.