Intermediate Shared Reading Planner (Five-Day Cycle)

Based on Text Savvy: Using a Shared Reading Framework to Build Comprehension By Sarah Daunis and Maria Cassiani Iams Text: The Other Side (Essay 1) Planning for Each Day Clovers Mother Unit of Study Connection: Literary Essays Monday: Having a First Glance Text Introduction As you all know, our next reading unit will be Literary Previewing the text and having Essays. On Monday, we read The Other Side together. Today, were going expectations to preview a literary essay that someone else wrote about a character in that previewing text book. This author chose to write about Clovers mother. scanning page and pointing out features Direct Readers Listening of the Content of the Text (Id like you to look defining genre and listen for) confirming genre after text is read As I read, listen to the text to find different parts of the text that you think setting expectations for the text might be a feature of literary essays. setting a purpose for reading ***Teacher Reads Entire Text Aloud ***Text Discussion Connection Every time we read a new text, we read carefully Teaching Point When readers preview a text of a new genre, they look for trends in the writing, picking out features that make the genre. Active Engagement Teacher Demonstration(TO) TW read paragraph 1 I am noticing that the author of this piece mentioned what book she will be writing about in the very beginning of the essay. This is a good way to tell readers what they can expect when reading. Also, I am noticing that this writer is talking mainly about one character, Clovers mother. I think this essay will be about why Clovers mom is courageous since this writer talks a lot about that in this first paragraph. TW read paragraphs 2 and 3 I notice that this writer is using direct quotes from the story to prove that Clovers mom is courageous This writer used a transition word/phrase in the beginning of both of these paragraphs. Teacher and Students Collaborate(WITH) TW read paragraph 4 Turn and talk: What text features are you noticing? Student to Student Work(BY) Think about how we have concluded other kinds of essays in the past. What are you expecting the author to do in this conclusion?

Restate ideas discussed, leave reader with something to think about, etc. Tuesday: Doing a Double Take Locating oneself in the text thinking, What do I know about this topic already? thinking, What might be new information for me? explaining, These connections help me understand the text because explaining, These questions help me understand the text because reading and thinking, What is the text mostly about? reading and thinking, What information is important and what information is interesting? Connection Yesterday, we read Essay #1, Clovers Mother and we thought about the different text features that make up a literary essay. Today, we will continue to work with the same piece, thinking about it on a deeper level. Teaching Point Today, we are going to reread and think about what information in the text is important and what information is interesting. Active Engagement Teacher Demonstration(TO) TW read paragraph 1 I think its important to include the title and author of the text this person is writing about. It is also important to give a little bit of background on the story in case the reader has not read the story before. I think it is interesting that in the writers opinion, Clovers mom is brave. I also think its interesting that this writer notes that Clovers mothers world is very different from the world we know today. Back then, segregation of black and white people was widely accepted. Teacher and Students Collaborate(WITH) TW read paragraphs 2-4 I think its important that this writer gives us a specific example of a time when Clovers mom was acting brave. I think its interesting that we are getting the writers opinion of the mother BUT she is supporting her opinion through evidence of the text. For example, in paragraph two she uses a direct quote which proves that even though Clovers mom is cautious, she does not forbid her daughter to play by the fence. Turn and Talk: Do you notice anything similar to this in paragraphs 3-4? Student to Student Work(BY) TW read paragraph 5 Turn and talk: Is there anything in this paragraph that you think is important? Whats interesting? Connection: Yesterday, we took a deeper look into Essay 1, Clovers Mother from The Other Side. Today, we are going to fill in a picture by creating a graphic organizer we can see in our minds. Teaching Point Today we will create a graphic organizer you can see in your head

Wednesday: Filling in the Picture Envisioning creating a movie in your mind thinking about what you see in your minds eye creating graphic organizers you

can see in your head reading and filing information sketching a picture or diagram

Active Engagement Lets look at this first chunk of the text. Teacher Demonstration(TO) TW read paragraph 1 This paragraph seems to be all about how Clovers mother is brave. I know that based on the first and last sentences in this paragraph. In my mind, I am picturing the following: Draw a rectangle on the board and write in the main idea: Clovers mother is brave. Teacher and Students Collaborate(WITH) TW read paragraphs 2-4 In paragraph 2, I think the author is giving a specific example of a time when Clovers mom was courageous. The example is of the times she kept Clover safe without forbidding her to ply by the fence. In my mind, I am picturing a graphic organizer where a second box that reads keeping her safe without interfering is branching off of my main idea from paragraph one. Draw on board TW repeat above for paragraph 3 SW turn and talk to decide what they can add to their mental graphic organizer for paragraph 4 Student to Student Work(BY) SW give ideas for what to put in their graphic organizer to represent paragraph four. Connection: Readers, yesterday we created a graphic organizer in our minds to help us sort out all of the ideas in this essay. Teaching Point: Today, we will be identifying the authors perspective. Active Engagement Teacher Demonstration(TO) TW underline key phrases and paragraph 1 that demonstrate the authors perspective: Sometimes I met a character Based on what I know about the world of Clovers mom TW do the same for paragraph 2 proves she is brave when she doesnt interfere Teacher and Students Collaborate(WITH) TW read paragraphs 3, 4, and 5 aloud. Turn and talk: What sentences in paragraph 3 show this authors perspective? Paragraph 4? 5? Student to Student Work(BY) SW think of their own perspective How would you describe Clovers mother?

Thursday: Digging Deeper Inferring thinking about the big ideas in a text thinking about the moral or lesson of a story paying close attention while reading to detect the authors tone and slant identifying the authors perspective