Week+2+P3

= = = = = As Chapters 4 & 5 described, one way to do this is to practice doing the work as adults that the standards are asking our students to do, and then analyzing our own thinking process so it can be turned into teaching. = || Step One: For this activity, read a speech by Frederick Douglass as if you were a middle school student "doing standards work."
 * Planning Session 3 | Reading Informational Texts **
 * [[image:http://i.imgur.com/yX0bI.png]] || = How do we teach students to work independently? =

Step Two: Select one of the focus areas of the reading standards: 1. key ideas and details 2. craft and structure 3. integration of knowledge and ideas
 * How did you “determine central ideas” from a text—both those explicitly stated and implied?
 * What language did Douglass use? What was the tone? What words are more important?
 * Trace the author's claim and reasoning. How does Douglass persuade you?

Step Three: Think about your thinking. What mental processes took place for the focus area you selected? Click the EDIT button above, scroll to the bottom of the page, and talk about your process. Be sure to mention the area you chose to focus on.

The key here is not just saying //what// those ideas were, but //how// one goes about figuring them out: “When reading a passage like this you will typically first. . . and then. . . and finally. . . .”

(Ann Marie) When looking at craft and structure while reading a passage like Frederick Douglass' address, you pay attention to specific words and language he used to convey meaning. From the onset, he uses humble language, telling his audience not to expect "any learned or eloquent language from me." He uses the word "simple" to tell his story of slavery, yet his language is indeed eloquent, as when he contrasted a slave's mental and physical state, stating that a slave "is a being with all the capacities of a man in the condition of the brute. As a reader, you pay particular attention to the language and how it affects you, what images and feelings come to mind because of the specific language choice.  