How Will You Activate Background Knowledge About CONTENT?

Before reading The Great Gatsby, students will engage in a mini research lesson to

activate prior knowledge about the 1920s in America and may connect to the US History curriculum.

Students will work in groups to collaborate on an assigned 1920s topic such as The American Dream, Fashion, Great Events, Entertainment, Women's Rights, etc. Students will create a poster and handout that will be distributed to the rest of the class. They will also present this in?formation to the class. This will provide students with and/or reinforce background information about the time period in which the novel is set.

The teacher will read an excerpt from Chapter 1 aloud. Students will be required to create three questions based on this reading. Once this is complete the teacher will ask the students to volunteer to share their questions aloud. Several questions will be recorded on the chalkboard. We will discuss the questions, the answers, and how we are able to arrive at the answers. We will also consider why some questions are harder than others. What makes them more difficult?

1. Define the new learning/CONTENT for students.

The teacher will inform the students that we will continue with our reading of The Great Gatsby and that, as they read, they should note characteristics of the Roaring 20s that are revealed in the novel. [Note that further references to the content section of the lesson have been omitted due to space considerations.

2. Define the COMPREHENSION STRATEGY and how it works relative to learning.

Questioning is an important aspect of learning. Questioning aids in our comprehension of a text. Additionally, questioning makes readers more cognizant of what they are learning. As readers question texts, they challenge what they are learning and connect it to their existing knowledge. If students question texts they are likely to become engaged, active readers. Some students probably already use questioning skills while reading; they just don't realize they do.

During the course of this unit, students will focus on levels of questioning consistent with the six levels of Bloom's Taxonomy. The teacher will provide a handout with examples of leveled questions, lists of verbs that are typically used in each level of questions, and several "stem" questions at each level for students to build on when constructing their questions (for example, "Who is ?" [Level 1] and "How would you evaluate ?" [Level 6]

Students will concentrate on Knowledge (Level I) Questions of the Lesson Planning Sheet includes content and comprehension strategies. The lesson outline illustrates offer the exciting possibility how teaching comprehension strategies can be used to reinforce, not trades the value of met cognitive strategies for readers at all levels. Cities develop knowledge about this for be used with any text they encounter in the future. Research illus replace, content. Students who participate in these instructional active secondary English teachers, novel as well as strategies that can they of using our innate strengths to benefit our students.

How Will You Activate Background Knowledge About CONTENT?

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