…but some animals are more equal than others.

Standard:

  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I will read an article examining false confessions and analyze the central idea of that text, and then continue reading Animal Farm.

Opening Session: 60 second recap!

Work Session: Welcome back! Today we’re going to continue Animal Farm, but first, we’re going to revisit what we discussed yesterday – why do innocent people confess to crimes they didn’t commit, knowing the punishment is death? We’re gonna read an article from the New York Times about this – Why Do Innocent People Confess? and we’re going to do a bit of margin marking on this. Here’s what you do:

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

We are also going to be annotating the text. This means we’re going to be marking all over it while we read, which I’ll do on the document camera while you guys do it on your papers!

If you’re following along from home, here’s a printable version of the article: Why do innocent people confess?

After we finish that, we’re going to continue with Animal Farm with a partner reading strategy. I’m giving everyone a sticky note and you’ll be putting it next to interesting things in the book. Then we’ll do a timed-by-page strategy for chapter 9. Our goal is to get through chapter 9 today, but we’ll see how far we get after discussing our article.

Closing Session: And at the end of the day we have a little ticket out the door of course 🙂 Let’s make this one a 3-2-1. 3 things you’ve learned, 2 things you’re questioning, and 1 thing you found surprising.

Assessment: Formative – margin marking article; ticket out the door

Differentiation: Process – high level readers can read independently, highlighters given as needed.

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