Mark the Text, Summarize, Identify Author's Purpose - 5 March and 6 March

Today's Goal: 
CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

The Plan:

1. Copy ELA Journal from Ms. Black's to yours and then Read!
2. Argument Vocabulary (in ELA Journal)
3. Quick-write (in ELA Journal)
4. Read "Teens who spend less time in front of screens are happier – up to a point, new research shows" - practice Marking the Text/annotation

Homework/Reminders

• Finish ELA Journal work if incomplete
• CommonLit.org Article of the Week
• due Friday, 6 March, 4pm
• You must complete the assessment questions. There are 8 of them.
• Make sure you "log in with Google" as always
• YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL!
• No Red Ink "Fragments and Quotes"
• due Friday, 13 March, 4pm
• if it is completed after 4pm, it will be marked late and you will lose some credit.

Argument Vocabulary

The concepts we will define together today are:

• anecdote
• counter-argument/ rebuttal
• problem/ solution
• compare/ contrast
• cause/ effect

You will likely be able to use a number of these in our reading activity later in class.

Quick-write

Answer the following in your ELA Journal in paragraph form:

How can screens affect your mood? (think about social media, tv time, video games, using your cell phone, etc.) Give specific examples and explain how they are positive or negative or both. 

If you are struggling, think about how long you spend using screens and how that makes you feel. Think about what kinds of things you do with screens and whether those things make you feel happy, sad, frustrated, angry, hopeful, or any other feelings you might have. Be specific about what content you see.

You may use personal pronouns.

Reading and Marking the Text

We will do this in steps. Some will be together, some will be in partners or groups. Some will be individual. We will not get through everything today and that's okay.

PURPOSE FOR READING: What impact does increased screen time have on teens and their families? 

1. Write our purpose for reading at the bottom of page 1
2. Number the paragraphs and divide the reading into sections (together)
3. Skim the article and BOX any words we should define together.
4. Read each section out loud. For each section, we will summarize what the section says in the left margin, and state the author's purpose in the right margin.
5. In groups, identify and highlight FOUR pieces of evidence that help explain the impact that increased screen time has on teens and their families.

Author's Purpose: the author's reason for writing; what is the author trying to DO in that particular section? What is their goal?

For the right column, you must use a strong verb to help explain what the author's purpose is. Here is the chart I just put on the wall!

While you may not know what all of those words mean, the goal is to use a word beyond "says" or "said"