Professional Documents
Culture Documents
Activity/Procedure/Stage
Interaction
3.1 Pre-Stage:
SS-SS, SS-T
Preview the phrase grain of salt and
play on words
Ask students about the types of things
they regularly read where facts and
commentary are intermingled
Students skim article on book p. 63,
mark Cs, then close book and talk to
partner about impressions
Hand out graphic organizer for
examples of commentary. Guidance for
teachers: make sure you model several
times how you want them to complete
the graphic organizer. The instructions
should impose no extraneous cognitive
load.
Time
5
10
20
3.2. During Stage:
Students should complete the organizer
as they read independently
Early finishers should identify the
relative clauses in the piece. Circulate
during this to make sure there is some
consistency in their answers. Ask them
to justify their responses.
3.3 Post-Stage:
Students compare their findings in
groups. If possible, allow students to
share with as many peers as possible.
15
Transition to Wrap-up:
Thats it for today. Pay
attention for these kinds of
things when you read
theyre everywhere.
4.1 Pre-Stage:
Review textbook examples of relative
clauses as a classnote the more
common comment-on-entire-clause
frame
Explain that commentary is common
use for RCs at the end of sentences
(always non-identifying)
May comment on single noun or entire
phrase. Guidance for teachers:
audiovisual examples of these relative
clause asides would be great, as well.
Put students into small groups, and
give them 5 minutes to decide what
they think the most significant
invention of the 20th century was (or
the past decade, the 21st century, etc.).
They then have 15 minutes to write an
argumentative paragraph on why its
the most important, inserting at least 2
pieces of commentary.
15
20
20
Materials:
-Instructions Power Point
-Textbook
-Graphic organizer
Anticipated Problems & Suggested Solutions:
You may need to explicitly guide students through recognizing one or two pieces of
commentary in the text before theyre ready to do it on their own. Make sure your
explanations are solid beforehand.
Contingency Plans (what you will do if you finish early, etc.):
If students finish early, have another article prepared for them to analyze with the same
features as the one in the textbook.
If the lesson is running late, reduce the amount of sharing involved in the second activity,
or have each of them do it individually as a homework assignment.