Maraline  Ellis   Salem-­‐Keizer  School  District     2013-­‐2014  

Lesson Title: Preview Map, A Method of Introducing a Textbook Reading Selection (based on an example described in Building Literacy in Social Studies, Ogle, Kemp, McBride)

Grade(s): 9 Time Frame: 1 class period

Planning and Preparation: A specific textbook section is described here and tailored for the structure of America, Pathways to the Present, but it could be easily adapted to any chapter or section of this book.

Materials/Equipment Needed:

• Copies of America, Pathways to the Present for each student • Template of preview map as a model for students • Optional – printed handouts for students to complete their own preview map

(this could easily be done on regular notebook paper, however).

Learning Standards: Common Core: RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Social Science Content Standards HS.2. Analyze the complexity and investigate causes and effects of significant events in world, US, and Oregon history.

Rationale: Although we may not like it, the textbook is often the most available text we have to use to engage our students and to build their literacy skills. The current state of education funding seems to indicate that we will need to continue to find effective ways to use this resource since replacement is unlikely (with either more current textbooks or some more technologically based set of primary and secondary source materials). Students tend to fare much better when they understand the layout and structure of the textbook. Many assume it should be read like a novel – stat at the beginning, reading as much as we want to or are assigned to at a given sitting. Really, a textbook functions much differently. Because the historical narrative is so complex with so many more characters, plots, and subplots, it is almost impossible to follow as one would a novel. The instructor has tremendous need and responsibility to chunk information, allow for student exploration, and utilize this secondary source as a means of building literacy skills. Assigning more pages to read will not likely result in improved reading skills. The teacher must help the student “break the code” of the textbook. This lesson provides one example of this.

Lesson Learning Target: I can analyze what a reading selection will focus on by creating a preview map of the first page of a given reading section.

Maraline  Ellis   Salem-­‐Keizer  School  District     2013-­‐2014  

Academic Vocabulary: Will vary by chapter, section, and topic

Sequence of Lesson Activities:

1. Students will need an explanation of the purpose or rationale of the lesson, and ideally, understand that they will be asked to this again in the future using other textbook selections. It is a skill that will develop with practice.

2. Initiate the process by creating together a template of the map of the first page of a chapter section in the most frequently used textbook. For 20th Century Studies I, this will likely be America, Pathways to the Present. Although some schools may sue a different textbook, the lesson can easily be modified to fit your available resources.

3. Students should be asked to explore three or four different section’s first pages. The process will likely be easier if the teacher uses sections they have already read or have some familiarity with.

4. Brainstorm as a whole class or ask small groups to generate a brainstorm list of common features. Examples might include: reading focus questions, main idea summary, key terms, target reading skill usually including a graphic organizer, “Setting the Scene”, a photo or drawn image, introductory material. Depending on the sample pages selected, responses might vary somewhat.

5. The next step is to narrow this fairly broad analysis to a particular section. The example prepared here is on page 357 and serves to introduce the Spanish-American War. Show students the textbook page, or ideally have them each look at the page in their own book, walk them through creating the Preview Map, and emphasize that not very many questions will be answered in this activity, but many will be asked. Once students have completed the Preview Map for this page, perhaps with a partner, ask them to do the same thing for a new section, the one your next lesson will focus on. “A New Foreign Policy,” page 366, would work well as a next step and fits with the topic of US imperialism.

6. For those chapter sections that are of critical importance to develop understanding of content and which will be assigned for close reading, the Preview Map is recommended as a first step.

Questions for discussion:

• What components are common on the first page of each section? • Why do you think the authors of the textbook included these items? • How can we make use of them as readers? • What do you think “setting the scene” is supposed to mean? • Why do you think there is a picture of some kind on almost every

introductory page? • What is the difference between the blue headings and the red headings?

Maraline  Ellis   Salem-­‐Keizer  School  District     2013-­‐2014  

Check for Understanding

• Check student generated lists from brainstorming • Review Preview Maps for new section

Maraline  Ellis   Salem-­‐Keizer  School  District     2013-­‐2014  

Maraline  Ellis   Salem-­‐Keizer  School  District     2013-­‐2014  

Chapter/Section: Page:

Section Title:

Setting the Scene Write a question based on this paragraph. “Primary source” When was this written? Who published it? What does it say? Paragraph #2 Write a question based on this paragraph. Paragraph #3 Write a question based on this paragraph.

READING  FOCUS       KEY  TERMS         TARGET  READING  SKILL  Change  to  statements.       List  terms  you  don’t  know.       What  is  the  point  of  this  chart?  

   •    

•      

•    

•  

 MAIN  IDEA  List  the  main  noun  and  verb  in  this  sentence.  

                     What  is  shown  in  this  picture?  

Maraline  Ellis   Salem-­‐Keizer  School  District     2013-­‐2014  

Chapter/Section: Chapter 10/Section 2 Page: 357

Section Title: The Spanish-American War

Setting the Scene Write a question based on this paragraph. What did the US need to do to become a world power? “Primary source” When was this written? Oct. 10, 1897 Who published it? New York Journal What does it say? A newspaper rescued someone Paragraph #2 Write a question based on this paragraph. Was the newspaper telling the truth? Paragraph #3 Cuban soldiers on Write a question based on this paragraph. horseback. They are waving What caused the war? swords.

READING  FOCUS         KEY  TERMS       TARGET  READING  SKILL  Change  to  statements.         List  terms  you  don’t  know.     What  is  the  point  of  this  chart?  

   • US  activities  in  Latin  America  set  the     arbitration       To  summarize  the  effects  of  US  

stage  for  war  with  Spain.       Jingoism         foreign  policy  on  different    • Important  events  led  up  to  and  followed     Platt  Amendment       countries.  

Spanish-­‐American  War.       sphere  of  influence  • The  US  faced  challenges  after  the  war.   Open  Door  Policy  • The  US  sought  to  gain  influence  in  the    

Pacific.    MAIN  IDEA  List  the  main  noun  and  verb  in  this  sentence.  victory  confirmed  

                     What  is  shown  in  this  picture?