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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review terms and ideas related to note-taking.
  • Take notes while reading.
Practice Book
Practice Book 3.2 p. 140
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE FREEDOM
Use the following 5-day plan to help students conduct this week's Internet inquiry activity
on freedom. Remind students to follow classroom rules when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: When can freedom be a problem? Brainstorm ideas for specific inquiry questions about the problems that come with too much freedom. For example, students might want to find out what society would be like if there were no laws, or what might happen if they had no bedtime or television rules. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Have students begin a simple Internet search. Review the meanings of endings in URLs, or domain endings. Remind students that looking at these domain endings helps them determine the credibility of the Web site and the reliability of the information.
Analyze Have students explore the Web sites they identified on Day 2. Have them scan the sites for information that will help answer their inquiry questions. Tell students to analyze information and decide if it is relevant to their question. Students can print pages that contain useful information and highlight relevant details.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they integrate important and relevant ideas from various sources to create answers to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to write a letter about having too much freedom.
DAY 5
RESEARCH/STUDY SKILLS
Note-taking
TEACH
Ask students to describe what they do when they read something new that they have to
remember. If no one mentions it, present the note-taking strategy. Discuss these ideas
about note-taking.
  • Taking notes can help you learn and remember new information. You can take notes
    from reading or from words that people say.
  • Notes should be brief. They should include the most important facts and information.
  • Do not copy the exact words you read or hear. You will remember the ideas better if
    you state them in your own words.
  • The organization of your notes is important. Arrange notes about the same or similar
    subject together.
Have students work in pairs using a science or social studies textbook. One student reads
two or three paragraphs from the book while the partner takes notes on the information.
Partners then switch roles. After both students have had a turn taking notes, they review
their work.
To model this activity, read the paragraph below to students, have them take notes, and
discuss these questions.
1. What are some keywords in this paragraph? (mosquito, egg, larva, pupa, adult)
2. Where do mosquitoes live in the first part of the life cycle? (in the water)
 
 
 
Life Cycle of a Mosquito
Mosquitoes lay their eggs in water. The water source can be small, such as in a bird feeder. It might be a large source like a marshland area. The egg forms a larva, which also lives in the water. During this stage, the larva feeds on microorganisms. Next, the larva becomes a pupa. The pupa does not feed, but it is quite active. Finally, the adult comes out of the pupa case and lives its life on land.
Note-taking
ASSESS
As students take notes, check that they have recorded important ideas and that the
notes are in their own words.
For more practice or to assess students, use Practice Book 3.2, p. 140.