Interactive Article Summary
Teacher will introduce interactive articles by asking the students to go to NYT Interactive 2014 and explore an article that catches their interest.
They will write 3 things they notice about interactive articles.
They will mingle with other students to add to the 3 things they notice and then have a whole class share.
Students will explore an interacitve article.
Students will write 3 things they notice about the article.
Students will share with each other to build their knowledge of interactive articles.
Students will share with the class interactive article features.
2 Direct Instruction
Teacher will give quick overview of sketchnotes and interactive text structures and features.
Teacher will then project a short interactive article on the whiteboard and have students take notes on interactive articles. (first part of attached article)
Students will take sketchnotes on the characteristics and benefits of interactive text.
Student swill then take sketchnotes as the teachers reads and shows an interactive article.
3 Read Interactive Article -
Teacher will pair students in groups of two.
Teacher will instruct students to choose an interactive article. They will read the interactive article and then write an interactive summary they will present to the class. The summary will be 500 -1000 words and have at least 3 interactive componentss.
Students will select an interactive text to read. They will write short summaries of each section in Notability.
Students will pair up and select an interactive article.
They will read and summarize each section in Notability.
4 Summarize article
Teacher will make an assignment in Google Classroom for the summary draft.
Teacher will give feedback on summary and get them back to students - or have students peer edit their summaries.
Students will finish reading and annotating the interactive text.
Students will write a summary of the interactive text in Google Docs using the notes they took in Notability.
Students will turn in draft of summary using Google Classroom.
5 Add interactive components to summary
Teacher will work with students to create a Vidra, Explain Everything, or Haiku Deck that will enhance their interactive summary.
Students will create a Vidra, Explain Everything, or Haiku Deck that will enhance their interactive summary.
Students will add at least 2 other interactive elements to their article. (YouTube video, picture, slideshow, etc.)
6 Share interactive summaries on Padlet
Teacher will create a Padlet for the students to post their work.
Students will post the link to their interactive video as well as the link to their original interactive article. Students will also add a picture to the Padlet that represents their article.
Teacher will grade presentations as students present.
Students will present their interactive summaries by giving a short synopsis of their article, showing their Vidra, Explain Everything, or Haiku Deck, and telling what interactive features they chose and why.
Key Standards Supported
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
(Not applicable to literature)
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.