UNIT 1 AFTER YOU READ DIFFERENTIATED INSTRUCTION Scaffold For Activity A, before students complete a supporting evidence organizer by themselves, create one as a class as an example. Walk students through the process of guessing at the central idea and then finding textual evidence to support it. For example, for the memoir on page 9, My Father Fook Tow Hom, the central idea is Nancy thinks her father is brave. Some pieces of supporting evidence are the clue words: strong, brave, mighty, strong arms, wonder, and marveled. The picture shows her father defeating a tiger, and Nancy compares him to a mighty warrior, the god of martial arts. Amplify For additional practice, ask students to create a supporting evidence chart for more than one memoir or for all of the memoirs in the collection. Ask: How does creating a supporting evidence organizer increase your comprehension of the story? Encourage students to discuss the value of digging deeper into a text in order to understand it more fully. Instructional Routine: After You Read p. Txxvii Apply the Reading Strategy: Identify Supporting Evidence • Read and comprehend literary texts Remind students of the Reading Strategy they practiced on page 6. Tell them they will complete another central idea chart about a memoir of their choice. • Summarize key supporting details and ideas Review the types of information that can support the central idea: details about people and places, clue words and repeated words, title and author, and images. A Determine central idea Have students look back through the memoirs and choose the one that they think has the clearest message, or central idea. Tell students to read the memoir they choose closely and make a guess about the central idea to include in the center circle of their supporting evidence organizer. Monitor students as they work to help with ideas. B • Participate effectively in collaborations Arrange students in groups who created a central idea about the same memoir. Have them present their charts to each other, defending their claims and listening closely to each other to modify their charts as appropriate. • Present information, findings, and supporting evidence Form small groups of students who have each created a central idea chart about a different memoir to present to each other. Ask students to listen closely to each other and pose questions that elicit elaboration. BOOK CLUB • Teacher note Present the concept of the Book Club to students as a recurring activity they will engage in for each unit reading. They will first watch a video of students discussing the reading, and then form groups to discuss the reading further. • Integrate and evaluate information presented in diverse media and formats Play the video once for general comprehension. Before viewing it a second time, provide a list of questions, such as Who are the characters? What are they doing? What game do they play? Who inspires James? Who does Sophia say is brave? Why is Sophia inspired by Helen Zughaib’s grandmother? Have students preview the questions with a classmate, answering any they can, and making predictions about the others. After watching the video again, give students time to answer the questions in pairs and then compare their answers in groups. PRACTICE EXPLORE AND LEARN A Choose one story. Make a supporting evidence organizer. Show the central idea and supporting evidence. B Talk about the story you chose and why you chose it. Then, present your supporting evidence organizer. Apply the Reading Strategy IDENTIFY SUPPORTING EVIDENCE BOOK CLUB Honoring Our Ancestors I chose the story . . . I chose it because . . . The central idea is . . . The evidence that supports this idea is . . . DISCUSSION STARTERS You can find supporting evidence in each text. For example, in the memoir . . . One story that inspired me is . . . These stories share a central idea, which is . . . UNIT 1 18 AFTER YOU READ BLC23_SE_LB_U01_018-019_AR.indd 18 8/30/21 11:31 AM 18 | Teacher’s Edition • UNIT 1
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