Every Day We Get More Illegal By Juan Filipe Phonino

1615 Words 7 Pages
Critical Literacy Lesson
Name: Bonnie Strickland

Lesson Title Reading Comprehension: Inspect and analyze text; Immigration;
Every Day We Get More Illegal by Juan Filipe Herrera
Lesson Objectives Students will use reading strategies to read and understand poetry.
Students will inspect and analyze a poem.
Students will understand author’s bias.
Students will create an organized written response to a writing prompt.
Grade Level
High School
Materials 2 Copies of the Poem, Every Day We Get More Illegal, for each student
• 1 copy of poem with text aligned to the left; and,
• 1 copy of poem aligned as the poet intended
Highlighters
Journals
Question Cards
Photo uploaded to powerpoint/smartboard: https://upload.wikimedia.org/wikipedia/commons/thumb/a/a1/Desert_Survival_%288729913448%29.jpg/1024px-Desert_Survival_%288729913448%29.jpg
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Standard 4: Read with sufficient accuracy and fluency to support comprehension.
Standard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
SCCCR ELA Literary Text
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
Standard 6: Summarize key details and ideas to support analysis of central ideas.
SCCCR ELA Communication
Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
SCCCR ELA Writing
Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or
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It is important to have an issue that engages and interests students. “Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it” (Inquiry-based Learning: How Does it Differ From the Traditional Approach, Concept to Classroom). Students will perform an inspectional look at a picture. After writing down their observations of the picture, the teacher will model the difference between the inspectional process and the analytic process by using a simple example. Students will then write down their analytical thoughts of the picture. They will also create a title for the picture. Students will communicate their ideas and interpretations. Students will then read a poem aloud, performing an inspectional read in which they highlight any terms/vocabulary/phrases they do not understand or that they find interesting. After discussion of terms/vocabulary/phrases, students will perform an analytical reading of the poem, making observations and connections, drawing conclusions, inferring meaning from the text and creating questions. “In the senior classroom we continue to teach students to pose questions that problematize text and evoke thinking about issues of

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