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What? An acronym and tool that help readers dig deeper into a piece of writing

SOAPSTone. Today’s objective: I will develop and defend my interpretation of subject, occasion, audience, purpose, and tone of a text using SOAPSTone . Today’s GLET: Develops and defends one’s interpretation of a text in a more complex manner (4.d).

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What? An acronym and tool that help readers dig deeper into a piece of writing

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  1. SOAPSTone Today’s objective: I will develop and defend my interpretation of subject, occasion, audience, purpose, and tone of a text using SOAPSTone . Today’s GLET: Develops and defends one’s interpretation of a text in a more complex manner (4.d). What? An acronym and tool that help readers dig deeper into a piece of writing Why? SOAPSTone’s different questions help you understand a piece of writing in new ways

  2. What is the Subject? The main idea of the text What is the Occasion?The time and the place of the piece; the context that prompted the writingWho is the Audience? The group of readers to whom this piece is directedWhat is the Purpose?The reason behind the text; What is hoping to be accomplished Who is the Speaker?The person or identity behind the ‘text’What is the Tone?The attitude or emotion of the author

  3. Think about this sign and its SOAPSTone.

  4. I DO What is the Subject? The main idea: Pay attention to large animals that may injure you or your car. What is the Occasion?These large animals must be present in this location and must have done this before. Drivers may not do a great job of paying attention to these animals as well.Who is the Audience? Any drivers on this road

  5. I DO What is the Purpose?Drivers are given advanced warning of a potential problemWho is the Speaker?The sign maker is speaking on behalf of the Department of Transportation…Perhaps Many accidents have occurred and the speaker values safety and cautionWhat is the Tone?This is not a suggestion. The speaker’s tone is commanding and urgent.

  6. WE DO! I will circulate among your groups and take notes about your responses. Then I will share out the best ones! Do your best work!

  7. YOU DO! Time to try it on your own! If you need a bit of extra help, I can work with a small group at the table.

  8. Who can SOAPSTone this controversial sign placed at borders around the United States?

  9. “I Do, We Do, You Do” A Math example

  10. “I Do” There are three important steps to writing a fraction, decimal, and percentage from a pictorial model… Watch me as I show you – and then write down the steps as we go!

  11. Step One---Finding the Fraction • Count the total number of sections in the model; this is your denominator (bottom number) • Count the total number of sections that are shaded in the model; this is you numerator • The fraction is: 5 12

  12. Step Two—Converting the Fraction into a Decimal Take the numerator and divide it by the denominator 5/12=.41667

  13. Step Three: Converting the Decimal into a Percentage Multiply the decimal by 100 A shortcut is…move the decimal place over 2 digits to the right .41667x100=41.667%

  14. “We Do” and “You Do” We Do: Same process – new numbers – use dry erase white boards to ensure academic engagement You Do: Individuals practice – pull a small group, if necessary

  15. “I Do, We Do, You Do” A Science example

  16. Science - Given a data table organize data into a line or bar graph (1.5e) • I Plot - A think aloud with a data table • “I’m looking at this data table and this blank graph. When I have…then I will…” • We Plot – Table groups get another data table • Formative Assessment: Anecdotal evidence • You Plot – Individuals get another data table – while teacher pulls a small group of students who need more help in a “We Do”

  17. The “We Do” -- GLET Challenge • Language Arts—1.d Makes and explains inferences using stated information and prior knowledge. • Science—3.4.2 d. Explain why offspring are not identical to either parent. • Math—3.1b Reads interprets and draws conclusions from various displays of data

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