3. GUIDED-HIGHLIGHT READING
• Step 1: Divide students into groups of 4 or 5
• Step 2: Give articles/novel chapters for the students to read in
groups
• if the text is large, give each group a different section of the text
• Step 3: Assign that the students read the text and highlight the
following items as a group:
• The environmental problem in the text
• How the problem affected the environment
• How the problem was fixed/not fixed
• Long-term solutions and/or problems
• Step 4: Discuss the findings as an entire class with detailed
notes available for everyone to see
• Step 5: Assign that the students individually write what they
learned in a paragraph or two
4. LITERATURE CIRCLES
• Discussion Director:
• Illustrator:
• Summarizer:
• Literary luminary:
• Scene Setter:
• Connector:
• Author Study:
• Word Wizard:
• Makes questions for group
to answer
• Draws a picture about the
text
• Summarizes the plot
• Finds important passages to
present
• Discusses the setting of the
text
• Connects the text to outside
events
• Researches the author
• Finds important words (Tier
3) that need definition
5. CLASSROOM IDEA- LITERATURE
CIRCLES
• Have the students fold
a page in their journals
lengthwise
• Label the left hand
column: “Good
Questions”
• Label the right hand
column:
“Characteristics”
• Write 3 good questions
and 3 bad questions
• Discuss findings in
groups
6. NOW YOU TRY!
1: Guided Highlight Reading:
Please read the text and highlight the following items as a
group:
a. The environmental problem in the text
b. How the problem affected the environment
c. How the problem was fixed/not fixed
d. Long-term solutions and/or problems
2: Creative Questions:
a. fold a sheet of paper into two columns
b. write “questions” on one side
c. write “characteristics” on another slide
d. write good and bad questions about text
7. • Off-Shore Oil Drilling
• http://science.howstuff
works.com/environme
ntal/energy/5-
improvements-
offshore-oil-drilling.htm
• http://oceana.org/en/
our-work/climate-
energy/offshore-
drilling/learn-
act/offshore-oil-drilling-
myth-vs-fact
Give the students an
environmentally based
theme
Give them six or seven
different selections from
each side to debate
DEBATE
8. DEBATE SCAFFOLDING
• Make sure that you assign that they read all of the
articles – guided highlight read if necessary
• Journal – important facts, ideas, questions
• Classroom Setting: Put the students into groups of 4
(2 for a topic and 2 against a topic)
• Online Setting: Have the students choose their own
side in a discussion board
• Students have to respond to two other discussions
• Students have to use directly quoted material from the text
in their argument for or against an issue
