I have some important stuff to talk to the class about before we begin our lesson. Once that’s done, here’s what we’re moving on to:
What do you see?
When you look at the picture, try to identify all the things you see: e.g., I see a polar bear standing on its hind legs; I see a black garbage bag.
What do you think? What inferences can you make about what’s going on in the picture? E.g., I think this is a garbage dump; I think this is somewhere in northern Canada.
What do you wonder? Identify questions you could ask about the picture: e.g., Where is this? Why is the polar bear in a dump?
Imagine that this picture is part of a larger article. By examining a picture in this detail, we can activate our background knowledge about a topic and generate a purpose for reading. Consider using this pre-reading strategy with any of the texts you encounter in this unit that include a picture.
Before reading the following news report, use the pre-reading strategy of “I See, I Think, I Wonder” to activate your background information on the topic of the article. A polar bear article There are three different pictures in this article.
We will be using the following chart:
Before reading, fill out the “What I Think I Know” section of the chart. Don’t worry about whether or not you are right at this point. Just write down, in point form, what you think you know about the topic of the article.
After you have read the article, fill out the rest of the chart. If there was anything that you thought you knew that was confirmed, you can cut and paste it into that column. If there was something you thought you knew that turned out to be a misconception, copy and paste it into that column. Write down any new details that you learned in “New Learning.” Finally, write down at least three questions this report left you with.