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The first Black leader of a Federal Party in Canada Reading Response Article 008

Format
Google Drive™ folder (28 slides, 20 pages)
Standards
$4.00
Online Resource
Made for Google Drive™
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$4.00
Online Resource
Made for Google Drive™
To access this resource, you’ll need to allow TpT to add it to your Google Drive. See our FAQ and Privacy Policy for more information.
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Description

This informational text is about collaboration and how diverse leadership can help.

Annamie Paul is the first Black person to be the leader of a federal political party in Canada. She won the leadership race for the Green Party of Canada in October 2020.   

The take-away message is that collaboration happens when you have a group of people working together towards a common goal or objective and they create something new – it could be a new solution to a problem, a new understanding of an issue, or a new plan to reach a goal.

But the key is that the answer can’t be already known – it is created by the group collaborating together. (If the answer is already known by the leader and they’re simply “guiding” or “facipulating” people to the answer, then this is probably an example of coordination, and not collaboration.)

Real collaboration is where everyone’s input has a real chance in shaping the answer. Any group member’s idea might add to the key that helps unlocks the puzzle. So, in this case, having a diverse point of view gives us more chances to create something very new.

This article comes in 4 differentiated reading levels:

  • File 4A. Grade 5
  • File 4B. Grade 7
  • File 4C. Grade 9
  • File 4D. Grade 11

NOTE: Reading grade levels are approximate.

  • I used Hemingway Editor to re-write each paragraph for the different grade levels:
  • Hemingway determines the “grade level” of your text using the Automated Readability Index. Although there are many different readability formulas that calculate different grades, bottom line is there are 4 different versions of the article.
  • EACH BODY PARAGRAPH in the article is numbered. All 4 differentiated versions of the articles contain the same paragraph structure. (So paragraph 1 has the same facts in all three reading levels.)

Green leader says it shouldn’t have taken this long

This package includes 

  • Informational Text article written at 4 different reading levels
  • a mini lesson on Collaboration
  • 6 discussion questions with SAMPLE ANSWERS
  • a paragraph response package with brainstorming handout and rubric

OPTION 1:  DISTANCE LEARNING with GOOGLE CLASSROOM

Create an assignment in your Google Classroom

Attach this link so students can view the slideshow:

Create a copy of the reading article for each student (FILE #4)

  • There are 4 different reading levels (4a, 4b, 4c, 4d).
  • Choose the one that is appropriate for your class.
  • You can use a higher or lower reading level for students based on ability.
  • Students answer the discussion questions directly in the Google Doc 

OPTIONAL: Create a copy of the paragraph response Google Docs (FILE #6

  • Students fill out the brainstorming graphic organizer (double-entry journal)
  • Students write a paragraph to one of the discussion questions

OPTION 2: NO PREP Independent Work Packet

Print the NO PREP PDF (FILE #0)  

  • It includes everything you need for this reading article at the middle grade level (Grade 7)
  • If you need a different grade level, just print the appropriate PDFs. (FILE #4a, 4b, 4c, 4d)

OPTION 3: FACE to FACE Learning / If you want to EDIT the files

  • Modify the Google Slides or Google Docs to fit your specific classroom needs.
  • Teach using the Google Slideshow (FILE #3)
  • Give students a copy of the reading article (FILE #4a, 4b, 4c, 4d)
  • OPTIONAL: Give students a copy of the paragraph response (FILE #6)

For more information visit https://educircles.org/article/008

  • Slideshow includes quick talking points from the article, discussion questions, and video. 
  • Includes links to the references cited in this article.

BONUS READING STRATEGY VIDEO LESSON: 

  • This article goes well with the reading comprehension strategy called EVALUATING
  • Here's a FREE YouTube VIDEO for students that explains the strategy. (This way it's easier to teach with DISTANCE LEARNING)
  • LINK: COMING SOON

ABOUT our Learning Articles

Our 21st Century Learning Articles give you information about an issue that you can discuss with your students.

  • The lesson slideshow includes talking points and discussion questions on our Educircles website.
  • A student handout package is available for download from our TpT store. 
  • This includes printable handouts of the informational text at three different reading levels in PDF and Google Docs format. 
  • BONUS: When we publish a new learning article, it can be downloaded for FREE for a limited time to people who subscribe to our email newsletter on Educircles.org - click here for more information

Software Requirements 

This package includes several files in a Google Drive folder. 

  • The files are numbered in the order that you need them.
  • You need a Google account to be able to add the package folder to your Google Drive

According to TpT’s help documents

  • TpT will give Buyers an “Add to Google Drive” button. 
  • Upon tapping that, TpT will make a unique copy of your file/folder and add it to the Buyer’s Google Drive, so each Buyer has a different link unique to that Buyer.  

This lesson is linked to the Common Core State Standards (CCSS) as well as the Province of Ontario Language Arts Curriculum.

The preview file shows you screenshot and thumbnail previews of exactly what you get in this product.

Total Pages
28 slides, 20 pages
Answer Key
Included
Teaching Duration
90 minutes
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Standards

to see state-specific standards (only available in the US).
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

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