Why Read: Reading Comprehension, Discussion, and Written Response

Video 1: “Does Reading Make You a Nerd...or Make You Heard?” at bit.ly/teensreading (3:49)

Video 2: “Teens: Why Do You Read?” at bit.ly/whydoyouread (2:33)

Objectives:
• Students will read about the how one person feels alienated from his peers for reading, an activity he believes is empowering.
• Students will develop thoughtful arguments to convince peers.
• Students will be able to both articulate and write compelling arguments.

Before the Activity:
• Ask students if they’ve ever experienced—or observed someone else—being teased or put down for reading, and how they felt about that. Invite volunteers to share with the class.
• Tell the students, “We’re going to watch a video where a group of teens talk about the perception and power of reading and make arguments in support of reading. While you are watching this short video, take notes on what reading represents to each teen. Which of their arguments did you connect most strongly with, and why?
• Play the first video (“Does Reading Make You a Nerd…Or Make You Heard?”)
• Tell teens to take a couple of minutes to reflect (in writing or with a partner) on which of the teens’ arguments they connected with most strongly, and why. Ask for volunteers to share with the class.

Activity 1: Reading
Introduce “What’s Wrong With Reading?” as an article that shows one teen’s struggle with peer pressure and his love of literature. You can say, “In this essay, the author shares his experiences being caught reading by his peers. He challenges their view that reading is a useless pastime.”

In small groups (3-5 students), have the students read the story. Ask them to underline or make a note of the ideas that they believe are compelling.

Activity 2: Writing
Tell students the following: “Take a minute to gather your ideas about the importance of reading. If you had to convince a younger sibling, cousin, or friend that reading was a worthwhile activity, what would you tell that person? Write down five separate reasons why people should read. Make sure to be specific and highlight why this would benefit the person. Make sure to appeal to your specific audience when developing your arguments.” Also, encourage them to highlight different types of writing that could be beneficial, including newspapers, fiction, biographies, and essays.

Activity 3: Discussion
Bring the class back together and ask them to share the ideas and arguments they developed. Ask students to address why the author’s peers seemed to be against reading and if there is any way to help them change their opinions.

Activity 4: Homework
Introduce the second video (“Teens: Why Do You Read?”) by saying, “In this video, a few students share the reasons why they read and what they have gained from reading.”

While watching this video ask the students to add to their notes from the beginning of class about reasons that are persuasive about reading.

For homework, have students describe a favorite book or story in 2-3 well-formed paragraphs that respond to YCteen Contest #215: Describe one of your favorite books. What is it about, and why do you like it so much? What kind of wisdom or discovery about yourself and/or the world did you gain from this book? (Send contest entries to us by December 21, 2012. Winners receive cash prizes and get their essays published in YCteen.)

In presenting the assignment, be sure to review paragraph structure with students. You may wish to model the assignment by describing a favorite book of yours, emphasizing things like character, description, theme, etc. that students could elaborate on in describing their chosen book.

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Common Core Anchor Standards for Reading
Key Ideas and details
• 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 central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
• Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Common Core Anchor Standards for Writing
Text types and Purposes
• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and distribution of Writing
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Range of Writing
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Common Core Anchor Standards for Speaking and Listening
Comprehension and Collaboration
• Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task