S T U D E N T G U I D E

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AIDS Memorial Quilt

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How did activists use the AIDS Memorial Quilt to bring attention to the AIDS epidemic?

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Table of Contents

Vocabulary Building

• Map a Word

Direct Instruction Guide

• Cornell Notes: Understanding a Topic Through Multiple Texts

STEP 1: Connect

• Finding Your Purpose for Learning
• Think-Pair-Share

STEP 2: Read

• Pause and Reflect
• Test Prep Strategy: K-W-L (Optional)

STEP 3: Engage with the Text

• Highlight and Annotate

STEP 4: Summarize

• Write a Summary

STEP 5: Build an Argument

• Collaborate: Share your argument builder

STEP 6: Create your CERCA

• Peer Editing Activity
• Writing Reflection

Throughout the guide, look for the laptop icon to find steps to complete online!

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Optional Extensions

• Play: Asking Questions About an Image
• Inquiry to Research: Asking Questions of the Texts

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SYNONYM (SIMILAR OR LIKE WORD)

ANTONYM (OPPOSITE WORD)

PICTURE OF�VOCABULARY WORD

SENTENCE USING VOCABULARY WORD

VOCABULARY WORD

PART OF SPEECH

V O C A B U L A R Y B U I L D I N G

Map a Word

Choose a word from the vocabulary list that is linked in the lesson. Write the word in the box below. Then fill in the other boxes on this page.

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Completing this process will help the word "stick" in your memory!

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Understanding a Topic Through Multiple Texts

Take notes on the lesson using the organizer below:

Watch the Direct Instruction lesson at learn.thinkcerca.com

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Understanding a Topic Through Multiple Texts

(continued)

Summarize and Reflect

In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.

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Record your summary here:

S T E P 1 : C O N N E C T

Finding Your Purpose for Learning

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When you've finished reading the overview, answer the following questions in the space below:

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What more would you like to learn about the AIDS Memorial Quilt? What would you like to know about the AIDS Memorial Quilt and how it brought attention to the AIDS epidemic?

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Read the Topic Overview provided at learn.thinkcerca.com

S T E P 1 : C O N N E C T

Think-Pair-Share

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1. Think: On your own, think about your experiences related to the topic.

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• Pair & Share: With a partner, group, or a trusted listener, share the parts of your response that you feel comfortable sharing.

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• Reflect: If time permits, reflect on your experience. What ideas did others share that you hadn't considered? How were your ideas alike?

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Complete the writing activity in Step 1: Connect at learn.thinkcerca.com

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S T E P 2 : R E A D

Pause and Reflect

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When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.

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Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.

Record “Pause and Reflect” answers here:

Record discussion reflections here:

Read the text for this lesson at learn.thinkcerca.com

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S T E P 2 : R E A D

Test Prep Strategy: K-W-L (Optional)

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You may have had a teacher who, at the beginning of a lesson or unit, has the class create a group “K-W-L” chart, which stands for “Know–Want to Know–Learned.” Do this activity on your own to make sure that you are actively reading and engaging with a passage.

With this set of readings, ask yourself before reading: What do you already know about the topic or person covered? What do you want to know about this topic or individual? Fill in the first two columns with your answers

Then, read the passage. Use the highlighter and note-taking tools. After reading, complete the “Learned” column. What did you learn?

Finally, tackle the multiple choice questions. Was there overlap between your chart and the questions that were asked?

Refer to the reading and questions for this lesson at learn.thinkcerca.com.

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S T E P 3 : E N G A G E W I T H T H E T E X T

Highlight and Annotate

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In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.

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1. Read the text again, highlighting and annotating important details. Follow the prompts provided.

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The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.

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2. If time permits, pair and share your highlights and annotations with a classmate. Pay close attention to this conversation! Your thinking is important reasoning you may include in your final draft.

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Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.

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S T E P 4 : S U M M A R I Z E

Write a Summary

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Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.

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Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.

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1. ��Use the sentence stems provided to summarize the text.

Your summary should:

• Be brief
• Include the main idea and key details
• Represent these ideas fairly and accurately �
• If time permits, pair and share with a classmate. Read each other’s summary, and discuss how they are similar or different. What did you say were the main idea and key details? Were your summaries fair and accurate? Why?

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Return to learn.thinkcerca.com to complete Step 4: Summarize.

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S T E P 5 : B U I L D A N A R G U M E N T

Collaborate: Share your Argument Builder

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When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.

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Complete Step 5 to begin building your argument at learn.thinkcerca.com

S T E P 6 : C R E A T E Y O U R C E R C A

Peer Editing Activity

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1. Do a self-assessment of your CERCA. Use the online Rubric for the lesson on learn.thinkcerca.com, checking each box where you find evidence that you have achieved the criteria.�
2. Next, collaborate with a peer or peers to read each other’s drafts. Again, use the Rubric to evaluate each other’s work.�
3. Share insights into what might make your pieces stronger. Find two positive attributes and one area of growth for each draft you review.�
4. Revise your piece using what you learned from your self-assessment and the feedback from your peers.

Complete Step 6 to create your CERCA at learn.thinkcerca.com

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S T E P 6 : C R E A T E Y O U R C E R C A

Writing Reflection

Before you submit your final CERCA, write a brief reflection describing your experience.

An area for growth for me on this piece or in my writing in general is…

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The strongest areas of this piece of writing are…

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Through self-assessment and/or peer editing, I learned…

Optional Extensions

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The following activities can be used as optional extensions to this lesson.

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O P T I O N A L E X T E N S I O N : P L A Y

Asking Questions About an Image

Note: This activity was inspired by a blog post on the Library of Congress website.

Background

Images can teach us a lot . . . if we ask the right questions! With this activity, pair up with a partner to ask questions about a photo or painting.

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Materials Needed

• Computers with internet access
• Six notecards

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Create

• Visit the Library of Congress website’s page of Free to Use images. Pick an image collection from this page.
• Take your six notecards. Write “Who?” “What?” “When?” “Where?” “Why?” and “How?” on your cards.
• Pair up with a classmate. Sit together, and view one of your images. Your goal is to write as many questions as possible about this image in a set period of time (start with 10 minutes). Remember, you don’t have to answer the questions—you just have to ask them.
• To do this, pull a card from your deck. Use that stem to write a question. For example, if you drew “Who?” you might ask, “Who are the people in the background of the picture?” or, “Who took this photo?”
• Each team can only ask the same question once. If you can’t think of a question, set the card aside.
• After you’ve gone through all of the question starters, shuffle the deck. Keep going until you run out of questions . . . or time!

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Reflect

• After time is called, discuss. What starters led to the most questions? How could you find answers to the questions you asked? Which questions were the same—and which were different—across the pairs? Share your questions with us on social media with the hashtag #SparkCourageousThinking.

• Pens or pencils
• Paper

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts

As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts (continued)

Use the table below to record questions about the text you read.

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