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Circulate around the room as students work, checking to see that the answers to the questions are correct. Then, have students practice for the quiz by exchanging cards and trying to answer each other’s questions.Pass the flash cards back to students and ask them to write the answer to each question on the back of the flash card.Let the class vote for the best 5–10 questions to be included on the reading quiz the following day. Explain that the class will get to write the reading quiz for Henry and Mudge and the Starry Night.Since students’ questions may overlap, brainstorm with the class to come up with more questions, if needed. You will need at least ten questions, although between fifteen and twenty would be better.
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Write the suggested questions on the board or chart paper with the questions from step 2. If students used the interactive, they can each pass one flash card with the question on it to the front. When students have finished writing their questions, ask each student to share one of their questions with the class.If students are using the interactive, be sure they print their work before closing the window. Remind students to use a capital letter at the beginning of each question and a question mark at the end. They can also work in pairs to think of the questions, but each student must write three. If desired, students can reference the book to write their questions. Ask each student to write three questions about the book, using either the Henry and Mudge Questions Interactive or the handout.
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Alternatively, give each student a copy of the Henry and Mudge Questions.
#STARRY NIGHT PRO 6 STUDENT DVD HOW TO#
Demonstrate how to print the flash cards. Demonstrate how to scroll through the screens, writing one question on each screen.
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Explain that they will now write their own questions about the book. Remind the class that they have been working on their questioning strategy in previous lessons as they read Henry and Mudge and the Starry Night several times.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ġ1. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.Ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.