Section outline

  • Teacher

    Lesson Date/Periods/Location

     

     

    Trujillo

     

    May 9-13, 2016

    Rm. 145

    Periods 1-8

     

     

     

    Board Configuration

    (To be displayed on chart paper or other visible medium)

     

     

     

    Language Objective

    I can determine the main idea using specific details from the text. (RI.4.2)

    I can compare and contrast a firsthand and secondhand account of the same event or topic. (RI.4.6

    I can make inferences using specific details from the text. (RI.4.1)

    I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.4.10)

    I can identify the reason a speaker provides to support a particular point. (SL.4.3)

    I can summarize informational text. (RI.4.2)

    I can describe a story’s characters, setting, or events using specific details from the text. (RL.4.3)

     

     

     

    Core Vocabulary

    /Concepts

     compare, contrast, firsthand account, secondhand account, inauguration

    opinion, leader, infer; alleged, denied, committed, exercised, indictment, lawful, right, suffrage

     

    Lesson Agenda (not for display)

    Time

    Agenda Item

    Teacher Action/Input

    Student Action/Input

     

    MONDAY  

     

     

    5

    Bellwork  I Ready During 1st and 2nd 

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    40

    . Understanding Synonyms and Antonyms

    •             Explain that another way authors help paint a picture in their readers’ minds is with precise and descriptive words. Tell students that often authors will use synonyms of more common words to paint a more vivid or creative picture in a reader’s mind. Explain that a synonym is a word that has a similar meaning to another word. For example:

    –             “An author might choose to use a word like pace instead of walk, because he or she wants the reader to sense that a character is feeling anxious.”

    –             If necessary, give a few more examples of common synonyms or ask the class for some examples.

    •             Tell students that it is also helpful for readers to infer the meaning of an unfamiliar word and think of a synonym to see if what they inferred the word to mean makes sense.

    •             Ask students to turn to page 36. Read aloud this excerpt from the bottom of the page as they follow in their books:   “She climbed gingerly onto the curb. Someone was brushing vigorously at the back of her skirt. ‘Now your dress is all dirty!’”

    •             Ask students to turn and talk with their triads about what they think the word vigorously means in this context. Invite one or two triads to share their ideas. Listen for responses like: “She’s brushing hard and strong because she’s trying to get the horse dung off the skirt for Violet.”

    •             Ask the class to try to envision what it looked like for Myrtle to vigorously brush at Violet’s skirt. Explain that the author chose to use the word vigorously rather than its synonym, strongly, because it is a more descriptive word. However, if students replace the word vigorously with strongly, the passage will still make sense. This is a clue that they have inferred the correct meaning of the word vigorously.

    •             Ask students to discuss in their triads what they think the opposite of vigorously might be. Call on one or two triads to share. Listen for: “weak” or “lightly.”

    •             Explain that the opposite of a word is called its antonym. Thinking of an antonym is also another way to check your understanding of unfamiliar words.

    •             Post the Synonyms and Antonyms anchor chart. Draw the class’s attention to the definitions of synonym and antonym as well as the example of vigorously. Complete the chart for the word vigorously with the class’s response

     

    •              Ask students to work with their triads to determine the synonyms and antonyms for haste/hastily (31) and dismal (23). Remind them to read around the word to determine another word that would make sense in that context, a synonym. Then they can determine the opposite of it, an antonym.

    •              Give triads 5 minutes to determine the synonyms and antonyms for the words on the anchor chart.

    •              Use equity sticks to cold call one or two students for each word. Listen for responses like:

    –              haste/hastily:

    •              synonym: “quick/quickly”

    •              antonym: “slow/ slowly”

    –              dismal:

    •              synonym: “gloomy”

    •              antonym: “cheerful”

    •              Encourage students to fill in the synonyms and antonyms for these words in their Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle.”

    •              Post the Vocabulary Strategies anchor chart. Next to the first bullet, “Read on in the text and infer,” add this in parentheses: “(use synonyms or antonyms to check what you infer).” Refer to the Vocabulary Strategies anchor chart (for teacher reference) in the supporting materials.

     

    •              Read Chapter 3 (pages 31–41), then record summary notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle.” As you reread the chapter, look for unfamiliar words whose meaning you may be able to infer by using synonyms and antonyms. Use sticky notes to mark the page where the word is and write the synonym and antonym for that word.

     

     

    5

    Closure: Wrap up what was taught in class

    Exit Card

    Tell teacher what was discussed in class

     

    TUESDAY  

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    40

    RAPS 360

     

     

     

     

     

     

    5

     

    Closure: Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    WEDNESDAY  

     

     

    5

    Bellwork 

    Take Attendance/ Explain   Bellwork

    Complete Bellwork

    30

    Summarizing The Hope Chest, Chapter 3: “Meeting Myrtle”

    •              Ask students to share their Chapter 3 summary notes with their reading triad and write a summary statement together based on their notes (each student should record a summary statement in his or her own Reader’s Guide).  

                   

     

    • Display the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle” by using a document camera or re-creating it on chart paper. After several triads have shared, invite students to help you craft a class summary. Refer to the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle” (answers, for teacher reference) to see suggested responses.

    •  Tell students they may revise their notes and summaries based on the class’s discussion and offer them green pencils to make the revisions. Remind them that by using colored pencils, they will be able to see what they were able to do independently and what they needed some additional support to do.

    • Give the triads 5 minutes to collaborate on a summary statement. Circulate and assist students as needed. Prompt them to use specific details from the text in their summaries.

    •  Have two or three triads share their summary statements. Listen for summaries similar to: “Violet arrived in New York City and went looking for her sister at the Henry Settlement House. She had no idea where to go and had very little money. Soon she met a colored girl named Myrtle, who helped her find food. Together they started walking toward the Settlement House.”

    20

    Using Evidence to Answer Text-Dependent Questions for The Hope Chest, Chapter 3: “Meeting Myrtle”

    •  Be sure students have their novel, The Hope Chest  as well as a small pile of evidence flags for their triad.

    •  Ask a few groups to report out their answer and their evidence. If necessary, model by adding additional evidence to clarify and further support what students are saying.

    •  Ask students to read the next two paragraphs on page 39 quietly and independently.

    •  While they are reading, display Question 2 with a document camera or on the board. If students finish reading before the allotted 3 to 5 minutes, they should quietly think about their answer to the posted question and begin to find evidence and mark it with their evidence flags.

    •  In triads, students should read aloud the text-dependent question and clarify any terms. They should think on their own, then talk together to answer the question, marking their evidence with evidence flags.

     

     

    Then, using your document camera or placing the questions on the board, show Question 1 from the Text-Dependent Questions for Chapter 3: “Meeting Myrtle.”

    •              Give students 5 minutes to reread pages 38–39 on their own, with Question 1 in mind. Remind them that rereading is an important strategy to help them make sense of difficult text.

    •              Ask students to use the Triad Talk anchor chart to remind themselves about how to talk to each other while developing the answer to the question in their triad. Each person should mark the evidence in the book that supports the group’s answer by placing an evidence flag on the specific supporting text.

    Students should follow along as you read from the middle of page 38 to the middle of page 39. Begin with “I was sent here to attend the Girls’ Training Institute” and end with ‘“Would you?’ asked Myrtle.”

    •              Invite students to think about what this excerpt is mostly about, then discuss it briefly with their triad.

     

    Distribute an index card to each student. Tell them they will have 5 minutes to work independently to write an answer to the second text-dependent question based on the discussion with their triad. Remind them to use specific details from the text to support their answer.

    •              Praise groups using Triad Talk well. Tell students that they will be working in these groups each day and remind them that discussing their thinking with others can help them understand difficult text. 

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    THURSDAY

     

     

    5

    Bellwork

     

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    50

    •             Character Analysis: Myrtle

                    •             Remind students that the story elements of a literary text are:

                    –             Characters: people involved in the story

                    –             Setting: where and when the story takes place

    •             –             Events: the things that happen to and about the character

                   

                    •             Remind students that they have begun to identify actions of various key characters that affect other people in the story. In Chapter 1, they identified some things that Violet did when she first discovered Chloe’s letters. Also remind them that it’s important to keep track of these characters and look for ways they change throughout the story, as well as how they interact with each other.

                    •             Display the Myrtle’s Character anchor chart. Ask the students to think about Myrtle and any actions she has taken that have affected others.

                                    •             Use equity sticks to cold call two or three students to share an action Myrtle took and how it affected others. Listen for responses similar to: “She kept Violet from getting run over and cleaned her up after her fall” (page 37). Use their responses to help fill in the first column of the Myrtle’s Character anchor chart.

                                   

     

    Cold call two or three additional students to share what they think this says about the type of person Myrtle is. Listen for responses similar to: “She’s a caring and compassionate person.” Use their responses to help fill in the second column of the Myrtle’s Character anchor chart.

    •              Remind students that readers often have to infer why characters do and say things based how other characters react to them. Also explain that characters often change as stories move forward. Tell students that they will be keeping track of the actions both Violet and Myrtle take throughout the novel, as well as how they change.

    Ask students to use the Think-Pair-Share protocol to identify the story elements in Chapter 3 of The Hope Chest.

                    1.             Think to yourself about what the story elements are for Chapter 3.

                    2.             Pair up with your reading triad to discuss what you thought about.

                    3.             Share your thinking with another triad.

                    •              Circulate and listen for comments that identify these story elements:

    Characters: Violet and Myrtle

                    –              Setting: New York City in 1920s

                    –              Events: Violet arrives in New York and meets a girl named Myrtle, who helps her find something to eat and the Henry Street Settlement House where Chloe is supposed to be.

     

    Ask them to reread the following excerpt with their triads and identify Myrtle’s actions and their effects: page 36, starting with “A hand grabbed her arm” and ending on page 38 with “Myrtle grabbed the square collar of Violet’s blouse just as a steam-powered automobile zoomed down the street.”

                    •              As they reread, ask triads to think about and then discuss:

                    *              “What did Myrtle do?”

                    *              “How did it affect others?”

    *              “What does this say about her?”

                    •              Give the triads 5 to 10 minutes to work. Circulate and offer support as needed.

     

     

     

     

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    FRIDAY 

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    50

    •              Read Chapters 4 and 5 (pages 42–61), then record summary notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 4: “Henry Street” and the Reader’s Guide for The Hope Chest, Chapter 5: “Hobie and the Brakeman.” Reread as you take your notes.

     

    Reviewing Learning Targets

    •              Review the first learning target with students:

    *              “I can explain the events of Chapters 4 and 5 in The Hope Chest using details from the text.” Remind them that they have been doing this every time they summarize chapters and answer questions about the text. Tell them that for this lesson, they will do it for both Chapters 4 and 5.

    •              Distribute lined paper to the students and ask them to record the second two learning targets. Instruct them to underline the words sort and categories.

    •              Ask:

    *              “What does it mean to sort?” Listen for: “to identify things according to their qualities.”

    *              “What is a category?” Listen for: “a group of things that share similar qualities.”

     

     

     

    Sharing Homework and Engaging the Reader

    •              Remind students what they were expected to do for homework:

    *              “Read Chapters 4 and 5 (pages 42–61), then record summary notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 4: “Henry Street” and the Reader’s Guide for The Hope Chest, Chapter 5: “Hobie and the Brakeman.”

    •              Ask students to share their summary notes for Chapters 4 and 5 with their reading triad and write a summary statement together for each chapter based on their notes (each student should record a summary statement in his or her own Reader’s Guide for each chapter).

    •              Give triads 5 minutes to collaborate on summary statements based on their notes for Chapters 4 and 5. Circulate and assist students as needed. Prompt them to use specific details from the text in their summaries.

     

     

     

     

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

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     READING LOG, DUE FRIDAYJ