I CAN use literary elements to determine the meaning of a selection.

Transcription

1 Monday, August 30 Essential Question: How do the literary elements (see essential voc.) contribute to the meaning of a selection? I CAN use literary elements to determine the meaning of a selection. Standard: : Application of how theme, rising action, falling action, conflict, point of view, and resolution contribute to the meaning and a reader s interpretation of a literary selection. (15 minutes) Entry Level Test (5 minutes) Bell Work: Quick Write- Write your favorite memory using WHO? WHEN? WHERE? WHAT? and HOW? (5 minutes) Share Out- Concentric Circles: Explain procedures of talking to a classmate and how to use strategy. (30minutes) Introduce Essential Vocabulary: Have students read page 2 in the collection 1. Tell them that as they read they re going to be using context clues to determine the meanings of essential vocabulary. After students finish selection, tell them they are going to learn a new strategy to determine meanings of new words. Have students get out CRISS strategy sheet in binder, and determine where to put the strategy. Model how to use the Frayer Model for vocabulary terms. We do together a vocabulary term. Then have students try the strategy on their own. Debrief with students to check understanding. (Teach catch and release procedures) *POST* subplot, parallel episodes, resolution, (5 minutes) Mental Health Break- Discuss 2 Truths and a Lie 25 minutes Independent Reading/Fill out Reading Log

2 Tuesday, August 31 Essential Question: How do readers benefit from retelling a story? I CAN retell a story with important story elements. Standard: : Application of how theme, rising action, falling action, conflict, point of view, and resolution contribute to the meaning and a reader s interpretation of a literary selection. (15 minutes) Independent Reading and Fill out Reading Log (15 minutes) Book Chats Me. Any student volunteers (15 minutes) Collection 1 Pre-assessment (40 minutes) Begin on pg 4 Talk about Retelling. Make a poster for Retelling Tips. Start read aloud of The Wise Old Woman and model retelling. First retell on pg 5 model. Retell on pg 7 share as class. Begin partner reading on pg 8 and have students practice retelling.

3 Wednesday, September 1 st Priority Standard: Summarize a story or nonfiction passage, or identify the best summary. Essential Question: How do readers benefit from retelling a story? I CAN retell a story with important story elements. (15 minutes) Independent Reading and Log in (15 minutes) Entry Level Test (10 minutes) Review The Wise Old Woman or if not finished, finish reading with partners. (10 minutes) Catch the groups and retell the story using the Retelling Guide found on pg. 14. (10 minutes) In A/B partners, have students retell story and rate partner using Retelling Rating Sheet on pg 15. (5 minutes) Debrief- How did your partner do? What were the strengths and weaknesses. (10 minutes) Create a T-chart poster of what students already know about Narrative Writing and then add what we have learned. (10 minutes) Read Aloud

4 Thursday, September 2 nd Priority Standard: /31 Maintain subject and unifying even with relevant reactions. Essential Question: How does a writer move a story through time while maintaining focus? I CAN identify the elements of a narrative story while reading or writing. (20 minutes) Entry Level Test (20 minutes) Library/Independent Reading (10 minutes) Narrative Quick Write (5 minutes) Share with A/B partner. While partner A reads, partner B answers questions WHO, WHAT, WHEN, WHERE, WHY. Vice Versa. (15 minutes) Share a narrative and non-narrative example. Have students answer 5W s. Explain Author s Purpose for writing. If it is not to entertain, it is not a narrative. (5 minutes) Look back at your quick write-check to make sure you wrote a narrative. (10 minutes) Read Aloud

5 Priority Standard: /31 Maintain subject and unifying even with relevant reactions. Essential Question: How does a writer move a story through time while maintaining focus? I CAN identify the elements of a narrative story while reading or writing. I CAN find the main idea of what I read and details to support it. (15 minutes) Independent Reading and Log in (20 minutes) In Elements of Language- Introduce Reading a Personal Narrative on pg. 17. Talk about Main Idea and Authors Purpose. Begin Reading Bear in the Family out-loud. Have students finish with either A/B partner or independently. Have students answer questions # 1-4 on Sticky Note and turn it. (25 minutes) Go over implied Main Idea on pg 21. Read steps for identifying the implied main idea as a class. Make a graphic organizer to find IMI and supporting details from each paragraph (15 minutes) Talk about Author s purpose for writing/make chart. (5 minutes) Read short passage on pg 24 and decide Authors Purpose. Students will choose one and explain on note card for their exit pass.