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 minutes independent read and log in SSR and in class reading (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. Powernotes. 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. 85: Then have students try the strategy on their own. 84: Have them do with a partner. Debrief with students to check understanding. (Teach catch and release procedures) *POST* subplot, parallel episodes, resolution, minutes Entry Level Test one passage

2 Tuesday 8/31 Essential Question: How do readers benefit from retelling? Standard: Summarize a story or nonfiction passage, or identify the best summary I CAN retell a story with important story elements minutes Book Chat/Independent Read Log in 10 minutes Bell Work: Collection 1--Telling stories Pretest minutes Reading Skills and Strategies page 4 create retelling poster 15 minutes Begin reading The Wise Old Women. Read aloud, model retelling at the books. 25 minutes--go over partner expectations. Have students read rest of story in partner stopping at the books and retell 10 minutes Debrief: Go over retells 10 minutes Read Aloud

3 Wednesday September 1, 2010 Essential Question: How do readers benefit from retelling? Standard: Summarize a story or nonfiction passage, or identify the best summary I CAN retell a story with the important story elements minutes--independent Read Log in SSR and home minutes Entry Level Test Passage 2 10 minutes finish/skim The Wise Old Woman with partners 10 minutes--catch the group and go over page 14 focusing on the retelling guide 10 minutes in AB partners have student retell the story and rate each other on how well they retold the story with the rating sheet on page minutes--debrief how did your partner do? What did you struggle with? 10 minutes What do you know about narrative writing? Create poster T-Chart What we know, what we ve learned

4 Thursday September 2, 2010 Essential Question: How does a writer move a story through time while maintaining focus? Standard: /31 Maintain subject and unifying even with relevant reactions. I CAN identify the elements of a narrative story while reading and writing minutes Entry Level Test Passage 3 20 minutes--library Time 10 minute Quick Write Narrative 5 minutes Partner and share their narratives. Partners look for what the who, what, when, where, why in the story 15 minutes--share out 2 examples and decide as a class decide the what who, what, when, where, why (author s purpose). Decide if the example was a narrative. If not, why not? 5 minutes relook at your Quick Write evaluate if your quick write is narrative.

5 Friday September 3, 2010 Essential Question: How does a writer move a story through time while maintaining focus? Standard: /31 Maintain subject and unifying even with relevant reactions. I CAN identify the elements of a narrative story while reading and writing minutes--independent Read Log in SSR and home 10 minutes Language page introduce narratives Tell stories about bears 5 minutes Begin reading the text aloud Bear in the Family 15 minutes 84 read in partners 85 read independently Answer questions 1-4 on sticky note minutes--go over Implied Main Idea Author s message Create graphic organizer on page 22. Find the implied main idea as a class and model one support/detail. 5 minutes--have students finish in partners. 10 minutes Create poster of Purposes of writing What types of text would you fall under the different types of purposes 10 minutes page 24 Exit Pass Your turn 3 on page 24