Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 1: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Differentiation: M- Graphic Organizers are recommend for assisting her in understanding text, so the picture plot line will provide her with visual information B- Needs ways to organize information Assessment Plan: Journals - worth 10 points per page - 17 pages Group Discussion - no points, but we will assess students based on their participation to see what they understand Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Discussing meaning as a class Researching words and ideas that we do not understand Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen Technology resources: Safari, Word The number of computers required is 1.
Anticipatory Set: 5 minutes Show students Sparrow Hawk Red Ask students what they notice about the cover Ask if anyone can guess what the book is about based on the cover Read the back of the book out loud Tell them this is the book we will be reading this unit Lesson Sequence: Check out Books in Library Have them take out their colored pencils Hand out Journals to each student explaining that they have to fill out one page for every time we read. Sometimes we will read one chapter and sometimes two. On days we read one chapter, they only need to color 2 picture boxes. On days we read two chapters, they need to color at least 4 picture boxes. Pictures can be anything to represent the order of the story, as long as the meaning of the picture is obvious. A student could even write a word in the box to represent the next thing that happens in a story. They can be designs. It can be colored or written in pencil. It must be neat, though, and it must remind you of the next thing that happens in the story. Difficult Words should be written down and defined every day we read in class. You should be able to find three difficult words. Even if you understand the meaning, they may be difficult for someone else. Spanish Words are introduced and defined through out the story. If you find a Spanish word in a chapter, write it down and what it means. If you don t see the meaning, ask me for a Spanish Dictionary to help you find the meaning. New Characters will be introduced toward the beginning of the book, but there will be chapters where there will be no new characters. Write down the name and brief description of any new characters that are introduced. Questions should be asked every time you read. When you are reading this book, be looking for questions that you have. Be specific when you are asking questions. (Example of a good question: When Little Red Riding Hood began to notice the scary things about her grandma, why did she keep asking questions instead of running away? Example of a bad question: What will happen in chapter 6? 20 minutes Teacher will read Chapters 1-2 aloud Students fill out page one of their Journal
Discussion - Using popsicle sticks call on students to share their questions and difficult words. How do you think Ricky felt about his mom s death? Do you think he blames anyone? Who? Why do you think that? Who are the Mexican Drug Cartel? What does the DEA want Ricky's dad to do? What is a biplane? Should Ricky be flying a biplane? Closure: 5 minutes Links 1. bi plane So now what do you think about Ricky flying a biplane? Do you think you could learn to fly one? Homework: Finish Journal Page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 2: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. The student will connect author with his writing and analyze how events in his life may have influenced his writing. Differentiation: Students who are ELL will have the opportunity to read the chapter aloud with another student so that they can understand. Assessment Plan: Journal - 10 pts per page Contribution to the discussion - no points, but verbal assessment for me to see where they are Completion of homework/classwork Literacy Strategies: Students will read aloud Students will connect author to his novel Students will map out sequence of events Students will identify difficult words Students will ask important questions Materials: Materials and resources: colored pencils, books, workbooks, computer, internet access Technology resources: Safari, Word The number of computers required is 1.
Anticipatory Set: 10 min Ask students if they have any pets - discuss types of pets Show a picture of Ben Mikaelsen with his bear - 1. Read "Bear in the Family (This is a story that is available in hard copy) picture of ben and bear.doc Lesson Sequence: Go to Link About Ben: 1. About Ben Explore with the students and allow them to help decide what they want to learn about Ben. Discuss the author with the students - focus on how his life may have affected his writing Pull out Sparrow Hawk Red Have students take turns reading aloud Ch. 3 Students read Ch. 4 silently and or work on Journal pages for Ch. 3 and 4 Closure: 5 minutes Can I have 4 people share their important questions of the day? Discuss questions briefly Homework: Finish Journal Page Read Ch. 4
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 3: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.07 Analyze the influence of setting on the conflict and its resolution. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Students will identify and define words that they do not know Students will analyze Ricky's internal conflict Differentiation: It will be important to choose the groups by varying degrees of ability in order to make sure students are getting the most out of the reading and questions. When they are allowed to chose their own groups, they tend to group by ability and this reinforces the learning discrepancies. Assessment Plan: Written questions answered in small groups - students will be given 15 pts for participating. So long as they are working hard, they will get credit. Class Discussion at end of lesson for my information Literacy Strategies: Materials: Materials and resources: Books, questions, Technology resources: Safari, Word, you tube The number of computers required is 1. Students Familiarity with Software Tool: Computer need by teacher only
Anticipatory Set: 5 minutes Show Mexican Drug Cartel video - 1. Personal Story about Drug Cartel Talk briefly about how the Mexican Drug Cartel is mentioned in this book and to keep this in mind when they are reading the story. Lesson Sequence: 20 min Read Ch. 5-6 in groups of four taking turns. As other students are reading, continue working on Journals. 20 min When students are finished with their reading they should discuss the following questions (which are in handout 5/6): 1. Share your difficult words and important questions with your group. 2. What is meant by the phrase: "He felt caught between the two worlds?" (pg 37) 3. What did Ricky do to make himself look more like a ratero? 4. What is meant by the phrase: "You either plan to succeed or you plan to fail." (40) 5. Why did Ricky rip up his ID card? 6. How did Benito get a bum foot? 7. How did Benito figure out that Ricky had gone to Mexico? 8. Why was Benito irritated with Dexter during their meeting? Closure: 10 min Ask each group to share something they learned today. Refer to questions above if the discussion gets slow. Homework: Finish Journal Page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 4: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.07 Analyze the influence of setting on the conflict and its resolution. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. The student will compare and contrast two different settings. The student will analyze the impact of the setting on the character. Differentiation: The interactive elements of this lesson do not require further differentiation. Assessment Plan: Journals Compare and contrast worksheet Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Discussing meaning as a class Researching words and ideas that we do not understand Materials: Materials and resources: my computer, a projector, Journals, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen Technology resources: Safari, Word The number of computers required is 1.
Anticipatory Set: Show Videos - American and Mexican Dance Links 1. American Dance 2. Mexican Dance Talk about similarities and differences Lesson Sequence: 20 Minutes Read Ch. 7-8 aloud to students Journal - update time line pictures Power Point - see Mexico and Arizona Power Point Talk about setting Compare contrast Arizona and Domingo Mexico Have students tell you what each picture would look, feel, smell, taste, sound like 15 minutes Groups of 2 - fill out compare contrast sheet. Closure: 3 minutes Using popsicle sticks, ask students to quickly share one item from one of the categories on the compare and contrast worksheet. Homework: Finish Journal Page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 5: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. Performance Standard : EL.06.LI.02 Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions. Performance Standard : EL.06.LI.07 Analyze the influence of setting on the conflict and its resolution. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. The students will analyze and reconstruct setting using the authors descriptions as their guide. Differentiation: Interactive lesson with group work, so students should not need specific differentiation Assessment Plan: Journals - 10 pts for each page Group Posters - 20 pts Literacy Strategies: Materials: Materials and resources: my computer, a projector, Sequence of Events Journals, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen, posters for each group Technology resources: PowerPoint, Safari, Word The number of computers required is 1.
Anticipatory Set: Watch video - http://www.youtube.com/watch?v=enn4mlefkoo Pause along the way to ask students what they notice in the clip before it is described. How do you think the descriptions of the setting help the listener to understand what is going on? Lesson Sequence: Read Ch. 9 aloud Journal - update time line pictures 20 minutes Split students into five groups and give them posters and pens. Students should use their books to describe Domingo and create a graphic organizer to present the information to the class. Five groups - Domingo 1 - sights 2- sounds 3- tastes 4-feelings 5- smells Share Posters Use remaining time to finish work on Journals Closure: 3 minutes Ask the following questions and pull popsicle sticks to see who answers: 1. After you thought more about the descriptions Ben Mikhaelsen used in this book, did you think about the town of Domingo differently? 2. How do you think it would feel to move from your house to live in the streets of Domingo? 3. Do you think Ricky's going to have a hard time finishing what he came to Domingo to do? 4. What important questions do you have today? Homework: Finish Journal Page and Read Ch 10
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 6: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.05 Predict future outcomes supported by the text. Performance Standard : EL.06.LI.10 Make reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. The students will identify foreshadowing examples in the story. The students will predict future out comes and support ideas from text. The students will identify the elements of plot within the story. Differentiation: M - reading in groups or as class to help her understand, extended time for completing worksheets B - Outline of notes to help maintain structure Assessment Plan: Journals 10 pts each Worksheet/Notes 20 pts each Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Note taking skills Predicting future outcomes in story Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen, worksheet, 10 simple children's books Technology resources: Safari, Word, Power Point The number of computers required is 1.
Anticipatory Set: 5 min Student movie about Elements of Plot 1. Student example of Elements of Plot Lesson Sequence: 15 minutes Read in aloud as class chapters 11-12 Journal Power Point - Elements of Plot (see Power Point for specifics) Students take notes 20 minutes Read a short children's book in groups of four Fill out worksheet about Elements of Plot Closure: 5 minutes Have students share the elements of plot from their books with the class Homework: Finish Journal Page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 7: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.06 Determine characters' traits by what the characters say in narration and dialogue. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Students will identify the characters in the story. Students will analyze the character's traits and how they contribute to the overall character. Differentiation: M - Specific mention of graphic organizers is mentioned in her IEP to help her with learning B - Visual organization should help him organize information properly Assessment Plan: Journals - 10 pts per page Group Work - visual assessment Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Discussing meaning as a class Using graphic organizers to help understand a text Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen, Posters Technology resources: Safari, Word The number of computers required is 1. Anticipatory Set: 5 minutes Show clip on development of Beauty and the Beast Characters: 1. Beauty and the Beast Character Development
Lesson Sequence: Read Aloud Chapter 13 25 minutes Break Students into six pre-assigned groups Put up the names of the following characters on the ELMO: Ricky Soledad Ricky's Father Ricky's Mother The DEA Mexican Drug Cartel. Have students chose a character - draw popsicle sticks to see who choses Give Directions: Students will work as a group to draw their character, using the book as a reference. Then, around the character they will write words that describe his/her character in one color, people who influence the character in another color, things they know about the character in another color. Show Example: Character Poster Example Doc. Pass out materials Let them work Share finished products with the class Closure: 3 minutes Ask the following questions and pull popsicle sticks to see who answers: 1. How do these characters affect one another? 2. Do you think Ricky could finish his mission with out the help of the other characters? Why not? Which characters have made Ricky's mission possible? 3. Who is your favorite character? Why? Homework: Journal page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 8: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.RE.09 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Students will identify difficult words in a text Students will discover meanings of these words Students will share their knowledge with their peers Differentiation: B - will not need differenciation on this lesson M - will be given fewer words and more time Assessment Plan: Completed Word Puzzle worth 20 pts Literacy Strategies: Defining difficult words and building vocabulary Materials: Materials and resources: Sequence of Events Journal, Dictionary Technology resources: Safari The number of computers required is 1 per student. The computer lab has already been reserved for December 3rd. Anticipatory Set: 5- Tell students to grab their Sequence of Events Journal, their book, a pen and a Dictionary. Line up and walk to computer lab.
Lesson Sequence: Have students log on to computers Open Safari Type in http://puzzlemaker.discoveryeducation.com In the orange box, click on Criss-Cross Fill in step one by creating a title for your word puzzle Leave steps 2 and 3 alone In step 4, enter a word then a space, then a definition for the word that you will find using the dictionaries. We have several English Dictionaries and a couple of Spanish Dictionaries, so use more English words than Spanish Words. These words should be words that you have written in your Journal's as difficult words Try to get as many words as you can before class is over. When you have at least 20 words, you may raise your hand and we will help you print your puzzle. We will trade them in class tomorrow to see if we can answer each other's word puzzles, so make them tough! Closure: Finish printing Word Puzzles, log out of computers and walk back to class. Homework: Finish Journal page and read ch 14
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 9: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.RE.09 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Students will define difficult vocabulary words. Differentiation: B - No differentiation needed M - Extra time given, and we will look for one of the puzzles that have fewer and easier words so that she can complete it on time. Assessment Plan: Finished Word Puzzle 20 pts Literacy Strategies: Students will use reference material to define vocabulary words Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen Technology resources: Safari, Word The number of computers required is 1. Anticipatory Set: 5 minutes Show Domino video clip : 1. Mona Lisa Domino Art Just for fun since we are doing puzzles today...
Lesson Sequence: 15 minutes Read aloud Chapters 15-16 20 minutes Exchange Word Puzzles Solve them Return them to the original owner for them to grade Hand them in with both the puzzle maker and the puzzle solvers name on them Closure: 5 minutes Ask the following questions and pull popsicle sticks to see who answers: 1. What was the hardest word on your puzzle? 2. What was your favorite part of this assignment? 3. What was your least favorite part? 4. Did you like the way your puzzle turned out? Homework: Finish Journal page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 10: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. Performance Standard : EL.06.LI.02 Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. The students will evaluate the ideas of homelessness, losing a parent and the ways these ideas are handled in the text Students will discuss these ideas as a class Differentiation: No differentiation needed for M or B Assessment Plan: Journals - 10 pts each page Worksheet - 20 pts Group Discussion Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Analyzing literature for deeper meaning and connecting it to current events Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen Technology resources: Safari, Word The number of computers required is 1. Anticipatory Set: Street Children Video: 1. Street Children
Lesson Sequence: 30 minutes Read Ch 17-18 in groups of two Answer questions on worksheet in groups of two 15 min Class Discussion using questions on worksheet as a guide Closure: Show video clip: 1. Children in Mexico raise money to build a house Sometimes we feel like we are helpless when it comes to really big problems What are some ways that we might be able to help the homeless? Is it important to try to help people who are having a hard time? Why? Homework: Finish Journal page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 11: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. The student will discuss important questions about the story. The students will analyze the characters motives Differentiation: M - will not be required to complete the entire sequence of questions B - no differenciation needed Assessment Plan: Journal Pages - 10 pts each Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Discussing meaning as a class Researching words and ideas that we do not understand Materials: Materials and resources: a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen, worksheet Anticipatory Set: Power Point showing pictures of the Mexican Drug Cartel Compounds Ask the following questions: This is what Ricky is going into and the kind of men that he will be facing. Would you be scared? Why? Would you do it anyway?
Lesson Sequence: Read Ch 19-20 aloud Finish worksheet questions Popsicle discussion using the students important questions (see journals)as a guide Tell each student to pick their favorite important question to discuss with the class - it can be from any chapter Pull popsicle sticks and see who gets to ask first Closure: 3 minutes For candy: Tell me one thing you learned today. Homework: Finish Journal page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 12: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.05 Predict future outcomes supported by the text. Performance Standard : EL.06.LI.10 Make reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Students will analyze text for examples of exposition, rising action, climax, falling action, resolution Students will make predictions about the end of the story Differentiation: M - graphic organizer will help her learn material, and working in groups with other students will help her stay on pace B - no differentiation needed Assessment Plan: Journals - 10 pts each Group work will be graded out of 20 pts - all components should be on the poster Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Organizing information in a graphic organizer to better understand information Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen Technology resources: Safari, Word The number of computers required is 1.
Anticipatory Set: 10 min Read Ch 21 aloud Lesson Sequence: 20 minutes Show Power Point on Conflict and Prediction 25 minutes Break students into groups of four Hand out pens and posters Have them follow the directions on the last slide of the Power Point to create their Plot Diagram (further explanation can be found in the Power Point) Closure: 3 minutes Ask students to share their examples of internal/external conflict and prediction citing evidence for their ideas from the text. Homework: Finish Journal page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 13: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Differentiation: B - must type story on computer M - can write half a page Assessment Plan: Journals - 10 pts Writing 20 pts - must be one page, use good description, be supported by the text. Writing is not graded stringently because the focus is more on creativity and prediction than good writing skills Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Discussing meaning as a class Researching words and ideas that we do not understand Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, posters, individual copies of Sparrow Hawk Red by Ben Mikaelsen Technology resources: Safari, Word The number of computers required is 1. Anticipatory Set: Show clip of a Sparrow Hawk: 1. sparrow hawk
Lesson Sequence: 15 minutes Finish Posters Read Ch. 22 Work on Journal 20 minutes Write a conclusion to the story, using lots of details and description. Must be one page long Should be creative You should be able to explain your ideas using the story as support Closure: 3 minutes Have one student share their conclusion story Homework: Finish Journal page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 14: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.05 Predict future outcomes supported by the text. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Students will create an new ending to the story. Students will predict possible outcomes to the story. Differentiation: B- may use computer to write his story ending M - only has to complete half a page Assessment Plan: Group Discussion Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Discussing meaning as a class Researching words and ideas that we do not understand Materials: Materials and resources: a Sequence of Events Journal, pens and colored pencils, individual copies of Sparrow Hawk Red by Ben Mikaelsen, paper, pencil, posters. computer, projector Technology resources: Safari, Word The number of computers required is 1. Anticipatory Set: 8 minutes Since we are creating our own ending to a story today, I thought we could open by writing a story as a class. 1. Rudolph the Rednose Reindeer
Lesson Sequence: 25 minutes Catch up day. You may work on completing your Journal, writing your ending or finishing your poster. If you are finished with all of these assignments you may read silently. 20 minutes Read remaining students alternate endings. Closure: 3 minutes 1. What was it like to write a different ending to the story? 2. What events in the story helped you to write your ending? 3. What was your favorite ending? Why? Homework: You should be caught up on your journal by now, but if not, please take it home and finish all but the last page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 15: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.06 Determine characters' traits by what the characters say in narration and dialogue. Performance Standard : EL.06.LI.10 Make reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples. Lesson Objectives: The student will record the sequence of events in a picture story, identify difficult words and concepts and as important questions about the novel. Students will evaluate the characters to see how they have evolved in the course of the novel Differentiation: Differentiation is not needed Assessment Plan: Journals - 10 pts Group Discussion Exit slip - 5 pts Literacy Strategies: Reading aloud in class Drawing pictures of the sequence of events Discussing meaning as a class Researching words and ideas that we do not understand Materials: Materials and resources: my computer, a projector, a Sequence of Events Journal, pens and colored pencils, posters, individual copies of Sparrow Hawk Red by Ben Mikaelsen Technology resources: Safari, Word The number of computers required is 1.
Anticipatory Set: Clip - 1. Dove commercial - evolution Ask the following questions: What do you guys think about that clip? Does it change how you view beauty? Allow discussion for a few minutes Today we are going to be talking about the evolution of the characters in our story and how they have changed over the course of the novel. Lesson Sequence: 15 minutes Read 23-24 Take five different colors of paper and draw a line down the middle Name each paper either Ricky, Benito, Soledad, DEA and Ricky's mom Have the class talk about somethings that changed and some things that stayed the same for each character. Are they better people at the end of the novel? Which circumstances made them behave better? Which circumstances made them behave worse? When they behaved poorly, did they have a good reason? What was that reason? Would you do some of the things that the character did? Why or why not? What is the big lesson the character learned? What did the character learn about his/her self? What is one thing you admire about the character? Do you think the character could still improve in some area? What area? Repeat this discussion for all five characters. Closure: 3 minutes Please take out a sheet of paper and answer this question: What is the most important thing you learned from this novel? Homework: Finish Journal page
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 16: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. Performance Standard : EL.06.LI.05 Predict future outcomes supported by the text. Performance Standard : EL.06.LI.06 Determine characters' traits by what the characters say in narration and dialogue. Performance Standard : EL.06.LI.07 Analyze the influence of setting on the conflict and its resolution. Performance Standard : EL.06.RE.10 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas. Lesson Objectives: The students will demonstrate their knowledge of the overall novel unit Differentiation: No differentiation necessary Assessment Plan: Extra Credit for doing vocabulary crossword puzzle as homework tonight. 10 pts Literacy Strategies: Materials: Materials and resources: Materials and resources: Jeopardy boards, questions written on 3X5 cards Anticipatory Set: 5 min Break into groups based on number of Jeopardy boards.
Lesson Sequence: 45 min Students will play Jeopardy using the review questions for the test. If they complete one round, we will play a bonus round using different questions. Questions will be taken from test and worksheets, Power Points and from the extra credit word puzzle and written on the cards the night before the review. Closure: 5 min Ask students questions randomly from the Jeopardy board. Students who have the right answer get a piece of candy. Homework: Extra credit word puzzle Study for Test using all worksheets, notes, Journal pages and word puzzles
Unit Title/Topic: Sparrow Hawk Red - Novel Study Subject: Language Arts (English), Reading Target Grade Level: 6 Lesson 17: Estimated Time for Lesson: 55 minutes Standards: Performance Standard : EL.06.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Performance Standard : EL.06.LI.01 Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. Performance Standard : EL.06.LI.05 Predict future outcomes supported by the text. Performance Standard : EL.06.LI.06 Determine characters' traits by what the characters say in narration and dialogue. Performance Standard : EL.06.LI.07 Analyze the influence of setting on the conflict and its resolution. Performance Standard : EL.06.RE.10 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas. Lesson Objectives: The students will demonstrate their knowledge of the overall novel unit Differentiation: M - as much time as needed to complete test B- no differentiation necessary Assessment Plan: Final Test - 100 pts possible Literacy Strategies: Materials: Materials and resources: Test papers, silent reading book Anticipatory Set: Pass out test and explain the different sections
Lesson Sequence: Students will take the test and read silently if they finish early Closure: Students will hand in test and journals