LESSON PLAN 11 Monday Oct. 27 Unit 2: Informative Writing/ Key Details in Text Language Arts Florida Standard(s): Today s Focus Standard Learning Goals: Measurable Objective(s): Unit 2 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Vocabulary and Grammar 6.W.1.2 (DOK 4); 6.RI.1.2 (DOK 2); 6.RL.1.3 (DOK 2); 6.RL.2.4 (DOK 3); 6.SL.1.2 (DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.1 (DOK 3); 6.L.3.6 (DOK 1); 6.RL.1.2, 5.RI.1.2; 7.RI.1.2; 5.RI.1.3; 7.RI.1.3; 6.S.L.1.2: 6.S.L.2.4 6.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Students will identify supporting details an author uses to develop theme and central ideas and interpret how they are conveyed through key details. Student will be able to analyze the introductions of individuals, events, and ideas within the text and how they are elaborated in a text. SWBAT to 1) Determine the meaning of sensitive, ambiguous, encumber, benefactor as seen by completing the exercises. 2) Understand how to add details to sentences and shorten rambling sentences by doing exercise 1 on page 73 from homework workbook pages 73-76. PUBLISHED PRODUCT #1: 6.W.1.2 (DOK 4) After reading (Take Your Pick) Hurricane or Tornado and Tornado create a Thinking Map to analyze the differences between a hurricane and a tornado. Write a three paragraph essay based on textual evidence to explain which natural disaster is more destructive and why. Provide 3-5 details to support your evidence. Essay Response Rubric (pg.23) AND PUBLISHED PRODUCT #2: 6.W.1.2 (DOK 4) After reading As Tornadoes Hit Midwest, Faster Warnings Got People to Safety, and Scientists Hope to Predict Tornadoes Using Little Drones and Tornado, synthesize information learned about preparing and surviving a tornado to help design a brochure to educate individuals on what they can do before, during, and after a tornado touches down in their town. Use multimedia to help support your text along with 3-5 supporting details from the text. 1. How do I effectively recognize supporting details within the text? 2. How can supporting details support the development of central ideas throughout the text? 3. How does analyzing the theme and central ideas deepen understanding of the text? sensitive, ambiguous, encumber, benefactor Home Learning: DUE for F. 10/31: 1) Study for vocab quiz on sensitive, ambiguous, encumber, benefactor 2) Grammar book pages 73-76 (sentence details and rambling sentences) AGENDA Synopsis 1) Distribute/explain grammar pages 73-76 (adding details to sentences and shortening rambling sentences); BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: 2) Assign new vocab. words Circle new vocab. words on dictionary pages: sensitive, ambiguous, encumber, benefactor. Write Fri. 10/31 quiz date next to them. (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. CBC review Collaborative preview and prediction of lesson (students formulate their own questions) INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute and explain grammar workbook pages 73-76 (sentence details, rambling sentences); Assign new vocab. words and review for Friday 10/31 quiz. ( sensitive, ambiguous, encumber, benefactor ) Demonstrate exemplar piece for Published Product 1 if available. Motivate students that they CAN do it. GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. Higher Order Question(s) Review definitions for new vocabulary words. Discuss sentence details and rambling sentences worksheet. Practice a few examples. Discuss exemplars for final assessment product if available. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Complete assigned grammar book practice assignments in groups and report out to class. Learning Scale *How does the author introduce (individual, event, idea)? *Analyze how the author introduces and elaborates on? How does the author s choice impact the message? *How does the author illustrate? *How did the author help the reader understand (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text? *How does the author expand on in paragraph/section? *Summarize the text objectively. *How are multiple central ideas related? 1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Instructional Strategies 2- There are no major errors or omissions regarding the simpler details and processes as the student identifies the relationship between the main idea and supporting details from grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 3 Student identifies and explains the relationship between the main idea and supporting details while reading gradelevel text. 4 - In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. Marzano: 9. Chunking Content into Digestible Bites ; 8. Previewing New Content ; 10. Helping Students Process New Content; 15. Organizing Students to Practice and Deepen Knowledge
LESSON PLAN 11 Tuesday Oct. 28 Unit 2: Informative Writing/ Key Details in Text Daily Topic: Day 1 - Final Assessment Unit 2 Language Arts Florida 6.W.1.2 (DOK 4); 6.RI.1.2 (DOK 2); 6.RL.1.3 (DOK 2); 6.RL.2.4 (DOK 3); 6.SL.1.2 (DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.1 (DOK 3); 6.L.3.6 (DOK 1); 6.RL.1.2, 5.RI.1.2; 7.RI.1.2; 5.RI.1.3; 7.RI.1.3; 6.S.L.1.2: 6.S.L.2.4 Standard(s): Today s Focus Standard Learning Goals: Measurable Objective(s): Unit 2 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: SELECT ONE FOR TODAY 6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdote.) 6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Students will identify supporting details an author uses to develop theme and central ideas and interpret how they are conveyed through key details. Student will be able to analyze the introductions of individuals, events, and ideas within the text and how they are elaborated in a text. SWBAT to analyze the differences between a hurricane and tornado using a Thinking Map. Then they will write a 3 paragraph essay explaining which natural disaster is more destructive and why. PUBLISHED PRODUCT #1: 6.W.1.2 (DOK 4) After reading (Take Your Pick) Hurricane or Tornado and Tornado create a Thinking Map to analyze the differences between a hurricane and a tornado. Write a three paragraph essay based on textual evidence to explain which natural disaster is more destructive and why. Provide 3-5 details to support your evidence. Essay Response Rubric (pg.23) AND PUBLISHED PRODUCT #2: 6.W.1.2 (DOK 4) After reading As Tornadoes Hit Midwest, Faster Warnings Got People to Safety, and Scientists Hope to Predict Tornadoes Using Little Drones and Tornado, synthesize information learned about preparing and surviving a tornado to help design a brochure to educate individuals on what they can do before, during, and after a tornado touches down in their town. Use multimedia to help support your text along with 3-5 supporting details from the text. 1. How do I effectively recognize supporting details within the text? 2. How can supporting details support the development of central ideas throughout the text? 3. How does analyzing the theme and central ideas deepen understanding of the text? sensitive, ambiguous, encumber, benefactor Home Learning: DUE for F. 10/31: 1) Study for vocab quiz on sensitive, ambiguous, encumber, benefactor 2) Grammar book pages 73-76 (sentence details and rambling sentences) AGENDA Synopsis Begin PUBLISHED PRODUCT #1 Thinking map and essay BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: Higher Order Question(s) Vocab. exercises for sensitive, ambiguous AND prepare to BEGIN final assessment (essay) (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC Remind students of Friday s homework assignments INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute articles and review Reality Central piece for use in creating the FINAL ASSESSMENT Thinking Map and 3 paragraph essay. Hand out class set of writing prompts from description of Published Product #1. GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. Review instructions for Published Product #1 Thinking Map and 3 paragraph essay. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Read articles, prepare Thinking Map, write 3 paragraph essay. Learning Scale *How does the author introduce (individual, event, idea)? *Analyze how the author introduces and elaborates on? How does the author s choice impact the message? *How does the author illustrate? *How did the author help the reader understand (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text? *How does the author expand on in paragraph/section? *Summarize the text objectively. 1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Instructional Strategies 2- There are no major errors or omissions regarding the simpler details and processes as the student identifies the relationship between the main idea and supporting details from grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 3 Student identifies and explains the relationship between the main idea and supporting details while reading gradelevel text. 4 - In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. Marzano: 9. Chunking Content into Digestible Bites ; 8. Previewing New Content; 10. Helping Students Process New Content; 15. Organizing Students to Practice and Deepen Knowledge
LESSON PLAN 11 Wed. Oct. 29 Unit 2: Informative Writing/ Key Details in Text Daily Topic: Day 2 - Final Assessment Unit 2 Language Arts Florida 6.W.1.2 (DOK 4); 6.RI.1.2 (DOK 2); 6.RL.1.3 (DOK 2); 6.RL.2.4 (DOK 3); 6.SL.1.2 (DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.1 (DOK 3); 6.L.3.6 (DOK 1); 6.RL.1.2, 5.RI.1.2; 7.RI.1.2; 5.RI.1.3; 7.RI.1.3; 6.S.L.1.2: 6.S.L.2.4 Standard(s): Learning Goals: Today s Focus Standard Students will identify supporting details an author uses to develop theme and central ideas and interpret how they are conveyed through key details. Student will be able to analyze the introductions of individuals, events, and ideas within the text and how they are elaborated in a text. SELECT ONE FOR TODAY 6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdote.) 6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Measurable Objective(s): SWBAT to analyze the differences between a hurricane and tornado using a Thinking Map. Then they will write a 3 Unit 2 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: paragraph essay explaining which natural disaster is more destructive and why. PUBLISHED PRODUCT #1: 6.W.1.2 (DOK 4) After reading (Take Your Pick) Hurricane or Tornado and Tornado create a Thinking Map to analyze the differences between a hurricane and a tornado. Write a three paragraph essay based on textual evidence to explain which natural disaster is more destructive and why. Provide 3-5 details to support your evidence. Essay Response Rubric (pg.23) AND PUBLISHED PRODUCT #2: 6.W.1.2 (DOK 4) After reading As Tornadoes Hit Midwest, Faster Warnings Got People to Safety, and Scientists Hope to Predict Tornadoes Using Little Drones and Tornado, synthesize information learned about preparing and surviving a tornado to help design a brochure to educate individuals on what they can do before, during, and after a tornado touches down in their town. Use multimedia to help support your text along with 3-5 supporting details from the text. 1. How do I effectively recognize supporting details within the text? 2. How can supporting details support the development of central ideas throughout the text? 3. How does analyzing the theme and central ideas deepen understanding of the text? sensitive, ambiguous, encumber, benefactor Home Learning: DUE for F. 10/31: 1) Study for vocab quiz on sensitive, ambiguous, encumber, benefactor 2) Grammar book pages 73-76 (sentence details and rambling sentences) AGENDA Synopsis Finish PUBLISHED PRODUCT #1 Thinking map and essay BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: Higher Order Question(s) Need to select various sentence types for identification from English for Everyone site AND prepare to FINISH final assessment (essay) (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC Remind students of Friday s homework assignments INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute articles and review Reality Central piece for use in creating the FINAL ASSESSMENT Thinking Map and 3 paragraph essay. Hand out class set of writing prompts from description of Published Product #1. GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom. Review instructions for Published Product #1 Thinking Map and 3 paragraph essay. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Read articles, FINISH Thinking Map, FINISH writing 3 paragraph essay. *How does the author introduce (individual, event, idea)? *Analyze how the author introduces and elaborates on? How does the author s choice impact the message? *How does the author illustrate? *How did the author help the reader understand (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text? *How does the author expand on in paragraph/section? *Summarize the text objectively.
Learning Scale 1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 2- There are no major errors or omissions regarding the simpler details and processes as the student identifies the relationship between the main idea and supporting details from grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 3 Student identifies and explains the relationship between the main idea and supporting details while reading gradelevel text. 4 - In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught.
LESSON PLAN 11 Thurs. Oct. 30 Unit 3: Explanatory Writing/Craft and Structure Language Arts Florida Standard(s): Learning Goals: Today s Focus Standard Measurable Objective(s): Unit 3 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Text Structure Cornell notes and PowerPoint 6.W.1.2 (DOK 4), 6.RI.2.5 (DOK 3), 6.RI.2.4 (DOK 2, 6.S.L. 1.2 (DOK 3), 6.L.1.1 (DOK 2), 6.L.3.4 (DOK 2), Recursive Standards Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas. SELECT ONE FOR TODAY 6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdote.) 6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SWBAT identify the various types of text structures as seen by doing the Cornell note and PowerPoint review activity. PUBLISHED PRODUCT : After reading Harlem Children s Zone and School is Just a Dream for Low Pay, create a Thinking Map to organize the varying author s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric. 1. How do I effectively recognize supporting details within the text? 2. How can supporting details support the development of central ideas throughout the text? 3. How does analyzing the theme and central ideas deepen understanding of the text? sensitive, ambiguous, encumber, benefactor Home Learning: DUE for F. 10/31: 1) Study for vocab quiz on sensitive, ambiguous, encumber, benefactor 2) Grammar book pages 73-76 (sentence details and rambling sentences) AGENDA Synopsis 1) Administer Learning Goals and Scale rating sheet (B.M.E) - circle correct standard. 2) BEGIN Unit 3 on text structures by viewing the PowerPoint, distributing and discussing the Cornell notes AND BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: Higher Order Question(s) Learning Scale handing out and reviewing the goldenrod Text Structures reference sheet. Vocab. exercises for encumber, benefactor. (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC Remind students of Friday s homework assignments INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed. Distribute Cornell notes, golden rod Text Structures 2 sheet reference, present PowerPoint on text structures Explain the above and check for comprehension GUIDED PRACTICE (15-25 minutes) Differentiate your instruction to reach the diversity of learners in your classroom. Discuss Cornell notes, golden rod Text Structures 2 sheet reference, present PowerPoint on text structures INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Student groups are assigned text structure to explain and present to class. *How is the (sentence, paragraph, chapter, section) structured? *What effect does the structure have on the idea(s) the author develops throughout the text? *How does the way the author structured this (sentence, paragraph, chapter, section) contribute to the idea? 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught.
3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on gradelevel. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
LESSON PLAN 11 Friday Oct. 31 Unit 3: Explanatory Writing/Craft and Structure Language Arts Florida Standard(s): Learning Goals: Today s Focus Standard Measurable Objective(s): Unit 3 Final Assessment from LCS Blueprint: Essential Question(s): Vocabulary: Daily Topic: Two Text Structure Gallery Walks 6.W.1.2 (DOK 4), 6.RI.2.5 (DOK 3), 6.RI.2.4 (DOK 2, 6.S.L. 1.2 (DOK 3), 6.L.1.1 (DOK 2), 6.L.3.4 (DOK 2), Recursive Standards Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas. SELECT ONE FOR TODAY 6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdote.) 6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SWBAT to identify text structures and their clues as seen by completing TWO Gallery Walks (around the room and at desk) PUBLISHED PRODUCT : After reading Harlem Children s Zone and School is Just a Dream for Low Pay, create a Thinking Map to organize the varying author s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric. 1. How do I effectively recognize supporting details within the text? 2. How can supporting details support the development of central ideas throughout the text? 3. How does analyzing the theme and central ideas deepen understanding of the text? sensitive, ambiguous, encumber, benefactor Home Learning: DUE for F. 10/31: 1) Study for vocab quiz on sensitive, ambiguous, encumber, benefactor 2) Grammar book pages 73-76 (sentence details and rambling sentences) AGENDA Synopsis 1) Administer vocabulary test and collect grammar workbook pages 2) Complete daily Learning Goals and Scale rating sheet (B.M.E) - circle assigned skill. 3) Conduct TWO Gallery Walk assignments that identify text structures (around room and at desk) BELLRINGER: INTRODUCTION: I DO: WE DO: YOU DO: Higher Order Question(s) Learning Scale Prepare and study for vocabulary test. (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions. Review CBC INSTRUCTION AND MODELING (10-15 minutes) Administer vocab. quiz Review the types of text structures from the PowerPoint and handouts from Thursday. Distribute materials for two Gallery Walks (around room and at desk). Give instructions for both. GUIDED PRACTICE (15-25 minutes) Differentiate your instruction to reach the diversity of learners in your classroom. Conduct Gallery Walk around room (in roving groups moved by time rotations) Post 6 paragraphs starting with Market Leaders. Students identify the text structure and clues of each paragraph, then write them on Post-It-Notes for placement on each paragraph s poster. Discuss results. INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Conduct Gallery Walk at desk (individual, solo activity) Distribute 6 paragraphs to each student starting with Chemical and Physical Changes. Do same procedure as above but individually with students at their desks. *How is the (sentence, paragraph, chapter, section) structured? *What effect does the structure have on the idea(s) the author develops throughout the text? *How does the way the author structured this (sentence, paragraph, chapter, section) contribute to the idea? 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught.
3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Accommodations used daily on individual basis in accordance with IEP and 504 plans. Read directions for the student Allow student time to step out to de-escalate Extended time on assignments =1 day Read Aloud to Students Visual manipulatives Check for understanding Testing in small groups Preferential seating Cooperative Learning, Allow to leave class for assistance Extra time for exams Daily agenda Use of a planner/binder for organization Written direction given Break directions into chunks Vocabulary, Description, Introduction,.