Past Lessons

Monday, September 30, 2013

Period 7 - Week 5

MONDAY - Single Period 
  • New Entry: Target Vocabulary II
    - Usual: habitually or typically happening or done
    - Relatively: comparison, or in proportion to something else

  • When you finish a book! 25 Book Challenge!
  • Read Aloud: Pages 52-58, focus on creating images.

  • Class Conversation
  •   With a partner identify two other images in the
       text that helps you see Michael's perspective.
  •   Why does Michael got to Amy's House?
  •   With which character do you feel the most personal
       connection? Why?
  •   Add a sentence to the plot chart summarizing this
      chapter to Michael's side of the chart.

Tuesday - Double Period
    • Independent Reading: Connections
    •      New Entry Titled - DIRT.
    •      Note at least three connections in your entry.
           (sight, smell, touch, taste, hear)

    • Mini-lesson: Creating Images
    •   Some things in a story cannot be seen, such as a person's
        feelings. Authors sometimes use descriptions of objects or
        people in the story to reflect how a person feels.

    • Practice
    • See the descriptions of Amy and Jenna's homes
      on page 54 and 55 as examples. What might Michael be
      feeling as he waits outside each house?

    • Assessment: Create a vocabulary card for the words visual and visualizing. Add these to your Target Vocabulary II list and then draw a picture on the card that shows the meaning of visualizing.

    • New Entry: Target Vocabulary II
    • Visual:  of or relating to sight or seeing
    • Visualizing: forma  mental picture of; to imagine seeing, hearing, feeling, smelling or tasting something.

    • Small-Group Activity: Grouping Vocab Cards
    •   Group 1: Words related to crimes.
    •   Group 2 Words unrelated to crimes.
    •   Write these two lists on page 131 of workbook.
    •   This list will be used for later study purposes.

    • Read Aloud - Pages 61-68
    • Focus on creating images that are not just visual.

    • Class Conversation
    •   What images did you hear, smell or feel in the passage?
    •   How do these images help you understand how Jenna feels?
    •   How has Jenna changed since her father's death?
    •   How does Andrea try to help Jenna?
    •   Add Andrea Sloan to Jenna's Character Chart

    • Missing Work Reports and Grades

    • Update Plot and Character Charts if Time
    Wednesday - Single Period 
    • Do Now
    •   No Entry Title: (Continue Target Vocabulary II List!)
    •   1.  simplistic: treating complex issues and problems as if they were much simpler that they really are.
    •   2.  cliche: a phrase or opinion that is overused and betrays a lack of original thought.
    • Mini-Lesson: Preparing for a Book Talk
    •      Model how NOT to do a Book Talk
    •      Everyone must do this for a grade.
    •      Expectations for Giving Book Talk.
    •      Expectation for being in the audience during Book Talks.
    •      How you will be graded
    • Independent Menu p.19
    • What is Individual Assessment
    •   Teachers work with individual students during work times.
    •   You will be reading aloud from your independent
         reading book.
    •   Interruptions are not allowed! No passes. No noise.
    •   If you aren't sure what to do, use your independent menu.

    • Individual Work Time & Individual Assessments
    • Begin planning your first Book Talk using the Book Talk Planning Guide on page 16 of your workbook.
    • Practice preparing and giving Book Talk with a partner.
    • Composing a Book Talk and Presenting a Book Talk are two different grades.

    Thursday- Double Period 
    • Independent Reading: Connections
    •      New Entry Titled - DIRT.
    •      Note at least three connections in your entry.
           (sight, smell, touch, taste, hear)

    • Read Aloud - Pages 68-72
    •    Review events (plot) from previous section using plot chart on page 77 of workbook.
    •    Focus on determining important ideas as I read.
    •    Good readers notice patterns or text that is repeated or emphasized.
    •    This helps you separate important details from others that may be only interesting.

    • Class Conversation
    •    Reminder: Use the text as a basis for your responses today!
    •    What do you think is important in this section? How do you know it is important?
    •    What is important about Jenna watching the boy on the church steps. Give examples from the text.
    •    What should we add to the plot chart?
    • Write a Response
    •    New Entry Titled: Write a Response   
    •    Response Question: Describe the important dilemma Jenna is experiencing.
    • Parts of a Response
    •   a. Tells the name of the book and the pages.
    •   b. Tells something about the book in sentences.
    •   c.  Tells the reader's  ideas about  the part of the book in sentences.

    • Mini-Lesson: Text Structure
    •      New Entry Titled Text Structure
    •      Text Structure:  A pattern in what the text says.  The types of phrases or kinds of information that the author repeats.
    •      Text Structure Patterns in Swallowing Stones, page 80 in workbook.

    • Individual Work Time & Individual Assessments
    • Reader Response:  In your composition notebook, start a new entry titled, Text Structures in My DIRT Book.
    • Identify at least two text structures you find in your DIRT book.  You may be asked to discuss this during your Individual Assessment time.
    • When you finish:  Select any activity to complete from your Independent Menu on page 16 in your workbook.
    Friday - Single Period 
    • Do Now
    •   No Entry Title: (Continue Target Vocabulary II List!)
    •   1.  thoroughly: complete in every detail; not done half-way
    •   2.  suspicious: having or showing a cautious distrust of someone or something. 

    • Read Aloud (pages 73-81)
    •    Review the plot from last time.
    •    Model questioning.
    •    Stopping to ask questions helps you focus both on the pieces that might be confusing and on the upcoming reading.
    • s
    • Class Conversation
    •     Locate a place where you have a question about the text.
    •     What does Jenna's conflict or dilemma seem to be?
    •     Why does the boy on the church steps across from her house give Jenna the shivers?
    •    Add a new line to the plot chart!

    • Word Study
    • Complete flash cards for vocabulary words so far!