- Independent Reading: Connections
- New Entry Titled - DIRT.
- Note at least three connections in your entry.
(sight, smell, touch, taste, hear) - Complete 15 minutes of independent reading.
- New Entry: Target Vocabulary II
- Usual: habitually or typically happening or done
- Relatively: comparison, or in proportion to something else - Read Aloud: Pages 52-58, focus on visualizations.
- 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.
- 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. Draw a picture on the card that shows the meaning of visualizing.
- Missing Work Reports and Grades.
- Homework: Read for 30 minutes.
TUESDAY - Single Period
- Do Now
- Entry Title: Target Vocabulary II
- Align, Aligned: arrange or place things in a straight line or
show support for a person or group - Chaotic, Chaos: complete confusion or disorder
- Small-Group Activity: Grouping Vocab Words in Chart
- 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
- 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.
Wednesday - Double Period
- Independent Reading: Connections (15 min)
- New Entry Titled - DIRT.
- Note at least three connections in your entry.
(sight, smell, touch, taste, hear) - FINISH Read Aloud/Think Aloud Focus: Visualizations p.62-68
- 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.
- 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.
- Missing Work Reports and Grades
- Update Plot and Character Charts if Time
Thursday- 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.
- Read Aloud - Pages 68-72
- Retell events (plot) from previous section, update plot chart page 77 in workbook.
- Focus: 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 the section read today? 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?
Friday - Double Period
- Independent Reading: Connections
- New Entry Titled - DIRT.
- Determine the importance of this section as your entry.
- Write a Response
- New Entry Titled: Write a Response
- Response Question: Describe the important dilemma Jenna is experiencing.
- Parts of a Reader Response
- a. Tells the name of the book and the pages.
- b. Tells about something in the book in sentences.
- c. Tells the reader ideas about parts 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.
- Crate a chart titled: Text Structure Patterns in Swallowing Stones
- 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.
