Past Lessons

Monday, October 7, 2013

Period 7 - Week 6

Monday 10-7 - Double Period

  • Independent Reading - Focus on Questioning

  • Reader Response (Title, Pages You're Writing About, Sentences About Topic)
  •      Write down one question you had as you read your independent reading book today. Explain how it helped you understand something that was happening in your book. be prepared to share.

  • Lesson Target: How do good readers use questioning and inferencing to further their understanding of a text?

  • New Entry: Add to: Target Vocabulary II List
  •   thorough (thoroughly): complete in every detail
  •   suspicions (suspects, suspiciously): a feeling or thought that something is possible, likely or true.
  •   inhale (inhaling, inhaled, inhalation): to breathe in gas, air or smoke
  •   exhale (exhaling, exhaled, exhalation): to breathe out on purpose
  •   hyperventilate (hyperventalating, hyperventalation, hyperventalated): breath at an abnormally rapid rate; become over-excited
  •  inferencing (inference, infer): drawing a conclusion using logic

  • Read Aloud pages 73-81: Focus on Questioning... I wonder...

  • Classroom Conversation:
  • Stopping to ask questions helps you focus on both pieces that might be confusing and on the upcoming reading. 
  •     1.  What are some questions you are having now about this section of the novel? Locate this section of the text using a sticky note.
  •     2.   What is Jenna's conflict?
  •     3.   Why might the boy on the church steps give Jenna the shivers?

  • Mini-lesson on Inferencing
  •   Examples of inferences: 
  •        1.  Sally arrives at home at 4:30 and knows that her mother does not get off of work until 5. Sally also sees that the lights are off in their house. Sally can infer that her mother is not yet home.
  •       2.   Sherry's toddler is in bed upstairs. She hears a bang and crying. Sherry can infer that her toddler fell out of bed.
  •       3.   John hears a smoke alarm and smells burnt bacon. John can infer that his neighbor burnt her breakfast.
  •       4.   Jennifer hears her mailbox close and her dog is barking. Jennifer can infer that the postal carrier has delivered her mail.

  • You Practice:
  •    1.  Make up a scenarios that requires someone to draw an inference as in the examples above. 
  •    2.  With a partner, share your scenario without giving away the inference and see if they can draw the right conclusion on their own.

  • Read Aloud 82-92: Model Inferencing

  • Homework: Read thirty minutes tonight.

Tuesday 10-8 - Single Period

  • Learning Target: Can you identify inferences in Swallowing Stones?

  • Finish Read Aloud from yesterday.
  • Classroom Conversation
  • What inferences did you make as I read this section? One minute to share with a partner.
  • How is Jenna affected by the knowledge that the police may find out who killed her father?
  • Why do you think Jenna feels sick in the theater?
  • Who makes Jenna more afraid - Jason who she knows, or the boy on the church steps, who she doesn't know.  Why do you think she is afraid of them?
  • Inferences  /Text References Chart

  • Update Character and Plot Charts

  • Complete Inference Chart - Workbook p.81
  •     List inferences you have made and note places in the text that inspired them.

Wednesday 10-9 Double Period

  • Independent Reading: Start a new DIRT entry.  Reader Response:  Describe parts of your novel that help
    you visualize the time, place, characters or events in the book you are reading.

  • Learning Target for Today: To understand how setting is important to understanding a story.

  • New Entry
  • Entry Title:  Setting
  •     The time and place in which a story occurs.
  •     Sometimes authors state the setting, other times they give clues and you have to infer the setting.
  •     They may invent a place that that resembles a real place.
  •     Good readers pay attention to the details that they are given about the setting.

  • Model Story Board of Jurassic Park Scene
  •   Click here for other examples of simpler storyboard....

  • You Try It!
  •    What scenes would you include in the prologue of Swallowing Stones?

  • You Do It!
  •    Divide into groups of two.
  •    Each group will do a storyboard with at least two scenes on it
  •    Then each group will present to the class.
  •    Class will copy into their books.

  • Show What You Know:  Present Storyboards as Time Allows

Thursday 10-10 - Single Period

  • Finish Storyboard Presentations
  • Independent Work Time - See Your Independent Menu on Page 16 of Your Workbook.

Friday 10-11 - Double Period

  • Independent Reading: Focus on parts that help you visualize the time, place, characters or events in the book you are reading.  Reader Response: Identify a part in the novel Swallowing Stones where you can visualize the setting. Describe it as best you can.

  • Storyboard Presentations by Chapter

  • Independent Work Time - See Independent Menu on p.16 of Workbook

  • Raffle