Past Lessons

Monday, October 7, 2013

Period 9 - Week 6

Monday 10-7 - Single Period

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

  • New Entry: Add to Target Vocabulary II List
  •   1.  thorough (thoroughly): complete in every detail
  •   2.  suspicions (suspects, suspiciously): a feeling or thought that something is possible, likely or true.

  • 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?

  • Ticket Out the Door:  On a half sheet of paper.  Write out a question you had about this section of the text.  Include the page number you found it.  Offer a possible answer to the question.

Tuesday 10-8 - Double Period

  • Independent Reading - Focus on Questioning

  • Target Learning: You should be able to tell what an inference is and be able to make your own inferences based on text you have read.

  • Reader Response
  •      Write down one question you had as you read your book today. Explain how it helped you understand something that was happening in your book.

  • Entry: Continue Target Vocabulary List II
  •      inhale (inhaling, inhaled, inhalation): to breathe in gas, air or smoke.
  •      exhale (exhaling, exhaled, exhalation): to breathe out on purpose
  •      hyperventilate (hyperventilating, hyperventilation, hyperventilated): breath at an abnormally rapid rate; become over-excited
  •      inferencing (inference, infer): drawing a conclusion using logic

  • 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

  • ***
  • 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 Character Chart (print out additional blanks for plot chart)

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

Wednesday 10-9 Single Period

Thursday 10-10 - Double Period

  • Independent Reading Time- Start a new DIRT Day Entry
    - Reader Response for Today:  List at least 2 parts of your novel that help you visualize the time, place, characters or events in the book you are reading.
    - Example: On page, 28 of my novel, Holes, there are two scenes that help me visualize the the setting.  For example, when Zero is about to dig his first hole and the author describes the large, flat, lake bed.  I can visualize the dry, hard earth that he has to dig through to make his hole. Another scene is when the author describes Mr. Sir's nasty office.  I can see the dusty, broken ceiling fan and the messy piles of papers and empty food containers on his desk.

  • Learning Target: How is setting important to understanding the story?

  • New Entry: 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....

  • Help make the rubric that will be used to grade your presentations.

  • Read the Prologue again.

  • You Try It!
  •    Storyboard the Prologue?

  • You Do It!
  •    Divide into groups of two or work independently.
  •    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.

  • Continue with Storyboard Presentations

Friday 10-11 - Single Period

  • Finish Chapter Storyboard Presentations

  • Raffle Today!