MONDAY
- Reminders
- 1. Get your composition book!
- 2. Check for handouts you may need.
- 3. Begin your Do Now
- Do Now - Copy
- Entry Title: Vocabulary List 1
- 1. brazen – exaggerated fearlessness or boldness2. deftly – to move in a quick and skillful manner3. fetish – an abnormal attention or attachment
- Learning Target - I understand how to use the Active Reading strategy for independent reading.
- Mini-Lesson:
- Demonstration of Active Reading
- Turn and Talk: Teach a partner about the Active Reading Strategy.
- Practice: Read Checkouts, a short story, by Cynthia Rylant and complete 5 thoughts on the Active Reading Worksheet.
- Assessment: Active Reading Worksheet
- Homework: Complete the Active Reading Worksheet for the short story, Checkouts by Cynthia Rylant.
TUESDAY
WEDNESDAY
- Reminders
- 1. Get your composition book!
- 2. Check for handouts you may need.
- 3. Get out your Homework Out for a Check (Active Reading Worksheet)
- 4. Begin your Do Now
- Do Now - Copy
- Entry Title: Vocabulary List 1
- 4. impulse – a sudden wish or urge5. intuition – a sense of knowing; an insight6. lapse – to sink or slip gradually
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- Learning Target - I understand how to use the Active Reading strategy for independent reading.
- Mob the Library! Pick up the novel, Inside Out and Back Again Be sure to place a sticky note in your novel with your name, period and teacher's name on the inside front cover in case your book is lost!
- Class Discussion:
- Interviewing the novel, Inside Out and Back Again
- Title of the story, Checkouts by Cynthia Rylant
- Practice: Finish reading Checkouts, a short story, by Cynthia Rylant and complete 5 thoughts on the Active Reading Worksheet.
- Assessment: Active Reading Worksheet
- Homework: None
WEDNESDAY
- Reminders
- Get your composition book!
- Check for handouts you may need.
- Do you have your novel with you?
- Begin your Do Now!
- Do Now - Copy
- Entry Title: VOCABULARY LIST 1
7. reverie – a daydream
8. meditation – an act of deep thinking or reflection
- Learning Targets
- I can support my inferences with evidence from the text.
- I can participate in discussions about the text with a partner, small group, and the whole class.
- Inference: a thought process a reader makes to understand the meaning of text, or even an image; a logical conclusion.
When you infer, you pay attention to the details in front of you, and you use other information (from the text, or your background knowledge) to mentally fill in the gaps between the details that are actually said or shown, and what the author expects the reader to understand.- Gallery Walk: NY Times Photo Gallery
- 60 seconds per photo
- Use Notice and Wonder Chart to record your thoughts and inferences.
- Assessment: Notice and Wonder Chart
- Homework (period 6 only): Write a TREES paragraph based on this prompt: Based on today’s
gallery walk (see above link), what do you think happened to these people and why?
THURSDAY
(Note to self: Sentence strips are in laptop bag)
(Note to self: Sentence strips are in laptop bag)
- Reminders
- Get your composition book!
- Check for handouts you may need.
- Begin your Do Now
- Do Now - Copy
- Entry Title: Vocabulary List 1
- 9. tedious – boring, tiresome because of length, slowness or dullness
- 10. perverse - turned away from what is right or good; improper
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- Learning Targets
- I can support my inferences with evidence from text.
- I can participate in discussions about the text with a partner, small group, and the whole class.
- Activating Prior Knowledge: What are some inferences you remember about the gallery walk last class?
- Mix and Mingle
- You will receive two sentence strips.
- Read them to yourself.
- Turn and Talk: Read your strips to a neighbor.
- Do you think you have the whole story based on the pictures from yesterday and the sentence strips?
- ACTIVITY
- Sentence Strip Envelopes and Sentence Strips: Please do not write, tear, fold or otherwise damage these so other students in other classes can use them for this activity today as well! Thank You!
- Mr. D. will give you an envelope containing two sentence strips.
- When asked to begin, wander the room with your sentence strips.
- Look for peers that have different strips than your own. Stay together as a group.
- You will have five minutes.
- Select an area of the room in which you can meet with your group.
- Arrange the strips in a logical order. You should be able to explain why you put your strips in the order you did.
- It's OK if you have more questions than answers at this point!
- Class Discussion
- What do you think happened based on the sentence strips?
- What specific evidence do you have to back up your inferences?
- Guiding Questions for this Module...
- 1. What is home?
- 2. How do critical incidents reveal character?
- 3. Which of your quotes might fit our guiding questions?
- Assessment
- On a half sheet of loose-leaf paper with a heading write:
- 1. One inference you made today.
- 2. A question that you hope to have answered in the coming weeks.
- Homework:
- 1. Bring in a novel to read for Independent Reading Day for tomorrow!!
- 2. (Period 2 only) On a half sheet of loose-leaf paper with a heading write: 2-3 inferences you made today during the Mix and Mingle activity.
FRIDAY
- Reminders
- Get your composition book!
- Get out your novel! Don't have one? No worries. You can check one out of the class library but it will count as a 0 for homework today.___________________________________________
- Do Now - Start a DIRT Day Entry
- Entry Title: DIRT DAY
- Here is what it should look like! This is just an example. Use information from your novel instead. Check out the DIRT Day Guidelines for more Information
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- Homework: Bring in markers if you have them! You will need them Monday to make flash cards for Vocabulary List 1.
