Sequencing, Pt. 3

Objective: SWBAT sequence the events of a text in chronological order.

• I can place the events of a story in the order in which they occurred.
• I can create a graphic organizer.
• I can use a graphic organizer

Writing Response: Briefly summarize what has happened in "Clean Sweep" so far.  What is our main character like?  What does she have to deal with?

To Do:
1) Independent Reading
2) Reading Journal
3) Review sequence charts
4) Finish reading "Clean Sweep" (pg. 64)
5) Finish the "Clean Sweep" Sequence Chart

Sequencing, Pt. 2

Objective: SWBAT sequence events of a story in chronological order.

• I can place the events of a story in the order in which they occurred.
• I can create a graphic organizer.
• I can use a graphic organizer.

Writing Response: What is a sequence chart?  How could this be useful to have while reading?

To Do:
1) Independent Reading
2) Reading Journal

3) Begin reading "Clean Sweep" (pg. 64)
4) While reading, students will make a list of significant events in the story, looking out for keywords and phrases, such as:

• then
• days/months/years ago
• has/have
• will
• are going to
• first
• second
• finally

Students will want to compile at least eight (8) events, and will then want to place them in a Sequence Chart.

Sequencing, Pt. 1

Objective: SWBAT sequence events of a story in chronological order.

• I can place the events of a story in the order in which they occurred.
• I can create a graphic organizer.
• I can use a graphic organizer.

Writing Response: What are some words in a story that can be used to show a shift in time?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the Writing Response
4) Students will work in small groups to complete the "Clean Sweep" Vocabulary (pg. 63)
5) As a whole group, the class will discuss making a sequence chart, and we will look at a short example, placing the events in it in chronological order.

Personal Connections, Pt. 2

Objectives: SWBAT -

1. make connections to a text while reading.
2. implement pre-reading strategies to aid comprehension.

• I can make connections to a text.
• I can implement pre-reading strategies.
• I can make and use a graphic organizer (cluster web).

Writing Response: What does it mean to have a sentimental connection to something?  What's something you value that others might be tempted to throw away?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish reading "The Winter Hibiscus"
4) Finish answering the Practice Skills Questions (pgs. 13-14, 1-6)
5) Discuss the central theme of "Clean Sweep": Sentimentality
6) Watch Mad Men "The Carousel" clip
7) Students will begin their Sentimentality Cluster Webs (8 details)

Personal Connections, Pt. 1

Objective: SWBAT make connections to a text while reading.

• I can make connections to a text.
• I can engage myself in a text while reading.

Writing Response: How can you become more engaged with a text?  How can you help yourself retain information?

To Do:
1) Independent Reading
2) Reading Journal
3) As a whole group, the class will read aloud "Skills for Active Reading" (pg. 12)

• the students will read aloud each entry
• at the end of each entry, students will be provided examples

4) Working in small groups, students will read "The Winter Hibiscus" and answer Practice Skills (pgs. 13-14, 1-6)

Teacher In-Service

No School--Teacher In-Service Meetings

Library Check-Out: Non-Fiction

Objective: SWBAT -

1. present information with specific details.
2. read grade-level text.

• I can present information with specific details.
• I can read grade-level text.

Writing Response: What characteristics does a good speaker have?

To Do:
1) Discuss what makes a good speaker
2) Set up guidelines for student presentations
3) Present/turn in book report project
4) Go to library to check-out a non-fiction book
5) Independent reading

Book Report Project #1: Cereal Box

Objective: SWBAT -

1. compose a text with relevant and specific details.
2. compose a text showing awareness of audience.

• I can write using important and specific details.
• I can write for a specific audience.
• I can create a visual representation of key ideas.
• I can read grade-level material.

Writing Response: What do you have left to do on your book report project?

To Do:
1) Independent Reading
2) Reading Journal
3) Allowed students time to put the finishing touches on their Cereal Box Book Report (due tomorrow)
4) Will do a student grade check while they work individually

Predictions & Inferences, Pt. 3

Objective: SWBAT -

1. make predictions while reading.
2. make inferences while reading.
3. use a graphic organizer.

• I can make predictions while reading.
• I can make inferences.
• I can use a graphic organizer (T-Chart) to organize information.

Writing Response: How do you think fortune tellers are able to make predictions?  Do you think it's magic or something else?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "The Ransom of Red Chief" in small groups
4) Finish "The Ransom of Red Chief" Prediction Chart and Inference Questions

Inferences & Predictions, Pt. 2

Objectives: SWBAT -

1. make predictions while reading.
2. make inferences while reading.
3. use a graphic organizer.

• I can make predictions while reading.
• I can make inferences.
• I can use a graphic organizer (T-Chart).
• I can listen for information.

Writing Response: What is the key difference between a prediction and an inference?

To Do:
1) Independent Reading
2) Reading Journal
3) Read along to a recording of "The Ransom of Red Chief" (pg. 48)
4) Students will make a Prediction T-Chart

• On the left column, students will make predictions (1 per page)
• On the right column, students will explain what actually happened in the story

5) Students will also answer "The Ransom of Red Chief" Close Read Inference Questions as they reach them in the text

Inferences & Predictions, Pt. 1

Objective: SWBAT -

1. make predictions before reading.
2. make predictions while reading.
3. make inferences while reading.
4. apply decoding strategies to problem-solve words while reading.

• I can make predictions before and while reading.
• I can make inferences while reading.
• I can apply decoding strategies to problem-solve unknown words.

Writing Response: On a T-Chart, make a list of five (5) things you need to do to throw a surprise party in the left column.  In the right column, write a list of things that could possibly go wrong for each of these items.

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss Predictions and Inferences as a whole-group
4) Students will collaboratively work on "The Ransom of Red Chief" pre-reading vocabulary (pg. 47)

Plot, Characterization, & Context Clues, Pt. 2

Objective: SWBAT -

1. identify plot in a text.
2. identify character in a text.
3. use context clues in a text to aid in comprehension.

• I can identify plot.
• I can identify stages of plot.
• I can differentiate between stages of plot.
• I can identify characters.
• I can explain how characters develop in a text (characterization).
• I can use context clues.
• I can read grade-level instructional text.

Writing Response: From what we've read so far, what is Squeaky like?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish reading "Raymond's Run" (pg. 34)
4) Complete "Raymond's Run" Handout
    - Plot Mountain
    - Characterization
    - Context Clues Questions

Plot, Characterization, & Context Clues, Pt. 1

Objective: SWBAT -

1. identify plot in a text.
2. explain characterization in a text.

• I can identify plot.
• I can identify stages of plot.
• I can differentiate between stages of plot.
• I can identify characters.
• I can explain how characters develop in a text (characterization).
• I can use context clues.
• I can read grade-level instructional text.

Writing Response: How important is a person's first impression?  Do you usually change your opinion of someone over time?

To Do:
1) Independent Reading
2) Reading Journal
3) Begin reading "Raymond's Run" (pg. 34)
4) While reading, students will collaboratively complete a graphic organizer handout
    - create a plot mountain
    - show how perception of characters change throughout a story
    - use context clues to better understand characters

Pre-Reading Strategies/Text to Self Connections

Objective: SWBAT implement pre-reading strategies to aid comprehension.

• I can implement pre-reading strategies.
• I can make connections to a text.

Writing Response: What is something you are willing to work for?  What motivates you?

To Do:
1) Independent Reading
2) Reading Journal
3) Assign Book Report Project: Cereal Box Book Report (Due September 20th)
4) "Raymond's Run" Roundabout Questions

• Students will rotate in small groups answering questions dealing with key ideas and themes present in "Raymond's Run"
• Questions are presented on large pieces of butcher paper or Post-it chart paper

Library Check-Out: Fiction

Objective: SWBAT -

1. read grade-level text for enjoyment.
2. demonstrate comprehension of concepts previously taught.

• I can read grade-level text for enjoyment.
• I can demonstrate comprehension of concepts previously taught.
• I can identify characters.
• I can analyze a text for elements of characterization.
• I can identify plot.
• I can differentiate between stages of plot.
• I can identify conflict.
• I can identify the types of conflict.
• I can differentiate between types of conflict.
• I can identify setting.

Writing Response: N/A

To Do:
1) 3-Ring Binder Check
2) Reading Comprehension Quiz
3) Check-out library book
    - Fiction
4) Independent Reading

Context Clues

Objective: SWBAT apply decoding strategies to problem-solve unknown words while reading.

• I can use context clues to find the meaning of unknown words.
• I can listen for information.

Writing Response:
What assumption can we make with the following information?
Squeaky says her dad is the one one faster than her + kids like when their parents are talented = ?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the writing response and explain context clues
4) Watch the opening scene from A Serious Man
5) Have students identify the meanings of the following words using context clues:
    - groshen
    - droshky
    - Zohar reb
    - dybbuk
6) Students will work in small groups to complete the Vocabulary in Context (Pg. 33)

Stages of Plot

Objective: SWBAT compose a text with relevant and specific details.

• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the stages of plot.
• I can compose (write) a text with relevant and specific details.

Writing Response: What are the differences between the falling action and resolution stages of plot?

To Do:
1) Independent Reading
2) Reading Journal
3) Review Falling Action and Resolution illustrating these concepts using the end of The Lion King

• Discuss that resolution is also known as denouement in French, and it means to untie or unravel
• This also helps show the different stages of plot vary in length and can be very short at times

4) Finish the Cliffhanger Short Story
5) Add Falling Action and Resolution to the story (this is especially funny for those who make a ridiculous cliffhanger)

• Paragraph Four: Falling Action
• Paragraph Five: Resolution

Plot & Cliffhangers

Objective: SWBAT compose a text with relevant and specific details.

• I can compose (write) a text with relevant and specific details.
• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the stages of plot.

Writing Response: What do you think happened to Martin at the end of "The Elevator"?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the events of "The Elevator"
4) Discuss the concept of cliffhanger
    - Why would an author end their story with a cliffhanger?
    - What affect does a cliffhanger have on its audience? On you?
5) Provide an example of a cliffhanger using the last page of a Spider-Man comic
6) In small groups, students will brainstorm and compose a short (3-paragraph) cliffhanger story
    - Paragraph 1: Exposition
    - Paragraph 2: Rising Action
    - Paragraph 3: Climax

Labor Day

No School--Labor Day!