During and After Reading Each Story

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During and After Reading Each Story
“Seventh Grade” p. 20 (2 days)

  1. (2.3c) Review the active Reading Strategies on p. S3-S9. During Reading use the prompts in the teacher’s manual to discuss Active Reading Strategies: preview, question, predicting and Literary Elements: setting, theme, and dialect.

  1. (2.2a) Vocabulary – Context Clues p. 21 & TR (transparency) 53 and Antonyms p. 27 and Understanding Context Clues p. 67 and Vocabulary Handbook p. R24 (context clues)

  1. (2.4k/2.6b) Text to Self Connections – “Making connections is one way that good readers use to help them understand and remember what they read.” The teacher will explicitly teach and model this strategy while the class reads “Seventh Grade”. Application: As students read have them keep Cornell notes about the connections they make. The teacher will monitor the types of connections students are making. Discussion will follow.

Journal Entry: “What do good readers do when they do not understand?”

  1. (2.4d & 2.4e & 2.4g) Summarizing Narrative text – Model how to summarize. Using Cornell notes students will take notes on the events of “Seventh Grade” and summarize. Discuss.

Grammar in Context: Complete Subjects and Predicates p. 28 and Grammar Handbook p. R72-73 Simple and Compound Subjects

“An Hour with Abuelo” p. 591 (2 days)

  1. (2.3c) During reading use the prompts in the teacher’s manual to discuss the Active Reading Strategies: making inferences, clarify, drawing conclusion and Literary Elements: first-person narrator, theme, characterization.

  1. (2.2a) Vocabulary – Words related in meaning p. 592 and Learning and Remembering New Words p. 473

  1. (4.2a, 4.1a, 4.2f) Point of View & Author’s Decisions – “The story “An Hour with Abuelo” is written from a first person point of view. We see and know what is going on only if he sees it, thinks it, says it, or other people say it about him to his face.” Students will select a supporting character. Each student will keep diary entries from the perspective of the character of the key events in the novel.

Journal Entry: “Why do you think your character is acting the way he/she is? Why do you think the author chose to write this in the first person?”

  1. (2.5d) Drawing Conclusions – The teacher and students will read on pg. 590 about how to draw conclusions. Follow the directions in the text for the story “An Hour with Abuelo” to practice this skill.

Journal Entry: “In what way can you apply today’s lesson about Drawing Conclusion to the novel?”

  1. (2.5b, 4.1a, 2.4bL) Character – Read the informational article about Character Development on p. 586-589. “Relating to the characters in the book can help you understand why they make the decisions they do.” Discussion: “In ‘An Hour with Abuelo’, which character reminds you the most of you and why? How does this connection help you to understand his/her decisions?”

Journal Entry: Who in your family would you go to hear stories about your past? Give an example of a story that you have heard about your past.

Grammar in Context: Appositives p. 600 and Grammar Handbook p. R90-91 Elements Set Off in a Sentence
“Thank You, M’am” p. 29 (2 days)

  1. (2.3c) During reading use the prompts in the teacher’s manual to discuss the Active Reading Strategies: cause and effect, making inferences, and Literary Elements: conflict, dialogue, plot

  1. (2.2a) Vocabulary – Synonyms p. 31, Vocabulary Handbook p. R26 (synonyms/antonyms), Informal Language: Idioms and Slang p. 142

  1. (2.4e, 2.4bL) Plot structure – The teacher will review with the students about the basic structure of a story using the first two stories as examples. On an organizational chart, students will identify the rising action, climax, falling action, and resolution for the story, “Thank You, M’am”.

Journal Entry: “How does understanding the plot structure help you to better understand the text? How does the pattern or plan of the story influence your understanding of the story?”

  1. (2.4bL) Conflict – While reading Thank You, M’am, the students will complete the Literary Analysis activity on pg. 32 that asks the students to identify the internal and external conflict in the story. Discussion: “Which conflict is the central conflict? Which conflicts convey important information about the characters? Which conflicts add the most excitement to the story?”

Journal Entry: “How does being aware of conflict help you to better understand the story? Think about the most memorable stories you have read, Do those stories have a conflict? What does this tell you about good (memorable) writing? Why do you think a good reader can often become a good writer?”

  1. (2.4g) Paired Text Responses: The teacher will walk students through a reading of the poem “If I Can Stop One Heart from Breaking” on pg. 33. “What connections do you see between the poem and the short story, ‘Thank You M’am’”?

  1. (1.7) Group Discussion: Teach students how to actively participate in a group discussion. Practice the skills with the question: What is the best way to stop purse snatching?

Grammar in Context: Compound Verbs p. 36 and Grammar Handbook p. R72-75 (Making Subjects and Verbs Agree)

“After Twenty Years”/ “A Retrieved Reformation” p. 154 (3 days) [Consider doing research as an Author Study on O Henry.]

  1. (2.3c) During reading use the prompts in the teacher’s manual to discuss the Active Reading Strategies: monitoring, clarifying, comparing across texts, predicting, making inferences; and Literary Elements: surprise ending, theme, foreshadowing, plot twist, influence of author background, falling action, characterization, plot, point of view.

  1. (2.2a) Vocabulary – Antonyms p. 155 and Understanding Synonyms and Antonyms p. 631 (After Twenty Years)

  1. (2.2a) Vocabulary - Meanings of base words p. 165 & 172, Analyzing Root Words and Word Families p. 309, and Analyzing Word Parts: Affixes p. 309 (A Retrieved Reformation) and Vocabulary Handbook p. R25

  1. (2.4a) Predicting: During Reading: Four square predictions. Students will fold a sheet of paper into fourths. During reading, the teacher will stop the class at four points in the story and ask students to write their prediction of what will happen next. Use with discussion.

  1. (2.4bL) Foreshadowing: Adding to Cornell Notes of Literary terms: Find examples after reading that give clues that Silky Bob’s old friend is the police officer. Also, find clues that Jimmy Valentine will save the little girl.

  1. (2.5d) Influence of Author Background: Have students read about O’Henry on pp. 150-153. Discuss with students how an author’s background affects his or her attitudes about life, choice of subject matter, and other elements of a selection. Remind students that when authors write a fictional piece, they often model one or more characters after people they know. Using what they learned in the author study, have them pick out subject matter or attitudes that appear in “After Twenty Years” that they can link to O. Henry’s background. Have students apply this same principle to “A Retrieved Reformation”. A teacher prompt is available on p. 167.

Journal Entry: How do Jimmy Wells and “Silky” Bob reflect the author’s own life and attitudes? Have the students speculate how the two characters reflect O. Henry’s attitudes about the East and West.

Grammar in Context: Kinds of Sentences p. 172
“Monsters are Due on Maple Street” p. 415 (2 days) [Consider doing Research as an Author Study on Ray Bradbury.]

  1. (4.2b, 4.2c) Read about the strategies for reading Drama p. 244. Analyze the text structure for a drama.

  1. (4.2b, 4.2c) Review the elements of Science Fiction (p. 409) – Key Learning: You must be willing to ask questions that are not answered immediately and persevere to reach the ending which is usually satisfying. Your initial feeling of being uncomfortable is usually rewarded in the end.

  1. (2.3c) During reading use the prompts in the teacher’s manual to discuss the Active Reading Strategies: author’s purpose, making judgments, making inferences, clarify, predict, visualize; and Literary Elements: teleplay, science fiction, theme and title, character, plot, setting, author’s style.

  1. (2.2a) Vocabulary – Word Analogies p. 419, Vocabulary Handbook (Analogies) p. R28 and Interpreting Analogies p. 398

  1. (2.4f) Author’s Purpose: An author’s purpose is his or her reason for creating a particular work. The purpose may be to entertain, to explain or inform, to express an opinion, or to persuade readers to do or believe something. Often, understanding theme (the moral or message) of a work can help you identify the author’s purpose.

Journal Entry: As you read, record details that help you identify Rod Sterling’s purpose or purposes for writing this drama. (See Teacher Manual for prompts about Author’s Purpose and Theme if students need them throughout the text.)

Grammar in Context: Participles p. 431, Grammar Handbook p. R71 Sentence Fragments
“A Crown of Wild Olive” p. 709 (1 day)

  1. Read about Historical Fiction pp. 706-707

  1. (2.3c) During reading use the prompts in the teacher’s manual to discuss the Active Reading Strategies: cause and effect, connecting, drawing conclusions, predicting, evaluating, visualizing; and Literary Elements: Historical Fiction.

  1. (2.2a) Vocabulary – Context p. 710,

  1. (4.2b, 4.2c) Historical Fiction: Fiction that is based on fact and takes place in the past is called historical fiction. Historical fiction combines facts along with details that come from the author’s imagination. Writers of historical fiction sometimes use actual historical figures as characters, but usually the characters are the writer’s creations. As you read, notice how the author makes the story come alive for you through tactual as well as imaginative details. (See Teacher Manual for prompts about Historical Fiction if students them throughout the text.)

Grammar in Context: Grammar Handbook p. R71-72 Run-on Sentences

Theseus and the Minotaur p. 804 (1 day)

  1. (2.3c, 4.2b, 4.2c) During reading use the prompts in the teacher’s manual to discuss the Active Reading Strategies: inferring, clarifying, making judgments, draw conclusions; and Literary Elements: plot, character, setting, symbolism of colors, myth, characterization.

The Richer, the Poorer pp. 316-323 (1 day) [Modern Fable]

  1. (2.3c, 4.2b, 4.2c) During reading use the prompts in the teacher’s manual to discuss the Active Reading Strategies: setting purposes for reading; and Literary Elements: modern fable.

Journal Entry: Compare and contrast the three types of folklore and/or folklore vs. short story. (Half the class should do one and the other half do the other entry, then share entries.

  1. (2.2a) Vocabulary – Context p. 317

Writing: Expressive (7 days)

(1.1, 1.2, 1.3) Writer’s Workshop: personal narrative

(Use the storytelling process to write this piece.)

Mini-Lesson Suggestions:

Ideas - an event that taught you a lesson, select something that others might be able to connect with

Development – opening and closing, identifiable plot structure

Voice - sensory images and figurative language

Word Choice – replace overused words, idioms and slang

Sentence Fluency – use a variety of sentence types

Conventions – punctuation for each sentence type

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