Personality Tests: The Scholarship Jacket (Lexile 760, readability 5.2)
Bridges Comparable Material: Victor pg. 174
Objectives:
• explore the key idea of obstacles
• recognize the first-person point of view
• read a short story
• make inferences
· build vocabulary for reading and writing
• use context clues to determine the meanings of words
Throughout the story we will focus on point of view and the concepts and benefits of first and third person point of view. We will also be addressing the essential question: What is point or view and why would an author chose one point of view over another?
INITIATING ACTIVTY: “Head on Card Game” In order to address the unit question, “What makes a great character?” students will be playing a guessing game. Each student will receive a card but may not look at it. Next they will have the card taped to their forehead and will get up to move around the room to find a peer. With their peer they will be allowed to ask their partner 2-3 questions to try and figure out “who” they are. Once they have asked their questions they must move on to another peer, and ask different questions to try and figure out who they are. Once they think they have identified who they are, they will move to the front of the room and wait. After students have all had time to identify their individual, students will share their guesses and see if they are correct. After students share, we will discuss why it was easier for some students to identify their individual over another. At this point, we will address and emphasize what makes a strong character, and what qualities many of these individuals possess.
Lesson One:
1. Warm Up: Word Work
2. Intro Activity: Read aloud to students “The True Story of the Three Little Pigs”. Ask students how this version of the story if different from the original and how it alters the story. Explain to the students that we will be focusing on point of view with our upcoming short story “The Scholarship Jacket”.
3. Notes on Point of View: Students will receive notes on 1st person, 2nd person, and 3rd person- limited, omniscient
4. POV Group Practice- Students will now practice identifying the different types of point of view via handout. Students will be given approximately five minutes to complete and then we will share the answers aloud as a class.
5. Independent POV Activity- Students will be given an object or animal on a note card. Students will be asked to try to come up with a description of the object/animal from a first person point of view. They will create their description and then share it with a partner and then some with the whole class. Then their peers will attempt to determine what the object is based upon the first person description. (Extension: You could then switch cards with a peer and now describe the new object/animal from the third person point of view.) This activity will assess the students understanding of the difference between first and third person points of view.
6. Closure: Have students list the first person pronouns, second person pronouns and third person pronouns as a review.
Lesson Two:
1. Warm Up: Word Work
2. Grammar Activity: Pronoun Review and Practice (Collected for a formative English grade) As a class we will review pronouns, specifically singular, plural, possessive and reflexive. Students will then be given a short passage to read silently. After reading the text, students will circle or highlight all of the pronouns within the passage. This warm up will be turned in for a grade, so students should not be sharing answers.
3. Vocabulary Introduction: As a preview to the text, students will be given unfamiliar vocabulary words that are directly from the text. Prior to being given the definitions, they will complete a handout, “Vocabulary Study: Words in Context” and students will attempt to identify the meaning of each vocabulary word. We will discuss the answers aloud and they will then be copying the words and definitions.
4. Vocabulary Practice: To become more familiar with the new vocabulary terms, students will complete the activity on page 217 in their textbook, “Vocabulary in Context” and we will discuss the answers as a class. From the vocabulary, we will progress to the text.
5. Introduction of Story: “The Scholarship Jacket”. We will preview the text by completing the before reading activities, such as the author study, reading background information, making predictions from the text and pictures. Students will also answer the “Big Idea” question for the story, “What gets in the way of your dreams?” Students will write their answer to the questions and then a few will share their ideas. As we move into beginning the story, they will be reminded that we are focusing on the point of view from which the story will be told. Students will be completing a “Point of View” handout that correlates with story. As students read the text they are expected to complete the handout as they read. This HO will be collected for a formative reading grade. Students will then begin to read the story silently, while working to complete the handout. We will stop at various points throughout the text to discuss it as a group and clarifying and confusion or misunderstanding.
6. Closure: Review what was read from the text and make predictions about what may happen throughout the rest of the text.
Lesson Three:
1. Warm Up: Word Work
2. Vocabulary Practice: (collected for formative reading grade) Students will be working with the vocabulary from the text to continue with their understanding. They will be using sentence context clues to determine where the vocabulary words fit best. They will complete the “Vocabulary Practice” handout and turn it in once complete.
3. Continue reading story: We will pick up from where we left off yesterday with reading “The Scholarship Jacket”. As a class we will quickly review what was read, and the point of view being used in the text. Then students will continue with their reading, again stopping at the designated stopping points for the text. We will again discuss the text as needed. They will also continue filling out the POV handout as they finish the text.
4. Finish Point of View Handout: If students have not yet completed the handout they will be given some extra time to finish it. Once the hand out is complete, it will be turned in for a grade.
5. Oral Comprehension Check: Students will be asked several questions about the text to reinforce important events and details of the story. This is just a general check for understanding before taking the assessment.
6. Selected Response and Vocabulary Quiz (collected for a summative reading grade) At the end of the text, students will be given a short assessment to measure their understanding of the text and their vocabulary from the text. Students will be given all the time that they need to complete the quiz and will turn it in once it is complete.
Personality Tests: A Retrieved Reformation (Lexile 900, readability 6.4)
Bridges Comparable Material: Goodbye, Falcon pg. 126 or modify the text
Objectives
• explore the key idea of making a second chance
• recognize and analyze omniscient point of view
• read a short story
• predict
• build vocabulary for reading and writing
• use context clues to determine the meanings of multiple-meaning words
• use comparatives and superlatives
• use writing to analyze literature
Throughout the story we will focus on the reading strategies, predicting and inferring. Additionally, we will be looking to review point of view, specifically, third person omniscient. Throughout the lessons we will also be addressing the essential question: What are context clues and how can the use of context clues help to better comprehend a text and draw inferences?
Lesson One:
1. Warm Up: Word Work
2. Intro Activity: Introduce the “Big Idea” of the unit, “Who deserves a second chance?” Give students a couple minutes to record their answer. Then students will be given a series of tasks (mazes) to complete. If they complete the task successfully, they will move on and be rewarded. If they are incorrect, they must sit down and just watch as everyone left gets to participate. At the end of the activity, students will then revisit their answer and determine if they still agree with their first answer.
3. Vocabulary: Students will be introduced to some of the more difficult and uncommon vocabulary words that are present in the story, “A Retrieved Reformation”. They will be given their new vocabulary words within the context of the story and students will try to determine each words actual meaning from the context. Students will work to come up with their own definitions and will check them against the dictionary definitions for each word.
4. Reading of “A Retrieved Reformation”: After the students have become familiar with some of the vocabulary from the text, we will progress to reading the actual story. We will preview the text as a class by completing the before reading activities, such as the author study of O. Henry, reading background information, making predictions from the text and pictures. Throughout the beginning of the text we will focus on predicting the initial events. Students will be completing a prediction handout as we read the text today. Students will primarily be reading the text individually, while having several stopping points that will be used for class discussion and clarification.
5. Closure/Exit Slip: Prediction of the text Students will complete an short exit ticket by making at least one prediction about what they believe might happen as they read further in the text.
Lesson Two:
1. Warm Up: Word Work
2. Intro Activity: Model and reinforce the use of reading strategies through the read aloud of “Click, Clack, Moo”, or any other short children’s story. As you read aloud to class, also share the reading strategy of inferring aloud. Allow students to share their own example of an inference when the opportunity presents itself.
3. Continued reading of “A Retrieved Reformation”: We will review the events of the text that occurred on the previous day. We will also look back at several of our predictions to see whether we were correct or not. As the students continue to read the story, “A Retrieved Reformation” they will focus on making inferences based upon the text. As a whole group we will review what it means to make an inference how to effectively use the reading strategy. Students will be given several situations orally and asked what they can infer about the situation. (If additionally practice is needed, students will be given a handout with more situations and asked to infer.) Then students will be given a handout that deals with inferences from the text. They will be given a text example and asked to make their own personal inference based upon what they concluded from the text. (This will be collected for a formative reading grade.) Additionally, students will continue with predicting the remaining events of the story.
4. Selection Test/BCR: (collected for a summative reading grade) At the end of the text, students will be given a short assessment to measure their understanding of the text. Additionally, students will be given a brief constructed response to complete that will focus on the reading strategy of inferring. BCR Question: What evidence supports the idea that Annabel and Jimmy will live happily ever after. Use two examples form the text to support your answer.
- Students will be asked
Lesson Three:
1. Warm Up: Word Work
2. Point of View Activity: Today students will be focusing on point of view. They will be looking back into the text to determine the point of view the author has used and why the author has chosen to use this particular POV. Students will need to find evidence from the text that shows which point of view is being used and must also explain why they believe the author has chosen this POV. Next the students will be completing another activity (Third Person Point of View (Omniscient) handout) that deals with point of view. Students will be making a comparison of two very important points of view in the story, the reader and Ben Price. Students will use their knowledge of the text and will write down all of the information that they are aware of, versus the amount that Ben Price knows while on his quest to capture Jimmy Valentine. Through the completion of this activity, it is hoped that the students will come to see how much more the reader knows than Ben Price knows as a result of the author choosing to write the text using third person omniscient. This should reinforce the importance of point of view and how it affects the characters within a story.
3. Additional point of view activity: Students will be asked to create index cards containing the four points of view
4. Closure: Anticipation Guide Question for following days lesson (homework)
Lesson Four: (See Missy’s Plan)
1. Warm Up: Word Work
a. Mini- Lesson: Author’s purpose
b. Video clips of Judge Mathas and Catch Me if you Can (Frank Abagnale)
Interactive Reader: Extended Readings: complete reading comprehension check
a. Special Ed./Co-lab: “Turning it Around” and “The Face of Teen Crime”