Lesson Plan: The Adventures of Tom Sawyer
|
|
- Kimberly Summers
- 7 years ago
- Views:
Transcription
1 StudySync Lesson Plan The Adventures of Tom Sawyer Objectives Time 1. Engage students in the plot, characters, themes, setting, and language of Mark Twain's The Adventures of Tom Sawyer so that they are prepared to discuss and write about the excerpt and/or the entire novel. 2. Practice and reinforce the following Grade 6 Common Core Standards for reading literature, writing, speaking, and listening, and language: READING: LITERATURE RL WRITING - W.6.1-2, 4-6 SPEAKING AND LISTENING - SL LANGUAGE - L minutes (with up to an additional 100 minutes of extension possibilities) Materials SyncTV Premium Lesson on Mark Twain's The Adventures of Tom Sawyer Overview This excerpt is a lively introduction into one of the main characters of the book, Tom Sawyer, and helps set the stage for the ensuing trouble for Tom and his friends. Readers are given a glimpse into the style of Mark Twain's writing as well as exposure to the language of the time period. Close examination of this excerpt will prepare students to read the entire novel, and to write thoughtful, informed, and textually-rooted responses, consistent with the ELA Common Core Standards for the middle school grades. Background (10 minutes) 1. Watch the Preview (SL.6.1-2). As a group, watch the video preview of the premium lesson. Use the following questions to spur discussion following the preview: a. Based on the images and language in the preview, when and where does the Page 1
2 story take place? b. What schema do you have (or need) for these images? What experiences can you use to help you understand and/or connect to the story's setting? c. Based on these images, what do you think the story will be about? What inferences can you make based on these images? Extension (additional 30 minutes) d. Write Creatively (W.6.3-6). According to the preview, Tom was hoping for a fun Saturday, but his Aunt Polly has work for him to do instead. Have students think of times when this has happened to them. They should write a narrative of one of these times, using descriptive details and other narrative writing traits and crafts (dialogue, sensory language, etc.). Students can complete the assignment as a quick write activity or go through the writing process of planning, revising, editing, and publishing. Be sure to have time for students to share their final writing pieces with the class. e. Translate (ELL). For English Language Learners, allow writing to be in their native language first, then translated into English. The English version might be in the form of a picture book for a lower grade level. Engaging the Text (110 minutes) 2. Read the Text (40 minutes) a. Read and Annotate (RL.6.2-6, 10). Read aloud the first paragraph of the The Adventures of Tom Sawyer excerpt and model note-taking strategies (use a projector or SmartBoard if possible). Ask students to read and annotate the rest of the text individually or in pairs. b. Discuss (SL.6.1-2). Have students get into small groups or pairs and briefly discuss the questions they had while reading. As a class, discuss the following: How did the images in the preview help you understand the text better? What questions did you have while reading? What were your impressions of Tom or the "free boys?" Extension (additional 30 minutes) c. Listen and Discuss (RL.6.7 and SL.6.1-2). As a class, listen to the audio reading of the text. Ask students to share how their understanding of the text changed after listening. What images came to mind? What words did the author use to develop the time period? d. Define (L.6.4-6). Have students work in pairs to define the key vocabulary from the preview and excerpt, using context clues. As a class, discuss the definitions of these words and any other words or phrases that remain unclear. e. Comprehend (RL.6.1-4). Have students complete the multiple-choice questions individually or in pairs. Collect papers or discuss answers as a class. 3. Watch SyncTV (20 minutes) a. Watch. Either watch the SyncTV discussion associated with The Adventures of Tom Sawyer as a class or ask students to watch it on their individual computers. Page 2
3 b. Focus (RL.6.1). In order to focus on how close reading skills can help determine meaning, highlight the portion of the SyncTV episode from 1:30-1:55 in which the student, Connor, offers his take on the excerpt's opening. Focus on how Connor uses Twain s hyperbole in the opening paragraph to set the stage for the Tom Sawyer hijinks that will follow. c. Focus (RL.6.2). After having watched the full episode, go back and have the class examine the portion from 3:38-5:38 in which the students analyze the differences between the words "work" and "play," and how the text explores and plays with the distinctions between those two ideas. Have your students focus on the ways in which the characters use the text to develop arguments about the meanings of these words, and Tom Sawyer s ability to shift their definitions within this scene. d. Discuss (SL.6.1-6). After watching the model discussion, have a conversation with the class about why it was a good discussion. What did the students do to keep the discussion going? How did the students respond to each other? How did they use the text to make valid points? Next, divide students into small groups (3-4 students). Move around the room monitoring the groups as students follow the SyncTV episode as a model to discuss some of the following questions: i. Do you agree with the narrator's definitions of work and play? Give examples to support your opinion. ii. What did Tom learn by the end of the day? How do you think this will impact his decisions in the future? iii. Another definition of whitewash is "to conceal or gloss over" (a wrongdoing, for example). Can this definition also apply to the text? iv. What do you think this incident says about Tom's character? What if the stakes were higher, like the students discussed in the SyncTV episode? Would that change your opinion of Tom? v. Who do you think was to blame for the incident: Tom for tricking the free boys into painting the fence for him, or the free boys for allowing themselves to get tricked? vi. To whom can you better relate: Tom or Ben? Have you ever tricked someone into doing something for you, or been tricked into doing something you didn't really want to do? Compare your personal experiences with those of Tom and Ben in this excerpt. Extension (additional 20 minutes) e. Evaluate (SL.6.1-3). Watch the SyncTV episode again (as a whole class if possible). Before watching, assign each of your students one of the four students in the episode to follow. Have your students keep a running list of points that each student makes. Ask students to pay close attention to how (e.g. citing textual evidence, using personal examples) the students in the episode prove their points. When the episode has finished, discuss each of the characters and evaluate the quality of their arguments. What makes some arguments stronger than others? What are some of the best and worst points made about the text? How and why? 4. Think (10 minutes) a. Respond (W.6,1-2, 4, 6, 9). Ask students to read the "Think" questions, watch the corresponding video clips, and respond to the questions, either in class or for Page 3
4 homework. 5. Write (40 minutes) a. Discuss (SL.6.1). Whether you're assigning the writing portion of the lesson as homework or as an in-class writing assignment, read the prompt as a group, or have students read it individually, and then solicit questions regarding the prompt or the assignment expectations. Whichever prompt you have chosen, make sure you are clear about the assignment expectations and the rubric by which you and the other students will be evaluating them. b. Organize (RL and W.6.1-2, 5). Ask students to go back and annotate the text with the prompt in mind. They should be organizing their thoughts and the points they'll address in their writing as they make annotations. If you've worked on outlining or other organizational tools for writing, this is a good place to apply them. c. Write (W.6.1-2, 4-6, 9-10). Have students go through the writing process of planning, revising, editing, and publishing their writing responses. d. Review (W.6.4-6). Use the StudySync "Review" feature to have students complete one to two evaluations of their peers' work based on your chosen review rubric. Have the students look at the peer evaluations of their own writing. In pairs, ask the students to discuss briefly the peer evaluations. Suggested questions: What might you do differently in a revision? How might you strengthen the writing and the ideas? Extension (additional 20 minutes) e. Self-Assess (W.6.4-6). Use the StudySync assignment creation tool to create a "Writing" assignment that asks students to address the following prompt: i. Reread your essay and the reviews of your essay on The Adventures of Tom Sawyer. After reading these reviews, what do you believe were the biggest strengths of your essay? What could you do better next time? If you were to go back and write this essay again, what would you change about your writing process? How has writing this essay made you a better writer? Page 4
5 SUPPLEMENTARY MATERIALS Key Vocabulary 1. whitewash (v.) - to paint or coat with whitewash (a mixture of lime and water, often with whiting added, used to whiten walls, fences, or other structures). 2. straitened (v.) - to restrict in range, extent, amount. 3. alacrity (n.) - cheerful readiness, promptness, or willingness. Liveliness. 4. jeer (v.) - to shout derisively at; taunt. 5. covet (v.) - to wish for, especially eagerly. Reading Comprehension Questions 1. Use context clues to determine the meaning of the word "straitened" in the first paragraph. a. treasures b. junk c. organized d. insignificant 2. Why did Tom start to let Ben take over the whitewashing but then change his mind? a. he was worried his Aunt Polly would get mad b. to make Ben think it was an honor to do the whitewashing c. Tom has a hard time making decisions d. he was hoping Ben would give him something in return for letting him do the whitewashing 3. What was Ben doing when he entered the story? a. pretending to be a steamboat and captain b. going down to the river c. teasing Tom d. looking for work 4. Which of these activities would be considered play based on the definition in the text? a. taking a math test b. attending a weekly karate class c. volunteering at an animal shelter d. getting paid to babysit 5. When Ben stops nibbling his apple and starts watching Tom's every move, it tells the reader that: a. he is becoming more and more interested in the whitewashing b. he is getting bored c. his idea of work is changing d. both a and c 6. Why did someone give Tom four pieces of an orange peel? a. There was nowhere to throw them away. b. They were considered treasure. c. Tom traded them for a fragment of chalk. d. The boy didn't have anything else to give Tom. Page 5
6 7. Why did Tom stop getting boys to whitewash the fence for him? a. He started to feel bad for tricking his friends. b. No more boys came by. c. His Aunt Polly got mad and made him stop. d. He ran out of paint. 8. According to the text, what does Tom learn by the end of the day? a. He is good at tricking the boys in the village. b. The boys in the village are not smart. c. He will never have to work again. d. People want things that are hard to get. 9. The author compares Tom to a: a. retired artist b. wealthy English gentleman c. great and wise philosopher d. captain on a steamboat 10. Why did Tom not want to whitewash the fence? a. He knew his arm would get tired. b. He wasn't getting paid to do it. c. He wanted to go swimming instead. d. Because he had to. Answer Key 1. D 2. B 3. A 4. C 5. D 6. B 7. D 8. D 9. A 10. D Page 6
7 Further Assignments 1. Ask students to research the life of Mark Twain and determine how his life impacted his writing in The Adventures of Tom Sawyer. Infer what was important to Mark Twain and explain how he conveys this through his writing. (RI.6.9 and W.6.7) 2. After reading the book, ask students to determine the overall themes of the book and how the excerpt contributed to these themes. (W.6.5) 3. Have students compare Tom Sawyer to another strong character from a previous book. How do the respective authors develop their characters through dialogue and actions? Cite specific examples from each book. (RL.6.1-4) 4. Ask students to think about what kind of job or career would be ideal for Tom Sawyer. Have students pair up and act out a scene in which Tom is interviewing for a job position. (SL.6.4-6) 5. Have students choose another passage from the book and rewrite it for the present day, in the form of a poem or screenplay. Give students the opportunity to share their writing with the class. (W.6.4, 10) 6. Place students into pairs and have them write a short scene in which Ben and the other boys get their revenge on Tom Sawyer. Ask students to write the scene with mostly dialogue and minimal description. After the students have written these scenes, have them pair up and have the groups act them out in front of the class. (ELL) Page 7
StudySync Lesson Plan
StudySync Lesson Plan The Raven Objectives Time 1. Students will read and listen to Edgar Allan Poe s The Raven. 2. Students will respond to the text through writing and discussion. 3. Practice and reinforce
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationYour final grade will be the sum of all your scores. The scale for each grading period for your reading grade is as follows:
GLAZER'S ENGLISH SMART (Self-Motivated At Reading Time) FREE READING ACTIVITIES As part of our never-ending quest to be smarter and to be better readers and writers, this year we will be engaged in a free-reading
More informationGrade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph
Grade 4: Module 1B: Unit 3: Lesson 11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationCharacter Traits. Teacher Talk
Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,
More informationGrade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time (Chapter 10: Las Papas/Potatoes )
Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationStudents will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationBullying Awareness Lesson Plan Grades 4-6
Bullying Awareness Lesson Plan Grades 4-6 1 Estimated Time of Completion: Two to three classroom periods, or stretched out throughout the school year. Each activity will take between 15-30 minutes. Bullying
More informationGrade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
More informationGrade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence:
Grade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence: Jackie Robinson s Role in the Civil Rights Movement This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationGrade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
More informationThird Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
More informationFifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks
Skills students should demonstrate by the end of the 2 nd 9- weeks of school: Unit 4A- Making Connections Across Literary Genres Learning Goal: Student will understand that authors use point of view to
More informationGrade 3: Module 1: Unit 1: Lesson 11 End of Unit 1 Assessment: Close Reading and Powerful Note-taking on My Own
Grade 3: Module 1: Unit 1: Lesson 11 Close Reading and Powerful Note-taking on My Own This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationGrade 7: Module 3A: Unit 2: Lesson 1 Introducing the Narrative Arc: The Last Day of Slavery
Grade 7: Module 3A: Unit 2: Lesson 1 The Last Day of Slavery This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated
More informationThere s a Boy in the Girls Bathroom by Louis Sachar
There s a Boy in the Girls Bathroom by Louis Sachar This unit lasts three weeks This book has as its main character Bradley Chalkers, a bad boy who is always in trouble. In this story, we are allowed to
More informationLesson Plan Adem s Baba embarrassed Him A Turkish Story
Lesson Plan Adem s Baba embarrassed Him A Turkish Story Objectives: Critical understanding 1.4 Engaging with ideas and text and responding to the main issues. Reading: 2.2.b) Infer and deduce meaning and
More informationFSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
More informationEXAMS Leaving Certificate English
EXAMS Leaving Certificate English Theme Language focus Learning focus Learning Support Language Support Exams: English Key vocabulary for exam questions, type and structure of questions. Understanding
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationKey Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS
Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS KEY ASSESSMENT OBJECTIVES: AO1: SPEAKING, LISTENING & AO2: STUDYING SPOKEN LANGUAGE 1 Communicating & Adapting Language DURATION: Week
More informationGrade 3: Module 2A: Unit 2: Lesson 6 Mid-Unit Assessment: Close Reading of The Spadefoot Toad
Grade 3: Module 2A: Unit 2: Lesson 6 Mid-Unit Assessment: Close Reading of The Spadefoot Toad This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More information3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationFlowers for Algernon by Daniel Keyes Harcourt: New York 2004
Flowers for Algernon by Daniel Keyes Harcourt: New York 2004 Questioning Strategy: Socratic Seminar Purpose of the Strategy This book is dense and complicated, and the end of the novel is extremely ambiguous.
More informationGrade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: Los Duraznos/Peaches )
Grade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationE/LA Common Core Standards for Writing Grade 5
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
More informationMontgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
More informationElements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
More informationUnit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks
Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationReading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
More informationSelf-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
More informationScarcity and Choices Grade One
Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationThe Application Essay
The Application Essay The application essay or personal statement is a standard component of most graduate and professional school applications. The requirements for such essays vary from program to program,
More informationWrite the key elements of the plot in a story you have read.
F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets
More informationGifted Middle School Summer Reading Animal Farm
Name Gifted Middle School Summer Reading Animal Farm This summer you will read the novel, Animal Farm, which is about farm animals that rebel against the farmer in order to create a better life. But what
More informationStudents will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationGrade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
More informationLesson Title: Argumentative Writing (Writing a Critical Review)
Lesson Title: Argumentative Writing (Writing a Critical Review) Author: Carl Myers, DeeAnne Simonson Subject Area(s): Type an X in the box to the left of the subject area(s) addressed in this lesson: Subject
More informationDr. Seuss and Read Across America
Published on AASL Learning4Life Lesson Plan Database Dr. Seuss and Read Across America Created by: Honor Zalewski Title/Role: Teacher-Librarian Organization/School Name: Cumberland County Public Schools
More informationGrade 6: Module 3A: Unit 2: Lesson 9 Making a Claim: Emma Burke s Point of View of the Immediate Aftermath of the Earthquake
Grade 6: Module 3A: Unit 2: Lesson 9 Emma Burke s Point of View of the Immediate Aftermath of the Earthquake This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
More informationScheme of work for Learning English through Short Stories
Scheme of work for Focus Part 1 MASTERING THE BASICS Suggested Time Allocation Periods 1-2 (2 periods) Knowledge, skills & attitudes to be developed Suggested activities Teaching resources Suggested assessment
More informationAmerican Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
More informationto Become a Better Reader and Thinker
1 How to Become a Better Reader and Thinker The chances are that you are not as good a reader as you should be to do well in college. If so, it s not surprising. You live in a culture where people watch
More informationGrade 8 English Language Arts 90 Reading and Responding, Lesson 9
GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and
More informationKINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
More informationTeacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationMonitoring for Meaning
Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice
More informationPublished on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationCompiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
More informationMIDDLE SCHOOL QUESTION TASK CARDS MAIN IDEA (LA.6-8.1.7.3) MAIN IDEA
MAIN IDEA (LA.6-8.1.7.3) MAIN IDEA What is the main idea of this article? What would be another good title for the article? Which accomplishment/idea was most valuable? Which sentence gives the best summary?
More information4th Grade Genre Unit: Legends
4th Grade Genre Unit: Legends Michigan Legends Melissa Gucker TE 802 Fall 2006 Lesson #1/Day #1 Lesson Topic: The Legend of the Loon : 1 st Characteristic of Legends: Heroes/Heroines. Goals: R.NT.04.02:
More informationTeacher Name : J. Pigg Class/Grade Level: 6 th Reading 2 nd Six Weeks Unit Title: Unit 02: Exploring Fiction and Drama
TeacherName:J.Pigg Class/GradeLevel:6 th Reading 2 nd SixWeeks UnitTitle:Unit02:ExploringFictionandDrama TEKS:06NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it when
More informationEpisode 1: Literacy Resource Pack
Episode 1: Literacy Resource Pack These resources have been written to provide teachers with starter activities and ideas relating to Episode One of Inanimate Alice. They do not constitute a complete course,
More informationGrade 3: Module 1: Unit 3: Lesson 8 Group Discussion: Accessing Books around the World
Grade 3: Module 1: Unit 3: Lesson 8 Group Discussion: Accessing Books around the World This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationGrade 5 Unit. Lesson 2. Learning Goals. Facility. Materials. Cyberbullying and Lesson 2 of 4
Cyberbullying and Harrassment 30 Minutes* Curriculum Expectations Health and Physical Education - 1.3, C2.2, C3.2 Language: Media - 1.5 Lesson 2 Learning Goals By the end of this lesson, students will
More informationELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
More informationCartooning and Animation MS. Middle School
Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
More informationLevel 2 6.4 Lesson Plan Session 1
Session 1 Materials Materials provided: image of 3R symbol; 4 environment images; Word Map; homework puzzle. Suggested additional materials: examples of compostable and non-compostable waste, i.e., apple
More informationUsing sentence fragments
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationGrade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence
Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationGrade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationparent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
More informationThe students will be introduced to the immigration station Ellis Island and participate in a reenactment of the experience of Ellis Island.
Title The Experience of Ellis Island Key Words Ellis Island, Citizenship, Immigration Grade Level First Time Allotted 45 minute lesson Lesson Overview The students will be introduced to the immigration
More informationGrade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences
Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More informationBritish Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview
British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = 50-55 minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth.
More informationEnglish 2 - Journalism Mitch Martin: mmartin@naperville203.org
Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
More informationIdentify the Declaration of Independence s grievances and the. Article of Confederation s Weaknesses.
Standard 1: Foundations of Government, Law, and the American Political System SS.5.C.1.4 #2 Identify the Declaration of Independence s grievances and the Article of Confederation s Weaknesses. http://www.archives.gov/exhibits/charters/charters_of_freedom_zoom_pages/charters_of_freedom_zoom_4.1.1.html
More informationChoral Reading Type: Strategy Literacy Skill: Reading Domain:
Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension
More informationEnglish 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
More informationREADING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman
Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers
More informationBy Jeanne DuPrau. Teacher s Guide By Daphne Greene
SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM Lesson and Book Overview DIGGING INTO SOCIAL, ECONOMIC, AND POLITICAL ISSUES WITH T HE CITY OF EMBER By Jeanne DuPrau Teacher s Guide By Daphne Greene The
More informationMe, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3
Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will
More informationKoko's Kitten/Dr. Francine Patterson/Created by Long Beach District
Unit 5/Week 4 Title: Koko s Kitten Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RI.4.1, RI.4.2, RI.4.3, RI.4.4; RF.4.4; W.4.2, W.4.4, W.4.7, W.4.9; SL.4.1; L.4.1, L.4.2, L.4.4
More informationFILMS AND BOOKS ADAPTATIONS
FILMS AND BOOKS Reading a book is very different to watching a film. The way that we understand both is also different. We firstly need to think of the ways in which films and books tell their stories.
More informationReading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
More informationWhat is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
More information2-3: Narrative Wall Blackline Masters
2-3: Narrative Wall Blackline Masters Focus Story Author s Name wrote a Genre entitled. Title of the Story. The purpose of the story is to. Entertain, Inform, Describe, Explain, or Persuade Focus Skill:
More information7 th Grade STAAR Writing Camp
7 th Grade STAAR Writing Camp The objective for this writing camp is for students to determine whether the prompt is a narrative or expository prompt. Students will analyze and compose essays based on
More informationThe Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student
The Great Debate OVERVIEW This lesson introduces students to the judicial branch and the Constitution, and engages students in creating a debate. First, the teacher has students review one of four landmark
More informationResearch-Based Lesson Planning and Delivery Guide
Research-Based Lesson Planning and Delivery Guide Mini-Lesson Planning for Inferences Benchmark(s)/Standard(s): What is the next benchmark(s) on my course curriculum guide or FCIM calendar? LA.3.1.7.3;
More informationDetermining Importance
Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.
More informationPEER PRESSURE TEACHER S GUIDE:
TEACHER S GUIDE: PEER PRESSURE LEARNING OBJECTIVES Students will be able to identify peer pressure as both a positive and negative force. Students will understand how peer pressure impacts everyone. Students
More information& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
More informationStory Elements for Kindergarten
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 2015 Story Elements for Kindergarten Renee D. Faulk Trinity University, rfaulk@sbcglobal.net
More informationIf You Give A Moose A Muffin
If You Give A Moose A Muffin Skyler Harwood Comprehension Kindergarten Essential Questions How do we think while reading in order to understand and respond? How do we apply reading skills and strategies
More information