Middle School English and Language Arts UDL Instructional Unit - Lesson 3

BACK TO MS ELA Instructional Unit

Objectives:

• Students will use context clues to define unfamiliar words in a literature passage.
• Students will generate questions while reading a text in order to predict possible outcomes of the conflict within the text's plot.
• Students will make generalizations about the main character.
• Students will analyze how the author uses the interactions between characters to reveal the character traits of the main character to the audience.

Essential Question(s):

• How does the author reveal the main character to the audience?
• How does the author use dialogue between minor characters and the main character to tell the story?
• What is the author's purpose maintaining one setting that changes very slightly over the course of the text?

Vocabulary:

Brimming - Full to overflowing

Delectable - Delicious or extremely beautiful

Reposeful - A state of being at rest

Whitewash - A low cost white paint made from chalk

Skylarking - To pass time by playing tricks on others

Vigor - Full of life or vitality

Tranquilly - In a peaceful manner

Ridicule - To face scorn

Ponderously - Of great weight or importance

Slackened - To make or become slower

Laborious -Requiring much work or labor

Contemplated - To have thought deeply about a matter

Reluctance - A state of unwillingness

Alacrity - A cheerful readiness or willingness

Dilapidated - Run down or in poor repair

Idle - Not working or inactive

Covet - To desire or want something

Attain - To achieve

Materials:

• Either the book, "The Adventures of Tom Sawyer" by Mark Twain or access to a computer lab with internet connection. If a book is not available go to http://www.gutenberg.org and search for "Tom Sawyer." The direct link for the html version is http://www.gutenberg.org/files/74/74-h/74-h.htm. The Gutenberg Project version is free and available in multiple formats. You only need Chapter 2 for the purposes of this lesson. Gutenberg also has audio versions of Chapter 2 available.
• The Adventures of Tom Sawyer_Chapter32 PowerPoint is located in the support samples for each lesson. It may be used to review the plot, vocabulary and standards addressed in the lesson.
• Small sticky notes
• Chart Paper
• Marker easily visible to whole class
• Pencils
• Lined paper
• First Impressions aren't Everything graphic organizer
• Context Clues Place Mat graphic organizer

Lesson 3 - Introduction

a. Activate Previous Knowledge –

1. Students will read Chapter 2 of "The Adventures of Tom Sawyer" and record the vocabulary words that are unfamiliar on sticky notes (one word per sticky note).
2. Students will also generate at least two questions about the text and share the questions within the small group of 3 students after completing Chapter 2.
3. Students will then use the Context Clues Place Mat to record all of the context clues that surround the word(s) they have identified as unfamiliar. Working in small group, students will build a working definition of the unfamiliar term. In order to achieve this, students will place the sticky note in the middle of the Context Clues Place Mat in the framed area. The spaces before and after the framed word are provided so students place the specific context clues from the text into the proper order in which they occur in the passage whether the context clues occur before or after the unfamiliar word. Model the first term as an example of the process expected from each group. This will reinforce the skills of using context clues to derive meaning. Modeling will also reinforce the process outline in Lesson 1 of this unit. Use the following prompting questions to assist students in analyzing the role of context clues to determine word meaning:
4. What are the important words that come before the unfamiliar word that might help you understand the meaning of the unfamiliar word?
5. Remember, these important words are called context clues. What clues do they provide about the unfamiliar word?
6. What do you know about these clue words? What do they remind you of?
7. If you had to guess the meaning of the unfamiliar word based on what you already know about these clue words, what do you think the word insert word here means?
8. After working definitions of the unfamiliar words have been developed by the small group and placed in the bottom left hand box on the graphic organizer, students may use a dictionary or thesaurus to clarify their understandings. Using the internet versions of dictionaries and thesauri is strongly encouraged. The technical definition must be recorded in the bottom right hand box on the graphic organizer. In order to extend the activity, follow-up questions could include:
9. How did your group use context clues to find the meaning of the word on the sticky note? How did your group use context clues to find the meaning of the word on the sticky note? The context clues allowed our group to "figure out" the meaning of the word by piecing all of the clues together so we could guess at the meaning.
10. What was difficult about the process? Sometimes the definition we developed did not match up to the dictionary's definition. Other times, our group had difficulty finding the clue words and what they meant.
11. How was the definition developed by your group both similar and different from the technical definition? This answer will vary from group to group and word to word, but the answer to this question should be more sophisticated than the same question and answer from Lesson 1.
12. *OF NOTE: Again, model the first term in a whole group setting as an example of the process expected from each group. The modeling process is very necessary because this model for determining word meaning via context clues can be used across various types of texts (informative, literary, technical, etc.) and domains (Language Arts, History, Science, etc.).

Definitions:

Setting - In literature texts, setting is the time and place where the events of the story take place. The sequence of the settings in a text provides the structure for most literature readings, but for this chapter the setting changes only slightly: the place is consistent but the time changes from Saturday morning to Saturday late afternoon. The minor characters come and go, one by one, marking the passing of time and therefore the slight changes in setting.

Minor Character - A supporting character in a text that changes very little but is often used by the author for the purposes of developing the audience's understanding of both the storyline (plot) and the main character, typically through interacting with the main character.

Main Character - Often referred to as the protagonist in a text, the storyline typically centers around the main character in a text. The main character can be viewed as the center of all of the attention (by the author, the minor characters, the conflict of the story, and the reader).

Character Traits - A distinguishing feature or quality demonstrated by the actions, thoughts, and words of a character, that when taken together, form the nature of the individual.

Textual Evidence - Refers to an explicit support from a reading passage that "proves" students' answers. Oftentimes, the textual evidence is either an example from the text that proves an inference/generalization or a direct quote from the text that supports an answer provided by students.

Context Clues - The other words or phrases that typically surround an unfamiliar word that helps a reader to better understand the new word. They are typically built into the sentences around the difficult word. An awareness of these context clues allows a reader to make logical guesses/inferences about word meanings.

Prediction - A prediction is a statement or forecast made about the future. Within the context of this literature-based lesson, it implies a skill that all high-ability readers possess: the ability to link the information they have read in a text to prior experience for the purpose of understanding and anticipating the outcomes of events, characters, and conflict in a story.

Multiple means of representation – Digital version of text allows for flexible print sizes, sticky notes create a visual "puzzle" that allows for students to connect their understanding of familiar words to the unfamiliar word, dictionaries and thesauri, online dictionaries.

Multiple means of expression – Question generation, verbal communication in small group, finished Context Clues Place Mat.

Multiple means of engagement – Students use their prior understanding of context clues to understand new words, verbal, visual, bodily-kinesthetic.

Additional Considerations for Emerging Readers

1. Provide Chapter 2:
• In symbol-based text format and use symbols of unfamiliar words on the sticky notes.
• In a summarized format (in symbol-based text format or not).
• Through the use of a text reader.
2. Provide several questions (may be in symbol-based text format or not) regarding the text and:
• Students select the two they are interested in asking or
• Students identify events or details from the text (verbally, by touch, etc.) to ask questions about.
3. Provide Context Clues Place Mat:
• As is using symbol-based text cards to complete.
• In digital format.
4. Reduce the number of vocabulary words students must work with.

Additional Considerations for Emerging Communicators

1. Provide Chapter 2:
• With text reader which students activate through adaptive switch(es) as appropriate.
• Summarized in auditory format which students may or may not control through switch use as appropriate.
• With main ideas, characters, settings, events, etc. (in summarized and/or auditory format or not) supplemented with visual or tactile cues and/or other referents (photographs, symbols, concrete objects/realia or other tactile systems such as the Standard Tactile Symbol List available from the Texas School for the Blind www.tsbvi.edu/tactile-symbols. Some referents may need to be pre-taught (Rowland, 2012). Use of the same referents (or the system) during this and other novels will reduce the need for pre-teaching.
2. To indicate questions students want to ask:
• Students select from visual or tactile symbols to indicate a question(s) they want to ask.
• Students stop text reader or auditory recording to indicate the parts of the text they want to question. Students use the symbols or text recording in the small group work.
3. Provide the Context Clues Place Mats:
• Adapted with tactile cues such as outlining the graphics with glue or pipe cleaners/Wikki Stix, etc.
• With each graphic area supplemented with a different textural/color background.
• With reduced number of graphics on each Place Mat (e.g., place clues on one page of the Place Mat and definitions on another page, require only one clue and/or one definition).
• Students use visual or tactile symbols to complete the Place Mats.
4. Provide choices for students to answer questions that complete the graphic organizer.
• Depending upon students' abilities to make appropriate choices, the choices may be obviously discrepant in correctness (one correct vs. obviously incorrect) and number or choices provided (one correct and one incorrect vs. one correct and three incorrect).
• With reduced number of vocabulary words students must work with.

b. Establish Goals/Objectives for the Lesson –

• Students will use context clues to define unfamiliar words in a literature passage.
• Students will generate questions during reading in order to predict possible outcomes of the conflict within the text's plot.
• Students will make generalizations about the main character.
• Students will analyze how the author uses the interactions between characters to reveal the character traits of the main character to the audience.

Multiple means of representation –First Impressions aren't Everything graphic organizer, audio version of text assists auditory learners.

Multiple means of expression – Question generation, verbal communication in small group, finished Context Clues Place Mat.

Multiple means of engagement – Students use their prior understanding of context clues to understand new words, verbal, visual, bodily-kinesthetic, small group.

Lesson 3 - Body

Direct Instruction and/or Facilitation of the Lesson –

1. This portion of the lesson builds on students' prior understanding of Tom Sawyer's character as it is developed by Mark Twain. The text used in this lesson is from Chapter 2 of The Adventures of Tom Sawyer. Students have already read Chapter 32 of this book. It is worth noting that the two texts used in this unit (Lessons 1 and 3) are being used in reverse order in which they appear in the original novel. (This should not be a cause for concern because the two lessons are focusing on different skills, and the two texts are being used for different purposes.)
2. The First Impressions aren't Everything graphic organizer's end goal is for students to 1) be able to describe one specific setting using textual evidences/examples, 2) be able to describe an initial understanding of the main character as portrayed by the author, 3) develop a systematic process for analyzing the role of minor characters in revealing the main character's character traits, and 4) make inferences about the main character. The graphic organizer is influenced by several assumptions:
3. The "growth" or development of a character in a text actually refers to how the author chooses to reveal the character over the course of the text. Oftentimes the terms/concepts of growth and development for literary characters are confused with the notion that the character somehow improves over the course of the text.
4. Literary texts are often organized in a sequential structure.
5. The primary purpose of a minor character in a story is to allow for the audience to better understand the main character's character traits.
6. An author includes every detail (including a minor character) in a story for a specific purpose: nothing is "left to chance" or "done by accident."
7. Students will form small groups for the purpose of discussing the two questions developed during the reading of the text. Students will offer potential answers to the questions as a warm-up activity. (It may be helpful to put students back into the original groups used in the previous lessons.)
8. Upon completing a brief and relatively informal discussion of the text based on student-generated questions, students will be given the First Impressions aren't Everything. Inform students that using only the first two pages of Chapter 2, they must describe the setting in their own words. The first box on the graphic organizer in the left hand corner is to be completed by the small group. Remind students that before a description can be supplied in the first box, a consensus must be reached which encourages evaluative and higher order thinking skills for the individual. After they have finished the first box on the graphic organizer, ask each individual student to identify one piece of textual evidence from the beginning of the chapter. It is in this space that students are tasked with identifying the setting as described by Mark Twain. It may also be of value to reinforce the definition of setting as being both time and place.
9. After students have completed the setting component of the graphic organizer, ask the following questions in order for students to connect prior knowledge of setting(s) from Lesson 1 to the current reading . Student responses are in plain text.
10. Why did Mark Twain decide to use more or less the same setting throughout the chapter? Answers will vary, but could potentially include: The setting changed a little because Tom started painting in the morning and by the end of the afternoon the fence was finished; or The setting didn't change very much but there were a lot of minor characters and that is what changed; or The setting stayed the same because all of the events in the chapter happened at the fence. All of the characters had to be at the fence in order for Tom to talk them into painting for him.
11. In Chapter 32, Twain used multiple settings. There was the village of St. Petersburg at night, the cave, the river bank, and Judge Thatcher's house during the day. In Chapter 2 the setting changes very little. What happens on Saturday on the sidewalk in front of the fence? Tom paints the fence but doesn't want to. He sees Jim and tries to get Jim to paint the fence for him. Jim probably would have but Aunt Polly spanked him with her shoe. Tom paints some more until a kid he doesn't like comes by to make fun of him working. Tom ends up talking the kid, Ben Rogers, into both painting the fence and giving Tom his apple. Then more kids come by and Tom gets a lot of stuff from the children. He makes them all pay to paint the fence. By the afternoon on Saturday, the fence is painted and Tom has a lot of stuff.


Note: The last answer is a summary of events that took place in this one setting.




12. As a small group, students must look back at the first page of the text and record their initial impressions of Tom's character. In order to facilitate this, inform students that authors reveal character traits through the character's actions, words, and thoughts being revealed to the audience. There are multiple ways that students may record their answers. (Included in the exemplar are three modes: Description, quoting explicitly from the text, and making inferences.)
13. The bottom half of the graphic organizer is the chronologic sequence of both the minor characters Twain chooses to use to reveal certain aspects of Tom's character (through character interaction) and the most significant events in the development of the storyline. (For the purposes of this lesson, the focus will be on how Tom is developed over the course of the text, but a separate lesson building on the skills necessary to write summaries could easily be applied.) Have students work in groups to identify the first minor character of the reading (Jim), the most significant event/interaction that takes place between Jim and Tom, and what that event reveals about Tom's character. This three step process, 1) Minor character identification, 2) Evaluating and ranking the most significant event, and 3) Making an inference about Tom's character based on each event is the central focus of this lesson. It is through this process that students are able to analyze how Twain uses minor characters to develop the main character in this chapter. It is important that students work in "columns" on the graphic organizer (dealing with each character as a whole before moving on to the next character). Do not allow them to work in rows. It minimizes the ability to recognize patterns of interaction between the minor characters and Tom Sawyer.
14. Below are some prompting questions to be used throughout the process, with the purpose of increasing critical thinking and higher-order (evaluative) thinking skills: (Note that these questions are similar questions to the ones used in Lesson 1.)
15. What is the most important event for the character you have identified? Why is it important?
16. What other, less important events had to take place between Tom and the minor character you identified in order for the most important event you have chosen to occur?
17. Find an example, or evidence, from the reading that proves that the event you have chosen is important.
18. How would the story be different if the event did not occur? What would you not know about Tom's character?
19. Which minor characters, if they were removed, would change the story the most? Or, which minor characters are most important for the reader to have a better understanding of Tom?
20. Close the body portion of the lesson with the questioning used to tie in Lesson 1 and the usage of setting by the author (Students' answers should increase in complexity/detail, depth of understanding, and inferences made):
21. Why did Mark Twain decide to use more or less the same setting throughout the chapter? Answers will vary, but could potentially include: The setting changed a little because Tom started painting in the morning and by the end of the afternoon the fence was finished. Also the main way the reader understands that the time changes is that the text says that one kid came after another to give up their valuables and paint for Tom. It is really subtle though and easy to miss if you aren't paying attention; or The setting didn't change very much but there were a lot of minor characters, like Jim and Ben Rogers. They changed a lot. None of the minor characters stayed in the story for very long, but they were all important to tom's development; or The setting stayed the same because all of the events in the chapter, such as when Jim got spanked with a shoe, or Ben got tricked into giving up his apple and painting the fence, happened at the fence. All of the characters had to be at the fence in order for Tom to talk them into painting for him and the fence, which made Tom depressed at the beginning of the story, made him rich and happy by the end of the chapter.
22. In Chapter 32, Twain used multiple settings. In Chapter 2 the setting changes very little. What happens on Saturday on the sidewalk in front of the fence? Like we talked about earlier, Tom paints the fence but doesn't want to. He sees Jim and tries to get Jim to paint the fence for him. Jim probably would have but Aunt Polly spanked him with her shoe. Tom paints some more until a kid he doesn't like comes by to make fun of him working. Tom ends up talking the kid, Ben Rogers, into both painting the fence and giving Tom his apple. Then more kids come by and Tom gets a lot of stuff from the children. He makes them all pay to paint the fence. By the afternoon on Saturday, the fence is painted and Tom has a lot of stuff.
23. Leave students with this generalization: You just provided me with a summary of the most important events in Chapter 2 of The Adventures of Tom Sawyer. For Chapter 32, you wrote a summary based on the sequence of setting changes. For Chapter 2, the summary would be written based on the sequence of minor character changes; and yet both summaries are a sequence of events put into a chronological order.

Multiple means of representation – Graphic organizer, modeling.

Multiple means of expression – Group sharing of ideas, writing answers into graphic organizer.

Multiple means of engagement – Evaluating minor characters and events for significance, group discussions.

Additional Considerations for Emerging Readers

1. The First Impressions aren't Everything graphic organizer may need to be manipulated:
• So fewer spaces are on a page if the mode of students' responses need more space. For example, if students are writing answers but the writing is large, having the fewer spaces on one piece of paper will give students more room to write.
• Color-coding related spaces (e.g., the bottom row of the organizer might have all three boxes about Jim coded with green \[outlined, background color, etc.\] and all three boxes about Aunt Polly coded with green, etc.)
2. Students complete the First Impressions aren't Everything graphic organizer. If students have difficulty coming up with answers for the graphic organizers, provide choices from which they select.
3. After students have identified (verbally, by touch, select from several choices, etc.) information from the text for the organizer, have them depending upon students' needs, strengths, and interests (Students could do this activity while the chapter is being read):
• Write the information on the graphic organizer.
• Additionally, depending upon the objective of students' writing (independence, participation, fine motor development, etc.), students may write independently (using inventive spelling, cursive vs. print, etc.), copy from a model, trace, or use other means.
• Digitally complete the organizer.
• Cut and paste symbol-based text icons for each box.
• Verbally, through eye-gaze, or otherwise indicate the information and someone may scribe for students.
• Work with a reduced number of characters.
• Number the character boxes to facilitate chronological sequencing.
4. During the small group activity filling out the graphic organizer:
• Provide students with relevant information from the text their communication modes so they contribute to the group activity. As students provide information for the organizer, remove information from the choices as they are presented so students do not repeat information. They add information identified by other students to their organizers.
5. Pre-plan certain pieces of information for students' large group contributions to assure that:

• Students know the answers.
• Students participate more fully in the large group.
• Students can be more successfully engaged and positively reinforced.

6. Provide answer choices to students for any questions that will be asked in class during large group discussion. This may require the addition of some new vocabulary in students' communication systems (verbal or other) and those answers need to be available in their modes of communication (on the communication board, in the AAC device, etc.). Answer choices can vary from one correct answer and one incorrect answer to more incorrect answers (distractors) as students become more proficient at making choices.
7. Certain questions and answers might be pre-planned for students. For example, it may be that teacher(s) decide that students will be asked a specific question so some pre-teaching may occur to allow that student to answer correctly. Pre-planning accomplishes three objectives:

• Students know the answers.
• Students participate more fully in the large group.
• Students can be more successfully engaged and positively reinforced.

Additional Considerations for Emerging Communicators

1. Manipulate the First Impressions aren't Everything graphic organizer:
• So fewer boxes are on one piece of paper if the mode of students' responses requires more space.
• By color-coding related spaces (e.g., the bottom row of the organizer might have all three boxes about Jim coded with green \[outlined, background color, etc.\] and all three boxes about Aunt Polly coded with green, etc.)
• By providing textured backgrounds to the spaces.
• By providing extra tactile/visuals cues to the organizer such as outlining the graphics with glue or pipe cleaners/Wikki Stix, etc.
• By reducing the amount of information and characters students must work with.
• By numbering the character boxes to facilitate chronological sequencing.
2. Students complete the First Impressions aren't Everything graphic organizer. If students have difficulty coming up with answers for the graphic organizers, provide choices from which they select. Students use their established communication systems (technologically-based, eye gaze, touch, verbalization/vocalizations, etc.) combined with visual or tactile symbols to complete the First Impressions aren't Everything graphic organizer.
3. During the small group activity filling out the graphic organizer:
• Provide students with relevant information from the text in their communication modes so they contribute to the group activity. As students provide information for the organizer, remove information from the choices as they are presented so students do not repeat information. They add information identified by other students to their organizer.
4. Pre-plan certain pieces of information for students' large group contributions to assure that:

• Students know the answers.
• Students participate more fully in the large group.
• Students can be more successfully engaged and positively reinforced.

5. Provide answer choices to students for any questions that will be asked in class during large group discussion. This may require the addition of some new vocabulary in students' communication systems (verbal or other) and those answers need to be available in their modes of communication (on the communication board, in the AAC device, etc.). Answer choices can vary from one correct answer and one incorrect answer to more incorrect answers (distractors) as students becomes more proficient at making choices.
6. Certain questions and answers might be pre-planned for students. For example, it may be that teacher(s) decide that students will be asked a specific question so some pre-teaching may occur to allow that student to answer correctly. Pre-planning accomplishes three objectives:

• Students know the answers.
• Students participate more fully in the large group.
• Students can be more successfully engaged and positively reinforced.

Lesson 3 - Practice – (55 minutes)

1. On the back of the sheet, have students put the bottom row of events into either a paragraph or a timeline format. The result is a summary of the plot of Chapter 2.
2. Students that choose to write a paragraph summary may need assistance with developing transitions in between the described events to write a fluid, high-quality paragraph.
3. Upon completing the summary in small group, have students share the summaries with the whole group.

Multiple means of representation – Writing a paragraph, constructing a timeline based on minor character sequence

Multiple means of expression – Writing, discussion

Multiple means of engagement – discussion, small group collaboration, whole group collaboration, evaluative thinking skills

Additional Considerations for Emerging Readers

1. Students choose whether to write a paragraph or a timeline.
2. As students review Chapter 2:
• Have or assist them in highlighting, underlining, or otherwise calling attention to all examples of a chronological appearance of characters in the text. These examples could be numbered, cut from the text, or otherwise "pulled out" from the text so students sequence these character entrances.
3. Depending upon students' needs, strengths, and interests, students write the summary paragraphs or timelines based upon the bottom row of chronological character entrances on the reverse side of the First Impressions aren't Everything graphic organizer by:
• Using a pencil or other writing instrument. They can copy from a printed copy of the organizer (front side) to avoid flipping the paper back and forth.
• Digitally write the paragraphs/timelines using plain text or a symbol-based text program.
• Sequencing (independently, verbally, through eye-gaze, the use of assistive technology, cut and paste, etc.) the character entrances.
4. Students might share their paragraphs or timelines by:
• Reading it aloud.
• Reading certain words or symbols they know while a partner (peer or adult) reads the others. For example, if the first sentence was "Tom gets Jim to paint the fence", the partner might read "Tom gets Jim to _____ the fence" and students read the word "paint" at the appropriate time in the sentence.
• Touching each word or symbol as a partner reads.
• Activating an audio recording of the paragraphs/timelines.
• Providing printed copies of the paragraphs/timelines to classmates.

Additional Considerations for Emerging Communicators

1. Students choose whether to write paragraphs or timelines.
2. As students review Chapter 2:
• Have or assist them in highlighting, underlining, or otherwise calling attention to all examples of a chronological appearance of characters in the text. These examples could be numbered, cut from the text, or otherwise "pulled out" from the text so students sequence these character entrances.
3. Given symbolic representations (symbols, pictures/photographs, concrete objects/realia, textures, etc.) of the character entrances (remember that students may still need some direct instruction to connect some relatively new information about characters to their referents), students write their paragraphs or timelines by:
• Using assistive technology, eye-gaze, verbalizations/vocalizations to sequence the event descriptions into a "paragraph form" or timeline.
• Selecting (using their preferred methods of communication) the sequence of events through a series of multiple choice questions or yes/no questions. For example, the partner (peer or adult) might hold up the referents for two characters (one being the first occurring in chronological order and the other a different ordinal position, i.e., not the first) and say, "Which character should come first in the paragraph?"; or the partner might hold up one referent and ask, "Is this the first character in the chapter/paragraph?"
4. Students might share their paragraphs/timelines by:
• Reading it aloud, repeating short phrases provided auditorily by a partner.
• Reading certain words or symbols they know while a partner (peer or adult) reads the others. For example, if the first sentence was "Tom gets Jim to paint the fence", the partner might read "Tom gets Jim to _____ the fence" and students read the word "paint" at the appropriate time in the sentence. Students who use symbols, pictures/photographs, concrete objects/realia, textures, etc. might read their words by holding-up, touching, or otherwise indicating which referent indicates the word in the blank.
• Touching each word or symbol as a partner reads.
• Activating an audio recording of the paragraphs/timelines. For students working on cause and effect through the use of assistive technology they might be required to activate the recording to read the paragraphs/timelines or fill in the blank. (See second sub-bullet above.) Students who use a sequenced assistive technology device where each switch has a different character might activate the recordings of the characters individually and in sequence.
• Providing printed copies of the paragraphs/timelines to classmates.

Lesson 3 - Closure

a. Revisit/Review Lesson and Objectives –

• On a separate sheet of paper have individual students fold the piece of paper into thirds long-wise.

(See Appendix for an example)

In the first column on the left, students need to record their First/Initial impressions of Tom Sawyer. This information has already been recorded by the small group on the First Impressions aren't Everything graphic organizer. In the far column on the right, students need to record their Final Impressions of Tom Sawyer. In order to accomplish this, students must re-read the last two pages of Chapter 2. After the first impressions and last impressions of Tom are recorded, pose the question, What causes Tom to change over the course of the text? In the middle column of your paper, record ALL of the reasons that Tom changed over the course of the text. Be as SPECIFIC as you can be. This will only improve your response.

• Students may return to their small groups and review the answers recorded on the First Impressions aren't Everything graphic organizer. The graphic organizer should be treated as a reference sheet for the both the far left hand column and the middle column. (The events and minor characters associated with the events are the reasons for the change in Tom's behavior and physical wealth.) Even though students have returned to small group to share the information for the left hand column, the far right column and the middle column is to be completed as an individual.

Multiple means of representation – Venn Diagram, Individual grouping, small, grouping

Multiple means of expression – written form, visual diagram

Multiple means of engagement – small group, individual

Additional Considerations for Emerging Readers

1. Depending upon student's motor abilities:
• Allow them to fold the paper independently.
• Mark the paper with lines where the folds should be.
• Provide a template to fold the paper over.
• Pre-fold or –score the paper.
• Physically assist students.
• Number the sections of the paper in the sequence they are to be completed (e.g., left column – 1, right column – 2, middle column – 3).
2. Review the First Impressions aren't Everything graphic organizer and allow them to copy the first impressions of Tom Sawyer in the left hand column by:
• Writing the information on the graphic organizer.
• Additionally, depending upon the objective of students' writing (independence, participation, fine motor development, etc.), students may write independently (using inventive spelling, cursive vs. print, etc.), copy from a model, trace, or use other means.
• Digitally completing the organizer.
• Cutting and pasting symbol-based text icons.
• Verbally, through eye-gaze, or otherwise indicating the information and someone may scribe for students.
3. Re-read the last 2 pages of Chapter 2, providing all the accommodations necessary:
• Have or assist them in highlighting, underlining, or otherwise calling attention to Tom Sawyer's traits and possible reasons for any change. Additionally, this information could be written on sticky notes (supplemented with icons as necessary), cut from the text, or otherwise "pulled out" from the text and have students use these to complete the right hand column and then the middle column of the organizer.
• Provide choices from which students select as necessary.
4. During the small group sharing activity, students share their work by:
• Reading it aloud.
• Reading certain words or symbols they know while a partner (peer or adult) reads the others.
• Touching each word or symbol as a partner reads.
• Activating an audio recording of the work.
• Providing printed copies of the work to classmates.

Additional Considerations for Emerging Communicators

1. Depending upon student's motor abilities:
• Allow them to fold the paper independently.
• Mark the paper with lines where the folds should be.
• Provide a template to fold the paper over.
• Pre-fold or –score the paper.
• Physically assist students.
• Number the sections of the paper in the sequence they are to be completed (left column – 1, right column – 2, middle column – 3).
• Add texture and/or color to the columns.
2. Students use their established communication systems (technologically-based, eye gaze, touch, verbalization/vocalizations, etc.) combined with visual or tactile symbols to complete the left hand column of the graphic organizer.
3. Re-read the last 2 pages of Chapter 2, providing all the accommodations necessary:
• Have or assist them in highlighting, underlining, or otherwise calling attention to Tom Sawyer's traits and possible reasons for any change. Additionally, these important points could be written on sticky notes (supplemented with icons as necessary), cut from the text, represented by objects, recorded into a voice output device, or otherwise "pulled out" from the text so students read, state (using assistive technology), or show those points (using their preferred modes of communication) to complete the right hand column and then the middle column of the organizer.
• Provide choices from which students select as necessary.
4. During the small group sharing activity, students share their work by:
• Reading it aloud, repeating short phrases provided auditorily by a partner.
• Reading certain words or symbols they know while a partner (peer or adult) reads the others. Students who use symbols, pictures/photographs, concrete objects/realia, textures, etc. might read their words by holding-up, touching, or otherwise indicating which referent indicates the word in the blank.
• Touching each word or symbol as a partner reads.
• Activating an audio recording of the work. For students working on cause and effect through the use of assistive technology, they might be required to activate the recording to read the work or fill in the blank. (See second sub-bullet above.) Students who use a sequenced assistive technology device where each switch has a different sentence might activate the recordings of each column individually and in sequence.
• Providing printed copies of the work to classmates.

Exit Assessment –

• Students complete the following activity individually:

By the end of Chapter 2, the reader learned that Tom was very cunning and able to trick his friends into doing the work he was supposed to do. Mark Twain summarized the lesson that Tom had learned by tricking his friends this way: "He had discovered a great law of human action…that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain."

• What did Mark Twain mean by that statement? In other words, what did Tom Sawyer learn over the course of the text?

Multiple means of representation – Context Clues Place Mat for the terms Covet and Attain, further discussion in small group of Tom's behavior and final impressions of Tom

Multiple means of expression – written response

Additional Considerations for Emerging Readers

1. Provide several possible answers to the assessment questions and several plausible but not correct answers for students to choose from. Because this is an assessment activity (as opposed to any of the previous instructional activities, it is important to provide choices that require students to demonstrate their abilities to make sense of the statement; this is why the incorrect choices provided must be plausible.
• Students use their established communication systems (technologically-based, eye gaze, touch, verbalization/vocalizations, etc.) to answer the questions.

Additional Considerations for Emerging Communicators

1. Provide several possible answers to the assessment questions and several plausible but not correct answers for students to choose from. Because this is an assessment activity (as opposed to any of the previous instructional activities, it is important to provide choices that require students to demonstrate their abilities to make sense of the statement; this is why the incorrect choices provided must be plausible.
• Students use their established communication systems (technologically-based, eye gaze, touch, verbalization/vocalizations, etc.) to answer the question.

Lesson 3 - Resources

www.gutenberg.org

"Adventures of Tom Sawyer" by Mark Twain

Audio Version of "Tom Sawyer" available

First Impressions aren't Everything Graphic Organizer

Lesson 3 - Appendix

Adapted Unit 1 Lesson 3 First and Last Impressions EC.pdf

Adapted Unit 1 Lesson 3 First and Last Impressions ER.pdf

Adapted unit 1 lesson 3 part of First Impressions graphic organizer ER.pdf

Summary in Timeline Form:

Summary in Paragraph Form:

In the beginning of the chapter, it is a very nice summer day but Tom has to paint a fence. Tom does not want to paint the fence and sits down on a tree stump discouraged. Tom tries to convince Jim to paint the fence for him, so Tom can go to the well and socialize. Aunt Polly surprises the boys when she spanks Jim with her shoe because he wasn't going to fetch water like he was supposed to do. After Jim leaves, Tom tricks Ben Rogers into painting the fence for him and giving him an apple. After Ben got tired and left, Billy Fisher gave Tom a working kite in order to be able to also paint the fence. Next, Johnny Miller paid Tom a dead rat on a string in order to be able to paint the fence. At the end of the chapter, the fence is painted. Tom is satisfied and very rich with all of the toys and junk that the boys of the village paid him to paint the fence.

Venn Diagram Comparison of First Impressions and Final Impressions of Tom Sawyer:

Return to Lesson 2 Proceed to Lesson 4