English Language Arts Sample Systematic Instruction Script: Middle School Narrative Text
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+ | {{BACK TO| [[Language Arts Sample Systematic Instruction Script]]}} | ||
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− | + | __TOC__ | |
− | + | <span style="font-size:175%;">'''Key Text:''' Excerpt from '''''A Single Shard (Park, 2002)'''''</span> | |
− | + | <span style="font-size:150%;">'''Grade Band:''' Middle School (Grades 6-8)</span> | |
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+ | <span style="font-size:150%;">'''Focus:''' Building Understanding with Literature</span> | ||
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+ | ==BUILD ESSENTIAL UNDERSTANDING== | ||
+ | (See teacher materials for response boards) | ||
+ | {|border=1 | ||
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|colspan=3|'''INTRODUCE VOCABULARY''' Objective: Identify and define key words related to the story. (See teacher materials for vocabulary and pictures.) | |colspan=3|'''INTRODUCE VOCABULARY''' Objective: Identify and define key words related to the story. (See teacher materials for vocabulary and pictures.) | ||
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||'''Find the title of our book.''' (After the first lesson, teachers may omit the steps for identifying the title and author.) | ||'''Find the title of our book.''' (After the first lesson, teachers may omit the steps for identifying the title and author.) | ||
− | ||Points to title. (Teacher reads title. If student needs help, use LIP.) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!''' {{StudentPractice}} | + | ||Points to title. (Teacher reads title. If student needs help, use LIP.) '''REMEMBER TO PRAISE EACH CORRECT RESPONSE!''' <span style="float:right;">{{StudentPractice}}</span> |
|- | |- | ||
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||'''Find the author of our book. The author is the person who wrote our story.''' | ||'''Find the author of our book. The author is the person who wrote our story.''' | ||
− | ||Points to author. (Teacher reads author's name. If student needs help, use LIP.) {{StudentPractice}} | + | ||Points to author. (Teacher reads author's name. If student needs help, use LIP.) <span style="float:right;">{{StudentPractice}}</span> |
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||'''I have a special job for you to do today as we read the chapter together. I want you to listen for a line in the story about where Tree-ear and Crane-man live. When I read "Tree-ear and Crane-man live together under the bridge", I want you to help me read "<u>under the bridge</u>." '''(Hold up a sentence strip with the words "Tree-ear and Crane-man live together <u>under the bridge</u>." Point to the words as you read them, but wait for student to read the underlined words.) '''Let's practice. "Tree-ear and Crane-man live together <u>under the bridge</u>." '''Read the chapter. | ||'''I have a special job for you to do today as we read the chapter together. I want you to listen for a line in the story about where Tree-ear and Crane-man live. When I read "Tree-ear and Crane-man live together under the bridge", I want you to help me read "<u>under the bridge</u>." '''(Hold up a sentence strip with the words "Tree-ear and Crane-man live together <u>under the bridge</u>." Point to the words as you read them, but wait for student to read the underlined words.) '''Let's practice. "Tree-ear and Crane-man live together <u>under the bridge</u>." '''Read the chapter. | ||
− | ||Reads "under the bridge" (e.g., student may use voice output device to say "under the bridge" or speak the words to help read it). {{StudentPractice}} | + | ||Reads "under the bridge" (e.g., student may use voice output device to say "under the bridge" or speak the words to help read it). <span style="float:right;">{{StudentPractice}}</span> |
|- | |- | ||
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'''You're right. Tree-ear is the main character. Crane-man is another character in the story. Tree-ear and Crane-man have very different names, don't they? Later, we'll find out why that is, but first let's talk about the setting. It may give us a clue about why their names are different.''' | '''You're right. Tree-ear is the main character. Crane-man is another character in the story. Tree-ear and Crane-man have very different names, don't they? Later, we'll find out why that is, but first let's talk about the setting. It may give us a clue about why their names are different.''' | ||
− | ||Selects "Tree-ear". (Give student 4 pictures from which to make a selection). Crane-man is an acceptable answer; however, if student selects Crane-man, try having a different student select another main character (i.e., Tree-ear). | + | ||<span style="float:right;">{{StudentPractice}}</span>Selects "Tree-ear". (Give student 4 pictures from which to make a selection). Crane-man is an acceptable answer; however, if student selects Crane-man, try having a different student select another main character (i.e., Tree-ear). |
If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. (See LIP for text in ''Instructional Resource Guide ''for more detail.) | If student does not select the correct answer for these questions, reread the portion of text with correct answer and ask again. (See LIP for text in ''Instructional Resource Guide ''for more detail.) | ||
Also, remind student "who" asks for a person's name. | Also, remind student "who" asks for a person's name. | ||
− | + | ||
+ | |||
+ | {{Cflightbulb}} Option: Use examples/nonexamples of character/not character. | ||
|- | |- | ||
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'''You're right. The setting of the story is Korea, a country different from America. It is also a very different time than now. Crane-man and Tree-ear live during the 12<sup>th</sup> century. We live in the 21<sup>st</sup> century today. That means this story happened a long time ago.''' | '''You're right. The setting of the story is Korea, a country different from America. It is also a very different time than now. Crane-man and Tree-ear live during the 12<sup>th</sup> century. We live in the 21<sup>st</sup> century today. That means this story happened a long time ago.''' | ||
− | ||Selects "Korea". (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. {{StudentPractice}} | + | ||Selects "Korea". (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. <span style="float:right;">{{StudentPractice}}</span> |
− | Option: Use examples/nonexamples of setting/not setting. | + | {{Cflightbulb}}Option: Use examples/nonexamples of setting/not setting. |
Also, remind students that "where" asks about a place. | Also, remind students that "where" asks about a place. | ||
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||Selects "orphans". (Give student 4 pictures from which to make a selection). | ||Selects "orphans". (Give student 4 pictures from which to make a selection). | ||
− | If not correct, use the LIP for finding answer in text. {{StudentPractice}} | + | If not correct, use the LIP for finding answer in text. <span style="float:right;">{{StudentPractice}}</span> |
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||Selects "long life". | ||Selects "long life". | ||
− | (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. {{StudentPractice}} | + | (Give student 4 pictures from which to make a selection). If not correct, use the LIP for finding answer in text. <span style="float:right;">{{StudentPractice}}</span> |
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||Selects "Min is making pots". (Give student 4 pictures from which to make a selection). | ||Selects "Min is making pots". (Give student 4 pictures from which to make a selection). | ||
− | If not correct, use the LIP for finding answer in text. {{StudentPractice}} | + | If not correct, use the LIP for finding answer in text. <span style="float:right;">{{StudentPractice}}</span> |
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|} | |} | ||
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+ | |||
+ | |||
+ | ==BUILD A GRADE-ALIGNED COMPONENT: II.== | ||
+ | PASSAGE COMPREHENSION (See teacher materials for response options and graphic organizers.) | ||
{|border=1 | {|border=1 | ||
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||'''The characters in stories can change as the story unfolds. We're going to use some facts from our story and a graphic organizer to identify changes in Tree-ear's life. Who did Tree-ear live with when he was a baby? '''(Reread the fourth sentence in paragraph 2, if needed.) | ||'''The characters in stories can change as the story unfolds. We're going to use some facts from our story and a graphic organizer to identify changes in Tree-ear's life. Who did Tree-ear live with when he was a baby? '''(Reread the fourth sentence in paragraph 2, if needed.) | ||
− | ||Communicates "his parents". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. {{StudentPractice}} | + | ||Communicates "his parents". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. <span style="float:right;">{{StudentPractice}}</span> |
Students place the picture or, for students who can, write the words, on the graphic organizer. | Students place the picture or, for students who can, write the words, on the graphic organizer. | ||
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− | ||Communicates "Crane-man". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. {{StudentPractice}} | + | ||Communicates "Crane-man". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. <span style="float:right;">{{StudentPractice}}</span> |
Place response on graphic organizer. | Place response on graphic organizer. | ||
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||Review Graphic Organizer. Point to first box'''. We know that he lived with his parents when he was a newborn. '''Point to next box.''' We now know he lives with Crane-man. What event happened to Tree-ear that caused this change? '''(Reread 3<sup>rd</sup> sentence in paragraph 2.) | ||Review Graphic Organizer. Point to first box'''. We know that he lived with his parents when he was a newborn. '''Point to next box.''' We now know he lives with Crane-man. What event happened to Tree-ear that caused this change? '''(Reread 3<sup>rd</sup> sentence in paragraph 2.) | ||
− | ||Communicates "parents died". Students may point to the picture or read it aloud. Use LIP if student does not provide the correct response. {{StudentPractice}} | + | ||Communicates "parents died". Students may point to the picture or read it aloud. Use LIP if student does not provide the correct response. <span style="float:right;">{{StudentPractice}}</span> |
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||'''The author does not tell us Tree-ear has no money. But, let's look at three facts from the story. As you answer the questions, we'll put the picture (or write) on the graphic organizer. What do Tree-ear and Crane-man joke about at the beginning of the story? '''(If needed, reread the 1st paragraph.) | ||'''The author does not tell us Tree-ear has no money. But, let's look at three facts from the story. As you answer the questions, we'll put the picture (or write) on the graphic organizer. What do Tree-ear and Crane-man joke about at the beginning of the story? '''(If needed, reread the 1st paragraph.) | ||
− | ||Selects "being hungry". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. {{StudentPractice}} | + | ||Selects "being hungry". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. <span style="float:right;">{{StudentPractice}}</span> |
Place response on graphic organizer. | Place response on graphic organizer. | ||
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||'''Where does Tree-ear get food? '''(If needed, reread the 1st sentence in paragraph 4.) | ||'''Where does Tree-ear get food? '''(If needed, reread the 1st sentence in paragraph 4.) | ||
− | ||Selects "trash". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. {{StudentPractice}} | + | ||Selects "trash". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. <span style="float:right;">{{StudentPractice}}</span> |
Place response on graphic organizer. | Place response on graphic organizer. | ||
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||'''Where does Tree-ear live? '''(If needed, reread the 2nd sentence of the 2nd paragraph.) | ||'''Where does Tree-ear live? '''(If needed, reread the 2nd sentence of the 2nd paragraph.) | ||
− | ||Selects "under a bridge". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. {{StudentPractice}} | + | ||Selects "under a bridge". Students may point to the picture/sentence strip or read it aloud. Use LIP if student does not provide the correct response. <span style="float:right;">{{StudentPractice}}</span> |
Place response on graphic organizer. | Place response on graphic organizer. | ||
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Write "Parents - No" on board. | Write "Parents - No" on board. | ||
− | ||Communicates "No". {{StudentPractice}} | + | ||Communicates "No". <span style="float:right;">{{StudentPractice}}</span> |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
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Write "Brothers or sisters – No" on board. | Write "Brothers or sisters – No" on board. | ||
− | ||Communicates "no". {{StudentPractice}} | + | ||Communicates "no". <span style="float:right;">{{StudentPractice}}</span> |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
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'''If Tree-ear doesn't have any brothers or sisters or parents, and Crane-man is his only friend, Crane-man must be very important to him.''' | '''If Tree-ear doesn't have any brothers or sisters or parents, and Crane-man is his only friend, Crane-man must be very important to him.''' | ||
− | ||Communicates "Crane-man". {{StudentPractice}} | + | ||Communicates "Crane-man". <span style="float:right;">{{StudentPractice}}</span> |
Use LIP if student does not respond correctly. | Use LIP if student does not respond correctly. | ||
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|- | |- | ||
− | | | + | |} |
+ | |||
+ | |||
+ | |||
+ | ==BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES== | ||
+ | {|border=1 | ||
|- | |- | ||
|colspan=3|'''<span style="font-family:arial; font-size:large; color:blue;">8<sup>th</sup></span> BUILD A GRADE-ALIGNED COMPONENT''' – Use two or more context clue strategies to figure out the meaning of unknown words. | |colspan=3|'''<span style="font-family:arial; font-size:large; color:blue;">8<sup>th</sup></span> BUILD A GRADE-ALIGNED COMPONENT''' – Use two or more context clue strategies to figure out the meaning of unknown words. | ||
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|- | |- | ||
− | |colspan=3|''' | + | |colspan=3|'''Apprenticeships: Now and Then, 6th Grade, Research and Inquiry Activities''' |
# Connect to this link: [http://score.rims.k12.ca.us/score_lessons/market_to_market/index.html http://score.rims.k12.ca.us/score_lessons/market_to_market/index.html] | # Connect to this link: [http://score.rims.k12.ca.us/score_lessons/market_to_market/index.html http://score.rims.k12.ca.us/score_lessons/market_to_market/index.html] | ||
# Read about commerce and apprenticeships in early American times by clicking on six of the links at the bottom of the screen: '''The Market, Trades, Apprenticeship, Money, Mercantilism, and Imports and Exports'''. | # Read about commerce and apprenticeships in early American times by clicking on six of the links at the bottom of the screen: '''The Market, Trades, Apprenticeship, Money, Mercantilism, and Imports and Exports'''. | ||
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|} | |} | ||
− | NOTE TO TEACHER: Repeat the lesson using these targets | + | <nowiki>*</nowiki>'''NOTE TO TEACHER:''' Repeat the lesson using these targets |
{|border=1 | {|border=1 | ||
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+ | |||
+ | ==BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text)== | ||
+ | Read ''A Single Shard'' aloud to the students, but use the actual non-adapted text. This will provide students with an opportunity to hear more complex vocabulary, literary elements, and author's tone that may have been removed when creating the adapted text. Here are some comprehension questions to use for each chapter. | ||
{|border=1 | {|border=1 | ||
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||dignified, scrawny, skepticism, clarity, subside, girth, bestowed, medallions | ||dignified, scrawny, skepticism, clarity, subside, girth, bestowed, medallions | ||
|- | |- | ||
− | | | + | |} |
+ | |||
+ | |||
+ | |||
+ | ==BUILD TOWARDS INDEPENDENT READING== | ||
+ | (Using text at 1<sup>st</sup> to 2<sup>nd</sup> grade reading level.) | ||
+ | {|border=1 | ||
|- | |- | ||
|colspan=3|''READER OPTION (this step is optional for students who are learning to read independently)'': '''Before we read the story, let's try to read some words from the story. Sometimes we can read a new word by sounding out the letters. Let's try a few. I'll show you a word. Read it and show me the picture. '''(You may substitute words and pictures related to phonics skills your students are learning). | |colspan=3|''READER OPTION (this step is optional for students who are learning to read independently)'': '''Before we read the story, let's try to read some words from the story. Sometimes we can read a new word by sounding out the letters. Let's try a few. I'll show you a word. Read it and show me the picture. '''(You may substitute words and pictures related to phonics skills your students are learning). | ||
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||Reread lines 13-21. | ||Reread lines 13-21. | ||
− | + | <pre> | |
− | + | I go boo | |
− | + | Make them shoo | |
− | + | 15 I make fun | |
− | + | Way they run | |
− | + | I won't cry | |
− | + | So they fly | |
− | + | I just smile | |
− | + | 20 They go wild | |
+ | Life doesn't frighten me at all.</pre> | ||
'''What holiday do you think the author is talking about? '''(Halloween)''' ''' | '''What holiday do you think the author is talking about? '''(Halloween)''' ''' | ||
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'''Do you think the author is a boy or a girl?''' Why? Support your answer with text (e.g., talks about boys pulling her hair). | '''Do you think the author is a boy or a girl?''' Why? Support your answer with text (e.g., talks about boys pulling her hair). | ||
− | + | [[File:Unit3MiddleLASSI2.PNG|200px]] | |
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|} | |} | ||
+ | |||
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+ | ==Printable Materials== | ||
+ | [[Media:Unit 3 MS Adapted Text.pdf|Adapted Text]] | ||
+ | |||
+ | [[Media:Unit 3 MS Progress Monitoring.pdf|Progress Monitoring]] | ||
+ | |||
+ | [[Media:Unit 3 MS Skills Test.pdf|Skills Test]] | ||
+ | |||
+ | [[Media:Unit 3 MS Teacher Materials.pdf|Teacher Materials]] | ||
+ | |||
+ | |||
+ | |||
+ | |||
+ | [[Category:ELA]] | ||
+ | [[Category:LASSI]] | ||
+ | [[Category:Middle]] |
Latest revision as of 09:14, 17 September 2015
BACK TO Language Arts Sample Systematic Instruction Script
Contents |
Key Text: Excerpt from A Single Shard (Park, 2002)
Grade Band: Middle School (Grades 6-8)
Focus: Building Understanding with Literature
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
COMPREHENSION:
Story Elements |
6.RL.b3 Use specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters including how they change during the course of the story. | 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Identify characters in a story.
THEN
Describe characters in a story. THEN
Identify how a character changes in a story. |
Define the words (character, setting, event, and conflict). |
6.RL.c3 Summarize a text from beginning to end in a few sentences without including personal opinions. | 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. | Identify what happens in the beginning and ending of a story.
THEN
Summarize what happens first, next, and last. |
3. Summarize a text using words or pictures by pulling details from the text (Tell me the story). | |
COMPREHENSION: Support with Details from Text | 7.RL.i2 Use two or more pieces of textual evidence to support inferences, conclusions, or summaries of text. | 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
|
Make an inference from a literary text.
THEN
Identify a conclusion from a literary text. THEN
Identify a summary of a literary text. THEN
Identify a detail to support the inference, conclusion, or summary. |
4. Select an inference, conclusion, or summary and support it with 2 or more details from a middle school text (how do you know). |
8.RL.i2 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text. | 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
|
Make an inference from a literary text.
THEN
Identify a conclusion from a literary text. THEN
Identify a summary of a literary text. THEN
Identify a detail to support the inference, conclusion, or summary. |
5. Select an inference, conclusion, or summary and support it with 2 or more details from a middle school text (how do you know). | |
PASSAGE COMPREHENSION: Theme and Supporting Details | 7.RL.j1 Analyze the development of the theme or central idea over the course of the text. | 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
|
Identify the theme or central idea of the text.
THEN
Identify supporting details of the theme or central idea at the beginning of the story. THEN
Identify supporting details of the theme or central idea at the middle of the story. (cont'd.) THEN
Identify supporting details of the theme or central idea at the end of the story. |
6. Identify literary theme and supporting details using common literary themes. |
8.RL.j2 Analyze the development of the theme or central idea over the course of the text including its relationship to the characters, setting and plot.
|
8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. | Identify the theme or central idea of the text.
THEN
Identify supporting details of the theme or central idea related to characters, setting or plot at the beginning of the story. THEN
Identify supporting details of the theme or central idea related to characters, setting or plot at the middle of the story. THEN
Identify supporting details of the theme or central idea related to characters, setting or plot at the end of the story. |
7. Identify literary theme and supporting details using common literary themes. | |
USING CONTEXT CLUES | 8.RWL.g1 Use context as a clue to the meaning of a grade-appropriate word or phrase. | 8.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibily from an array of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of the word or phrase. |
Recall the meaning of frequently used nouns.
THEN
Identify multiple meaning words up to two grade levels below the student's grade level. THEN
Identify the context in which the unknown word is being used by looking at the text before and after it. THEN
List the possible meanings of an unknown word by using the context (words surrounding the unknown word). THEN
Use a dictionary to verify the meaning guessed by using the surrounding words. |
Use 2 or more context clue strategies. |
Be sure to provide specific practice to students on the skills that correspond to their grade level. | ||||
Materials Needed: Print the story. Print, cut, and laminate response boards and response options found at the end of this lesson. We recommend that every student be given their own book of adapted text by putting the story in a three ring binder with page protectors. Note that the stories are written in Level 3 text (no picture icons; the Lexile level of the adapted story is about half the grade level text). See notes on "Build Towards Grade Level Competence" for moving students towards grade level text (Level 4). Teachers may modify the story by adding the vocabulary picture icons, simplifying sentences, and deleting nonessential sentences (Level 2 text). We also have provided some Level 2 text examples in the "Build Towards Independent Reading" section. The repeated story line is written simply (Level 1 text) and can be emphasized for students with emergent literacy (e.g., "Tree-ear and Crane-man live together under a bridge.") For students with the most significant or multiple disabilities, objects can be used to augment the story (e.g., a small boy for Tree-ear, a cup for potter). |
[edit] BUILD ESSENTIAL UNDERSTANDING
(See teacher materials for response boards)
[edit] BUILD A GRADE-ALIGNED COMPONENT: II.
PASSAGE COMPREHENSION (See teacher materials for response options and graphic organizers.)
[edit] BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES
8th BUILD A GRADE-ALIGNED COMPONENT – Use two or more context clue strategies to figure out the meaning of unknown words. | ||
Step | Teacher Says/Does | Student Response |
33. | Sometimes the story has new words you don't know. Context is one way to figure out the meaning of a word. The context is the other words around it. You use the hints and clues of the other words to make a guess about the meaning of the new word. Let's see if you can use this strategy to figure out the meaning of new words. I'll do the first one so you can see what I mean by using the context.
Here's our first sentence. "Min always rejects the first pot and repeats the whole process again." "Rejects" is a word you may not know. The rest of the sentence tells me that he starts all over again with a new pot which must mean he must not like the first pot. So, using the other words in the sentence I think that "rejects" must mean that he does not like it. Point to or show the students the "does not like" response option for clarity. |
|
34. | Now you try. Here's another sentence with a new word. "The sea provides an easy route to China where the pottery is sold." Who can guess what "route" means?
Nice job! You are really getting the hand of this! Now I'm going to give you a tougher one. |
Selects a picture of "a way to travel".
Use same strategy for prompting as above and same format. |
35. | Sometimes a definition of a new word is in the text. Listen to this passage from the story to see if you know what the word "flawless" means. "The pot must be flawless. If it is not perfect, Min slaps it back onto the wheel and starts over."
What does the word "flawless" mean? |
Selects a picture of "perfect".
Use same strategy for prompting as above and same format. |
Note: To help students generalize, try these strategies with other new vocabulary lessons in the future. Point out these words in everyday activities. | ||
Thanks for reading this story with me. You did a wonderful job with our story today. I can't wait to see what Tree-ear does next. | ||
ADDITIONAL ACTIVITIES TO EXTEND AND ENRICH THE LESSONS (See teacher materials for graphic organizers.) | ||
Activity Ideas to Extend and Expand the Lessons
| ||
Apprenticeships: Now and Then, 6th Grade, Research and Inquiry Activities
For information on apprenticeships in Medieval and modern times, go to http://www.public.iastate.edu/\~gbetcher/373/guilds.htm and to http://historymedren.about.com/od/medievalchildren/a/child_learn_3.htm | ||
As always, when using the internet, be cautious that students do not follow any hot links off of the web pages, because those have not been checked for content. |
*NOTE TO TEACHER: Repeat the lesson using these targets
Chapters | Key vocabulary | Main idea & supporting detail | Theme & supporting detail | Passages for using context clues |
2 | thief
shatters admiring payment kiln herbs |
Tree-ear wants to learn to make pots.
|
Responsibility
|
Who can find what "kiln" means? Passage: He tells Tree-ear to go deep into the forest and cut wood for the kiln. The kiln is a large oven where the potters in the village fire their pottery. |
3 | reluctant
debt rehearsed overjoyed spade
|
Tree-ear works hard for Min.
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Taking action
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Who can find what "reluctant" means?
Passage: Min is reluctant, but finally he agrees to let Tree-ear be his helper. |
4 | bowl
sieve glaze formula royal commission abroad |
Min is the best potter in the village.
|
Responsibility
|
Who can find what "delighted" means?
Passage: One day, someone fills the bowl full again while Tree-ear is working. Tree-ear is delighted! A full bowl means both Crane-man and Tree-ear will eat tonight. |
5 | curious
glean scarce inscribes chrysanthemum royal emissary |
Tree-ear still hopes to be a potter.
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Caring for each other
|
Who can find what "spy" means?
Passage: He sneaks closer to spy on Kang through a hole in the shed. |
6-7 | dilemma
novelty stealth stall replicas mar harbor |
A royal emissary is coming to the village.
|
Friends help each other
|
Who can find what "dilemma" means?
Passage: Tree-ear has a dilemma. Should he tell Min about Kang's new idea? |
8-9 | messenger
Songdo Ajima regrets jiggeh journey
|
Tree-ear asks Min to teach him.
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Perseverance
|
Who can find what "exceptional" means?
Passage: The emissary tells Min that his work is exceptional – the best he's ever seen. |
10-11 | veers
steep stranger devastated shards |
Tree-ear takes the vases to Songdo.
|
Courage
|
Who can find what "devastated" means?
Passage: Tree-ear is devastated. He lost the vases and failed Min.
|
12 | appointment
reluctant summon scrolls |
Tree-ear shows the emissary a single shard.
|
Taking action
|
Who can find what "insistent" means?
Passage: Tree-ear is polite, but insistent. He will not go away until he sees the emissary.
|
13 | gestures
jostled |
Tree-ear misses his friend and gets a new family.
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The importance of family
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Who can find what "jostled" means?
Passage: Crane-man was bumped and jostled. He fell into the icy water. |
Option: Students can also act out chapters by assigning different roles to each student. Nonverbal students can read their lines using an alternative communication device. |
[edit] BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text)
Read A Single Shard aloud to the students, but use the actual non-adapted text. This will provide students with an opportunity to hear more complex vocabulary, literary elements, and author's tone that may have been removed when creating the adapted text. Here are some comprehension questions to use for each chapter.
Chapters | "Wh" questions | Additional vocabulary for this chapter |
1 |
|
protruded, glean, oblivious, complied, garner, arid, marrow, symmetry |
2-3 |
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emboldened, kiln, disarray, momentum, wincing, dusk, frenzied, curt, toil, jabs
|
4-5 |
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inconvenience, deceiving, bland, tedious, sludge, purified, pummeling, commission, pantaloons, tunic
|
6 |
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spurned, hailed, impassive, stealth, explicit, prunus, emissary, vessels
|
7 |
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chrysanthemums, sediment, incision, commission |
8-9 |
|
grudgingly, noxious, rifling, perils, sincerity, quaking, endeavor
|
10-11 |
|
hospitality, mishap, trudged, sovereign, scrambling, menacing, pallor, captor, retched, shard
|
12-13 |
|
dignified, scrawny, skepticism, clarity, subside, girth, bestowed, medallions |
[edit] BUILD TOWARDS INDEPENDENT READING
(Using text at 1st to 2nd grade reading level.)
READER OPTION (this step is optional for students who are learning to read independently): Before we read the story, let's try to read some words from the story. Sometimes we can read a new word by sounding out the letters. Let's try a few. I'll show you a word. Read it and show me the picture. (You may substitute words and pictures related to phonics skills your students are learning). | ||
Step | Teacher shows each word (do not read it) | Student Response |
1. | pot | Reads "pot". Points to picture of pot. (If student needs help on these words, show how sound it out /p/ /o/ /t/.) |
2. | day | Reads "day". Points to picture of day. |
3. | name | Reads "name". Points to picture of name. |
4. | sea | Reads "sea". Points to picture of the sea. |
5. | baby | Reads "baby". Points to picture of a baby. |
Have the student read the text aloud (or silently) and then answer each comprehension question. |
Chapter 1
My name is Tree-ear. I am 12 years old. My parents died when I was a baby. I am an orphan. My friend is Crane-man. We live under a bridge. I get my name from a mushroom. It does not have parents like me. Crane-man walks on one leg, like a crane. That is where he gets his name. I want to learn to make pots. A potter makes pots from clay. Min is the best potter. First, Min throws clay on the wheel. Then, he uses his hands to shape a pot. Last, he looks at it. If it is not perfect, he starts again. My village is perfect for making pots. |
Ships carry the pottery to China where it is sold. The clay is exactly right for making Celadon pottery. Celadon pottery is worth a lot of money. Comprehension Questions:
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GENERALIZATION ACROSS MATERIALS – Current Events Article and Poem. Repeat this lesson using an article about a current event and/or a poem. Each has been provided for you. The current event is about the newly elected President of South Korea, Park Geun-hye. The poem is by Maya Angelou and is entitled, "Life Doesn't Frighten Me". The adapted texts and response boards are found in the teacher materials section. | ||||
Current Events Article | "Wh" questions | Topic/ main idea/ theme | Context clues | Character Traits |
Read aloud the current events article "Park Geun-hye Elected President of South Korea". | Who is the new president of South Korea? (Park Geun-hye)
Why is this event special? (first woman elected president) What does she want to start an era of? (happiness) What are many people in Korea concerned about? (answers may vary but should be one of the following: economy, money, food, a place to live) Do you think Lee Ha-soong trusts politicians? Why or why not. Use text from paragraph 5 to support your answer. |
What is this news article about?
-the economy of South Korea -the gap between rich and poor -cheap housing in the Gangnam district - Park Geun-hye, newly elected president of South Korea |
What does the word "optimistic" mean?
Passage: Lee wants things to change in her country, but she is not optimistic. |
What is a character trait of Park Geun-hye? (honesty)
Supporting text: She pledged to keep her promises. |
Poem | "Wh" questions | Topic/ main idea/ theme | Context clues | Character Traits |
Read aloud the poem "Life Doesn't Frighten Me" by Maya Angelou.
Options: Listen to Maya Angelou reading the poem http://www.youtube.com/watch?v=Sn1kZzqGXc4 Angelou's poem is also available as a picture book. Read the book 'Life Doesn't Frighten Me' (edited by Sara Jane Boyers) aloud to the students and show them the illustrations by Jean-Michel Basquiat.
|
What is this poem about? (The author is not afraid of life.)
What things are you afraid of? (answers vary) Reread lines 1-6. What is in the clouds? (ghosts) Reread lines 13-21. What makes the author's fears "go wild"? (a smile) Reread lines 28-32. What do the new boys do? (pull hair) Reread lines 33-36. Where is the author afraid? (in her dreams). Reread lines 37-40. Do you think the author can really walk under the ocean and not breathe? Why or why not? (Note: no response options provided for this question). |
What is this poem about?
-visiting the zoo -starting a new school -having courage when life is scary -making friends |
Reread lines 13-21.
I go boo Make them shoo 15 I make fun Way they run I won't cry So they fly I just smile 20 They go wild Life doesn't frighten me at all. What holiday do you think the author is talking about? (Halloween) What words give you a clue? (boo, fun, fly \[like witches\], wild). |
What is one of the author's character traits?
(brave) Do you think the author is a boy or a girl? Why? Support your answer with text (e.g., talks about boys pulling her hair). |
REAL LIFE READING. After completing a chapter in class, send a copy of the chapter and a list of comprehension questions with a response board home for homework practice. Also allow the student to review completed chapters during free time to encourage reading as a leisure pursuit. You may even want to start your own classroom library of adapted books. |