Language Arts Sample Systematic Instruction Script (LASSIS): High Vocabulary and Acquisition
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+ | {{BACK TO| [[Language Arts Sample Systematic Instruction Script]]}} | ||
− | + | __TOC__ | |
− | ==Grade Band: High School (Grades 9-12)''' | + | <span style="font-size:175%;">'''Key Text:''' Excerpt from '''''The Pearl'''''</span> |
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+ | <span style="font-size:150%;">'''Grade Band:''' High School (Grades 9-12)</span> | ||
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+ | <span style="font-size:150%;">'''Focus:''' Building Understanding of Words and Stories</span> | ||
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{|border=1 | {|border=1 | ||
− | |width = "20%"|'''Topic''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Topic''' |
− | |width = "20%"|'''Core Content Connectors''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Core Content Connectors''' |
− | |width = "20%"|'''Common Core State Standard''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Common Core State Standard''' |
− | |width = "20%"|'''Essential Understanding''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Essential Understanding''' |
− | |width = "20%"|'''LASSI Objectives''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''LASSI Objectives''' |
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+ | ==BUILD ESSENTIAL UNDERSTANDING (See materials for response boards)== | ||
+ | {|border=1 | ||
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|colspan=3|'''INTRODUCE TEXT''' (i.e., attention getter activity) Show a picture of the ocean. Ask students if they have been to the ocean. Show the book ''The Pearl. '''''We are going to be reading a book about a family that lives a very peaceful life by the ocean'''. | |colspan=3|'''INTRODUCE TEXT''' (i.e., attention getter activity) Show a picture of the ocean. Ask students if they have been to the ocean. Show the book ''The Pearl. '''''We are going to be reading a book about a family that lives a very peaceful life by the ocean'''. | ||
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'''This novella is called ''The Pearl''. The author is John Steinbeck. ''' | '''This novella is called ''The Pearl''. The author is John Steinbeck. ''' | ||
− | ||If time permits you might have the students show you the novella on the graphic organizer. | + | ||{{StudentPractice}}If time permits you might have the students show you the novella on the graphic organizer. |
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'''- the city''' | '''- the city''' | ||
− | ||Communicates "family." (Give student 4 pictures; if does not point to "family", use LIP and point to pictures). | + | ||{{StudentPractice}}Communicates "family." (Give student 4 pictures; if does not point to "family", use LIP and point to pictures). |
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− | ||Selects Kino. (Option: Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. Also remind student "who" asks for a person's name. | + | ||{{StudentPractice}}Selects Kino. (Option: Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. Also remind student "who" asks for a person's name. |
− | Option: Use examples/non-examples of characters/ not characters. | + | {{Cflightbulb}}Option: Use examples/non-examples of characters/ not characters. |
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Show the character page and introduce the remaining characters: Coyotito and the doctor. | Show the character page and introduce the remaining characters: Coyotito and the doctor. | ||
− | ||Communicates "Juana." (Give student 4 pictures from which to make a selection; If not correct, use the LIP for finding answer in text. Also remind student "who" asks for a person's name.) | + | ||{{StudentPractice}}Communicates "Juana." (Give student 4 pictures from which to make a selection; If not correct, use the LIP for finding answer in text. Also remind student "who" asks for a person's name.) |
− | Option: Use examples/non-examples of characters/ not characters. | + | {{Cflightbulb}}Option: Use examples/non-examples of characters/ not characters. |
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'''- a city''' | '''- a city''' | ||
− | ||Selects the ocean. (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. | + | ||{{StudentPractice}}Selects the ocean. (Give student 4 pictures from which to make a selection.) If not correct, use the LIP for finding answer in text. |
− | Option: Use examples/non-examples of settings/ not setting. | + | {{Cflightbulb}}Option: Use examples/non-examples of settings/ not setting. |
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|} | |} | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: I. WORD STUDY== | ||
+ | {|border=1 | ||
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|colspan=4|Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | |colspan=4|Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | ||
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||Word put to music. | ||Word put to music. | ||
− | ||Reads/ selects "song." Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a no delay round so students learn the words without error. Then use a delayed round for students to anticipate the correct response.) Option: As the student identifies the word, add in the defintion. For example: Yes, this word is song. A song is words put to music. | + | ||{{Clock}}Reads/ selects "song." Matches to picture. (Time delay is an excellent strategy to teach the words. Begin with a no delay round so students learn the words without error. Then use a delayed round for students to anticipate the correct response.) Option: As the student identifies the word, add in the defintion. For example: Yes, this word is song. A song is words put to music. |
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+ | |} | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION== | ||
+ | {|border=1 | ||
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|colspan=3|Objective: Confirm or change a prediction about main idea of story using at least two details from story. (See materials for sentence strips) | |colspan=3|Objective: Confirm or change a prediction about main idea of story using at least two details from story. (See materials for sentence strips) | ||
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|colspan=3|'''Before we start reading chapter 1 of ''The Pearl'', I want you to think about what this chapter will be about. Remember, we looked at the characters: Kino, his wife Juana, their baby Coyotito and the doctor. ''' | |colspan=3|'''Before we start reading chapter 1 of ''The Pearl'', I want you to think about what this chapter will be about. Remember, we looked at the characters: Kino, his wife Juana, their baby Coyotito and the doctor. ''' | ||
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||'''Step''' | ||'''Step''' | ||
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− | ||'''READ ADAPTED TEXT:''' Read Chapter 1 aloud (some students may be able to read this passage aloud for you). | + | |colspan=3|'''READ ADAPTED TEXT:''' Read Chapter 1 aloud (some students may be able to read this passage aloud for you). |
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(Read the chapter aloud. When you get to "Kino and Juana loved their family", read the sentence once. Then repeat "Kino and Juana…" Wait for student to read "family." NOTE: You may have some students help read other key vocabulary words when you come to them. You may also vary the part of the repeated story line that the student read. Some students may read "Kino and Juana…") | (Read the chapter aloud. When you get to "Kino and Juana loved their family", read the sentence once. Then repeat "Kino and Juana…" Wait for student to read "family." NOTE: You may have some students help read other key vocabulary words when you come to them. You may also vary the part of the repeated story line that the student read. Some students may read "Kino and Juana…") | ||
− | ||Reads "family" (may use voice output device). Use LIP if does not respond correctly. | + | ||{{StudentPractice}}Reads "family" (may use voice output device). Use LIP if does not respond correctly. |
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'''What happened first?''' | '''What happened first?''' | ||
− | ||Communicates "Kino, Juana, and Coyotito live together in a simple brush house." (This may be communicated by pointing to the first picture/sentence strip or reading it. Option: you might have student put the number 1 by the first fact). | + | ||{{StudentPractice}}Communicates "Kino, Juana, and Coyotito live together in a simple brush house." (This may be communicated by pointing to the first picture/sentence strip or reading it. Option: you might have student put the number 1 by the first fact). |
Use LIP if does not respond correctly. | Use LIP if does not respond correctly. | ||
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'''- Neighbors get together.''' | '''- Neighbors get together.''' | ||
− | ||Communicates "Kino, Juana, and their baby." Use LIP if does not respond correctly. | + | ||{{StudentPractice}}Communicates "Kino, Juana, and their baby." Use LIP if does not respond correctly. |
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'''Who got stung by the scorpion? ''' | '''Who got stung by the scorpion? ''' | ||
− | ||Selects "Coyotito." | + | ||{{StudentPractice}}Selects "Coyotito." |
(If student does not get correct answer for these questions, reread portion of text with correct answer and ask again. See LIP for text in ''Instructional Resource Guide ''for more detail.) | (If student does not get correct answer for these questions, reread portion of text with correct answer and ask again. See LIP for text in ''Instructional Resource Guide ''for more detail.) | ||
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||'''"Where" asks for the place our story occurred. Where did Kino and Juana live?''' | ||'''"Where" asks for the place our story occurred. Where did Kino and Juana live?''' | ||
− | ||Selects "In a brush house." | + | ||{{StudentPractice}}Selects "In a brush house." |
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Point to each one and read the name allowing the student to point with you. | Point to each one and read the name allowing the student to point with you. | ||
− | ||Communicates "Kino, and Juana" as they are read aloud. Use LIP if does not respond correctly. | + | ||{{StudentPractice}}Communicates "Kino, and Juana" as they are read aloud. Use LIP if does not respond correctly. |
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'''Juana likes to sew.''' | '''Juana likes to sew.''' | ||
− | ||Communicates "Kino and Juana love their family." | + | ||{{StudentPractice}}Communicates "Kino and Juana love their family." |
LIP if does not respond correctly. | LIP if does not respond correctly. | ||
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'''- Isabella made pottery.''' | '''- Isabella made pottery.''' | ||
− | ||Communicates "The doctor was rich and did not help poor people like Kino and Juana." Use LIP if student does not respond correctly; rereading part of text that gives the answer. | + | ||{{StudentPractice}}Communicates "The doctor was rich and did not help poor people like Kino and Juana." Use LIP if student does not respond correctly; rereading part of text that gives the answer. |
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|} | |} | ||
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+ | ==BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES== | ||
{|border=1 | {|border=1 | ||
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|colspan=3|'''BUILD A GRADE ALIGNED COMPONENT''' – Fill in sentence using new vocabulary word based on context cues. (See materials for response board) | |colspan=3|'''BUILD A GRADE ALIGNED COMPONENT''' – Fill in sentence using new vocabulary word based on context cues. (See materials for response board) | ||
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||Selects text and picture of "They stood very still." (To make this a game, give student a point for each correct answer. Students may compete as teams; or if only one student, let student try to get correct answer faster than you do.) | ||Selects text and picture of "They stood very still." (To make this a game, give student a point for each correct answer. Students may compete as teams; or if only one student, let student try to get correct answer faster than you do.) | ||
− | If student does not make correct response, provide the hint shown on the left and re-ask. | + | {{Cflightbulb}}If student does not make correct response, provide the hint shown on the left and re-ask. |
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|width = "50%"|'''OPTIONAL WRITING ACTIVITIES: '''''(need to add writing CCCs once finalized)'' | |width = "50%"|'''OPTIONAL WRITING ACTIVITIES: '''''(need to add writing CCCs once finalized)'' | ||
There are two writing activities. The first activity can be done daily, or after reading a chapter or group of chapters. The second activity can be used as a culminating activity at the end of the book. | There are two writing activities. The first activity can be done daily, or after reading a chapter or group of chapters. The second activity can be used as a culminating activity at the end of the book. | ||
− | |rowspan= | + | |rowspan=2|[[File:HighVocabularyAndAcquisition1.PNG|300px]] |
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||'''Daily:''' Create a scrapbook of each character introduced in the chapter(s). | ||'''Daily:''' Create a scrapbook of each character introduced in the chapter(s). | ||
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− | ||'''Culminating Activity: '''Turn this novella into a graphic novel. After each chapter create a comic strip that tells the key events of that chapter. At the end of the novella put them all together to form a graphic novel. Students can create the graphics themselves, or select line drawings or illustrations. | + | |colspan=2|'''Culminating Activity: '''Turn this novella into a graphic novel. After each chapter create a comic strip that tells the key events of that chapter. At the end of the novella put them all together to form a graphic novel. Students can create the graphics themselves, or select line drawings or illustrations. |
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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 | ||
− | |width = "20%"|'''Adapted Chapters''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Adapted Chapters''' |
− | |width = "20%"|'''Key Vocabulary''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Key Vocabulary''' |
− | |width = "20%"|'''Passage Comprehension''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Passage Comprehension''' |
− | |width = "20%"|'''Summary and Supporting Details''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Summary and Supporting Details''' |
− | |width = "20%"|'''Passages for using context clues''' | + | |width = "20%" style="background-color:#D9D9D9;"|'''Passages for using context clues''' |
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||Deliberately | ||Deliberately | ||
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Deftly | Deftly | ||
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Pearl | Pearl | ||
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Abscess | Abscess | ||
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Oyster | Oyster | ||
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Canoe | Canoe | ||
− | || | + | ||He looked at Coyotito, and he saw that the abscess was getting better; the poison was receding from Coyotito's body. He was getting better! |
<u>How do we know Coyotito was getting better?</u> | <u>How do we know Coyotito was getting better?</u> | ||
− | + | * He swam to the surface, reached over the side of the canoe and laid the oyster in the bottom. | |
<u>What does Kino hope is inside the oyster?</u> | <u>What does Kino hope is inside the oyster?</u> | ||
− | + | * Gathering pearls to sell is how Kino makes money to support his family. | |
<u>What did Kino do to make money?</u> | <u>What did Kino do to make money?</u> | ||
− | + | * Pearls are formed inside oysters at the bottom of the ocean. | |
<u>Where are pearls formed?</u> | <u>Where are pearls formed?</u> | ||
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# Kino looked inside, and there it laid, the great pearl, perfect as the moon. | # Kino looked inside, and there it laid, the great pearl, perfect as the moon. | ||
− | || | + | ||Kino moved next to the '''hummock''', and then, beside it, under a little overhang, he saw a very large oyster lying by itself, not covered with other oysters. A hummock is a low mound or ridge of earth. (students use the definition to determine the meaning) |
# It was bright and glowed with a silver '''incandescence. '''(students use the words in the sentence to determine the meaning) | # It was bright and glowed with a silver '''incandescence. '''(students use the words in the sentence to determine the meaning) | ||
# His eyes were shining <br/> with excitement. Juana '''sensed his excitement''' but looked away because it is not good to want something too much. (Provide sentences for response options. Correct sentence would be: "Sensed his excitement" meant that even though Kino did not say a word, Juana could tell Kino was excited by the look on his face.) | # His eyes were shining <br/> with excitement. Juana '''sensed his excitement''' but looked away because it is not good to want something too much. (Provide sentences for response options. Correct sentence would be: "Sensed his excitement" meant that even though Kino did not say a word, Juana could tell Kino was excited by the look on his face.) | ||
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||Amplified | ||Amplified | ||
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Radiated | Radiated | ||
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Lucent | Lucent | ||
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Evoke | Evoke | ||
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Concealed | Concealed | ||
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Confirmation | Confirmation | ||
− | + | ||
+ | <nowiki>*</nowiki>Incandescent | ||
(also a vocabulary word from chapter 2) | (also a vocabulary word from chapter 2) | ||
− | || | + | ||Even the beggars in front of the church giggled with pleasure. They knew that there is no better almsgiver than a poor man who is suddenly lucky. A poor man knows what it is like to have nothing so he gives money and food to the poor. |
<u>Who hoped that Kino would give money and food to the poor?</u> | <u>Who hoped that Kino would give money and food to the poor?</u> | ||
<u>Why did they think he would give to the poor?</u> | <u>Why did they think he would give to the poor?</u> | ||
− | + | * He saw two men approach; Kino saw that one was the doctor and the other servant who had opened the gate in the morning. | |
Kino stood in the door, looking at the approaching men and hatred radiated from his eyes, but he was also fearful. | Kino stood in the door, looking at the approaching men and hatred radiated from his eyes, but he was also fearful. | ||
<u>How did Kino feel when he saw the doctor and his servant?</u> | <u>How did Kino feel when he saw the doctor and his servant?</u> | ||
− | + | * Juana could see a brooding hate growing in Kino and this evoked fear in her. "This thing is evil," Juana cried harshly. "This pearl is like a sin! It will destroy us." | |
<u>What was evoked in Juana when she saw how angry Kino was?</u> | <u>What was evoked in Juana when she saw how angry Kino was?</u> | ||
<u>Why does she say the pearl is like a sin? (or why does she think the pearl is bad?)</u> | <u>Why does she say the pearl is like a sin? (or why does she think the pearl is bad?)</u> | ||
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# Juana could see a brooding hate growing in Kino and this evoked fear in her. "This thing is evil." | # Juana could see a brooding hate growing in Kino and this evoked fear in her. "This thing is evil." | ||
− | || | + | ||<ol><li> Confirmation </li> |
She looked at the neighbors for '''confirmation''', and they nodded their heads in agreement. | She looked at the neighbors for '''confirmation''', and they nodded their heads in agreement. | ||
− | + | <li> Lucrative</li> | |
− | + | <li> Almsgiver</li> | |
Even the beggars in front of the church giggled with pleasure. They knew that there is no better '''almsgiver''' than a poor man who is suddenly lucky. A poor man knows what it is like to have nothing so he gives money and food to the poor. | Even the beggars in front of the church giggled with pleasure. They knew that there is no better '''almsgiver''' than a poor man who is suddenly lucky. A poor man knows what it is like to have nothing so he gives money and food to the poor. | ||
− | + | <li> Father (multiple meaning word)</li> | |
"The '''Father '''is coming-the priest is coming." The men uncovered their heads and stepped back from the door, and the women gathered their shawls about their faces and cast down their eyes. The priest from the church in town came in. | "The '''Father '''is coming-the priest is coming." The men uncovered their heads and stepped back from the door, and the women gathered their shawls about their faces and cast down their eyes. The priest from the church in town came in. | ||
− | + | </ol> | |
|- | |- | ||
||4 | ||4 | ||
||Procession (review from earlier chapter) | ||Procession (review from earlier chapter) | ||
+ | |||
Strategy | Strategy | ||
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Benign | Benign | ||
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Contemptuous | Contemptuous | ||
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Price | Price | ||
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Value | Value | ||
+ | |||
Sinister | Sinister | ||
− | |||
− | ||# What does the pearl buyer offer to pay Kino first? (1000 pesos) | + | Monstrosity |
+ | || | ||
+ | # What does the pearl buyer offer to pay Kino first? (1000 pesos) | ||
# What is the second offer? (1500 pesos) | # What is the second offer? (1500 pesos) | ||
# What reasons do the pearl buyers give for not liking Kino's pearl? (feel free to re-phrase this question) | # What reasons do the pearl buyers give for not liking Kino's pearl? (feel free to re-phrase this question) | ||
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# "I am cheated," Kino cried fiercely. "My pearl is not for sale here. I will go, perhaps even to the capital." | # "I am cheated," Kino cried fiercely. "My pearl is not for sale here. I will go, perhaps even to the capital." | ||
− | || | + | ||<ol><li>Perplexed (unknown word)</li> |
Kino did not understand. He looked perplexed and worried. "It is the Pearl of the World," he cried. "No one has ever seen such a pearl." | Kino did not understand. He looked perplexed and worried. "It is the Pearl of the World," he cried. "No one has ever seen such a pearl." | ||
− | + | <li> Pesos (unknown word)</li> | |
"On the contrary," said the buyer, "it is large and clumsy. As a curiosity it may have some value; some museum might purchase it to place in a collection of seashells. I can pay you, say, a thousand pesos." | "On the contrary," said the buyer, "it is large and clumsy. As a curiosity it may have some value; some museum might purchase it to place in a collection of seashells. I can pay you, say, a thousand pesos." | ||
− | + | <li> Appraiser (unknown word)</li> | |
"Do not blame me," he said quickly. "I am only an appraiser; I am just making an estimate of the value of the pearl. Ask the others." | "Do not blame me," he said quickly. "I am only an appraiser; I am just making an estimate of the value of the pearl. Ask the others." | ||
− | + | </ol> | |
|- | |- | ||
||5 | ||5 | ||
− | ||Retrieve | + | || |
+ | Retrieve | ||
+ | |||
Conceived | Conceived | ||
+ | |||
Skirmish | Skirmish | ||
+ | |||
Attribute | Attribute | ||
+ | |||
Catastrophe | Catastrophe | ||
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Canoe | Canoe | ||
+ | |||
Brush House (review from earlier chapter) | Brush House (review from earlier chapter) | ||
− | ||# Why did Kino say he killed the stranger? | + | || |
+ | # Why did Kino say he killed the stranger? | ||
# Juana already believed the great pearl was evil. Who else believes the pearl is evil? | # Juana already believed the great pearl was evil. Who else believes the pearl is evil? | ||
# Why do Kino and his family have to leave town? | # Why do Kino and his family have to leave town? | ||
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# The dead man had been found and the townspeople were forming a search party to look for Kino and his family. Kino said he thought he would go north to a city. | # The dead man had been found and the townspeople were forming a search party to look for Kino and his family. Kino said he thought he would go north to a city. | ||
− | || | + | ||<ol><li> Finishing the job (unknown phrase)</li> |
In the moonlight she saw a glimmer of the great pearl. She thought about going back to the sea and '''finishing the job. ''' | In the moonlight she saw a glimmer of the great pearl. She thought about going back to the sea and '''finishing the job. ''' | ||
− | + | <nowiki>*</nowiki>Consider what has happened in the text that will tell us what the job was that she didn't finish. | |
* He saw her move toward the fireplace and move the stone where Kino had placed the great pearl. And then like a shadow she glided toward the door and was gone. | * He saw her move toward the fireplace and move the stone where Kino had placed the great pearl. And then like a shadow she glided toward the door and was gone. | ||
* Her arm was up to throw when Kino grabbed the pearl from her. | * Her arm was up to throw when Kino grabbed the pearl from her. | ||
− | + | <li> Divert (unknown word)</li> | |
"I will hide you," said Juan Tomas. The neighbors do not know what has happened to you and your family. I will go '''divert''' any suspicions by giving them theories about what has happened to you. I do not want them to think you are still here so I will tell them I think you have gone south along the coast." | "I will hide you," said Juan Tomas. The neighbors do not know what has happened to you and your family. I will go '''divert''' any suspicions by giving them theories about what has happened to you. I do not want them to think you are still here so I will tell them I think you have gone south along the coast." | ||
− | + | <li> Breaks (multiple meaning word)</li> | |
The sun will rise soon and we must be gone before the day '''breaks'''." | The sun will rise soon and we must be gone before the day '''breaks'''." | ||
− | + | </ol> | |
|- | |- | ||
||6 | ||6 | ||
||Sinister | ||Sinister | ||
+ | |||
Petulant | Petulant | ||
+ | |||
Hysterical | Hysterical | ||
− | ||# Kino could feel the blown sand against his ankles and he was glad, for he knew there would be no tracks. | + | || |
+ | # Kino could feel the blown sand against his ankles and he was glad, for he knew there would be no tracks. | ||
How did Kino know there would be no tracks? (inferential) | How did Kino know there would be no tracks? (inferential) | ||
# What happens to the trackers? | # What happens to the trackers? | ||
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# And Kino drew back his arm and flung the pearl back into the ocean with all his might. | # And Kino drew back his arm and flung the pearl back into the ocean with all his might. | ||
− | || | + | || |
+ | <ol><li> Lumber (multiple meaning word)</li> | ||
Here are two meanings of the word lumber: 1. Wood that will be used to build something. 2. To move clumsily or heavily. What do you think the word lumbered means in the sentence below? | Here are two meanings of the word lumber: 1. Wood that will be used to build something. 2. To move clumsily or heavily. What do you think the word lumbered means in the sentence below? | ||
Once a large animal lumbered somewhere in the darkness. | Once a large animal lumbered somewhere in the darkness. | ||
− | + | <li> Germane (unknown word)</li> | |
For any sound, a rolling pebble or a sigh, a little slip of flesh on rock, would alert the trackers. They would notice any sound that was not germane, or out of place, to the night. | For any sound, a rolling pebble or a sigh, a little slip of flesh on rock, would alert the trackers. They would notice any sound that was not germane, or out of place, to the night. | ||
− | + | </ol> | |
|- | |- | ||
|} | |} | ||
− | + | ||
+ | |||
+ | ==BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text)== | ||
+ | '''Read the chapters covered in the lesson above 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 that may have been removed when creating the adapted text, and the author's tone. Here are some comprehension questions to use for each chapter. | ||
{|border=1 | {|border=1 | ||
− | |width = " | + | |width = "100"|'''Original Chapters''' |
− | |width = " | + | |width="1500"|'''"Wh" questions''' |
− | |width = " | + | |width="900"|'''Additional vocabulary to teach for this chapter''' |
|- | |- | ||
Line 835: | Line 882: | ||
− | + | ||
+ | ==BUILD TOWARDS INDEPENDENT READING== | ||
+ | (Using text at beginning 3<sup>rd</sup> grade reading level.) '''Have the student read the Independent Reader steps aloud (or silently) and then answer each comprehension question. You can also cut the sentences apart and have students put them in order to retell the story. | ||
{|border=1 | {|border=1 | ||
− | | | + | |colspan=3|Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) |
|- | |- | ||
− | || | + | |colspan=3|'''READER OPTION (this step is optional for students who are learning to read independently)''': '''Sometimes we can read new words 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''' | + | |width="10%"|'''Step''' |
||'''Teacher shows each word (do not read it)''' | ||'''Teacher shows each word (do not read it)''' | ||
Line 933: | Line 982: | ||
|- | |- | ||
|} | |} | ||
+ | |||
+ | |||
+ | <div style="border:1px solid black; padding:5px;"> | ||
+ | <span style="font-size:150%;">'''REAL LIFE READING.'''</span> 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. Some suggestions for making this content more meaningful are to: | ||
+ | * Bring in a pearl and for future chapters an oyster shell to show where the pearl comes from. | ||
+ | * Talk about songs that represent things to the student or make them feel a certain way. Use the internet to find songs that students select. Allow them to put a label on their songs (e.g., Song of Family, Song of Happiness). | ||
+ | * This novella is set somewhere on the Gulf of Mexico. If you have students who are from Mexico or Central America practice locating these areas on a map. | ||
+ | * Future chapters talk a lot about greed. Help the students understand this concept by finding real life examples of greed. You may also find this concept illustrated in some movies. | ||
+ | * John Steinbeck is very descriptive in his writing. You might have students create pictures based on the description in the text, then find real pictures of the beach and the ocean. Tie this to the students’ experiences that they may have had at the beach. | ||
+ | |||
+ | |||
+ | </div> | ||
+ | |||
+ | |||
+ | |||
+ | |||
+ | =Printable Materials= | ||
+ | [[Media:High Vocabulary and Acquisition Adapted Text.pdf|Adapted Text]] | ||
+ | |||
+ | [[Media:High Vocabulary and Acquisition Skills Test.pdf|Skills Test]] | ||
+ | |||
+ | [[Media:High Vocabulary and Acquisition Progress Monitoring.pdf|Progress Monitoring]] | ||
+ | |||
+ | [[Media:High Vocabulary and Acquisition Teacher Materials.pdf|Teacher Materials]] | ||
+ | |||
+ | |||
+ | |||
+ | |||
+ | [[Category: High]] | ||
+ | [[Category: LASSI]] | ||
+ | [[Category: ELA]] |
Latest revision as of 11:46, 11 September 2015
BACK TO Language Arts Sample Systematic Instruction Script
Key Text: Excerpt from The Pearl
Grade Band: High School (Grades 9-12)
Focus: Building Understanding of Words and Stories
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
PASSAGE COMPREHENSION
|
910.RL.b1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose or theme within a text.
|
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
Identify a summary of the plot of a literary text.
THEN
Identify the theme of a literary text. THEN
Identify details to support the plot or theme of the text. |
Identify key details from the text that support the summary. |
USING CONTEXT CUES | 9-10.RWL.b1 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position in a sentence) as a clue to the meaning of a word or phrase.
|
9-10.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibily from an array of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. 11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11-12 reading and content, choosing flexibily from an array of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. |
Use context as a clue to determine the meaning of a word in text.
THEN
Use references to identify the meaning of unknown words and phrases. |
Select picture that best illustrates sentence with an unknown or multiple meaning word by using context cues in sentence. |
Be sure to provide specific practice to students on the skills that correspond to their grade level. | ||||
Materials Needed: Print, cut, and laminate response boards and response options attached to the end of this lesson. Also print the story. We recommend putting the story in a three ring binder with page protectors. Note that the stories are written in Level 3 text (no picture icons; Lexiled at about half grade level). 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., "Kino and Juana loved their family"). For students with the most significant or multiple disabilities, augment the story using objects represented in Chapter 1 of The Pearl such as a pearl, small straw house, or a plastic scorpion. |
[edit] BUILD ESSENTIAL UNDERSTANDING (See materials for response boards)
[edit] BUILD A GRADE-ALIGNED COMPONENT: I. WORD STUDY
[edit] BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION
[edit] BUILD A GRADE-ALIGNED COMPONENT: III. CONTEXT CLUES
*NOTE TO TEACHER: Repeat the lesson using these targets
Adapted Chapters | Key Vocabulary | Passage Comprehension | Summary and Supporting Details | Passages for using context clues |
2 | Deliberately
Deftly Pearl Abscess Oyster Canoe |
He looked at Coyotito, and he saw that the abscess was getting better; the poison was receding from Coyotito's body. He was getting better!
How do we know Coyotito was getting better?
What does Kino hope is inside the oyster?
What did Kino do to make money?
Where are pearls formed? |
Summary: Kino and Juana wanted to help their baby Coyotito. Kino searched for and found a great pearl so that he could help Coyotito.
Supporting Details:
|
Kino moved next to the hummock, and then, beside it, under a little overhang, he saw a very large oyster lying by itself, not covered with other oysters. A hummock is a low mound or ridge of earth. (students use the definition to determine the meaning)
|
3 | Amplified
Radiated Lucent Evoke Concealed Confirmation *Incandescent (also a vocabulary word from chapter 2) |
Even the beggars in front of the church giggled with pleasure. They knew that there is no better almsgiver than a poor man who is suddenly lucky. A poor man knows what it is like to have nothing so he gives money and food to the poor.
Who hoped that Kino would give money and food to the poor? Why did they think he would give to the poor?
Kino stood in the door, looking at the approaching men and hatred radiated from his eyes, but he was also fearful. How did Kino feel when he saw the doctor and his servant?
What was evoked in Juana when she saw how angry Kino was? Why does she say the pearl is like a sin? (or why does she think the pearl is bad?) |
Summary:
Kino thinks the pearl will bring good but Juana thinks the pearl will bring bad. Supporting Details:
|
She looked at the neighbors for confirmation, and they nodded their heads in agreement. Even the beggars in front of the church giggled with pleasure. They knew that there is no better almsgiver than a poor man who is suddenly lucky. A poor man knows what it is like to have nothing so he gives money and food to the poor. "The Father is coming-the priest is coming." The men uncovered their heads and stepped back from the door, and the women gathered their shawls about their faces and cast down their eyes. The priest from the church in town came in. |
4 | Procession (review from earlier chapter)
Strategy Benign Contemptuous Price Value Sinister Monstrosity |
|
Summary: Selling the pearl does not go as Kino had hoped. Kino is not offered a fair price so he does not sell the pearl.
Supporting details:
|
Kino did not understand. He looked perplexed and worried. "It is the Pearl of the World," he cried. "No one has ever seen such a pearl." "On the contrary," said the buyer, "it is large and clumsy. As a curiosity it may have some value; some museum might purchase it to place in a collection of seashells. I can pay you, say, a thousand pesos." "Do not blame me," he said quickly. "I am only an appraiser; I am just making an estimate of the value of the pearl. Ask the others." |
5 |
Retrieve Conceived Skirmish Attribute Catastrophe Canoe Brush House (review from earlier chapter) |
|
Summary: Bad things are happening to Kino. He, Juana, and Coyotito must leave town.
Supporting details:
|
In the moonlight she saw a glimmer of the great pearl. She thought about going back to the sea and finishing the job. *Consider what has happened in the text that will tell us what the job was that she didn't finish. "I will hide you," said Juan Tomas. The neighbors do not know what has happened to you and your family. I will go divert any suspicions by giving them theories about what has happened to you. I do not want them to think you are still here so I will tell them I think you have gone south along the coast." The sun will rise soon and we must be gone before the day breaks." |
6 | Sinister
Petulant Hysterical
|
How did Kino know there would be no tracks? (inferential)
|
Summary: Kino and his family try to escape but bad things continue to happen. Kino and Juana no longer want the great pearl.
Supporting details:
|
Here are two meanings of the word lumber: 1. Wood that will be used to build something. 2. To move clumsily or heavily. What do you think the word lumbered means in the sentence below? Once a large animal lumbered somewhere in the darkness. For any sound, a rolling pebble or a sigh, a little slip of flesh on rock, would alert the trackers. They would notice any sound that was not germane, or out of place, to the night. |
[edit] BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text)
Read the chapters covered in the lesson above 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 that may have been removed when creating the adapted text, and the author's tone. Here are some comprehension questions to use for each chapter.
Original Chapters | "Wh" questions | Additional vocabulary to teach for this chapter |
1 | What does Kino see and hear when he opens his eyes?
Why were Kino and Juana worried about the scorpion? |
Appraised
Poverty Pulque |
2 | What is the main event of this chapter?
What song is introduced in this chapter? |
Deliberately
Estuary Mirage |
3 | What is the town compared to?
What would Kino do with his riches? Why does the doctor come and what does he do? |
Confirmation
Consequently Essence |
4 | What happened when Kino went to sell his pearl?
What evil event happened that makes Juana want to throw away the pearl? |
Extravagant
Function Vigor Lethargy |
5 | Where did Juana go early in the morning?
What did Kino do when he found out where Juana went? Why did they leave the village? |
Edifice
Exhilaration Stifling Theories |
6 | What happened to Coyotito?
What happened to the trackers? What happened to Kino and Juana? What happened to the pearl? |
Apprehensively
Erosion Wrenched Immune |
[edit] BUILD TOWARDS INDEPENDENT READING
(Using text at beginning 3rd grade reading level.) Have the student read the Independent Reader steps aloud (or silently) and then answer each comprehension question. You can also cut the sentences apart and have students put them in order to retell the story.
Objective: Identify and define key words related to the story. (See materials for vocabulary and pictures) | ||
READER OPTION (this step is optional for students who are learning to read independently): Sometimes we can read new words 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. | wife | Reads word. Points to picture of Juana. (If student needs help on these words, show how sound it out /w/ /ĭ/ /f/.) |
2. | loves | Reads word. Points to picture of heart. |
3. | help | Reads word. Points to picture of someone being helpful. |
4. | sad | Reads word. Points to picture of a sad person. |
Kino is a fisherman.
He has a wife named Juana and a baby named Coyotito.
Kino does not have money but he loves his family.
Coyotito gets bit by a scorpion.
He needs to see a doctor.
Kino does not have money to pay the doctor.
The doctor will not help Coyotito.
Kino and Juana are sad.
Kino is also angry.
They hope the baby will get better.
GENERALIZATION ACROSS MATERIALS. Repeat this lesson using a poem instead of a story. Please go to http://www.poemhunter.com/poem/we-grow-accustomed-to-the-dark/ to print the poem. Below are suggested questions and skills. A response board is included in the student materials.
Poem | "Wh" questions | Topic/ main idea/ theme | Context clues | Other ideas |
Read aloud this poem:
"We Grow Accustomed to the Dark" By Emily Dickinson |
Who do you think the author is talking about when she says "We?"
What does the author mean when she says "The Bravest?" Where have we seen or experienced Darkness? Why is the Dark capitalized throughout the poem? |
What is this poem about?
- darkness - adapting - light - dark |
And sometimes 'hit' a tree.
|
This poem could be used to help students understand personification and other figurative language skills. The use of Darkness as a noun is useful in translating these ideas. |
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. Some suggestions for making this content more meaningful are to:
- Bring in a pearl and for future chapters an oyster shell to show where the pearl comes from.
- Talk about songs that represent things to the student or make them feel a certain way. Use the internet to find songs that students select. Allow them to put a label on their songs (e.g., Song of Family, Song of Happiness).
- This novella is set somewhere on the Gulf of Mexico. If you have students who are from Mexico or Central America practice locating these areas on a map.
- Future chapters talk a lot about greed. Help the students understand this concept by finding real life examples of greed. You may also find this concept illustrated in some movies.
- John Steinbeck is very descriptive in his writing. You might have students create pictures based on the description in the text, then find real pictures of the beach and the ocean. Tie this to the students’ experiences that they may have had at the beach.