eto english i pacing guide frist nine weeks

DATES: 8/20/12 - 8/31/12 INSTRUCTIONAL PACING GUIDE FOR 9TH GRADE RESOURCES SCHOOL-WIDE/PRIMARY BENCHMARK:LA910.1.6.9Multiple Meanings

(Supporting Benchmark):LA.910.2.1.5 Plot

SECONDARY BENCHMARK:Based on current data from the Baseline Benchmark Assessment

OBJECTIVES:

Students will Analyze words that have multiple

meanings and determine the correct meaning of the word as used in the text

Analyze the meanings of words, phrases, and word relationships

analyze the author's purpose for using multiple meaning words within the selection

ESSENTIAL QUESTION:

How does Angelou’s choice to use multiple meaning words help you to understand the character's point of view in the excerpt from the novel “I Know Why the Caged Bird Sings?”

Weekly Vocabulary Words cascade clarity homely illiteracy infuse leer sacrilegious taut

Suggested Before, During, and After Reading Strategies:

Preview S.W.A.G W.I.N. Explicit Instruction Reciprocal Teaching Shared Reading Think Alouds Guided Reading Reader's Theatre

BELL RINGER ACTIVITY (5-10 MINUTES):See Bell Ringer Folder (Bell Ringer should cover LA.910.1.6.9 Multiple Meaning Words

WHOLE GROUP (40-45 MINUTES):Explicit benchmark lesson using the correlated literature and informational selection:

Utilize the common board to set the learning tasks for the day. (2-3 Minutes) Discuss the Higher Order Essential Question. (Be sure to reference the EQ with the content of the whole group instruction.) Explicit vocabulary instruction -- see weekly academic and content vocabulary words listed in the sidebar.

Introduction to English I: Introduction to classroom systems: Tardy slips, Rotations, Book Pass, AR Requirements, Technology--passwords,

Practice Reading Log, etc.

Suggested Activities to Support Whole Group Instruction (Focus Lesson/Mini Lessons): Set the purpose for the lesson:

Through reading “I Know Why the Caged Bird Sings,” students will be able to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings, and analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Teacher models fluency by reading aloud to students using choral reading, buddy reading, cloze reading, finish the sentence, and shared readings.

Teacher provides guided instruction utilizing explicit instruction ("I do," "We do," and "You do,"). The teacher models the reading and thinking process aloud and walks through how he or she uses the benchmark to process the text.

MULTIPLE MEANING WORDS Prerequisites: Students should be able to understand context clues, inference, connotation, denotation, homophones, and

homographs. Provide students notes on multiple meaning words using the academic vocabulary. Model how to identify and analyze multiple

meaning words in context. Use the Literary Text to further build student comprehension of the benchmarko Teacher’s Edition: o Words with Multiple Meanings R7o Vocabulary Strategy: Multiple Meaning Words p. 248 (check the margin and the actual page)o Vocabulary: Idioms and Sayings: p. 241, Best Practices Toolkit: New Word Analysis p. E8o Vocabulary: Multiple Meaning Words p. 242 Best Practices Toolkit p. E31o Vocabulary in Context p. 248o Resource Manager: Vocabulary Study, Practice, Strategy pgs. 109-111

BACKGROUND/FRONTLOADING ACTIVITIES (3-5 MINUTES):McDougal Littell (Teacher’s Edition) pgs 237-249

Literary Analysis – Characterization in Autobiography p. 237Reading Skill – Analyze Perspectives p. 237 (During Reading)Vocabulary in Context – P. 237Background – P. 239Discovery Education

READING WRITING CONNECTION: Teacher’s Edition p. 249

Analyze Imagery Analyze Traits Revision: Grammar and Style

SMALL GROUP - DIFFERENTIATED INSTRUCTION ROTATIONS:

CORE TEXT BOOK:McDougal Littell Literature

"I Know Why the Caged Bird Sings"

(Maya Angelou) - p. 236-249

Connecting Texts:"Caged Bird" (Poem)

(Maya Angelou) p. 246-247

Multimedia:Discovery Education (portal)http://www.classzone.comGrammar Arcade, Essay Smart, &

Vocabulary Practicehttp://www.eto.dadeschools.nethttp://www.englishcompanion.comhttp://webenglishteacher.comhttp://collegeboard.com(online PSAT/SAT practice)http://www.freerice.comhttp://www.dukeofdefinition.com/Short_stories10.htmFCAT ExplorerReading Plus

SUGGESTED WHOLE GROUP NOVEL:

I Know Why the Caged Bird Sings,

by Maya Angelou

Suggested Independent Reading Guidelines:

Students will be assigned independent AR novels to read and complete projects as home learning each nine week period. Novels should be suggested by teacher based on AR level of the students.

SUGGESTED INDEPENDENT NOVELS:

Theme #1:What does it take to be a survivor?

The Autobiography of Miss Jane Pittman

Evaluation: Projects Quizzes/Tests (teacher made and

classzone.com) Student Writing

(see independent work activities)Home Learning:

Construct several sentences using multiple meaning words and/or modified Frayer models.

Plot diagrams – watch a TV show or listen to a song that tells a story and complete a plot diagram of the show/song

Student Writing (see independent work activities)

Reading independent AR novels

Teacher Led: (25-30 minutes) Select resources and activities based on data. The activities below are just samples and should be adjusted based on

student data and needs. Teacher provides guided instruction utilizing the “I do”, “We do”, and “You do” model. (The teacher models the reading

and thinking process aloud and walks through how he or she processes the text.) Group A - Less Proficient/ELL Students:

Have students work in pairs to identify the correct meaning, connotation/denotation, and part of speech for each of these words as used in the story: even (line 15), carrying (line 22), warm (line 54), meaning (line 66), warm (line 54), meaning (line 66), trusted (line 74), Film (line 93), Fall (line 98), picking (line 1087), shades (line 214), diet (line 155), country (line 164), lined (line 173), and sense (line 191). Have students continue working in pairs to analyze how the author’s use of multiple meaning words helped them to better understand the text in the beginning, middle, and end of the selection.

Group B - Proficient:Identify and assess how words are used in multiple ways and distinguish between the multiple meanings of a word. Students will reread targeted passages within the text, and use a chart to identify and analyze how the author uses multiple meaning words to build reader comprehension.

Group C - Advanced/Honors:Create a word bank with multiple meaning words from the story. Students will find at least words that have multiple meanings in the excerpt from "I Know Why the Caged Bird Sings," create a chart in which they find the various definitions of the words, and write a short story using the opposite meaning than that derived from the text.

Independent Work/Writing/Technology: Students work on activities that have been pre-selected by the teacher (based on Monthly/Interim data results or teacher observation). Students work on follow-up work presented during whole-group instruction and/or bell ringer.Students create/complete questions using Task Cards.Students respond in writing to teacher led or group work – See also discussion topics below in Resource Manager.

Construct several sentences using multiple meaning words. Write a book review – students will write 5-6 sentences that incorporate all 5 elements of plot and specified number of

vocabulary/multiple meaning words. (Less Proficient) Analyze Imagery (Short Response): In what ways does the imagery of the free bird and the caged bird in the poem

"Caged Bird" relate to the character of Marguerite in "I Know Why the Caged Bird Sings?" Use examples and details from both texts to support your answer.

Analyze Traits (Extended Response): Think about the most important character traits Mrs. Flowers exhibits. Then review the word web you created detailing the qualities a mentor should possess. Write three to five paragraphs describing Mrs. Flowers's traits and analyzing how these traits and analyzing how these traits compare with the qualities you listed.

(Advanced/Honors) Make Judgments: Have students reread the "lessons in living" discussed in lines 160-165. Is this the counsel that Marguerite most needs to hear? Is it practical? Ask students to respond to these questions by writing a paragraph that expresses a judgment about the quality of Mrs. Flower's "lessons".

Accelerated Reader/Independent Work:Silent reading of suggested novels.Independent reading logs.Reading response journalsAR QuizzesStudents work in literature circles with self-selected or teacher-selected novel

CLOSURE: (10 MINUTES)Wrap-up lesson, relate back to the Essential Question, Quick-Write-Respond to the Essential Question, assign home learning, complete exit slip, etc.

RESOURCE MANAGER: (Additional resources, strategies, and activities are listed below may be used for Whole Group, Independent, or Home Learning.)

Group discussion/Socratic Circle Topics: (Analyze): How does Momma 's attitude toward Mrs. Flower's seem to have influenced Marguerite? (Synthesize): What does Momma probably think when Mrs. Flowers asks to have Marguerite carry her groceries

(Ernest J. Gaines)

And Then There Were None (Agatha Christie)

In These Girls, Hope is a Muscle (Madeleine Blais)

Theme #2What is worth fighting for?Shoeless Joe

(W.P. Kinsella)

All Quiet on the Western Front

(Erich Maria Remarque)

What make a winner?Bad Boy: A Memoir(Walter Dean Myers)

The Natural(Bernard Malamud)

The Miracle Worker(William Gibson)

ADDITIONAL RESOURCES:

Reading Coach Task Cards Item Spec Card Relevant Non-

Fiction Articles Fluency

Passages Interactive Word

Walls USA

Today/Other Periodicals

Political Cartoons Photo Essays FOCUS C-Palm AR Reading

Logs and Quizzes

home? Explain. p. 242 What does Marguerite think, say, or do in this scene that reveals who she really is despite how she acts? (Analyze): Why are the details about the cookies important? What do they show about Marguerite? (Evaluate): What is the value of such small details in autobiography?

Extension Activities:Use the 5-S strategy to read and analyze the poem "Caged Bird" by Maya Angelou on p. 246.

Ask students to tell which selection they prefer and then explain how effectively it portrays what it is like to be caged. Biographical Context: The title I Know Why the Caged Bird Sings is an allusion to the poem "Sympathy" by Paul

Lawrence Dunbar. The last stanza reads...Why do you think Angelou refers to this poem in the title of her autobiography?

Resources for Plot Development: Plot and Conflict p. 24

DATES: 9/3-9/14/2012 INSTRUCTIONAL PACING GUIDE FOR 9TH GRADE RESOURCESSCHOOL-WIDE/PRIMARY BENCHMARK:LA.910.1.6.8 Advanced Word/Phrase Relationships


**Continually focus on Vocabulary instruction, especially context clues

Bell Ringer Activity (5-15 minutes): See Bell Ringer Folder --Bell Ringer should cover LA.910.1.6.8 Advanced Word/Phrase Relationships

WHOLE GROUP (40-45 MINUTES):Explicit benchmark lesson using the correlated literature and informational selection:

Utilize the common board to set the learning tasks for the day. (2-3 Minutes) Discuss the Higher Order Essential Question. (Be sure to reference the EQ with the content of the whole group instruction.) Explicit vocabulary instruction -- see weekly academic and content vocabulary words listed in the sidebar.

Suggested Activities to Support Whole Group Instruction (Focus Lesson/Mini Lessons):


Correlated Literary Text: “Pancakes” by Joan Bauer

pp. 194-205

Informational Text:"Humor, Seriously" (Essay)

By Joan Bauer

Secondary Benchmark:Based on current data from the Baseline Benchmark Assessment

OBJECTIVES:Students will ….

Identify advanced word phrase relationships and their meanings in context.

ESSENTIAL QUESTION:How/Why does Bauer use synonyms and antonyms to assist readers in comprehending the author’s point of view and/or perspective in the short story “Pancakes?” What affect does this strategy have on your comprehension of the text?

Weekly Vocabulary Words benign condiment crass degenerate rabid steel



Evaluation: Projects Quizzes/Tests (teacher made

and classzone.com) Student Writing

(see independent work activities)

Home Learning: Student Writing (see

independent work activities) Reading independent AR novels

Differentiated Instruction Resources:

Best Practices Toolkit: Definition Mapping p. E6

Set the purpose for the lesson: Through reading "Pancakes” students will be able to determine the meaning of advanced words and phrases as they

are used in the text, including figurative and connotative meanings, and analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Teacher models fluency by reading aloud to students using choral reading, buddy reading, cloze reading, finish the sentence, and shared readings.

Teacher provides guided instruction utilizing explicit instruction ("I do," "We do," and "You do,"). The teacher models the reading and thinking process aloud and walks through how he or she uses the benchmark to process the text.

Whole Group Mini Lesson: Advanced Words and Phrases-- Day 1 (I do), Day 2 (We do), Day 3 (You do) Vocabulary Skill TE (Diagnose Word Knowledge/Pre-Teach Vocabulary) pg. 193 Analyze targeted passages from the whole group text -- Model how to identify the meaning(s) of advanced words and phrases

in context; analyze how Bauer's use of advanced words and phrases affects the overall tone of the selection. See lines 43-44, 80, 133, 158-159, 192, 265

Teacher's Edition pp. 204 --vocabulary in context The Latin Root ben and bene pp. 204

BACKGROUND/FRONTLOADING Activities (3-5 Minutes): Quickwrite & Discussion: Would you describe yourself as a perfectionist Quiz p. 192 Review Point of View/Narrator (see Literary Workshop) Strategy: Drawing Conclusions p. 193

o Resource Manager p. 29 Utilize Discovery Education clips as a way of discussion Learn about the author: @ Classzone.com McDougal Littell TE: Teens at Work p.195

CONNECTING ACROSS TEXTS Informational Piece: Reading for information: taking brief notes while reading Connect Informational Piece to Literary Text Resource Manager: Note Taking p.16

GRAMMAR/WRITING Short Story (See Writing Workshop) Reading-Writing Connection p. 205 Best Practices Toolkit: Open Mind p. D9

o Grammar and Style Focus: Precise Adjectives p. 205 Resource Manager: Supporting Details p. 37

Closure: (5 minutes)Wrap-up lesson, relate back to Essential Question, Quick write-Essential Question, assign Home learning, Exit Slip, etc…



student data and needs. Teacher provides guided instruction utilizing the “I do”, “We do”, and “You do” model. (The teacher models the

reading and thinking process aloud and walks through how he or she processes the text.) Group A - Less Proficient/ELL Students:

Students will complete the Connotation/Denotation Exercise handout as practice with identifying synonyms. (see example on p. R71). Then students will find a specified number of words in "Pancakes" that can be substituted for another synonym that conveys a different tone. [(For example, students might find "crass" on line 312 and substitute it with "insensitive" (neutral tone) or "sympathetic" (positive tone).]

Group B - Proficient:

Reading Strategies Workshops:

Becoming an active reader p. 12-15

Literary Analysis Workshop:Plot and Conflict p. 24-31 (Great for explicit instruction practice)

Multimedia:Discovery Education (portal)http://www.classzone.com

Grammar Arcade, Essay Smart, & Vocabulary Practice

http://www.eto.dadeschools.nethttp://www.englishcompanion.comhttp://webenglishteacher.comhttp://collegeboard.com(online PSAT/SAT practice)http://www.freerice.comhttp://www.dukeofdefinition.com/Short_stories10.htmFCAT ExplorerReading Plus



by Maya Angelou




Theme #1:What does it take

New Word Analysis p. E8 Scaffolding Reading Instruction pp.

43-46 Problem and Solution Charts p. B20 Advanced Learners/Pre-AP Check the bottom of the selection

pages 195-205

Teacher Notes/Comments:

Idioms: Use the New Word Analysis to teach these idioms from the story: went completely ballistic (lines 43-44), "became extremely angry"; world-class (line 80), "excellent"; dug in (line 133), "certain to fail"; on her way (line 192), "coming"; fall guy (line 265), "person receiving the blame." Students will then create a specified number of idioms that convey the same tone as the idioms above, and rewrite a portion of the story.

Group C - Advanced/Honors: Students will find a specified number of words in "Pancakes" that can be substituted for another synonym that conveys a different tone. [(For example, students might find "crass" on line 312 and substitute it with "insensitive" (neutral tone) or "sympathetic" (positive tone).] Using words from the list, students will rewrite two portions of the story, choosing words that convey a different tone than that in the original story. Students will exchange stories with a partner and write an analysis of how the diction affected the overall message of each story.

Independent Work/Writing/Technology: Students work on activities that have been pre-selected by the teacher (based on Monthly/Interim data results or teacher

observation). Students work on follow-up work presented during whole-group instruction and/or bell ringer.Students create/complete questions using Task Cards.Students respond in writing to teacher led or group work – See also discussion topics below in Resource Manager.

(Advanced/Honors) Have students create an advertisement for Ye Olde Pancake House that uses as many vocabulary words as reasonably possible. For example, students might promote the restaurant as "a place that cater to "rabid breakfast appetites" or promise that "no one will call you crass if you ask for refills on our out-of-this-world coffee."

Short Response: Write a DescriptionImagine what Allen Feinman thought when he walked into the "Ye Olde Pancake House and saw Jill, usually in control, surrounded by chaos. Write one to two paragraphs describing the scene from Allen's point of view.

Extended Response: Compare AttitudesHow are Jill's and Andy's attitudes toward their work in the restaurant ALIKE or DIFFERENT? Use details, examples, and information from the text to support your comparison.

Accelerated Reader/Independent Work:Silent reading of suggested novels.Independent reading logs.Reading response journalsAR QuizzesStudents work in literature circles with self-selected or teacher-selected novel

CLOSURE: (10 MINUTES)Wrap-up lesson, relate back to the Essential Question, Quick-Write-Respond to the Essential Question, assign homelearning, complete exit slip, etc.


Group discussion/Socratic Circle Topics: (Draw Conclusions) What drives Jill to constantly strive for perfection? Cite evidence to support your conclusion. (Analyze Point of View) With a first-person narrator, you see the story unfold through one character's eyes. Would a

third-person omniscient narrator--a narrator who sees into the minds of all the characters in a story--have presented a more accurate picture of the events? Support your opinion.

(Evaluate Character Traits) "Pancakes" clearly points out the downside of perfectionism, but it suggests that this trait can be a positive force as well. Citing evidence from the story, decide whether perfectionism is an asset or a fault. Then compare your answer with the ideas you had about perfectionism before you read the story.

(Author's Style) In an essay titled "Humor, Seriously" Joan Bauer explains that her technique for creating humorous characters involves "layering nutty traits over serious personalities and situation." How effective is Bauer at developing a quirky character who confronts real-life problems in a humorous way? Cite specific dialogue and descriptions from "Pancakes" to explain your opinion.

Extension Activities:Use the text-coding strategy to read and analyze Bauer's Essay, "Humor, Seriously."

to be a survivor?The Autobiography of Miss

Jane Pittman(Ernest J. Gaines)




(W.P. Kinsella)






ADDITIONAL RESOURCES: Reading Coach Task Cards Item Spec Card Relevant Non-

Fiction Articles Fluency Passages Interactive Word

Walls USA Today/Other

Periodicals Political Cartoons Photo Essays FOCUS C-Palm AR Reading Logs

and Quizzes

(http://scholar.loib.vt.edu/journals/ALAN/winter96/bauer.html)

Resources for Plot Development (Great resource to use with the explicit teaching model.) Part 1: Plot and Conflict p. 24-25Part 2: Sequence and Time p. 26-27Part 3: Analyze the Literature p. 28-31

September 10 - 21, 2012 INSTRUCTIONAL PACING GUIDE FOR 9TH GRADETeacher's Planning Day: 9/17

RESOURCES

School-Wide Benchmark/Primary Benchmark:LA.A.1.6.3 Context Clues



SECONDARY BENCHMARK:Based on current data from the Baseline

Benchmark Assessment

OBJECTIVES:

The student will: Use context clues to identify and

analyze the meaning of unfamiliar words within and across multiple texts.

Bell Ringer Activity (5-10 minutes): Explicit instruction in FCAT Benchmark Vocabulary and Passage Vocabulary

WHOLE GROUP (40-45 minutes ): Explicit benchmark lesson using the current piece of literature being taught:

Utilize the common board to set the learning tasks for the day. Discuss the Higher Order Essential Question. (**Be sure to reference the EQ with the content of the whole group

instruction**) Explicit vocabulary instruction – see weekly vocabulary words listed in sidebar. Set the purpose for the lesson : Through reading “The Most Dangerous Game” or "A Sound of Thunder" students

will analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Students will also analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Suggested Activities to Support Whole Group Instruction (Focus Lesson/Mini-Lessons) : Teacher models fluency by reading aloud to students using choral reading, buddy reading, cloze reading, finish the

sentence, and shared readings. Teacher provides guided instruction utilizing explicit instruction ("I do," "We do," and "You do,"). The teacher models

the reading and thinking process aloud and walks through how he or she uses the benchmark to process the text. Context Clues:

Introduction to Context Clues - Think Aloud - Using an excerpt from mentor text, model how to use context clues to determine the meaning of unknown words.


CORRELATED LITERARY TEXT:

"The Most Dangerous Game"

by Richard Connell pp. 52-77

CORRELATED NON-FICTION TEXT :

ALTERNATE CORRELATED SELECTION:

"A Sound of Thunder"by Ray Bradbury pp. 32-51

ALTERNATE

Analyze the elements of plot

ESSENTIAL QUESTIONS:How can you use context clues to better understand the unfolding conflicts in the Connell’s short story “The Most Dangerous Game?”

VOCABULARY Amenity Condone Cultivated Disarming Droll Imperative Quarry Scruple Solicitously Tangible Uncanny zealous

Vocabulary Center @ Classzone.com



Evaluation: Projects Quizzes/Tests (teacher made

and classzone.com) Student Writing

(see independent work activities)

Home Learning: Student Writing (see

independent work activities) Reading independent AR novels

Differentiated Instruction Resources:Best Practices Toolkit:

Definition Mapping p. E6 Making inferences p. A13 New Word Analysis p. E8

o Provide students notes on the different types of context clues using the academic vocabulary. Model how to identify and analyze the meaning of unknown words in context. Begin reading the literary text.

o Using Context Clues p. R681.1 General Context, 1.2 Specific Context Clues, 1.3 Idioms, Slang, and Figurative Language

Power-point, transparencies Presentations using www.prezi.com "The Most Dangerous Game" o Vocabulary in Context -- Diagnose Word Knowledge p. 53 o Vocabulary in Context -- Vocabulary Practice p. 76 o Vocabulary Strategy: Denotation and Connotation p. 76 o Targeted Passages line 156, 162, 253, 378, 400, and 652. o Resource Manager:

Vocabulary Study pg. 57 Academic Vocabulary p. 9

"A Sound of Thunder"o Vocabulary in Context p. 33o “Know Well”/”Think I Know”/Don’t Know chart on p. 33o Resource Manager

Vocabulary Study p. 31 Academic Vocabulary p. 9 Additional Academic Vocabulary p. 10

BACKGROUND/FRONTLOADING Activities (3-5 Minutes): "The Most Dangerous Game" o Quick Write & Discussion: In a test of survival, what traits enable a person to succeed? List them in order of

importance.o Utilize Discovery Education clips related to the text or school-wide benchmark to generate discussiono Strategy: Visualization chart p. 53o Resource Manager p. 55o Learn about the author: @ Classzone.como Review of Plot/Conflict/Rising Action (see Literary Workshop)

BACKGROUND/FRONTLOADING Activities (3-5 Minutes): "A Sound of Thunder"

Quick Write & Discussion: If time travel were possible, what era would you most like to visit? How would your actions affect the future?

Utilize Discovery Education clips as a way of discussion Strategy: Sequence Resource Manager p.29 Learn about the author: @ Classzone.com Review of Plot /Conflict/Rising Action (see Literary Workshop)

PLOT DEVELOPMENT/CONFLICT: "The Most Dangerous Game" Targeted Passages Lines 3-21, 63-85, 266-277, 482-497, 586-612 Discuss significance of illustrations in text. McDougal Littell Teacher's Edition

Discussion Prompts p.59 & 71 Defend an Interpretation p. 61 Analyze Options p. 69 Literary Criticism Question # 10 p. 75 Best Practices Toolkit: Predicting p. A10

PLOT DEVELOPMENT/FORESHADOWING/SEQUENCE: "The Most Dangerous Game" Targeted Passages Lines 4-14, 34-45, 112-148, 132-148, 250-259, 379-410

CORRELATED NON-FICTION TEXT:

The Physics of Time Travel(Brad Stone) p. 51

WRITING WORKSHOP:Personal Narrative p. 168

Multimedia:Discovery Education (portal)http://www.classzone.com





by Maya Angelou




Theme #1:What does it take to be a survivor?


(Ernest J. Gaines)



Theme #2

http://www.prezi.com/

Two-Column Chart p. A25 Reciprocal Teaching p. A35

Discuss significance of illustrations in text. Mcdougal Littell Teacher's Edition Discussion Prompts p. 39, 41, 44 & 45 Literary Criticism Question # 10 p. 48

PLOT DEVELOPMENT RESOURCES Plot diagram/story mapping- available on classzone.com Power-point, transparencies Presentations using www.prezi.com Fresh Prince of Bel-air Activity- Students will listen to theme song and analyze theme song to identify the different

elements of the plot diagram Fiction vs. Nonfiction: analyze the differences between “A Sound of Thunder ” and “The Physics of Time Travel” with

regard to plot elements Jigsaw / Chunking using targeted passages (Less Proficient / ELL’s) Character Chart – make an inference chart that lists characteristics of Maggie, Dee, and Mama that can be inferred

from the information given in the story about each character. GRAMMAR/WRITING: "The Most Dangerous Game"

Personal Narrative (See Writing Workshop) Reading-Writing Connection p. 77 McDougal Littell TE Reading Writing connection Best Practices Toolkit: Two-Column Chart p. A25 Grammar and Style Focus: Prepositional Phrase Resource Manager: Descriptive Details p. 62



student data and needs. Teacher provides guided instruction utilizing the “I do,” “We do,” and “You do” model. (The teacher models the reading


Students will identify how different types of context clues can be used to find the meaning of a word. Students will review vocabulary sentence cards, and match the type of context clue used. Trade to guess the meaning in context. words.

Review elements of plot components with students using plot diagram. Read a short story with students (consider a children’s story) to identify elements of plot. How do the elements of plot impact the overall comprehension of the story?

Group B - Proficient: To convey the dinosaur's size from Eckel's viewpoint, in lines 222-223 (p. 41), Bradbury writes, "It could reach up and

grab the moon." Model how to determine the meaning of similes and metaphors using context clues. Then have students mimic the author's style by writing two original similes or metaphor that would similarly convey Eckel's thoughts about the dinosaur. Suggest that students use the illustration on pages 42-43 for inspiration.

Vocabulary Strategy: The Latin Root mal p. 49 The vocabulary word malfunctioning contains the Latin root mal, meaning "bad" or "wrongly." When mal is used as a prefix with English base words, as in malfunction and maltreat, you can easily figure out meanings. To understand other words containing mal, you may need to use context clues as well as your knowledge of the root.

Group C - Advanced/Honors: Flip-Charts – Have students create a six-tab flip chart that analyzes title, vocabulary in context, multiple meaning

words, plot development, characterization, and author’s background. Relate how character traits were used to develop the plot.

Independent Work/Writing/Technology: Students work on activities that have been pre-selected by the teacher (based on Monthly/Interim data results or teacher

What is worth fighting for?Shoeless Joe

(W.P. Kinsella)








Fiction Articles Fluency Passages Interactive Word

Walls USA Today/Other

Periodicals Political Cartoons Photo Essays FOCUS C-Palm AR Reading Logs

and Quizzes


observation). Students work on follow-up work presented during whole-group instruction and/or bell ringer.Students create/complete questions using Task Cards.Students respond in writing to teacher led or group work – See also discussion topics below in Resource Manager."The Most Dangerous Game"

(Advanced/Honors) Short Response: Write a Diary Entry

In the dialogue at the beginning of the story, Whitney empathizes with hunted animals. What does Rainsford learn about the feelings of hunted animals from his experience of being hunted? Write one or two paragraphs of a diary entry that Rainsford might write on this subject after his experience.

Extended Response: Analyze SettingHow does the setting both help and hinder Rainsford in his quest to survive on the island? Use examples, details, and information from the story to support your answer.

"A Sound of Thunder" (Advanced/Honors: Short Response: Write Dialogue

What might the characters say to one another after the shooting of Eckels? Using Bradbury's style of dialogue as a model, write one-half page of dialogue to show how the characters react to the main incident in the story and its consequences.

Extended Response: Write Across TextsWhat are the advantages and risks of time travel? Include details from "A Sound of Thunder" and "From Here to There: The Physics of Time Travel" on the next page to support your answer.

Accelerated Reader/Independent Work :Silent reading of suggested novels.Independent reading logs.Reading response journalsAR QuizzesStudents work in literature circles with self-selected or teacher-selected novel



Group discussion/Socratic Circle Topics: "A Sound of Thunder" (Analyze Theme): What theme, or message, is Bradbury conveying through this story? Cite evidence to support

your answer. (Evaluate the Author): "A Sound of Thunder" is a work of science fiction, yet there are realistic aspects to the story. In

your opinion, has Bradbury created a believable story? Cite specific examples to support your opinion. (Critical Interpretations): In a review of Dinosaur Tales, a collection of Bradbury stories that contains "A Sound of

Thunder." the critic Andrew Andrews remarked that Bradbury "gets you -in simple ways he shows you hw to marvel over these awesome, startling creatures." Reread Bradbury's description of Tyrannosaurs rex. What words and phrases convey its terrifying force?

Group discussion/Socratic Circle Topics: "The Most Dangerous Game"o (Draw Conclusions): In your opinion, why does Rainsford choose to confront Zaroff in the end, rather than simply

ambush him? What does this reveal about his personality? Cite evidence.o (Examine Foreshadowing): Connell makes use of foreshadowing to help readers predict future events in the story.

Find at least three examples of foreshadowing in the story. How does this technique add to the suspense of this story? Cite evidence.

o (Visualize Description): Look back at the descriptive details you recorded as you read. Choose at least two details that evoked the most striking pictures in your mind. Which particular words helped make each of these images so vivid?

o (Make Judgments: At the end of the story, do you think Rainsford has changed his mind about hunting? Support your

opinion. o (Critical Interpretations): One critic has remarked that "ironically, Zaroff's belief in his invinvibility as a hunter weakens

him and causes his defeat." Cite evidence from the story to support or challenge this statement.

Extension Activities:o Use the text-coding strategy to read and analyze the magazine article "From Here to There: The Physics of Time

Travel" by Brad Stone.


September 24 - October 5, 2012 INSTRUCTIONAL PACING GUIDE FOR 9TH GRADETeacher's Planning Day 9/26

RESOURCES

School-Wide/Primary BenchmarkLA.910.1.6.7 Advanced prefixes, suffixes, and root words. LA.A.1.6.1 Advanced words and phrases from other languages



SECONDARY BENCHMARK:Based on current data

OBJECTIVES:The student will:

Analyze affixes, or root words, or words/phrases derived from other languages, including Greek and Latin, to determine meaning in a text.

ESSENTIAL QUESTION: How does Poe’s use of advanced words, prefixes, suffixes, and roots impact the mood and tone of the main characters in The Cast of Amontillado?

VOCABULARY:"The Cask of Amontillado"

Abscond Aperture Immolation Impunity

Bell Ringer Activity (5-15 minutes): Explicit instruction in FCAT Benchmark Vocabulary and Passage Vocabulary



instruction**) Explicit vocabulary instruction – see weekly vocabulary words listed in sidebar. Set the purpose for the lesson : Through reading “The Cask of Amontillado” OR “Marigolds,” students will determine

or clarify precise meaning of words through use of etymology and determining suffixes and prefixes. Students will also demonstrate an understanding of figurative language, word relationships, and nuances in word meanings to interpret figures of speech and analyze how it creates tone.



the reading and thinking process aloud and walks through how he or she uses the benchmark to process the text.

Advanced Prefixes, Suffixes, and Root Words : Teacher's Edition p. R69 & R70 Power-point, transparencies Presentations using www.prezi.com Identify differences between prefixes, suffixes, and roots Prefix trees/webs – p. 62 (-in), p. 354 (root- clud, clos, claus, clus), p. 421 (suffix -or) Write sentences using words created from prefix tree/web Resource Manager, p. E10 "The Cask of Amontillado" Vocabulary in Context p. 343 Targeted Passages pp. 344, lines 59-63, 347, lines 129-151 pp. 348-349, p. 350, p. 351 Vocabulary in Writing p. 354 "Marigolds" Vocabulary in Context p. 409 Examine Targeted Passages and Lines focusing on vocabulary acquisition Targeted passage #1, p.410, lines 42-44, lines 53-60, lines 101-112, lines 173-179, etc.

BACKGROUND/FRONTLOADING ACTIVITIES (3-5 MINUTES):"The Cask of Amontillado"McDougal Littell (Teacher's Edition) pp. 342-351


Correlated Literary Text: "The Cask of

Amontillado" by Edgar Allan Poe pp.

342-351

Correlated Poetry:“The Raven” (Edgar Allan Poe) pp.140-144

Correlated Informational Text:

"The Story Behind the Cask of Amontillado" p. 352

Writing Workshop:Literary Analysis p. 490

Multimedia:Discovery Education (portal)http://www.classzone.comGrammar Arcade, Essay Smart,

& Vocabulary Practicehttp://www.eto.dadeschools.nethttp://www.englishcompanion.comhttp://webenglishteacher.comhttp://collegeboard.com(online PSAT/SAT practice)http://www.freerice.comhttp://www.dukeofdefinition.com/Short_stories10.htmFCAT ExplorerReading Plus


Preclude Repose Subside termination

VOCABULARY:"Marigolds"

bravado, degradation exuberance futile impotent nostalgia ostensibly perverse poignantly retribution squalor stoicism

Vocabulary Center @ Classzone.com

HOME LEARNING:

May vary based on student need

EVALUATION:-Teacher made test-Test Generator CD(A,B/C)-Plot related collaborative project-Student writing

Utilize Discovery Education clips to build background before reading the text Review Setting/Mood (see Literary Workshop) Quick Write & Discussion: Do acts of revenge ever resolve conflicts? Explain p. 342 Resource Manager p. 81, Strategy: Paraphrasing Learn about the author: @ Classzone.com McDougal Littell TE: Carnival Season p.345

BACKGROUND/FRONTLOADING ACTIVITIES (3-5 MINUTES):" Marigolds" Utilize Discovery Education clips as a way of discussion Learn about the author: @ Classzone.com McDougal Littell TE: The Great Depression of the 1930’s p. 409 Review Theme/Symbol (see Literary Workshop) Quickwrite & Discussion: Write down a moment that you were not too proud of; one that you regret p. 408 Strategy: Drawing Conclusions--Resource Manager p. 29

SETTING/MOOD/MAIN IDEA: "Cask of Amontillado" Targeted Passages

Lines 1-12, 64-70, 156-172, 214-219 Socratic Circle/Literature Circles

Discuss significance of illustrations in text. McDougal Littell TE

Discussion Prompts p. 352, 347 Literary Criticism Question # 11 p.353 Compare and Contrast: Speaker’s reaction to the raven p.143

Discussion: The connection between Edgar Allan Poe’s life and “The Raven”THEME/SETTING/DRAW CONCLUSIONS: "Marigolds"

o Targeted Passages p. 410, 416, 417, 419 Discuss the importance of setting p. 409 Literary Analysis p. 410, 414, 417, 418 Draw Conclusions p. 416

CONNECTING ACROSS TEXTS Informational Piece:

Reading for information: taking brief notes while reading Connect Informational Piece to Literary Text Resource Manager: Note Taking p.16



student data and needs. Teacher provides guided instruction utilizing the “I do,” “We do,” and “You do” model. (The teacher models the reading


Prefixes/Suffixes: Students will construct a prefix wheel on for the following prefixes from “The Cask of Amontillado”: dis-, un-, in-. Students will generate as many words as possible for the prefix wheel and select five of the words to write about one of the scenes from “The Cask of Amontillado.” (May be adapted for “Marigolds.”)

Descriptive Language: Descriptive detail charts – Complete chart that lists descriptive details and interprets the mood conveyed by the detail (suggested as a during reading activity)

Group B - Proficient: Prefixes/Suffixes: Students will utilize the prefix wheel to complete the practice sentences. Students will then create a

student dictionary that includes: prefix, word with the prefix, student-generated definition, context-rich sentence, and illustration. (May be adapted for “Marigolds.”)

Descriptive Language: Descriptive detail charts – Complete chart that lists descriptive details and interprets the mood



by Maya Angelou



SUGGESTED INDEPENDENT

NOVELS:Theme #1:

What does it take to be a survivor?

The Autobiography of Miss Jane Pittman(Ernest J. Gaines)




(W.P. Kinsella)






conveyed by the detail (suggested as a during reading activity). Students will then write about the setting/character using their own language to create mood and vivid description.

Group C - Advanced/Honors: Students will write an epitaph for Fortunato utilizing words from "The Cask of Amontillado" that include prefixes and

suffixes. Students will focus on utilizing vivid descriptive language and imagery. (May be adapted for “Marigolds.”)

Independent Work/Writing/Technology: Students work on activities that have been pre-selected by the teacher (based on Monthly/Interim data results or teacher observation). Students work on follow-up work presented during whole-group instruction and/or bell ringer.Students create/complete questions using Task Cards.Students respond in writing to teacher led or group work – See also discussion topics below in Resource Manager."The Cask of Amontillado"

(Advanced/Honors) Short Response: Examine Character Traits

Why is Montressor successful in first luring Fortunato into the vaults, and then in keeping Fortunado in pursuit of the cask? Use details, examples, and information from the text to support your answer.

Extended Response: Create a MonologueWhat do you think goes through Fortunato's mind after he realizes what has happened to him? Why doesn't he try to reason with Montressor? Use what you know about Fortunato to write a three to five paragraph monologue, retelling the last part of the story from his point of view.

"Marigolds" and "Sowing Change" - Newspaper ArticleAnalyze Ideas: Writing an analysis involves identifying and explaining the parts of a subject and, finally, arriving at a conclusion. Both "Marigolds" and "Sowing Change" feature gardeners and their work. Write a brief analysis of the benefits of gardens. Use details from the short story and the article to support your ideas.

Accelerated Reader/Independent Work :Silent reading of suggested novels.Independent reading logs.Reading response journalsAR QuizzesStudents work in literature circles with self-selected or teacher-selected novel



Group discussion/Socratic Circle Topics: "Cask of Amontillado"o (Analyze Mood): What is the overall mood, or atmosphere, of this story? In your opinion, what contributes most to the

mood--the setting, the sound and rhythm of the language, or descriptions of Montresor's thoughts, feelings, and actions? Provide details from the story to support your opinion.

o (Evaluate Narrator): Consider whether Montressor is a reliable or an unreliable narrator. Is the reader to believe, as Montressor does, that his revenge is justified? Cite evidence from the story.

o (Compare and Contrast): Poe often drew inspiration for his tales of horror from the real world. Compare the details of "The Story Behind 'The Cask of Amontillado'" on page 352 with the story of Montresor and Fortunado. How similar are the accounts?

o Literary Criticism (Critical Interpretations): In defining the short story as a literary form, Poe emphasized that every word should contribute to a "unity of effect or impression." He believed that a writer should first choose a "unique or single effect" to convey, then invent events "as may best aid him in establishing this preconceived effect." How well does Poe achieve a "unity of effect" in this story? Give examples from the text to support your answer.

Group discussion/Socratic Circle Topics: "Marigolds"o (Draw Conclusions): What leads the young Lizbeth to destroy Miss Lottie's marigolds? Support your conclusions with

evidence from the story.



Fiction Articles Fluency

Passages Interactive

Word Walls USA

Today/Other Periodicals

Political Cartoons

Photo Essays FOCUS C-Palm AR Reading

Logs and Quizzes

o (Analyze Climax): Identify the climax of the story. What change does this turning point initiate in the narrator? in Miss Lottie? Cite evidence to support your answers.

o (Analyze Symbolism): Miss Lottie's marigolds are central to the story. What do they symbolize? What ideas do you associate with them? Why?

o (Interpret Theme and Setting): The narrator and Miss Lottie respond to their impoverished surroundings in very different ways. What message does the story convey about the impact of poverty on people's lives? What other themes does the story impart?

o (Evaluate Ideas): Reread the next-to-last paragraph (lines 292-300). Do you agree with what the narrator says about innocence and compassion? Use evidence from the story as well as your own experiences to explore your answer.

o (Literary Criticism: Can "Marigolds" be considered social commentary on racial segregation? Cite evidence to support your answer.

Extension Activities:o Use the text-coding strategy to read and analyze the magazine article "Sowing Change" p. 423o Consider using the text-coding strategy to read and analyze "The Story Behind The Cask of Amontillado" p. 352


Teacher Notes/Comments:

October 8 - 19, 2012 INSTRUCTIONAL PACING GUIDE FOR 9TH GRADE RESOURCESSCHOOL-WIDE/ PRIMARY BENCHMARK:

LA.910.2.1.5

Bell Ringer Activity (5-15 minutes): Explicit instruction in FCAT Benchmark Vocabulary and Passage Vocabulary CORE TEXT BOOK:

McDougal Littell Literature

PLOT DEVELOPMENT&

LA.910.2.1.7 FIGUARATIVE AND DESCRIPTIVE

LANGUAGE



SECONDARY BENCHMARK: Based on current data

OBJECTIVES:

Students will.. Analyze the elements of

plot Analyze, interpret, and

evaluate an author’s use of descriptive language

ESSENTIAL QUESTION:

How does Stephen King use foreshadowing to deepen the mood of suspense?

VOCABULARY:

At Teacher’s DiscretionVocabulary Center @

Classzone.comHOME LEARNING:

May vary based on student need

EVALUATION:-Teacher made test-Test Generator CD(A,B/C)-Plot related collaborative project-Student writing



instruction**) Explicit vocabulary instruction – see weekly vocabulary words listed in sidebar. Set the purpose for the lesson : Through reading “Sorry, Right Number,” students will analyze how the use of

dialogue develops over the course of a text, interact with characters, and advance the plot or develop the theme. Students will also demonstrate an understanding of figurative language and analyze how it creates mood and tone.



the reading and thinking process aloud and walks through how he or she uses the benchmark to process the text.

PLOT DEVELOPMENT Power-point, transparencies Presentations using www.prezi.com Additionally, model how to identify and analyze descriptive and figurative language, and how the author's use of both

types of devices along with dialogue intensifies the suspense within the play. Literary Analysis Workshop pp. 24-27

Part I: Plot Stages and Conflict Part 2: Sequence and Time

Literary Analysis Workshop pp. 302-307 Setting, Mood, and Imagery

Part I: Setting pp. 302-303 Part II: Imagery and Mood pp. 304-305

Literary Analysis: Plot in Drama pp. 149, 154, & 159, Literary Analysis p.166:

Reading a Teleplay (#5) Analyze Plot in Drama (#6) Analyze Foreshadowing (#7)

Literary Criticism Author's Style (# 11)

Plot, Exposition, Rising Action, Climax, Falling Action, Resolution, Conflict, Chronological Order, Flashback, Foreshadow, Setting, Imagery, Mood

DESCRIPTIVE LANGUAGE: Power-point, transparencies Presentations using www.prezi.com Gallery Walk using descriptive/figurative language examples Using figurative devices, come up with one for each vocabulary word in the story – e.g. “The silhouette was as thin as a

rail.” Analyze figurative/descriptive language in small groups for portion of the story Ability to bring narrative to life through sensory details

BACKGROUND/FRONTLOADING ACTIVITIES (3-5 MINUTES): Teacher's Edition pp. 148-167 Use a Discovery Learning Video to build background knowledge on the benchmarks and the author. What sends a CHILL down your spine? p. 149 READING SKILL P. 149 READING A TELEPLAY P. 149 QUICKWRITE P. 148

Literary Text"Sorry, Right Number" by Stephen King, pp. 150-164

Informational Text"from On Writing" by Stephen King, p. 165

Multimedia: Discovery Education (portal)http://www.classzone.com





by Maya Angelou



SUGGESTED INDEPENDENT NOVELS:Theme #1:

What does it take to be a survivor?


(Ernest J. Gaines)



Theme #2


SMALL GROUP – DIFFERENTIATED INSTRUCTIONTeacher Led: (25-30 minutes)

Select resources and activities based on data. The activities below are just samples and should be adjusted based on student data and needs. Additional resources, strategies, and activities are listed below under “Resource Manager” and may be substituted for those listed below when necessary to meet student needs.

Teacher provides guided instruction utilizing the “I do”, “We do”, and “You do” model. (The teacher models the reading and thinking process aloud and walks through how he or she processes the text.)

Group A - Less Proficient / ELL Students: Main Idea: Teacher will explicitly instruct students on stated and implied main idea; WIN strategy; and GIST strategy.

Teacher will assign chunks of non-fiction article on p. 165 for students to read and answer the main idea questions that commonly show up on FCAT: 1) What is the main idea? 2) What would be another good title for this selection? 3) What sentence from the selection gives the best summary? 4) What is the essential message of this selection?

Descriptive Language: Define/recall the meaning of various literary elements and types of figurative language. Identify six examples of figurative language in the Teleplay, “Sorry, Right Number.” Describe how they were used.

Group B - Proficient: Main Idea: Teacher will read the non-fiction article on p. 165. Based on reading the short story and the non-fiction

article, students will answer the question in the form of a chart to synthesize the information. Descriptive Language: Interpret the use of literary elements and types of figurative language in a text and analyze how

descriptive language affects mood: Student groups will be given a mood (e.g. scary) and have to write a sentence using descriptive language in order to create that mood in their writing.

Group C - Advanced / Honors: Main Idea: Students will write a news article (see p. 319, Writing Prompt) utilizing the synthesis chart on p. 316. Descriptive Language: Analyze how the use of literary elements and types of figurative language add meaning to a

text. Students will compare the poem by Sara Teasdale on page 698. 1) What overall mood do you get from the setting described in this poem? When does this mood shift? How does the poet Sara Teasdale change it? (HOT Q) 2) What differences can you identify between the poet’s portrayal of nature and the portrayal of humankind? Analyze how and why she makes these differences clear. (HOT Q) 3) Have you ever felt insignificant in the face of nature? Do you think that is how the poem is trying to make us feel? (HOT Q) (May be adapted for Less Proficient)

Independent Work/Writing/Technology:Students work on activities that have been pre-selected by the teacher (based on FAIR/Monthly/Interim data results). Students work on follow-up work presented during whole-group instruction and/or bell ringer.Students create/complete questions using Task Cards.Students respond in writing to teacher led or group work – See also discussion topics below in Resource Manager.

(Analyze Plot in Drama): Create a plot diagram like the one shown on page 166. Then place the events of Sorry, Right Number in their correct position on the diagram. More than one event may be placed in each position.

(Analyze Foreshadowing): In drama as in other fiction, foreshadowing can deepen a mood of suspense by hinting at future events. Go back through the teleplay and find examples of foreshadowing. For each example, provide a description of what eventually happens.

Finding main idea of portion of the story in small groups. Challenge higher-level students to write main idea in 5 sentences or less without repeating any words. (Advanced / Honors - may be modified for Less Proficient students)

Extended Response: Write a SummaryYour school librarian has asked you to write a summary of Sorry, Right Number. In your summary, include key information about the plot, the setting, and the main characters. Provide enough detail so that other students can decide if they want to read the play.

Short Response: Create DialogueImagine that Katie tries to explain to her family what occurred with the phone call. What does she say? How does her family react? Write one-half page of the dialogue that you imagine would occur.

Accelerated Reader:Silent reading of suggested novels.Independent reading logs.Reading response journalsAR QuizzesStudents work in literature circles with self-selected or teacher-selected novel

Resource Manager: (Additional resources, strategies, and activities listed below may be used for Whole Group, Independent Work,

What is worth fighting for?Shoeless Joe

(W.P. Kinsella)






ADDITIONAL RESOURCES: Reading Coach Task Cards Item Spec Card Relevant Non-Fiction

Articles Fluency Passages Interactive Word Walls USA Today/Other

Periodicals Political Cartoons Photo Essays FOCUS C-Palm AR Reading Logs and

Quizzes

or Home Learning). Group Discussion/Socratic Circle Topics:

(Interpret): How would you explain the vague understanding-the "desperate hope ...trying to be born"--that comes to Katie after she hears her own voice on the phone? Support your answer.

(Make Judgments): Could Katie be in any way responsible for her husband's death? (Author's Style): In the excerpt from On Writing (page 165), Stephen King lists what he considers the qualities of

good writing: "style, graceful narration, plot development, the creation of believable characters, and truth telling." Which of these qualities does this teleplay best exemplify? Cite details, including line of dialogue and examples of camera directions, to support your opinion.

Extension Activities: Use the text coding strategy to read and analyze the excerpt from Stephen Kings memoir p. 165. Connect: How has reading some of King's thoughts on writing helped you appreciate the author's creation of "Sorry,

Right Number"? Analyze: King refers to the importance of "plot development" and "believable characters." How are these two aspects

of good writing linked in "Sorry, Right Number"? Evaluate: Do you think that King was equally successful in plot development and character creation in the teleplay?

Give reasons for your answer.

CLOSURE: (5 minutes)Wrap-up lesson, relate back to Essential Question, Quick write-Essential Question, assign Home learning, Exit Slip, etc…

Model the Strategy (I DO) Before Reading Scan the article-: Look for Text features- (Find one and model and discuss why you chose it.) Then We Do-have some students volunteer to point out a text feature, read and star them You Do-Have students locate other text features and then review them, have a discussion about text features and the reasons they are important to read

them first (they are details that support the main idea). Discuss things we know about the reading just from looking at the text features (building background knowledge). Discuss what other text features they might see in a passage. Set a purpose for reading, by turning the title into a question, or looking at the text features and what they learned from the text features. I Do - model for the

students in your own think aloud. We Do: Poll the room and ask for purpose/prediction-ask them to justify why. Preview the questions and underline key words in the question -Come up with a code for each question if you are able to identify the benchmark, for example

cause/ effect c/e. If the benchmark does not stand out, tell students not to worry about it. The reason to do this is if the teachers have taught specific strategies for teaching: for example, cause and effect they can recall those strategies.

Remember to follow the I DO, WE DO, YOU DO-You do one, do some together and then have the students do a few, review. Stress to the students that these are pre-reading strategies.

Model the Strategy (I DO) During Reading Read the 1st part of the passage and think aloud, Discuss the WIN strategy-W-Who or What this section of text is about. I=what is the most important about the who and the what and N=underline if the main idea is directly stated or write the main idea in the least amount of

words (5 or less words) this is the GIST. If using the text book, use 2 column note, on the left is the who or what on the right is the Gist on the Who or What Important MODEL: I do-Think aloud, show your thought process. Write or underline a gist in the margin after reading sections of text or If using the

text book, use 2 column note, on the left is the who or what on the right is the Gist on the Who or What Do the 1st two paragraphs as an I DO (model the process). Stress to the students that the GIST should only be 1-5 words. Important MODEL: I do-Think aloud, show your thought process While doing the GIST continue to use the Win strategy to get at the GIST. W=the Who or the What the article/passage is about. I=the most important information about the Who or the What. N=in the least amount of words possible. Continue to read the story together-using CLOZE reading, choral reading, finish the sentence, partner reading and discuss. Please do not have 1 student

read while everyone else reads: this practice does not encourage active engagement. MOPP –Explicitly model discuss Text Structure: How is the article organized? How do you know? Signal Words….Review text structure after each one has

been taught explicitly: What is the author’s perspective/point of view? How do you know? What word choice and examples does the author use to let you know? What is the author’s purpose in writing this article? How do you know? Important MODEL: I do-Think aloud, show your thought process, when students get used to it then gradually release to We Do and You Do.

We Do: Continue to verbally discuss WIN and write or underline a GIST together after each section of text. If using the text book, use 2 column note, on the left is the who or what on the right is the Gist on the Who or What

You Do: Have the students try 1 or two paragraphs on their own and write or underline the GIST, go over their answers. If there are questions, remind them of the key words that were underlined: What is the question asking? Review the text structure. Ask students to reflect on why the author chose this method of development/pattern of organization to support the main idea of the

article. Answer the questions together by covering the answer choices and formulate an answer in your head from looking at the text. Go back to the GIST that

might lead you to the right answer (unless the question stem says Which statement would the author most likely….. or which words mean…..). Remember model this!!!! Look at the choices and choose the answer that most closely matches what you are thinking in your head. Again follow I DO, WE DO, YOU DO Discuss distracters and reason one answer is better than another.

Use this same strategy to explicitly model any strategy or benchmark that you are teaching

Other After Reading: (Can be done in Independent Group) RAFT assignment Quick Writes on the Essential Question Write student-generated questions with the Task Cards Socratic Circles

During Reading Selective Underlining WIN Gist MOPP

After Reading MOPP

Active Reading Strategies (SWAG) MOPP Scan the article & star and read all features –Set a purpose Identify Main Idea Words-Preview the questions and underline key words Organizational Pattern (Text Structure, Methods of Development) And…. Perspective of the Author GIST using the WIN strategy Purpose (What is the author’s purpose in writing this article?)