grade 8 teacher’s manual · 2017-12-28 · • freak the mighty by rodman philbrick the giver by...

Grade 8

The Giverby Lois Lowry

This Newbery Award-winning novel tells the story of Jonas, a young man in a seemingly perfect society who is singled out to receive special training from The Giver, who holds the memories of life’s true pain and pleasures.

Unit 3: Analyzing Elements of Fiction, Week 5

T e a c h e r ’ s M a n u a l

s a m p l e l e s s o n

© 2006 Developmental Studies Center, Illustration by Vivienne Flesher

Grade 8

Strategies That Build Comprehension and Community

T e a c h e r ’ s M a n u a l

s a m p l e l e s s o n

comprehension Focus

• Studentsanalyze relationships among character, setting, and plot in a novel.

• Studentsexploretheroleoftheclimaxin the plot.

• Studentsmake inferences and think about explicitandimplicitmeaningsintext.

• Studentsexplore literary devices, includingsymbolism.

social Development Focus

• Studentstakeresponsibilityfortheirlearningand behavior.

• Studentsdevelopthegroupskillofaskingclarifyingquestions.

Overviewof Week 5

unit 3 A analyzing elements of Fiction

165

Alternative Book

• FreaktheMighty�byRodmanPhilbrick

The Giver� by Lois Lowry (Laurel-Leaf Books, 2002)

synopsis Jonas’sworldseemsperfectuntilheisselectedtoreceivespecialtraining and finds out the truth abouthiscommunity.

Grade Eight 165

unit 1 A Week 1 A Day X

Materials• The Giver (pp. 152–166)

• “PlotOutlineforThe Giver”chartfromWeek4

166 Making Meaning

unit 3 A Week 5

Day 1read-aloud

lesson PurposeStudents:

A make inferences to understand a story.

A analyze relationships among character, setting, and plot in a novel.

A Continueoutliningtheplotofthestory.A Explorecharacterchangeasaresultof

conflictandresolutionintheplot.

A Exploretheroleofclimaxinaplot.

A Use“HeadsTogether.”

BrIeFlY reVIeW The sTOrY usInG “heaDs TOGeTher”Tellthestudentsthattheywilluse“HeadsTogether”asthey reviewthepartsofThe Givertheyheardlastweek.Readeachof thefollowingsentencesaloud.Foreachsentence,brieflyhavegroupsuse“HeadsTogether”tosharewhattheyremember aboutthestoryfromthatsentence:

p. 117 “Hedecidednottotell.”

p. 120 “‘Forgiveme,’hesaid.”

p. 134 “‘What’swrong,Jonas?Itwasonlyagame….’”

p. 143 “‘It’sinyourrules,Jonas.Butitwasn’tinhers.’”

p. 151 “‘Well,thereyouare,Jonas.Youwerewonderingaboutrelease,’hesaidinabittervoice.”

reVIeW The PlOT OuTlIne charTDirectthestudents’attentiontothe“PlotOutlineforThe Giver” chart.Reviewtheitemsonthechartunder“Jonas’slifeaftertheceremony.”

Heads Together

166 Making Meaning®

The reading life

Teacher note

Someofthemostsignificant

pointsintheplotinclude:

- Jonasisselectedtobe

TheReceiver.

- TheGivergivesJonasavery

painfulmemoryofwar.

- Jonasreceivesamemoryin

whichhelearnsaboutlove.

- Jonaswatchesavideoofhis

father“releasing”anewchild

andrealizesthathekilledit.

Grade Eight 167

analyzing elements of Fiction

Ask:

Q What do you think are the most significant things that have happened so far in the plot? Why do you think so?

Asthestudentsrespond,placeasmallstarnexttotheitemson thechart.

Pointoutthatinmostfictionplots,thereareanumberofsignificantevents,or“highpoints,”thatleadtothe“highestpoint”or climaxofastory.Theauthorbuildstheconflictinthestorythroughthesehighpoints.Intheclimax,themostdramaticactionoccurs.Thisclimaxandwhathappensrightafteritresultinthemostsignificantchangeforthemaincharacter.Explainthatinthisstory,Jonas’sviewingofthevideoshowingthekillingofthebabyistheclimax.Placealargestarnexttothisitem,andask:

Q How do you think Jonas will change as a result of seeing the video?

Students might say:

“IthinkJonaswillstarthatinghisfathernowthatheknows the truth.”

“IthinkJonaswillrunawayfromthecommunity.Maybehewillask to be released, like Rosemary.”

“Idisagreewith[Lyndon].Nowthatheknowswhat‘release’means, I doubt he will want to do that.”

reaD chaPTer 20 anD ParT OF chaPTer 21 alOuDExplainthatyouwillreadthenextone-and-a-halfchaptersaloud.Youwillstopfourtimesasyoureadtoday,andateachstopthestudentswilluse“HeadsTogether”andtalkaboutthethoughtsandquestionstheyhave.

Readaloudfrompage152tothebreakonpage166after“AndhehadtakenGabriel,too.”Stopasdescribedonthenextpage.

suggested Vocabulary

acquire: get (p. 156)

violation: breaking of a rule or law (p. 158)

solace: comfort (p. 161)

meticulously: carefully (p. 163)

Grade Eight 167


ell Vocabulary

EnglishLanguageLearnersmaybenefitfromdiscussingadditionalvocabulary,including:

fleeing: running away (p. 158)

absence: not being there (p. 160)

in unison: all together (p. 161)

opposite side: other side (p. 165)

Use“HeadsTogether”ateachofthefollowingstoppingpoints:

p. 155 “Jonaswatchedhim,andlistened.”

p. 161 “TheGiverwouldhelpthem.”

p. 164 “TheGiverwouldknowthatJonashadsaidgoodbye.”

p. 165 “‘It’sbye-byetoyou,Gabe,inthemorning,’Fatherhadsaid,inhissweet,sing-songvoice.”

Continue reading to the break on page 166.

DIscuss The sTOrY as a classFacilitateawhole-classdiscussionusingthefollowingquestions:

Q What have Jonas and The Giver decided to do? Why do you think they’re doing it?

Q What happens to force Jonas to flee the night before they planned?

Q (Rereadthefollowingsentenceonpage165:“‘It’sbye-byetoyou, Gabe, in the morning,’ Father had said, in his sweet, sing-songvoice.”)What’s unusual about the father’s behavior here?

Students might say:

“Jonasisforcedtoescapethenightbeforebecausehefindsoutthat Gabe is going to be released in the morning.”

“Ithinktheauthorwrotethepassagethatwaybecauseshewantsustofeelreallyhorrifiedthatthefatherissosweettowardachildhe’sgoingtokill.”

168 Making Meaning

unit 3 A Week 5 A Day 1

Heads Together


The reading life

DIscuss unDersTanDInG One anOTher DurInG “heaDs TOGeTher”Explain that over the past two weeks the students have been focusingoncontributingtheirideasandincludingeveryoneduring“HeadsTogether.”Thisweek,theywillthinkaboutwhethertheyarereallyunderstandingoneanotherinthegroup,andwhattheycandoiftheydon’tunderstand.Ask:

Q Have you had any experiences in which the group didn’t understand what someone in the group was saying? What happened? What did you do as a group?

Q Why is it important that everyone in the group understand what everyone else is saying?

Explainthattomorrowthestudentswillthinkaboutclarifyingquestionstheycanasktohelpthemunderstandoneanotherin the group.

Individualized Daily reading

reaD InDePenDenTlY anD MaKe InFerencesHavethestudentsreadfictiontextsattheirappropriatereadinglevelsindependentlyforupto30minutes.

Asthestudentsread,circulateamongthemandtalktoindividualstudentsabouttheirreading.Askquestionssuchas:

Q What do you think this [story] is about? Why do you think that?

Q What inference did you make as you read today? What clues helped you make the inference?

Attheendofindependentreading,havethestudentssharetheirinferenceswiththeclass.Havethemsharetheinferenceandthenreadthepassagethathelpedtheminfer.

Grade Eight 169


Grade Eight 169


170 Making Meaning


extension

OuTlIne OTher PlOTsProvidethestudentswithfurtherexperienceswithplotbyoutliningtheplotsofotherstoriesreadtogether.Thesecanbenovelsorshortstories.Followtheproceduresdescribedinthisunittoidentifywhatisknownatthebeginningofastory,themajorshiftsintheplot,dramaticeventsthatbuildtheconflict,andtheclimacticevent.Discusshowtheclimaxresultsinsomekindofchangeforthemaincharacterofthestory.


The reading life


• Chartpaperandamarker

• “WhatWeInferAboutJonas”chartfromWeek2

• student Book pages 31–33

• student Book,IDRJournalsection

Teacher note

Ifthestudentshavedifficulty

generatingclarifyingquestions,

suggestafewyourselfsuchas

thoseinthe“Studentsmight

say”note;thenask,“Whatother

questionscouldyouask?”

Grade Eight 171


Day 2read-aloud and Guided strategy Practice


A make inferences to understand a story.

A analyze relationships among character, setting, and plot in a novel.

A Explorecharacterchangeasaresultofconflictandresolutionintheplot.

A Use“HeadsTogether.”

A Askclarifyingquestions.

DIscuss asKInG clarIFYInG QuesTIOnsRemindthestudentsthatthisweektheyarefocusingonunderstandingoneanotherduring“HeadsTogether.”Ask:

Q Have you ever had trouble communicating exactly what you were thinking with your group? What happened? What makes it hard sometimes to communicate clearly?

Q What kinds of questions could your groupmates ask you to help you communicate more clearly?

Students might say:

“Wecouldaskthepersontorepeatwhatshesaid.

“Wecouldask,‘Canyousayitanotherway?’”

“Wecouldsay,‘Doyoumean…?’andsaywhatweheard.”

“Wecouldsaywhatpartweunderstandandwhatpartwe don’t get.”

Grade Eight 171


Asthestudentsbrainstormquestions,recordtheseonasheetofchartpaperentitled“ClarifyingQuestionsICanAsk.”Ask:

Q If you don’t understand what someone says in your group today, whose responsibility is it to make sure you do understand? Why is it important to take that responsibility?

Encouragethestudentstomakesuretheyunderstandoneanotherintheirgrouptodayandtoaskclarifyingquestionstohelpthem.Tellthemthatyouwillcheckinwiththemattheendofthelesson.

DIscuss characTer chanGeRemindthestudentsthatinfictionstories,themaincharacterchangesasaresultoffacingconflict.Themostsignificantchangeusuallyhappensaftertheclimax,orthemostdramaticeventinthe story. Remind the students that in The Giver,theclimaxiswhenJonaswatchesthevideoofthebaby’s“release.”

Directthestudents’attentiontothe“WhatWeInferAboutJonas”charttheycreatedearlyinthestory.Ask:

Q What was Jonas like at the beginning of the story?

Have the students turn to student Book pages 31–33. Point out that theexcerptisfromthepartofthestorytheyheardearlier.Askthestudentstoindividuallyrereadtheexcerpt,andthenworkintheirgrouptounderlinepassagesthatshowhowJonashaschangedfromthebeginningofthestory.Remindthemtomakesuretheyareunderstandingoneanotherandtoaskclarifyingquestions, ifnecessary.

Afterallowingsufficienttimeforgroupstowork,signalfortheirattention and ask volunteers to share passages their group underlined.Followupwithquestionssuchas:

Q What does this passage tell us about how Jonas has changed?

Q Would the old Jonas have acted this way? Why does it make sense that he has changed in this way?

Q Do you agree or disagree with what [Corazon] said? explain.

Teacher note

Somepassagesfromtheexcerpt

thatindicatecharacterchange

include:

• “‘Iwon’t!Iwon’tgohome!You

can’tmakeme!”

• “Jonaslookedupwildly.‘No

oneheardthatlittletwincry,

either!Noonebutmyfather!’”

• “‘Iwilltakecareofthat,sir.I

willtakecareofthat,sir,’Jonas

mimickedinacruel,sarcastic

voice….Hecouldn’tseem

to stop.”

• “‘Butheliedtome!’

Jonas wept.”

• “Jonaswrappedhisarms

aroundhimselfandrocked

hisownbodybackandforth.

‘Whatshoulddo?Ican’tgo

back!Ican’t!’”

• “Jonasfoundhimselfusing

thenasty,sarcasticvoiceagain.

‘Thenwe’llhaveasharing

offeelings?’”

• “‘Andlove,’Jonasadded,

rememberingthefamily

scenethathadsoaffected

him.‘Andpain.’Hethought

againofthesoldier.”

172 Making Meaning



The reading life

Grade Eight 173


reaD The resT OF chaPTer 21 alOuDExplainthatyouwillrereadpartofwhatyoureadyesterdayin The Giver,thencontinuereadingseveralmorepages.Youwillstoptwiceasyoureadsothestudentscanuse“HeadsTogether”andtalkaboutthethoughtsandquestionstheyhave.EncouragethemtocontinuetolistenforwaysthatJonashaschangedfromthebeginningofthestory.

Rereadfrom“Jonasreachedtheoppositesideoftheriver”onpage165,thencontinuereadingtotheendofpage169,stoppingasdescribedbelow.


isolated place: a place without people (p. 167)

fugitives: people who run away or escape a place (p. 167)

taut: tight, stiff (p. 168)

vigilant: watchful (p. 169)

ell Vocabulary


stir: movement (p. 166)


p. 167 “Togetherthefugitivessleptthroughthefirst dangerous day.”

p. 169 “Finallytherewasanentiredayandnightwhen theydidnotcomeatall.”

DIscuss The sTOrY as a classFacilitateawhole-classdiscussionusingthefollowingquestions. Bereadytorereadfromthetexttohelpthestudentsrecallwhatthey heard. Ask:

Q What other evidence did you hear that Jonas has changed from the beginning of the story?

Heads Together

Grade Eight 173


174 Making Meaning


Students might say:

“JonasisreallylovingtowardGabeandhetakescareofhim. Atthebeginningofthestoryheignoredhimmore.”

“Inadditiontowhat[Marcus]said,atthebeginningofthebook,Jonascountsonthecommunitytotellhimwhattodowhentheplanefliesoverhead.Nowhehastofigureitoutonhisown.HehidesandtriestomakeGabeandhimselfcold.”

BrIeFlY reFlecT On asKInG clarIFYInG QuesTIOnsAsk,andbrieflydiscuss:

Q Did you have the opportunity to ask any clarifying questions in your group today? Tell us about it.

Encouragethestudentstocontinuetolookforopportunitiesto askclarifyingquestionstohelpthemunderstandoneanotherinthe group.


DOcuMenT IDr cOnFerences/ haVe The sTuDenTs WrITe In TheIr “IDr JOurnal”Havethestudentsreadindependentlyforupto30minutes.

Usethe“IDRConferenceNotes”recordsheettoconductanddocumentindividualconferences.

Attheendofindependentreading,havethestudentswritein their“IDRJournal”abouttheirinferencesandthecluestheyused toinfer.


The reading life


• “PlotOutlineforThe Giver”chart(fromWeek4)

• student Book,IDRJournalsection

Grade Eight 175


Day 3read-aloud


A Finishoutliningtheplotofastory.A analyze relationships among character, setting,

and plot in a novel.

A Explorecharacterchangeasaresultofconflictandresolutionintheplot.

A Exploreanexampleofsymbolism.

A Use“HeadsTogether”andaskclarifyingquestions.

aDD TO The PlOT OuTlIne charTDirectthestudents’attentiontothe“PlotOutlinefor The Giver” chart,andreadtheitemsonthechartunder“Jonas’slifeaftertheceremony.”Ask:

Q What has happened since the climax of the story?

Students might say:

“Jonashasabreakdownwhenherealizesthetruth.”

“TheGiverandJonasstartplanninghisescape.”

“JonasfindsoutthatGabeisgoingtobereleasedin the morning.”

Asthestudentsshare,recordtheircommentsonthechartunder“Jonas’slifeaftertheceremony.”

Explainthatyouwillreadthelasttwochaptersofthebooktoday.Referringtotheplotoutline,ask:

Q How do you think this story might end? Why would that make sense for this story?

EncouragethestudentstolistenforhowtheauthorendsthestoryandanymoreevidencethatJonashaschanged.

Teacher note

Ifnecessary,addthefollowing

eventstothechart:

- JonasandTheGiverplanJo-

nas’sescape.

- JonaslearnsthatGabe

isgoingtobereleasedin

themorning.

- HetakesGabeandescapes

withoutsayinggoodbyeto

TheGiver.

- Theyhidefromsearchplanes

astheytravelfartheraway.

Grade Eight 175


176 Making Meaning


reaD chaPTers 22 anD 23 alOuDReadchapters22and23aloud(pp.170–179),stoppingasdescribedbelow.


diminished: lessened and disappeared (p. 170)

cultivated fields: farmed fields (p. 171)

inadequate: not good enough (p. 174)

lethargy and resignation: tiredness and giving up (p. 176)

impeded: slowed down (p. 176)

ell Vocabulary


flagging: weakening (p. 172)

summit: highest point (p. 177)


p. 173 “Henolongercaredabouthimself.”

p. 179 “Butperhapsitwasonlyanecho.”

DIscuss The sTOrY as a classFacilitateawhole-classdiscussionusingthefollowingquestions. Bereadytorereadfromthetexttohelpthestudentsrecallwhatthey heard. Ask:

Q What happens at the end of the story? Why do you think so?

Q What has happened to the memories Jonas had? What effect do you think this will have on his community?

Q The author intentionally begins and ends the story in December. Why do you think that is? How is Jonas’s December different at the end, compared with the beginning?

Heads Together


The reading life

Grade Eight 177


Students might say:

“Attheendofthestory,Jonasfindsacommunitywherepeoplehavefeelingsandlove.It’shardtotellwhetheritreallyhappensor he dreams it, though.”

“IthinkJonassaveshiscommunity.Theygettohavememoriesnow,andfeelings.”

“Idisagreewith[Peter].Attheenditsaysmaybethemusicheheardfromtheplaceheleftwasonlyanecho.”

“Atthebeginningofthestory,JonasfeelsapprehensiveaboutDecember.Attheend,it’saboutfamilyandloveandhope.”

Ask:

Q Where have we heard about the sled before?

Point out that sometimes when an author intentionally repeats an image,theimagecomestomeansomethinginthestory.Explainthatthisiscalledsymbolism.Askthefollowingquestion,andbereadytorereadearlierpassagesaboutthesledfrompages80–82and 108–109:

Q What do you think the sled has come to symbolize,or mean, in the story? Why?

Students might say:

“Ithinkthesledsymbolizeslifebeyondthecommunity.Everythinginthecommunitywasgray,butJonassawthesledincolor.”

“Inadditiontowhat[Felicia]said,Jonasdidn’tevenknowwhatasledwasatfirst.Butnowheknowsit’swaitingforhim.ItshowshowJonaschanged.”

“Thesledisalsosomethingthatmovesfast.Itsymbolizeshisescapetoanewworld.”

reFlecT On THE GIVER anD On asKInG clarIFYInG QuesTIOnsAsk,andbrieflydiscuss:

Q What did you enjoy about hearing and talking about The Giver over the past few weeks?

Grade Eight 177


178 Making Meaning


Q now that you have heard the whole novel, what would you say The Giver is really about? Why do you think so?

Q What did you learn about fiction that you think will help you when you read your own novels?

Q What did you learn about working in groups that will help you the next time you work in a group?

Encouragethestudentstocontinuetolookforopportunitiestoaskclarifyingquestionsofoneanotherwhentheyworkintheirgroup.


DOcuMenT IDr cOnFerences/ haVe The sTuDenTs WrITe In TheIr “IDr JOurnal”Havethestudentsreadfictiontextsindependentlyforupto 30 minutes.

Usethe“IDRConferenceNotes”recordsheettoconductanddocumentindividualconferences.Attheendofindependentreading,havethestudentswriteintheir“IDRJournal”abouthowtheydidusingself-monitoringandrereadingwiththeirindependent reading.


The reading life

Materials• Fictiontextsatappropriatelevelsforindependentreading

• “ReadingComprehensionStrategies”chart

• Medium-sizedself-sticknotes foreachstudent

• assessment Record Book

• (optional)Spacefortheclassto sitinacircle

Grade Eight 179


Day 4Independent strategy Practice


A Reviewthereadingcomprehensionstrategies they have learned.

A Applystrategiesrelatedtofictiontotheirindependent reading.

A Use“HeadsTogether”andaskclarifyingquestions.

A Haveacheck-inclassmeeting.

reVIeW sTraTeGIes learneD In The unITDirectthestudents’attentiontothe“ReadingComprehensionStrategies”chartandreviewthatthestudentsusedquestioning, inferring, and visualizing to think and talk about The Giver. They also used understanding elements (character, setting, and plot) and devices (flashback, foreshadowing, symbolism). Ask:

Q What have you learned about what happens to main characters in fiction?

Q What have you learned about setting? How is setting important to what happens in the story?

Q What have you learned about how plots are put together?

Ifnecessary,remindthestudentsthattheyhaveexploredmanyrelationshipsamongcharacter,setting,andplotastheyheard The Giver.Theythoughtabouthowcharacterschangeasaresultofwhathappenstothem,howconflictisdevelopedinaplot,andtheroleoftheclimaxofastory.Theyalsothoughtabouthowthesettingaffectsthecharactersandwhathappenstothem.

reading comprehension strategies

- Recognizingtextfeatures

- Questioning

Grade Eight 179


180 Making Meaning


Remindthestudentsthatthepurposeofstudyingelementsanddevicesoffictionistohelpthemusetheelementsanddevicestobetterunderstandthefictiontheyreadontheirown.

PrePare TO MarK eleMenTs anD DeVIces In InDePenDenT reaDInGExplainthattodaythestudentswillreadtheirownfictiontextsindependently.Astheyread,theywilluseself-sticknotestomarkplaceswheretheyrecognizeelementsordevicesoffictionthattheyhavelearned.Encouragethemtobereadytosharewhattheymarked in their group.

reaD InDePenDenTlY anD MarK eleMenTs anD DeVIcesHavethestudentsreadfictiontextsindependentlyfor20–30minutes. Stop them at ten-minute intervals and have them use “HeadsTogether”tobrieflyshareanyelementstheyhavemarkedusingself-sticknotes.Atthefirststop,remindthestudentstotelltheirgroupthetitleoftheirbookandthenameoftheauthor,andtosayafewsentencesaboutitsplot.

Circulateamongthestudentsandnoticewhethertheyarerecognizingdifferentelementsoffictionintheirreading.Probe thethinkingofindividualstudentsbyaskingquestionssuchas:

Q What’s happening in your story?

Q Have you gotten to the climax of your story yet? If so, what happens?

Q How is the character changing, or how do you think she will change? What in the text makes you think so?

Q are you noticing the author using [flashback/foreshadowing/symbolism] in your story? How?

Heads Together


The reading life

Grade Eight 181


class comprehension assessment Listenforevidencethatthestudentsaremakingsenseoftheirreading.Askyourself:

Q Do the students recognize when they are making inferences?

Q Do they recognize relationships among character, setting, and plot?

Q Do they notice literary devices such as flashback, foreshadowing, and symbolism?

record your observations on page 15 of the Assessment Recor�d Book.

DIscuss eleMenTs anD DeVIces usInG “heaDs TOGeTher”Aftertheindependentreading,use“HeadsTogether”tohavethestudentstalkabouttheelementsanddevicestheymarked.Remindthemtotakeresponsibilityforthegroupworkbycontributingtheirideas,includingeveryone,andaskingclarifyingquestionsifnecessary.Tellthemthatyouwillcheckintoseehowtheydidattheendofthelesson.

Afterallowingsufficienttimeforgroupstoshare,signalforthestudents’attentionandhaveafewvolunteersshareelementstheymarkedwiththeclass.Probethestudents’thinkingbyasking:

Q Read aloud the passage that you marked. How is that an example of [foreshadowing]?

Q Why does it make sense that your character would change in that way, based on what has happened in your story?

Q You marked a passage that describes the setting. How do you think the setting affects the characters in your story?

Encouragethestudentstocontinuetomarkelementstheynoticeastheyreadfictionindependently.

Heads Together

Grade Eight 181


haVe a BrIeF checK-In class MeeTInG aBOuT WOrKInG In GrOuPsTellthestudentsthattheywillhaveabriefcheck-inclassmeeting,andhavethemsitsotheycanallseeoneanother.Reviewtheclassmeeting ground rules.

Remindthestudentsthattheyhavelearnedandpracticed“HeadsTogether”andthoughtabouttakingresponsibilityfortheirgroupwork.Helpthestudentsreflectontheirworktogetherbyasking:

Q What have you learned about how a well-functioning group works?

Q How have you learned to take responsibility for the functioning of your group?

Q What else have you learned about working in groups that will help you the next time you work in a group?

Encouragethestudentstocontinuetolookforopportunitiestotakeresponsibilitywhenworkingingroupsbycontributingideas,includingeveryone,andaskingclarifyingquestionsofoneanother.

Havethestudentsbrieflydiscusshowtheydidfollowingthegroundrulesduringtheclassmeeting.Ifnecessary,reviewtheproceduresforreturningtotheirseats,andadjournthemeeting.

Teacher note

This is the last week in Unit 3.

Youwillreassignpartnersfor

Unit 4.

182 Making Meaning



The reading life

Individual comprehension assessmentBeforecontinuingwithUnit4,takethisopportunitytoassessindividualstudents’progressinanalyzingelementsoffictiontomakesenseofwhattheyread.Refertopages36–37intheassessment Record Book forinstructions.

IDr conference Week TakeabreakfromtheMakingMeaninglessonsin theupcomingweekanduseyourdailyreadingblockforIDR.Asthestudentsreadindependently,youwill haveanopportunitytoconferwitheverystudentandtodocumenttheseconferencesusingthe“IDRConferenceNotes”recordsheet.(Seepage49intheassessment Record Book.)Duringtheyear,eachstudent’saccumulatedIDRconferencerecordsheetswillbecomearecordofher progress over time.

ContinuewithUnit4,Week1,inthefollowingweek.

extension

lOOK FOr sYMBOlIsM In OTher sTOrIesInvitethestudentstolookforexamplesofsymbolisminstoriesthey read, hear, or see (on television or at the movies) and to bring theseexamplestosharewiththeclass.Encouragediscussionaboutwhat the symbols mean in the stories, and why those symbols makesensefortheirstories.

Grade Eight 183


Grade Eight 183

grade 8 teacher’s manual · 2017-12-28 · • freak the mighty by rodman philbrick the giver by...

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