The Challenge (Lesson Plan)

Week Of: January 12-16,2009
MONDAY1.12.2009

Standard(s) 6.LD-V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.

WARM UP: (BCR)
Basketball is a sport, or game, in which you bounce and throw a ball.
What do players do in soccer? How about in tennis?
List as many verbs/ adjectives as you can to illustrate the sports.

Goal(s)/ Expectation(s) for the Week
T1 GOAL: Use a dictionary to define words from grade level text.
T2 GOAL: Recognize words with multiple meaning when used in the context of the sentence.
T3 GOAL: Using context clues, define unknown words from the story.

ESSENTIAL QUESTION: How do you find the meaning of unknown words using context clues?
PRODUCT: Make a list of words with multiple meanings from the text “The Challenge”.

Guided Instruction & Independent Practice/Study
WHOLE GROUP INSTRUCTION:
Refer to the K-W-L Chart. Brainstorm and fill the column of K and W.

TELL: Have students turn to Anthology pages 298-299. Read aloud the title and have students tell what they think “Attention, Please!” means. Read the captions by the photographs on page 298 with students. Make sure they understand the words notice and attention based from how it was used in the text. Direct students’ attention to the photograph on page 299. ASK: Why is this girl raising her hand? Do you often raise your hand if you know the answer to a question in class? Why or why not.
SHOW: On the Promethean Board, show the PowerPoint Presentation on Multiple Meaning Words.

SMALL GROUP INSTRUCTION:
Break the class into three small groups.
T1: List three words from the novel and give at least three different definitions of each using the dictionary.
T2: List three words from the story and give the definition by citing a sentence or phrase from the story referring to these words.
T3: List three words from the word wall and give the definition based from how the words were used in the novel.

ASSESSMENT:
E-word game

TUESDAY 1.13.2009

Standard(s) 6.LT-C.1Analyze the relevance of the setting to the mood and tone of the text.

WARM UP: (BCR)
Yesterday we talked about sports. Today, we are going to talk about place and equipment – things you use to play sports. What place and equipment do we need to play baseball? How about basketball? Racquetball?

Goal(s)/ Expectation(s) for the Week
T1 GOAL: Identify the setting of the text.
T2 GOAL: Identify the mood or tone of a text.
T3 GOAL: Classify the mood of the text and explain the reason of choice.

ESSENTIAL QUESTION:
How does Stella looks in the illustrations on Anthology pages 303 and 310? What differences can you find between these two pictures? What similarities do you see?
PRODUCT: Complete a T-Chart graphic organizer listing the settings and the mood in each setting.

Guided Instruction & Independent Practice/Study
WHOLE GROUP INSTRUCTION:
Discuss the importance of the setting in the story and how it affects the mood.
Lead students on a picture walk, using these prompts:
Page 303: Who is this girl with all the food? Who is looking at her? What is his opinion of her?
Page 305: Whose bag is this? What is sticking out of the bag?
Page 306: To whom is Jose talking? What is Freddie holding up? What is on the table in front of them?
Page 309: What kind of a ball is this? Do you think it is moving quickly or slowly? What else do you see in the picture?
Page 310: What equipment is Stella using as she plays the racquetball? What equipment is Jose using? How is Stella feeling in this picture?
Page 313: Why does Jose have a red mark on his back? Where is Uncle Freddie sitting in this picture? Do you think Freddie is worried about Jose? Why?

SMALL GROUP INSTRUCTION: Break the class into three small groups.

T1: Using the T-Chart graphic organizer, list down the settings of the text.
T2: Using the T-Chart graphic organizer, list down the settings and its corresponding mood or tone of the text.
T3: Using the T-Chart graphic organizer, list down the settings of the text its corresponding mood or tone and explain the reason of choice.

ASSESSMENT: Complete this diagram http://oops.bizland.com/tonemood.doc to analyze the mood and tone of the text.

WEDNESDAY 1.14.2009-THURSDAY 1.15.2009 DC BAS

FRIDAY 1.16.2009

Standard(s) 6.LT-F.4Describe incidents that advance plot in a story or novel, explaining how each incident gives rise to the next or foreshadows a future event.

WARM UP: (BCR)
Have you ever tried to impress somebody, or had somebody else try to impress you? Tell about the experience.

T1 GOAL: Identify the characters, setting, conflict and resolution in this story.
T2 GOAL: Sequence events in this story and identify the main event.
T3 GOAL: Answer questions about the plot in this story.

ESSENTIAL QUESTION:
How do you retell the story to your partner? Use the pictures to help you. Can you tell what happens at the beginning, middle, and end of the story?

PRODUCT: Completed plot graphic organizer.

WHOLE GROUP INSTRUCTION:
Finish the K-W-L Chart by filling the L column.
Review the elements of a plot to the students. Show the PowerPoint Presentation on the Promethean Board.

SMALL GROUP INSTRUCTION:
Break the class into three small groups. Distribute the graphic organizer and ask each group to complete it.

T1: List the characters, setting, conflict and resolution in this story.
T2: Sequence events in this story and identify the main event.
T3: Retell the story. Use the pictures in the book to help you. Tell what happens in the beginning, middle, and end of the story. Then listen as your group members retell the story. Make sure the group includes all the important events.

ASSESSMENT:
In one word, tell me what have you learned today?

HOMEWORK: Access Code: DV6657