TEXT SELECTION: “Where the Red Fern Grows”, Novel, Houghton Mifflin
For the week of: 1.3-9.2009
MONDAY- TUESDAY
STANDARDS: 6.LD-V.8Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.
WARM UP: (BCR) Using the dictionary, give 3 definitions of the word “depression”.
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 novel “Where the Red fern Grows”.
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 novel “Where the Red fern Grows”.
WHOLE GROUP INSTRUCTION:
TELL: The story we are going to read takes place during a time in American history called the Great Depression. Look at the photographs on Anthology pages 244-245. Around what years were these pictures taken? What do you think depression means? Discuss the various meanings of depression with the students.
SHOW: On the Promethean Board, show the PowerPoint Presentation on Multiple Meaning Words.
http://www.lexington1.net/technology/instruct/ppts/LAppts/k2/wordmeanings.ppt
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.
TELL: The story we are going to read takes place during a time in American history called the Great Depression. Look at the photographs on Anthology pages 244-245. Around what years were these pictures taken? What do you think depression means? Discuss the various meanings of depression with the students.
SHOW: On the Promethean Board, show the PowerPoint Presentation on Multiple Meaning Words.
http://www.lexington1.net/technology/instruct/ppts/LAppts/k2/wordmeanings.ppt
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
WEDNESDAY
STANDARD: 6.LT-C.1Analyze the relevance of the setting to the mood and tone of the text.
WARM UP: (BCR)
List down places/ settings that make you feel the following moods:
- happy
- sad
- scared
- relaxedactive
List down places/ settings that make you feel the following moods:
- happy
- sad
- scared
- relaxedactive
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: In the area where Billy and his family live, many people have farms. Would you want to live in a farm? Why or why not?
PRODUCT: Complete a T-Chart graphic organizer listing the settings and the mood in each setting.
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: In the area where Billy and his family live, many people have farms. Would you want to live in a farm? Why or why not?
PRODUCT: Complete a T-Chart graphic organizer listing the settings and the mood in each setting.
WHOLE GROUP INSTRUCTION:
Discuss the importance of the setting in the story and how it affects the mood. Show the PowerPoint Presentation on the Promethean Board.
Lead students on a picture walk, using these prompts:
- page 244: Why do you think there are no customers in the general store? (make sure students understand that many Americans were very poor during this time)
- Do you think life during the Great Depression would have been more difficult in a big city, or on a small farm in the mountains? Why?
- page 246: Who is the boy in the picture? Where is he? Who is with him? What is he holding in his left hand? In his right hand?
- page 247: Who lives in this house? Where is the house? What materials is it made of?
- page 248: Whose money is this? What kind of coins do you think these are?
- page 250: Where are Billy and his grandfather? What clothes are they both wearing? How is the grandfather feeling? Why has he taken off his glasses?
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.
Discuss the importance of the setting in the story and how it affects the mood. Show the PowerPoint Presentation on the Promethean Board.
Lead students on a picture walk, using these prompts:
- page 244: Why do you think there are no customers in the general store? (make sure students understand that many Americans were very poor during this time)
- Do you think life during the Great Depression would have been more difficult in a big city, or on a small farm in the mountains? Why?
- page 246: Who is the boy in the picture? Where is he? Who is with him? What is he holding in his left hand? In his right hand?
- page 247: Who lives in this house? Where is the house? What materials is it made of?
- page 248: Whose money is this? What kind of coins do you think these are?
- page 250: Where are Billy and his grandfather? What clothes are they both wearing? How is the grandfather feeling? Why has he taken off his glasses?
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: Q&A
- How does your school setting affect you?
- How do you feel when you are out in the field playing during recess?
- How do you feel when you are in the detention room?
- How does your school setting affect you?
- How do you feel when you are out in the field playing during recess?
- How do you feel when you are in the detention room?
THURSDAY
STANDARD: 6.LT-C.1 Analyze the relevance of the setting to the mood and tone of the text.
WARM UP: (BCR)
How does the following setting make you feel? List them down:
- Christmas at home
- Summer at the beach
- Walking home on the road alone in winter
How does the following setting make you feel? List them down:
- Christmas at home
- Summer at the beach
- Walking home on the road alone in winter
T1 GOAL: Illustrate the setting of a text
T2 GOAL: Describe the setting and classify the mood of a story
T3 GOAL: Compare the setting to the mood/tone and explain the reason for choice.
ESSENTIAL QUESTION:
How does the Great Depression affect the mood of the entire novel? Is this a story that makes you feel excited?
PRODUCT: Make a cartoon strip of the setting showing the flow of events
T2 GOAL: Describe the setting and classify the mood of a story
T3 GOAL: Compare the setting to the mood/tone and explain the reason for choice.
ESSENTIAL QUESTION:
How does the Great Depression affect the mood of the entire novel? Is this a story that makes you feel excited?
PRODUCT: Make a cartoon strip of the setting showing the flow of events
WHOLE GROUP INSTRUCTION:
Discuss the mood and tone of the text. Show the PowerPoint Presentation on the Promethean Board.
Lead students on a picture walk, using these prompts:
Page 254: What is the white bag for? What is Billy going to put in the bag?
Page 256: Where is Billy? What is he looking at the windows?
Page 259: Who is the other boy in the picture with Billy? How are their clothes different? Why do they both have their hands on their hips?
Page 263: Who is the man in the picture with Billy? Why is Billy holding onto his arm? What is in the crate?
SMALL GROUP INSTRUCTION: Break the class into three small groups. Make a cartoon strip of the setting showing the flow of events emphasizing the mood/ tone of the text.
T1: Illustrate the setting of a text
T2: Describe the setting and classify the mood of a story
T3: Compare the setting to the mood/tone and explain the reason for choice.
Discuss the mood and tone of the text. Show the PowerPoint Presentation on the Promethean Board.
Lead students on a picture walk, using these prompts:
Page 254: What is the white bag for? What is Billy going to put in the bag?
Page 256: Where is Billy? What is he looking at the windows?
Page 259: Who is the other boy in the picture with Billy? How are their clothes different? Why do they both have their hands on their hips?
Page 263: Who is the man in the picture with Billy? Why is Billy holding onto his arm? What is in the crate?
SMALL GROUP INSTRUCTION: Break the class into three small groups. Make a cartoon strip of the setting showing the flow of events emphasizing the mood/ tone of the text.
T1: Illustrate the setting of a text
T2: Describe the setting and classify the mood of a story
T3: Compare the setting to the mood/tone and explain the reason for choice.
ASSESSMENT:Q&A: Show some pictures of different settings and ask students how they feel about each.
FRIDAY
STANDARD: 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) What can you say about Billy? Write down sentences or phrases from the book that makes you say that.
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:
What generalizations can you make about Billy’s family based from what happened in the story?
PRODUCT: Completed plot graphic organizer.
T2 GOAL: Sequence events in this story and identify the main event.
T3 GOAL: Answer questions about the plot in this story.
ESSENTIAL QUESTION:
What generalizations can you make about Billy’s family based from what happened in the story?
PRODUCT: Completed plot graphic organizer.
WHOLE GROUP INSTRUCTION:
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.
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: WORD ATTACK
WORD LIST:
BACHELORS T1 (Easy): cheap, depot
MASTERS T2 (Average): wares, urgency
PhD T3 (Challenge): determination, provisions
Excellent Technology reference about this novel.
BACHELORS T1 (Easy): cheap, depot
MASTERS T2 (Average): wares, urgency
PhD T3 (Challenge): determination, provisions
Excellent Technology reference about this novel.
HOMEWORK: Access code: WP5400
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