The View From Saturday (Lesson Plan)

January 21-23,2009
SELECTION: “The View From Saturday” Houghton Mifflin

WEDNESDAY–1.21.2009

Standard 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)
Have you ever seen a turtle? Where did you see it? Why do you think some people spend a lot of time studying turtles? Why are turtles interesting?

Goal(s)/ Expectation(s)

The students will:
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.
By completing the Context Clues Graphic Organizer from the text “The View From Saturday”.

ESSENTIAL QUESTION: How do you find the meaning of unknown words using context clues?

Guided Instruction
WHOLE GROUP INSTRUCTION:
Give out the vocabulary words for this story. Refer to the Context Clues Graphic Organizer. Brainstorm and fill the columns.

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:
http://www.eduplace.com/kids/hmr06/ewordgame/index.html?grade=6&theme=3&selection=3

THURSDAY
1.22.2009

Standard 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)
Have you ever seen a turtle? Where did you see it? Why do you think some people spend a lot of time studying turtles? Why are turtles interesting?

Goal(s)/ Expectation(s)

The students will:
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.
By completing a Setting graphic organizer listing the settings, tone and the mood in the story.

ESSENTIAL QUESTION:How is the tone of the setting related to the mood of the story?

Guided Instruction
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:

Pages 324-325: What are these people looking at? What could stop the baby turtles from reaching the water? Do you think it would be better for the turtles if Nadia and the others carried them to the water? Why or why not?
Page 328: Where are Nadia and the others in this picture? Are the people happy? How do you know? What do you think Nadia is feeling? Why?
Pages 332-333: What are Ethan and Nadia doing? Are they happy? How can you tell? What is Ethan wearing around his ankle?

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

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

ASSESSMENT:
Q&A: Have the students describe what the beach is like in different seasons.

FRIDAY
1.16.2009

Standard(s) 6.LT-F.4 Describe 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)
Where is your favorite place to go swimming? What do you and your friends do there? Do you prefer swimming inside or outside? Why?

Goal(s)/ Expectation(s)
The students will:
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.
By completing the Plot graphic organizer.

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?

Guided Instruction

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.

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

HOMEWORK: