"Weekly Planning Sheet - DOC"
Weekly Planning Sheet Day 1 Day 2 Day 3 Day 4 Day 5 How do authors make stories come What strategies are most helpful How do authors make stories come How do authors make stories come How do authors make stories come alive? when reading realistic fiction? alive? alive? alive? Students will be able to identify Students will understand patterns by Students will be able to evaluate text Students will be able to infer Students will be able to identify and elements of realistic fiction. making connections and inferences for elements of realistic fiction. character traits, attitudes, feelings and interpret similes and metaphors when among several selections. motives. reading realistic fiction. Use the computer program, Reread Ch. 1 and model making a Model adding to the (Inspiration) Model citing text support for Write Source Inspiration, to introduce the elements text/text (with I Can Hear the Sun) realistic fiction web by going back inferring character traits, attitudes, Writer’s Express, p. 126, 127 Whole Group of realistic fiction to the whole connection using Think Aloud into the text read with the whole class feelings, and motives using the Define metaphors and similes and group.(TM1 and TR1) Students strategy. (TR 3, 4, 5 ) to locate examples of the elements of Character Trait template in generate a list of examples the class should simultaneously draw their Record connection on chart paper and realistic fiction. (TM 1) Inspiration. Make references to the may have heard. Why would the own webs at their seats. add to it during unit. (TR 6) RF book read with the whole class. author choose to use this type of language? (TM 3) Identify the setting of the story on a Share what was learned about Canada Ask students to share the connections Discuss questions and connections. Discuss questions and connections map. (Keep maps to refer as story geese from the article. they made yesterday. Have students Create a character trait organizer for from Ch.5. Have students who progresses.) Introduce vocabulary by noticing work with a partner to complete what Gray Feather. Have students hot webbed the same characters meet and Read aloud Ch.1 to establish the known chunks. they can on the realistic fiction web. spot text that describes him and compare webs. Pair students and setting of the story. Have students Ask students to read p. 6 silently and (TM 1 ) Introduce vocabulary words model adding the information to the have each pair reread one of the Gray Small Group "hot spot" text referring to setting. think of any text/self or text/text by playing Zip. Ask students to chart. Have students select either Feather sections from Ch. 3, 4, or 5. Use preview guide to preview text of connections they can make. Discuss preview Ch. 3 and 4. What do they Will, Grampa, or Josh to web and Ask students to "hot spot" similes and an article about bird migration. connections. notice? Introduce students to the text observe as they begin to make metaphors in the text. Share them (TM2) referring to Gray Feather. inferences and locate support. with the group. How does this make the story more interesting? Read article about Canada geese Read the rest of Ch. 2 and record Read Ch. 3 and 4. Record Read Ch. 5 and add to the character Choose a chapter to reread. Record migration and “hot spot” information text/self and text/text connections. connections in response log and add web. Continue to make connections any similes or metaphors from the that proves or disproves statements How does thinking about these to the web when possible. Respond in the response log. chapter. on the preview guide. connections help readers understand to: Why did the author add the What did you notice when you reread the story better? sections about Gray Feather? the chapter that you didn't notice the first time? Students need to keep a log or journal of their questions and responses to Autumn Journey. Part of the independent work can be to respond to the text and then share that response the next day with the small group. Students should also be reading a realistic fiction story of their choice during self-selected reading and homework. They will need to practice applying the strategies taught in class and should have a response log for this book also. This evidence will be part of their digital/traditional portfolio. (See TR 8) Use Inspiration software to web Add to Inspiration web of the Students may make their webs using characteristics of realistic fiction. elements of realistic fiction. Inspiration or Kidspiration. Use an LCD projector or connect a computer to a TV monitor to model for the class. Autumn Journey Created by Shelley Munger NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools Weekly Planning Sheet Day 6 Day 7 Day 8 Day 9 Day 10 What strategies are most helpful What are we able to control in our What are we able to control in our How do authors make stories come What are instincts and who has when reading realistic fiction? lives? lives? What are instincts and who alive? them? Preview text, activate prior Infer character feelings and motives. has them? Identify examples of text that show Infer character motives. knowledge, and make predictions. Make connections to texts and Make connections to texts, personal the author’s style. personal experience. experience and the world. Ask what do good readers do Journal -Ask focus question and ask Read Do We Have as Much Sense as Refer TR 1 for elements of author’s Word Map – Instinct and Motive Whole Grp Grp. before they read? students to think about other books, a Goose? (TM 8) to class using style and to Writer’s Express. Reread (TM 6) How does word mapping Model word sort for A Chair for movies, songs and personal overhead. part of a realistic fiction book that the help us understand words? My Mother using overhead. (TR experience. Share with whole group. PARTNER- What lessons can we class is familiar with and model 7) Read the book and make learn from the geese? What noticing examples of imagery, mood changes as needed. connections can you make? SHARE and point of view. Record on overhead of TM3 Discuss questions and Summarize and discuss questions and Summarize and discuss questions and Summarize, discuss questions and connections. connections. Read aloud p. 62 –64 connections. Locate examples of the author’s style connections. Think about the actions Make predictions for Ch. 6 and up to ”he took aim and fired.” Begin Have you ever felt like Will? in the text. Look for examples of of some of the characters. Record on 7 using word sort (TM 4). character motive map for Will. Compare an event in the story to an imagery, describe the mood, and chart (TM 7) whether characters Develop vocabulary (part of event in your own life. Cite the point of view. How does the use of actions were motivated by instincts. Small Group word sort). example from the text. these elements make the story come Discuss/defend thinking. Read Ch. alive? 13 up to “an occasional bug”. What are the motives of the clasmates. Are they acting on instinct. Model adding to chart. Read Ch. 6 and 7. Check predictions Read Ch. 8-9 and complete character Read Ch. 10, 11, and 12. Students choose a chapter to reread Read the rest of Ch. 13 and 14. and make adjustments as needed. motive chart for Will. Log -What personal connections can and cite examples of imagery, Choose 3 or 4 character actions and Log – How does thinking about the Log – What was Will able to control? you make to Will’s character? describe the mood and point of view. add to chart. story before reading help a reader What was out of his control? What Record information in journal. understand it better? does this remind you of? Continue reading and responding to the realistic fiction novel students self-selected last week. Remember that these responses will be used to show what the students have learned about reading realistic fiction. With the class, create a list of possible documents to include and a rubric to evaluate the portfolios. Students should be working on their electronic portfolios when in the computer lab and, if possible, while in class. They should also think about the guests they would like to invite to review their portfolios and create invitations. Autumn Journey Created by Shelley Munger NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools Weekly Planning Sheet Day 11 Day 12 Day 13 Day 14 Day 15 How do authors make stories come What are we able to control in our What techniques can we use to make What techniques can we use to make How can we use listening and alive? lives? our writing interesting and clear to our writing interesting and clear to speaking skills to learn and share Make connections between texts and Evaluate text for elements of realistic our readers? our readers? ideas and information? personal experience. fiction. Select a method to organize Create a clear picture of a person, Listen to obtain information. information. place, thing or idea. Speak to inform. Maintain a consistent focus when writing. Read part of Chicken Sunday Finish reading Chicken Sunday. Use Model how to select and organize Model peer response to a student’s Review characteristics of a good by Patricia Polacco. Focus on Inspiration to complete a realistic evidence of the learning. Select one portfolio. Ask for clarification and listener and speaker. Whole Group connection the feelings of fiction web that focuses on the document and model writing a rich make suggestions for revisions or characters in the book to your author’s effectiveness to include reflection of what that document additions. Students share their portfolios with own experiences. Record on these elements. shows the student can do and how peers and guests. Connection chart. well she can do it. Discuss previous day’s work on Discuss text-self connections students Discuss student responses to Ch. 17. motives. Read Ch. 15 up to made with Will. Refer to realistic Reflect on what they have learned PARTNER ACTIVITY – students “pretend that he didn’t see fiction web (TM 1). What has this while reading the novel. What was work with partners to respond to their anything.” Discuss how Will is author done well? Add to chart the author’s intent? Ask students to portfolios and give feedback. This feeling and personal together. Predict the content of Ch. share their ideas on the content and may be done in the computer lab. connections students can make 17 by looking at the title. Who will organization of their portfolios. Small Group with will’s emotions. have to let go? What or who will be let go? How does that feel? Students will read to find out if the ending is believable. What were the characters able to control? Read Ch. 15 and 16. Describe Read Ch. 17 to check predictions and Organize and assemble evidence and Revise portfolios and prepare for Write a letter to your teacher personal connections that can be add information to realistic fiction reflections for portfolios. publication. explaining your thoughts on creating made with Will’s character. web (TM1). a portfolio versus taking a test. Portfolios Portfolios Autumn Journey Created by Shelley Munger NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools Autumn Journey Created by Shelley Munger NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools