Sara Leslie Weiner

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					                                                                                               Sara Leslie Weiner
                                                                                                       TEED 522
                                                                                      Guided Reading Lesson Plan
                                                                                               February 28, 2003

Title: Guided Reading of the Chronicle

Course & Grade: Language Arts, 9th Grade (55 minute period)

EALRs: Grade 10

I. First Step: Choosing Why, What, How Much and How

a. Focus & Purpose:

        The main idea of this lesson is to introduce students to the vocabulary words found in Chronicle as well

         as to practice a guided approach to note taking that will be required for their reading at home.

        This lesson is important for my students because the development of a rich vocabulary requires the

         ability to make sense of unfamiliar words, especially those that represent the cultural and thematic

         context of a novel; the guided note taking is important to reinforce and scaffold for the reading

         strategies that are a focus of this unit.

b. Demographics:

         The 9th grade students in the two periods I will be teaching at Garfield High School are primarily

         African-American because many of them are in the African-American Scholars program, this year’s new

         program designed to give selected African-American students additional support and guidance through

         the high school years. Although class participation is generally positive and the homework return-rate is

         quite high, the skill level is very mixed, ranging from students who struggle with basic conventions and

         reading to honors students awaiting 11th grade to return to the honors class (Garfield combines all

         students for 9th and 10th grades regardless of where they were at middle school).

c. Learning Targets:


1. Students will know the meaning of the following ten vocabulary words: Falconry, chronicle, foretold,

    coincided, valor, prudence, revelation, coincidence, providential and divination. (see attached sheet for

    complete definitions). (Reading 1.2 Examine and increase vocabularies relevant to different contexts,

    cultures and communities.)
Skills (introduced):

2. Students will be able to take notes in an organized and focused manner through the technique of a Double-

    Entry Journal while reading a work of fiction. (Writing 2.2 Write for a broad range of purposes…)

Skills (practiced):

3. Students will be able to apply at least one of each of the four Reciprocal Teaching reading strategies in the

    night’s homework (Clarify, Question, Summarize, Predict). (Reading 1.1c, d)


4. Students will understand that good readers use strategies, such as guided note taking, to help them

    understand and make sense of text. (Reading 1.1c, d)

d. Context:

        This lesson takes place nearly a week into a unit on Latin American literature that focuses both on the

        cultural diversity of Latin America and reading strategies to help manage the two complex novels

        included in the unit. We have already set up a cooperative Webquest to learn about the variety of

        cultural identities and histories within Latin America (to be presented in the next class). We have also

        had an introductory lecture about Marquez and some interactive work with magical realism. Prior to this

        lesson, the specific reading strategies of Clarify, Question, Summarize and Predict were introduced,

        modeled and practiced in and out of class over two days. This lesson seeks to further extend the array

        of reading strategies by introducing the Double-Entry Journal and introducing some key vocabulary. The

        guided reading will coalesce around the idea of collecting evidence for a mock trial that we will conduct

        (after finishing the book) on the guilt or innocence of the main characters in Chronicle of a Death


e. Development of Assessments

    1. Evidence: (1) I will know that my students have met the 10 factual vocabulary goals when they are able

        to successfully complete a quiz (selected response) three days after initially learning and working with

        the words. (2-3) Students will have met my skill goal when they turn in their completed notes

        (performance?) and it is evident that they have followed the directions for a double-entry journal,

        clearly noting what characters they came across and what the text made them think about each

        character and his/her role in the story AND noted at least one of each RT strategy (Clarify, Question,
        Summarize, Predict) in their journal as well. (4) The conceptual understanding that good readers use

        strategies will not be directly assessed in this lesson, however I hope to gather personal feedback that

        shows students feel confident in their ability to read Chronicle with comprehension and understanding

        (personal communication).

    2. Assessment Techniques: (1) This factual knowledge is appropriately assessed with a selected response

        quiz that tests students on the meaning of the words by having them complete sentences and give their

        own short answer description of how the word might be used (see accompanying quiz). (2-3) The

        homework assignment for this lesson is to practice the double-entry journal method of note taking that

        was introduced in class AND carry over the strategies of Clarify, Question, Summarize, Predict as well.

        The appropriate assessment format is performance assessment, albeit of a written variety. Students

        need to show that they can individually do the steps involved in the DE Journal (two columns, notation

        of each character and his/her role in the story + CQSP). (4) The conceptual understanding that good

        readers use strategies will be assessed through personal communication with individual students,

        especially those that have the lowest skills in reading and comprehension. I will specifically ask students

        about their feelings of confidence in their ability to read Chronicle with comprehension and


f. Selection of Instructional Strategy

        Interactive Presentation: I have chosen to conduct the majority of this lesson through a modified

        interactive presentation because it allows me to model the skill involved in taking Double Entry Journal

        notes while including time for the class to practice the skill between my mini-lessons.

II. Second Step: Making the Specific Plan

a. Preparation:

        Materials: Word Knowledge Analysis worksheets, envelopes with Chapter One words (including the 10

        vocab words), an overhead and a transparency with the vocab word meanings, transparencies with the

        text of Chapter One and photocopied sheets of paper that are set up as a DE Journal for the homework

b. Procedure:

       1. (2) Anticipatory Set: I will greet each student at the door with a Word Knowledge Analysis sheet to

           complete before we begin class. The Word Analysis is functioning as my Initiating activity for

           words that are thematically tied to the novel we are reading. This activity gets students thinking

           about the prior knowledge they bring to the words in Chronicle. It also functions as a self-

           assessment for the students of their own vocabulary level and helps them develop a purpose for

           reading; finally it is a pre-assessment for me as the teacher and will help guide my development of

           the next group of vocabulary words in difficulty and number.

       2. (2) Context: “How did last night’s homework go? Did anyone feel like they understood more of the

           text by using the RT strategies: Clarify, Question, Summarize and Predict? (field responses,

           hopefully positive ones). Today we are going to learn another reading strategy, the Double-Entry

           Journal, and start creating the database for the Mock Trial that we will conduct at the end of this

           novel. And, as you’ve probably guessed, we’ll also start working with the vocabulary for Chronicle.”

       3. (1) Purpose: “We’re continuing to continue building our reading skills by looking at vocabulary and

           another strategy today. As we discussed earlier, Marquez has set up a puzzle in this novel and our

           goal is to sort it all out. The Mock Trial I mentioned is going to be the major project for this book

           (no essay!) and all the hard work you’re doing now will pay off when it comes time to exonerate or

           condemn the main characters in Chronicle.

       4. (10) The meaning of the 10 vocabulary words will be put up on the overhead and discussed, using

           student-generated examples of encounters with or understandings of each word.

       5. (15) Students will be given envelopes that contain the complete list of vocabulary words from the

           chapter to categorize in small groups of four. The aim will be to categorize them based on meaning,

           giving a new title to their categories of words. Then we will share the category names with the

           entire class. This is the Construction activity: although not all the words in the list will be familiar,

           I hope that someone in each group will be able to share a good guess (dictionaries will also be on

           hand). This activity actively engages the students in manipulating what they have just learned by

           having them find ways to connect meaningful relationships between words.
         6.   (5) Intro to the Double-Entry Journal on the overhead: What does it look like, what goes where

              and why (Mock Trial as goal for keeping track of the characters)

         7. (3) Students set up their own Double-Entry Journals at my instruction so that they can follow along

              for the first chapter as we do it together, thus starting from the beginning of the book for their own

              journal and creating a familiar guide for the evening’s homework. This is another Constructing

              activity if the students participate as much as I hope, primarily because it starts bringing together

              the reading of the text and the thought processes needed to make meaning.

         8. (15) Modeling of a DE Journal for Chapter One while students follow along and interact.

c.   Closure: (2) Clarification of homework assignment: Read Chapter Two, keeping a Double-Entry Journal for

     the characters, using at least one of each RT strategy in the DE format. The homework is the Utilizing

     component of this lesson because students will be organizing and communicating their ideas about the text

     in writing as they fill in their journal. The goal of collecting information about characters and their roles ties

     in with the vocabulary words because of the thematic relationship. My hope is that students will begin to

     see the themes that the words represent in the characters they analyze.
       Word Knowledge Analysis:
               For each vocabulary word, decide what column best describes your
               understanding of the word right now, today. Then put your initials in the
               appropriate column for each word.

               Never          I’ve seen   I can         I know the   I can use   I know all   Name
               heard of it.   the word    understand    main         this word   the ways
                              before.     the word      meaning of   in          this word
                                          in context.   this word.   speaking    can be       Period
                                                                     and         used.
falconry                                                                                      Start Date
coincided                                                                                     Quiz Date
  Vocabulary words for categorizing – Chapter 1 (pp 1-26)
falconry          falconry           falconry          falconry
chronicle         chronicle          chronicle         chronicle
death             death              death             death
foretold          foretold           foretold          foretold
sediment          sediment           sediment          sediment
coincided         coincided          coincided         coincided
funereal          funereal           funereal          funereal
misfortune        misfortune         misfortune        misfortune
apostolic         apostolic          apostolic         apostolic
valor             valor              valor             valor
prudence          prudence           prudence          prudence
disembowel        disembowel         disembowel        disembowel
revelation        revelation         revelation        revelation
coincidence       coincidence        coincidence       coincidence
fatal             fatal              fatal             fatal
motive            motive             motive            motive
consummated       consummated        consummated       consummated
providential      providential       providential      providential
reflect           reflect            reflect           reflect
cassock           cassock            cassock           cassock
retinue           retinue            retinue           retinue
capon             capon              capon             capon
carousing         carousing          carousing         carousing
recount           recount            recount           recount
manioc fritters   manioc fritters    manioc fritters   manioc fritters
divination        divination         divination        divination
gestating         gestating          gestating         gestating
scandalous        scandalous         scandalous        scandalous
fado              fado               fado              fado
determination     determination      determination     determination
The 10 Vocabulary words & their working definitions for Chronicle

   Falconry:        (n) The art and sport of training hawks to hunt in cooperation with a

   Chronicle:       (n) A historical account of events arranged in the order they happened
                    without analysis or interpretation

   Foretold:        (v) (to foretell) To tell about the coming of a future event by predicting,
                    inferring from facts or by mystical knowledge of how divine threats or
                    promises will be fulfilled. Predict, forecast and prophesy are all

   Coincided:       (v) (to coincide) When one or more events happen exactly at the same
                    place in space or time.

   Valor:           (n) Great strength of mind or spirit that enables a person to encounter
                    danger with bravery and steadfastness.

   Prudence:        (n) A cautious or reasonable approach to judgements or actions.

   Revelation:      (n) A pleasant and often enlightening surprise, sometimes one that is
                    thought to reveal or communicate a divine truth from God.

   Coincidence:     (n) An occurrence of events that happen at the same time by accident
                    but seem to have some connection

   Providential:    (adj) Occurring by or as if by an intervention of God or fate

   Divination:      (n) The art or practice of foreseeing or foretelling future events or
                    discovering hidden knowledge, usually by the interpretation of omens or
                    by the aid of supernatural powers
Vocabulary Quiz


Part A

    1. A test of her falconry skills might involve

    2. It was fair to call my story a chronicle because

    3. If I foretold my future grade in this class, it would be an __ because

    4.   Two things that could coincide with a positive result would be

    5. An example of valor is

    6. Someone displays prudence when

    7. An example of a revelation might be

    8. When I think of a strange coincidence, I think of

    9. A providential event might convince someone to

    10. Someone who can divine the future can

Part B

    1. What would happen if a hero or heroine was both valorous and prudent?

    2. How could coincidence help a falconer?

    3. If you were going to write a chronicle about yourself, what would you title it and what kind of

         revelations might you include?

    4. What is the difference between something that is foretold and something that is divined?

    5. What kind of providential event would you like to coincide with your birthday?
Dictionary definitions for my own purposes
    Pronunciation: 'fal-k&n-rE, 'fol- also 'fo-k&n-
    Function: noun
    Date: 1575
    1 : the art of training hawks to hunt in cooperation with a person
    2 : the sport of hunting with hawks

    Pronunciation: 'krä-ni-k&l
    Function: noun
    Etymology: Middle English cronicle, from Anglo-French, alteration of Old French chronique, from Latin
    chronica, from Greek chronika, from neuter plural of chronikos
    Date: 14th century
    1 : a usually continuous historical account of events arranged in order of time without analysis or
    2 : NARRATIVE (a story)

    1 : a permanent cessation of all vital functions : the end of life
    2 : the cause or occasion of loss of life <drinking was the death of him>
    Main Entry: fore·tell
    Pronunciation: fOr-'tel, for-
    Function: transitive verb
    Inflected Form(s): fore·told        /-'tOld/; -tell·ing
    Date: 14th century
    : to tell beforehand : PREDICT
    - fore·tell·er noun
    synonyms FORETELL, PREDICT, FORECAST, PROPHESY, PROGNOSTICATE mean to tell beforehand.
    FORETELL applies to the telling of the coming of a future event by any procedure or any source of
    information <seers foretold the calamity>. PREDICT commonly implies inference from facts or accepted
    laws of nature <astronomers predicted an eclipse>. FORECAST adds the implication of anticipating
    eventualities and differs from PREDICT in being usually concerned with probabilities rather than
    certainties <forecast snow>. PROPHESY connotes inspired or mystic knowledge of the future especially
    as the fulfilling of divine threats or promises <prophesying a new messiah>. PROGNOSTICATE is used
    less often than the other words; it may suggest learned or skilled interpretation, but more often it is
    simply a colorful substitute for PREDICT or PROPHESY <prognosticating the future>.
    1 : the matter that settles to the bottom of a liquid
    2 : material deposited by water, wind, or glaciers
Main Entry: co·in·cide
Pronunciation: "kO-&n-'sId, 'kO-&n-"
Function: intransitive verb
Inflected Form(s): -cid·ed; -cid·ing
Etymology: Medieval Latin coincidere, from Latin co- + incidere to fall on, from in- + cadere to fall --
more at CHANCE
Date: 1719
1 a : to occupy the same place in space or time b : to occupy exactly corresponding or equivalent
positions on a scale or in a series
2 : to correspond in nature, character, or function
3 : to be in accord or agreement : CONCUR
2 a : of or relating to a succession of spiritual authority from the apostles held (as by Roman Catholics,
Anglicans, and Eastern Orthodox) to be perpetuated by successive ordinations of bishops and to be
necessary for valid sacraments and orders b : PAPAL
Main Entry: val·or
Pronunciation: 'va-l&r
Function: noun
Etymology: Middle English, from Middle French valour, from Medieval Latin valor value, valor, from Latin
valEre to be strong -- more at WIELD
Date: 15th century
: strength of mind or spirit that enables a person to encounter danger with firmness : personal bravery

Main Entry: pru·dence
Pronunciation: 'prü-d&n(t)s
Function: noun
Etymology: Middle English, from Middle French, from Latin prudentia, alteration of providentia -- more
Date: 14th century
1 : the ability to govern and discipline oneself by the use of reason
2 : sagacity or shrewdness in the management of affairs
3 : skill and good judgment in the use of resources
4 : caution or circumspection as to danger or risk

Main Entry: rev·e·la·tion
Pronunciation: "re-v&-'lA-sh&n
Function: noun
Etymology: Middle English, from Middle French, from Late Latin revelation-, revelatio, from Latin
revelare to reveal
Date: 14th century
1 a : an act of revealing or communicating divine truth b : something that is revealed by God to
2 a : an act of revealing to view or making known b : something that is revealed; especially : an
enlightening or astonishing disclosure <shocking revelations> c : a pleasant often enlightening surprise
<her talent was a revelation>
3 capitalized : an apocalyptic writing addressed to early Christians of Asia Minor and included as a book
in the New Testament -- called also Apocalypse; see BIBLE table
Main Entry: co·in·ci·dence
Pronunciation: kO-'in(t)-s&-d&n(t)s, -s&-"den(t)s
Function: noun
Date: 1605
1 : the act or condition of coinciding : CORRESPONDENCE
2 : the occurrence of events that happen at the same time by accident but seem to have some
connection; also : any of these occurrences
1a : FINISH, COMPLETE <consummate a business deal> b : to make perfect c : ACHIEVE
2 : to make (marital union) complete by sexual intercourse < consummate a marriage>
intransitive senses : to become perfected
Main Entry: prov·i·den·tial
Pronunciation: "prä-v&-'den(t)-sh&l
Function: adjective
Date: 1648
1 : of, relating to, or determined by Providence
2 archaic : marked by foresight : PRUDENT
3 : occurring by or as if by an intervention of Providence <a providential escape>
synonym see LUCKY
- prov·i·den·tial·ly      /-'den(t)-sh(&-)lE/ adverb

a close-fitting ankle-length garment worn especially in Roman Catholic and Anglican churches by the
clergy and by laymen assisting in services
group of retainers or attendants
'kA-"pän. a castrated male chicken

1 : to drink liquor deeply or freely
2 : to take part in a carouse : engage in dissolute behavior
- ca·rous·er noun


manioc fritters
ma-nE-"äk, noun. Cassava, often called manioc, is not a cereal but a tuber; however, it replaces
cereals in certain countries, supplying the carbohydrate content of the diet.
fri-t&r, noun. A small mass of fried or sautéed batter often containing fruit or meat
Divination: noun Etymology: Middle English divinacioun, from Latin divination-, divinatio, from divinare
Date: 14th century
1 : the art or practice that seeks to foresee or foretell future events or discover hidden knowledge
usually by the interpretation of omens or by the aid of supernatural powers
2 : unusual insight : intuitive perception
1 : to carry in the uterus during pregnancy
2 : to conceive and gradually develop in the mind
fado (fä th , f th )
n. pl. fa·dos A sad Portuguese folksong.[Portuguese, from Latin f tum, fate.