Welcome Brainstorm a Word - PowerPoint Presentation

Slide1

Welcome

Brainstorm a Word

With your elbow partner, brainstorm an adjective that describes the experience of reading. Write your responses in your Response Journal.

Lesson 2

Launch

Have several elbow partners share their adjectives with the class.

Students can record the responses in their Response Journals.

Lesson 2

Focusing Question:

What does reading mean to the speaker in “A Poem for My Librarian, Mrs. Long

”?

Content Question:

Organize

: What’s happening in the poem?

Lesson 2

Learn

Explore Key Vocabulary

Readers need to study unknown vocabulary words in order to answer or describe what is happening in a text.

On the next slide, view the vocabulary words and their meanings.

Place the students in groups and assign each group a voc. Word.

Lesson 2

Vocabulary: Lesson 2

situation

(n.) All of the circumstances of a specific time in a specific place.

inhale

(v.) To draw in breath.

resort

(n.) The last option when other options have failed or are not possible.

corridor

(n.) A pathway, usually narrow, often referring to a place defined by a common purpose.

humiliate

(v.) To make another person feel shame or publicly injure their self-respect and position in the community.

nonetheless

(adv.) To do something anyway even though something contrary has happened.

Frayer Model

Review the

Frayer

Model structure.

Model a word using the

Frayer

Model.

Give each student a copy of Handout 2A,

Frayer

Model.

In their assigned group, students will complete a

Frayer

Model for their assigned word.

Ask:

How does studying a specific word with more detail help you

understand what’s happening in the poem?

Learn

Read to Understand the Narrative

Think-Pair-Share

–

Ask

: What kinds of elements might be important to understand what is happening in a poem?

Read aloud the poem. As students listen, have them identify details in the poem that provide information about :

The speaker – use code “s”

Important events – use code “e”

The setting - use code “

st

”

The other characters – use code “

c”

Learn

Students will use the codes to mark the poem as you read. This is called annotation.

Annotation helps us track ideas and evidence in a text, and provides a record of our thinking.

Discuss the annotations.

Lesson 2

Learn

Synthesize (verb) – combining many things into one thing

Think-Pair-Share -

Ask

: In your own words, how would you synthesize your annotations into one or two sentences that describe the speaker?

Ask

: In your own words, how would you synthesize your annotations about the events in the poem?

Learn

DRAFT A SUMMARY:

Pairs draft a summary using the sentence frames. Place this in your Response Journal.

The

speaker of the poem

is ______________________________

. The three most important events in the poem

are_________________________________ ,____________________________

,

and ______________________________

. Overall, the poem is

about_________________________________________

.

Learn

Examine Writing About Reading

Writing will be guided by a series of Craft Stages: examine, experiment, execute, and excel.

Craft Questions:

Examine

: Why is it important to write about what I read?

Place the answer to this question in your Response Journal.

Land

Answer the Content Framing Question in your Response Journal

Organize: What’s happening in the poem?

Exit Ticket

: Which word in the poem most helps you understand what’s happening in “A Poem for My Librarian,

Mrs.Long

? Why?

Wrap: Answer the following questions in your Response Journal.

“What went well?

What

was challenging?”