CLOSE READING
THE WATSONS GO TO BIRMINGHAM - 1963
Lesson Plan for Grade 6, English
Prepared by Mr. Smith
May 5, 2016
OVERVIEW
This lesson in close reading will develop students’ ability to comprehend text by asking them questions about a chapter they are reading in The Watsons Go to Birmingham - 1963. To answer the questions students will identify and analyze relevant details in the chapter. In collaborative discussions organized around CLOZE exercises students will cite textual evidence supporting their answers to questions, especially about the theme of the reading. Finally the students will independently write a GIST summary of the chapter. Students will increase their vocabulary as they determine and clarify the meaning of words and phrases.
STANDARDS ADDRESSED
CA RL: Reading Standards for Literature for Grades 6-12
1. RL-1: Key Ideas and Details / Citing Textual Evidence
2. RL-2: Key Ideas and Details / Determine a Theme of a Text and Provide Summary
3. RL-3: Key Ideas and Details / Describe How Plot Unfolds
4. RL-4: Craft and Structure / Determine Meaning of Words and Phrases
CA SL: Standards for Speaking and Listening for Grades 6-12
5. SL-1: Comprehension and Collaboration / Engage Effectively in Collaborative Discussions
CA L: Language Standards for Grades 6-12
6. L-4: Vocabulary Acquisition and Use / Determine and Clarify Meaning of Words and Phrases
OBJECTIVES
IMPLEMENTATION
TEACHING STRATEGIES
Independent Reading
Vocabulary Knowledge Rating - Opening
Questioning the Text
CLOZE and Think Pair-Share for 3 questions
GIST Summary
Vocabulary Knowledge Rating - Closing
TIME ALLOTMENT
15 minutes of independent reading
10 minutes for Vocabulary Knowledge Rating Opening and oral reflection on being the “other”
15 minutes for Questioning the Text, CLOZE and Think Pair-Share
10 minutes to write GIST Summary
5 minutes for Vocabulary Knowledge Rating Closing
AUTHOR’S COMMENTS AND REFLECTIONS
As the students typically don’t focus when they are in pairs, prevent them from self-pairing by assigning pairs directly, pose questions that will stimulate their interest, and use CLOZE exercises to structure discussions.
REFLECTIONS
One reviewer stated that a sub could take this lesson plan and teach a class. I agree, but only if the sub has read, at a minimum, Chapters 1 and 2 of the book, and preferably the entire book. Both reviewers commented that with the exception of the Direct Instruction section, all sections were clear and addressed the standards cited. I also accepted a suggestion that I could include a brief reflection on being the “other” in the anticipatory set as students could do the initial Vocabulary Knowledge Rating in two minutes, not ten. Both commented that it was unclear whether the teacher or student was doing the direct instruction. The Direct Instruction section now makes it clear that the teacher instructs. One reviewer commented that the detailed time allotment was helpful - but included no buffer time if class went slow. In a response to a reviewer query, I acknowledged that the assessment assumes that the class has written several GIST summaries before and no instruction on writing a GIST will be needed other than the discussion of the questions. One reviewer also commented that the resources were excellent - the VKR handout, the the teacher question page, and the CLOZE passages.
PROCEDURE
ANTICIPATORY SET
Inquire if students have seen or heard of classmates and acquaintances labeled with words that convey “otherness” like bullying, nerd and exceptional followed by a short class discussion of what it feels like to be the “other.” Then 3 minutes to complete initial Vocabulary Knowledge Rating and finally a review of how to determine the theme of a reading.
DIRECT INSTRUCTION
Roles of a Reader
The teacher, as bully, will lead the whole class in completing the first CLOZE passage and discussing the answer to the first question.
INDEPENDENT PRACTICE
Student pairs will work together, each choosing to participate in a different role (bully, bullied or bystander) to complete the second and third CLOZE passages and discuss the corresponding questions. Students will discuss the GIST together, but write the final GIST independently.
ASSESSMENT
Students will self-assess their understanding of key concepts with their final ratings of their vocabulary on the Vocabulary Knowledge Rating form. Teacher will confirm student’s self-assessment based on their verbal definitions and on their GIST.
MATERIALS AND RESOURCES
1. The Watsons Go to Birmingham - 1963
2. Vocabulary Knowledge Rating Organizer for Close Reading of The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter, May 5, 2016 (Enclosure)
3. Teacher’s Question Page page for The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter - Attachment 1
4. Question and CLOZE page for The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter, May 5, 2016 Attachment 2
Attachments (see below)
Enclosures (contact author)
Vocabulary Knowledge Rating Organizer for Close Reading of The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter, May 5, 2016 WJS_TEC611_VKR_for_Lesson-Plan_English6th_Watsons_3May2016
Attachment 1
Questions and CLOZE Teacher's Page
for
The Watsons Go to Birmingham
Chapter 2 – Give My Regards to Poindexter
Three Questions
1. Why is Kenny sometimes called egghead or Poindexter? [Theme – The Other]
2. Why did Byron give Kenny good advice about his lazy eye? What was the advice? [Theme: People are Complex]
3. Why did all the kids laugh when Larry Dunn threw an apple core at the new kid? [Plot – rude behavior and theme bullying]
Text for Question 1
Why is Kenny sometimes called egghead or Poindexter?
After Kenny read the Langston Hughes book to the older class he was worried he would be teased. Afterwards, though, he thought that ….
when everybody saw Byron wasn’t going to do anything to me for being smart they all decided that they better not do anything either. I still got called Egghead or Poindexter some of the time, but that wasn’t bad compared to what could have happened.
Text for Question 2
Why did Byron give Kenny good advice about his lazy eye? What was the advice?
Finally Byron gave me some good advice. He noticed that when I talked to people I squinched my lazy eye kind of shut or that I’d put my hand on my face to cover it. I only did this ‘cause it got hard to talk to someone when they were staring at your eye instead of listening to what you had to say.
Text for Question 3
Why did all the kids laugh when Larry Dunn threw an apple core at the new kid?
Here’s how Kenny described the new kid.
He was like nobody we’d seen before. He was raggedy, he was country, he was skinny, and he was smiling at everybody a mile a minute. The boy with him had to be his little brother, he looked like a shrunk-up version of the big one.
Attachment 2
Questions and CLOZE Student Page
The Watsons Go to Birmingham
Chapter 2 – Give My Regards to Poindexter
May 5, 2016
Name: __________________________
Date: ___________________________
Questions and CLOZE Passages
Text for Question 1
Why is Kenny sometimes called egghead or Poindexter?
After Kenny read the bible to the older class he was worried he would be teased. Afterwards, though, he thought that ...
when everybody saw Byron wasn’t going to do anything to me for being _______ they all decided that they better ________ do anything either. I still got called ___________ or _________ some of the time, but that wasn’t _________ compared to what could have happened.
Text for Question 2
Why did Byron give Kenny good advice about his lazy eye? What was the advice?
Finally Byron gave me some good advice. He noticed that when I talked to people I ________ my lazy eye kind of shut or that I’d put my _________ on my face to cover it. I only did this ‘cause it got hard to talk to someone when they were ___________ at your eye instead of ___________ to what you had to say.
Text for Question 3
Why did all the kids laugh when Larry Dunn threw an apple core at the new kid?
Here’s how Kenny described the new kid.
He was like ____________ we’d seen before. He was raggedy, he was country, he was _____________, and he was smiling at everybody a mile a minute. The boy with him had to be his _____________, he looked like a shrunk-up version of the __________ one.
Questions?
________________________________________________________________________________________________________________________________________________________________________________________
======================================================================================
Enclosure - Vocabulary Knowledge Rating Organizer
THE WATSONS GO TO BIRMINGHAM - 1963
Lesson Plan for Grade 6, English
Prepared by Mr. Smith
May 5, 2016
OVERVIEW
This lesson in close reading will develop students’ ability to comprehend text by asking them questions about a chapter they are reading in The Watsons Go to Birmingham - 1963. To answer the questions students will identify and analyze relevant details in the chapter. In collaborative discussions organized around CLOZE exercises students will cite textual evidence supporting their answers to questions, especially about the theme of the reading. Finally the students will independently write a GIST summary of the chapter. Students will increase their vocabulary as they determine and clarify the meaning of words and phrases.
STANDARDS ADDRESSED
CA RL: Reading Standards for Literature for Grades 6-12
1. RL-1: Key Ideas and Details / Citing Textual Evidence
2. RL-2: Key Ideas and Details / Determine a Theme of a Text and Provide Summary
3. RL-3: Key Ideas and Details / Describe How Plot Unfolds
4. RL-4: Craft and Structure / Determine Meaning of Words and Phrases
CA SL: Standards for Speaking and Listening for Grades 6-12
5. SL-1: Comprehension and Collaboration / Engage Effectively in Collaborative Discussions
CA L: Language Standards for Grades 6-12
6. L-4: Vocabulary Acquisition and Use / Determine and Clarify Meaning of Words and Phrases
OBJECTIVES
- Students will demonstrate comprehension of the themes and plots in the reading
- Students will cite details in the text to support identified themes
- Students will engage in collaborative discussions to refine identified themes and plots
- Students will acquire new vocabulary by determining and clarifying the meaning of words and phrases
IMPLEMENTATION
TEACHING STRATEGIES
Independent Reading
Vocabulary Knowledge Rating - Opening
Questioning the Text
CLOZE and Think Pair-Share for 3 questions
GIST Summary
Vocabulary Knowledge Rating - Closing
TIME ALLOTMENT
15 minutes of independent reading
10 minutes for Vocabulary Knowledge Rating Opening and oral reflection on being the “other”
15 minutes for Questioning the Text, CLOZE and Think Pair-Share
10 minutes to write GIST Summary
5 minutes for Vocabulary Knowledge Rating Closing
AUTHOR’S COMMENTS AND REFLECTIONS
As the students typically don’t focus when they are in pairs, prevent them from self-pairing by assigning pairs directly, pose questions that will stimulate their interest, and use CLOZE exercises to structure discussions.
REFLECTIONS
One reviewer stated that a sub could take this lesson plan and teach a class. I agree, but only if the sub has read, at a minimum, Chapters 1 and 2 of the book, and preferably the entire book. Both reviewers commented that with the exception of the Direct Instruction section, all sections were clear and addressed the standards cited. I also accepted a suggestion that I could include a brief reflection on being the “other” in the anticipatory set as students could do the initial Vocabulary Knowledge Rating in two minutes, not ten. Both commented that it was unclear whether the teacher or student was doing the direct instruction. The Direct Instruction section now makes it clear that the teacher instructs. One reviewer commented that the detailed time allotment was helpful - but included no buffer time if class went slow. In a response to a reviewer query, I acknowledged that the assessment assumes that the class has written several GIST summaries before and no instruction on writing a GIST will be needed other than the discussion of the questions. One reviewer also commented that the resources were excellent - the VKR handout, the the teacher question page, and the CLOZE passages.
PROCEDURE
ANTICIPATORY SET
Inquire if students have seen or heard of classmates and acquaintances labeled with words that convey “otherness” like bullying, nerd and exceptional followed by a short class discussion of what it feels like to be the “other.” Then 3 minutes to complete initial Vocabulary Knowledge Rating and finally a review of how to determine the theme of a reading.
DIRECT INSTRUCTION
Roles of a Reader
- Teacher describes four roles of a text reader - code breaker, participant, user, analyst and then illustrates by rereading Casey at the Bat
- Code breaker for bat: ba - ah - ta is bat; context indicates whether baseball bat or flying mammal
- Participant - imagine yourself at home plate swinging the bat
- User - Can the text help me decide whether to buy a metal bat or wooden bat?
- Analyst - Is the author simply entertaining me or trying to sell me a bat?
- This lesson focuses on a reader’s role as a participant in a text featuring bullying
- Have students ever seen a bully at school?
- Have students ever been a bully at school?
- Who do students identify with most closely? Bully? Bulllied? Bystander?
To participate in the reading, students should strive to be the person in the reading they most identify with as they read the CLOZE passages below and fill in the blanks. Students should provide THEIR answers. which may differ from the text.
The teacher, as bully, will lead the whole class in completing the first CLOZE passage and discussing the answer to the first question.
INDEPENDENT PRACTICE
Student pairs will work together, each choosing to participate in a different role (bully, bullied or bystander) to complete the second and third CLOZE passages and discuss the corresponding questions. Students will discuss the GIST together, but write the final GIST independently.
ASSESSMENT
Students will self-assess their understanding of key concepts with their final ratings of their vocabulary on the Vocabulary Knowledge Rating form. Teacher will confirm student’s self-assessment based on their verbal definitions and on their GIST.
MATERIALS AND RESOURCES
1. The Watsons Go to Birmingham - 1963
2. Vocabulary Knowledge Rating Organizer for Close Reading of The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter, May 5, 2016 (Enclosure)
3. Teacher’s Question Page page for The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter - Attachment 1
4. Question and CLOZE page for The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter, May 5, 2016 Attachment 2
Attachments (see below)
- Teacher’s Question Page
- Questions and CLOZE Student Page
Enclosures (contact author)
Vocabulary Knowledge Rating Organizer for Close Reading of The Watsons Go to Birmingham, Chapter 2 – Give My Regards to Poindexter, May 5, 2016 WJS_TEC611_VKR_for_Lesson-Plan_English6th_Watsons_3May2016
Attachment 1
Questions and CLOZE Teacher's Page
for
The Watsons Go to Birmingham
Chapter 2 – Give My Regards to Poindexter
Three Questions
1. Why is Kenny sometimes called egghead or Poindexter? [Theme – The Other]
2. Why did Byron give Kenny good advice about his lazy eye? What was the advice? [Theme: People are Complex]
3. Why did all the kids laugh when Larry Dunn threw an apple core at the new kid? [Plot – rude behavior and theme bullying]
Text for Question 1
Why is Kenny sometimes called egghead or Poindexter?
After Kenny read the Langston Hughes book to the older class he was worried he would be teased. Afterwards, though, he thought that ….
when everybody saw Byron wasn’t going to do anything to me for being smart they all decided that they better not do anything either. I still got called Egghead or Poindexter some of the time, but that wasn’t bad compared to what could have happened.
Text for Question 2
Why did Byron give Kenny good advice about his lazy eye? What was the advice?
Finally Byron gave me some good advice. He noticed that when I talked to people I squinched my lazy eye kind of shut or that I’d put my hand on my face to cover it. I only did this ‘cause it got hard to talk to someone when they were staring at your eye instead of listening to what you had to say.
Text for Question 3
Why did all the kids laugh when Larry Dunn threw an apple core at the new kid?
Here’s how Kenny described the new kid.
He was like nobody we’d seen before. He was raggedy, he was country, he was skinny, and he was smiling at everybody a mile a minute. The boy with him had to be his little brother, he looked like a shrunk-up version of the big one.
Attachment 2
Questions and CLOZE Student Page
The Watsons Go to Birmingham
Chapter 2 – Give My Regards to Poindexter
May 5, 2016
Name: __________________________
Date: ___________________________
Questions and CLOZE Passages
Text for Question 1
Why is Kenny sometimes called egghead or Poindexter?
After Kenny read the bible to the older class he was worried he would be teased. Afterwards, though, he thought that ...
when everybody saw Byron wasn’t going to do anything to me for being _______ they all decided that they better ________ do anything either. I still got called ___________ or _________ some of the time, but that wasn’t _________ compared to what could have happened.
Text for Question 2
Why did Byron give Kenny good advice about his lazy eye? What was the advice?
Finally Byron gave me some good advice. He noticed that when I talked to people I ________ my lazy eye kind of shut or that I’d put my _________ on my face to cover it. I only did this ‘cause it got hard to talk to someone when they were ___________ at your eye instead of ___________ to what you had to say.
Text for Question 3
Why did all the kids laugh when Larry Dunn threw an apple core at the new kid?
Here’s how Kenny described the new kid.
He was like ____________ we’d seen before. He was raggedy, he was country, he was _____________, and he was smiling at everybody a mile a minute. The boy with him had to be his _____________, he looked like a shrunk-up version of the __________ one.
Questions?
________________________________________________________________________________________________________________________________________________________________________________________
======================================================================================
Enclosure - Vocabulary Knowledge Rating Organizer
vocabulary-knowledge-rating-organizer_watsons_3may2016.docx | |
File Size: | 52 kb |
File Type: | docx |