Week 2 Lessons: 2/7/2011 – 2/11/2011

Lesson 1 – 2/7/2011

Objective: Students will know the rules and procedures of the classroom library. Students will learn to visualize the details of a text.
Aim: What is my individual responsibility as a member of a reading community?
Materials: “Reading and Workshop” Procedures, Mentor Text
Agenda  -
Acquisition: Go over “R and W Procedures” and HW Sheet.
Mini Lesson: Fishbowl demonstration - Help students understand what is expected during the reader's workshop (independent reading).

1. Ask four volunteers to demonstrate workshop procedures
2. Student cannot talk
3. Watch and take notes – what is wrong and right?
4. The rest of the class observe and make comments when the activity is completed.

- Introduction of Visualization lesson (after Meaning Making exercise)
Meaning Making:

1. Students generate a list of appropriate conduct including the tone of voice.
2. Hand out “Reading Workshop” Procedures sheet.
3. Compare lists and expectations.

Transfer: Write an outline of “Reading Workshop” expectations and procedures

HW#5 Write an outline of “Reading Workshop” expectations and procedures

Lesson 2 – 2/8/2011

Objective: Students will know the rules and procedures of the classroom library.
Aim: What is my individual responsibility as a member of a reading community?
Materials: Reading Log, Spelling List, Weekly Voc. Word Study

Agenda 
Acquisition: Review of RW Classroom Procedures
Become familiar with library rules.
Library Rules

1. Library is open for the first 10 minutes of independent work time.
2. Check out 1 book at a time.
3. Keep book for 2 weeks
4. You are responsible for lost, destroyed, or stolen books. You must replace them.
5. See library monitors to sign out or return books

Classroom Procedures

1. Check out a book.
2. Start independent reading.
3. Take notes – make sure you annotate using post-it (use as many as you want)
4. Share with partner (notes, what you have read, written)
5. Transfer – write a reflection (one paragraph) on what you have read.

Mini Lesson: (2nd period only) Review of Fishbowl demonstration  - Help students understand what is expected during the reader's workshop (independent reading).

5. Ask four volunteers to demonstrate workshop procedures
6. Students cannot talk
7. Listen and take notes – Skill: Visualization
8. Read the first page of the book
9. Write down details that helped make your mental picture, such as:

• Mood description
• Colors, smells, sounds described in the text
• Characters description
• Setting description

10. I will share my notebook and notes with the class.
11. The rest of the class observe and make comments when the activity is completed.

Meaning Making:

• ONLY Students who’ve completed HW#4 can check out a book.
• Make sure your log out your book with the class monitor.
• Fill out your Reading Log.

Transfer: 

• Read 2 pages of your book
• Write a reflection: What is your first impression of your book?

HW#6: Write a paragraph describing your first impression of the book you have chosen to read-

• setting (time and place of the story)
• your first impression of the character(s)
• What's the book about? What's the problem?
• What's the author's style? Do you like it? Why or why not?
• Do you like the language used in the book?
• So far, what's the best part of the book?
• Any sign you may not like the book?

Lesson 3 – 2/9/2011

Objective: Students will understand why and how readers retell what they’ve read; be able to monitor their own comprehension.
Aim: How can I develop the awareness and confidence that I need to complete tasks independently?
Skill/Concept: Retelling and Reading Comprehension
Materials: Mentor Text: The Short Second Life of Bree Tanner by Stephenie Meyer

Agenda 
Do Now: Why is it important for a good reader to retell?

Acquisition Skill--Retelling

As independent readers in the Reading and Writing Workshop classroom it is very important to develop habits of a good reader. Today we are going to look closely at one strategy good readers use to help them understand what they are reading and read for longer periods of time. It is called “retelling.” Many students have done retellings, or summaries, before. Today, we will think about two things: what qualities good retellings have, and why readers might want to retell a part of their book.
 Mini Lesson:

• I will read aloud a paragraph from the mentor text
• I will model how to retell parts of a text that may seem cloudy or confusing.
• I will model how good readers summarize as they go along to make sure they know what is going on in the story.
• Students should listen for two things
• What my retellings are like—what qualities they have
• Why I chose to retell something
• As I read, I’m going to stop and talk through the thoughts that are going on in my head.

Student Question: 1. What two things are you going to be listening for?
Begin reading:
“…The hours passed slower than usual as I waited for Raoul to come back. From time to time I tried to look at Fred again—to see past the protection he’d created for himself—but I always found myself repelled. If I tried too hard, I ended up gagging.
Teacher: Okay wait, I’m going to stop here, because I am a little confused by how Fred protects himself. I am going to think back to what’s going on, retell, and see if I can figure it out. Bree Tanner lives in a house with ‘newbie’ vampires, who are very unpredictable and dangerous. Bree and the other vampires could not look at Fred for too long without feeling sick. Oh!! I get it. Fred has special gift/powers; he is able to protect himself by repulsing anyone who looks or thinks about him. That part’s much more clear to me now. I’m going to keep reading.
Student Question: 2. What did you notice about my retelling?

Good Retellings

• Are short
• Mention only the important information
• Use the characters’ names
• Tell the events in order
• Make Sense

Student Question: 3. Why did I stop to retell something? Why Retell?

• To clear up a confusing part
• To think back, or reflect on a part you really liked
• To figure out what a word means
• To get a better understanding of a change in plot
• To understand a character better

Meaning Making: Independent Reading

• When you are reading your book today, stop every once in a while, either during a part that is a little fuzzy that you need to clear up in your head, or just when you think you need to take a break to recap.
• Write a brief retelling on a post-it.

• What to annotate: Guiding Questions
• What is the main idea of what you are reading?
• What happened first, second, next, then, finally?
• What does….mean?
• Why is …important

**Remember, we keep post-its not only to record our thoughts and ideas—in this case, the important stuff that’s going on in our reading—but also because it really helps us get a picture of what is going on in your head as you read.**
**Also remember, to look at the chart to remind yourself what you’re trying to accomplish.**

Transfer: Use your notes to write a paragraph retelling what you have read today.

HW#7 Conitune reading for 30 minutes of your book and write a page or two retelling what you will have read using the retelling strategies you have learned today.

Lesson 4 – 2/10/2011

Objective:  Students will learn to visualize the details of a text.
Aim: How do I overcome boredom and difficulty when reading?

Skill/Concept: Visualization (Setting)
Materials: Mentor Text: The Short Second Life of Bree Tanner by Stephenie Meyer

Agenda 

Acquisition: VISUALIZATION

Mini Lesson: VISUALIZATION - Using mental images or pictures about what you are reading such as characters, settings, or events that emerge from reading the text to aid in understanding and making connections. Visualizing turns words into pictures in the readers’ minds as they encounter text to aid in comprehension. 

• Mental pictures are the cinema unfolding in your mind that make reading three-dimensional.
• Visualization helps readers engage with text in ways that make it personal and memorable. 
• Readers adapt their images as they continue to read.

- Teacher will read aloud a passage from the story “The Short Second Life of Bree Tanner”
- Students should close their eyes, and imagine how it looks.
- Students then write what they see (on a post-it) and justify how the text supports their image.

“Less than half a mile away was a large gap in the trees, an open field that covered several acres. Near the center of the space, closer to the trees on its east side, was what looked like an oversized gingerbread house. Painted bright pink, green and white, it was elaborate to the point of ridiculousness with fancy trim....”
-  Students should ask themselves the following (remember to copy down very descriptive words and sentences from the paragraph):

• Can you picture how the house looks?
• When you see the word gingerbread house, what image comes to mind?

- Compare note with your neighbor.

- Class discussion to compare notes.

Meaning Making: Independent Reading-When you are reading your book today, stop every once in a while to write down details that are helpful in creating your mental picture.

What to annotate: Guiding Questions

• What do you see, hear, smell, and feel?
• What is the mood of the text?
• What is the setting?

Transfer: Write a response (one paragraph) explaining settings or events that emerged from reading the text that were helpful in creating your mental picture.

HW#8: Finish reading the story and practice visualizing. Draw a picture of an image you created in your mind from a description in the story. Write down (on post-its) any setting details that helped you create your visual/mental picture.

Lesson 5 – 2/11/2011

Objective:  Students will learn to retell a story from a different point of view

Aim: How can I make reading a more pleasurable experience?

Skill/Concept-retelling from a different point of view

Materials: Mentor Text- The Lottery http://www.classicshorts.com/stories/lotry.html

Agenda 

Acquisition: Skill-retelling from a different point of view

• Read the introduction of the "lottery ticket" short story and determine from what point of view the story is written.
• Choose a different point of view and retell the introduction of the story.

Meaning -Making-Continue reading your book and choose a different point of view such as another character's or yours to retell the story.

Transfer- Use your notes to retell.

HW#9 Choose a different point of view to retell what you have read today. Or retell the story from a specific aspect, for example, why you character behaves strangely or makes a wrong move. What's your personal reaction to that chartacter's action?