Examples:______ Examples:__________
Week 3 2/14-2/18/2011
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.
- 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):
- Compare note with your neighbor.
- Class discussion to compare notes.
Meaning Making: Independent Reading
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#10: Read for 30 minutes. Find a passage in your book that help create imagery or see visuals in your mind. Draw a picture of an image you see in your mind from the descriptions. Write down (on post-its) any setting details that helped you create your visual/mental movie.
Lesson 2 2/15/2011
Objective: Students will understand how to find texual evidence to describe a character.
Aim: How to describe a character?
Skill/Concept: Characterization I – Physical Traits, Personality, etc
Materials: Mentor Text - The Color of Water, A Black Man’s Tribute to his White Mother by James McBride
Do Now: Write a few sentences describing a character you are familiar with, whether s/he is from your book or a movie.
Aquistion – Characterization
Consider
Mini Lesson:
If I asked you WHO the characters in book were, you'd probably be able to name them. For instance, you might know the main character of your book. You probably also know WHO the characters are in television shows or movies that you've seen. For example, Nookie is a character on Jersey Shores.
Stories need a plot (the series of events that happen), setting (the places where they occur), and characters (the people who are affected by the plot and setting). But that's still WHO the characters are. We're talking about WHAT character is, not who some characters are.
Character development is the collection of features that bring the people to life. It's not just their physical features, but their mental features, their personalities, their appearance, and so on. Character is something you can figure out by paying attention to-
The degree to which a character is revealed classifies characters into
Sometimes characters are very predictable. Think about the following Types s of Characters:
For most of them, you can think of specific features that they're likely to have. In a good piece of writing, the characters go beyond the obvious features. They might have an unusual or surprising feature. Look at not just the person's outer qualities, at what the character looks like, but also at the inner qualities.
When we think about all the features that make up character, what the readers bring to the story is just as important as what the author wrote.
Begin reading: “Mommy’s house was orchestrated chaos and the eighth of twelve children, I was lost in the sauce, so to speak. I was neither the prettiest, nor the youngest nor the brightest. In a house where there was little money and little food, your power was derived from who you could order around. I was what Mommy called a ‘Little Kid,’ one of five young’uns, microscopic dots on the power grid of the household, thus fit to be tried, tortured, tickled, tormented, ignored and commanded to suffer all sorts of indignities at the hands of ‘Big Kids,’ who didn’t have to go to bed early, didn’t believe in the tooth fairy, and were appointed denizens of power by Mommy, who of course wielded ultimate power.”
Meaning Making:
Follow the guidelines below to identify examples in your book that illustrate the development of a main character, or protagonist, in the book you are reading..
Three Elements of Characterization:
What does the character look |
How does the character act? |
How do other characters in the story react to this character? |
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When reading your book remember to use the guiding questions above when annotating (taking notes):
Transfer: Write a paragraph using your post-it notes providing examples from your book that illustrate the development of the main character, or protagonist, in the story.
HW#11 Use the notes you have taken and the information in the Character Map to describe a main character in your book. Write about a page in your notebook.
Lesson 3 2/15/2011 Conflict Part I
Objective: Students will know how to identify and analyze conflict in a story.
Aim: How can becoming a good reader improver my life?
Skill/Concept: Characterization – Internal and External Conflict
Materials: Mentor Text - The Color of Water, A Black Man’s Tribute to his White Mother by James McBride
Do now: List any conflict you recall from a stories, novels, movies, videogames, and/or TV shows you have recently read or viewed that a character had to face.
Acquisition:
Mini Lesson –
Conflict: a struggle between opposing forces in a narrative. This struggle creates suspense and tension in the story. A conflict may be within a character, between two or more characters, or between a character and an outside force, such as nature or society.
1.External Conflict: a struggle between a character and an outside force. The outside force could be another character, a social force or practice, or a force of nature.
2. Internal Conflict: a struggle within a character’s mind. An internal conflict may occur when a character faces a difficult decision or conflicting feelings.
There are four types of conflicts (internal and external):
Conflict with Nature Conflict between Characters
Examples:______ Examples:__________
Types of Conflict
Examples |
Types of Conflict
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Two three-year olds fight over the same toy dump truck. |
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An 80-year-old wants to attend his grandson’s |
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Two teens on a hike get lost in a blizzard.
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During World War I, a young man with religious beliefs against fighting is drafted into the army.
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Begin reading: “Right away they were at each other, I mean really going at it. A crowd of black kids gathered, watching my white mother arguing with this white man. I wanted to sink into the floor and disappear. ‘It’s okay, Ma….’ I said. She ignored me. In matters of money, of which she had so little, I knew it was useless. She was going full blast--….’fool….think you are…idiot!’ her words flying together like gibberish, while the neighborhood kids howled, woofing like dogs and enjoying the show.”
What is the character’s conflict in this passage?
Meaning Making: While reading your book take notes and identify whether the conflict is an internal or external conflict. Use the examples above to help you as your read and annotate.
Transfer: Write a paragraph using your post-it notes providing examples of external or internal conflict your character is struggling to overcome.
Objective: Students will understand how to find textual evidence to describe a character.
Aim: How do I use the text to better understand the character(s) in my book?
Skill/Concept: Characterization
Material: Mentor Text - The Color of Water, A Black Man’s Tribute to his White Mother by James McBride
Do Now: Explain using the book you are reading, internal conflicts the main character is struggling to overcome.
Acquisition:
Mini Lesson –
Conflict: A struggle between opposing forces in a narrative. This struggle creates suspense and tension in the story. A conflict may be within a character, between two or more characters, or between a character and an outside force, such as nature or society.
Using the mentor text provided fill in details about the character (black man). Describe the following about him:
Mentor Text 1: “Right away they were at each other, I mean really going at it. A crowd of black kids gathered, watching my white mother arguing with this white man. I wanted to sink into the floor and disappear. ‘It’s okay, Ma….’ I said. She ignored me. In matters of money, of which she had so little, I knew it was useless. She was going full blast--….’fool….think you are…idiot!’ her words flying together like gibberish, while the neighborhood kids howled, woofing like dogs and enjoying the show.”
Mentor Text 2: “By age ten, I was coming into my own feelings about myself and my own impending manhood, and going out with Mommy, which had been a privilege and an honor at age five, had become a dreaded event.”
Mentor Text 3: “I was neither the prettiest, nor the youngest nor the brightest. In a house where there was little money and little food, your power was derived from who you could order around. I was what Mommy called a ‘Little Kid,’ one of five young’uns, microscopic dots on the power grid of the household, thus fit to be tried, tortured, tickled, tormented, ignored and commanded to suffer all sorts of indignities at the hands of ‘Big Kids,’ who didn’t have to go to bed early, didn’t believe in the tooth fairy, and were appointed denizens of power by Mommy, who of course wielded ultimate power.”
Mentor Text 4: “When went out with my friends, I’d avoid telling Mommy where we were playing because I didn’t want her coming to the park to fetch me, afraid that the baddest cat on the block would call her a ‘honky,’ in which case I’d have to respond and get my ass kicked.”
Meaning Making: While reading your book take notes and identify whether the conflict is an internal or external conflict. Explain how the conflict helps develop the character.
Transfer: Write one page response using your notes on the post-its providing examples from your book that illustrate the development of the main character through conflicts, whether internal or external.
HW#13: Read for 30 minutes. Finish writing your one page response on the development of the main character through conflicts, whether internal or external.
Lesson 4 Making Connections
Objective: Students will learn how making connections will help them to understand and comprehend the text.
Aim: How do I make and explore personal connections to characters, conflicts, or themes in a text?
Skill/Concept: Making Connections
Material: Mentor Text - The Color of Water, A Black Man’s Tribute to his White Mother by James McBride
Do Now:
Acquisition:
Mini Lesson –
There are three main types of connections that we make while reading texts.
Ideas From Text |
Reaction/Connection |
p.75, Helen has a big argument with her sister, because she is always wearing her clothes without asking. |
This reminds me of years ago when my sister and I had an argument, because I saw her one day with my favorite jacket on. |
p. 81, There were white sections of Suffolk, like the Riverview section, where Jews weren’t allowed to own property. |
This reminds me of what Jews had to deal with when the Nazis took over Germany.(text-to-world) |
Text to Self helps me think of an experience in my own life
Focusing on text-to-self connections:
Focusing on text-to-text connections:
Focusing on text-to-world connections:
Meaning Making: While reading your book take notes and identify whether you are making a text to text, text to self, or text to work connection.
Transfer: Write one page response using your post-it notes, identifying which type of connection you are making to the book you are reading? Make sure you explain your connection in detail.
HW#14: Read for 30 minutes. Finish your response.