Review the over-arching ideas from yesterday so that scholars' brains access the lesson and begin to connect what they are learning about today. I say, "Yesterday, we watched the video for Katy Perry's, Roar. We identified that her challenge was facing the tiger. She responded to her challenge at first by running away. Then, she gathered her resources and gained courage. Finally, she lured the tiger and defeated him; making him submissive to her. This shows that she is persistent and courageous."
*If engagement wanes, you can always make it more exciting with your tone or by acting out as you talk. Also, you can do a choral response (i.e. Her challenge was _____, kids fill-in "The Tiger!").
Here is the video that we watched yesterday:
To begin our lesson today, we make the foldable of Amanda (character #2). Making the foldable helps make the lesson more fun and students love to record their thinking on something other than a notebook or graphic organizer. Then, we do a cloze reading of chapter 18 (I do a cloze reading of text to enhance engagement and to give all students access to complex text).
I model thinking aloud about describing Amanda's challenge & I record on my foldable. Scholars' discuss her response to challenge with a partner, and then I call on 1 friend from my cup and 1 volunteer to describe the response to challenge. Inside the cup is a smaller cup and popsicle sticks. On each stick, I write each student's name. Once I select a student, I place their name between the inner and outer cup so that I know that I've used the name. Once I've used all names, I place all sticks back inside of the inner cup. I use a cup to ensure I'm not just calling on the same students and I select 1 volunteer so that scholars who enjoy sharing are not shut down because I only use my cup.
Then, I model thinking about how Amanda's response to challenge reveals something about her character. I say, "Amanda confronted her challenge by trying to reason with Maniac so that he would stay instead of leaving town. Someone who uses reason often tends to smart. I know this because my sister is a lawyer and whenever I have a problem she ALWAYS tries to reason with me." I then model recording the personality trait on my foldable.
I do a gradual release here with my ELL teacher. She pulls the yellow group to the front and reads aloud and discusses chapters 19-20. They record characters' challenges and characters' response to challenge and personality traits that are revealed through that on the foldable.
The pink & white groups work in partners assigned by teacher to provide support and to ensure that scholars are working hard, not socializing (i.e. separate close friends!). I assign spots in the room for them to go, read chapters 19-20 and complete foldable.
I circulate among the partner groups and ask questions like, "What is Maniac's challenge in this chapter? How does he respond? Does that response change? What does that tell us about what type of person he is? What quotes prove your thinking?"
I continually remind scholars to record quotes that support their thinking. This is a key shift to common core standards. It is important that scholars continually use quotes so that they get in the practice of justifying and strengthening their responses.
Scholars return to seats and read chapter 21 independently. They complete both foldables (inserting quotes to prove thinking).
I pull 3 scholars to the front who are unable to access the text independently (they have a read aloud accommodation in their ELL plan) and read the chapter aloud to them. I do not support them with recording their answers because I want to use this as an indicator as to what they can do independently with their accommodations.
I anticipate that some students may have challenges with completing their work independently. In order to prevent this from happening, I tell scholars that I will be collecting their work at the end of the class. This helps them to feel a bit more accountable for the work that they complete.