Before we begin reading "The Scholarship Jacket," we will spend some time going over useful vocabulary for this story. This particular graphic organizer, based on the Frayer model, is a good way to get a complete understanding of a word.
When doing this type of work, I like to do a "divide and conquer" strategy with my students. I always ask, facetiously, for a show of hands of those who like to look up all of the words and those who like to look up just one. Of course, the overwhelming majority would like to look up just one word.
I have the students count off by 11's, and I assign a word to each number. As we get to each word, one of the students who looked it up will share out the definition. We then draw pictures for the examples and non-examples and brainstorm a sentence together.
I encourage students to write sentences that really show their knowledge of the word's definition. For example, instead of "The man looked gaunt," I would have them write, "Because he had not eaten a good meal in months, the man appeared gaunt."
Once we have our vocabulary done, it's time to read!
My M.O. with reading is to do a variation of me reading aloud intermixed with calling on students. This gives me a chance to read the paragraphs that might have difficult words and/or details, at the same time keeping the students on their toes because they don't know if or when I may call on them!
Another thing I do while I'm reading a story with a class is to stop and clarify every few paragraphs. There's no point of rushing through a story just to have no one understand it at the end.
As we are putting our books away, I talk to students about whether or not they this this story would make a good TV movie. I ask for students to show me a thumbs-up or a thumbs-down on whether or not they think it would work well.
I will choose one thumbs-up and one thumbs-down to each explain their thoughts.
I leave them with the idea that many of our favorite movies and shows were inspired by literature!