Earthquake Terror: Continuing to Make Strong Inferences
Lesson 3 of 10
Objective: SWBAT use quotes to support inferences in Earthquake Terror.
Yesterday, we began a lesson, but had to cut it short due to schedule constraints. This is day 2 of the same lesson, so the cue set today is very short with most of the time spent in Guided and Independent Practice (since that is what we missed yesterday).
Scholars look at the picture of the Dog who is on alert. They have 2 minutes to jot down why they think the dog is on alert. They must support their answer with evidence from the photo itself. I might think aloud for scholars who need support by saying, "I notice the dog is outside, by a tree. Its ears are perked up. Maybe it sees a squirrel and wants to chase it down." I will encourage struggling learners to think about what they notice and why they think the dog is behaving like that (based on prior experiences).
I give scholars 1 minute to chat in table groups about what they noticed. Then I take 2 friends from my cup to share and 1 volunteer. Here is a student work sample. You will see that they observe what is in the picture, but struggle a bit to say WHY they think the dog is behaving in that way. I would support this student by asking them, "Why do you think the dog is acting like this?"
The teaching strategy is VERY SIMILAR to yesterday's lesson since this is a continuation of the same lesson. The main purpose of this time is to QUICKLY review what we learned yesterday.
I explain to scholars that today we will continue to practice answering questions and using quotes to support our answers. I show them the two structures build at beginning of the year and ask them, "Which is stronger?" Scholars respond, the pyramid. I remind them that when we answer questions about what we've read, our responses are strong like the pyramid when we include quotes to support our answers.
We do a cloze reading of pages 31-33 Earthquake Terror n our Houghton Mifflin text. During a cloze reading, all students and I have the same text. I read aloud and pause over certain words to ensure that everyone is following along. Students are responsible for filling-in-the-blank as I pause over a word.
As we read, we think about the following question: Why is Moose acting strange? I pause and think aloud about this question. Then, I model how to record the answer on my foldable. Scholars record my answer on their foldable so that they have a model of a strong response. I have the question on one side, the quote on another and the inference on the third side. The focus here is that scholars select a quote that is relevant to and supports the inference.
Here is where we want to spend the time today since this is the part that we missed:
Scholars read pages 39-44 of Earthquake Terror and answer the following question in their foldable:
*On page 40 it says, "the silence seemed both comforting and ominous." Why does Jonathan feel this way?
Scholars are in heterogeneous partnerships (but within 1 level of each other so that they do not become frustrated). It is important for scholars to hear one another read out loud to practice fluency and hear strong peer models. Scholars are allowed to choose the location in the room where they would prefer to work. This allows scholars the opportunity to get up and move around and increases engagement. Here is a sample of partner reading.
This time is longer today because it is day 2 of the lesson and scholars should be able to handle more independently.
For the last two days, I've attempted to teach Socratic Seminar during small group time so that we can use it as a whole group strategy. This is day 2 of Socratic Seminar for my second class. We will do a fishbowl discussion today (1/2 of the scholars discuss a passage that they read together and the other 1/2 watch to see how they are following norms and routines/procedures previously taught). The other 5 scholars will be with the ELL teacher receiving small group support. This will be day 1 of learning socratic seminar for my first class. Any students not with the ELL teacher or myself during this time are working on their checklist work for the week.
Here is the lesson where we began studying the socratic seminar. Click on the independent practice for a full description.