Eighth Grade English Language Arts Unit: 01 Lesson: 01 Day 2 of 20 Exploring Short Fiction Daily Lesson Day 2 WORD STUDY TEKS Key Understandings ELPS Ongoing TEKS TEKS ELPS WRITING Ongoing TEKS TEKS ELPS Ongoing TEKS 8.2A 8.FIG 19B 8.14A Understanding new words and concepts enhances comprehension and oral and written communication. Readers use strategies to support interpretation of text. Writers use techniques and elements to enable the reader to experience and connect with the events and characters. and Guiding Questions READING Why do readers and writers need to pay attention to words? What do readers do when they do not understand everything in text? How do writers develop a well written story? Vocabulary of Instruction Root Affix Prefix Suffix Materials Vocabulary Notebook (1 per student) Chart paper Marker (1 per 2 students) Note cards (2 per student) Dictionaries (class set) or access to an electronic dictionary Mini (2x2) sticky notes (12 per student) Reader’s Notebook (1 per student) Short fictional story that follows a linear plot (class set) Overhead projector or digital projector connected to computer (1) Blank transparency (2) Overhead marker (1) Chart paper Writer’s Notebook (1 per student) Teacher Writer’s Notebook (1) Advance Preparation 1. Determine root words, prefixes, and suffixes students will be responsible for learning. Create nine lists (three lists per unit). Each list should include at least six roots, six prefixes, and six suffixes with meanings for students to learn. For each root word, prefix, and suffix, select at least one word that uses the root or 1. Select three short fiction texts (class sets) to be used for Days 2-7. Choose texts that illustrate different forms of point of view and that follow a linear plot structure. Select one of the texts for this instructional routine. (If you choose to create a thematic and/or interdisciplinary lesson by choosing related texts, you 1. Reflect on your writing territories (areas in which you are an expert), so that you can share with your students during the mini lesson. ©2010, TESCCC Literal questions Interpretive questions Evaluative questions Universal questions 06/01/10 Writer’s Notebook Author’s Chair Free write 2. During this mini lesson, you will write in front of your students. You may choose to write on a dry erase board, on an Page 1 of 6 Eighth Grade English Language Arts Unit: 01 Lesson: 01 Day 2 WORD STUDY READING affix. When possible, include foreign words commonly used in English. may choose texts that are: From a particular time period in history Connected to a historical event Related to an important historical figure From a particular culture, country, region, or social group Related to a social issue Related to a universal moral dilemma or universal theme 2. Write one prefix, one suffix, and one root word on an individual note card. Make sure each student has a card that can match with another card to make a real word. 3. Title one chart page “New Words.” 4. Post: Why do readers and writers need to pay attention to words? 5. WRITING anchor chart, in your Writer’s Notebook with a projector, on a transparency with an overhead projector, or via your computer connected to a digital projector, so students can watch. Prepare accordingly. 3. Post: How do writers develop a wellwritten story? 2. During this mini lesson, you will mark text in front of your students. You may choose to use a transparency with an overhead projector or via your computer connected to a digital projector, so students can watch. Prepare accordingly. 3. Create a chart titled “What Good Readers Do” with the following question stems: Who? What? When? Where? Why? How? (knowledge) What does it mean when the speaker/author says _____? (interpretive) Do I agree or disagree when the author/speaker says _____? (evaluative) How can I relate ______ to the rest of the world? (universal) Background Information ©2010, TESCCC Students are expected to determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes, including, but not limited to, the following: Latin: e.g., scrip/script (manuscript, In future lessons students will identify and generate literal, interpretive, evaluative, and universal questions of text before, during, and after reading. 06/01/10 Students use a range of strategies (e.g., discussion, background reading, personal interests, interviews) to develop a thesis or controlling idea for an imaginative story. Page 2 of 6 Eighth Grade English Language Arts Unit: 01 Lesson: 01 Day 2 WORD STUDY Teacher Notes ©2010, TESCCC READING WRITING In addition to the short fiction texts read as an entire class, students will read a selfselected text. As often as possible, students should be given time to read independently. As the year progresses and students become more comfortable with their Reader’s Notebook, they will use the strategies they have learned to write about their self-selected texts in their notebooks. In addition to the short fiction texts read as an entire class, students will read a selfselected text. As often as possible, students should be given time to read independently. As the year progresses and students become more comfortable with their Reader’s Notebook, they will use the strategies they have learned to write about their self-selected texts in their notebooks. prescription) Greek: e.g., thermo (thermostat, thermos) Other affixes and roots as found in text Over the next few Word Study Instructional Routines, students participate in activities using the roots and affixes from the list. It is recommended that teachers set up a Word Wall for use throughout the year. 06/01/10 Page 3 of 6 Eighth Grade English Language Arts Unit: 01 Lesson: 01 Instructional Routines Day 2 Mini Lesson WORD STUDY WRITING Suggested Duration: 5 min. Suggested Duration: 10-15 min. Suggested Duration: 20-25 min. Content Objective: Students become familiar with commonly used roots and affixes in order to determine the meaning of unknown words. Content Objective: Students ask questions in order to monitor comprehension, activate and build background knowledge, and support understanding of fiction texts. Content Objective: Students gather ideas for future writing. 1. Ask and post: Why do readers and writers need to pay attention to words? 2. Explain to students that during the semester, they will become familiar with the most commonly used roots and affixes. They will be given a list of roots and affixes, and the class will spend several days participating in activities with the lists. At the end of the instruction, there will be an evaluation. 3. Post and present the list of root words and affixes with their meanings. 4. Brainstorm and list on chart paper examples of other words that include each of the roots or affixes. ©2010, TESCCC READING 1. Explain that there are things good readers do, called strategies, to improve their understanding of texts. Recall that in Day 1, the class discussed the strategy of establishing a purpose for reading. 2. Ask and post: What do you do when you do not understand everything in text? 3. Explain that today students will practice a strategy called questioning. 4. Introduce the text selected and share important information to help activate students’ prior knowledge. 5. Model the questioning strategy by reading the beginning of the text aloud. Project the text so students can see how you mark the text with sticky notes as you read. Read through the first third of the piece and model questioning about the text. Model the four levels of questions referring to the question stem chart: Who? What? When? Where? Why? How? (knowledge) What does it mean when the speaker/ author says _____? (interpretive) Do I agree or disagree when the author/speaker says _____? (evaluative) How can I relate ______ to the rest of 06/01/10 1. Ask and post: How do writers develop a well-written story? 2. Explain that over the next few days they will be introduced to a few strategies that will help them write when they feel they have nothing to write about. 3. Explain that writing territories are areas in our lives where we are experts. You often hear writers say, ‘write what you know.’ Our writing territories are strong areas where our ideas can originate. 4. Model a Think Aloud making a list of your writing territories. 5. Students write an entry in their Writer’s Notebook titled “My Writing Territories.” Students create their own writing territory lists in their Writer’s Notebooks. Allow two to three minutes for them to share parts of their territories with a partner. Remind students that they do not have to share everything- only the things they feel comfortable sharing. 6. Model how to use one writing territory as a starting point for a new entry in the Writer’s Notebook. Choose one of your writing territories and write it on the top of a blank page. Begin to free write from this topic for a few minutes, sharing your thinking as you work through the piece. Page 4 of 6 Eighth Grade English Language Arts Unit: 01 Lesson: 01 Day 2 WORD STUDY READING WRITING the world? (universal) 6. Facilitate a discussion leading to the awareness that some questions help you pay attention while you read. Some questions will not be answered by the text and will lead you to seek answers in another source. Others will lead you to think more deeply about issues presented in the text. Learning Applications Suggested Duration: 5 min. Suggested Duration: 15-20 min. Suggested Duration: 5-10 min. 1. Randomly give each student a note card. 1. Students read the second third of the text with a partner or in a small group. Then, they read the final third of the text independently. 1. Students choose one of their writing territories and Free Write an entry in their Writer’s Notebooks. 2. When signaled, students find a partner(s) to create a real word using the note cards. (Students may use a dictionary to check meaning as needed.) 3. Students post their created word(s) on the chart page titled “New Words.” 2. As students read, they record their questions on small sticky notes and post them in the margins of the text. (You may decide to designate when students stop to ask questions, or you may let them decide on their own.) Students use the question stems you modeled in the mini lesson. 2. Monitor students and assist them as necessary. 3. When students finish reading, they move their sticky notes into their Reader’s Notebook. Closure Suggested Duration: 3-5 min. Suggested Duration: 5-10 min. Suggested Duration 5-10 min. 1. Students discuss each word on the list explaining how they determined the word’s meaning. 1. Students choose a question from their sticky notes that really makes them think and/or does not have a clear answer. 1. Invite volunteers to sit in the Author’s Chair and share their writing. Celebrate with positive affirmations. Model this procedure if needed. 2. Students record the list of new words in their Vocabulary Notebook. 2. Students share their questions and responses with the class or with a partner. 3. Display the previously created chart titled, “What Good Readers Do” ©2010, TESCCC 06/01/10 2. Facilitate a discussion to explain that writing completed in the Writer’s Notebook is informal, but it will likely lead to ideas for future, polished pieces. At the end of this unit, you will be writing an imaginative Page 5 of 6 Eighth Grade English Language Arts Unit: 01 Lesson: 01 Day 2 WORD STUDY READING 4. Review how questions are used to help understand what is read. ©2010, TESCCC 06/01/10 WRITING story. Page 6 of 6