Touching Spirit Bear (Ben Mikaelsen) – 5-day Planner – Week 1
Day 1
TEXT: Touching Spirit Bear
Day 2
Day 3
TEXT: Touching Spirit Bear – Ch. 1
TEXT: Touching Spirit Bear –Ch. 2
Day 4
TEXT: Touching Spirit Bear – Ch. 3
Day 5
TEXT: Touching Spirit Bear – Ch. 4
BENCHMARKS: VOCABULARY IN CONTEXT, MAIN IDEA, AUTHOR’S PURPOSE, PLOT DEVELOPMENT, TONE, MOOD, CAUSE/EFFECT, SYNONYMS, ANTONYMS
The student will:
LA.910.1.5.1- adjust reading rate based on purpose, text difficulty, form, and style;
LA.910.1.6.3- use context clues to determine meanings of unfamiliar words;
LA.910.1.6.7- identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words;
LA.910.1.6.8- identify advanced word/phrase relationships and their meanings;
LA.910.1.6.9- determine the correct meaning of words with multiple meanings in context;
LA.910.1.7.1- use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and
confirm complex predictions of content, purpose, and organization of a reading selection;
LA.910.1.7.2-analyze the author’s purpose (e.g., to persuade, inform, entertain, or explain) and perspective in a variety of texts and understand how they affect
meaning;
LA.910.1.7.3- determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details;
LA.910.1.7.4- identify cause-and-effect relationships in text;
LA.910.1.7.6- analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections;
LA.910.1.7.7- compare and contrast elements in multiple texts;
LA.910.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context
clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources;
LA.910.2.1.2-locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and
theme in a variety of fiction;
LA.910.3.2.2- draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity;
LA.910.4.2.1- write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions); and
LA.910.5.2.1- listen and gain information for a variety of purposes, (e.g., clarifying, elaborating, summarizing main ideas and supporting details).
1. Introduce the Unit Theme
Celebrating Community: Learning
About Ourselves and Others.
2. Review Daily Routines with
overhead transparencies.
3. Introduce and review:
Opening Routine: Sentence
Editing: Punctuating Direct Quotes
Opening Routine: Sentence Editing:
Capitalizing and Punctuating Direct
Quotes
Opening Routine: Sentence
Editing: Capitalizing and
Punctuating Direct Quotes
Opening Routine: Quick Write-Music
Connection: The Circle of Life by Elton
John www.lyricsandsongs.com
Vocabulary Enrichment: Word in
Context Map for critical word =
banished
Vocabulary Enrichment: Flaming
Graphic for the word = rage
Vocabulary Enrichment: Continue
with Flaming Graphic for the word =
rage - search in Ch. 3
Vocabulary Enrichment:
Relationships among Word Meanings
with Word Array: reverence,
admiration, esteem, respect, value,
disregard, disrespect, impertinence,
insolence, contempt
The project requirements for
My Village Journal.
Division of Language Arts/Reading
Intensive Reading Enrichment (IR-EN) – Grade 9
Revised 2011-2012
Distribute Village Journal
project description to
students. (During week 1,
distribute and review the
Interview Instrument, the My
Village Journal checklist, the
student reflection page, and
the rubric template.)
4. Begin the Building Community
activity.
Teacher Directed Instruction
Teacher Directed Instruction
Teacher Directed Instruction
Teacher Directed Instruction
• Genre: Realistic Fiction
Before Reading: Quick Write
prediction in READING JOURNAL
Before Reading: Quick Write
prediction in READING JOURNAL
Before Reading: Circle Graphic with
“Cole” in center
During Reading: Chapter 2:pp.14-25
During Reading: Chapter 3:pp.2627 Flashback, Setting, Author’s
Purpose
During Reading: Chapter 4: pp.34-35
- Flashback, Setting, Author’s Purpose
• Objectives: Vocabulary in
Context, Main Idea, Author’s
Purpose, Plot development, tone,
mood
Before Reading: Prediction in
READING JOURNAL
After Reading: Understanding the
Text with Three Column Notes for
main characters-Cause/Effect
After Reading: Understanding the
Text with Recipe Graphic
After Reading: Understanding the
Text with Circle Graphic and Life-Is-ACircle Readers Theater-Fluency
practice pp. 35-40
During Reading: Chapter 1:pp. 313
Differentiated Instruction:
Center 1:
Data-driven instructional
intervention
Center 2: Independent Reading
After Reading: Understanding the
Text with revisit prediction and
Character Frame-Plot and
Character Development
Differentiated Instruction:
Center 1:
Data-driven instructional
intervention
Center 2: Independent Reading
Center 3: Technology
Independent/Group Activities
Home Learning
•
Differentiated Instruction:
Center 1:
Data-driven instructional intervention
Center 2: Independent Reading
Differentiated Instruction:
Center 1:
Data-driven instructional
intervention
Center 2: Independent Reading
Center 3: Technology
Independent/Group Activities
Center 3: Technology
Independent/Group Activities
Center 3: Technology
Independent/Group Activities
Center 3: Technology
Independent/Group Activities
Home Learning
•
Home Learning
•
Home Learning
•
Home Learning
• Interview #1 due tomorrow
Division of Language Arts/Reading
Differentiated Instruction:
Center 1:
Data-driven instructional intervention
Intensive Reading Enrichment (IR-EN) – Grade 9
Center 2: Independent Reading
Revised 2011-2012