Teaching point: How can a reader use context clues to determine meaning of words?
Do Now: (5min) How can you figure out a definition of a word you don’t know? List all possible options.

• Context clues are bits of information from the text that, when combined with prior knowledge, allow you to decide the meaning of unknown words in the story or article you are reading.
• As a reader you must act similar to a detective and put together clues from sentences surrounding an unknown word in order to make an intelligent “guess” as to what the definition of a word is.

Authors use many different types of context clues when writing texts.
Three of these types are:
 Direct definition context clues
 Synonym context clues
 Antonym context clues

Direct definition context clues are words that say,
“Stop - don’t touch that dictionary. The definition of the word you don’t know is right here in the text!"
EXAMPLES:
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There are many theories, or ideas, about what made the Ice Ages happen.
In this sentence the word “ideas” tells us that theories are different thoughts people have about something.
After a time, glaciers, or slowly moving rivers of ice, formed over many parts of the Earth.
In this sentence the words “slowly moving rivers of ice” tell us what glaciers are.

Synonym context clues are words around a difficult word that mean the same or nearly the same as the word.
EXAMPLES:
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After seeing the picture of the starving children, we felt
compassion or pity for their suffering.
In this sentence the word “pity” tells us that compassion means to have understanding for.
Mary admonished her students and they knew they were in hot water for their actions.
In this sentence the words “in hot water” tell us that admonished means cautioned or scolded.

Now it is your turn to be a detective and follow the clues!
Use what you have learned about context clues to complete the activity on the next 5 slides.

Context Clues Practice Activity
Your friend Ryan has moved to a new country and is learning a new language. Read what he wrote in his diary and see if you can figure out the meaning to the underlined words.
Dear Diary,
I overslept this morning. I had to eat my bowl of poof-poofs very quickly, and I almost missed the tramzam. When I got to school, I realized I had forgotten my zilgping . Luckily, Ms. Jutzi is very zoosh, and told me I could bring it tomorrow.
After school, some friends and I played plingming. It’s a new game I am learning. We scored 7 points and they only scored 5 points, so we were the zoiters!
Dad says that next weekend we’re going to the fladder . I can’t wait! I love to swim and play in the sand. I hope I don’t get a sunburn though.
Well, I better go to bed soon. I don’t want to wake up late again and miss my tramzam!
Until tomorrow,
Ryan

Antonym context clues are words around a difficult word that mean the opposite or nearly the opposite as the word.
EXAMPLE:
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Joe was reluctant to take the job of captain of the team. He was afraid that the time it would take would hurt his grades.
On the other hand, Billy was eager for the chance to be the team captain.
In this sentence the words “on the other hand” and “eager” tell us that Billy feels the opposite of Joe, therefore, reluctant means uncertain or cautious.

It’s time for some detective work. Take each word from Ryan’s diary that is written in his new language and use the context clues in the text to figure them out!

Let’s begin…
• What could the word poof-poofs mean?
► The sentences tell me it is something that can be eaten. I know that it is a breakfast food because Ryan said it was morning. I also know that it goes in a bowl. What do you think it is?
► The most logical guess would be a type of cereal.
• What could the word tramzam mean?
► The sentences tell me that Ryan was going to school and he almost missed his tramzam. What do you think it is?
► The most logical guess would be a school bus.
• What could the word zilgping mean?
► The sentences tell me that it is something Ryan needed at school. I also know that it is ok if he brings it tomorrow. What do you think it is?
► The most logical guess would be Ryan’s homework.
• What could the word zoosh mean?
► The sentences tell me that a person can act this way and that Ms. Jutzi is being kind and allowing Ryan to bring his homework the next day. What do you think it is?
► The most logical guess would be friendly or understanding.

You’re doing terrific…keep going!
• What could the word plingming mean?
► The sentences tell me it is a game Ryan and his friends play against each other and that points can be scored.
What do you think it is?
► The most logical guess would be a sport such as basketball or soccer.
• What could the word zoiters mean?
► The sentences tell me that Ryan’s team scored 7 points while the other team scored less points. What do you think it is?
► The most logical guess would be that it means winners.

Almost there…
• What could the word fladder mean?
► The sentences tell me that Ryan’s dad said he could go there and when he gets there they will swim and play in the sand. Ryan also mentions not wanting a sunburn.
What do you think it is?
► The most logical guess would be a lake or a beach.
• And, remember, we already figured out the word tramzam probably means school bus.

http://www.flocabulary.com/contextclues/

Have students work with their partners to read page 15 and 16.
Students take turn reading paragraphs. They must read low as their partner follows along. Students make note of any unfamiliar words.
Teacher reads the pages out loud with the class and students think aloud how to determine unfamiliar words .
Critical thinking questions:
-Why do you think the author chose the word “torment”? What does this tell you about how
June is dealing with the bullying at swimming class?
-Determine the definition of troubleshooters using context clues.
-What is the meaning of the phrase “good riddance”?
Closure: (5min) How can using context clues make us better readers?
Teaching point: How can a reader use context clues to determine meaning of words?

Teaching point: How can understanding characterization help readers better understand various characters?
Do now: (5min) Describe a character from your favorite book or movie. Be very specific with your description.

Who is that guy?

• Meaning – Characterization is the way writers develop characters in a story
• Two types –
– Direct Characterization
– Indirect Characterization

• How does detailed characterization help make a story better?
• It seems to me that detailed characterization helps to make a story better because…

• Meaning – when the writer directly tells the reader what a character is like
• Example
– Sherlock Holmes is clever and resourceful.
– Dracula is an evil vampire.

• Meaning – When the writer gives the reader clues about the character by describing how the character acts and thinks.
• The writer allows the reader to decide how to view the character.

Direct vs Indirect Characterization
• Why do you think it might be harder to understand indirect characterization than direct characterization ?
• It seems to me that it might be harder to understand indirect characterization than direct characterization because…

• Meaning – the main character
• Example
– Alice from Alice in Wonderland
– Tarzan from Tarzan
– Cinderella from Cinderella

• Who is the protagonist of your favorite book, movie, or story?
• My favorite protagonist is the character ______.

• Meaning – the character that the protagonist struggles against
– The “bad guy”
• Example:
– Captain Hook from Peter Pan
– The Big Bad Wolf from The Three Little Pigs

• Who is an antagonist who you greatly dislike?
• One antagonist who I greatly dislike is ______, because
_________.

• Meaning – characters who do not play major roles in a story
• Example:
– Extras in a movie
– The evil step-sisters from Cinderella

• Meaning – the reason why a character does something
• Example
– In Cinderella, the prince’s motivation for searching for the owner of the glass slipper is love.

• Round characters are well developed characters. The author tells the reader a lot about the character.

• In your opinion is a round character more likely to be a protagonist or a subordinate character?
• In my opinion, a round character is more likely to be a
______________.

• Flat characters are not developed. Readers know very little about them.
– Usually a minor character

• In your opinion is a flat character more likely to be a protagonist or a subordinate character?
• In my opinion, a flat character is more likely to be a
______________.

• Dy-na-mic
• (adjective) – describing word
• Meaning – changing; able to do many things
• Example
– Dynamic students are able to get good grades in many of their classes.
– It is good for teachers to be dynamic , so that they can help their students with many subjects.

• Why do bosses like to have dynamic workers?
• It seems to me that bosses like to have dynamic workers because…

• Meaning – a character who changes during the course of story.
• Often the change involves learning a major lesson
• Example:
– Ebenezer Scrooge in A Christmas Carol learns to be more generous.

• Sta-tic
• (adjective) – describing word
• Meaning – not changing
• Example
– If employees do not work hard, they will remain static in their careers.
– If you are getting bad grades and you do not turn in make-up work, your scores will remain static .

• If a student has bad grades, what is one way to make sure that his scores do not remain static ?
• If a student has bad grades, one way for him to make sure that they do not remain static is to…

• Meaning – A character who does not change during the story

Students reread pages 11-16 and work with their groups to : Create a chart showing June before and June after swimming lessons. Use details from the story and character traits to describe her.

Teaching Point: How can making inferences help us identify setting?
Do Now: (5min)Finish the characterization worksheet.

-Students take turn reading pages 17 and 18 to the class using the popcorn method.
-Inference: Ask students what it means when April says that the “flowered Mexican tray” is “as close to foreign travel” as she and June will ever get. Discuss what the word foreign means.
-Discuss answers as a class.
Define setting. Setting includes time and place. Details that describe setting might include weather, time of day, location, landscape, and even furniture. Have students copy definition in notebook.
-Activity: Draw a time line of events in the story. Focus on important parts of the story rather than insignificant details.
Teaching Point: How can making inferences help us identify setting?

Teaching Point: What is irony and how is it used?
`Do Now: (5min) Why is setting so important to this story? Be specific.

Surprises, Twists, and
Mysteries

Meaning – When the audience expects something to happen and the opposite occurs.
There are three types of Irony.
1.Verbal Irony
2.Situational Irony
3.Dramatic Irony

Examples
1.A politician is elected because he is known as an honest man, but is later caught stealing.
2.A boxer who gets knocked down gets back up and says “I’ve got you right where I want you!”

Meaning – Verbal Irony is used when someone says one thing but means the opposite.
Example
• The big bad wolf tells the three little pigs, “I would love to have you over for dinner.”

Meaning – An event that is not just surprising, but actually contrary to what the reader or audience should expect

Meaning – When the audience or reader knows what will happen to a character, but that character does not

Go over Alanis Morissette lyrics on irony so students can better understand the meaning of irony. Class discussion about why each part is ironic.
Students take turns reading page 19 to the class.
Task: Write an example of irony in your notebooks.
Share with your partner and discuss whether it is ironic or not.
(Teacher checks every student’s example to make sure they all understand the concept of irony.

Exit slip/Assessment: (5min) How is
June seeing the Other June in paragraph 63 an example of irony?
Provide sentence starters: June was looking forward to the other June;
However,______. Although June expected that _________.

Teaching Point: How can understanding internal and external conflict help us better understand a character’s struggle?
Do now: (5min) Why do you think the author added irony to this story? Do you think it made the story better?

There are two types of conflict:
Internal
External

A struggle that occurs within a character's own mind
Character vs Self
For example, a character may have to decide between right and wrong or between two solutions to a problem. Sometimes, a character must deal with his or her own mixed feelings or emotions.

A struggle that occurs between another character or an outside force
Character vs Character
Character vs Outside force
(weather, society, luck)

l Character vs. Character (Harry Potter vs.
Voldemort) l Character vs. Nature (Dorothy from “The
Wizard of Oz”)

Wizard of Oz
Day After Tomorrow
Alice in Wonderland
A League of Their Own

1.Lakeira kicks Edwin.
2.Jane cannot decide if she would rather be in basketball or drama club.
3.Katie gets stuck in a thunderstorm without an umbrella.
4. Your school has a state level ice-hockey

• Teacher shows http://www.teachertube.com/video/internaland-external-conflict-lesson-331750 to help students better understand the difference.
• Students work on handout to make sure they understand the difference between the two.
• I do: Teacher does a think aloud showing if the first box is an internal or external conflict.
• We do: Class works together to determine if the second box is an internal or external conflict.
• You do: Students read pages 20-22 and explain what the internal and external conflicts June is faced with.

• Critical thinking questions:
• -How does the Other June mock June in paragraph 73? Use details from the story.
• -Discuss what it means when the Other June pried June’s mouth open. (Shows June was showing resistance but not fighting back)
Exit Slip/Assessment (5min) Summarize the internal conflict with which June is struggling.
(Use details from the story)

Teaching Point: What are the parts of a plot map?
Do now: (5min) Describe an example of internal
OR external conflict that you have faced.

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS
Exposition

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS
Exposition

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS
Exposition

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS and
SETTING
Exposition

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS and
SETTING
Exposition

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS and
SETTING
Exposition

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS and
SETTING
Exposition

Exposition
Beginning of the plot where the reader discovers the story’s SETTING and CHARACTERS
CHARACTERS and
SETTING
Exposition

Conflict
The point the PLOT where the character or characters face a PROBLEM
Exposition
Conflict

Rising Action
The central part of a story during which various problems arise, leading up to the climax.
Exposition
Conflict

Rising Action
The central part of a story during which various problems arise, leading up to the climax.
Exposition
Conflict

Rising Action
The central part of a story during which various problems arise, leading up to the climax.
Exposition
Conflict

Climax
The high point of the story, where a culmination of events create the peak of the conflict.
Climax
Exposition
Conflict

Falling Action
This part of the story shows the result of the climax, and its effects on the characters, setting and proceeding events
Climax
Exposition
Conflict

Resolution
This part of the story consists of a series of events that follow the climax, and serves as the conclusion of the story
Climax
Exposition
Conflict

Dénouement
This part of the story consists of a series of events that follow the climax, and serves as the conclusion of the story
Climax
Exposition
Conflict
Resolution or
Dénouement
(“to untie”)

Dénouement
This part of the story consists of a series of events that follow the climax, and serves as the conclusion of the story
Climax
Exposition
Conflict
Resolution or
Dénouement
(“to untie”)

Dénouement
This part of the story consists of a series of events that follow the climax, and serves as the conclusion of the story
Climax
Exposition
Conflict
Resolution or
Dénouement
(“to untie”)

http://www.flocabulary.com/plotelements/
Class finishes reading story “Tuesday of the Other June” out loud.
Discussion questions:
How does June’s saying “no” to the Other June in paragraph 91 change their relationship? What details does Mazer show to illustrate this change?
Ask students why June repeats, “She stepped back. She stepped away from me.”
Describe the Other June’s reaction.
How does this description of the Other June contrast with the earlier, menacing depiction of her?
What does June mean in paragraph 97 when she says it was “the last Tuesday of the Other June”?

Students must complete the plot map based on the story.
I do: Teacher models a think aloud to identify the exposition of the story.
We do: Class works together to identify the rising action of the story.
You do: Students work independently to compete the plot map.