Chalmers Gwyn Pearson Week Two LP Final

7th Chalmers, Gwyn, Pearson Reading The Contender Week of 9/2/2014
REFLECTION SECTION
General comments
on Curriculum and
Students:

Which scholars are
struggling most in your
class? Why? Be specific.
What interventions are
you going to try with
them this week?
What parent contact
have you made?
What support do you
need in order to help
these students be
successful?
Im excited to continue getting to know my scholars and maintaining the
expectation of 100% participation in the second week!
This week, Im going to continue to focus on strategically pairing verbal
directions and corrections with nonverbals, and I will try to remove some verbal
instructions this week.
I will reach out to parents of scholars who I notice acting appropriately or
beyond expectations in class.
I will use the support of my fellow Freedom Fighters to make sure I grow each
day and give my scholars the best first week of content that I can.
Progress towards
PD Goals:
How do you plan to
implement feedback
that you have received
on plans or observation?
How are you addressing
your PD goals? Be
specific.

Unit Topic and
Destination
Assessment:
Where you are headed?
List projects, FIAs,
weekly assessments,
projects, performance
tasks, etc. that your
scholars are working
towards?
Identify skills/standards
from Common Core
FIA 7.1
o Important Details (address this week)
o Identify Setting (address this week)
o Providing evidence for support (address this week)
o Characterization (Direct characterization address this week)
o Making inferences
o Identify theme
o Interpreting figurative language
o Determining vocab in context
o Identify turning point
o OER
o Making predictions
o Text structure
o Asking questions
Active Reading (address this week)
OER structure (address this week)
Vocab from The Contender (address this week)
Key Concepts/
Enduring
Understandings:
What content will
scholars need to know
in order to get to
mastery?
2.1
SWBAT list the criteria for valuable supporting evidence.
SWBAT identify valuable supporting evidence, given a sample text and an
important idea (or argument) discussed in the sample text.
SWBAT annotate and answer questions during a close reading of page 128 and
132 of The Contender
2.2
SWBAT define the following vocab words from The Contender: sneer, contender,
sheepish, suave, preliminary, stagger.
SWBAT use context clues to approximate the definitions of this weeks vocab

words.
SWBAT annotate and answer questions during a close reading of page 61 of The
Contender.
2.3
SWBAT identify and analyze main idea
SWBAT compose an OER that uses all parts of TAQE / TAQEC, based on a
passage.
2.4
SWBAT define direct characterization.
SWBAT identify details that contribute to direct characterization in a sample text,
including The Contender.
SWBAT explain how the author directly characterizes a character in sample texts,
SWBAT to identify direct characterization in sample texts, including The
Contender.
2.5
SWBAT annotate and answer questions during a close reading of pages of The
Contender.

Post Assessment
Follow-up:
Refer to your six-week
action plan.
What standards are you
spiraling this week into
do nows, mini-lessons,
homework, quizzes,
etc.?
What standards are you
reteaching?
Active reading
OER structure and practice
Identifying vocab in context review last weeks vocab in Oral Drill
Close reading
College Readiness:
Describe this weeks
integration of College
Readiness Skills (Note-
taking, study skills, and
time/task
management).
Scholars will be filling in guided notes to keep in classroom binders
Scholars will manage time for independent practice
Scholars will be working on open ended responses
Scholars will be citing textual evidence to support their claims
Special Needs
Students:
What special
accommodations might
be needed this week?
Outline the plan for each
day and the scholars
that you would like
pulled during your
lesson.
Include the objective
and what measures you
will use to identify
mastery.
TW know which scholars in the class have IEPs and plan accordingly. Because this is the
first week, the teacher may not know all of the special needs that scholars will need.


Monday, September 8, 2014
85 minutes
Objectives:
What skills/content will
students need to know in
order to get to mastery?
You may have more than
one objective.

Be sure to apply to the
Common Core.
1. SWBAT list the criteria for valuable supporting evidence.
2. SWBAT identify valuable supporting evidence, given a sample text and an important
idea (or argument) discussed in the sample text.
3. SWBAT annotate and answer questions during a close reading of page pg 128 and pg
132 of The Contender

Do Now:

Provide an explanation
of the DN. Attach a
copy of the DN when
you send the plans
Script questions that
you will ask during the
DN review and any
misconceptions you
expect students to
have. Include all DN
review questions in
this box.
0:00-0:09 minutes (7 mins DN, 2 mins DN Review)

SW complete the DN about Fables and answer the MC and short answer
questions. This will assess comprehension, and textual evidence.
Words of
Motivation:
Remember: Do as I do. Say as I say.
People may not believe what you say, [hands cupping mouth] / but they
will always [finger pointing down] believe what you do [stomp].
Two claps on two. 1,2
Oral Drill/Mad
Minute Dash:

Script Oral Drill
questions and answers
Be sure to write
scholars names next to
questions

:9-:12 (3 minutes)
During oral drill, you will remain standing in STARS, hands at your sides. When I call
your name, please answer the question in CANS.

Question Unity Dignity
1. What does the T in TAQE
stand for? Topic sentence

2. What about the A?
Answer the question

3. Q? Quote

4. E? Explain

5. What does the T in TAQEC
stand for? Transition

6. A? Answer the question

7. Q? Quote

8. E? Explain

9.

C? Conclusion

10.

a run-down, low-rent
apartment building
tenement

11. muffled; sound made soft
by distance or
interference muted

12. A loud burst of noise
peal

13. Continuing without
interruption perpetual

14. hum-drum; lifelessness;
boredom listlessness

15. calm, unruffled serene

16. What does the first T in
TTP stand for? Time

17. The second T?
Tone

18. The P? Place
19. What is the part of
speech for
listlessness? noun

20. Peal? Noun

21. Tenement? noun
22. Muted? Adj
23. Perpetual? Adj
24. Serene?
Adj

25. Turn muted into an
adverb. Mutedly

26. Perpetual?
Perpetually

27. Serene?
Serenely

Two snaps on two. 1,2
Sit down on two. 1,2

Heart of the
LESSON #1:

I: Present/Model
Script Think Alouds
Script Questions
Script in answers

We:
Guided Practice
Script questions
Script in answers
Anticipate
misconceptions
Include ongoing checks
for understanding
Script procedures/
taxonomy

You:
Independent
Practice
Define the assignment
and how long students
will work
What are the teachers
doing? What are the
students doing?
Script CFUs
Script in answers

Activities: Citing Textual Evidence
(32 minutes) 0:12-0:44

I do: Guided instructions, Guided notes, Think alouds

SW take notes while teacher demonstrates on the board.

This conversation about evidence should sound familiar, why? Scholars
used evidence from the text in their OERs
Later this week you will have an opportunity to revise your OER. Therefore,
you can use this knowledge of gathering textual evidence to support your
revision.

What did you look for in evidence for your OER? Evidence should be on
topic, should support the claim, should be the best piece of evidence
you can find

Relevant Does the evidence support the topic sentence?
Sufficient Is this enough evidence?
Efficient Is this the best, most logical choice for evidence?

SW take guided notes
There are Three steps to finding textual evidence into a written (or oral) response.
First, you will need to state your idea about the text. Be sure that if you answering a
specific question like with open-ended responses that you restate the question in

your topic sentence.
Second, give supporting evidence from the text. When you are quoting directly from
the text, you must use quotation marks .
Finally, you will be required to explain the evidence. How does this quote that you
cite support your idea?

TW then model the proper use of evidence in a text.
I will read the passage. While I am doing that, please underline any
important details that you see. Track your papers 3,2,1.

We do: Guided practice

(I do, you help)
Numbers 1-3
Now that weve read the passage, lets take a look at the question. We are
being asked to find the authors purpose in writing the text. Lets see the
response below to find out why this is a good answer.
TW read the model answer. After each numbered section, TW use guided

(You do, I help)
Numbers 4-5)
We will now turn and talk so that you can complete numbers four and five
with your shoulder partner. Remember to use habits of discussion.

You do: Independent Practice

SW read A Crooked Election. Then they will respond to the questions on
the worksheet. It will ask them to give a response to a question, and then
provide textual evidence to support that response.
Heart of the
LESSON #2:

I: Present/Model
Script Think Alouds
Script Questions
Script in answers

We:
Guided Practice
Script questions
Script in answers
Anticipate
misconceptions
for understanding
Script procedures/
taxonomy

You:
Independent
Practice
Activities: Close Reading The Contender
(31 minutes) 0:44-1:15

TW close read the below passage on the document camera. (p 128)

In this part of the book, Major has picked up Alfred with a few friends. They are
driving along the Hudson River.

They wont let you park it, said Major. Even if you bought one, you couldnt
park it, just have to keep goin up and down the river. They dont get you one way,
they get you another. Right, Alfred?
If you say so.
Major laughed. You all right, Alfred.
What does it mean to get someone? In this case, it means to be mistreated
Who does they refer to? White people
What does it refer to? Boat

will work
doing? What are the
students doing?
Script CFUs
Script in answers

Where are they? Along the Hudson River
Where did they get the car? Stole it
Where does Major say he got the car? Loaned it from someone


(I do, you help)
TW read the below passage.
He watched the movie. Handsome, well-dressed white men got in and out
of fancy cars with beautiful blond women. For a while, he tried to follow
the picture, then gave it up. You all right, Alfred. Thanks, Major, thanks
a lot. How long ago now, a month, two months? That last time Major
used his fists and feet to bust me up. This time heDont blame him,
man, he didnt pour all that stuff into you at the party. You did that. He
didnt put a knife in your throat and make you ride. You got in the car.
Major was just being friendly. Ill bet, said Henry. If they dont get you
one way, they get you another.

TW stop scholars after every sentence to ensure comprehension. This is a
difficult passage because of the lack of notation of who is speaking. There
is also a moment that Alfred stops himself, and reworks his thoughts.
This stream of consciousness narration can be difficult.

What is significant about the movie Alfred watches? Its about white
people. EVIDENCE white men, blond women.
Why do you think the author chose white people here? It parallels what
Major said about how the white peoples culture is exclusive in a way.
Why do you think he made them well-dressed in fancy cars and made the
women, beautiful blond women? I think the author is trying to further
the separation between Alfred and the people on the screen. They are
seemingly from a different world. Throughout the novel, Alfred
seems concerned with this idea of going out and making something of
himself. I dont think he values the escapism and wishing for a better
life that many people subscribe to in the book. He is out working for
a living, he doesnt steal, he is trying to box to make a better life for
himself. Meanwhile, his friends are stealing nice cars, driving to
fancy places, wishing away their lives hoping for something better.
Why cant Alfred seem to follow the program? Based on the above
reasons, he is unable to relate.

(You do, I help)
Now we will look at a different text for close reading. Please turn to the next page
in 3,2,1.
TW stop working through comprehension. TW allow scholars to complete a
worksheet that works through the remaining text. TW circulate for comprehension.
When scholars have completed the questions, TW review their answers.

SW analyze the phrase If they dont get you one way, they get you

another.
The following will be written answers:
What is similar about the comments? They are both about someone being
put down by someone else
What is different about them? The first is about white people putting
down black people. The second is about Major and Hollis putting
down Alfred (again).
What is the author trying to say? The author is suggesting that
Why is this a repeated phrase? The author is drawing a parallel between
who Major thinks is getting them (white people) and who is getting
Alfred (his peers)
What changes between the first time this is said and the second time?
Alfreds outlook on who his friends are. He seems now to recall that
they were not always there for him.

Closure:

Final Check for
Understanding
and/ or Exit
Ticket
How are you
assessing
mastery?
Ensure ET
questions are
included in this
section with
answers

Exit Ticket:

Collect class binders and record HW
Scholars, we are ready to collect the class binders. When I say go, well use
our left hand to reach for our binder, put in on our desk, and then return to
STARS. In 3 seconds. Go! 3-2-1.
Binder monitors, you may now collect the binders silently and return them
to the shelf. While they do that, every else record the HW into your agenda
from the board. Scholars who sit next to a binder monitor, you record the
HW for your partner. Ready? 1 minute! Go.
10 second warning. 9-8-7-6-5-4-3-2-1. Now we are sitting in STARS.

Review HW
Turn to the HW page in your packet in 3-2-1. Now fill in the heading.
Lets review question 1. Clutch your packet in your left hand, exit ticket in
your right. Raise in 3-2-1 and rip! Packet down. Exit ticket on the right of
your desk.

Binder Filing
We are going to file away our packet and homework in our homework
binder. When I say go, well use our left hand to reach for our binder, put in
on our desk, and then return to STARS. In 3 seconds. Go! 3-2-1. Now find
Reading and file away that homework. Let me hear those clicks. Good
work! Love the urgency. 2.5 claps on 2, 1-2. Nice. Lets exit ticket.

The exit ticket will have questions based on the notes the scholars took on
Textual Evidence.

Passing in Exit Tickets
Scholar on the window side of the room get ready to pass your exit ticket
first. Everyone else, wait for your neighbors exit ticket and then pass.
Window scholars ready? Go!


Dismissal
We are ready to go. I need 3 shout outs before we leave here! Who has a
shout out?

When you see your number, silently stand up, push in your chair, and
move to your spot in line. [Teacher raises 1 finger A-G, 2 H-K, 3 L-P, 4
Q-Z.] When my fist is closed we are silently moving into the hall. Thanks
for spending this class with me. [Teacher closes fist.]

HW Assignment:

(5 minutes) 1:15-1:20

SW complete a worksheet that asks them to find evidence for how their
lives are like Alfreds. They will make an assertion, then follow it with
evidence and explanations for that evidence.

Necessary
Materials:

Document camera
Worksheets (teacher provided)
Anticipated
Challenges:
Consider academic
and behavioral
challenges

Academically, I hope this is a review for most scholars. Many will have
done active reading last year.
Behaviorally, I will be actively looking for any issues during the lesson.


Tuesday, September 9, 2014
120 minutes
Objectives:
one objective.

Common Core.
SWBAT define the following vocab words from The Contender: sneer, contender,
sheepish, suave, preliminary, stagger.
SWBAT use context clues to approximate the definitions of this weeks vocab
words.
SWBAT annotate and answer questions during a close reading of page 84 of The
Contender.

Do Now:

of the DN. Attach a
copy of the DN when
you send the plans
DN review and any
misconceptions you
expect students to
review questions in
this box.
:00-:09
The DN will be on context clues for the vocabulary words we chose for this
week from The Contender.
SW answer questions about the definitions of each word based on the
context clues provided in the section.
Words of
Motivation:
People may not believe what you say, [hands cupping mouth] / but they
will always [finger pointing down] believe what you do [stomp].
Oral Drill/Mad
Minute Dash:

Script Oral Drill
Be sure to write
questions

:09-:12

During oral drill, you will remain standing in STARS, hands at your sides. When I call
your name, please answer the question in CANS.
Question TEAM NAME TEAM NAME
1. What does the T in TAQE stand for?
Topic sentence

2. What about the A? Answer the question

3. Q? Quote

4. E? Explain

5. What does the T in TAQEC stand for?
Transition

6. A? Answer the question

7. Q? Quote

8. E? Explain

9.

C? Conclusion

10.

a run-down, low-rent apartment
building tenement

11. muffled; sound made soft by distance or
interference muted

12. A loud burst of noise peal

13. Continuing without interruption
perpetual

14. hum-drum; lifelessness; boredom
listlessness

15. calm, unruffled serene

16. What does the first T in TTP stand
for? Time

17. The second T?
Tone

18. The P? Place
19. What is one of the steps for
finding textual evidence?
Relevent

20. Another one Efficient
21. The last one? Sufficient
22. When you use a quote from the text,
what kind of punctuation do you use?
Quotation marks

23. What is one way that your life is like
Alfreds? He has to push through
adversity

24. What is another way? His
neighborhood impacts him

25. What does the C in CANS mean?
Complete

26. What does the A in CANS mean?
Accurate

27. What does the N in CANS mean?
Neat

Two and half claps on two. 1,2

Mini-
lesson/Review
Activities: Setting - Culture
0:12- 0:32

TW model active reading for the first few paragraphs of The Blackout
passage.
What is the setting of this passage? A city, in the fall,
How do you know this? I know because it is cold, says November,
leaves crinkling, Christmas and Hanukkah lights

(I do, you help)
SW read the next paragraph
What is a blackout? Blackout is when all the lights in an area go out
due to electrical issues
What is the culture of Heathers setting before the blackout
What happens after blackouts?

(You do, I help)
Why doesnt Heather know the boy who lives in her buildings name? She,
like everyone in the story, is not as welcoming and friendly to others
before the blackout.
Why do you think this is the case? She probably goes about her business,
not bothering to make friends. However, when she sees someone is
in need, she steps up.
What is it about blackouts that brings people together in this story? They
must come together to overcome the adversity.
What is the change in the story that causes this change? The lights going
out changes the characters in the story.

You do: Independent practice
SW write a short response about how the blackout is affecting the culture
of this city. They will need to explore both before the blackout (using
evidence) and how this changes after the blackout (using evidence).
Finally, they will talk about why they believe this is the case
(connect/conclusion).

Heart of the
LESSON #1:

I: Present/Model
Script Think Alouds
Script Questions
Script in answers

We:
Guided Practice
Activities:
(30 minutes) 0:32- 1:02
Activities (add time stamps for each section of the lesson):
Vocabulary

:53-:61 (8 minutes)
SW turn to the first page of their packet.
TW model through a think aloud and by annotating to show the proper

Script questions
Script in answers
Anticipate
misconceptions
for understanding
Script procedures/
taxonomy

You:
Independent
Practice
will work
doing? What are the
students doing?
Script CFUs
Script in answers

way to use context clues to infer a definition.
The worksheet will have a paragraph where scholars can annotate
(modeled by teacher at first, moved to scholar annotating). Then a place to
write the definition along with parenthesis for part of speech. Then a line
for other parts of speech. Finally, there will be a box where scholars can
either write one word to help them remember the vocabulary word, or
draw a picture that will help them recall the definition.
Please remember to use CANS. When I write, we write

1. Contender (noun) When the contender stepped into the ring, everyone
knew that it would be a good fight. The young contender had proven
himself over and over and she needed only to beat the current champion to
solidify her place in history.
Contender is a competitor, especially somebody who has a good chance of
winning.
You have 10 seconds to draw a picture or write a word to associate with the
vocabulary word.
5, 4, 3, 2, 1
Who has an excellent word they chose or a picture they would like to
explain?

Scholar may draw a picture of an athlete, or a word association

2. Amateur (noun and adjective) The amateur figure skater performed on the
weekends for hundreds of people. However, he still kept his job during the
week because he wasnt being paid for his performances.
How is the word amateur being used in the sentence? adjective
Can someone use amateur as a noun in a sentence? The amateur dancer
wasnt being paid, so she needed to work during the week.
An amateur is somebody who does something for pleasure rather than
payment
vocabulary word.
5, 4, 3, 2, 1
explain?

Scholar may draw a picture or write a word association


(I do, you help)
SW be called on to read the sentence/paragraph. TW ask for scholars to give their
opinions on what will be underlined as context clues. TW give each scholar five

seconds to annotate the sentence once it is read. (Look for 100% hands)

3. Preliminary (noun and adjective) During preliminary testing, the scholar
completed excellent work. However, on the day of the final exam, he froze
and struggled to answer any questions correctly.
Preliminary means coming before something, an introductory or preparatory
activity
What do we call the word however in this sentence? Transition word
What is the part of speech of preliminary in this sentence? Adjective
How do you know? Its modifying the word testing
vocabulary word.
5, 4, 3, 2, 1
explain?
Scholar may choose draw a picture or write a word associated with
coming before something

4. Suave (adj.) To sneak her way into the closed meeting, she used suave
charm to convince the party goers that she belonged there.
Suave means police and charming, especially in a way that seems affected
or insincere, well groomed and pleasantly dressed
Does this word have a negative or positive connotation? Negative
What makes you say that? The context clues within the definition and the
sentence are that a person who is suave is insincere.
What might someone who is suave say to stay at a meeting even if he or she
wasnt supposed to be there? What do you mean you dont know who I
am? Who are you? They should exude confidence, etc.
vocabulary word.
5, 4, 3, 2, 1
explain?
Scholars may use a picture or word that relates to the word suave

(You do, I help)
SW have thirty seconds to read the short passage and annotate. They should orally
attempt to come up with a working definition for each word.
Below you will find our final two vocabulary words. Please read and annotate the
passage. Then we will try to come up with a working definition, based on what you
annotated, that will work for that word.


5. Sheepish (adj.) He stood sheepishly to the side as the rest of his
classmates danced. He was very self-conscious about his skills and didnt
want them to make fun of him.
Sheepish means showing embarrassment or looking timid
What might a sheepish person look like in 3,2,1?
vocabulary word.
5, 4, 3, 2, 1
explain?
Scholars may use a picture or word that has to do with boredom

6. Sneer (noun or verb) She had a sneer on her face when she made up the
fake story about the girl in her class. She knew it wasnt true, but she just
wanted to get her classmate in trouble.
Sneer is an angry or hostile smile, remark, or tone;
What is the difference between the noun and verb part of this word? You
can have a sneer on your face or you can sneer at someone
Write a sentence using the word sneer as a verb. I sneered at the scholar
when she broke the rules of my classroom.

vocabulary word.
5, 4, 3, 2, 1
explain?
Scholars may use a picture or word that has to do with a mean smile


SW turn to the next page.
SW will be creating their own sentences for these vocabulary words.
Directions: Choose three of the vocabulary words below you are going to
create original sentences. Sentences should provide context clues to give
any reader hints as to what the word might mean. Use your drawing or
cue words above as your context clues. When you have finished your
sentence, go back and underline your context clue. Also mark the
vocabulary word with the part of speech.
What is the first thing that we do? [create an original sentence using

context clues]
Where are you getting your context clues? [in the boxes]
Whats the next aspect of this assignment? [underline the context clues]
Whats the last part you need to do to have a complete homework? [Mark
the word with a part of speech]
Everyone, does this mean you can use any of the parts of speech for these
words? [Yes!] (Do it again ensure all scholars know they can and should
use different parts of speech)

Heart of the
LESSON #2:

I: Present/Model
Script Think Alouds
Script Questions
Script in answers

We:
Guided Practice
Script questions
Script in answers
Anticipate
misconceptions
Include ongoing
checks for
understanding
Script procedures/
taxonomy

You:
Independent
Practice
Define the
assignment and how
long students will
work
What are the
teachers doing?
What are the
students doing?
Script CFUs
Script in answers

Activities: Close Reading The Contender
1:02-1:35 (33 minutes)

TW model close reading by reading and annotating the below passage.
TW check for understanding while reading, and will also intro the passage
with where we are on the plot line.
When I write, We write!
Its true, said Spoon, stopping. It was a bad cut, but if Willie had
forgotten about it and kept pressing Becker he would have won, he might
even have knocked him out in that round. But he got scared, it was the
first time he had ever gotten hurt, really hurt, and he got scared. The way
he concentrated on protecting that eye left him wide open, and Becker was
sure to hurt him somewhere else. [Mr. Donatelli saw that and stopped the
fight, to save him from being hurt and to same him, I think, from showing
himself a coward in front of the crowd. I cant think of another manager
who would have done that.]
TW dive into the bracketed area, using the details to talk about what kind
of person Mr. Donatelli is.
TW answer questions in the worksheet.

We do: guided practice

TW read the below passage and talk about Mr. Donatelli again in a close
read.
I was beginning to take too much punishment. I was winning, but I was
starting to get hit regularly. This thing, he touched his nose, was a big
part of it. I argued of course, but there isnt much point arguing with the
boss unless youre right and hes just testing you. [He told me he felt I
should go back to college, full-time. I had taken a few courses at night. I
had the money he made me save while I was going good, and I still had my
eyesight and my hearing and my brain in one piece.] I graduated from
City College and I started substitute teaching. Last year I married a
teacher. Mr. Donatelli was the best man.

I do, you help:
What is happening during this section? Spoon is telling Alfred and Henry

about his boxing career.
Where did they just come from? MSG to see a fight
What happened to Spoons fighting career? It ended
Why? Mr. Donatelli stopped it
Was Spoon losing fights? Did he get too old? No, he just was taking too
much abuse.

You do, I help:
What did you underline from the second half of the quote?
Why was that important?
Why did _________ underline that ____________? Because it tells about Mr.
Donatellis character.
TW ask scholars to look specifically at the bracketed section. They will
answer questions based on that question in their packets.
When they are done, TW ask scholars to share their answers.

1:08-1:15 (7 minutes)
SW read pages 202-203 (on worksheet)
TW push scholars to choose only a small portion of the text (one to two
sentences) to close read.
When they have done that, they will complete the worksheet. It asks basic
comprehension questions (where we are in the plot, etc.) as well as what
section they chose, why they chose it, and what it reveals about Mr.
Donatellis character.
Then SW annotate their own copy of the quote. Finally, scholars will turn
and talk with a partner.

Now we will do turn and talk with your shoulder partner. Tell your partener
what quote you picked, why you picked it, and what it reveals about Mr.
Donatelli.
After the first partner goes, the second partner will start by saying, That
relates to the quote I chose because or That is in direct conflict with the
quote I chose because... Scholars closest to the window starts.

Closure:

Final Check for
Understanding
and/ or Exit
Ticket
How are you
assessing
mastery?
Ensure ET
questions are
included in this
section with
Exit Ticket
Scholars, we are ready to collect the class binders. When I say go, well use
our left hand to reach for our binder, put in on our desk, and then return to
STARS. In 3 seconds. Go! 3-2-1.
Binder monitors, you may now collect the binders silently and return them
to the shelf. While they do that, every else record the HW into your agenda
from the board. Scholars who sit next to a binder monitor, you record the
HW for your partner. Ready? 1 minute! Go.

Review HW

answers

Lets review question 1. Clutch your packet in your left hand, exit ticket in
your right. Raise in 3-2-1 and rip! Packet down. Exit ticket on the right of
your desk.

Binder Filing
We are going to file away our packet and homework in our homework
binder. When I say go, well use our left hand to reach for our binder, put in
on our desk, and then return to STARS. In 3 seconds. Go! 3-2-1. Now find
Reading and file away that homework. Let me hear those clicks. Good
work! Love the urgency. 2.5 claps on 2, 1-2. Nice. Lets exit ticket.

Exit ticket will ask scholars to match vocab words with their definitions.

Scholar on the window side of the room get ready to pass your exit ticket
first. Everyone else, wait for your neighbors exit ticket and then pass.
Window scholars ready? Go!

Dismissal
We are ready to go. I need 3 shout outs before we leave here! Who has a
shout out?

When you see your number, silently stand up, push in your chair, and
move to your spot in line. [Teacher raises 1 finger A-G, 2 H-K, 3 L-P, 4
Q-Z.] When my fist is closed we are silently moving into the hall. Thanks
for spending this class with me. [Teacher closes fist.]

HW Assignment:

1:35-1:40 (5 minutes)
Vocab Review Worksheet from week two packet.

DEAR 1:40-2:00 DEAR (20 minutes)

Play music without lyrics. During the DEAR, teacher will circulate, asking questions
occasionally, observing, and taking notes.

Directions: For the next 20 minutes, you will silently read your independent reading book.
While you do, you will complete your DEAR notes. This is a substitute for the typical active
reading that we do because we cant write in our independent reading books.

Before we start, lets fill out the heading. Your name, the date, the book title, author, and
start page.

Now as you read, you should fill out as much as you can, but dont spend so much time
writing that you dont read very much. Find a balance.

DEAR NOTES
Book Title:
Author name:
Start Page: ______ End Page: ______

Directions: Fill in the sections below based on what you read today. You must include
details from the pages that you write on the lines above.

Main characters
Character Name

1 Character Trait Page # (List one page where you see
this character)

Main idea (Consider what conflicts and actions are happening.)

Setting
Clues about the What does it tell me? Page #
Time

Place

Culture

Key Questions (What do you wonder as you read?)

Figurative Language
Example of figurative language

What does it mean? Page #


Wednesday, September 11, 2013 (120 minutes)

Inferences

Todays HOT Question (Answer the question, cite the text, and explain your answer.)

Share out
Now we will share something about what we read today. Take 30 seconds to turn and
talk. Both partners will read off your paper what you wrote for todays HOT question.
Then, we will come back and share together. I will cold call 3 people to share what their
partner said, using the habit of discussion starter: My peer, ________, made the point
that

Necessary
Materials:

Document camera
Worksheets
Anticipated
Challenges:
Consider academic
and behavioral
challenges

I hope most scholars will remember OERs from last year. New scholars
may struggle with the acronyms and steps. TW be sure to aid any
scholars who are not picking up on this (because they did not do it last
year).
Objectives:
one objective.

Common Core.
SWBAT compose an OER that uses all parts of TAQE / TAQEC, based on a passage.
SWBAT use sentence starters and recognize editing marks to improve their OERs.

Do Now:

of the DN. Attach a
copy of the DN when
you send the plans
DN review and any
misconceptions you
expect students to
review questions in
this box.
0:00-0:07 Do Now (7 minutes)
SW actively read I, Too, Sing America and complete answer MC and short answer
questions that assess comprehension, setting, and close reading questions.
(See attached 2.3Packet.)

Words of
Motivation:
People may doubt what you say, [hands cupping mouth] / but they will always [finger
pointing down] believe what you do [stomp].
Oral Drill/Mad
Minute Dash:

Script Oral Drill
Be sure to write
questions

0:07-0:09

We are in STARS, answering questions in CANS.

1. What is the first step of active reading? Pre-reading
2. The second step of active reading is underline vital words and details
3. The third? Box the names of new characters and places
4. The fourth? Annotate
5. What is a supporting detail? specific ideas that support the general topic of a
text
6. What do you look for in a paragraph before you can find supporting details? Topic
sentence
7. Once you find a topic sentence and a detail you think is important, what do you
still need to check for? Check that it supports the topic sentence.
This is the vocab from last week. Listen to my definition. You will give the vocab word.
8. a run-down, low-rent apartment building tenement
9. muffled; sound made soft by distance or interference muted
10. A loud burst of noise peal
11. Continuing without interruption perpetual
12. Lifelessness; boredom listlessness
13. Calm, unruffled serene
14. What is the part of speech for listlessness? noun
15. Peal noun
16. Tenement noun
17. Muted adj
18. Perpetual adj
19. Serene adj
20. Setting is the ____, _____, and ____ of the action in a story. Time, place, and
culture.
21. When you ask yourself, What do the people in this place do, it tells you about
which part of setting? Culture
22. There are 5 parts to an Open Response Question, whats the acronym for it?
TAQEC
23. What does the T stand for? Topic sentence
24. What does the A stand for? Answer
25. What does the Q stand for? Quote
26. What does the E stand for? Explanation
27. What does the C stand for? Connection
Two claps on 2, 1-2.
Do Now Review 0:09-0:13 (5 minutes)

Directions for Review:
Track me in 3-2-1. Now we review our Do Now together. For every question, I need 100%
hands; its okay if youre not right, but I need to hear you try. During the review, you will
track the speaker, and then I will give you 10 seconds to add something important to your

answer before we go to the next question.

For #1, if students do not get the answer, make sure theyre not overthinking it. Its not
someone specific. We just need to know its the narrator/speaker. Point out that we dont
know if its Langston Hughes or not.
For #3, if students do not get the answer, cue them to look at I laugh.
For #4 & 7, check to listen to how they put their answers in CANS.
For #8, point out tomorrow and differences in laws between today and the civil rights
time.

Now clutch your Do Now in your left hand, packet in your right. Raise your packet in 3-2-1
and rip! 5 seconds to trade and sign in -4-3-Need 2-1.When I say Pens ready? you say
Ready!. Pens ready?
Mark a check on the number when its right. Blank when its wrong. Here we go.

Pens down and ready to pass in your papers in 3-2-1. Clutch your packet. Scholar on the
window side of the room get ready to pass first. Everyone else, wait for your neighbors
paper and then pass. Window scholars ready? Go!

Two stomps on 2, 1-2.
Mini-
lesson/Review
Activities: Review vocabulary
0:13-0:23

TW hand back the vocab exit ticket from the day before.

TW analyze a non-example sentence. This sentence will use one of this weeks vocab
words correctly, but will not give enough context to demonstrate knowledge of the
definition.

(I do, you help.)
TW analyze a non-example sentence of another word by asking scholars
o Is this a good sentence?
o Does it use the word correctly?
o Does it give enough context to demonstrate knowledge of the definition?
o How can we make it better?
SW answer questions and copy new sentence once it is determined. This sentence will use
one of this weeks vocab words correctly, but will not give enough context to demonstrate
knowledge of the definition.

(You do, I help.)
SW turn and talk to analyze a non-example sentence and create an example sentence.
Take 2 minutes and turn and talk to the person next to you.
Read the non-example sentence and write a new sentence demonstrates understanding of
the word.


SW analyze 3 more non-example sentences and re-write them.
Ganas: SW complete a crossword puzzle by reading a definition and using the appropriate
vocab word in the puzzle.
Amateur (noun and adjective) - (noun) somebody who does something for
pleasure rather than payment; (adj) doing something poorly
Preliminary (noun and adjective) coming before something, an introductory or
preparatory activity, introductory contest
Suave (adjective) polite and charming, especially in a way that seems affected or
insincere, well groomed and pleasantly dressed
Sheepish (adjective) showing embarrassment or looking timid
Sneer (noun or verb) facial expression of anger or hostility. You can have a
sneer on your face or you can sneer at someone.
Contender (noun) a competitor, especially somebody who has a good chance of
winning
(See packet 2.3.)
Heart of the
LESSON #1:

I: Present/Model
Script Think Alouds
Script Questions
Script in answers

We:
Guided Practice
Script questions
Script in answers
Anticipate
misconceptions
for understanding
Script procedures/
taxonomy

You:
Independent
Practice
will work
doing? What are the
students doing?
Script CFUs
Script in answers

:23-:53

Open Ended Response reteach
TW reteach OER Structure with more scaffolding

I Do: (Guided Notes, Think aloud)

Notes:
What is an OER? Open-Ended Response, or written response to a question or
prompt.
When do we write OERs? Every Wednesday! First do a rough draft, then do the
final draft the next week.
How long are OERs? 2 paragraphs
Whats in the first paragraph? TAQE
1. A topic sentence (T)
2. One detail that helps answer the question (A)
3. A quote to support the answer (Q)
4. An explanation of the quote (E)
Whats in the second paragraph? TAQEC
1. A transition (T)
2. A second detail that helps answer the question (A)
3. A quote to support the answer (Q)
4. An explanation of the quote (E)
5. A conclusion, often a connection to ones own life, a text, or the world (C)
The components of the first paragraph of an OER are:
T: Topic sentence
A: Answer the question
Q: Quote
E: Explanation
The components of the second paragraph of an OER are:

T: Transition
A: Answer the question
Q: Quote
E: Explanation
C: Conclusion

OER Checklist and Sentence Starters
SW fill in the Task column.
Task # of
CANS
Sentence starters
Read the question. N/A N/A
Find 2 details that help answer the
question.
N/A N/A
Find 2 quotes, one to support each
detail.
N/A N/A
(T) Write a topic sentence that
restates the question and briefly
gives both details that answer the
question.
1 o Two reasons that (restate
question) are (detail 1)
and (detail 2).
o Two ways that (restate
question) are (detail 1)
and (detail 2).
o (Restate question)
because (detail 1) and
(detail 2).
Write paragraph 1. N/A N/A
(A) Answer 1. 1-2 o First, (detail 1). + The
text explains that
(Q) Quote 1. 1 o For example, the text
states
o In the text, it states
(E) Explanation 1. 1-2 o From this quote, the
reader can infer
o From this quote, the
reader understands
that
o This shows that
o This demonstrates that
(T) Write a transition. 1 o Another reason that
(restate question) is
(restate detail 2).
o Similarly, (restate
question) because
(restate detail 2).
Write paragraph 2. N/A N/A
(A) Answer 2. 1-2 o The text explains that
(Q) Quote 2. 1 o For example, the text

states
o In the text, it states
(E) Explanation 2. 1-2 o From this quote, the
reader can infer
o From this quote, the
reader understands
that
o This shows that
o This demonstrates that
(C) Make a connection and write
the conclusion.
1-2 o We can also see this
when
o We can also see this in
o This is also true when
o This is also true in
o This can be connected
to
o This reminds the reader
of
Total # of CANS 10-12 N/A

TW read first paragraph of a Sample OER and model using checklist to analyze it.
(Think aloud)
SW follow along and make checks in checklist that teacher makes. SW fill in
Whats missing? in the table in their notes.

We do

(I do, you help)
SW read second paragraph of sample OER.
TW ask questions to guide scholars in analyzing the paragraph to see whats
missing, using checklist.
SW record results in checklist and answer whats missing?

(You do, I help)
SW Turn and Talk to complete same process again, with the first paragraph of an
OER.

You do
SW independently complete the same process with the second paragraph of the
OER.
(See packet 2.3)

Heart of the
LESSON #2:

I: Present/Model
0:53-1:23 Activities (30 minutes):

0:53-1:03 (10 minutes)

Script Think
Alouds
Script
Questions
Script in
answers

We:
Guided Practice
Script questions
Script in
answers
Anticipate
misconceptions
Include ongoing
checks for
understanding
Script
procedures/
taxonomy

You:
Independent
Practice
Define the
assignment and
how long
students will
work
What are the
teachers doing?
What are the
students doing?
Script CFUs
Script in
answers

TW introduce editing marks and grading rubric
TW pass back copies of last weeks OERs with teacher comments (so that scholars can
write on the copies).
SW revise their responses from last week.
SW complete final draft.

I do: Guided notes
Introduce:
Common editing marks and comments include:
/ this letter should be lower case
= this letter should be capital

make this a new paragraph

insert words here
frag Fragment; this is not a complete sentence
run-on run-on sentence; it should be two separate sentences
Awk Awkward phrasing; re-word
Wc Word choice; find a more scholarly word
Punctuation
in a bubble
Insert this punctuation here
T Check your topic sentence
A Check your answer
Q Check your quote
E Check your explanation
C Check your connection

This is how your teacher will grade your OERs.
100% (all in, all
the time)
Answers all parts
of the questions
or prompt
Includes all parts
of an OER (TAQE,
TAQEC)
Is clear, well-
written, and
successfully
conveys a position.
90% (1 item
missing or 1
most)
Answers all/most
parts of the
question or
prompt
Includes all/most
parts of an OER
(TAQE, TAQEC)
Is clear, well-
written, and
successfully
conveys a position.
80% (2 items
missing or
mosts)
Answers all/most
parts of the
question or
prompt
Includes all/most
parts of an OER
(TAQE, TAQEC)
Is somewhat clear
and well-written,
and somewhat
conveys a position.
70% (3-5 items
missing or
mosts)
Answers all/most
parts of the
question or
prompt
Includes most
parts of an OER
(TAQE, TAQEC)
Is not clear and
well-written, and
does not convey a
position.
Does not pass (more than 5 items missing)
0% - No effort made

We do
SW Turn and talk: What do you think is the most challenging part of writing an
OER?
You do
SW answer reflection questions.
1. Everybody writes: What do you think you will see most edits on this year?
(3-4 CANS)
2. Everybody writes: How will you overcome the challenges of writing OERs?
(3-4 CANS)
SW begin to edit their OERs.

Closure:

Final Check for
Understanding
and/ or Exit
Ticket
How are you
assessing
mastery?
Ensure ET
questions are
included in this
section with
answers

1:23-1:38 Closure (15 minutes)

1:23-1:25 Collect class binders and record HW
Scholars, we are ready to collect the class binders. When I say go, well use our left hand to
reach for our binder, put in on our desk, and then return to STARS. In 3 seconds. Go! 3-2-1.
Binder monitors, you may now collect the binders silently and return them to the shelf.
While they do that, every else record the HW into your agenda from the board. Scholars
who sit next to a binder monitor, you record the HW for your partner. Ready? 1 minute!
Go.

1:25-1:27 Review HW
Your HW is to finish your final draft of your OER. Clutch your packet in your left hand, exit
ticket in your right. Raise in 3-2-1 and rip! Packet down. Exit ticket on the right of your
desk.

1:27-1:29 Binder Filing
We are going to file away our packet and homework in our homework binder. When I say
go, well use our left hand to reach for our binder, put in on our desk, and then return to
STARS. In 3 seconds. Go! 3-2-1. Now find Reading and file away that homework. Let me
hear those clicks. Good work! Love the urgency. 2.5 claps on 2, 1-2. Nice. Lets exit ticket.

SW have only their exit ticket on their desk.

1:28-1:37 Exit Ticket (9 minutes)
1. What does OER stand for? (1 CANS) Open Ended Response
2. How many paragraphs are in an OER? (1 CANS) 2
3. Name the components of the first paragraph of an OER.
4. T: Topic sentence
5. A: Answer the question
6. Q: Quote
7. E: Explanation
8. Name the components of the second paragraph of an OER.
9. T: Transition
10. A: Answer the question

11. Q: Quote
12. E: Explanation
13. C: Conclusion
Ganas:
14. When do we write OERs? (1 CANS) We write OERs on Wednesdays.
15. Name 3 items on the OER checklist. (1 CANS) Three items include
16. Why do we revise OERs? (2-3 CANS) Practice; improving writing; Discipline to go
back to improve our own work.
17. How does it help us to use a specific structure when writing and revising the OER?
(3-4 CANS) Helps to remember, helps to focus on thoughts and not structure,
helps not to forget things
Scholar on the door side of the room get ready to pass your exit ticket first. Everyone else,
wait for your neighbors exit ticket and then pass. Window scholars ready? Go!
DEAR and
Dismissal
1:38-2:00 DEAR & Dismissal

1:38-1:54 DEAR (20 minutes)
Play music without lyrics. During the DEAR, teacher will circulate, asking questions
occasionally, observing, and taking notes.

Directions: For the next 20 minutes, you will silently read your independent reading book.
While you do, you will complete your DEAR notes. This is a substitute for the typical active
reading that we do because we cant write in our independent reading books.

Before we start, lets fill out the heading. Your name, the date, the book title, author, and
start page.

Now as you read, you should fill out as much as you can, but dont spend so much time
writing that you dont read very much. Find a balance.

(See attached 2.3Packet for DEAR notes worksheet.)

1:54-1:58 Share out (4 minutes)
Now we will share something about what we read today. Take 30 seconds to turn and
talk. Both partners will read off your paper what you wrote for todays HOT question.
Then, we will come back and share together. I will cold call 3 people to share what their
partner said, using the habit of discussion starter: My peer, ________, made the point
that

1:58-2:00 Dismissal (2 minutes)
We are ready to go. I need 3 shout outs before we leave here! Who has a shout out?
When you see your number, silently stand up, push in your chair, and move to your spot in
line. [Teacher raises 1 finger A-G, 2 H-K, 3 L-P, 4 Q-Z.] When my fist is closed we
are silently moving into the hall. Thanks for spending this class with me. [Teacher closes
fist.]
HW Assignment:

Homework will be for scholars to complete the final draft of their OER.

Necessary
Materials:

Document camera
Worksheets


Thursday, September 12, 2014 (85 minutes)

Anticipated
Challenges:
Consider academic
and behavioral
challenges

Objectives:
What
skills/content will
students need to
know in order to
get to mastery?
You may have more
than one objective.

Be sure to apply to
the Common Core.
SWBAT define and identify character, protagonist, antagonist, and supporting
characters.
SWBAT define direct characterization.
SWBAT identify details that contribute to direct characterization in a sample text,
SWBAT explain how the author directly characterizes a character in sample texts,
SWBAT to identify direct characterization in sample texts, including The Contender.

Do Now:

of the DN. Attach a
copy of the DN when
you send the plans
DN review and any
misconceptions you
expect students to have.
Include all DN review
questions in this box.
0:00-0:07 Do Now (7 minutes)
SW actively read Climbing Space, a JFK speech and answer comprehension and close
reading questions (MC and short answer)

(See attached 2.4Packet.)
Words of
Motivation:
0:07-0:08
Oral Drill/Mad
Minute Dash:

Script Oral Drill
questions and
answers
Be sure to write
scholars names
next to questions

0:08-0:10 (2 minutes)

For oral drill, we stand in STARS. I will ask a question and cold call on someone to answer.
Every scholar will get a question. The goal is to get our questions correct, but this is a safe
space, so we dont laugh at wrong answers. We just use them to learn.

1. How many steps are there to finding textual evidence to support a claim? 3
2. What is the first step? Make sure its relevant.
3. What is the second step? Make sure its sufficient.
4. What is the third step? Make sure its efficient.
5. What kind of punctuation do you put around a quote? Quotation marks.
6. After you provide evidence, you ________ the evidence. Explain

7. _____ is the key thought presented in a paragraph. (not the details) Main idea
You are testing a main idea statement to see if its really a main idea. Could it be a main
idea if
8. its a detail. No, it couldnt be a main idea statement.
9. its an example No, it couldnt be a main idea statement.
10. its the most important Yes, it could be a main idea statement.
11. it mentions the topic of the paragraph Yes, it could be a main idea statement.
12. it sums up the details No, it couldnt be a main idea statement.
13. it is cued by the word another No, it couldnt be a main idea statement.
14. it is cued by the word thus Yes, it could be a main idea statement.
15. it is cued by the word one No, it couldnt be a main idea statement.
Listen to my definition. You will give the vocab word.
16. Engaging or engaged in without payment, non-professional amateur
17. coming before something, an introductory or preparatory activity, introductory
contest Preliminary
18. polite and charming, especially in a way that seems affected or insincere, well
groomed and pleasantly dressed suave
19. showing embarrassment or looking timid sheepish
20. facial expression of anger or hostility. You can have a sneer on your face or you can
sneer at someone. sneer
21. a competitor, especially somebody who has a good chance of winning contender
When I give the word, you give the part of speech.
22. Amateur noun
23. Preliminary noun or adjective
24. Suave adjective
25. Sheepish adjective
26. Sneer noun or verb
27. Contender noun

2 claps on 2, 1-2. Take a seat.
Do Now Review 0:10-0:11 (1 minute)

TW collect and grade DN.
SW pass in DN.

Directions for Passing in DN:
Track me in 3-2-1. Now we will turn in our Do Now. Clutch your Do Now in your left hand,
packet in your right. Raise your packet in 3-2-1 and rip! Packets down and ready to pass in
your Do Now in 3-2-1. Scholar on the window side of the room get ready to pass first.
Everyone else, wait for your neighbors paper and then pass. Window scholars ready? Go!

Heart of the
LESSON #1:

I : Present/Model
Script Think
Alouds
Script Questions
Script in answers

We:
Guided Practice
Script questions
Script in answers
Anticipate
misconceptions
Include ongoing
checks for
understanding
Script
procedures/
taxonomy

You:
Independent
Practice
Define the
assignment and
how long
students will
work
What are the
teachers doing?
What are the
students doing?
Script CFUs
Script in answers

0:11-0:41
(30 minutes: I do 8 mins, We do 10 mins, You do 12 mins)

Activities:

TW project packet on document camera so students can follow along.

Here we go, taking notes like scholars do. Make your notes match my notes. When I write,
we write. What I write, we write. Lets do it.

I do: (Direct Instructions, Guided Notes, and Think Aloud)

Characters: the people or animals in a text
Protagonists: the good guy
Antagonists: the bad guy
Supporting characters: the characters who interact with the main characters

TW identify the protagonist, antagonist, and supporting characters in Toy Story. (Think
aloud)

In Toy Story, Woody is the protagonist because: he is the good guy, trying to save all the
toys.

Sid is the antagonist because: he is the bad guy, who hurts toys.

Mr. Potato Head is a supporting character because: he and the other toys help create the
story by interacting with Woody.


Characterization: the way a writer shows the readers each characters traits. There are
two ways.
Direct characterization: when the narrator in a text directly tells the reader a
characters traits
o Examples:
Ms. Cusato is the principal of Freedom Prep Middle School.
Ms. Chalmers is short with brown hair.
Mr. Gwyn likes to play basketball.
Ms. Sylvester has a very positive attitude.
Indirect characterization (we will learn this next week)

I will read this paragraph aloud and box the character or characters I meet (like we do in
active reading). I will also underline what the narrator directly tells me about those
characters.

Emmanuel Ofosu Yeboah was once a shoeshine boy on the streets of Accra, the capital of
Ghana. That is a nation in western Africa. Because he was born with a badly deformed
right leg, he could not run, walk, or even stand alongside other children. Now 29 years
old, Yeboah is a triathlete. He competes in long-distance events that involve three sports:
swimming, bicycling, and running.

Think aloud questions. TW ask and answer.
If this were the beginning of a story, do you think Emmanuel Ofosu Yeboah would
be a main character? Yes.
Would he be the protagonist or antagonist? Protagonist because he seems like a
good guy. We are writing protagonist next to his name for annotation.
We are underlining his traits what the narrator directly tells us about him.

We do: (Guided Practice)

(I do, you help)

You will read this paragraph aloud and box the character or characters we meet (like we
do in active reading). We will also underline what the narrator directly tells me about
those characters.

Ruby Jane Smith dreams of becoming a full-time musician when she grows up, but people
who have heard her perform say she already sounds like a pro. The 12-year-old from
Columbus, Mississippi, plays the fiddle, her specialty, and 10 other musical instruments. In
2005, she won the Mississippi State Fiddler title after wowing judges with her talents.


Questions:
Who is the character? Ruby Jane Smith
Do we think she will be a main character if the text starts this way? Yes.
Would he be the protagonist or antagonist? Protagonist because she seems like someone
to root for.
Name something to underline for a character trait.

(You do, I help)

SW find protagonist and traits on their own.
Read the passage below, find the protagonist, and underline the character traits.

SW turn and talk to check with a partner.
Turn and talk to check your answers on 3-2-1.

SW share out with whole group.
100% hands. What do you have underlined?

You do: (Independent Practice worksheet) -12 minutes
Now you will complete your independent practice. Remember when we practice we have
no questions for the first 3 minutes. If we get stuck, we move to the next one.

Everyone turn in your packet to the IP, then sit in STARS to show me youre ready. There
are 3 parts to this IP, and you have 12 minutes total, but the last part will take the longest.
When you get to the first stop sign, raise your hand, and I will come over to sign off that
you can continue. Any questions? Remember to keep an eye on the timer. Go!

SW practice by (Part 1) reading 2 short passages (1 paragraph each) and identifying the
protagonist and underlining traits; (Part 2) then they will read one longer passage
(summary of well-known movie) to identify protagonist, antagonist, supporting
characters, and traits about them). Part 2 will be short answer questions.

Heart of the
LESSON #2:

: Present/Model
Script Think
Alouds
Script
Questions
Script in
answers

We:
Guided Practice
Script
questions
0:41-1:05


Novel Work:
The Contender, page 7-8, page 13-14, and page 42-43, for direct characterization.

I do: (Direct Instructions, Guided Notes, and Think Aloud)

I will read page 7-8 of The Contender aloud and pause to think aloud, annotate, and share
my thoughts about characterization. Then I will fill in the character map, and you will
make yours match mine.

Before we start, in The Contender, who is the protagonist? Alfred. Is there an antagonist?

Script in
answers
Anticipate
misconceptions
Include
ongoing checks
for
understanding
Script
procedures/
taxonomy

You:
Independent
Practice
Define the
assignment and
how long
students will
work
What are the
teachers
doing? What
are the
students
doing?
Script CFUs
Script in
answers

Who? Major, Hollis, and Sonny.

At this point in the book, James and the other boys are going to rob the Epsteins. Alfred is
unhappy, and Henry arrives. Start at, Good kick man. Stop at skinny face. Who is being
characterized here? Answer aloud. Write as I write in the table. What is Henrys role?
What are some traits we learn? Make sure your table matches mine.

Character name Role (protagonist,
antagonist, or supporting
character)
Traits
(I do) Henry Supporting character Crippled left leg (7)
Perpetual grin (7)
Skinny face (7)
(We do) James Supporting character Collected rocks once (13)
Has an inconsiderate and
often drunk father (14)
There for Alfred in hard
times (14)

(We do) Alfred Protagonist His father left when he was
ten (14)
His mother died of
pneumonia when Alfred
was 13 (14)
(We do) Aunt Pearl Supporting character Took James in when his
parents left/died (14)
Has three little daughters
(14)
(You do) Pretty girl Supporting character Wearing a fresh-looking
pink dress (42)
Smooth, cocoa-colored skin
(42)
(You do) Aunt Dorothy Supporting character Tall and bony (43)
Has a small daughter (43)
(You do) Uncle Wilson Supporting character Tall and bony (43)
Has a good job; lives in
Queens(44)

We do: (Guided Practice)

Now we will switch off reading aloud. I will start and then call on someone to read. Then I
will pause you and ask a question about setting so we can continue to fill in the table.
Dont forget, part of reading is working on fluency being able to read aloud smoothly
so everyone will be reading aloud in class to practice. This will be a safe place where we all
can practice and support each other. No one will be laughing or commenting.

At this point in the book, Alfred is looking for James in their cave in the park. TW start at
page 13, James had found TW do control the game reading. TW continue to page 14,
three little daughters. TW cold call: Who is being characterized here? James, Alfred, and

Aunt Pearl. [If student does not name all 3, do one at a time; then proceed through these
questions for all three characters] Write as I write in the table. What is Jamess role in the
story? What are some traits we learn? Make sure your table matches mine.

You do: (Independent practice)

Turn to page 42. We will continue to read until page 44. Then you will complete the
independent practice about 3 characters we meet. So, as we read, pay attention to what
the narrator tells us about 3 characters we meet. We will listen as we read, and then you
will have time to fill in your table after. So its pens down during this reading.

TW do control the game, beginning at The subway ride (42) until one of these days
(45).

SW fill in the table for the following characters, who they will be given: pretty girl on p.
42, Aunt Dorothy, Uncle Wilson.

Now you have 4 minutes to fill in the characters roles and at least 2 details that the
narrator tells about them. If you finish early, find more details. Pens should be moving until
the very end.

Pens down in 5-4-3-2-1. Lets have 2 claps on 2, 1-2.
Closure
File/Collect class
binders, record
HW, Exit Ticket:

Final Check for
Understanding
and/ or Exit
Ticket
How are you
assessing
mastery?
Ensure ET
questions are
included in this
section with
answers

1:05-1:20
Scholars, we are ready to collect the class binders. When I say go, well use our left hand to
reach for our binder, put in on our desk, and then return to STARS. In 5 seconds. Go! 5-4-3-
2-1.
Go. 10 second warning. 9-8-7-6-5-4-3-2-1. Now we are sitting in STARS.

Review HW
Turn to the HW page in your packet in 5-4-3-2-1. Now fill in the heading.
Lets read the directions. [Scholar reads] Now pick one of your favorite characters that you
know really well, and fill in the information in the top. 15 seconds! Okay, now 5 more
seconds to fill in something for #1. Cold call 2 students to tell their character and what
they wrote. Clutch your packet in your left hand, exit ticket in your right. Raise in 3-2-1 and
rip! Packet down. Exit ticket on the right of your desk.

Binder Filing
STARS. In 5 seconds. Go! 5-4-3-2-1. Now find Reading and file away that homework. Let
me hear those clicks. Good work! Love the urgency. 2.5 claps on 2, 1-2. Nice. Lets exit
ticket.

Exit Ticket:


Friday, September 13, 2014 (60 minutes)

Directions: Fill in the blanks.

1. Characters are the people or animals in a text.
2. Another way to think of the protagonist is the good guy.
3. Another way to think of the antagonist is the bad guy.
4. Supporting characters are the characters who interact with the main characters.

Directions: Read the following passage from The Contender. As you read, put a box
around any characters that are mentioned. Underline all words or phrases that directly
characterize those characters. Make sure you do not underline more than a few words at
a time. Then answer the questions below.

Mr. Donatelli, solid and square,across the back in red letters (p. 77)

1. Who is Willie Streetcar? Use details from the passage to describe him. (CANS 1-2
sentences.)
2. How does the narrator directly characterize Mr. Donatelli in this passage? Based on
how the narrator describes him, describe how you picture Mr. Donatelli using
different words. (CANS, 2-3 sentences)

Scholar on the window side of the room get ready to pass your exit ticket first. Everyone
else, wait for your neighbors exit ticket and then pass. Window scholars ready? Go!

HW Assignment:

1:20-1:25

HW:
See attached 2.4 packet, I AM POEM.

Necessary
Materials:

Class notes and homework sheet.
Anticipated
Challenges:
Consider academic
and behavioral
challenges

Repetition may get complaints; advanced students may find it easy; students may struggle
with identifying culture.
Objectives:
one objective.

Common Core.
SWBAT annotate and answer questions during a close reading of page 226-227 of
The Contender.

Do Now:

of the DN. Attach a
copy of the DN when
you send the plans
Script questions thyou
will ask during the DN
review and any
misconceptions you
expect students to
review questions in
this box.
0:00-0:15 Week in Review

This week in review will be assess mastery of whether students recall and can put into
practice this weeks skills, including supporting evidence, vocab, character, and direct
characterization.

(See packet 2.5)
Words of
Motivation:
0:15-0:16 (1 minute)


Oral Drill/Mad
Minute Dash:

Script Oral Drill
Be sure to write
questions

None (Friday Week in Review)
Heart of the
LESSON #1:

I : Present/Model
Script Think Alouds
Script Questions
Script in answers

We:
Guided Practice
Script questions
Script in answers
Anticipate
misconceptions
for understanding
Script procedures/
taxonomy

You:
Independent
Practice
will work
doing? What are the
students doing?
Script CFUs
Script in answers

0:16-0:46

Close Reading The Contender, p. 226-227

I do (Model reading)

For close reading, were going to start by reading page 226-227 of The Contender for
understanding. I will read page these pages aloud, and I will pause and put my book down
to let you know what Im thinking.

TW read aloud and model thinking about comprehension and about authors choices and
character intention. Both will stop at the top of page 227 so that students will have a
chance to be more active participants for the later parts.

Read Im on probation, (226) to lights of the avenue (227). Stop thinking aloud after
Good luck (227).
James is scared of going to prison.
James doesnt have hope, but Alfred does.
Alfred moves his fingers up Jamess arm, probably trying to check the status of his
injuries.
Alfred is being a good friend.
Alfred is pretending to leave James but probably doesnt want to.


TW annotate the text; SW mimic these annotations.

We do (Guided reading)

TW ask comprehension questions from He began edging (227) to the end.
TW ask scholars about the cave metaphor.
SW turn and talk to start discussion.
TW annotate the text; SW mimic annotations.

You do (Independent reading)
Now you will complete your independent practice. Remember when we practice we have
no questions for the first 3 minutes. If we get stuck, we move to the next one.

SW answer various levels of close reading questions from Dont worry, James (227) to
the end (this is the last 2 sentences of the book). Questions will focus on the blood
metaphor and why the author chose to end this way.

Nice close reading. We conquered that book. Hold your books open. Now slam them
closed on 2, 1-2.
Closure:

Final Check for
Understanding
and/ or Exit
Ticket
How are you
assessing
mastery?
Ensure ET
questions are
included in this
section with
answers

0:46-0:55
Everyone will write down what they think is the most interesting choice the author made
in this section. Then they will put their pens away, and everyone will share what they
wrote. (Snapping or brain matching, when appropriate.) I will track data/gain insight on
my students by circling 0-1-2-3 on a rubric on the complexity of the item shared. 0=does
not share, 1=incorrect observation, 2=progressing observation, 3=exemplary observation.

Scholars, we are ready to collect the class binders. First were going to clutch, raise, and rip
off our homework for tonight. When I say: Clutch. Raise. Rip. Put the homework aside.
Now, when I say go, well use our left hand to reach for our binder, put in on our desk, and
then return to STARS. In 5 seconds. Go! 5-4-3-2-1.
Go. 10 second warning. 9-8-7-6-5-4-3-2-1. Now we are sitting in STARS.

Review HW
Turn to the HW page in your packet in 5-4-3-2-1. Now fill in the heading.
Lets review question 1. Read the first 3 sentences of A Tale of Segregation: Fetching
Water. Now, look at number 1. What is the answer? B. to get water Clutch your packet
in your left hand, exit ticket in your right. Raise in 3-2-1 and rip! Packet down. Exit ticket
on the right of your desk.

Binder Filing
STARS. In 5 seconds. Go! 5-4-3-2-1. Now find Reading and file away that homework. Let
me hear those clicks. Good work! Love the urgency. 2.5 claps on 2, 1-2. Nice. Lets exit
ticket.


HW Assignment:

0:55-0:60
Nonfiction passage, A Tale of Segregation: Fetching Water, followed by questions that
address evidence, main idea, and comprehension.

Necessary
Materials:

The Contender
Anticipated
Challenges:
Consider academic
and behavioral
challenges

Students may not read as actively, comprehend as much, or analyze as much when they
arent prompted by a teacher or a precise class assignment.

Chalmers Gwyn Pearson Week Two LP Final

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7th Chalmers, Gwyn, Pearson Reading The Contender Week of 9/2/2014

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