SEPT. 7th       OBJECTIVE:  Students will be able to use reading strategies in order to:

·     Use context clues to identify word / story meaning

·     Use material from story background to connect with personal experiences

                        WARM-UP:  Sentence Correction (Correct the following sentences using correct grammar, punctuation and capitalization.)

1.     victor tell Teresa to learn him French

2.     Teresa say that he want to be his girlfriend.

3.     the necklace is a story by guy de maupassant.

INTRODUCTION:  TO be done on individual white boards-- “Connect to Your Life” – The class discusses the term, “status”.  (See pg. 26 in textbook) Questions:  What kinds of groups do you belong to?  What role do you play? 

Ex.  When you think of a professional athlete, what do you think of?  Does this person have a certain status?

What are some things that give a person status?  How can you tell a person has status?  What are some benefits of status?  What are some harmful things about status?

CLASS ASSIGNMENTS (guided and indep.): 

·       View pictures (students view 19^th century Paris)

·       Students view pictures of aristocracy vs. lower class (students describe the pictures to see if they can tell the difference)

·       Discuss background of the story (read “Build Background on pg. 26)

o   Students highlight unfamiliar words

o   Discuss context clues (before determining the meaning of the paragraph, students instructed to look at sample sentence:

She hated feeling like a pauper, never having enough money to buy nice clothes or expensive jewelry.

Students are instructed to look at the words in the paragraph and determine the meaning of the unfamiliar words.  As a class, we come up with alternative words for the vocabulary (wealthy, upper class, modest, poverty, luxury, dowry)

·       Students are instructed to read the summary of the story independently

·       Students highlight words and re-write the summary in their own words

CLOSE:  Review background of story (setting, characters, plot)

HOMEWORK: 

1.      Complete general vocabulary/spelling worksheets. (SEE DOLCH VOCAB SHEETS) 

2.      Write each word 5x each (note:  the first 10 words across the top row)

SEPT. 8^th        OBJECTIVE:  Students will be able to use story information (vocab, background and summary in order to:

·       make predictions

·       create a vocabulary map

                        WARM-UP:  Sentence “scramble”:  Students are each given a word to the sentence.  They must arrange themselves in such a way to make a complete (and functional) sentence.

                        INTRODUCTION:  Intro to “context clues”.  Students performed the same action yesterday, but this time, they are given the direct instruction and strategies to use with explicit vocabulary.

CLASS ASSIGNMENTS (guided & indep.): 

·       Explicit instruction on context clues (on overhead projector—allows for writing with students)

·       Intro to new story vocabulary (SEE POWERPOINT – THE NECKLACE)

o   Repeat pronunciation

o   Discussion (and writing) of meaning

o   Instruction of how to write definitions with their “in your own words” translations

·       In pairs, students introduced to vocabulary map (they have to write definition, synonym, use it in a sentence and draw a picture.) – SEE VOCABULARY MAP)

o   Students given 2 different words and asked to put them on white board.  They present their maps to the entire group.

CLOSE:  Based on the vocabulary you learned today and the summary from yesterday, students make 2 predictions about the story (trying to use the vocab they’ve just learned)

HOMEWORK: 

1.  Write vocabulary words 5 x each

2.  “Do, “Vocabulary in Action” pg. 36.  Use the words at the bottom of the page to complete the sentences.

SEPT. 10th      OBJECTIVE:   Students will read/listen to “The Necklace” by Guy de Maupassant in order to identify and examine:

·       Story elements

·       Cause & effect (completing sequencing chart)

                        WARM-UP:  Review Homework (vocabulary in action) – identify key words to understanding the sentence.

                        INTRODUCTION:  Review students’ predictions (write on board to check later)

CLASS ASSIGNMENTS (guided and indep): 

·       Listen to 1^st half of “The Necklace” pg. 27-30 (allows students to hear and connect with the correct rhythm and pronunciation of the words)

·       Group read the same section of the story (for fluency practice and comprehension)

·       Using PowerPoint handout, students identify the setting, characters and the plot (individual activity)

CLOSE:  1.  Brief review of story elements AND 2.  Based on the first half of the story, students make predictions about how the story will end.