All of the Above Literature Circles

September 2 - 5, 2014

Warm-Up!

• Diagram the following Sentence:

• Saturday, the Razorbacks should win easily.

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Tuesday, Sept. 2

Review for Quiz!

• What do the following parts of speech and parts of a sentence do?

• direct object

• noun

• subject

• adjective

• linking verb

• action verb

• predicate compliment

• adverbs

• indirect object

• helping verb

• Label the correct part of speech or role that each of the following words play in the sentence.

• Today, the really loud students will stay in class,

• Diagram the following sentence:

• The children walked on the sidewalk.

• This relevant text is helpful.

Tuesday, Sept. 2

Quiz!

• Before logging into junoed.com please diagram the following sentence on an index card, turn the card over when finished and continue quiz on junoed.com.

• When finished, read or work on another subject of choice.

• Bring All of the Above by Shelley Pearsall. Read Chapters 1-9 by Friday, September 5th.

• Grammar Exam on Tuesday, Sept 9th.

Tuesday, Sept. 2

Warm-up!

Diagram the following:

Students worked with the table mate in class.

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• After we finish the above warm-up sentence, we will review results of junoed.com and diagram on index card for understanding.

Wednesday, Sept. 3

Word of the Week:!

plethora (n) abundance or excess

Mrs. Caple avoids giving a plethora of homework when ever possible.!

Desired Outcomes:!

• Students are to define and apply active reading skills.

• Students are to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

• Students are to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

• Students are to analyze how differences in the points of view of the characters and the audience or reader (e.g., created such effects as suspense or through the use of dramatic irony) create such effects as suspense or humor.

• SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Wednesday, Sept. 3

Five Strategies to help become an active reader:!

1. Skim ahead and jump back - Be a forecaster by making predictions.

2. Highlight or underline key words and ideas - Be a news reporter by reporting important information.

3. Look up unfamiliar words - Be a detective by solving the meaning and connotation of unfamiliar words.

4. Ask questions and reflect - Be a news commentator by thinking about what you have read and giving your opinion.

5. Visualize - Be a movie director by playing the movie in your head.

Wednesday, Sept. 3

Be a commentator by thinking about the information and giving your opinion.

• Place a ✓ in the margin if you agree with what the author wrote.

• Place an X in the margin if you disagree with what the author wrote.

• Place a + if you see connections between the text and other texts you have read, or if you understand the experience being described. It may also help you to write additional notes to help you remember the connection.

• Place an ! in the margin if you are surprised by the text or the writer's style.

• Place a :) in the margin if there is something you read that you like about the text or the style.

• Place a :( in the margin if there is something you read that you don't like about the text or the style.

• The key to finding these clues is to look carefully. Be observant. As you read, keep your eyes open. Look at not just what the writer is saying, but also how he or she says it. Notice the words he or she uses. Look at how the ideas are organized.

Wednesday, Sept. 3

Pair Share Read Aloud!

• If you had to escape from your house with only three things (assuming your family and pets are ok), what would you take? Turn to your table mate and share your answers. Don’t forget to explain why these items are important to you. What do they symbolize?

• The person on the left will begin reading Part One aloud while the person on the right follows along. After the person reads Part, share your thoughts and reactions with one another. Challenge each other to go into detail about their thoughts.

• If a student does not want to read aloud then partners can quietly read to themselves and then discuss.

• Do not read Part 2 yet.

Wednesday, Sept. 3

• v

• Now, the person on the right will read Part Two aloud. Now discuss your thoughts and reactions. Be sure talk about what the character took with him.

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Wednesday, Sept. 3

Pair Share Read Aloud!

• Step 4: Conclude: Recall the items that you would have taken and compare yourselves to the story character. What did you have in common and what was different?

• Step 5: Share with the Class: How did you explain what this character actually took versus what he might have taken when he thought about it later? What might these items symbolize?

Self-Assess!

List 5 reading strategies you learned today to help you actively read.

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4.

5.

Visit http://www.mrscaple.com/active-reading-skills.html for more information.

Wednesday, Sept. 3

Warm-up!

• Diagram the following sentence.

• Next Friday, the mighty Shiloh Saints play here.

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Desired Outcome:!

• Students are to gain a basic understanding of a tetrahedron and the premise for All of the Above.

• Students are to analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Thursday, Sept. 4

Activate Background Knowledge!

• Take the six toothpicks and four mini-marshmallows provided and make four equilateral triangles (exactly the same size). Do not break or bend any toothpicks. (Hint: you must think 3 dimensional).

Instruction: Discovery!

• Google the definition of a tetrahedron. Who can tell me what this is and show a picture?

• The book that you are about to read centers around math club creating a tetrahedron.

• Based on a true story, All of the Above is the delightful and suspenseful story of four inner-city students and their quest to build the world's largest tetrahedron. Weaving together the stories of the kids, their teacher, and the community that surrounds them, award-winning author Shelley Pearsall has written a vividly engaging story about the human spirit. Filled with unexpected humor, poignant characters, and quiet brilliance, All of the Above is a surprising gem.

Thursday, Sept. 4

Classroom: Cooperative Learning Groups!

• Tomorrow, we will meet in a large literature circle. Students will be assigned one of the the following roles:

• Summarizer

• Question/Discussion Director

• Connector

• Literary Luminary

• Go to mrscaple.com/lessons so that we can review each role.

• Now, you have 1 minute, for the facilitator to help each person choose an assigned role.

Thursday, Sept. 4

Homework:!

• Finish reading Ch 1-9, annotate (take notes) utilizing the reading strategies learned in class yesterday. You may write in the margins, if you own the book or you can use sticky notes. If using Kindle or iBooks, you may type notes in the application.

• Download or print out the information for your job. Answer the questions and follow directions. This is a practice completion grade. Give your best effort without stressing over it.

Thursday, Sept. 4

Warm-up!

1. Diagram the following sentence.

• Each level of a tetrahedron increases by a factor of four.

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• Combine all ingredients and bring to a boil.

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• List the 5 reading strategies.

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Friday, Sept. 5

Desired Outcome!

• Students will analyze how differences in the points of view of the characters create such effects as suspense or humor.

• Students will cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

• Students will analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Activate Background Knowledge!

• Sometimes it helps to talk out loud about our ideas. Have you ever noticed that when you tell someone what your are thinking it is actually helping you clarify your own ideas as speak. We also can gain a completely different perspective when we listen to others.

Friday, Sept. 5

Literature Circles - Classroom Practice!

• The discussion is guided by students' responses to what they have read. You may hear or talk about events and characters in the book, the author's craft, or personal experiences related to the story.

• Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers.

• Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.

Friday, Sept. 5

Classroom Assignment:!

• Today we will be referring to text from the first nine chapters: MR. COLLINS JAMES HARRIS III RHONDELL MR. COLLINS SHARICE MARCEL MR. COLLINS JAMES HARRIS III MR. COLLINS about 18%.

• Let’s start with our summarizers, then discussion directors, then connectors, and then literary luminaries.

• Today, we will work in one large group.

Homework: !

• Reading Check Quiz for Ch 1-9 and Grammar Exam on Tuesday Sept. 9 on junoed.com.

Friday, Sept. 5