genre: l teacher’s guide abimanyu mulan .mulan teacher’s guide level v/60 unit at a glance day

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  • 1 Two AsiAn Legends 2011 Benchmark Education Company, LLCB e n c h m a r k e d u c a t i o n c o m p a n y

    Skills and Strategies

    Anchor Comprehension Strategies Evaluate authors purpose Interpret figurative language

    Genre Study Recognize genre features Analyze genre texts Make text-to-text genre connections

    Tier Two Vocabulary See books glossary

    Word Study Suffixes

    Fluency Read with inflection/tone: pitch

    Writing Writers tools: Word choice Write a legend using writing-process

    steps

    Abimanyu

    Mulan

    TeacherS Guide

    Level V/60

    Unit at a Glance

    Day 1 Prepare to Read Day 4 Reread Mulan*

    Day 2 Read Abimanyu* Day 5 Literature Circle Discussion/Reinforce Skills*

    Day 3 Read Mulan* Days 615 Write a legend using the writing-process steps on page 10

    *While you are meeting with small groups, other students can: read independently from your classroom library reflect on their learning in reading response journals engage in literacy workstations

    Genre: Legends

    Y07371_G6Legends1Asian_TG_Rev3.indd 1 11/3/10 12:35 AM

  • 2 Two AsiAn Legends 2011 Benchmark Education Company, LLC

    Ask students to turn to pages 57. Say: The legends in this book are based on well-known stories from two Asian countries: India and China. Lets read about these legends.

    Have two students read aloud the background information while others follow along.

    Say: Each legend demonstrates cultural principles of valor, or bravery, during war. What can you infer, or tell, from this? Allow responses. Prompt students to understand that most societies must deal with war and therefore are interested in its moral principles.

    Introduce the Tools for Readers and Writers: Word Choice Read aloud Word Choice on page 4. Say: Writers choose their words with great care.

    Choosing just the right word helps writers clearly communicate their thoughts and feelings. Legends are filled with language that helps readers become part of the story. Lets practice identifying effective word choice so we can recognize it in the legends we read.

    Distribute BLM 1 (Word Choice). Read aloud sentence1 with students, pausing where the words in parentheses are located.

    Model Identifying Word Choice: I can use either of the verbs in parentheses to complete this sentence, but which is the better word choice? Breathed describes what the horses did in a general way. Snorted creates a more specific image of what the horses sounded like. Therefore, snorted is the better word choice.

    Ask students to work with a partner or in small groups to choose the word that creates a more exact or detailed picture and explain why it is the better choice for each of the next six sentences. Students should then complete the last three sentences using precise, descriptive word choice.

    Bring the groups together to share their findings. Ask the groups to read one or more sentences they

    completed. Use the examples to build students understanding of how and why writers choose words carefully. Remind students that word choices can help readers understand, visualize, and make inferences about the characters and plot of a legend.

    Ask groups to hand in their sentences. Transfer student-completed sentences to chart paper, title the page Word Choice, and post it as an anchor chart in your classroom.

    Prepare to ReadBuild Genre Background Write the word genre on chart paper. Ask: Who

    can explain what the word genre means? Allow responses. Say: The word genre means a kind of something. Knives and forks are two different kinds of utensils. Each utensil has its own characteristics that we can use to identify it. In the same way, we can identify each kind, or genre, of literature by its characteristics. Recognizing the genre of what we are reading helps us anticipate what will happen or what we will learn as we read. As writers, we use our knowledge of genres to help us develop and organize our ideas.

    Ask: Who can name some literary genres? Lets make a list. Allow responses. Post the list on the classroom wall as an anchor chart.

    Draw a concept web on chart paper or the chalk-board. Write Legends in the center circle of the web.

    Say: Legends are one example of a literary genre. Think of any legends you know. How would you define what a legend is?

    Turn and Talk. Ask students to turn and talk to a classmate and jot down any features of a legend they can think of. Then bring students together and ask them to share their ideas. Record them on the group web. Reinforce the concept that all legends have certain common features.

    Introduce the Book Distribute a copy of the book to each student. Read

    the title aloud. Ask students to tell what they see on the cover and table of contents.

    Ask students to turn to pages 23. Say: This week we are going to read legends that will help us learn about this genre. First were going to focus on this genre as readers. Then were going to study legends from a writers perspective. Our goal this week is to really understand this genre.

    Ask a student to read aloud the text on pages23 while others follow along. Invite a different student to read the web on page 3.

    Point to your Legends web on chart paper. Say: Lets compare our initial ideas about legends with what we just read. What new features of this genre did you learn? Allow responses. Add new information to the class web.

    Post this chart in your classroom during your legends unit. Say: As we read legends this week, we will come back to this anchor chart. We will look for how these features appear in each legend we read.

    Day 1

    2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-4509-3057-4

    Y07371_G6Legends1Asian_TG_Rev3.indd 2 11/3/10 12:35 AM

  • 2011 Benchmark Education Company, LLC 3Two AsiAn Legends

    Reflect and Review Turn and Talk. Write one or more of the following

    questions on chart paper. What is a literary genre, and how can understanding

    genres help readers and writers? What did you learn today about the legend genre? How can a writer use word choice to communicate

    his or her ideas to readers? Ask partners or small groups to discuss their ideas

    and report them back to the whole group as a way to summarize the days learning.

    Management Tips Throughout the week, you may wish to use

    some of the Reflect and Review questions as prompts for reader response journal entries in addition to Turn and Talk activities.

    Have students create genre folders. Keep blackline masters, notes, small-group writing, and checklists in the folders.

    Create anchor charts by writing whole-group discussion notes and mini-lessons on chart paper. Hang charts in the room where students can see them.

    Before ReadingIntroduce Abimanyu Reread the Legends anchor chart or the web

    on page 3 to review the features of a legend. Ask students to turn to page 8. Ask: Based on

    the title and illustrations, what do you predict this legend might be about? Allow responses.

    Invite students to scan the text and look for the boldfaced words (deceitful, northern, departure, sixteenth, formation). Say: As you read, pay attention to these words. If you dont know what they mean, try to use clues in the words such as suffixes to help you define them.

    Set a Purpose for Reading Ask students to read the legend, focusing on the

    genre elements they noted on their anchor chart. They should also look for examples of effective word choice and think about how the authors careful word choice helps them understand the battle between the Pandavas and the Kauravas.

    Read Abimanyu Place students in groups based on their reading

    levels. Ask them to read the legend silently, whisper-read, or read with a partner.

    Confer with students to monitor their under-standing of the text.

    Ask students to place self-stick notes in the margins where they notice examples of effective word choice or features of the genre.

    After ReadingBuild Comprehension: Evaluate Authors Purpose Lead a student discussion using the Analyze

    the Characters and Plot and Focus on Comprehension questions on page 16. Then, use the following steps to provide explicit modeling of how to evaluate the authors purpose in a legend.

    Explain: Authors always have at least one purpose for their writing. Their purpose may be to inform, entertain, persuade, or express feelings or ideas. Authors may also have different purposes for different parts in their writing. We learned yesterday that legends tell inspiring or cautionary adventure stories about things that are important to a culture. When you read a legend, think about the authors purposes for creating the various parts of the story. This will help you determine the authors overall purpose and evaluate how well the author achieved it.

    Distribute copies of BLM 2 (Evaluate Authors Purpose) and/or draw a chart like the one below.

    Day 2

    Name Date

    Two AsiAn Legends 2011 Benchmark Education Company, LLCBLM 1

    Word ChoiceDirections: Read each sentence. Underline the word in parentheses ( ) that creates the more exact, vivid image or idea. Write what the word choice helps you see or understand.

    1. The horses (breathed, snorted) loudly in the cool morning air. theharsh,roughsoundsofthehorses

    2. The army (demolished

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