Again and Again Signpost Video Clip

Again and Once again

Lesson Plans

Reading Workshop:

Notice and Note

Materials :

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Notebooks for students

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Nautical chart paper/writing tools and/or   Interactive Whiteboard for Instructor

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Pasty Notes and/or Graphic Organizers (from dorsum of  N&Due north text)

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"Handout" (discussion document) to brandish words from CHARLOTTE'S WEB

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Fiction Text for Words of the Wiser

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EACH KINDNESS by Jacqueline Woodson

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A Christmas Ballad

(excerpt) by Charles Dickens

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Possible Videos/clips:

Scrooge's bad beliefs… once again and over again  (kickoff at 2:40 into the video)

Start at 1:15 and get to 2:53

Scrooge's good behavior… again and again  (kickoff at 1:28:20 end at

1:38:50) – 10-1/2 min.

Standards:  The Signposts from Notice AND NOTE can be used to meet the following standards from the IDOE'south Assessment Guidance for 2013-14:

4.RF.4 Read with sufficient accuracy and fluency to support comprehension.

Ø

Read on-level text with purpose and understanding.

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Read on-level prose orally with accuracy, advisable rate, and expression on successive readings.

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

iv.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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(IAS 4.3.6 – The CCSS requires the summarization of the text.)

4.RL.3 Depict in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a graphic symbol's thoughts, words, or deportment).

Ø

(IAS 4.three.3 – The CCSS requires in-depth clarification of character, setting, or upshot by using specific details in the text.)

four.RL.10 By the stop of the year, read and comprehend literature, including stories, dramas, and poesy, in the grades 4–5 text complexity ring proficiently, with scaffolding every bit needed at the high terminate of the range.

IAS 4.3.2 Identify the main events of the plot, including their causes and the effects of each event on hereafter deportment, and the major theme from the

story activeness.

4.SL.1 Engage finer in a range of collaborative discussions (one-on-i, in groups, and teacher-led) with diverse partners on grade iv topics and texts, building on others' ideas and expressing their own clearly.

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Come to discussions prepared, having read or studied required material; explicitly describe on that training and other data known about the topic to explore ideas under give-and-take.

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Follow agreed-upon rules for discussions and carry out assigned roles.

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Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

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Review the key ideas expressed and explain their ain ideas and understanding in light of the word.

Objectives :

1.  Each student will learn well-nigh the signpost of "Again and Once more" in club to read closely to consider/better understand:
• Theme
• Conflict/plot
• character development across a text

Procedure/Plan:

1.

Review that we have been working with the signposts, "Contrasts and Contradictions"  "Aha Moments,"  "Tough Questions," and "Words of the Wiser".  These are sets of clues that authors employ to become yous to call back about characters—information technology is how they make them seem real, multi-dimensional, interesting.

2.

This side by side signpost is ane that you accept probably experienced simply may not accept really noticed in your reading.

iii.

Explain to students that patterns assistance us to make predictions or acquire about things. When something happens over and over nosotros start to call back about why that same affair happens again and once again and what that means. For example if we ate a processed bar so our tummy hurt one time we probably wouldn't remember much of it. If we ate the aforementioned candy bar again and our breadbasket hurt again, we might have notice of that. If nosotros eat the same candy bar AGAIN and our tum injure AGAIN nosotros might terminate and inquire ourselves what is happening here? What do we think that means? Why does our stomach keep pain? What is our trunk trying to tell us?

four.

Imagine that you are sitting with a few friends when another joins you.  One of the original group grows placidity and afterwards a few minutes gets up and leaves.  You lot may non recall anything of information technology at that moment; only, if it happens again the next day and then once again the next week, you lot volition probably discover it.  Information technology'due south the pattern, the repetition, the issue that occurs again and over again that lets y'all know something is up—if yous observe it… and if you think about it.

five.

Evidently, noticing it isn't enough.  You have to do something with what y'all have noticed or it'southward lost.  Y'all have to wonder about information technology, speculate on what it might mean, and possibly compare it with other incidents, or it won't aid you to sympathise what is going on.  When you think most what information technology might mean, y'all will figure information technology out.

6.

We call this signpost technique the, "Again and Again" .

Brainstorm creating poster while students make their in the their notebooks.

"When y'all're reading and you notice a discussion, phrase, object, or situation mentioned over and over, again and over again."

7.

 Suspension to add this to the nautical chart as kids add together this definition to their notebooks.

8.

 Then we want to break and inquire ourselves ane question:

(Write this on the affiche while kids add to their corresponding reading notebook folio:)

Why does this go on showing up again and again?

ix.

Add together to ballast nautical chart.

10.

Authors try to help us cease and take observe of of import things in their books by having something happen again and once again. It is a clue that we should stop and notice something in the story.

11.

Allow's have some time to retrieve well-nigh one of the ways that an author might nowadays a word, phrase, object, or situation over and over—once again and again—in a text or story.

12.

Let's think nigh "Again and Again" as we look at some pictures.  Display "handout" of web words from CHARLOTTE'S WEB.  Who recognizes these words?  Discuss how Charlotte did this once more and over again because she believed that information technology would cause the Zuckermans to have an "Aha Moment" that Wilbur was no ordinary pig—fifty-fifty though he WAS, she wanted them to believe that he was a far superior (contradictory to ordinary) grunter.

13.

 We know that A CHRISTMAS CAROL has a lot of signposts in it—from contrasts/contradictions to aha moments to tough questions to words to the wiser.  Does information technology take again and again?  What did he do once more and over again at the beginning?  Was in that location more than one spirit or ghost?  How does that provide again and once again experiences?  What does he do in the finish once again and again?  Why does the author have him do these things?

14.

Now as we read, nosotros should exist on the lookout for places where the author shows us a character experiencing something again and once more—or you detect that the writer has used many similar words or phrases again and again.  Sometimes you might notice colors or objects again and over again, as well.  The key is to look for patterns.

xv.

Review our story, EACH KINDNESS by Jacqueline Woodson.   We want to think nearly any "again and again" patterns in this story.  Let's highlight them with yellow crayon, colored pencil, or highlighters.

16.

Allow time to read/highlight.

18.

Repeat process with NEW KID.

Handout:

riddlefects1946.blogspot.com

Source: https://teachingwondersinc.blogspot.com/2014/06/again-and-again-signpost-lesson-notice.html

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