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Student: Hannah RogersCooperating Teacher: Ms. DriggsGrade: 6thSubject: Reading Lesson Topic: Novel Study Introduction and Break OutDate: 3/16/17-3/20/17PlanningSOL Reading 6.5: The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.b) Make, confirm, and revise predictionse) Use prior and background knowledge as context for new learningl) Use reading strategies to monitor comprehension throughout the reading processLearning ObjectiveBehaviors: By the end of the lesson the students will be able to exhibit comprehension of the book, Archer’s Quest, Conditions: by answering discussion questions regarding fictional text features including setting, characters, plot, conflict, and will be able to make and confirm predictions based off of prior knowledgeCriteria: based on check for understanding questions in 4 out of 5 attempts.Students’ Background KnowledgeStudent’s already know:How to use context clues and prior knowledge to make predictionsHow to summarize information learnedThe elements of a fiction text including main events, characters, problem/solution, and settingKey Terms/VocabularyQuest: to long for something, a searchArcher: someone who shoots bow and arrowsKorea: country in East AsiaCulture: a set of customs, beliefs, and traditions of a specific time and placeHeritage: a tradition that is passed down through generationsDifferentiationStudents have been separated into reading groups based on SRI scores and reading levels R, S and U using Fountas and Pinnell Leveled Literacy Intervention assessments and running records. This lesson will be taught to the 6th grade R-leveled groups.Assessment FormativeThe students will be formatively assessed throughout the lesson by check for understanding questions to better evaluate their comprehension of the text.“What characters have we met so far?”“What is Kevin’s problem right now?“Do you think it is magic?”“What would you do in Kevin’s situation?”“Why is Archer afraid of so many things?”“What do you think Archer is thinking?”“Why is Archer offended by many of the things Kevin says?”“Who can predict what will happen next?”Students will also be formatively assessed using the KWL Chart. Based off the accuracy of their K sections and relevancy of their W sections, the teacher should be able to have a better understanding of their comprehension of the themes in the breakout clues. For the L section, students should include accurate information found in chapters 1 and 2 of Archer’s Quest to demonstrate learning.SummativeThe students will be summatively assessed at the end of the novel study. The assessment will include a written assignment or test to measure their comprehension and understanding of the book, Archer’s Quest.Resources Boxes (2)Four locks for each box (5-letter word, 4-digit, directional, and key locks)Flash lights and invisible inkLaminated clues (attached)iPads with QR code scannerKWL Chart (attached)Archer’s QuestLLI Lesson PlanDelivery of the LessonAnticipatory SetEngage and Connect: Breakout!The class will be divided into two groups randomly. Each group will receive a wooden box with four locks. They will also receive an envelope that contains clues that have no specified order or explanation. The clues (attached) are based on the overall themes in the book, Archer’s Quest, including quest, Korea, and the Chinese Zodiac. This is an introduction to the book, therefore the students do not yet know the significance of these elements. “Who has done a breakout before?”“The objective of this breakout is to get inside the box. Each box contains the same thing, but this is not a race or a competition! You’re goal is to work together to figure out the clues to open the box.”“Feel free to ask us questions if you are stuck but we cannot help you answer the questions.”“There are four locks. One directional lock that has to be moved in a pattern (up, down, left, or right) in order to be unlocked. One is a 5-letter word combination. One is a 4-digit combination, and one is a key lock.”The teachers in the room monitoring and observing the students. Even though the object is to get into the box, students should be using teamwork strategies and exhibiting social skills to complete each task.Statement of Learning Objective: “Congratulations to everyone who broke into the box! This is the new novel we will be studying, Archer’s Quest! Based off of the clues in this activity, what themes do you think will be in the book? What do you think the book will be about?”Bring the students back to their seats and pass out the books.“Today we are going to start reading Archer’s Quest. By the end of the block you all should begin to understand the characters, setting, and conflict in the story.”Pass out KWL Chart“This breakout introduced you to some major themes that are in the book. Use this KWL Chart and fill out the ‘What I know’ section and the ‘What I want to know’ section of the chart. Later we will fill out the rest after we read.”Explicit/Direct InstructionRead Chapter 1 Read the first page to the students aloud. Ask check for understanding questions including“What do we know so far?”“What characters have we been introduced to so far?”“What do predict will happen next?”Have students popcorn read the next few pages aloud. Then tell them to continue reading the rest of the chapter silently.“Who can give us a short summary of what is going on?”“What is the problem in this chapter?”“What would you do if you were Kevin?”“What do you think Archer is thinking?”Read Chapter 2Read the first page of chapter 2 to the students aloud and allow them to continue to read the rest of the chapter silently. They may not finish in this block so, when there is 20 minutes left in the block, tell them to stop reading and they can finish the chapter 2 the next day.Student Practice KWL ChartAfter reading the first two chapters of Archer’s Quest the students should have an understanding of the setting, characters, problem, and plot of the story thus far. To show this understanding and comprehension, the students will complete the KWL Chart. The chart will allow the students to express and share what the know, what they want to know, and what they want to know, and what they have learned. The teacher will: assist the students when help is needed and will monitor their answers to get a better understanding of whether or not the student comprehended or understood the topic and themes in the break out clues. The teacher will also encourage students to write multiple sentences and will remind the students that sentences start with capital letters and end with punctuation. The students should also be writing complete thoughts.Students will: recall the themes and clues from the breakout and assess their prior knowledge to complete the chart independently.ClosureStudents will share their KWL chart with the rest of the group and will make connections with other students. “Did anyone else write something similar?”“Who wrote something different?”“What is the most surprising thing you learned?”“Were any of your questions answered?”Clues4 digit code (2032)--Chinese Zodiac Calendar - put years in the circle below animal pictures- make animal pictures on the same page - put a + or a - sign on the paper ?between the animals- they do the math by matching the years to the animal- on bottom of sheet put 4 dash lines for the number code answer ??____ ???____ ?____ ____Direction lock (Left, Down, Left, Up, Left)--2 maps- 1 of New York to Korea - 1 of just Korea- write a story of the journey of Kevin from his family in NY to Korea- clues are places in KoreaKey Lock--pictures of?cars ,telephones, lightbulbs, computers, bed- these items are what is feared in the book- in invisible ink, write the letters QUEST on some of the pictures5 letter lock (KOREA)--CULTURAL AWARENESS clue- 5 letter word- KOREA make a QR code that links to this video- CLUE #1(year of the monkey + year of the dragon – year of the rat = ???)24003008509000________________________________CLUE #2To find out more about his heritage, Kevin decided to experience the culture himself. To get to Korea from New York, he had to fly west over the United States and the Pacific Ocean. His first stop was Sokcho. There he visited the Seoraksan National Park and went hiking in the forest. Next, he took a bus to the city of Daegu where he toured temples and museums to learn more about Korean culture and history. He then traveled west to Jeonju. Kevin tasted some of Korea’s most popular food at the Jeonju Bibmbap Festival. After tasting some of the best noodles he’s ever had, he had to travel back to New York. He took a train from Jeonju to the airport in Seoul. Seoul is the capital and biggest city in Korea. He was used to big cities but this was the biggest and brightest he’d ever seen. To get back to New York he had to fly west for 14 hours straight. Even though he was exhausted after his trip, he was excited to know so much more about his cultural background.CLUE #3These pictures have something in common. Archer, like many of us, has fears in his life. By using tools, you can help him. Can you see what these items share? You will need to look beyond the obvious. When you think you have solved the code, let us know and you will receive the key.CLUE #4262890051816000040386000Listen carefully, look closely, learn of the culture from the people-116332093472000????????????????????????????????????????????????? ................
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