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Title of Text: Cracking The Wall
Author/Illustrator: Eileen Lucas/ Mark Anthony GRL: M Series: On My Own History Genre/Curriculum Link: Fiction/Social Studies Standard: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Lesson Objectives: To explain how specific aspects of the text’s illustrations contribute to what is conveyed by the words in the story, to use questioning as the strategy and to use problem and solution as the skill Skill: Problem and Solution Comprehension Strategy: Questioning Fluency: Appropriate Speed Academic Vocabulary: explain or research the meanings of the words below. Discuss the morphology of the words: suffixes, taking a root word and adding to it to change the meaning of the word. Have students talk about the meaning of each word, using antonyms, synonyms and situations where each word can be used correctly. a. Segregation b. opportunities c. encouraged d. Arkansas e. Faubus f. Dwight Eisenhower Foundational Skills: Read with sufficient accuracy and fluency to support comprehension.
Before Reading: ENGAGE! THINK! MODEL! 1. Build Background Knowledge a. Let’s look at the front and back cover. What do you know about? b. What would you like to learn about cracking the wall? c. What do you think the word struggle means? d. What does crack the wall mean? 2. Skill Introduction: a. Problem and solution – If I lost my keys and I can’t take you to school that would be a problem. What could my solution be? 3. Strategy Introduction: a. Questioning – as we read today, I would like for you to consider questions like how come this happens? What causes this? What are some effects of this happening, or not happening? 4. Fluency: We will be working on reading at an appropriate speed with this book. Going too fast will cause you to lose the meaning of the content. Standard ‐: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). What that means is by looking at the face of the women on page 9, I can tell something is happening. ELL Support: ‐ Modeling ‐ Headings/Captions ‐ Photographs ‐ Guided Interaction ‐ Glossary ‐ Strategy Instruction Paired Reading to Build Text Complexity:
‐ Explicit Instruction ‐ Highlighted Vocabulary ‐ Vocabulary Instruction Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com During Reading: Don’t Wait Until It’s Too Late! Check for Understanding (Stop after page ) 1.
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Tell me about a part you didn’t understand? Turn and Talk: how is using the strategy of questioning helpful in your reading? Why did they pick Central High in Little Rock, Arkansas for the nine black children to be the first to attend an all white school? Problem and Solution ‐ What is the problem in this story? How are they trying to come up with a solution? Standard ‐ : Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). By looking at the illustrations on page 18, can you tell if the nine black students are going to have any trouble going to Central High for the first time? Explain your answer After Reading: 1. What did you learn? What surprised you? 2. What more do you want to learn about this topic? 3.
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Why do you think that Faubus was against the students going to school in Little Rock?
Standard: What is the most important thing to remember from this book? What are the details that can help you remember this? How would you feel going to a school that you knew didn’t want you to attend? Theme –Racism was one theme in this book. What was another theme? How did the author help us understand it’s a theme? Character Analysis – How would you describe the character of the nine black students in this text? Standard: : Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 7. Academic Vocabulary: Find each of the vocabulary words in the text. Put the page number that you found the word. The write the sentence using the word. After that, write your own sentence using the word. Writing Standard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure Task: Write a story about a time you went to a new school. Share how you feel, what you think, how others treated you, and what you see. Use the points above to help you write.
IF/THEN: Problem and Solution –a problem can be when something bad happens, but a solution is how you fix it. if students are struggling with this skill, Introduce a well known story like the Three Little Pigs. Ask them what happen in the story to the houses of two of the pigs. That is the problem. Now, how did they solve their problem? That is the solution. Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com