Monster (Walter Dean Myers) – 5-day Planner – Week 4
Day 16
Day 17
Day 18
Day 19
Day 20
TEXT: Monster
TEXT: Monster
TEXT: Monster
TEXT: Monster
TEXT: Monster
Page 244-262
(Pages 263 - 281)
Photo images
Theme
Mandala
BENCHMARK FOCUS: DETERMINING WORD MEANING, PLOT DEVELOPMENT, COMPARISONS, DRAWING CONCLUSIONS AND MAKING INFERENCES
The student will:
LA.910.1.5.1- adjust reading rate based on purpose, text difficulty, form, and style;
LA.910.1.6.3- use context clues to determine meanings of unfamiliar words;
LA.910.1.6.7- identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words;
LA.910.1.6.8- identify advanced word/phrase relationships and their meanings;
LA.910.1.6.9- determine the correct meaning of words with multiple meanings in context;
LA.910.1.7.1- use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and
confirm complex predictions of content, purpose, and organization of a reading selection;
LA.910.1.7.2-analyze the author’s purpose (e.g., to persuade, inform, entertain, or explain) and perspective in a variety of texts and understand how they affect
meaning;
LA.910.1.7.3- determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details;
LA.910.1.7.4- identify cause-and-effect relationships in text;
LA.910.1.7.6- analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections;
LA.910.1.7.7- compare and contrast elements in multiple texts;
LA.910.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context
clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources;
LA.910.2.1.2-locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and
theme in a variety of fiction;
LA.910.3.2.2- draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity;
LA.910.4.2.1- write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions); and
LA.910.5.2.1- listen and gain information for a variety of purposes, (e.g., clarifying, elaborating, summarizing main ideas and supporting details).
Opening Routine:
Opening Routine:
Opening Routine:
Opening Routine:
Opening Routine:
Quick Write – beyond a
reasonable doubt
Diary entry from perspective of
Steve Harmon.
Quick Write: Effectiveness of the
attorneys.
Quick Write: Text-image
relationships
Teacher discuss bricolage, or the
Vocabulary Enrichment:
Legal terms
Vocabulary Enrichment:
Legal Terms
Vocabulary Enrichment:
Conflict
Vocabulary Enrichment:
Symmetrical
Complementary
Contradictory
Vocabulary Enrichment:
Theme
Enlightenment vs. bricolage
Division of Language Arts/Reading
Intensive Reading Enrichment (IR-EN) – Grade 10
“rag-tag collection of disparate
elements that communicates not
unity but plurality” in modern
society.
Revised 2011-2012
Teacher Directed
Instruction- Whole Group
Instruction
Before Reading Activities:
Reread predictions from
Day 15 as to whether
Steve’s testimony is
harmful or helpful to his
case
Free write giving advice to
Steve
During Reading:
Text marking where
testimony hurt or helped
Steve’s case
Teacher Directed InstructionWhole Group Instruction
Teacher Directed InstructionWhole Group Instruction
Teacher Directed InstructionWhole Group Instruction
Before Reading Activities:
Read the article “The Youth
Among Us”
Before Reading Activities:
Oral summary of the story
Locate and analyze the 10
black-and-white
photographs of Steve
using the Image-Text
relationship chart.
During Reading:
Examine closing arguments
Analyze visual images
After Reading:
Revisit prediction
Use a Venn diagram to
compare the closing
arguments
Language Collection Activity
During Reading:
Write reaction to the
resolution of the story.
Teacher Directed InstructionWhole Group Instruction
Examine and analyze the
theme of the novel.
Create a Mandala to
synthesize the theme of the
novel.
After Reading:
Revisit prediction
After Reading:
Revisit the prediction
RAFT
Language Collection
Activity
Differentiated Instruction:
Center 1: Teacher Center
Data-driven instructional
intervention
Discuss the content,
structure and purpose
of the summation
speeches to the jury
Center 2: Independent
Reading
Differentiated Instruction:
Center 1: Teacher Center
Data-driven instructional
intervention
2-column notes of the
summation by the attorneys
Differentiated Instruction:
Center 1: Teacher Center
Data-driven instructional
intervention
Differentiated Instruction:
Center 1: Teacher Center
Data-driven instructional
intervention
Differentiated Instruction:
Center 1: Teacher Center
Data-driven instructional
intervention
Center 2: Independent Reading
Center 2: Independent Reading
Center 2: Independent Reading
Center 2: Independent Reading
Center 3: Technology
Independent/Group Activities
Write a summation for the
lawyer of their choice
Center 3: Technology
Independent/Group Activities
In the role of a newspaper
reporter write a prediction
of the outcome of the trial
Home Learning
•
Center 3: Technology
Independent/Group Activities
Create a study guide for the
novel
Center 3: Technology
Independent/Group Activities
Center 3: Technology
Independent/Group Activities
Home Learning
•
Home Learning
•
Home Learning
•
Home Learning
•
Division of Language Arts/Reading
Intensive Reading Enrichment (IR-EN) – Grade 10
Revised 2011-2012
Division of Language Arts/Reading
Intensive Reading Enrichment (IR-EN) – Grade 10
Revised 2011-2012