Note and Note Again and Again Notice and Note Bookmarks

Again and Once more

Lesson Plans

Reading Workshop:

Notice and Notation

Materials :

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Notebooks for students

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Chart paper/writing tools and/or   Interactive Whiteboard for Teacher

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Pasty Notes and/or Graphic Organizers (from back of  Due north&Northward text)

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"Handout" (word document) to display words from CHARLOTTE'South 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… again and once again  (start at 2:40 into the video)

Get-go at 1:fifteen and go to 2:53

Scrooge's expert beliefs… again and again  (start at one:28:20 terminate at

1:38:50) – 10-ane/2 min.

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

4.RF.four Read with sufficient accurateness and fluency to support comprehension.

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Read on-level text with purpose and agreement.

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Read on-level prose orally with accurateness, appropriate 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.

4.RL.2 Determine a theme of a story, drama, or verse form 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 effect in a story or drama, drawing on specific details in the text (e.chiliad., a character's thoughts, words, or actions).

Ø

(IAS four.3.iii – The CCSS requires in-depth description of character, setting, or consequence past using specific details in the text.)

4.RL.x By the cease of the twelvemonth, read and encompass literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the loftier end of the range.

IAS 4.3.two Place the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the

story activity.

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

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Come up to discussions prepared, having read or studied required textile; explicitly draw on that training and other data known about the topic to explore ideas nether discussion.

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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 fundamental ideas expressed and explain their own ideas and agreement in light of the discussion.

Objectives :

1.  Each student will acquire about the signpost of "Over again and Once again" in order to read closely to consider/meliorate empathise:
• Theme
• Conflict/plot
• grapheme development across a text

Procedure/Plan:

i.

Review that we accept been working with the signposts, "Contrasts and Contradictions"  "Aha Moments,"  "Tough Questions," and "Words of the Wiser".  These are sets of clues that authors utilize to get you lot to think near characters—information technology is how they make them seem real, multi-dimensional, interesting.

ii.

This adjacent signpost is one that you accept probably experienced but may non have really noticed in your reading.

3.

Explain to students that patterns help united states to brand predictions or larn about things. When something happens over and over nosotros get-go to think about why that same thing happens again and again and what that means. For case if we ate a processed bar and so our tummy injure one time we probably wouldn't think much of information technology. If we ate the same processed bar once more and our tummy injure again, nosotros might take discover of that. If we eat the same candy bar Once more and our stomach hurt AGAIN we might terminate and ask ourselves what is happening here? What do we think that means? Why does our stomach proceed hurting? What is our body trying to tell us?

4.

Imagine that you lot are sitting with a few friends when another joins you.  One of the original group grows tranquility and after a few minutes gets up and leaves.  Yous may not think annihilation of it at that moment; only, if it happens again the adjacent day and then again the adjacent week, you will probably notice it.  Information technology's the blueprint, the repetition, the event that occurs again and again that lets you know something is up—if yous notice it… and if you think about it.

5.

Evidently, noticing it isn't plenty.  Yous have to do something with what you lot take noticed or it'due south lost.  Yous have to wonder almost it, speculate on what it might mean, and peradventure compare it with other incidents, or it won't help you to sympathize what is going on.  When y'all remember well-nigh what it might mean, y'all will figure it out.

6.

We phone call this signpost technique the, "Again and Once more" .

Begin creating affiche while students make their in the their notebooks.

"When you're reading and you observe a word, phrase, object, or situation mentioned over and over, once again and once again."

seven.

 Pause to add this to the nautical chart every bit kids add this definition to their notebooks.

8.

 And so we want to pause and ask ourselves one question:

(Write this on the poster while kids add to their corresponding reading notebook page:)

Why does this proceed showing up once again and again?

9.

Add to anchor chart.

ten.

Authors try to assistance us stop and have find of important things in their books by having something happen once again and once again. It is a inkling that we should stop and detect something in the story.

xi.

Let's accept some time to think almost ane of the ways that an author might present a discussion, phrase, object, or situation over and over—once again and again—in a text or story.

12.

Let's think virtually "Again and Again" every bit we look at some pictures.  Display "handout" of spider web words from CHARLOTTE'S Spider web.  Who recognizes these words?  Discuss how Charlotte did this again and again because she believed that it 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 it accept again and again?  What did he practise once more and again at the beginning?  Was there more one spirit or ghost?  How does that provide once more and again experiences?  What does he practice in the end once more and again?  Why does the writer have him practice these things?

14.

Now every bit we read, we should exist on the spotter for places where the author shows the states a character experiencing something again and again—or yous notice that the author has used many similar words or phrases again and again.  Sometimes you might notice colors or objects over again and again, as well.  The key is to look for patterns.

15.

Review our story, EACH KINDNESS past Jacqueline Woodson.   We want to recall almost any "again and again" patterns in this story.  Let'south highlight them with yellow crayon, colored pencil, or highlighters.

16.

Allow time to read/highlight.

18.

Repeat process with NEW KID.

Handout:

rodriguezparend59.blogspot.com

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

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