Again
and Again
Lesson Plans
Reading Workshop: Notice
and Note
Materials:
·
Notebooks for students
·
Chart paper/writing tools and/or Interactive Whiteboard for Teacher
·
Sticky Notes and/or Graphic Organizers (from
back of N&N text)
·
“Handout” (word document) to display words from
CHARLOTTE’S WEB
·
Fiction Text for Words of the Wiser
o
IDEAS:
§
NEW KID (short story)
§
EACH KINDNESS by Jacqueline Woodson
§
A Christmas Carol (excerpt) by Charles
Dickens
·
Possible Videos/clips:
Scrooge’s bad behavior… again and again
(start at 2:40 into the video)
Start
at 1:15 and go to 2:53
Scrooge’s good behavior… again and again (start 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’s 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.
Ø
Read on-level
prose orally with accuracy, 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 poem from
details in the text; summarize the text.
Ø (IAS 4.3.6 – The CCSS requires the summarization of
the text.)
4.RL.3 Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
Ø
(IAS 4.3.3 –
The CCSS requires in-depth description of character, setting, or event by using
specific details in the text.)
4.RL.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high end of the
range.
IAS 4.3.2 Identify
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 action.
4.SL.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
4 topics and texts, building on others’ ideas and expressing their own
clearly.
Ø Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
Ø Follow agreed-upon rules for discussions and carry out
assigned roles.
Ø 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.
Ø Review the key ideas expressed and explain their own
ideas and understanding in light of the discussion.
Objectives:
- Each student will learn about the signpost of “Again and Again” in order 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 use to
get you to think about characters—it is how they make them seem real,
multi-dimensional, interesting.
2. This
next signpost is one that you have probably experienced but may not have really
noticed in your reading.
3.
Explain to students that patterns help us to make predictions or
learn about things. When something happens over and over we start to think about
why that same thing happens again and again and what that means. For example if
we ate a candy bar and then our tummy hurt one time we probably wouldn’t think
much of it. If we ate the same candy bar again and our stomach hurt again, we
might take notice of that. If we eat the same candy bar AGAIN and our stomach
hurt AGAIN we might stop and ask ourselves what is happening here? What do we
think that means? Why does our stomach keep hurting? What is our body trying to
tell us?
4.
Imagine that you are sitting with a few friends when another
joins you. One of the original group
grows quiet and after a few minutes gets up and leaves. You may not think anything of it at that
moment; but, if it happens again the next day and then again the next week, you
will probably notice it. It’s the
pattern, the repetition, the event that occurs again and again that lets you
know something is up—if you notice it… and if you think about it.
5.
Obviously, noticing it isn’t enough. You have to do something with what you have
noticed or it’s lost. You have to wonder
about it, speculate on what it might mean, and perhaps compare it with other
incidents, or it won’t help you to understand what is going on. When you think about what it might mean, you
will figure it out.
6. We
call this signpost technique the, “Again and Again” .
Begin creating poster while students make their in the their notebooks.
“When you’re reading and you notice a word, phrase, object, or situation
mentioned over and over, again and again.”
7. Pause to add this to the chart as kids add
this definition to their notebooks.
8. Then 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 keep showing up again and
again?
9.
Add to anchor chart.
10.
Authors try to help us stop and take notice of important things
in their books by having something happen again and again. It is a clue that we
should stop and notice something in the story.
11. Let’s take some time to think about one
of the ways that an author might present a word, phrase, object, or situation
over and over—again and again—in a text or story.
12. Let’s
think about “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
again and again because she believed that it would cause the Zuckermans to have
an “Aha Moment” that Wilbur was no ordinary pig—even though he WAS, she wanted
them to believe that he was a far superior (contradictory to ordinary) pig.
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 have
again and again? What did he do again
and again at the beginning? Was there
more than one spirit or ghost? How does
that provide again and again experiences?
What does he do in the end again and again? Why does the author have him do these things?
14. Now
as we read, we should be on the lookout for places where the author shows us a
character experiencing something again and again—or you notice that the author
has used many similar words or phrases again and again. Sometimes you might notice colors or objects
again and again, as well. The key is to
look for patterns.
15. Review
our story, EACH KINDNESS by Jacqueline Woodson. We want to think about 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.
17. Discuss.
18. Repeat
process with NEW KID.
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