Remember, our goal is for our students to understand that these are not just something fun, but are tools designed to help them as they read closely, relating to and learning from the literature we read. This makes us socially smarter and our reading (and viewing) lives enriched.
We started with "Contrasts and Contradictions" then moved on through "Aha Moments" and "Tough Questions" as described in earlier posts.
Again, we created a class anchor chart for each of these signposts as the children followed along, creating their own in their readers' notebooks. We drew a sign (like a street sign) with the name of the signpost, added the types of clues that the reader will encounter, a STOP sign for what the reader needs to do and a speech balloon with a large-print question on it to draw attention to what the reader should wonder when encountering this signpost. Finally, we added what the reader can expect to learn from using this signpost.
We decided to introduce each signpost by using video clips from movies made from literary texts.
Words
of the Wiser
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)
·
Fiction Text for Words of the Wiser
o
IDEAS:
§
NEW KID (short story)
§
EACH KINDNESS by Jacqueline Woodson
§
CHARLOTTE’S WEB by E. B. White
§
A Christmas Carol by Charles Dickens
·
Possible Videos/clips:
o
Oz to the characters as he doles out the items
in his bag:
o
Scrooge and Marley (about 7 minutes)
(could start about 2 min., 30 sec., into this clip and stop at 9:28)
o
Charlotte’s explaining her web/lifestyle to
Wilbur:
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 “Words of the Wiser” in order to read closely to consider/better understand:
- theme
- character development across a text
Procedure/Plan:
1. Review
that we have been working with the signposts, “Contrasts and Contradictions” “Aha Moments,” and “Tough Questions”. These are sets of clues that authors use to
get you to think about characters—it is how they make them seem real.
2. This
next signpost is one that you may have experienced—having someone give you
advice or explain important lessons about life to you. “Words of the Wiser.”
3. Show
PPT to introduce ideas about what the kids predict this will mean.
4. sometimes
appear in stories to teach the character a lesson—and to help the reader in
thinking about the theme of the story.
5. Let’s
think about “Words of the Wiser.”
6. “Let’s
take some time to think about one of the ways that an author shows us how a
character is being taught something to solve a problem or make a decision.
7. If
we think about Scrooge, he didn’t know he had a problem—he thought the problem
was with the rest of the world! Let’s
review how he received wise words at first on that fateful Christmas Eve.
8. Call
children back to the story area.
9. Review
about Scrooge’s partner, Marley, and how he had been dead for exactly 7
years. Seven is a “magic” number is
stories—so this is a clue to readers that this particular night might be
magical—and it is, right?
10. Read
aloud about Scrooge’s visit from Marley then view the video clip to help kids
envision.
Ø
Scrooge and Marley (about 7 minutes)
(could start about 2 min., 30 sec., into this clip and stop at 9:28)
11. We
call this signpost technique the, “Words of the Wiser” .
Begin creating poster while students make their in the their notebooks.
“When you’re reading and a character (probably older and wiser) offers
the main character advice or wisdom to help with a problem or decision.”
12. Pause to add this to the chart as kids add this
definition to their notebooks.
13. Then we want to pause and ask ourselves one
question:
(Write this on the poster while kids add to their corresponding reading
notebook page:)
What’s the life lesson, and how might it
affect the main character?
14. As
we read, we should be on the lookout for places where the author shows us a
character who giving/receiving wise words because it means that things are
probably going to change—these could lead to tough questions or aha moments!
15. Clues the author might give us would be having
the main character and another having a quiet, serious moment and the wiser
character shares wisdom or advice to help the main character solve his/her
problem or to make a decision.
16. Those clues are there to tell you that this
moment is important, and you need to pause to give it some thought.
17. So
once we have spotted a moment where words of the wise are being dispensed, we
have to pause and do something with it.
That is when we go to the key question (be sure this is in color in our
notebooks):
What’s the life lesson, and how might it
affect the main character?
18. Let’s
watch the video clip of “The Wizard of Oz” where Oz is giving brains, courage,
and a heart to three of the main characters.
Along with each of the tokens, he shares wise words.
Ø
Oz to the characters as he doles out the items
in his bag:
19. Review
our story, EACH KINDNESS by Jacqueline Woodson. We want to think about where the Words of
the Wiser are in this story. These might
occur near an “Aha Moment” or “Tough Question,” so notice if they do!
20. Discuss.
21. Do
you recall any wise words in NEW KID?
Work in partners to find and share.
22. As you do your reading in your own books as
well as for class, you might practice noticing Contrasts and Contradictions,
Aha Moments, Tough Questions, and Words of the Wiser.
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