Teacher

Svetlana Lucas

Grade

Lesson

Identifying story elements in The Wonderful Wizard of Oz

(Reading Mastery V+ adaptation)

MS Language Arts/Reading Benchmark

2.d.1. The student will identify sto= ry elements (e.g., setting, characters, character traits, plot, resolution, po= int of view).

Procedure

Deliver the lesson according to SRA Reading Mastery programmatic protocol. Following the completion of students’ group work and independent workbook/ textbook lessons, ask students to answer the following questions aloud:

(who)

Who are the primary characters in this story? Secondary characters?

What character traits can be found for each character?

(when)

What is the setting of the story?

(where)

Where does this particular chapter’s content fall in the larger context of = the entire story?

(what)

What is the plot of this story?

What resolution is created by the story’s characters?

How does it solve the story’s conflict?

(why)

Why was a particular character chosen to present this point of view?

Students should draft answers to each question set in full sentences, using the grap= hic organizer worksheet found at The Write Site.

Technology Inclusion

After students have discussed the answers to each question, have them type in the= ir responses in a teacher created template using The Write Site: Extra! Extra! Each student wil= l type a graphic representation (GO1-4)of the story’s elements. <= /span>

http://www.writesite.o= rg/html/xtraxtra.html

Teacher

Svetlana Lucas

Grade

Lesson

Writing for business or pleasure

MS Language Arts/Reading Benchmark

3.a.5. The student will share writi= ng with others formally and informally.

Procedure

The students will be taught basic formats for business emails(formal) and casual emails(informal). =

Students will have time to practice in small groups, creating emails that meet the criteria for both formal and informal communication.

Students will be encouraged to draft each email using a basic word processing program which tracks changes and proofreading comments.

Technology Inclusion

Upon review of finished email drafts by the teacher, partner pairs will be given= an opportunity to spend a half hour on the computer typing emails to an international classroom pal via Epals Classroom Exchange. = www.epals.com

Teacher

Svetlana Lucas

Grade

Lesson

Identification of synonyms, antonyms, and homonyms

MS Language Arts/Reading Benchmark

1.c. The student will identify and prod= uce grade level appropriate synonyms, antonyms, and homonyms. (Although this particular lesson focu= ses on synonyms, corresponding activities can be duplicated for antonyms and homonyms as well.)

Procedure

The students will be taught the meaning of synonyms, antonyms and homonyms

Students will have time to practice in small groups, creating synonym pairs by using= the dictionary. Weekly spelling t= erms will serve as the initial sample terms.

Students will then be broken into task triads, with each member of a triad offering a synonym and other triad members on opposing teams coming up with an appropr= iate partner word.

As play progresses, students will create a synonym wall to illustrate word strings.=

Technology Inclusion

Students will be given an opportunity to play Synonym Challenge on the web, a game t= hat allows students to choose the correct synonym for a word within a given time frame.

http:/= /www.sadlier-oxford.com/phonics/synonyms/synonyms.htm=

Teacher

Svetlana Lucas

Grade

Lesson

Identification of synonyms, antonyms, and homonyms

MS Language Arts/Reading Benchmark

Procedure

The students will be taught the meaning of synonyms.

Students will have time to practice in small groups, creating synonym pairs by using= the dictionary. Weekly spelling t= erms will serve as the initial sample terms.

Students will then be broken into task triads, with each member of a triad offering a synonym and other triad members on opposing teams coming up with an appropr= iate partner word.

As play progresses, students will create a synonym wall to illustrate word strings.=

Technology Inclusion

Students will be given an opportunity to play Synonym Challenge on the web, a game t= hat allows students to choose the correct synonym for a word within a given time frame.

http:/= /www.sadlier-oxford.com/phonics/synonyms/synonyms.htm=

For antonym practice, students can match antonyms using Quia—Antonym Word Master Columns! game.

http://www.quia.com/servlets/quia.acti= vities.common.ActivityPlayer?AP_rand=3D1637158224&AP_activityType=3D14&= amp;AP_urlId=3D103655&AP_continuePlay=3Dtrue&id=3D103655

Teacher

Svetlana Lucas

Grade

Lesson

Distinguish between fact and opinion

MS Language Arts/Reading Benchmark

2.e.1. The student will distinguish betwe= en fact and opinion.

Procedure

The students will read a short passage for understanding. After the passage is read, the tea= cher will ask students comprehension questions for check students reading.<= /o:p>

The teacher will explain the difference between facts = and opinion stressing that facts are statements that can be proven true or false, while opinions are base= d on someone’s viewpoint, belief, or way of thinking.

After students have grasped the meaning of fact and op= inion, the teacher will guide students through the passage sentence by sentence, determining whether each statement is fact or opinion.

The students will create a whole class Circle Diagram illustrating their findings.

Technology Inclusion

For further enrichment and practice, students may play the Fact & Opinion G= ame (found at the link) or read passages on the web and complete a Circle Diagr= am template provided by the teacher illustrating textual fact and opinion passages. A sample of the template is below.

http://www.quia.com/jq/24723.htm= l

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