Again and Again Signpost Text Hatchet

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Again and Once again

Lesson Plans

Reading Workshop:

Notice and Notation

Materials :

Notebooks for students

Nautical chart newspaper/writing tools and/or Interactive Whiteboard for Teacher

Pasty 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

EACH KINDNESS by Jacqueline Woodson

A Christmas Carol

(excerpt) by Charles Dickens

Possible Videos/clips:

Scrooge'due south bad behavior… again and again (first at 2:40 into the video)

Start at 1:15 and become to 2:53

Scrooge's good behavior… once more and again (start at 1:28:20 end at

1:38:fifty) – ten-ane/2 min.

Standards: The Signposts from Discover AND Note tin be used to run into the post-obit standards from the IDOE'southward Assessment Guidance for 2013-14:

four.RF.4 Read with sufficient accuracy and fluency to back up comprehension.

Read on-level text with purpose and understanding.

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 Decide a theme of a story, drama, or poem from details in the text; summarize the text.

(IAS 4.3.6 – The CCSS requires the summarization of the text.)

four.RL.iii Depict in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.yard., a graphic symbol's thoughts, words, or actions).

(IAS 4.3.three – The CCSS requires in-depth clarification of character, setting, or event past 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 every bit needed at the high end of the range.

IAS 4.3.two Identify the principal events of the plot, including their causes and the furnishings of each upshot on future actions, and the major theme from the

story activity.

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 ain conspicuously.

Come to discussions prepared, having read or studied required material; explicitly draw on that training and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and conduct out assigned roles.

Pose and reply 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.

Review the key ideas expressed and explicate their own ideas and understanding in light of the discussion.

Objectives :

Each student will learn about the signpost of "Once again and Again" in guild to read closely to consider/better understand:

Theme
Conflict/plot
character development across a text

Process/Plan:

Review that nosotros 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 apply to become you to think virtually characters—it is how they make them seem real, multi-dimensional, interesting.

This next signpost is one that you take probably experienced but may not have really noticed in your reading.

Explain to students that patterns aid us to brand 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 case if nosotros ate a candy bar and and so our tummy injure ane time we probably wouldn't think much of it. If nosotros ate the same candy bar once more and our stomach hurt again, we might take discover of that. If nosotros eat the same candy bar Again and our stomach hurt AGAIN we might terminate and ask ourselves what is happening here? What do we recollect that means? Why does our tummy keep hurting? What is our torso trying to tell u.s.?

Imagine that y'all are sitting with a few friends when another joins you lot. One of the original group grows quiet and after a few minutes gets upward and leaves. Y'all may not think anything of it at that moment; only, if it happens once more the next twenty-four hours and then over again the next week, you will probably observe information technology. It'southward the pattern, the repetition, the event that occurs again and again that lets you know something is upwards—if you lot notice it… and if you think about information technology.

Evidently, noticing it isn't enough. Yous have to exercise something with what you have noticed or it's lost. You have to wonder well-nigh information technology, speculate on what it might mean, and perhaps compare information technology with other incidents, or it won't aid you to understand what is going on. When you lot think about what it might mean, you will effigy it out.

half-dozen.

Nosotros call this signpost technique the, "Over again and Again" .

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

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

Suspension to add this to the chart as kids add this definition to their notebooks.

eight.

Then nosotros want to intermission and ask ourselves one question:

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

Why does this keep showing up once more and again?

ix.

Add to ballast chart.

Authors effort to help us stop and take notice of of import things in their books past having something happen again and again. It is a clue that we should stop and notice something in the story.

eleven.

Let's take some time to think virtually one of the ways that an author might present a word, phrase, object, or situation over and over—once more and again—in a text or story.

12.

Let's recall near "Over again and Again" as nosotros look at some pictures. Display "handout" of web words from CHARLOTTE'Due south Web. Who recognizes these words? Talk over how Charlotte did this again and again considering 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) squealer.

13.

We know that A CHRISTMAS CAROL has a lot of signposts in information technology—from contrasts/contradictions to aha moments to tough questions to words to the wiser. Does it have again and once more? What did he do again and again at the first? Was there more than than i spirit or ghost? How does that provide again and once again experiences? What does he do in the finish again and once more? Why does the author accept him do these things?

14.

Now as we read, nosotros should be on the scout for places where the writer shows us a character experiencing something once again and again—or you observe that the author has used many similar words or phrases again and again. Sometimes you might detect colors or objects again and again, too. The key is to expect for patterns.

fifteen.

Review our story, EACH KINDNESS by Jacqueline Woodson. We want to recollect well-nigh any "again and again" patterns in this story. Let'due south highlight them with yellow crayon, colored pencil, or highlighters.

16.

Allow time to read/highlight.

18.

Repeat process with NEW KID.

Handout: