UNIT INTERIM 2 RETEACH DATE FRIDAY NOVEMBER 13 MATERIALS

6 ARTICLE 6B INTERIM CASINO AUTHORIZATION 5129512
DOKUMEN LAPORAN INTERIM NOMOR YLTI YLTI0HKPRGMN212000
+ MAINE BOARD OF PESTICIDES CONTROL INTERIM POLICY TO

1312-ft-post-doctoral-fellow-interim-curator-anthropocene
1ST INTERIM PROGRESS AND ACTIVITY REPORT INTERIM PROGRESS AND
2 INTERIMISTIC RELATIONAL EXCHANGE CONCEPTUALIZATION AND PROPOSITIONAL DEVELOPMENT

Unit: Interim 2 Reteach


Unit: Interim 2 Reteach


Date: Friday November 13

Materials:



Teachers: Helms, Ingram

Minilesson Teaching Point: Readers rely on their ability to envision in order to have a clear picture of what is taking place in each scene of a story. We do this by going into each scene with a blank, white screen in our minds, then adding setting, characters, and details about what’s happening. Readers revise their mind movies as events in the story change.


Anchor Text and Pages (if applicable):


Connection: Writers, when I was a Freshman in college one of my favorite things to do on a Sunday afternoon was to snuggle up on the couch in my dorm and watch movies with my dorm mates. We would call Sundays our lazy days. One of my friends use to annoy me so much on these lazy Sunday afternoons because she would always zone out during the movie and would then ask: “What just happened?” or “Who is she and where did she come from?” or my favorite: “Where are they now?” All of us would yell out in unison: “Pay attention to the movie!”


Teach: My friend, Leah, struggled with paying attention to the movie. She didn’t have a clear picture of what was going on.


Today I am going to teach you that readers rely on their ability to envision in order to have a clear picture of what is taking place in each scene of a story.


Before I read a new book, I imagine a blank, white screen [show blank chart]. As the setting becomes clear, I add those details to my mind movie. As new characters are introduced, I add them too. Then, as events happen, I imagine those characters moving around in that scene.


Let me show you how I do this. Ms. Ingram is going to read an excerpt from Fourth Grade Rats. As she reads, I am going to fill in my blank mind movie with details about where the story takes place, the characters, and the action. Watch closely as I draw what I see in my mind on this chart.

  • Ms. Ingram reads: As soon as I sat down to dinner, Zippernose—otherwise known as my sister, Amy—sneered at me: “Rat.” First, I read that they were sitting down to dinner. I am picturing a dinner table in a kitchen. Let me draw some of those details of the setting. Then, I envision the characters. So far, we have been introduced to Zippernose/his sister/Amy. Then, there is the character who is talking, “I.” I am going to draw in those characters and label their names. I am also envisioning what’s happening in the story—Amy is sneering at her brother and calling him names. Hmm. “Sneering” is an unfamiliar word. Even if I don’t know what it means, I know it’s not nice because she is looking at him and calling him a “Rat.” Usually when you call someone a name, you are giving them a nasty look.


Do you see how I just envisioned that scene? Ms. Ingram only read one line of text, but already I have added the setting, two characters, and some action to that blank picture in my mind!


But my mind movie does not stay the same throughout the whole book. As new characters enter and exit, as the setting changes, and as different actions occur, I revise (or change) my mind movie.


Ms. Ingram is going to read the rest of the section aloud.

  • Ms. Ingram reads: My mother plopped some mashed potatoes on her plate. “Amy, stop.” Here my mind movie has to change! Another character has been introduced. So I must add another character to my mind movie—Amy and the narrator’s Mom. I am going to draw her in here and write “Mom” above her.


Do you see how I changed my movie when the scene changed? I changed the picture in my mind when a new character entered the scene.


Active Engagement:


Ms. Ingram is going to continue reading from Fourth Grade Rats. As she reads, envision the scene.


When she is done, you are going to add to my mind movie.


Link:


Whenever you are reading, it’s important to envision what’s going on. Imagine that you have a blank screen in your mind. As you learn details about the characters, setting, and action, fill in the scene. As you read, revise your mind movie with new characters, new settings, and new actions.



Today, you are going to have a chance to do some envisioning on your own. Your teachers are passing out an excerpt from a text. As you read, draw what you are envisioning in the box on the right. It is also helpful to jot down some words to describe the action in the scene.


The drawings don’t need to be perfect. We just need to see that you are envisioning correctly. Be sure to label the characters!


Low—Envision scene from Ms. Hannah is Bananas

High—Envision scene form Bud, Not Buddy








38131 §3813—INTERIM BENEFITS FOR DISABILITY OR DEATH DUE TO
49336 AN INTERIM EVALUATION OF THE GLOBAL LINKS DOCUMENTARY
54 INTERIM REPORT ON IMPLEMENTATION OF THE RECOMMENDATIONS RECEIVED


Tags: friday november, november, materials, reteach, interim, friday