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Lesson 4.3Digest LESSON 4.3 DIGEST Making Meaning Teacher Central » Workshop 4 » Lesson 4.3 Academic 2 PREVIEW Vocabulary accept Why did John Wilkes Booth shoot President ac·cept (verb) Paragraph 2 Lincoln? And why did he expect the public to Meaning thank him? Students investigate the motives to be okay with something that that led John Wilkes Booth to assassinate the is challenging or unpleasant President of the United States. Example What is one situation that you TEXT COMPLEXITY RUBRIC have learned to accept? from Who Was John Wilkes Booth? I have learned to accept the fact that I have trouble spelling. /am QUANTITATIVE MEASURES Moderate 1 370L not a great dancer. Lexile: 370L (present-tense verb phrase) Informational Text QUALITATIVE MEASURES Word Count: 184 1 John Wilkes Booth is a well-known villain. Yet, Levels of Meaning/Purpose support sup·port (verb) he expected to be a hero. Why did this man shoot Paragraph 3 purpose (explain) relatively clear but not stated President Lincoln? Why did he expect the public to Meaning thank him? Structure to agree with an idea or person because you believe it is important cause-effect structure implicit Foundational Skills or you want to help them succeed Language Use and Clarity Example Read Words With Closed Syllables Break a word into syllables to help you read it. mix of present/past tense; domain-specific terms not explained What is one group that you support? 1. Spot the vowels. The number of vowel spots upset 3 tells the number of syllables. Knowledge Demands I support the local food bank/ 2. Split the word into syllables. If a word has two up|set the local youth club consonants in the middle, split the word knowledge of Civil War assumed; details not explained (nou n phrase) between them. A syllable ending with a vowel- because this organization helps consonant pattern is a “closed syllable.” The vowel sound in a closed syllable is often short. people in ne ed. /cares for children. (present-tense verb phrase) 3. Read each syllable. Then read the whole word. SCAFFOLDING TRACKER: Identify Central Idea/Details 194 Workshop 4 Part 1 TEACH PRACTICE APPLY 1.3 1.6 1.8 2.3 2.4 3.3 4.3 5.3 5.5 6.3 6.5 ReaL Book, pp. 194–195 You are here WHOLE GROUP TEACH ENGAGE AND DISPLAY DO NOW: Show You Know LITERACY GOAL (surrender) After , the soldiers finally surrendered. Identify the most important details in an informational text. What is another way of saying, “I surrender”? Use strategies to read words with closed syllables. LANGUAGE GOALS 1 SHARE TODAY’S GOALS Today we will practice identifying the most important details in Use academic words when speaking and writing. an informational text. Remember that the most important details Use precise academic words, such as details, to point out the are the ones that help us understand the central idea of the text. most important detail of the text. Reflect on ideas and information that have been discussed and draw conclusions about them. 2 TEACH VOCABULARY: accept, support Use the VOCABULARY routine. What is something that many teen musicians must accept? Provide example: I’ve learned to accept the fact that I’m not a Many teen musicians must accept that they will never . great (singer/dancer/bowler). How can citizens support a favorite candidate running for office? Provide example: I support every child’s right to a good education. Citizens can support a favorite candidate by . Teach additional words as time permits: expect, praise. 3 ACTIVATE KNOWLEDGE Connect the Anchor Video to the text. Which sides fought against each other in the Civil War? Which In the Anchor Video, we saw the shocking assassination of side won? Abraham Lincoln by John Wilkes Booth, a famous actor. Why The Civil War was fought between . would he commit such a crime? We’ll find out in today’s reading. In the end, . Use THINK (WRITE)-PAIR-SHARE to discuss the Civil War. 4 FIRST READ: KEY IDEA Remind students to be prepared to answer the Key Idea question. Respond to the Key Idea Use ORAL CLOZE 1 to model fluent reading of the introduction Booth killed President Lincoln because and . and paragraphs 1–3. Use MODELED FLUENT READING to scaffold the fluent reading of paragraphs 4–7. Use the ACADEMIC DISCUSSION routine to have students respond to the Key Idea item. Have them use language to report to share responses. T194 READ 180 UNIVERSAL Blended Learning Handbook Informational Text 2 The answers lie in the Civil War. On April 9, Close Reading 1865, General Lee surre ndered. Booth was upset. He 4 could not accept the South’s loss. He shot Lincoln five Key Idea days later. Why did Booth kill President Lincoln? Use two details from the Heads Up 3 Booth grew up in Maryland. Booth did not text to explain. fight in the Civil War. But he strongly supported the Booth killed Lincoln because • Academic Interaction Card Confederacy. He w as proud of his roots. He loved the he blamed the president for the southern way of life. Cluster Connections South’s defeat/wanted to get Meeting Individual Needs 4 Booth also supported slavery. When Lincoln UNCIVIL WARS revenge/thought the president freed the slaves, Booth was furious. He s aw that act as English Learners In these conflicts it 1 insulted the South/wanted to an insult to the South. was neighbor against punish the president/wanted to • Modal Verbs 5 In 1865, the South was in ruins. Booth blamed neighbor. Lincoln. He wanted to punish the president. He killed inspire people to fi ght. African-American English: Lincoln to get revenge. • Sound Elimination: /r/ 6 Booth felt sure the South would praise him. He even felt he might inspire people. He thought they • Sound Substitution: /d/ for /j/ might rise to fight again. Identify Central Idea and Details • Sound Substitution: /f/ for /th/ Underline three details that tell how Independent 7 That did not happen. Many southerners disliked Booth felt about the South. Sound Substitution: Vowels Before • Reading Lincoln. But the South did not rise again. And the public Booth wanted to be a hero to people m and n remembers Lincoln—not Booth—as a hero. in the South. Write a sentence telling Secrets of Oak Park why Booth thought he would be a hero. + 11 more Resources for Differentiated Instruction He thought the South would praise him for killing Lincoln/other people • Support: Read for Detail, Practice/Apply 2 would feel the same way he felt Closed Syllables Circle the vowel spots in each word from the text. Then draw a line to split each word into syllables. Read each syllable. Then about the South/his actions would Extend: Central Idea & Details read the whole word. • inspire people to fi ght. • Language: Conduct an Interview Individualized Technology 1. expect 2. public 3. insult 4. happen Language to Report History in B&W Perhaps the most important + 3 more detail in this text is . The Hunt for Lincoln’s Killer 195 SMALL GROUP TEACH ENGAGE AND DISPLAY 1 SECOND READ: Identify Central Idea and Details Review Central Ideas and Details. What did Booth do to try to make himself a hero to his people? Have students revisit the text to underline three details that Booth tried to become a hero to people in the South explain how Booth felt about the South. by . Paragraph 3 tells me that Booth grew up in the South. The text says that Booth was proud of his roots, or his southern background. What is another detail that tells how Booth felt? Reread paragraphs 4–5 using ORAL CLOZE 2. Now I read that the South was in ruins because of the war. And Booth blamed Lincoln. What did he do to try to make himself a hero to his people? Formative Assessment: LITERACY GOAL IF Nearly There/THEN: Guide students to return to the text and show where their details were found. IF Not Yet/THEN: Use response frames to scaffold thinking. For example: The South was in ruins because . This upset Booth because . Booth tried to be a hero to people of the South by to get revenge for . 2 REINFORCE FOUNDATIONAL SKILLS: Closed Syllables TEACHING MOVES: Make It Relevant Model the steps to use closed syllables to help students read Explain that students can use the Spot-Split-Read strategy longer words from the text. whenever they come to longer words that challenge them. Try Display the word upset. Spot the vowels. using the Spot-Split-Read strategy instead of skipping over This word has two vowel spots, so we know it has two syllables. unfamiliar words. The text makes much more sense when we read all the words. Split the word into syllables. If a word has two consonants in the middle, we can try splitting the word into syllables between the two consonants. Read each syllable: up/set. Then read the whole word: upset. Guide student practice with the strategy. Formative Assessment: LITERACY GOAL IF Nearly There/THEN: Label the pattern of consonants and vowels in sample words, such as CVC. Point out that if a syllable ends with a consonant, the vowel sound will be usually be short. WRAP UP IF Not Yet/THEN: Write problem words on the board. Draw a line Develop Mindset between syllables. Model pronunciation, running your finger under What is one challenge you faced in class today? syllables, then the whole word, having students repeat after you. One challenge that I faced in class today was .
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