<p> Literacy Planning</p><p>The Invisible Man by H.G. Wells– 3 Weeks Concept Question: How can one person fit into society; or rather, fail to fit into society? Week 3 – 4/25 to 4/29 Genre: Science Fiction Vocabulary strategy: Context Clues Reading Strategies: Characters’ Perspectives, Making Inferences, Determining Importance, Drawing Conclusions, Using Evidence, Making Predictions, Questioning. </p><p>4/25 - YWBAT cite textual evidence to support analysis of what the text says as well as inferences from the text. YWBAT demonstrate how a story’s drama plot unfolds in a series of episodes.  Warm up – Read chapter 20. Write: Was the Invisible Man responsible for his father’s death? Why or why not? What evidence from the text supports your answer?  Fishbowl discussion  Read chapters 20-21 as a class  Write: if you were the owner of the building the Invisible Man lived in, would you have done the same thing he did? Why or why not?  Share/discuss thoughts  Let the Circle Be Unbroken 4/26 - YWBAT use context clues to determine the meanings of unfamiliar words. YWBAT cite textual evidence to support analysis of what the text says as well as inferences from the text.  Warm up – skim over chapters 20-21. Write: Are the townspeople’s reactions to Griffin’s invisibility justified? Why or why not? </p><p> o Discuss  Teacher reads chapters 22-23</p><p> o Vocabulary hunt (students write down words (with page numbers) they don’t understand as they read along, choose 5-10 to discuss using context clues)</p><p> o Context clue practice  Let the Circle Be Unbroken 4/27 - YWBAT consider characters’ perspective in order to increase understanding. YWBAT cite textual evidence to support analysis of what the text says as well as inferences from the text.  Warm up – Quick Write: Do you think Griffin is totally bad, or do you feel some sympathy for him? What do you think makes Griffin behave the way he does?</p><p> o Pair discussion/share  Read chapters 24-25 silently  Write: make a list of all the things that Kemp suggests the police should do in order to catch the Invisible Man. </p><p> o Which will work? Why, why not? Support your thoughts with EVIDENCE from the text  Teacher reads chapter 26</p><p> o Discuss: What really happened to Mr. Wicksteed?  Library 4/28 - YWBAT cite textual evidence to support analysis of what the text says as well as inferences from the text. YWBAT use context clues to determine the meanings of unfamiliar words.  Warm up – Read chapter 27  Write: Why did the policeman say that Dr. Kemp is a hero at the end of the chapter? Support your reasoning using evidence from the text.  Finish the book as a class</p><p> o Vocabulary hunt (students write down words (with page numbers) they don’t understand as they read along, choose 5-10 to discuss using context clues)</p><p> o Context clue practice  Write: 5 questions for H.G. Wells  Make a list of as many good uses for invisibility as you can.  Reading buddies 4/29 - YWBAT compare and contrast purpose, tone, main ideas and inferences drawn between two different formats of, The Invisible Man.  Warm up – fill out book portion of “Focused Reading and Viewing Guide”</p><p> o Discuss  Movie</p><p> o Fill out film portion of guide  Write: “Book and Movie Compare/Contrast Guide”</p><p> o Discuss</p>