1) Referring to the list on the board, the teacher will ask the students to define what the responses in each group have in common - the 3 basic TYPES of clues: visual, verbal (dialogue from suspects/witnesses), and written (research/facts about crime scene). Then, a correlation will be made with these types of clues to the clues good readers must use when reading a book for implicit information.
visual clues = pictures
verbal clues = dialogue/conversation
informational clues = narration
2) The teacher will then display the 3rd PowerPoint slide that contains a statement, a picture, and a quotation from the character. Students will be asked, "Why is Joe glad that he listened to the radio? What did he hear?" "Where is Joe (be specific)?" "How do you know?" Students must support their answers with the clues they used from the slide (picture, dialogue, narration). (Correct responses include: Joe is glad because he heard a weather report that helped him be prepared with his sweater for the cold temperature" and "Joe is at an outdoor sporting event such as football or soccer because he wouldn't need a sweater if he was at a basketball game which is held inside.")
3) The teacher will then inform the students that the story they will read
together takes place in France, so we will review some of the vocabulary to help
understand the story. (Show slides 4-9 to provide a visual and comparison
between the French word and the English word/concept and have students say the
words out loud with you.)
4) The teacher will then pass out copies of "The Sweetest Fig" by Chris Van Allsburg (enough for groups of 2 or 3 to share). Then she will display one copy of the book
on a screen at the front of the room using an LCD projector and the Elmo.
(This will involve alternating between the RGB 1 input on the projector for the
PowerPoint to the RGB 2 input on the projector for the Elmo using the input
button on the projector.) As the teacher reads the story, she will engage
the students in the following "Think Alouds" (students are asked to
finish the statement):
- After reading pg. 5-6 (woman offering figs for payment) - "So far, I
think Bibot is...because..."
- After reading pg. 9-10 (dog on stairs) - "I wonder..."
- After reading pg. 21-22 (Bibot with fig on plate) - "I
predict..."
The teacher will call on volunteers to share their Think Aloud statements
with the group.
5) After the reading, the teacher will pass out copies of the graphic
organizer featured on slide 10 of the PowerPoint. (Switch back to RGB 1 on
the projector to show the PowerPoint again.) Use slide 10 of the
PowerPoint to show students how to use the graphic organizer. Click once
to show that the students are to write their answers to the questions in the
"Inference" column. Click again to show the students that they
will need to put an 'X' in the boxes that correspond to the types of clues that
helped them make the inference. Then, return to the beginning of the book
and go through the inference questions on the graphic organizer using the
following pages:
- Pg. 1-2 (dog on couch) - "What does the author mean when he says that
Bibot will teach Marcel a lesson?"
- Pg. 3-4 (Bibot extracting tooth) - "Why does Bibot agree to help the
old woman?"
- Pg. 7-8 (Bibot eating fig at table) - "How does Bibot feel about
Marcel?"
Remind students to focus ONLY on the clues on the specified pages when
responding. Students can work together to answer the questions; then share
responses and evidence to support the responses as a whole group to affirm or
correct.
(See the graphic organizer KEY for page numbers and expected responses.)
6) Following the reading, the teacher will review the rules of "Jeopardy" as students will participate in the game to further rehearse their knowledge of inferences and the clues that support them; unlike the television version, students will be given multiple choices. If the Classroom Performance System (CPS) is used, the teacher will model how to use the remote controls when aiming toward the receiver and explain that only buttons "A,
B, and C" will be used. Students will be allowed to refer back to the book for
help. (Because the pages of the book are not numbered, the teacher will need to color-code the five pages referred to in the questions about the illustrations with sticky notes.) If the teacher uses Microsoft PowerPoint, she will put students in groups of
3 or 4, each with a flip-chart of "A, B, C, D" cards, using only A, B, and C. Groups will be numbered to keep score on the board (Team 1, Team 2, etc.) and will rotate with selecting the category and question value. All teams will have an assigned responder that will hold up the answer card based on the group's response; cards will be placed face down until the teacher calls for all answers to be displayed to prevent "peeking" across teams. All teams with the correct response will be awarded points.
|
