Context for lesson 2 (1st time taught): Five 8th grade students All have high reading levels

ls All are Native English Language Speakers Lesson took place in Ms. Alreds room (next door to the language arts/reading class) 40 minutes long Context for lesson 2 (2nd time taught): Five 8th grade students All are 8th grade level readers All are Native English Language Speakers Lesson took place in Ms. Alreds room (next door to the language arts/reading class) 40 minutes long Materials: 1 copy of The Outsiders per student o By: S.E. Hinton; Publisher: Viking Press, Dell publishing; Publication date: April 24, 1967; Published in: London, England Vocabulary sheet for chapters 1-4 Highlighter (recommended, but not required) Pencil Strategy/Skill taught: This will be introduced by telling the students that they will be continuing what they started yesterday. That is, they will continue reading The Outsiders aloud as a class, and stop every now and then to talk about the vocab words listed on their worksheet Vocabulary words: asset, madras, loping, unfathomable, and savvy (if time) o These are important to know because they are key to understanding the text where they appear. By knowing what these words mean, students will be able to better comprehend what is happening in the story. Figuring out unknown vocab words by using the context they appear in is an important strategy every reader needs to be able to do. o Consult a dictionary when unable to determine the meaning of a word from the context it appears in. o This strategy should be used during the reading stage of the reading process. Students should use this strategy while reading to figure out unknown words in order to better understand what is happening. Standards: CC.8.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CC.8.SL.1.d Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CC.8.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown

and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. CC.8.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. CC.8.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. CC.8.L.4.d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Specific goals: I want the students to be able to take the given vocabulary words and determine the meaning of them by using the context of the story I also want the students to be able to explain how they came up with the meaning of the words (their thought process) I want the students to acquire strategies for determining what words mean by using the storys context Lastly, I want the students to briefly discuss with one another possible meanings of the given words to see how their peers thought about the story/word Student objectives: Students will be able to determine the meaning of the words: asset, madras, loping, unfathomable, and savvy (if time) by using the storys context Students will check a dictionary, or consult the teacher, for meanings they are unsure of or to check meanings they determine Students will be able to answer simple comprehension questions about the story, which will help with their learning of new vocab words Lastly, students will discuss with each other possible meanings of the words Assessment: Students will be informally assessed by general questions about the vocab words and what is happening in the story when these words appear Students will also be assessed by filling out the vocabulary worksheet with correct definitions for the given words. This will be assessed on correctness. Implementation: Tell the students they are going to continue reading The Outsiders as a group Have them look at the vocab words that will be appearing in the section they are reading so they know what words to look for Tell them that one person is going to read aloud while everyone else follows along Ask for a volunteer to begin reading on the bottom of page 3, second to last paragraph This student should read until the first vocab word (madras), which appears on the top of page 5 Make sure all students are following along while the story is being read After the student reads the sentence with the word madras in it, stop them and tell them that is one of their vocab words (if they dont remember) Re-read the sentence and ask them what do you think the word means?

Prompt them with other questions like: o Who is wearing the madras shirt? (A Soc) o What do we know about this person? (They are wealthy) o Knowing that this Soc is wealthy, what kind of shirt do you think madras is then? (nicer) From these questions, the students should be able to see that madras is a nicer shirt, or a shirt made of fine cotton or silk fabric If they want the dictionary definition, have them look it up, or to save time, give them the definition on the answer key after they have discussed possible meanings. Have the students fill in the definition of the word on their vocab worksheets o Model this by doing the following: find the word madras on the worksheet, talk about what definition makes the most sense to you or what you think the word meant, and write that definition under the context or dictionary definition column. Show the students what you wrote for this definition by either passing around your paper, putting it under the doc-cam or writing it on the board. Explain that you thought the word meant nice fabric because a Soc was wearing the madras shirt and Socs are rich, which means that they wear nicer clothing. Lastly, show them an example of a madras shirt using the Internet or if someone is wearing a similar type of shirt, so they fully understand this definition. This process is similar to what the students should go through when thinking about the other vocab words This is the instructional scaffold used during the guided practice in order to demonstrate how to practice this strategy Ask for another student to begin reading aloud Make sure all the students are following along when the story is being read This student should read until the next vocab word (loping) appears, which is on page 7 After the student reads the sentence with the word loping in it, stop them and tell them that this is their next vocab word Re-read the sentence with loping in it and ask what they think the word means Ask them the following questions to prompt them: o What is happening in the story right now? (Ponyboy just got beat up and his friends are making sure he is okay) o What do we know about the person that is loping? (Sodapop is graceful and smooth) o Do you think Ponyboys brother would be walking over to see that he is okay? (No, he would probably run) After these questions, the students should be able to tell you that loping means to run You will most likely need to add that loping means to run with a long, easy stride o If there is time, have the students look the word up in the dictionary after discussing possible meanings. If there is not, tell them the dictionary definition after they discuss the word Have each student fill in a definition for this word on their vocab worksheet Have another student continue reading until page 10 Ensure every student is silently following along

Stop this student after they read the sentence with the word unfathomable in it Re-read this sentence aloud and ask the students what they think the word means o From the context, they will most likely be able to tell you that it means unbelievable or something along those lines o If they do not come up with a meaning, ask them: Does it seem like this person would normally like school? Why or why not? (No, because most greasers hate school) Since most of his friends hate school, is it weird that Two-Bit likes school? (yes) o From these questions, the students should be able to tell you that unfathomable means weird, unbelievable, something that doesnt make sense, etc. Tell them the dictionary definition if they want it, which is not able to be completely understood Have each student fill in a definition for this word on their vocab worksheet Make sure everyone is writing a definition down Another student needs to begin reading where you left off and read until page 13 Make sure all students are still silently following along Stop this student after the first paragraph on this page, and have the last student begin reading aloud Have the student read until time runs outthere will not be enough time to finish the chapter today End the lesson by discussing the following: o What has happened so far in the story? o What do you know about each of the characters so far? o Why do Ponyboy and Darry not get along? o What are your feelings about the book thus far? o Did acquiring definitions for the given vocab words help your understanding of the story? o Do you have any questions about the story or the vocabulary words/worksheet? Closing: tell the students they will pick up where they left off today and to be prepared to discuss the story tomorrow in class o Ask them what the vocab words meant, so they remember the meanings of these words o Ask the students how they determined the meanings of the words and what clues they used to do this o Remind them that they will be using the storys context to figure out the meanings of many more words in this story and that this strategy should be also used after finishing this story when they dont know the meaning of a word in other stories or books o Encourage the students to use this strategy whenever they get stuck on a word Make sure the students put their worksheets in their folders so they dont lose them Evaluation: I hope to see that the students are able to determine a meaning for all of the given vocabulary words by looking at the context of the story where the words appear

I also hope that they will discuss with each other possible meanings for the words in order to see different perspectives of the same word meaning I expect the students to use a dictionary to check the meanings they come up with or use it when they are all unsure of the meaning of a word One problem I anticipate is that the students may have a hard time determining the meaning of the word madras. I can avoid this problem by giving them hints about the meaning as well as asking them questions about the context in which it appears. One question I can ask is who is wearing the madras shirt? as well as what do we know about this person? From there, it is my hope that the students will be able to figure out the meaning, or a meaning close to it, for this word.