Universal | Stage B | HMH Teacher Central | ReaL Book Digital Teacher’s Edition | Instruction Page 1 of 7 R180U_B_LP_W2_Lesson 7 © Houghton Mifflin Harcourt Publishing Company Instructor: Date: Class: HMH Teacher Central Lesson Plan for Whole- and Small-Group Instruction STANDARDS ELA.6.V.1.1, ELA.6.V.1.2, ELA.6.V.1.3, ELA.7.V.1.1, ELA.7.V.1.2, ELA.7.V.1.3, ELA.8.V.1.1, ELA.8.V.1.2, ELA.8.V.1.3 Workshop 2 Lesson 7 MATERIALS ReaL Book pp. 90–91 Word Analysis: Prefixes in- un-; Multiple-Meaning Words HEADS UP Take a brief break from grappling with texts to think about how words work and build word consciousness! Empower students to be able to read and understand unfamiliar words by strategically finding their meaningful parts. Then guide them to identify and use context clues to aid them in determining the correct meanings of multiple-meaning words. RESOURCES FOR DIFFERENTIATED INSTRUCTION Support: Prefixes Extend: Greek Roots, Latin Roots Language: Multiple-Meaning Words Get Resources OBJECTIVES Primary Goals • Literacy Goal: Identify multiple-meaning words and use context as a clue to meaning. • Language Goal: Identify word families for new vocabulary, and identify and use prefixes to help determine word meaning.
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Universal | Stage B | HMH Teacher Central | ReaL Book Digital Teacher’s Edition | Instruction Page 1 of 7
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Instructor: Date: Class:
HMH Teacher Central Lesson Plan for Whole- and Small-Group Instruction
STANDARDSELA.6.V.1.1, ELA.6.V.1.2, ELA.6.V.1.3, ELA.7.V.1.1, ELA.7.V.1.2, ELA.7.V.1.3, ELA.8.V.1.1, ELA.8.V.1.2, ELA.8.V.1.3
Workshop 2 Lesson 7
MATERIALS ReaL Book pp. 90–91
Word Analysis: Prefixes in- un-; Multiple-Meaning Words
HEADS UPTake a brief break from grappling with texts to think about how words work and build word consciousness! Empower students to be able to read and understand unfamiliar words by strategically finding their meaningful parts. Then guide them to identify and use context clues to aid them in determining the correct meanings of multiple-meaning words.
RESOURCES FOR DIFFERENTIATED INSTRUCTIONSupport: Prefixes
Extend: Greek Roots, Latin Roots
Language: Multiple-Meaning Words
Get Resources
OBJECTIVESPrimary Goals
• Literacy Goal: Identify multiple-meaning words and use context as a clue to meaning.
• Language Goal: Identify word families for new vocabulary, and identify and use prefixes to help determine word meaning.
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DO NOW! Show You KnowUse the Do Now routine.
Display the Do Now.
Complete the sentence with the correct form of the word and add your own details.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
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G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
(famine) A famine is a food shortage that may result from ________.
(e.g., drought; lack of rain; crop failure)
Share Responses Have students share responses.
WHOLE GROUP
SHARE TODAY’S GOALSPrimary Goals
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
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HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
Literacy Goal: Identify words with multiple meanings and use context as a clue to meaning.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
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Sch
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HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
Language Goal: Identify word families for new vocabulary. Find and use prefixes to help figure out a word’s meaning.
BUILD MORPHOLOGICAL STRATEGIESTeach Word FamiliesExplain the benefits of learning about prefixes.
We’ve all had the frustrating experience of coming to a word we can’t read and don’t understand. Learning about prefixes gives us a strategy for figuring out how to read and understand many words on our own.
Read aloud the definition of prefix and the meanings of prefixes in– and un– on page 90.
Model finding the base word in the noun inaction in Item 1.
Let’s look at the example for the noun inaction. I know that in- is a prefix, so to find the base word I will cover up the prefix with my finger. The base word is action.
Use word parts to identify meaning.
We know that the prefix in- means “not” or “the opposite of” so the meaning “lack of movement or activity” makes sense.
Provide an example to reinforce meaning.
When we take action, we do something. So inaction is the state of doing nothing.
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Find the base word of Item 2 together.
How can we find the base word? (Cover up the prefix un–.) Do you see the base word? The base word is sure.
Identify meaning.
Sure means “having no doubt.” So what does unsure mean? (“not sure” or “having doubts”)
Provide an example to reinforce meaning.
Some drivers are sure of where they want to go, but unsure how to get there.
Have students complete the Word Families chart with partners or independently.
Provide help with meanings for base words as needed.
Review Items with the whole group.
After reviewing each base word and prefixed word, ask students to explain how they determined the meaning of the word.
Provide frames to help students explain their thinking.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
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Sch
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HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
I determined that ________ means ________ because ________.
Use ContextModel thinking for Item 7.
Read aloud the first sentence and then think aloud as you consider the context clues for the word in the blank. The blank is an adjective that describes droughts and their relationship to places that get lots of rain and snow. All but one word on the chart are adjectives, but most do not make much sense in the sentence. You wouldn’t describe a drought as either polluted or unpolluted, for instance. One word does make sense in the blank, however. We know that droughts are usually caused by lack of rain and snow, so it makes sense that they would be uncommon, or not usual, in places with wet climates. Uncommon must be the correct choice.
Complete Item 8 with students.
Ask a student to read the sentence aloud.
What word form belongs here, noun or adjective? (adjective, because it describes the lake) Which adjective best describes water that has “chemicals, sewage, and garbage” in it? Why?
Provide a response frame and model if needed.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
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& ©
Sch
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HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
I chose the word polluted because ________.
(e.g., I know that chemicals and sewage make water dirty)
Have students complete Items 9–12 and explain the reasons for their word choices while you review their work.
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FORMATIVE ASSESSMENT
LANGUAGE GOAL: Identify word families for new vocabulary, and identify and use prefixes to help determine word meaning.
Observe Review students’ responses and listen to their explanations for their word choices.
Monitor Progress Adapt Instruction/Strategies
Nearly There Students complete most items correctly, but may have trouble articulating their thinking.
Guide students to articulate how they knew which words to use in the Use Context items.
Look at Item 12. Which word makes the most sense in the blank? How did you know?
Model how to explain thinking as needed. We know that many farmers had difficulty during the drought that caused the Dust Bowl. The words affected and unaffected tell about actions that do or don’t happen to someone or something. Which one is the best choice?
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
hts
rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
________ is the best choice because ________.
Not Yet Students are not able to identify word parts and/or use prefixes to determine word meaning.
Simplify instruction with a simpler example, such as unhappy.
Write the word in large letters and use an index card or other paper to cover the prefix. Ask What’s the base word? Then cover the base word. What’s the prefix?
Discuss the meaning of the base word with and without the prefix. If you’re happy, you’re feeling good and in a good mood. If you’re unhappy, you’re not happy—you are sad or angry or otherwise feeling bad.
Repeat with other examples, such as unkind and inactive.
On Track Students complete all items correctly.
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SMALL GROUP
DETERMINE MEANINGIntroduce Multiple-Meaning Words Introduce the word strategy.
Some words have more than one meaning. When you encounter a multiple-meaning word in your reading, context clues, or other words in the sentence or nearby sentences, can help you determine which meaning is correct.
Read the definition of multiple-meaning words on page 91.
Introduce Multiple-Meaning Words in ContextRead aloud the first example sentence from “Drought Report” and clarify the meaning of plant.
This sentence says that plants “need water to survive.” That’s a clue that this meaning of plants relates to the living things meaning.
Read aloud the second example sentence from “Drought Report” and clarify the meaning.
Both sentences contain the multiple-meaning word plants. Plants can be living things that grow in the ground. Plants can also be places where manufacturing takes place, such as factories.
Have students Think (Write)-Pair-Share to identify context clues that indicate which meaning of plants is intended.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
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HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
One context clue is ________.
(e.g., the adjective manufacturing is used to describe plants; the sentence tells that “garbage, raw sewage, or harmful chemicals” come from plants)
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
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rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
Another context clue is ________.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
hts
rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
From these context clues I can tell that plants means ________ in this context.
(e.g., “places where manufacturing takes place”)
Define Multiple-Meaning WordsGuide students to identify parts of speech and define multiple-meaning words.
To define multiple-meaning words, determine the word’s part of speech in a sentence and decide what nearby words or phrases can help uncover an unfamiliar word’s meaning.
Model identifying part of speech for Item 1.
Read aloud the first sentence and then think aloud as you identify the part of speech and consider the context clues for the boldfaced word. In this sentence, the word common describes a characteristic of droughts in recent years. I know words that describe are adjectives, so common is an adjective in this sentence.
Model identifying meaning for Item 1.
The sentence says that droughts have become more common in recent years, and I know from the Anchor Video and the texts we’ve read that droughts have been happening more often recently. So I can tell that common means “frequent or usual” in this sentence.
Universal | Stage B | HMH Teacher Central | ReaL Book Digital Teacher’s Edition | Instruction Page 6 of 7
R180
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W2_
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on 7
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pany
Have students complete Items 2–4 with partners or independently.
Review responses, having students explain their answers. If students need help determining meaning, guide them to use a print or online dictionary.
Use Multiple-Meaning Words in a SentenceHave students Think (Write)-Pair-Share to complete Items 5–8.
Review students’ sentences, guiding them to revise as necessary if they have not correctly used the specified definition of each word.
FORMATIVE ASSESSMENT
LITERACY GOAL: Identify multiple-meaning words and use context as a clue to meaning.
Observe Review students’ responses and listen as they explain their thinking.
Monitor Progress Adapt Instruction/Strategies
Nearly There Students determine the correct meanings of multiple-meaning words in context, but may have trouble articulating how they know.
Provide response frames to help students explain their thinking.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
hts
rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
I know that ________ means ________ in this sentence because the rest of the sentence is about ________.
Not Yet Students do not determine the correct meanings of multiple-meaning words in context.
Simplify instruction by using familiar multiple-meaning word pairs in simple sentences with clear context clues:
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
hts
rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
Jaden went to the bike store to buy a new bike.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
hts
rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
In the winter, he will store his bike in the basement.
Guide students to determine the correct meaning of store in each sentence. Store can be a noun meaning “a shop or business where customers can buy goods.” Store can also be a verb meaning “to put something away for future use.”
What is the correct meaning of store in the top sentence? (shop or business) What context clues helped you determine the meaning? (used as a noun; Jaden went there to buy something.) What is the correct meaning of store in the second sentence? (put away for future use) What context clues helped you determine the meaning? (used as verb; The basement is a likely place to put away a bike in winter, for future use in the spring. )
On Track Students determine the correct meanings of multiple-meaning words in context and articulate how they know.
Universal | Stage B | HMH Teacher Central | ReaL Book Digital Teacher’s Edition | Instruction Page 7 of 7
R180
U_B
_LP_
W2_
Less
on 7
© H
ough
ton
Miffl
in H
arco
urt P
ublis
hing
Com
pany
WHOLE GROUP
WRAP UPDevelop Mindset Guide students to answer the Wrap Up question with a partner.
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
hts
rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
What is one challenge you faced in class today?
WOR K S HOP LESSON 1 | from C has ing L inc oln’s K iller
SCHOLASTIC | R E AD 180 Universal | Stage B | Workshop 4: The Hunt for Lincoln’s Killer | Page 1
04
TM ®
& ©
Sch
olas
tic In
c. A
ll rig
hts
rese
rved
.
HE A DS UPWord Count | 000 Lexile | 000L Text Complexity Level | 000
G et s tudents talking about and s ummarizing the important details of C has ing L inc oln’s K iller, a page-turning narrative that des c ribes L inc oln’ s as s as s ination in bloody detail.
B ac kground knowledge—Remind students about key Civil War-related themes from the Anchor Media such as: the mood in America in 1865, slavery, and the Confederacy. Review that John Wilkes Booth was a Confederate, and thus opposed to President Lincoln’s policies.E ngage—Relate Lincoln’s assassination to breaking news students would remember such as a famous crime, natural disaster, or emotional public event.S oc io-emotional—The author describes details of Lincoln’s murder, including physical violence and a gunshot. Observe students as you read this historical text, as the detail may be jarring for some readers.
MAT E R IA L S Digital Student IWT/Print IWT pp. 00–00
S C A F FOL DING T R AC K E RSummarize: Teach | Practice
WHOL E G R OUP
DO NOW!
S how You K now
Display the Do Now. (tyrant) A bully ac ts like a when he or s he .
S hare Have students share their responses using the Do Now routine. What characteristics , or qualities , would a bully and a tyrant share? How are they different?
A bully and a tyrant both .
B ullies and tyrants are different bec aus e .
E NG AG E
1) S hare Today’s G oals
L iterac y G oal: Summarize the topic and important details of a narrative nonfic
t
ion text , avoi di ng personal judgments. [RI6.2]
L anguage G oal: Engage in collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing your own ideas clearly. [SL1.1]
anno tk anno tk
anno tk
anno tk
One challenge that I faced in class today was ________.
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