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Bargain by A. B. Guthrie 8th Grade English Language Arts EDRD 602D Secondary Reading Instruction 7-12 Performance Assessment 1 Fay Van Vliet “Before” Strategy: Activating and Focusing Prior-Knowledge and /or concepts needed Concept: Bullying Building Background knowledge based on personal and text-to-world connections (15 minutes) To activate prior knowledge and introduce the concept of bullying, I would read the CNN.
com article: “Bullying rampant in U. S. middle schools” to the class (see attached article). Following the article I would engage the students in a discussion on bullying. Starter questions:
The next two days we will be reading a story that describes an all too familiar theme of bullying, but between adults, with a middle school student caught in the action.
Rationale: The prevalence of bullying in middle school is obvious to the students. By bringing their attention to it, and discussing it their minds and emotions are prepared to engage in the plot of “Bargain. ” This text-to-world/text-to-self strategy will provide the students with motivation to compare the theme and plot with their own situation.
Quotations by and about Characters (35 minutes) Each of the following quotes will be written onto 3X5 cards with the name of the character it pertains to on the reverse side of the card.
Duplicate cards will be made so there will be enough for every student to have a card.
Rationale: Having this exercise before the reading allows the students to anticipate aspects of the story (plot, characters, theme) to help them build comprehension. This strategy is good for adolescent students as it will require them to exercise some critical thinking skills which they are developing at this period of life. It will also encourage them to work as a team toward a common goal, and will allow them the freedom of movement and expressing their own opinions and hearing those of others.
During” Strategy: Selecting and Organizing Sequencing to see plot: Part 1 Give the students the sequence organizer for sequencing (ladder page from J Sprague’06) During the first 20 minutes of the class I will show the students how to do this activity by using a current popular movie such as A Night at the Museum. I will have an overhead of the ladder sequence organizer and each student will have a copy to write on. As we discuss the events of the movie, I will write them beside the ladder and have the students do that also.
We will then select the most important events and list them in order, starting with the bottom rung listing the 8 most important events that carry the plot to its culmination. During the next 30 minutes, the students will be individually reading pages 231-235 of “Bargain” and doing this strategy. Since students are reading such a small selection, I will only have them fill in the bottom 4 rungs of the ladder. The directions are on their page will be as follows.
1. Outside of the ladder, list the important events in short phrases, like titles.
2. Decide if any of the events should be combined or dropped.
3. Place numbers, one-four, next to the events in chronological order.
4. Write the events using the short phrases on the ladder in chronological order.
Homework: Answer Socratic Discussion questions 1-6 Rationale: Because narrative text, and this text in particular, is organized in a sequence in which one event impacts the next, I selected a sequence organizer to help the students see this succession. This will help the students understand what lead to the culmination of Bargain. Requiring them to select the most important events to put on the ladder and sequence them will build their critical thinking ability.
This activity is fitting as a “during” strategy as it assists the students in selecting and organizing information. The adolescent student is beginning to deal with text that is multifaceted and this activity will help him/her pull out key information from complex text. “During” Strategy: Selecting and Organizing Sequencing to see plot: Part 2 Making connections through discussions, and Activating and focusing/reviewing sequence (20 minutes): There will be a whiskey barrel at the front of the room with the word “Bargain” stenciled across it to create mental images and build historical understanding of the text.
This will also bring the students back to the previous lesson’s reading and promote class discussion. Discussion starter questions:
1. “How strong does a freighter need to be to handle these barrels? ”
2. “What happened in the first part of the story yesterday? ”
3. “Students, take out your ladders and let’s discuss the events. ”
4. Using an overhead of the ladder, the class will discuss the sequence of events and put them in order, determining what to include and what to leave out.
5. “Based on the events up to this point, what would you anticipate might happen next and why?
The next 30 minutes the students will read individually and finish the second half of the ladder to see the complete sequence of the events. Homework: Complete Socratic Discussion questions 7-11. Rationale: See part 1 “After” Strategy: Integrating and Applying Community share plan –
During the Socratic Discussion
The assessment will be taken from the student’s written responses to the three types of questions. Rationale: Conducting a Socratic Discussion after the reading provides an opportunity for the students to review the story, its theme, its characters, and discuss the actions of the characters in the story. It provides a platform in which each participant must consider and respect others’ opinions. This is essential for middle school students as they are becoming young adults and need to hear and be heard in life.
This discussion will build comprehension the students review the story and build a greater understanding while listening and internalizing others perspectives. Socratic Discussion Questions Answer the following questions in complete sentences and explain your answers thoroughly.
1. What is the setting of this story?
2. What is a freighter?
3. Which character is narrating the story? Inferential Questions
4. Why does Slade call Mr. Baumer, “Dutchie? ”
5. Why did Mr. Baumer persist in giving Slade the bill even though he knew Slade would not pay it?
6. What does Al mean when he says, “I didn’t feel good. I couldn’t look up to Mr. Baumer like I used to and still wanted to. ”?
7. How does the author imply that Slade drank the wood alcohol? Evaluative Questions
8. What contemporary issue was Mr. Baumer facing that was the foundation for his anger?
9. What options did Mr. Baumer have for dealing with his situation and his anger with Slade?
10. Why do you think the author chose “Bargain” for the title?
11. What “bargains” do you think people make today?