Carl Hiaasen’s Perspective of Florida: Part 3 | EL Education Curriculum

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ELA 2012 G6:M3B:U2:L8

Carl Hiaasen’s Perspective of Florida: Part 3

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Long Term Learning Targets

  • I can explain how an author's geographic location or culture affects his or her perspective. (RL.6.6a)

Supporting Targets

  • I can find the gist of "Florida 'A Paradise of Scandals'" Excerpt 2.
  • I can use evidence from the text to answer text-dependent questions.
  • I can infer Carl Hiaasen's perspective of Florida.

Ongoing Assessment

  • Structured notes: Chapters 11 and 12 (from homework)
  • Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer

Agenda

AgendaTeaching Notes

1.  Opening

A.  Engaging the Reader: Chapters 11 and 12 of Flush (10 minutes)

B.  Unpacking Learning Targets (3 minutes)

C.  Feedback from Mid-Unit 2 Assessment (6 minutes)

2.  Work Time

A.  Reading for Gist: "Florida 'A Paradise of Scandals'" Excerpt 2 (8 minutes)

B.  Text-Dependent Questions: "Florida 'A Paradise of Scandals'" Excerpt 2 (10 minutes)

3.  Closing and Assessment

A.  Identifying Carl Hiaasen's Perspective of Florida (8 minutes)

4.  Homework

A.  Read Chapters 13 and 14 of Flush. As you read, mark the text with evidence flags to help you answer the focus question in your structured notes.

B.  Record any new vocabulary words on your word-catcher.

  • Lesson 8 is similar in structure to previous lessons. Students read Excerpt 2 of "Florida 'A Paradise of Scandals'" and complete most of the Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer.
  • In preparation for the end of unit assessment, this lesson continues to gradually release students to work more independently.
  • In advance:

-   Prepare to hand back the Mid-Unit 2 Assessment during this lesson.

-   Read "Florida 'A Paradise of Scandals'" Excerpt 2, focusing on gist.

-   Review Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer (answer, for teacher reference).

  • Post: Learning targets; Flush Plot Development anchor chart.

Vocabulary

Poling, skiff, therapeutic, agent, sane

Materials

  • Flush (book; distributed in Lesson 1; one per student)
  • Equity sticks
  • Flush Plot Development anchor chart (from Lesson 2)
  • Flush word-catcher (students' own; from Lesson 1)
  • Mid-Unit 2 Assessments (with teacher feedback)
  • "Florida 'A Paradise of Scandals'" Excerpt 2 (one per student and one to display)
  • Dictionaries (several, for students' reference)
  • Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer (one per student and one to display)
  • Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer (answers, for teacher reference)
  • Structured notes (from Lesson 1; one new blank copy per student)
  • Evidence flags (at least three per student)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Chapters 11 and 12 of Flush (10 minutes)

  • Invite students to refer to Flush and their structured notes homework and ask triads to discuss the plot development of Chapters 11 and 12 by prompting them with these familiar questions:

*   "What happened in Chapters 11 and 12 of Flush?"

*   "How did those events contribute to the rising action of the plot?"

  • Refocus whole class and consider using equity sticks to call on few students to summarize the plot development in Chapters 11 and 12. Add to the posted Flush Plot Development anchor chart something like: "11 and 12--Tension increases as Noah's mom forces Noah's dad to apologize to Dusty Muleman, who is mean and sarcastic in return. Tension is relieved when Abbey is found, but builds again when Noah's dad is taken back to jail for tampering with the tag. Tension about the sewage problem grows when Noah, Abbey, and Shelly see a turtle swimming in the sewage."
  • Reviewing homework holds all students accountable for reading the novel and completing their homework.

B. Unpacking Learning Targets (3 minutes)

  • Invite students to read today's learning targets with you aloud:

*   "I can find the gist of "Florida 'A Paradise of Scandals'" Excerpt 2.

*   "I can use evidence from the text to answer text-dependent questions."

*   "I can infer Carl Hiaasen's perspective of Florida."

  • Tell students that today they will look at how Hiaasen uses this kind of language in Flush to share his perspective.
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.
  • Discussing and clarifying the language of learning targets helps build academic vocabulary.

C. Feedback from Mid-Unit 2 Assessment (6 minutes)

  • Hand back the Mid-Unit 2 Assessments (with teacher feedback) and invite students to spend time reading your feedback and thinking about:

*   "How can this feedback help you to improve your work on Carl Hiaasen's perspective?"

  • Invite students to write their names on the board if they have questions so that you can follow up either immediately or later on in the lesson.

Work Time

Work TimeMeeting Students' Needs

A. Reading for Gist: "Florida 'A Paradise of Scandals'" Excerpt 2 (8 minutes)

  • Display and distribute "Florida 'A Paradise of Scandals'" Excerpt 2.
  • Invite students to follow along silently as you read Excerpt 2 slowly, fluently, and without interruption.
  • Invite students to independently annotate the gist in the margin of the text and record unfamiliar words on their word-catchers.
  • Have several dictionaries available to the class. Remind students that if they aren't sure what a word means after looking for context clues and looking in the dictionary, they should leave the definition to be discussed with the whole group later on.
  • Circulate and support students as they read. For those who need more support, ask them to practice telling you the gist of a section before they write it down.
  • Invite students to get into triads to compare what they wrote for their gist statements and to help each other with any unfamiliar vocabulary they haven't been able to figure out.
  • Refocus whole class and invite students to share any unfamiliar vocabulary words they found, along with the definition. If students were unable to work out the definition from the context or find it in a dictionary, encourage other students to assist them with the meaning.
  • Ask students to discuss in triads:

* "Hiaasen describes being out on the water fishing as being 'like a church' for him. What do you think he means by this? What do people usually do in churches?"

  • Select volunteers to share their responses. Students may struggle with this, so listen for and guide students to understand that he probably means it is peaceful and quiet like a church--somewhere he can think without being interrupted. Explain to students that he may also mean it in a religious sense, like perhaps he uses the time to pray, but this isn't clear.
  • Focus students' attention on the word therapeutic. Ask:

*   "What root word that we already discussed in a previous lesson can you see or hear in the word 'therapeutic'?"

  • Cold call students to share their responses. Listen for students to explain that therapy is a root in this word.
  • Ask students to discuss in triads:

*   "Knowing the word 'therapy' means 'to help to make yourself feel better,' what do you think 'therapeutic' might mean?"

  • Consider using equity sticks to select students to share their responses. Listen for and guide students to understand that "therapeutic" means "something that makes you feel better."
  • These are other words students may struggle with, so be sure to address them here: poling, skiffagent, and sane by taking each one at a time and asking if any students know what they mean. If no-one knows what they mean, either invite a student to look up the word in the dictionary to share with the whole group, or consider telling students if you are running short of time.
  • Hearing a complex text read slowly, fluently, and without interruption or explanation promotes fluency for students. Be sure to set clear expectations that students follow along silently as you read the text aloud.
  • Allow students to grapple with a complex text before explicit teaching of vocabulary. After students have read for gist, they can identify challenging vocabulary for themselves.
  • Asking students to identify challenging vocabulary helps them monitor their understanding of a complex text. When students annotate the text by circling these words, it can also provide a formative assessment for the teacher.

B. Text-Dependent Questions: "Florida 'A Paradise of Scandals'" Excerpt 2 (10 minutes)

  • Display and distribute Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer. Remind students that the purpose of the organizer is to support them with the learning targets.
  • Invite students to follow along as you reread the learning target they will focus on next:

*   "I can use evidence from the text to answer text-dependent questions."

  • Invite students to read the questions on the graphic organizer with you as you read them aloud. Remind students that, as in the two previous lessons, they need to reread the questions in Column 1, review their excerpt, and then record the answers to the questions in Column 2. Today they will do the work independently. Clarify directions as needed.
  • Invite students to work independently to write their responses on the graphic organizer.
  • Circulate and observe students as they work. As needed, support students by asking them to use evidence from the excerpt to answer the questions. While circulating, identify a student with a strong example of responding to the questions. Ask that student if he or she will present his or her work to the class when everyone refocuses as a whole group.
  • Refocus whole class after a few minutes. Invite the preselected student to share his or her responses with the class and clarify any questions from peers. Support the student and guide class responses using Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer (answers, for teacher reference). Invite students to revise their organizers as necessary.
  • Some students may benefit from having access to "hint cards": small slips of paper or index cards that they turn over for hints about how/where to find the answers to text-dependent questions. For example, a hint card might say, "Look in the third paragraph."
  • Some students may benefit from having key sections pre-highlighted in their texts. This will help them focus on small sections rather than scanning the whole text for answers.

Closing & Assessments

Closing

A.  Identifying Carl Hiaasen's Perspective of Florida (8 minutes)

  • Ask students to discuss in triads:

*   "From this excerpt, what do you know about how being born and raised in Florida has affected Carl Hiaasen's perspective of the place?"

  • Select volunteers to share their answers with the whole group. Listen for students to explain something like: "Carl Hiaasen loves Florida, loves the water, and thinks it is gorgeous."
  • Record this in the third column of the displayed graphic organizer as a model for students. Invite students to record their ideas in the third column of their own organizers.
  • Collect students' Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizers and explain that you are going to look over them and provide some formative feedback for students in the next lesson.
  • Preview homework and distribute structured notes and evidence flags.

Homework

Homework
  • Read Chapters 13 and 14 of Flush. As you read mark the text with at least three evidence flags to help you answer this focus question in your structured notes:

*   "What happens in these chapters and how do those events contribute to the plot development?"

  • Record any new vocabulary on your word-catcher.

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