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Unit V Lesson I: Slow Way Home Chapter 13. For Teacher only.
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For Teacher only • Before this lesson, you will need to make copies of the Team Cards Unit V and be prepared to distribute them to the class during slide 8. During the lesson, you will need to interview a student using the teacher card, and be prepared to brainstorm and draft a news story.
Sunshine State Standards: • New Generation Standard 2: Informative
Benchmark LA 4.2.2 • student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;
4.2.2 Application • Students will interview other students and write a news story about what happened to Brandon, then use the novel as a source for verifying information.
and 4.2.3 • The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs
4.2.3 • Students will prepare stories using cause and effect reasoning and a multi paragraph organizational pattern to present stories in newspaper and television news formats.
Read Aloud Chapter 13 • As you listen, think of yourself as a newspaper or TV reporter • How would you write this story for the newspaper? • How would you report this story as a national TV news story? • Who would you want to interview? • What questions would you want to ask them?
Preparing to interview • Students number off 1-4. • Give each of the ones a 1 card, each of the twos a 2 card and so on.
What your numbers mean! • If you are a 1 you are a news reporter for the local paper • If you are a 3, you are a witness to the events in chapter 13 and will be interviewed by a reporter for the local paper. • If you are a 2, you are a news reporter for the local TV station • If you are a 4, you are a witness to the events in chapter 13 and will be interviewed by the TV reporter.
Take 5 • To exchange cards with someone who agrees to exchange with you if you would rather be something other than the card you were given.
Find the partner you are to interview • Look on your card; it will tell you your partner’s number • You and your partner find a place to talk. Be certain you have something on which to take notes if you are the interviewer.
Witnesses • If you are a witness, pretend that you were there on the scene at the 4th of July celebration in chapter 13. You may choose to be the specific character your interviewer asks you about, or you may simply choose to be a bystander who knows the person well, or knows the town well. • You may refer to the book if you need to!
Inteviewer • Gather as much information as you can. You are going to write a story about the character or scene you are asking the witness about. • You are writing a story about what happened to your character on this day and why it happened according to your witness. • If your questions are about the action rather than a character, you are writing a story to explain what happened and why it happened, according to your witness.
Let the interviews begin! • Interview your witness asking him/her the question on the card and any other questions you can think of that will help you get an interesting and accurate story. • Take notes: write down the information as accurately as possible
After you have completed your interview • Take moment to look over your notes
From brainstorming to draft • Now, your teacher will model how she takes her brainstorming and turns it into a story draft using a multi paragraph structure.
First, she will brainstorm • Based on the brainstorming strategy she prefers based on her learning style. • As she models, do your own brainstorming • Those who were interviewed will form editing teams as designated on card. • Watch the teacher’s model so that you can be an effective editing team.
As your teacher models drafting • Begin drafting your own story • Editors, watch carefully as the teacher drafts.
After writers have completed their story • Pass it to the editing group indicated on card.
Reporters 1 a and b will have their papers edited at this table by witnesses 3 a and b who are also Editors 1 Editing table 1 . Reporters 1 c and d will have their papers edited at this table by witnesses 3 c and d who are also Editors 2 Editing table 2 Reporters 2 a and b will have their papers edited at this table by witnesses 4 a and b who are also Editors 4 Editing table 4 E Reporters 1 e ,f and g will have their papers edited at this table by witnesses 3 e,f and g who are also Editors 3 Editing table 3 Reporters 2 c and d will have their papers edited at this table by witnesses 4 c and d who are also Editors 5 Editing table 5 Reporters 2 e,f and g will have their papers edited at this table by witnesses 4 e, f and g who are also Editors 6 Editing table 6
Editors • Have one editor read the story aloud. • Discuss what needs to be changed/revised so that the story will be more • Interesting • And accurate • As a team, make the necessary changes in pencil on the writer’s manuscript
After story is edited by editing team, hand the stories back • To the original writer • Writer: using the editors’ notes as suggestions, write another revision • Turn revised copy in to your teacher.
