Please note that the following guideline is...a guideline! I am merely offering suggestions and sharing with you techniques that have been successful with me. I divided this novel into seven sections, each section consisting of a worksheet packet with vocabulary and discussion questions, the accompanyin quiz, and the answer key for both the worksheet packet and the quiz. Prior to reading the novel, I introduce the book, give some background information on the author, and pose a thought provoking question, such as "What would you do if you had the opportunity to win $200.00? Would you play the game, no matter the rules?", to generate interest in the theme of the novel. Each section has from fourteen to twenty vocabulary words. On day one, we work with the first half of the vocabulary by establishing a definition and the part of speech. Rather that simply five the students this information, I give them examples or use the work in a sentence so they can use context clues to determine the meaning of the work. Once this has been established, the students decide on the part of speech. Rather than use Noun, Verb, Adjective, and Adverb, I use Person/Place/Thing, Action Word, and Describer. Once this activity has been completed, the students are to compose sentences using the vocabulary as a homework assignment. On day two, the remaining vocabulary words are defined and categorized with the appropriate parts of speech. Again, sentences are assigned for homework. After correcting the students sentences I write those containing errors on the board and allow the students to locate the error or errors and correct them. I have found that allowing the students to correct each other is a valuable learning tool. Each day I review the vocabulary by playing "Ticket Time". The vocabulary words on projected on a screen from an overhead. The scorekeeper determines the order of the students. I then give the student the meaning of the word along with a sentence. The student can earn up to three points by (1) not asking what column the word is in, (2) by correctly identifying the word, and (3) by naming the correct part of speech. The students receive one ticket for each point they receive and deposit them in a container. At the end of each term I draw two tickets and these students receive a prize. They look forward to this and I have found that my students enjoy the competition. Once the vocabulary segment of the lesson is completed, we read a portion of the book each day. The students follow the story in their own copy of the novel while listening to the accompanying audio tape. They are encouraged to raise their hands whenever a question arises and I also stop the tape occasionally to ask for a prediction or to generate discussion about an event in the story. During this time, I allow the students to find a comfortable spot, be it on the floor, in a corner, or on the couch. The purpose of this segment of the lesson gives me the opportunity to determine the students comprehension of the story and to provide a review for the ensuing quiz. The students decide if they want to discuss the questions as a group or to divide into teams and compete (again tickets are given for accumulated points. If they decide to compete, they select one student to be the spokesperson. They are allowed to discuss the answer among themselves, but only the spokesperson can verbalize the answer. The first answer is the final answer. The question automatically goes to the other team if an incorrect answer is given. A quiz is administered at the completion of each section. Each quiz is comprised of a vocabulary section and a written expression section. Again the vocabulary is divided in two sections, each containing a word bank and fill-in-the-blank sentences. The format of the written expression section varies in each quiz. The activity section is comprised of Come to Westingtown and Pick a Prospective Murderer. Assignment of these activities is determined by the students in my Literacy class. If I find that we are progressing through the novel a t slower than anticipated rate, I might not use both activities. Rubrics for each activity are provided to give the students guidelines for completion of the activities and as an assessment tool for the teacher. In lieu of a final book test or book report, I opted to have my students create a Power Point presentation as a culminating activity for this novel. Following a guideline, they are required to create a presentation that will demonstrate their comprehension of the novel. I allow one week for completion of this project. After each student presents his or her Power Point, the class is called upon by the presenter to constructively critique the presentation. |
INTRODUCTION Click on Text link and Chess pieces to navigate
