1. Welcome to English III Wednesday Week 3 11

2. Determine the meaning of unknown words using textual clues.

3. Students analyze textual context to draw conclusions about word meanings. 1. You will engage in Independent Reading of an American short fictional text. 2. He moves confidently toward the exit. I don’t need to wish him luck or assure him that he shouldn’t be nervous. He knows where he belongs, and as far as I know, he always has. 3. What do you think these words mean? How do you know? Discuss responses.

4. Students analyze textual context to draw conclusions about word meanings. Would this word be easier to understand in the context of which it was written? Discuss responses. Discuss the context of the passage. Think Aloud to determine the meaning of the unknown word in the passage using one or more specific types of context clues.

5. Students analyze textual context to draw conclusions about word meanings. You can determine and understand the meanings of unfamiliar words using the context of other words, sentences or paragraphs—context clues. Types of context clues: definition, synonym, antonym, inference,

6. Students analyze textual context to draw conclusions about word meanings. 7. Using an Interactive Process, highlight context clues in the displayed passage as you determine the meaning of the unknown word. Consult a dictionary to ensure accuracy.

7. Students analyze textual context to draw conclusions about word meanings. Read your self-selected American short fictional text, use the context clues in the text to determine the meaning of unknown words. If they need further assistance, you should consult a dictionary or resource.

8. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 1. Explain that today students will engage in Independent Reading of an American short fictional text. 2. Display a sentence with an unknown word from one of the selected passages. Circle the unknown word. 3. Ask: What do you think this word means? How do you know? Discuss responses.

9. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 4. Ask: Would this word be easier to understand in the context of which it was written? Discuss responses. 5. Display the entire selected passage and read it aloud. Discuss the context of the passage. Think Aloud to determine the meaning of the unknown word in the passage using one or more specific types of context clues.

10. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 6. Explain to students that they can determine and understand the meanings of unfamiliar words using the context of other words, sentences or paragraphs—context clues. Explain the types of context clues (e.g., definition, synonym, antonym, inference, etc.). 7. Using an Interactive Process, highlight context clues in the displayed passage as you determine the meaning of the unknown word. Consult a dictionary to ensure accuracy

11. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 1. Refer to Performance Indicator: “After reading an American fictional text, write an analytical essay that analyzes and evaluates how the literary elements of character development, plot, narrator’s point of view, setting, and mood contribute to the author’s message. Orally present key findings in small groups.” 2. Explain that students will apply the strategies and processes they’ve learned over the past few weeks to a self-selected American short fictional text. Refer to Anchor Chart: What Effective Readers Do with the reading strategies addressed in Daily Lessons 1-10 and briefly review. 3. Ask: What other strategies do you use as you read a text? Discuss responses and add to the chart as applicable. Examples include asking questions and summarizing.

12. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 4. Instruct students to choose one or two strategies from the list to use while they read, analyze, and evaluate their texts. Help students decide which strategies to use by clarifying that not all stories place emphasis on every literary element. Some focus on setting and mood to convey meaning, while others focus on character development and dialogue. 5. Introduce the American short fictional texts you have selected and provide a brief overview of background information for each. Distribute copies based on student selection. 6. Remind students to identify the literary period of the selection and to record it on their American Literary Timeline.

13. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 1. Students read short fictional texts. Students apply reading strategies to analyze and evaluate literary elements, including development of characters, plot, point of view, setting, and mood. 2. Individually, students use Handout: Analysis and Evaluation to reflect upon the text. Students may record responses to the handout in their Reader’s Notebook. 3. Engage in Teacher-Student Conferences or Small Group Instruction to support students as necessary

14. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 1. Explain that today students will engage in Independent Reading of an American short fictional text. 2. Display a sentence with an unknown word from one of the selected passages. Circle the unknown word. 3. Ask: What do you think this word means? How do you know? Discuss responses. 4. Ask: Would this word be easier to understand in the context of which it was written? Discuss responses.

15. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 5. Display the entire selected passage and read it aloud. Discuss the context of the passage. Think Aloud to determine the meaning of the unknown word in the passage using one or more specific types of context clues. 6. Explain to students that they can determine and understand the meanings of unfamiliar words using the context of other words, sentences or paragraphs—context clues. Explain the types of context clues (e.g., definition, synonym, antonym, inference, etc.).

16. Content Objective: Students strategically apply previously modeled reading strategies to analyze and evaluate a self-selected American fictional text. 7. Using an Interactive Process, highlight context clues in the displayed passage as you determine the meaning of the unknown word. Consult a dictionary to ensure accuracy

17. 30 Second Write Remind students that as they read their self-selected American short fictional text, they should use the context clues in the text to determine the meaning of unknown words. If they need further assistance, they should consult a dictionary or resource. Which reading strategy was most helpful to you as you read? Why do you think that is? How did you develop a deeper understanding of your text? Discuss responses.