Lesson 8 - Voyager Sopris Learning

Lesson 8
RL.1.3; RL.1.10; RL.4.1; RL.5.10; RL.6.6
Lesson Opener
Before the lesson, choose one of the following activities to write on the board or post
on the LANGUAGE! Live Class Wall online.
• Combine these two sentences to make one sentence:
Sarah studied for her test yesterday afternoon.
Sarah studied for her test in the library.
• Write sentences with release, using it as a noun and as a verb.
• How would the world be different if you were in charge?
Reading
Objectives
•
•
•
•
Read poetry.
Monitor comprehension during text reading.
Use critical thinking skills to write responses to prompts about text.
Support written answers with text evidence.
Reading for a Purpose: “If I Were in Charge of the World”
and “We Real Cool”
Let’s reread both poems. Our purpose for this read is to help us answer questions
about the text.
Direct students to page 67 in their
Student Books. Have students read the
prompts aloud with you.
1. Use context to determine who the
poems are about.
2. Empowerment and hopelessness are
antonyms. Explain how these terms
relate to each poem as well as the
short story “Thank You, M’am.”
Lesson 8 | Reading
Passage Comprehension
Read the prompts and respond using complete sentences. Use the chart on page 66 to
determine how to respond.
1.
Use context to determine who the poems are about.
2.
Empowerment and hopelessness are antonyms. Explain how these terms relate
to each poem as well as the short story “Thank You, M’am.”
“If I Were in Charge of the World” is about a child feeling
empowered to change the world so that he has more control
over his life. “We Real Cool” is about teens who felt hopeless
in school so they tried to empower themselves in a negative
way by rebelling against society. In “Thank You, M’am,” Roger
started out feeling that he needed to steal in order to get what
he wanted out of life. At the end, Roger felt empowered to do
the right thing in the future, thanks to Mrs. Jones.
3. Describe the setting in the poem
“We Real Cool.”
4. Explain how the choices that the
pool players make will affect their
lives.
5. Tell the things the narrator of “If
I Were in Charge of the World”
dislikes.
Notice that the “questions” you will be
answering don’t have question marks.
“If I Were in Charge of the World” is about a child who
wishes he had more control over his life. “We Real Cool” is
about seven troubled teens who spend the day playing pool,
bragging about things they’ve done wrong, and doing illegal
acts instead of going to school.
3.
Describe the setting in the poem “We Real Cool.”
4.
Explain how the choices that the pool players make will affect their lives.
5.
Tell the things the narrator of “If I Were in Charge of the World” dislikes.
“We Real Cool” takes place late at night at a pool hall
called the Golden Shovel.
The bad choices made by the pool players, such as leaving
school, adding water to alcohol, bragging about breaking the
rules, and staying out late, will eventually lead to an early death.
The narrator of “If I Were in Charge of the World” dislikes
oatmeal, Monday mornings, feeling lonely, being clean, going
to bed early, and sisters.
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
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Unit 2
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That’s because they are prompts instead of questions. We will learn how to answer
these types of questions after we reread the poems.
Choose an option for rereading text.
• Teacher read-aloud
• Teacher-led or student-led choral read
• Paired read or independent read
• Individual or paired read-aloud
Direct students to pages 59 and 60 in their Student Books or have
them tear out the extra copies of the poems from the back of
their book.
Lesson 6 | Reading
charge
the responsibility
of managing
or controlling
something
If I Were
In Charge of
the World
cancel
to stop something
from happening or
existing
allergy
an illness from
eating, breathing,
or touching
something
by Judith Viorst
Note: To minimize flipping back and forth between the pages, a copy of
each text has been included in the back of the Student Books. Encourage
students to tear this out and use it when working on activities that
require the use of the text.
If I were in charge of the world
I’d cancel oatmeal,
Monday mornings,
Allergy shots, and also
5 Sara Steinberg.
healthy
in a good state or
condition
lonely
sad from being
without the
company of others
If I were in charge of the world
There’d be brighter night lights,
Healthier hamsters, and
Basketball baskets forty-eight inches lower.
punch
to hit hard with a
fist
If I were in charge of the world
You wouldn’t have lonely.
You wouldn’t have clean.
You wouldn’t have bedtimes.
Or “Don’t punch your sister.”
15 You wouldn’t even have sisters.
10
allow
to let something
happen
If I were in charge of the world
A chocolate sundae with whipped cream and nuts
would be a vegetable.
All  movies would be G.
20 And a person who sometimes forgot to brush,
And sometimes forgot to flush,
Would still be allowed to be
In charge of the world.
Have students reread the poems.
Unit 2
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
59
Lesson 6 | Reading
We Real Cool
by Gwendolyn B ooks
THE POOL PLAYERS. SEVEN AT THE GOLDEN SHOVEL.
We eal cool. We
Left school. We
lurk
to wait in secret;
to hang out where
you shouldn’t be
straight
in a firm and direct
way
sin
an offense against
religious or moral
law
5
Lu k late. We
St ike st aight. We
Sing sin. We
Thin gin. We
Jazz June. We
Die soon.
60
Unit 2
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Unit 2 • Lesson 8
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Print the Critical
Understandings
posters found in the
Teacher Resources
online and display
where students can
easily see it.
Critical Understandings: Direction Words describe,
explain, tell, use
In this class and in others, you are often asked questions at a
variety of difficulty levels.
Lesson 8 | Reading
Critical Understandings: Direction Words
Prompt
If the prompt
asks you to . . .
Analyze
Some are in the form of questions, and some are in the form
of prompts. Prompts are statements that require a constructed
response, which can range from a list to a complete sentence to a
paragraph or an essay.
Write the words describe, explain, tell, and use on the board.
Have students read the words aloud with you. Direct students
to page 66 in their Student Books. It is critical to understand
what the question is asking and how to answer it. Today, we will
look at four direction words used in prompts. You will become
familiar with these direction words and learn how to answer
different types of questions.
Assess
Compare
Contrast
Create
Define
Delineate
Describe
Determine
Distinguish
Evaluate
Explain
Identify
Infer
Interpret
Paraphrase
Report
Summarize
66
How to Respond
Model
The response requires
you to . . .
For example . . .
break down and evaluate or draw
conclusions about the information
decide on the value, impact, or
accuracy
state the similarities between two
or more things
state the differences between two
or more things
make or produce something
tell or write the meaning or
definition
show or list evidence, claims,
ideas, reasons, or events
state detailed information about a
topic
find out, verify, decide
recognize or explain the
differences
think carefully to make a judgment;
form a critical opinion of
express understanding of an idea
or concept
say or write what it is
provide a logical answer using
evidence and prior knowledge
make sense of or assign meaning
to something
say or write it using different
words
Tell or write about a topic
Tell
tell the most important ideas or
concepts
say or write specific information
Use
apply information or a procedure
Unit 2
Analyze the development of the
text’s central idea.
Assess the level of pressure in an
arranged marriage.
Compare novels and dramas.
Contrast a biography with an
autobiography.
Create a timeline of events.
Define the unknown word using
context clues.
Delineate the evidence in the text.
Describe the relationship between
the plot and character development.
Determine the main idea.
Distinguish between facts and
opinions.
Evaluate the ANC’s plan for
change.
Explain how the author develops
the narrator’s point of view.
Identify the character’s motive.
Use information from the text to
infer the value of education.
Interpret the quote to confirm
your understanding.
Paraphrase the main idea.
Report the main events of the
setting.
Summarize the key details of the
passage.
Tell the date that the poem was
written.
Use text features to identify the
topic.
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Have students read about the four words on the chart on page 66 with their partner.
They should only focus on the direction words on the board.
Chart Reading Procedure
•
•
•
•
•
•
•
Group students with partners or in triads.
Have students count off as 1s or 2s. The 1s will become the student leaders. If
working with triads, the third students become 3s.
The student leaders will read the left column (Prompt) in addition to managing the
time and turn-taking if working with a triad.
The 2s will explain the middle column of the chart (How to Respond). If working in
triads, 2s and 3s take turns explaining the middle column.
The 1s read the model in the right column (Model), and 2s and 3s restate the
model as a question.
All students should follow along with their pencil eraser while others are
explaining the chart.
Students must work from left to right, top to bottom in order to benefit from this
activity.
Check for understanding by requesting an oral response to the following questions.
• If the prompt asks you to describe, the response requires you to . . . (state
detailed information about a topic).
• If the prompt asks you to explain, the response requires you to . . . (express
understanding of an idea or concept).
• If the prompt asks you to tell, the response requires you to . . . (say or write
specific information).
• If the prompt asks you to use, the response requires you to . . . (apply
information or a procedure).
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Passage Comprehension
Direct students to page 67 in their
Student Books. Let’s practice
answering questions that are written as
prompts. Remember to use the chart
as reference.
Lesson 8 | Reading
Passage Comprehension
Read the prompts and respond using complete sentences. Use the chart on page 66 to
determine how to respond.
1.
Use context to determine who the poems are about.
2.
Empowerment and hopelessness are antonyms. Explain how these terms relate
to each poem as well as the short story “Thank You, M’am.”
Model
Listen as I model the first one for you.
“If I Were in Charge of the World” is about a child feeling
empowered to change the world so that he has more control
over his life. “We Real Cool” is about teens who felt hopeless
in school so they tried to empower themselves in a negative
way by rebelling against society. In “Thank You, M’am,” Roger
started out feeling that he needed to steal in order to get what
he wanted out of life. At the end, Roger felt empowered to do
the right thing in the future, thanks to Mrs. Jones.
1. Use context to determine who
the poems are about.
According to the chart, if the prompt
asks you to use, you should apply
information or a procedure. In this
case, we are applying our knowledge of
context (the text surrounding a word
or group of words). Let’s restate the
prompt using a basic question word.
Who are the poems about? How will I
start my answer?
Write the following sentence starters
on the board.
“If I Were in Charge of the World” is about a child who
wishes he had more control over his life. “We Real Cool” is
about seven troubled teens who spend the day playing pool,
bragging about things they’ve done wrong, and doing illegal
acts instead of going to school.
3.
Describe the setting in the poem “We Real Cool.”
4.
Explain how the choices that the pool players make will affect their lives.
5.
Tell the things the narrator of “If I Were in Charge of the World” dislikes.
“We Real Cool” takes place late at night at a pool hall
called the Golden Shovel.
The bad choices made by the pool players, such as leaving
school, adding water to alcohol, bragging about breaking the
rules, and staying out late, will eventually lead to an early death.
The narrator of “If I Were in Charge of the World” dislikes
oatmeal, Monday mornings, feeling lonely, being clean, going
to bed early, and sisters.
Unit 2
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
67
“If I Were in Charge of the World”
is about ___________________________.
“We Real Cool” is about ___________________________________________.
There is a picture of a young boy on the page, and it talks about G-rated movies and
007, so I think “If I Were in Charge of the World” is about a young boy. Write the
answer on the board.
The text says that “We Real Cool” is about seven pool players, so I will use that to
write my answer. But, I also know more about the pool players from the context of the
poem. I know they are high-school dropouts and troublemakers. I will add that to my
answer. Write the answer on the board. Have students write the answer on the page.
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Guided Practice
2. Empowerment and hopelessness are antonyms. Explain how these terms
relate to each poem as well as the short story “Thank You, M’am.”
How should we respond according to the chart? (If the prompt asks you to explain,
the response requires you to express understanding of an idea or concept.) Now,
turn the prompt into a question to confirm your understanding. Tell your partner the
question. (How do empowerment and hopelessness play out in the three different text
selections?) When you feel empowered, you feel that you can take action to make a
difference for yourself or someone else. In contrast, when you feel hopeless, you don’t
think your actions or the actions of others can make much of a difference. Let’s apply
these ideas to the three pieces of text listed in the question. Now, answer the question.
Provide the following sentence starters and have a volunteer complete the sentences.
“If I Were in Charge of the World” is about _______________________.
“We Real Cool” is about _______________________.
In “Thank You, M’am,” Roger started out feeling _______________________.
At the end, Roger felt _______________________ thanks to Mrs. Jones.
Independent Practice
Have partners respond to the remaining prompts with text evidence. For students who
need more assistance, provide the alternative questions and sentence starters.
Alternative questions and sentence starters:
3. When and where does “We Real Cool” take place?
“We Real Cool” takes place ____________________________________________.
4. How will the choices that the pool players make affect their lives?
The bad choices made by the pool players, such as ________________________,
will eventually lead to _______________________.
5. What does the narrator of “If I Were in Charge of the World” dislike?
The narrator of “If I Were in Charge of the World” dislikes _______, _______,
_______, _______, _______, and _______.
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