Why are relationships important?
DAY 1 - SEED 1
DAY 2–5 - PLAN 1
DAY 6–11 - SEED 2
DAY 12–15 - PLAN 2
DAY 16–19 - SEED 3
DAY 20 - SEED 4
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform
a teachers instructional pacing and delivery.
Why are relationships important?
Lesson Seed: Amazing Grace by Hoffman, Mary. (1991) Dial Books for Young Readers. New York. ISBN 0-8037-1040-2
When fully developed, the ideas in this lesson seed may take more than one day to complete.
Text Complexity considerations:
Students will analyze the illustrations and discuss their contribution to meaning.
Students will participate in a group discussion about the text.
Students will discuss literal and nonliteral meanings of phrases.
Student Copies of the text - Amazing Grace
Literal and Non-Literal Organizer
http:// www.readwritethink.org /files/resources /lesson_images/l esson807/traits -list.pdf
Character trait list
http:// www.readwritethink.org /classroom-resources/ student-interactives/ character-trading- cards-30056.html Create a trading card for a character.
http:// teacher.scholastic.com/ activities/scrapbook/ Create character scrapbook pages.
http:/ /www.readwritethink.org /files/resources/ interactives/doodle/ index.html Doodle Splash is an interactive tool for responding to text through drawing and writing; requires Flash.
Books of Idioms:
There's A Frog in My Throat! 440 Animal Sayings a Little Bird Told Me by Loreen Leedy & Pat Street
Scholastic Dictionary of Idioms by Marvin Terban
Why the Banana Split by Rick Walton
Students who can read the text silently should do so. Students who may have trouble accessing the text should work with partners, access via technology or work in a small group with the teacher. Figurative language may increase the difficulty of the text, especially for English Language Learners. The teacher should provide scaffolding as necessary. It may benefit students to approach the text in reasonable chunks, stopping to discuss sections of text using text dependent questions such as the questions below (Pages in the book are not numbered by the publisher. In preparing for this lesson seed the pages were numbered beginning with the title page as page one):
Vocabulary: Suggested general academic vocabulary words to introduce in context:
Explain to the students that every language has idioms and expressions. Idioms are phrases or expressions that have hidden meanings. They can be confusing to readers because all of the words put together have a meaning of their own which may be different from the meanings of the individual words. Give an example or two of expressions that might be commonly used in your students' environment (slip of the tongue, putting your foot in your mouth, his bark is bigger than his bite, etc.) Discuss the meaning of these phrases in the text that may have hidden meaning:
An example of a Literal and Nonliteral Meaning graphic organizer is provided and may be used before reading as a scaffolding tool or after reading.