In this lesson, our goals were to focus on turning more of the reading over to kids as opposed to having them listen to the recording. We also wanted to reduce the cognitive load of reading for plot so that we could really get to how one makes inferences, focuses on how the author develops the character, and how the author uses the plot elements to communicate his theme/message.
Set objective: Tell me what you know about the term "spoiler." Spoiler: on a car - helps you to go faster. That’s what we need to work on in English as well. You need to work on your reading speed so things don’t take you so long to complete. Spoiler: on a movie - someone today is going to have a spoiler about the next section of the chapter. As advanced readers in English classes, we need to be able to read for more than plot, so the activity this morning is going to get you ready to go deeper in understanding the text so you can make inferences, understand what Bradbury is saying about the characters and about life/society. We’re going to read for plot first, then we are going to re-read for meaning.
Model: Read page 107 aloud. Model how to compose the Who/What statement about the plot elements on this page.
Assign students to partners: Partner A creates the document and shares it with Partner B.
Assign students to pages to read aloud. (As you assign page numbers, have them circle, bold, or highlight the pages you have assigned. Otherwise, they won’t remember They read aloud in paris and compose the notes for each page. Partner A reads his section first. Partner B serves as the scribe to record the plot elements. Partner B reads his section section. Partner A serves as the scribe to record the plot elements.
Students meet with other pairs to collect data from other partners. Consider having students line up by page number and then bend the line to gather the plot elements from each group. Then they can shift the line until they have collected data from each page. (Another approach is to have students sit in a circle and go around the group, one at a time, sharing while the pairs add the plot details. We tried this, but there was much less discussion.)
Sample Student Document:
Page
107………...M. About to have his house burnt B. Knew all along that Montag had books
108……...Mildred raced out the door
109………...B. is fascinated by the fire and burns the house.
110……..Montag begins to burn his home, trying to get rid of his passed.
111 B. And Montag Finish burning the home. Montag is arrested after learning Mildred turned him in.
112…………..Montag burnt his home with a flamethrower, with Mildred still inside. B. tricked Montag into giving up Faber.
113……….Montag then took the flamethrower and burnt B. alive. Then hit two other firemen on the head with the flamethrower.
114…………..The hound attacked Montag and then injects him. Montag then burns the hound.
115…………Montag leg was burnt while trying to save the books.
116…………..Montag takes books and runs. He thinks B. wants to die and then he does.
117…………….Montag running with books With the city after him. Then Faber gets killed.
118………….Montag is running to Faber’s house because he is worried.
119…………...Montag goes to a gas station to get cleaned up, so he wouldn’t be noticed, then goes to Faber’s home. War is declared
120………..Montag is being chased with a beattle
121………….Still being chased by a beattle
122
123
Discuss: Who has the spoiler? Highlight it.
NOTE: Not all responses will be correct. Remember, students didn’t have all the pieces. Discussion can focus on areas that need to be clarified with rereading or further questioning.
Discuss: Now that you have read for plot, you are ready to go deeper. Let’s re-enter the text to see what we can learn about Bradbury’s craft, characters, or message. As you reread, make sure you revisit the plot elements from each page before. If there are inaccuracies or additions, please fix up those elements as well.
Model: Explain the meaning and deeper inferences that are on page 107. Here are possible things to address:
- Three ring circus - this is a spectacle, going public, dangerous because now the government will have to control and retaliate;
- Beatty realizes that Montag did believe in Clarisse;
- Montag is numb again, he was growing and feeling inside, now he is watching things happen to him again
Students re-enter their text assignments to reread in pairs for meaning and inferences. They discuss their ideas and add key text evidence and inferences using the comment boxes to the side.
Example for Page 107:
Have students complete the section for homework and be prepared to discuss their findings at the beginning of the next period.
Possible additions: http://www.readingrockets.org/article/fluency-norms-chart Discuss fluency norms and setting goals to increase fluency to grade level expectations or above.
Kelsey Ansley
Shona Rose
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