Students will: R: Determine the meaning of unknown words and phrases, including figurative language. W: Write sentences utilizing new vocabulary in correct context. S/L: Discuss or debate opinions with peers, supporting ideas with reasons and evidence.

PREPARE TO READ

Small Group Direct Instruction TEAM 1 Alexa Daisy Jennifer Galilea Duy Auna Anthony Michael INDEPENDENT TEAMS 1.Team members read & review key vocab (p.8) (10 min) 2.Each complete handouts pp. 6,7. Share responses. (25 min) 3.Each member chooses a different word and write a CLOZE sentence on index card. Practice quizzing team. (25 min) 4.Hand in sentence (5 min) 5.Take Quiz! (5 min) TEAM 2 Maria Marisol Ivan Javier TEAM 4 Jesus Brian Yanelly Alejandro Kathy TEAM 3 Karla Victor

Students will: R: Determine the meaning of unknown words and phrases, including figurative language. W: Write sentences utilizing new vocabulary in correct context. S/L: Discuss or debate opinions with peers, supporting ideas with reasons and evidence. TIME FOR YOUR QUIZ!!!!

Small Group Direct Instruction TEAM 1 Ariel Amaries Adrian Angel Emileni Khina Crystal 1.Team members read, teach other/review key vocab (p.8) (15 min) 2.Each completes handouts pp. 6,7. Share responses. (25 min) 3.Take Quiz! (5 min) TEAM 3 Jose Karla Christina TEAM 2 Miriam Obed 1. Team members 1 st receive direction. 2. Then work as team to complete pp. 6,7 INDEPENDENT TEAMSSEMI-INDEPENDENT TEAMS

Students will: R: Determine the meaning of unknown words and phrases, including figurative language. W: Write sentences utilizing new vocabulary in correct context. S/L: Discuss or debate opinions with peers, supporting ideas with reasons and evidence.

SMALL GROUP Direct Instruction TEAM 1 Jesus Tiffany Christian Ivan 1.Team members read, teach other/review key vocab (p.8) (15 min) 2.Each completes handouts pp. 6,7. Share responses. (25 min) 3.Take Quiz! (5 min) TEAM 2 Jason Omar Yordan TEAM 3 Luis Sergio INDEPENDENT TEAMS

Students will: R: Determine the meaning of unknown words and phrases, including figurative language. W: Write sentences utilizing new academic vocabulary in correct context. S/L: Discuss or debate opinions with peers, supporting ideas with reasons and evidence.

Students will: R: Use the reading strategy of making and confirming predictions to monitor [track] clues given by authors in literature. W: Write CLOZE sentences utilizing academic vocabulary in correct context. S/L: Discuss or debate opinions with peers, supporting ideas with reasons and evidence.

Reread p.9: PLOT and MAKE AND CONFIRM PREDICTIONS Create one quiz question BLANK side of index card for either PLOT or PREDICTION for this Friday’s quiz. Write the answer back of index card (on lined side):  As/Bs = what, why, how, or multiple choice questions?  Cs = why or how questions. WHICH OBJECTIVE have we just covered and how? R W S (Finger Survey) 1 2 3

1. Which words need more clarification [explanation?] 2. Let’s review Make and Confirm Predictions (p9) See Chart on bottom of page. 3. Let’s predict using the image + the title. Good Samaritan (p.11)

I KNOWI PREDICTPREDICTION CONFIRMED? 1. A handshake gesture between two people usually indicates [means] some agreement. The story will be about two people that make an agreement. [yes] [ no ] Text Evidence: Artwork 2. The Biblical Version of the Good Samaritan It may be about someone helping someone out. [yes] [ no ] Text Evidence: Title 3. [yes] [ no ] Text Evidence: 4. [yes] [ no ] Text Evidence: MAKING and CONFIRMING PREDICTIONS

What clues can we use to make predictions? Titles Artwork Subtitles Quotations in large type After every major chunk of reading, monitor prediction.

1.Create a prediction chart in your notebooks. 2.Teams BROWSE through remainder of The Good Samaritan and practice make predictions on prediction chart (to be confirmed when class reads it). Predict: Characters involved Setting Major Conflict Complications that may arise

Students will: R: Use the reading strategy of making and confirming predictions to monitor [track] clues given by authors in literature. W: Write CLOZE sentences utilizing academic vocabulary in correct context. S/L: Discuss or debate opinions with peers, supporting ideas with reasons and evidence.

1.Create a prediction chart in your notebooks. 2.Teams BROWSE through remainder of The Good Samaritan and practice make predictions on prediction chart (to be confirmed when class reads it). Predict: Characters involved Setting Major Conflict Complications that may arise

TAKE A POLL!

Students will: R: Use the reading strategy of making and confirming predictions to monitor [track] clues given by authors in literature. W: Write CLOZE sentences utilizing academic vocabulary in correct context. S/L: Discuss or debate opinions with peers, supporting ideas with reasons and evidence.

Students will: R: Analyze how an author revises source material 1 [Shakespeare, Bible, etc.] to make it his or her own story. Predict similarities and differences between traditional and contemporary versions of the Good Samaritan. W: Summarize information in text and in media. Juniors and seniors will summarize or compose a S.O.A.P.S. analysis of the Parable of the Good Samaritan. S/L: Collaborate to summarize a story, agree upon it’s theme, and present it to the class.

EXPLAIN: Team 1: How do you believe our book’s story The Good Samaritan will be similar or different from the Biblical story, The Parable of the Good Samaritan Team 2: How does the video relate to the concept [idea] of a good Samaritan? Team 3: Do you feel the article uses more ethos or pathos and what is your evidence? Also, do you predict that our textbook narrative The Good Samaritan will use more ethos or pathos to bring it’s message?