Lesson 14 - UnboundEd
Lesson 14
Spelling Alternatives
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1) Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3) Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7) Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e) At a Glance The /ə/ + /l/ Sound and Its Spellings Small Group Reading Time Take-Home Material
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Capitalize holidays, product names, and geographic names (L.2.2a) Use sentence-level context as a clue to the meaning of a word or phrase (L.2.4a)
Exercise Fill in the Blank Remediation and Enrichment Close Reading: “The Letter” Reminder
Materials
Minutes
Worksheet 14.1
20
Worksheets 14.2, 14.3
20
Worksheet 14.4
20 *
Unit 5 | Lesson 14 101 © 2013 Core Knowledge Foundation
The /ə/ Sound and Its Spellings
20 minutes
Fill in the Blank • Remind students that they have learned many spellings so far, and in the past few units, including this one, the focus has been on vowel sounds. Most recently, they have learned the schwa sound. • Point to the schwa Tree(s). Read the leaves with the spellings ‘el’ and ‘le’. • Tell students they will now review the schwa sound with Worksheet 14.1. Have students read all the words in the box first and then complete Worksheet 14.1 as a class.
Worksheet 14.1
Small Group
20 minutes Remediation and Enrichment Small Group 2: Have students able to work independently complete Worksheet 14.2 to review parts of speech and reading skills. Any students who finish early may complete Worksheet 14.3 independently. Small Group 1: Work with Group 1, students needing more support, with either grammar or the spellings from Unit 5. Work with students to complete either Worksheet 14.2 or Worksheet 14.3, depending on which skills they need to practice.
Worksheets 14.2, 14.3
Reading Time
20 minutes
Close Reading: “The Letter” • Have students partner read “The Letter.” • After students have finished reading “The Letter” with their partners, lead students in a close reading of the text by doing the following: • asking text-dependent questions that require students to draw on evidence from the text; • identifying and discussing general academic (Tier 2) vocabulary;
Chapter 8:“The Letter”
• discussing sections of the text that might pose difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and • engaging students in a culminating writing activity completed independently, if possible. Worksheet 14.4
• There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson, or even during the lesson, to improve student engagement. Here are some suggestions:
102 Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
• Have students work as partners. Following each question, direct students to consult with their partner about the correct response, before one student then raises his/her hand to respond. • Have students work in small groups of three or four students. Following each question, direct students to consult with others in their group about the correct response, before one student then raises his/her hand to respond. • Following a question, ask all students to provide a written response, before asking an individual student to respond orally. Teacher Overview Main Idea and Key Details: The main idea of “The Letter” is that the kingdom of King Alfred is in peril yet again. Key details of the text include: The arrival of a letter tells of a dragon in the forest who is threatening the kingdom. King Alfred summons the knights. Sir Gus is late to arrive, again, this time having been waylaid by a run in with a llama. Sir Gus once again is not paying attention to the matter at hand and by default gets selected to go to battle with the dragon.
Synopsis: The story “The Letter” is about the arrival of a letter describing a fire-breathing beast who is threatening the kingdom. Sir Gus ends up being the knight who has to do battle with the beast.
Lesson Text from Student Reader •
The text of the student Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction •
As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
Page 70
several—more than two
The story of how Sir Gus saved the king from pirates traveled across the land. People began to tell tales of Brave Sir Gus.
palace—another word for castle; the place where a king lives
The king thanked his knights and gave them presents. Sir Gus was given a shiny medal and a silver cup. Then, after several parties at the palace, the knights went back to their homes.
Text-Dependent Questions •
Responses
After any targeted vocabulary has been defined and/or discussed, ask the text-based questions.
•
Answers should reference the text.
•
Multiple responses may be provided using different pieces of evidence.
•
Begin with a “winnable” question that will help orient students to the text.
•
Inferences must be grounded logically in the text.
•
The sequence of questions should build a gradual understanding of the key details of the text.
•
Questions should focus on a word, phrase, sentence or paragraph.
What does it mean that the story traveled across the land?
Sir Gus is described as brave; is he really brave?
Acceptable answers will include that the story did not actually walk across the land but was told from one person to the next.
Acceptable answers will point to the fact that Sir Gus has been successful only due to luck – he is not particularly brave.
The kingdom remained peaceful and calm for several months. Then one day, the king was given a letter that told of danger.
Unit 5 | Lesson 14 103 © 2013 Core Knowledge Foundation
Lesson Text from Student Reader •
The text of the student Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction •
As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
Page 72
utterly—completely
The King summoned his knights to the palace. Just as before, eleven of the twelve knights arrived at once. However, it was several days before Sir Gus the Utterly Fearless appeared, looking dazed and dented.
dazed—confused
“I am glad to see that you have arrived at last,” said the king.
run-in—a small fight
Sir Gus knelt down. “Your majesty, I apologize for my late arrival. I had a nasty run-in with a llama near the Old Stone Bridge,” explained the knight. “A llama?” exclaimed the king. “I didn’t know that we had llamas in our kingdom.” “Indeed, nor did I, your majesty,” replied Sir Gus.
104 Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
dented—marked by a crimp in a surface nasty—not nice llama—four legged animal related to the camel nor—neither
Text-Dependent Questions •
Responses
After any targeted vocabulary has been defined and/or discussed, ask the text-based questions.
•
Answers should reference the text.
•
Multiple responses may be provided using different pieces of evidence.
•
Begin with a “winnable” question that will help orient students to the text.
•
Inferences must be grounded logically in the text.
•
The sequence of questions should build a gradual understanding of the key details of the text.
•
Questions should focus on a word, phrase, sentence or paragraph.
What additional adjectives can you find describing Sir Gus?
dazed, dented, and utterly fearless
If you were asked to draw a picture of Sir Gus, what would he look like after reading this page of text?
Acceptable answers include references to the fact that Sir Gus is a little worse for wear in this description.
Lesson Text from Student Reader •
The text of the student Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Page 74 Then the king called an assembly of all of his brave knights. “Good knights,” said the king, “my people have told me that there is a fearsome beast in the Bleak Forest of the East. It is said that this beast can make flames come out of its mouth. Which of you noble knights will do battle with this terrible beast?”
Vocabulary Instruction •
As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
assembly—a gathering of people for a common purpose noble—of high birth or rank
Text-Dependent Questions •
Responses
After any targeted vocabulary has been defined and/or discussed, ask the text-based questions.
•
Answers should reference the text.
•
Multiple responses may be provided using different pieces of evidence.
•
Begin with a “winnable” question that will help orient students to the text.
•
Inferences must be grounded logically in the text.
•
The sequence of questions should build a gradual understanding of the key details of the text.
•
Questions should focus on a word, phrase, sentence or paragraph.
What problem does King Alfred reveal in his speech to the knights?
astonished—very surprised
He reveals the contents of the letter to the knights, telling them of the fearsome beast, and asking who will help.
puzzled—unable to figure out something chuckled—made a small laugh
Sir Gus was looking at a fly buzz around the room, so he did not hear much of what the king said. He did not see that his fellow knights had all taken a step back, leaving him standing alone in front of the king. “Once again, Sir Gus the Utterly Fearless will save us!” proclaimed the king, as he patted the rather astonished knight on the back. Sir Gus looked puzzled. The other knights smiled and chuckled. Turn and Tell: By now, you have amassed quite a few adjectives describing Sir Gus. Talk with your partner about the adjectives you can find in this text.
Wrap-Up • If time permits, ask students to turn to Worksheet 14.4; and complete this worksheet with a partner.
Take-Home Material Reminder • Remind students of the spelling assessment tomorrow. Unit 5 | Lesson 14 105 © 2013 Core Knowledge Foundation
Spelling Alternatives
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1) Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3) Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7) Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e) At a Glance The /ə/ + /l/ Sound and Its Spellings Small Group Reading Time Take-Home Material
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Capitalize holidays, product names, and geographic names (L.2.2a) Use sentence-level context as a clue to the meaning of a word or phrase (L.2.4a)
Exercise Fill in the Blank Remediation and Enrichment Close Reading: “The Letter” Reminder
Materials
Minutes
Worksheet 14.1
20
Worksheets 14.2, 14.3
20
Worksheet 14.4
20 *
Unit 5 | Lesson 14 101 © 2013 Core Knowledge Foundation
The /ə/ Sound and Its Spellings
20 minutes
Fill in the Blank • Remind students that they have learned many spellings so far, and in the past few units, including this one, the focus has been on vowel sounds. Most recently, they have learned the schwa sound. • Point to the schwa Tree(s). Read the leaves with the spellings ‘el’ and ‘le’. • Tell students they will now review the schwa sound with Worksheet 14.1. Have students read all the words in the box first and then complete Worksheet 14.1 as a class.
Worksheet 14.1
Small Group
20 minutes Remediation and Enrichment Small Group 2: Have students able to work independently complete Worksheet 14.2 to review parts of speech and reading skills. Any students who finish early may complete Worksheet 14.3 independently. Small Group 1: Work with Group 1, students needing more support, with either grammar or the spellings from Unit 5. Work with students to complete either Worksheet 14.2 or Worksheet 14.3, depending on which skills they need to practice.
Worksheets 14.2, 14.3
Reading Time
20 minutes
Close Reading: “The Letter” • Have students partner read “The Letter.” • After students have finished reading “The Letter” with their partners, lead students in a close reading of the text by doing the following: • asking text-dependent questions that require students to draw on evidence from the text; • identifying and discussing general academic (Tier 2) vocabulary;
Chapter 8:“The Letter”
• discussing sections of the text that might pose difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; and • engaging students in a culminating writing activity completed independently, if possible. Worksheet 14.4
• There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson, or even during the lesson, to improve student engagement. Here are some suggestions:
102 Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
• Have students work as partners. Following each question, direct students to consult with their partner about the correct response, before one student then raises his/her hand to respond. • Have students work in small groups of three or four students. Following each question, direct students to consult with others in their group about the correct response, before one student then raises his/her hand to respond. • Following a question, ask all students to provide a written response, before asking an individual student to respond orally. Teacher Overview Main Idea and Key Details: The main idea of “The Letter” is that the kingdom of King Alfred is in peril yet again. Key details of the text include: The arrival of a letter tells of a dragon in the forest who is threatening the kingdom. King Alfred summons the knights. Sir Gus is late to arrive, again, this time having been waylaid by a run in with a llama. Sir Gus once again is not paying attention to the matter at hand and by default gets selected to go to battle with the dragon.
Synopsis: The story “The Letter” is about the arrival of a letter describing a fire-breathing beast who is threatening the kingdom. Sir Gus ends up being the knight who has to do battle with the beast.
Lesson Text from Student Reader •
The text of the student Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction •
As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
Page 70
several—more than two
The story of how Sir Gus saved the king from pirates traveled across the land. People began to tell tales of Brave Sir Gus.
palace—another word for castle; the place where a king lives
The king thanked his knights and gave them presents. Sir Gus was given a shiny medal and a silver cup. Then, after several parties at the palace, the knights went back to their homes.
Text-Dependent Questions •
Responses
After any targeted vocabulary has been defined and/or discussed, ask the text-based questions.
•
Answers should reference the text.
•
Multiple responses may be provided using different pieces of evidence.
•
Begin with a “winnable” question that will help orient students to the text.
•
Inferences must be grounded logically in the text.
•
The sequence of questions should build a gradual understanding of the key details of the text.
•
Questions should focus on a word, phrase, sentence or paragraph.
What does it mean that the story traveled across the land?
Sir Gus is described as brave; is he really brave?
Acceptable answers will include that the story did not actually walk across the land but was told from one person to the next.
Acceptable answers will point to the fact that Sir Gus has been successful only due to luck – he is not particularly brave.
The kingdom remained peaceful and calm for several months. Then one day, the king was given a letter that told of danger.
Unit 5 | Lesson 14 103 © 2013 Core Knowledge Foundation
Lesson Text from Student Reader •
The text of the student Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction •
As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
Page 72
utterly—completely
The King summoned his knights to the palace. Just as before, eleven of the twelve knights arrived at once. However, it was several days before Sir Gus the Utterly Fearless appeared, looking dazed and dented.
dazed—confused
“I am glad to see that you have arrived at last,” said the king.
run-in—a small fight
Sir Gus knelt down. “Your majesty, I apologize for my late arrival. I had a nasty run-in with a llama near the Old Stone Bridge,” explained the knight. “A llama?” exclaimed the king. “I didn’t know that we had llamas in our kingdom.” “Indeed, nor did I, your majesty,” replied Sir Gus.
104 Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
dented—marked by a crimp in a surface nasty—not nice llama—four legged animal related to the camel nor—neither
Text-Dependent Questions •
Responses
After any targeted vocabulary has been defined and/or discussed, ask the text-based questions.
•
Answers should reference the text.
•
Multiple responses may be provided using different pieces of evidence.
•
Begin with a “winnable” question that will help orient students to the text.
•
Inferences must be grounded logically in the text.
•
The sequence of questions should build a gradual understanding of the key details of the text.
•
Questions should focus on a word, phrase, sentence or paragraph.
What additional adjectives can you find describing Sir Gus?
dazed, dented, and utterly fearless
If you were asked to draw a picture of Sir Gus, what would he look like after reading this page of text?
Acceptable answers include references to the fact that Sir Gus is a little worse for wear in this description.
Lesson Text from Student Reader •
The text of the student Reader is reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Page 74 Then the king called an assembly of all of his brave knights. “Good knights,” said the king, “my people have told me that there is a fearsome beast in the Bleak Forest of the East. It is said that this beast can make flames come out of its mouth. Which of you noble knights will do battle with this terrible beast?”
Vocabulary Instruction •
As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
assembly—a gathering of people for a common purpose noble—of high birth or rank
Text-Dependent Questions •
Responses
After any targeted vocabulary has been defined and/or discussed, ask the text-based questions.
•
Answers should reference the text.
•
Multiple responses may be provided using different pieces of evidence.
•
Begin with a “winnable” question that will help orient students to the text.
•
Inferences must be grounded logically in the text.
•
The sequence of questions should build a gradual understanding of the key details of the text.
•
Questions should focus on a word, phrase, sentence or paragraph.
What problem does King Alfred reveal in his speech to the knights?
astonished—very surprised
He reveals the contents of the letter to the knights, telling them of the fearsome beast, and asking who will help.
puzzled—unable to figure out something chuckled—made a small laugh
Sir Gus was looking at a fly buzz around the room, so he did not hear much of what the king said. He did not see that his fellow knights had all taken a step back, leaving him standing alone in front of the king. “Once again, Sir Gus the Utterly Fearless will save us!” proclaimed the king, as he patted the rather astonished knight on the back. Sir Gus looked puzzled. The other knights smiled and chuckled. Turn and Tell: By now, you have amassed quite a few adjectives describing Sir Gus. Talk with your partner about the adjectives you can find in this text.
Wrap-Up • If time permits, ask students to turn to Worksheet 14.4; and complete this worksheet with a partner.
Take-Home Material Reminder • Remind students of the spelling assessment tomorrow. Unit 5 | Lesson 14 105 © 2013 Core Knowledge Foundation
