N. Melvoin, Markham MS

“The Dance”

High Point, Level C, Unit 5

N. Melvoin, Markham MS

DAY 1

WARM-UPDIRECTIONS: Copy and answer the following questions.1. How is your life different from when you

were in elementary school?2. What new experiences have you had?3. What have you learned from them?4. Is growing up difficult or easy? Why?

TODAY’S OBJECTIVESYou will be able to… Understand the meaning of vocabulary

terms and use them in context Recognize characterization Compare literary works and respond to

literature

N. Melvoin, Markham MS

Theme 2

THEME 2: Moving Forward Students get to know others who have

moved forward by knowing what was most important in their lives.

GUIDING QUESTIONSDIRECTIONS: Answer the following in your groups. Think about the people close to you. What

can you learn from them? How does this keep you moving forward?

What types of experiences or ideas in someone’s past might keep him or her from moving forward?

Why might it be difficult to let go of something in your past?

KEYPOINT #1 As we go through life we will face both

physical and emotional changes. Physical changes may include moving, changing schools or jobs, illness, aging, and death. Emotional changes may include grief, joy, love, anger, and jealousy. The people close to us can teach us valuable lessons to keep us moving forward in our lives.

KEYPOINT #2 Sometimes we believe that we have limited

abilities and cannot move forward. We may have failed at something and are afraid to try again. Or, a cultural belief may stop us from going forward.

KEYPOINT #3 Some things from our past make us feel

safe because we are familiar with them. When we are faced with a new, unknown situation, we might feel uncomfortable and unsure about ourselves, so we are hesitant about letting go of the past.

BUILD LANGUAGE AND VOCABULARY Please turn to page 326 of your TEXTBOOK. View the photograph and then read the

poem.

What do they tell about growing up and maturing?

N. Melvoin, Markham MS

“The Dance”

High Point, Level C, Unit 5

SELECTION INFORMATION TITLE: “The Dance” AUTHOR: Judith Ortiz Cofer

Judith Ortiz Cofer was born in Puerto Rico and moved to New Jersey when she was young. In addition to her fictional stories about life in the barrio, she writes about her family. She has won numerous awards for her writing.

GENRE REALISTIC FICTION: Literature about

imaginary characters who really could exist and imaginary events that could actually happen.

THEME CONNECTION This selection tells how the people of the

Oklahoma Panhandle sought to triumph over adversity during tough times in the 1930s.

SELECTION SUMMARY Yolanda’s mother has a new man in her life,

Don José. Although Don José makes her mother very happy, Yolanda worries that her dead father has been forgotten. Yolanda struggles to accept that she and her mother might move forward and have a normal life again.

PURPOSE FOR READINGAs we read, we will: Find out what Yolanda dislikes about Don

José. Find out what Yolanda is worrying about. Find out whether Yolanda changes her

opinion of her mother’s new relationship.

N. Melvoin, Markham MS

SELECTION VOCABULARY

1. admit agree that something is true

1. disappointed unhappy that something did not happen

3. fascinated charmed, interested greatly in something

4. mature become fully grown or developed

5. miserable very unhappy

6. radiant beaming with joy

7. serious having deep and sincere feelings

8. stupor dazed condition, not knowing fully what is

happening

9. widow woman whose husband has died

PRACTICE! Please turn to page 159 of your PRACTICE

BOOK.

READING STRATEGY HOW TO RECOGNIZE CHARACTERIZATION1. Look for descriptions of the character’s

physical appearance and personality.2. Ask yourself how the character thinks,

feels, and acts.3. Think about the character’s dialogue.

What does it tell you about the character?4. Read what others think and say about the

character.

HOW TO RECOGNIZE CHARACTERIZATION Transparency 79

LITERARY ANALYSIS MINILESSONRESPONSE TO LITERATURE Your response to literature is how you feel

about the characters’ experiences and the author’s message. Your response is based on your experiences, feelings, and opinions.

PRACTICE! Please turn to page 160 of your PRACTICE

BOOK.

PREVIEW READING SELECTION Please turn to page 329 of your TEXTBOOK.

N. Melvoin, Markham MS

DAY 2

WARM-UPDIRECTIONS: Please write the definitions of the following vocabulary words.1. admit2. disappointed3. fascinated4. mature5. miserable

TODAY’S OBJECTIVESYou will be able to… identify flashback in a text

LITERARY ANALYSIS MINILESSONFLASHBACK A flashback is an interruption in the action

of a story to tell about something that happened earlier. Phrases like “he remembered” or “that reminds me,” may introduce a flashback.

PRACTICE! Please turn to page 161 of your PRACTICE

BOOK.

LET’S READ! Please turn to page 329 of your TEXTBOOK.

BEFORE YOU MOVE ON… Please answer the questions on pages 331

and 333 of your TEXTBOOK.

N. Melvoin, Markham MS

DAY 3

WARM-UPDIRECTIONS: Write the definitions of the following vocabulary words.1. radiant2. serious3. stupor4. widow5. mature

TODAY’S OBJECTIVESYou will be able to… write the correct progressive form of a verb orally elaborate on information about the

text using compound and complex sentences

GRAMMAR MINILESSONPROGRESSIVE FORMS OF VERBS Progressive forms of verbs describe

actions that continue over a period of time—in the present, past, or future.

They use a form of the helping verb be plus a present participle. EXAMPLE: I am dancing now. EXAMPLE: I have been dancing for 11 years.

PRACTICE! Please turn to page 163 of your PRACTICE

BOOK.

LET’S READ! Please turn to page 334 of your TEXTBOOK.

READING STRATEGY: CHARACTER MAP Transparency 81

LANGUAGE ACQUISITION ASSESSMENT FUNCTION: Elaborate LANGUAGE STRUCTURES: Compound and

Complex Sentences (with Relative Clauses) ASSESSMENT: Review your character maps

and paragraphs. Tell me in one sentence about the character you chose, and whether that character is like anybody you know.

USE: coordinating conjunctions, subordinating conjunctions, relative pronouns

VOCABULARY: responsible, miserable, mature, admit, widow, disappointed

LANGUAGE ACQUISITION ASSESSMENT RUBRIC

FUNCTION PATTERN & STRUCTURE

VOCABULARY

4 Student effectively performs the function.

Student clearly expresses the targeted pattern/structure in a variety of ways.

Student uses a variety of effective vocabulary (5-6 words), including words from the unit.

3 Student performs the function.

Student adequately expresses the targeted pattern/structure.

Student uses adequate vocabulary (3-4 words), including words from the unit.

2 Student does not adequately perform the function.

Student does not adequately express the targeted pattern/structure.

Student uses limited vocabulary (1-2 words) or uses vocabulary incorrectly.

1 Student makes no attempt or offers a non-verbal response.

Student does not express the targeted pattern/structure.

Student makes no attempt to use appropriate vocabulary.

BEFORE YOU MOVE ON… Please answer the questions on page 335 of

your TEXTBOOK.

RESPOND TO THE SELECTION SUM IT UP: Complete page 162 of your

PRACTICE BOOK.

N. Melvoin, Markham MS

DAY 4

WARM-UPUse a progressive from of the main verb in parentheses to complete each sentence.1. Right now I _____ on the front stoop. (sit)2. Mami _____ herself up the last few days.

(fix)3. Inside they _____ television together.

(watch)4. Ever since Mami met Don José, I _____

about Papi. (think)

TODAY’S OBJECTIVESYou will be able to… review for the selection test complete the selection test with 80% or

above mastery

SELECTION TEST REVIEW Material to Review:

Vocabulary Reading Strategy Literary Analysis: Progressive Verbs Selection Questions

REMEMBER OUR BIG GOAL #2! Students will obtain a score of 80% or

above content mastery on selection and unit tests.

GOOD LUCK!

SQUIRT! Super Quiet Uninterrupted Independent

Reading Time!