Introductory Activity : Duration: Daily 45-minute sessions for approximately 3 weeks
Description: This reciprocal teaching lesson plan for the entire book focuses on reading fluency, comprehension, vocabulary, written expression in journals, changing adolescent behavior and attitudes, and increasing the enjoyment of reading. There is a sheet for each chapter (for the student "teachers" to use), and tests, games, background & character information, etc. This book by Louis Sachar is extremely applicable for use with adolescents. In my current situation at a residential facility for delinquent teenage boys, it is ideal. The book's reading level is about a mid-fourth grade (on the Fry Readability Scale), but it is high interest level. The characters, themes, setting, language, and plot are all high-interest for today's students. I would highly recommend using this book in any form for students in 4-12th grade. It is especially well written for the reluctant reader, the discouraged learner, and the disinterested teen.
Goals: The overall goal of this lesson is for students to develop appreciation of reading and related skills including:
1. enjoyment of reading
2. oral reading fluency
3. comprehension
4. vocabulary skills
5. students' identification with fictional characters and thereby influencing behavior
6. ability to express ideas in writing
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Body : The general day-to-day routine will consist of a student "teacher" taking the "teacher guide" and leading the rest of the class in oral reading, summarizing, comprehension questions, and discussions. At the end of each time period, the "teacher assistant" (teacher) will determine whether or not the students will write in their personal journals. If so, the student "teacher" will assign the writing prompt. Some days will be set aside for tests and/or food tasting.
Points to note are:
1. The concept of "taking turns being the teacher" needs to be introduced to the students. Student "teachers" are responsible for:
* getting others to read orally
* deciding how much each person should read
* giving points or grades to students who read
* helping with unfamiliar words or helping with questions (student "teachers" can call on their "assistant" as needed: assistant = teacher)
* having someone summarize each chapter
* asking comprehension questions after each chapter and assigning points for answers
* assigning journal writing prompts.
2. During the parts of the story concerning sunflower seeds and spiced peaches, these food items should be shared and discussed.
3. At the end of Part I, review for the test by using test questions in a tic-tac-toe game format. Then give the test. Vocabulary words that were chosen by the students as unfamiliar words should be added on to the end of the test.
4. At the end of Part II, another test should be given in the same manner.
5. At the end of the book, a written 3-5 paragraph essay should be assigned using either one of the themes listed in the teacher guide or the idea of "connections" from the teacher guide.
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Conclusion Activity : Recipe
MMMMM----- Recipe via Meal-Master (tm) v8.05 Title: Spiced Peaches
Categories: Yield: 4 servings to 7 pounds of peaches, take 3 pounds of sugar and 1 quart vinegar; spice with cinnamon bark. Boil the sugar, spice and vinegar together. After these are well boiled, put in the peaches and leave in until tender enough, then pour them into either a jar or crock as desired. When cold, they are ready for use.
Title: Spiced Peaches
Categories: Yield: 4 servings 4 lb Peaches 1 c Vinegar 1 tb Cinnamon 1 tb Cloves 3 lb Brown sugar 1 ts Ginger 1 ts Salt 1/8 ts Cayenne pepper
Boil sugar and vinegar. Scald peaches, remove skins, and cook in syrup. Tie spices in bag and cook with peaches. When peaches are tender, pour into stone jars, reheat syrup every day for a week, pouring over the peaches when boiling. All kinds of small fruit may be spiced in this manner.
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Evaluation Activity : Student assessments are done in five ways. The tests at the end of Part I and Part II evaluate the vocabulary and comprehension. The teacher will note daily reading fluency and attitude. The personal journals are graded at the mid-way point and at the end of the unit for written expression. In addition, each time a student acts as a "teacher," he or she is graded. All students are also evaluated for their metacognition about their behaviors after discussion periods. The final essay is also evaluated for written expression.
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