Story Title: Stealing Beauty Unit: 2 Pages:

Transcription

1 Story Title: Stealing Beauty Unit: 2 Pages: Word Families and Definitions for Steps STEP 1- Key Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 1.) (Pg 212) valuable - expensive or useful (Pg 215) overjoyed - feeling great delight and joy (Pg 215) essential - very important STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For valuable: precious - of great value or high price exquisite - finely done or made For overjoyed: For essential: elated - filled with joy, delight, or pride uplifted - increased feeling of happiness or encouragement imperative - absolutely necessary special - distinctive or unique; having a specific function, purpose, or use STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For valuable: priceless - too valuable to have a price cherished - held dear, adored For overjoyed: For essential: excited - to have stirred up a strong feeling elevated - exhilarated in mood or feeling; raised one's spirits intrinsic - being a basic and essential feature of something important - having great meaning or influence Teacher Questions for Steps STEP 1 - Questions (When the sentence in story with the key word is reached, stop and ask the following questions.) (Pg 212) SENTENCE with Key Word: valuable works of art are buried in the tombs. 1. What does the word valuable mean in this sentence? 2. How does the word valuable contribute toward the overall meaning of this story so far? Definition for Questions 1-2: valuable - expensive or useful Page 1

2 (Pg 215) SENTENCE with Key Word: 1. What does the word overjoyed mean in this sentence? 2. How does the word overjoyed contribute toward the overall meaning of this story so far? Definition for Questions 1-2: overjoyed - feeling great delight and joy (Pg 215) SENTENCE with Key Word: 1. What does the word essential mean in this sentence? 2. How does the word essential contribute toward the overall meaning of this story so far? Definition for Questions 1-2: essential - very important STEP 2 - Questions (Students are directed to three-sentence block containing each Key Word. Students then read the three-sentence block and substitute Target Words.) (Pg 212) THREE-SENTENCE BLOCK With Key Word: valuable: (For reference- NOT to be re-read) valuable works of art are buried in the tombs. FIRST TARGET WORD SUBSTITUTED and (Read by students with precious works of art are buried in the tombs. 1. What does the word precious mean in this sentence? 2. If the author had chosen precious, how would the word precious contribute toward the 3. Explain whether using the word precious instead of valuable changes the meaning of the valuable - expensive or useful precious - of great value or high price SECOND TARGET WORD SUBSTITUTED and (Read by students with exquisite works of art are buried in the tombs. 1. What does the word exquisite mean in this sentence? 2. If the author had chosen exquisite, how would the word exquisite contribute toward the 3. Explain whether using the word exquisite instead of precious changes the meaning of precious - of great value or high price exquisite - finely done or made

3 (Pg 215) THREE-SENTENCE BLOCK With Key Word: overjoyed (For reference- NOT to be re-read) FIRST TARGET WORD SUBSTITUTED and (Read by students with He is elated at their return. 1. What does the word elated mean in this sentence? 2. If the author had chosen elated, how would the word elated contribute toward the overall meaning of this story? 3. Explain whether using the word elated instead of overjoyed changes the meaning of the overjoyed - feeling great delight and joy elated - filled with joy, delight, or pride SECOND TARGET WORD SUBSTITUTED and (Read by students with He is uplifted at their return. 1. What does the word uplifted mean in this sentence? 2. If the author had chosen uplifted, how would the word uplifted contribute toward the 3. Explain whether using the word uplifted instead of elated changes the meaning of the elated - filled with joy, delight, or pride uplifted - increased feeling of happiness or encouragement (Pg 215) THREE-SENTENCE BLOCK With Key Word: essential (For reference- NOT to be re-read) FIRST TARGET WORD SUBSTITUTED and (Read by students with Li Ku, the vice director of the museum, believes the statues are an imperative part of the city's 1. What does the word imperative mean in this sentence? 2. If the author had chosen imperative, how would the word imperative contribute toward the

4 3. Explain whether using the word imperative instead of essential changes the meaning of essential - very important imperative - absolutely necessary SECOND TARGET WORD SUBSTITUTED and (Read by students with Li Ku, the vice director of the museum, believes the statues are an special part of the city's 1. What does the word special mean in this sentence? 2. If the author had chosen special, how does the word special contribute toward the overall meaning of this story? 3. Explain whether using the word special instead of imperative changes the meaning of imperative - absolutely necessary special - distinctive or unique; having a specific function, purpose, or use STEP 3 - Questions (Students are directed to the three-sentence block containing each Key Word. Students then read the three-sentence block and substitute Target Words. REMINDER- DEFINITIONS FOR THESE WORDS ARE NOT TAUGHT.) (Pg 212) THREE-SENTENCE BLOCK With Key Word: valuable (For reference - NOT to be re-read) valuable works of art are buried in the tombs. FIRST TARGET WORD SUBSTITUTED and (Read by students with priceless works of art are buried in the tombs. 1. What does the word priceless mean in this sentence? 2. If the author had chosen priceless, how would the word priceless contribute toward the 3. Explain whether using the word priceless instead of exquisite changes the meaning of exquisite - finely done or made priceless - too valuable to have a price SECOND TARGET WORD SUBSTITUTED and (Read by students with cherished works of art are buried in the tombs. 1. What does the word cherished mean in this sentence? 2. If the author had chosen cherished, how would the word cherished contribute toward the

5 3. Explain whether using the word cherished instead of priceless changes the meaning of priceless - too valuable to have a price cherished - held dear, adored (Pg 215) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) FIRST TARGET WORD SUBSTITUTED and (Read by students with He is excited at their return. 1. What does the word excited mean in this sentence? 2. If the author had chosen excited, how would the word excited contribute toward the 3. Explain whether using the word excited instead of uplifted changes the meaning of the uplifted - increased feeling of happiness or encouragement excited - to have stirred up a strong feeling SECOND TARGET WORD SUBSTITUTED and (Read by students with He is elevated at their return. 1. What does the word elevated mean in this sentence? 2. If the author had chosen elevated, how would the word elevated contribute toward the 3. Explain whether using the word elevated instead of excited changes the meaning of the excited - to have stirred up a strong feeling elevated - exhilarated in mood or feeling; raised one's spirits (Pg 215) THREE-SENTENCE BLOCK With Key Word: essential (For reference - NOT to be re-read) FIRST TARGET WORD SUBSTITUTED and (Read by students with

6 Li Ku, the vice director of the museum, believes the statues are an intrinsic part of the city's 1. What does the word intrinsic mean in this sentence? 2. If the author had chosen intrinsic, how would the word intrinsic contribute toward the 3. Explain whether using the word intrinsic instead of special changes the meaning of the special - distinctive or unique; having a specific function, purpose, or use intrinsic - being a basic and essential feature of something SECOND TARGET WORD SUBSTITUTED and (Read by students with Li Ku, the vice director of the museum, believes the statues are an important part of the city's 1. What does the word important mean in this sentence? 2. If the author had chosen important, how would the word important contribute toward the 3. Explain whether using the word important instead of intrinsic changes the meaning of intrinsic - being a basic and essential feature of something important - having great meaning or influence Step 4- Expansion Task Using Key and Target Words (All Key and Target Words are written on board, but in a random arrangement (i.e., words are NOT grouped by meaning) Variation 1: Students are asked to select a word on the board and then use the word in a sentence that involves something they have either done or experienced. Students present their sentence orally to the class. Variation 2: The teacher points to different words on the board and has one or more students use the word in a sentence that involves something they have done or experienced. Students present their sentence orally to the class. General Implementation Notes 1. Before starting a lesson, mark the key words (and three-sentence blocks) in the teacher edition using Post-It TM notes. (Optional: Have students use Post-It TM notes to mark these pages in their text books as well.) 2. To help focus your instruction and pacing, feel free to mark or highlight any portions of this teacher guide as needed before starting the lesson. 3. Write the three key words and definitions on the board or chart paper before starting the lesson.

7 4. Step 1 should occur the first time the story is read aloud by students. Write the key words and definitions on the board or chart paper before starting Step 1. Suggestion: Have different students read the story on a paragraph-by-paragraph basis. Interrupt the reading process when the sentence with the key word is read. Then ask the two questions for each key word before continuing. Continue reading until the entire story has been read. (Other approaches to Shared Reading may be employed to accomplish this same purpose.) 5. For Step 2, after the entire story has been read, add the target words and definitions on the chart paper or board next to the key words previously taught. After students read a three-sentence block and substitute a target word, ask the three scripted questions. Note: For the third question in Step 2, the substituted word is always compared to the preceding target word that was used. 6. For Step 3, erase all the words on the board--or cover the chart paper--and write each pair of new target words on the board or chart paper; however DO NOT WRITE OR TEACH DEFINITIONS IN STEP 3. Follow the script for Step Correcting student errors: In Steps 1 and 2 refer students to the definitions and re-ask the question(s). For Step 3, refer students only to the sentence or story context. Do NOT provide students with definitions. 8. For cumulative review: Place sample words from the semantic family on the board, and have students use the words in a sentence, following either Variation 1 or 2. Teacher Notes