Story Title: The Unbreakable Code Unit: 5 Pages: 582 597 Word Families and Definitions for Steps 1-2 - 3 STEP 1- Key Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 1.) (Pg 588) hauling - taking something that is heavy and bulky from one place to another (Pg 589) intercept - prevent something from reaching its destination (Pg 592) ceremonies - formal events to celebrate or solemnize something, e.g. a wedding, an official opening, or an anniversary STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For hauling: transporting - taking somebody or something from one place to another toting - carrying by hand For intercept: For ceremonies: seize - take something by force interrupt - to disturb somebody who is busy doing something, causing him or her to stop rituals - the observance of actions or procedures in a set, ordered, and ceremonial way routines - the usual sequence for a set of activities STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For hauling: carrying - taking or transferring from one place to another place fetching - going after and bringing back somebody or something For intercept: For ceremonies: obstruct - to block with an obstacle; to hinder the movement or progress of something capture - to take possession of; to gain control over services - the order of events for a particular act of public worship or religious ceremony procedures - established or correct methods of doing something Teacher Questions for Steps 1-2 - 3 STEP 1 - Questions (When the sentence in story with the key word is reached, stop and ask the following questions.) (Pg 588) SENTENCE with Key Word: Hiking in the desert of California with a heavy pack was no worse than hauling water in the 1. What does the word hauling mean in this sentence? 2. How does the word hauling contribute toward the overall meaning of this story so far? Definition for Questions 1-2: hauling - taking something that is heavy and bulky from one place to another Page 1
(Pg 589) SENTENCE with Key Word: So far the Japanese had been able to intercept and decode all American messages in only 1. What does the word intercept mean in this sentence? 2. How does the word intercept contribute toward the overall meaning of this story so far? Definition for Questions 1-2: intercept - prevent something from reaching its destination (Pg 592) SENTENCE with Key Word: I just stayed on the deck of the ship thinking about ceremonies they were doing for me at home. 1. What does the word ceremonies mean in this sentence? 2. How does the word ceremonies contribute toward the overall meaning of this story so far? Definition for Questions 1-2: ceremonies - formal events to celebrate or solemnize something, e.g. a wedding, an official opening, or an anniversary 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 588) THREE-SENTENCE BLOCK With Key Word: hauling: (For reference- NOT to be re-read) Hiking in the desert of California with a heavy pack was no worse than hauling water in the FIRST TARGET WORD SUBSTITUTED and (Read by students with Hiking in the desert of California with a heavy pack was no worse than transporting water in the 1. What does the word transporting mean in this sentence? 2. If the author had chosen transporting, how would the word transporting contribute toward the 3. Explain whether using the word transporting instead of hauling changes the meaning of the hauling - taking something that is heavy and bulky from one place to another transporting - taking somebody or something from one place to another SECOND TARGET WORD SUBSTITUTED and (Read by students with Hiking in the desert of California with a heavy pack was no worse than toting water in the 1. What does the word toting mean in this sentence? 2. If the author had chosen toting, how would the word toting contribute toward the overall meaning of this story? 3. Explain whether using the word toting instead of transporting changes the meaning of the
transporting - taking somebody or something from one place to another toting - carrying by hand (Pg 589) THREE-SENTENCE BLOCK With Key Word: intercept (For reference- NOT to be re-read) So far the Japanese had been able to intercept and decode all American messages in only FIRST TARGET WORD SUBSTITUTED and (Read by students with So far the Japanese had been able to seize and decode all American messages in only 1. What does the word seize mean in this sentence? 2. If the author had chosen seize, how would the word seize contribute toward the overall meaning of this story? 3. Explain whether using the word seize instead of intercept changes the meaning of the intercept - prevent something from reaching its destination seize - take something by force SECOND TARGET WORD SUBSTITUTED and (Read by students with So far the Japanese had been able to interrupt and decode all American messages in only 1. What does the word interrupt mean in this sentence? 2. If the author had chosen interrupt, how would the word interrupt contribute toward the 3. Explain whether using the word interrupt instead of seize changes the meaning of the seize - take something by force interrupt - to disturb somebody who is busy doing something, causing him or her to stop (Pg 592) THREE-SENTENCE BLOCK With Key Word: ceremonies (For reference- NOT to be re-read) I just stayed on the deck of the ship thinking about ceremonies they were doing for me at home. FIRST TARGET WORD SUBSTITUTED and (Read by students with I just stayed on the deck of the ship thinking about rituals they were doing for me at home.
1. What does the word rituals mean in this sentence? 2. If the author had chosen rituals, how would the word rituals contribute toward the 3. Explain whether using the word rituals instead of ceremonies changes the meaning of the ceremonies - formal events to celebrate or solemnize something, e.g. a wedding, an official opening, or an anniversary rituals - the observance of actions or procedures in a set, ordered, and ceremonial way SECOND TARGET WORD SUBSTITUTED and (Read by students with I just stayed on the deck of the ship thinking about routines they were doing for me at home. 1. What does the word routines mean in this sentence? 2. If the author had chosen routines, how does the word routines contribute toward the 3. Explain whether using the word routines instead of rituals changes the meaning of the rituals - the observance of actions or procedures in a set, ordered, and ceremonial way routines - the usual sequence for a set of activities 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 588) THREE-SENTENCE BLOCK With Key Word: hauling (For reference - NOT to be re-read) Hiking in the desert of California with a heavy pack was no worse than hauling water in the FIRST TARGET WORD SUBSTITUTED and (Read by students with Hiking in the desert of California with a heavy pack was no worse than carrying water in the 1. What does the word carrying mean in this sentence? 2. If the author had chosen carrying, how would the word carrying contribute toward the 3. Explain whether using the word carrying instead of toting changes the meaning of the toting - carrying by hand carrying - taking or transferring from one place to another place
SECOND TARGET WORD SUBSTITUTED and (Read by students with Hiking in the desert of California with a heavy pack was no worse than fetching water in the 1. What does the word fetching mean in this sentence? 2. If the author had chosen fetching, how would the word fetching contribute toward the 3. Explain whether using the word fetching instead of carrying changes the meaning of the carrying - taking or transferring from one place to another place fetching - going after and bringing back somebody or something (Pg 589) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) So far the Japanese had been able to intercept and decode all American messages in only FIRST TARGET WORD SUBSTITUTED and (Read by students with So far the Japanese had been able to obstruct and decode all American messages in only 1. What does the word obstruct mean in this sentence? 2. If the author had chosen obstruct, how would the word obstruct contribute toward the 3. Explain whether using the word obstruct instead of interrupt changes the meaning of the interrupt - to disturb somebody who is busy doing something, causing him or her to stop obstruct - to block with an obstacle; to hinder the movement or progress of something SECOND TARGET WORD SUBSTITUTED and (Read by students with So far the Japanese had been able to capture and decode all American messages in only 1. What does the word capture mean in this sentence? 2. If the author had chosen capture, how would the word capture contribute toward the
3. Explain whether using the word capture instead of obstruct changes the meaning of the obstruct - to block with an obstacle; to hinder the movement or progress of something capture - to take possession of; to gain control over (Pg 592) THREE-SENTENCE BLOCK With Key Word: ceremonies (For reference - NOT to be re-read) I just stayed on the deck of the ship thinking about ceremonies they were doing for me at home. FIRST TARGET WORD SUBSTITUTED and (Read by students with I just stayed on the deck of the ship thinking about services they were doing for me at home. 1. What does the word services mean in this sentence? 2. If the author had chosen services, how would the word services contribute toward the 3. Explain whether using the word services instead of routines changes the meaning of the routines - the usual sequence for a set of activities services - the order of events for a particular act of public worship or religious ceremony SECOND TARGET WORD SUBSTITUTED and (Read by students with I just stayed on the deck of the ship thinking about procedures they were doing for me at home. 1. What does the word procedures mean in this sentence? 2. If the author had chosen procedures, how would the word procedures contribute toward the 3. Explain whether using the word procedures instead of services changes the meaning of the services - the order of events for a particular act of public worship or religious ceremony procedures - established or correct methods of doing something 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. 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 3. 7. 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