Story Title: Zathura a Space Adventure Unit: 3 Pages: 360 381 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 371) shattered - broken suddenly into many small pieces, or caused something to break in this way (Pg 376) wailed - expressed pain, grief, or misery with a long cry or with mournful words (Pg 381) plunging - to move suddenly downward or forward, or move something in this way STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For shattered: smashed - to break something into many small pieces, usually by crushing or slamming, or be broken in this way fragmented - broken into small pieces (fragments) For wailed: For plunging: howled - uttered a loud, prolonged, mournful cry moaned - made a long, low sound expressing pain or misery falling - coming down freely by the force of gravity plummeting - to drop steeply and suddenly downward STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For shattered: destroyed - to damage something or reduce something to pieces; not repairable cracked - broke without a complete separation of parts For wailed: For plunging: screamed - uttered a loud, piercing cry, either in fear, pain, excitement, or amusement wept - shed tears, especially as a sign of sorrow for something or somebody pitching - to come down or stumble, especially headfirst, or make somebody or something do this dropping - to let go of something and cause it to come down either accidentally or intentionally 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 371) SENTENCE with Key Word: Lying next to the meteor was the cord from the shattered television. 1. What does the word shattered mean in this sentence? 2. How does the word shattered contribute toward the overall meaning of this story so far? Definition for Questions 1-2: shattered - broken suddenly into many small pieces, or caused something to break in this way Page 1
(Pg 376) SENTENCE with Key Word: He thrashed and wailed banging against the walls overhead. 1. What does the word wailed mean in this sentence? 2. How does the word wailed contribute toward the overall meaning of this story so far? Definition for Questions 1-2: wailed - expressed pain, grief, or misery with a long cry or with mournful words (Pg 381) SENTENCE with Key Word: He closed his eyes as he began to spin, plunging head over heels through pitch-black space. 1. What does the word plunging mean in this sentence? 2. How does the word plunging contribute toward the overall meaning of this story so far? Definition for Questions 1-2: plunging - to move suddenly downward or forward, or move something in this way 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 371) THREE-SENTENCE BLOCK With Key Word: shattered: (For reference- NOT to be re-read) Lying next to the meteor was the cord from the shattered television. FIRST TARGET WORD SUBSTITUTED and (Read by students with Lying next to the meteor was the cord from the smashed television. 1. What does the word smashed mean in this sentence? 2. If the author had chosen smashed, how would the word smashed contribute toward the 3. Explain whether using the word smashed instead of shattered changes the meaning of shattered - broken suddenly into many small pieces, or caused something to break in this way smashed - to break something into many small pieces, usually by crushing or slamming, or be broken in this way SECOND TARGET WORD SUBSTITUTED and (Read by students with Lying next to the meteor was the cord from the fragmented television. 1. What does the word fragmented mean in this sentence? 2. If the author had chosen fragmented, how would the word fragmented contribute toward the 3. Explain whether using the word fragmented instead of smashed changes the meaning of
smashed - to break something into many small pieces, usually by crushing or slamming, or be broken in this way fragmented - broken into small pieces (fragments) (Pg 376) THREE-SENTENCE BLOCK With Key Word: wailed (For reference- NOT to be re-read) He thrashed and wailed banging against the walls overhead. FIRST TARGET WORD SUBSTITUTED and (Read by students with He thrashed and howled banging against the walls overhead. 1. What does the word howled mean in this sentence? 2. If the author had chosen howled, how would the word howled contribute toward the 3. Explain whether using the word howled instead of wailed changes the meaning of the wailed - expressed pain, grief, or misery with a long cry or with mournful words howled - uttered a loud, prolonged, mournful cry SECOND TARGET WORD SUBSTITUTED and (Read by students with He thrashed and moaned banging against the walls overhead. 1. What does the word moaned mean in this sentence? 2. If the author had chosen moaned, how would the word moaned contribute toward the 3. Explain whether using the word moaned instead of howled changes the meaning of the howled - uttered a loud, prolonged, mournful cry moaned - made a long, low sound expressing pain or misery (Pg 381) THREE-SENTENCE BLOCK With Key Word: plunging (For reference- NOT to be re-read) He closed his eyes as he began to spin, plunging head over heels through pitch-black space. FIRST TARGET WORD SUBSTITUTED and (Read by students with He closed his eyes as he began to spin, falling head over heels through pitch-black space. 1. What does the word falling mean in this sentence? 2. If the author had chosen falling, how would the word falling contribute toward the
3. Explain whether using the word falling instead of plunging changes the meaning of the plunging - to move suddenly downward or forward, or move something in this way falling - coming down freely by the force of gravity SECOND TARGET WORD SUBSTITUTED and (Read by students with He closed his eyes as he began to spin, plummeting head over heels through pitch-black space. 1. What does the word plummeting mean in this sentence? 2. If the author had chosen plummeting, how does the word plummeting contribute toward the 3. Explain whether using the word plummeting instead of falling changes the meaning of falling - coming down freely by the force of gravity plummeting - to drop steeply and suddenly downward 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 371) THREE-SENTENCE BLOCK With Key Word: shattered (For reference - NOT to be re-read) Lying next to the meteor was the cord from the shattered television. FIRST TARGET WORD SUBSTITUTED and (Read by students with Lying next to the meteor was the cord from the destroyed television. 1. What does the word destroyed mean in this sentence? 2. If the author had chosen destroyed, how would the word destroyed contribute toward the 3. Explain whether using the word destroyed instead of fragmented changes the meaning of fragmented - broken into small pieces (fragments) destroyed - to damage something or reduce something to pieces; not repairable SECOND TARGET WORD SUBSTITUTED and (Read by students with Lying next to the meteor was the cord from the cracked television. 1. What does the word cracked mean in this sentence? 2. If the author had chosen cracked, how would the word cracked contribute toward the
3. Explain whether using the word cracked instead of destroyed changes the meaning of destroyed - to damage something or reduce something to pieces; not repairable cracked - broke without a complete separation of parts (Pg 376) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) He thrashed and wailed banging against the walls overhead. FIRST TARGET WORD SUBSTITUTED and (Read by students with He thrashed and screamed banging against the walls overhead. 1. What does the word screamed mean in this sentence? 2. If the author had chosen screamed, how would the word screamed contribute toward the 3. Explain whether using the word screamed instead of moaned changes the meaning of moaned - made a long, low sound expressing pain or misery screamed - uttered a loud, piercing cry, either in fear, pain, excitement, or amusement SECOND TARGET WORD SUBSTITUTED and (Read by students with He thrashed and wept banging against the walls overhead. 1. What does the word wept mean in this sentence? 2. If the author had chosen wept, how would the word wept contribute toward the overall meaning of this story? 3. Explain whether using the word wept instead of screamed changes the meaning of the screamed - uttered a loud, piercing cry, either in fear, pain, excitement, or amusement wept - shed tears, especially as a sign of sorrow for something or somebody (Pg 381) THREE-SENTENCE BLOCK With Key Word: plunging (For reference - NOT to be re-read) He closed his eyes as he began to spin, plunging head over heels through pitch-black space. FIRST TARGET WORD SUBSTITUTED and (Read by students with He closed his eyes as he began to spin, pitching head over heels through pitch-black space. 1. What does the word pitching mean in this sentence?
2. If the author had chosen pitching, how would the word pitching contribute toward the 3. Explain whether using the word pitching instead of plummeting changes the meaning of plummeting - to drop steeply and suddenly downward pitching - to come down or stumble, especially headfirst, or make somebody or something do this SECOND TARGET WORD SUBSTITUTED and (Read by students with He closed his eyes as he began to spin, dropping head over heels through pitch-black space. 1. What does the word dropping mean in this sentence? 2. If the author had chosen dropping, how would the word dropping contribute toward the 3. Explain whether using the word dropping instead of pitching changes the meaning of pitching - to come down or stumble, especially headfirst, or make somebody or something do this dropping - to let go of something and cause it to come down either accidentally or intentionally 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