Story Title: The Blind Hunter Unit: 4 Pages: 449 461 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 454) clutching - gripping tightly (Pg 459) successful - having a favorable or desired outcome (Pg 460) ashamed - upset because you've done something you think is foolish or wrong STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For clutching: grasping - holding tightly holding - taking something firmly and keeping it in the hand or arms For successful: For ashamed: victorious - having won triumphant - victorious; happy about winning mortified - greatly embarrassed humiliated - feeling a loss of pride or self-respect STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For clutching: clasping - holding tightly with one's hand clinging - sticking to something For successful: For ashamed: profitable - having an advantageous return or result fortunate - enjoying good luck sorry - feeling sorrow or regret embarrassed - feeling humiliated or ashamed 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 454) SENTENCE with Key Word: Behind him the blind man followed, clutching the other end. 1. What does the word clutching mean in this sentence? 2. How does the word clutching contribute toward the overall meaning of this story so far? Definition for Questions 1-2: clutching - gripping tightly Page 1
(Pg 459) SENTENCE with Key Word: Chirobo knew right away that they had been successful. 1. What does the word successful mean in this sentence? 2. How does the word successful contribute toward the overall meaning of this story so far? Definition for Questions 1-2: successful - having a favorable or desired outcome (Pg 460) SENTENCE with Key Word: Deeply ashamed, he reached for his sack and took out the large duck. 1. What does the word ashamed mean in this sentence? 2. How does the word ashamed contribute toward the overall meaning of this story so far? Definition for Questions 1-2: ashamed - upset because you've done something you think is foolish or wrong 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 454) THREE-SENTENCE BLOCK With Key Word: clutching: (For reference- NOT to be re-read) Behind him the blind man followed, clutching the other end. FIRST TARGET WORD SUBSTITUTED and (Read by students with Behind him the blind man followed, grasping the other end. 1. What does the word grasping mean in this sentence? 2. If the author had chosen grasping, how would the word grasping contribute toward the 3. Explain whether using the word grasping instead of clutching changes the meaning of clutching - gripping tightly grasping - holding tightly SECOND TARGET WORD SUBSTITUTED and (Read by students with Behind him the blind man followed, holding the other end. 1. What does the word holding mean in this sentence? 2. If the author had chosen holding, how would the word holding contribute toward the 3. Explain whether using the word holding instead of grasping changes the meaning of the grasping - holding tightly holding - taking something firmly and keeping it in the hand or arms
(Pg 459) THREE-SENTENCE BLOCK With Key Word: successful (For reference- NOT to be re-read) Chirobo knew right away that they had been successful. FIRST TARGET WORD SUBSTITUTED and (Read by students with Chirobo knew right away that they had been victorious. 1. What does the word victorious mean in this sentence? 2. If the author had chosen victorious, how would the word victorious contribute toward the 3. Explain whether using the word victorious instead of successful changes the meaning of successful - having a favorable or desired outcome victorious - having won SECOND TARGET WORD SUBSTITUTED and (Read by students with Chirobo knew right away that they had been triumphant. 1. What does the word triumphant mean in this sentence? 2. If the author had chosen triumphant, how would the word triumphant contribute toward the 3. Explain whether using the word triumphant instead of victorious changes the meaning of victorious - having won triumphant - victorious; happy about winning (Pg 460) THREE-SENTENCE BLOCK With Key Word: ashamed (For reference- NOT to be re-read) Deeply ashamed, he reached for his sack and took out the large duck. FIRST TARGET WORD SUBSTITUTED and (Read by students with Deeply mortified, he reached for his sack and took out the large duck. 1. What does the word mortified mean in this sentence? 2. If the author had chosen mortified, how would the word mortified contribute toward the 3. Explain whether using the word mortified instead of ashamed changes the meaning of ashamed - upset because you've done something you think is foolish or wrong mortified - greatly embarrassed
SECOND TARGET WORD SUBSTITUTED and (Read by students with Deeply humiliated, he reached for his sack and took out the large duck. 1. What does the word humiliated mean in this sentence? 2. If the author had chosen humiliated, how does the word humiliated contribute toward the 3. Explain whether using the word humiliated instead of mortified changes the meaning of mortified - greatly embarrassed humiliated - feeling a loss of pride or self-respect 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 454) THREE-SENTENCE BLOCK With Key Word: clutching (For reference - NOT to be re-read) Behind him the blind man followed, clutching the other end. FIRST TARGET WORD SUBSTITUTED and (Read by students with Behind him the blind man followed, clasping the other end. 1. What does the word clasping mean in this sentence? 2. If the author had chosen clasping, how would the word clasping contribute toward the 3. Explain whether using the word clasping instead of holding changes the meaning of the (For teacher reference only) holding - taking something firmly and keeping it in the hand or arms clasping - holding tightly with one's hand SECOND TARGET WORD SUBSTITUTED and (Read by students with Behind him the blind man followed, clinging the other end. 1. What does the word clinging mean in this sentence? 2. If the author had chosen clinging, how would the word clinging contribute toward the 3. Explain whether using the word clinging instead of clasping changes the meaning of the (For teacher reference only) clasping - holding tightly with one's hand clinging - sticking to something
(Pg 459) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) Chirobo knew right away that they had been successful. FIRST TARGET WORD SUBSTITUTED and (Read by students with Chirobo knew right away that they had been profitable. 1. What does the word profitable mean in this sentence? 2. If the author had chosen profitable, how would the word profitable contribute toward the 3. Explain whether using the word profitable instead of triumphant changes the meaning of (For teacher reference only) triumphant - victorious; happy about winning profitable - having an advantageous return or result SECOND TARGET WORD SUBSTITUTED and (Read by students with Chirobo knew right away that they had been fortunate. 1. What does the word fortunate mean in this sentence? 2. If the author had chosen fortunate, how would the word fortunate contribute toward the 3. Explain whether using the word fortunate instead of profitable changes the meaning of (For teacher reference only) profitable - having an advantageous return or result fortunate - enjoying good luck (Pg 460) THREE-SENTENCE BLOCK With Key Word: ashamed (For reference - NOT to be re-read) Deeply ashamed, he reached for his sack and took out the large duck. FIRST TARGET WORD SUBSTITUTED and (Read by students with Deeply sorry, he reached for his sack and took out the large duck. 1. What does the word sorry mean in this sentence? 2. If the author had chosen sorry, how would the word sorry contribute toward the overall meaning of this story? 3. Explain whether using the word sorry instead of humiliated changes the meaning of the (For teacher reference only) humiliated - feeling a loss of pride or self-respect sorry - feeling sorrow or regret
SECOND TARGET WORD SUBSTITUTED and (Read by students with Deeply embarrassed, he reached for his sack and took out the large duck. 1. What does the word embarrassed mean in this sentence? 2. If the author had chosen embarrassed, how would the word embarrassed contribute toward the 3. Explain whether using the word embarrassed instead of sorry changes the meaning of (For teacher reference only) sorry - feeling sorrow or regret embarrassed - feeling humiliated or ashamed 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