Literature Reading a Play - Success for All Foundation

This project was developed at the Success for All Foundation under the

direction of Robert E. Slavin and Nancy A. Madden to utilize the power of

cooperative learning, frequent assessment and feedback, and schoolwide

collaboration proven in decades of research to increase student learning.

Teacher EditionReading

MiddleGradesEDGE

The

S E C O N D E D I T I O N

Level 6

Reading a PlayThe Miracle Worker

Literature

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We wish to acknowledge the coaches, teachers, and children who piloted the program, provided valuable feedback, and appear in classroom and professional-development videos.

The Reading Edge Middle Grades 2nd Edition Teacher Edition© 2013 Success for All Foundation. All rights reserved.

Produced by the Reading Edge Middle Grades 2nd Edition Team

President: Nancy Madden

Director of Development: Kate Conway

Rollout Committee: Kate Conway (Chair), Mia Blom, Wendy Fitchett, Kim Gannon, Claire Krotiuk, Kristal Mallonee-Klier, Terri Morrison, Sheri Mutreja, Kenly Novotny, Peg Weigel

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Illustrators: Michael Hummel, Susan Perkins

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The Lightning Round

• Random Reporters share team responses; team reps from other teams may agree, disagree, or add on to these responses.

• Use the following rubrics to evaluate responses and give specific feedback.

• Award points to the teams with 100-pt. responses; add the points to the Team Celebration Points poster.

• Celebrate team successes.

Strategy UseThe Random Reporter:

Team Talk (oral and written)The Random Reporter:

100gives a 90-pt. response and explains how using the strategy helped in better understanding the text.

100gives a 90-pt. response and connects the answer to the supporting evidence and uses academic language.

90gives an 80-pt. response and describes a problem and a strategy that was used to solve the problem.

90gives an 80-pt. response and includes supporting evidence and examples (from the text or from experience).

80 identifies a problem that a team member had understanding the text. 80 uses full sentences to clearly and

correctly answer the question.

Word PowerThe Random Reporter:

FluencyThe Random Reporter:

100

gives a 90-pt. response and expands on the meaning, for example, identifies• related words• a second meaning• a word connotation• an antonym

100gives a 90-pt. response and reads smoothly and with expression (shows emotion and changes with punctuation and dialogue).

90gives an 80-pt. response and explains the meaning in a definition and a meaningful sentence.

90gives an 80-pt. response and reads at just the right pace to understand the text—not too slow and not too fast.

80tells a word or phrase added to the word power journal and why it was added (what makes it important or interesting).

80 reads a short passage and pronounces most of the words correctly.

SummaryThe Random Reporter:

Graphic Organizer/NotesThe Random Reporter:

100 gives a 90-pt. response and uses key vocabulary correctly. 100

gives a 90-pt. response and explains how the graphic organizer helped in understanding the text.

90gives an 80-pt. response and clearly connects relevant ideas in a logical order.

90gives an 80-pt. response and includes main points or events and important details.

80presents main ideas and important details in his or her own words and without personal opinion.

80 selects a graphic organizer that is appropriate for the text.

The Reading Edge Middle Grades • TeacherEdition • Level6 1

Reading a PlayThe Miracle Worker

Reading a Play

2 ©2013SuccessforAllFoundation

Unit ObjectivesReading: Analyze setting, characters, language, action, and stage directions in a play.

Writing: Draw a conclusion and support it with evidence from the text.

Unit OverviewThis unit will focus on analyzing a play’s setting, characters, language, action, and stage directions. Students will read The Miracle Worker and will determine, through instruction, questioning, and discussion, how the playwright uses these dramatic elements to tell the remarkable story of Helen Keller and her teacher, Annie Sullivan. The writing tasks in this unit will require students to draw conclusions and support them with evidence from the text. Active instruction, Team Talk activities, and writing instruction and practice will prepare students for this writing objective.

Unit Topic/Content

In this unit, students will read the play The Miracle Worker by William Gibson. This play tells the story of Helen Keller’s early life. It chronicles Helen’s loss of sight and hearing because of a childhood disease, her violent outbursts as a young girl, and the efforts of her teacher, Annie Sullivan, to overcome Helen’s disabilities and behavior to give her the gift of language.

Text and Media SelectionsInternet/Media Options

To expand your students’ background knowledge, consider using Internet/media options with lessons. Always preview sites for availability and suitability. Please make sure you have the correct plug-ins.


Introduction

At a Glance

Cycle 1

Lesson Text Media

Lesson 1 pages 1–11

Lesson 2 pages 12–23 (Optional) Background video: http://digital.library.upenn.edu/women/keller/life/life.html#I


Lesson 4 pages 37–49 (Embedded) “Fluency”

Lesson 5 writing in response to reading

Lesson 6 pages 50 and 51

Lesson 7 self-selected reading

Lesson 8 Getting Along Together

Cycle 2

Lesson Text Media





Lesson 5 writing in response to reading

Lesson 6 pages 111 and 112

Lesson 7 self-selected reading

Lesson 8 Getting Along Together

The Miracle Worker

The Miracle Worker

Cycle 1 Lesson1


Lesson 1Reading Objective: Analyze setting, characters, language, action, and stage directions in a play.

Teacher Background

Today students will begin reading The Miracle Worker and will learn how Helen Keller lost her sight and hearing during a childhood illness and the effect this had on her as she grew into a wild little girl. This cycle’s Big Question asks students to imagine what their thinking would be like if they had never learned language because they were deaf and blind. Answering this question will prepare students to appreciate the isolation of Helen’s life before the arrival of Annie Sullivan and the profound transformation that Helen Keller undergoes at the end of the play. During Active Instruction, you will also use Think-Pair-Share to activate students’ prior knowledge about Helen Keller.

Active Instruction (22 minutes)

Big Question

Post and present this cycle’s Big Question. Have students write a response to the question as they arrive for class.

The Big Question: Imagine that you had always been blind and deaf and had never learned language. What would your thought process be like without words to describe your experiences and ideas?

Set the Stage

1. Refer students to today’s Big Question. Use Think-Pair-Share to ask:

Imagine that you had always been blind and deaf and had never learned language. What would your thought process be like without words to describe your experiences and ideas?

If you were blind and deaf and had never learned language, you might think in terms of the senses you do have, of how things feel, smell, and taste. You might know that if you get too close to the stove, you’ll get burned, or that when you smell something good, like a baking cake, you’ll soon get something good to eat.

Cycle 1:

Reading a Play

Students write responses to the Big Question.

Discuss the Big Question. tps

Reading a Play


2. Ask students to review their cycle goal. Remind students how to earn team celebration points. Remind them that team celebration points help them to become super teams. Tell them that they can earn team celebration points during the Lightning Round.

3. Introduce the text, author, and reading objective.

4. Distribute copies of The Miracle Worker. Have students preview the text. Use Think-Pair-Share to ask:

Is this literature or informational text? How do you know?

The text is literature. Students will cite evidence that the text is literature such as the use of the word play in the subtitle and based on true story in the blurb on the back of the book.

After previewing the book, what do you think the book will be about? Explain the clues that you used to make this prediction.

Accept reasonable responses. For example, the book will be a play about Helen Keller. I know this because the text on the back says the play is “based on the remarkable true story of Helen Keller.”

5. Use Think-Pair-Share to ask:

What do you already know about Helen Keller?

I know that Helen Keller was someone who lived a long time ago who was blind and deaf.

If necessary, point out the picture of Helen Keller and Annie Sullivan on the back cover. Explain that Helen Keller was born in the late 1800s and became blind and deaf at an early age, after a severe illness. Point out that Helen Keller lost her hearing and sight before she learned to talk.

Interactive Read Aloud

1. This cycle our reading objective is to analyze setting, characters, language, action, and stage directions in a play.

When reading a play, paying close attention to, and analyzing, dramatic elements such as stage directions, setting, and language improves a reader’s comprehension of the work and deepens appreciation of the playwriting craft.

Teams review their cycle goal.

Post and present the reading objective.

Build background, and activate prior knowledge about Helen Keller.

Review the skill as necessary.

Cycle 1 Lesson1


2. Read page 1 (up to stage directions ending “…CAPTAIN ARTHUR KELLER.”) aloud.

Tell students that the section of text you just read is called stage directions. Explain that in a play, you can identify the stage directions in several ways. Sometimes, as in this section, they are in all capital letters. At other times, stage directions appear in italics and parentheses. They can also appear in brackets when they come before a line of dialogue.

Point out that playwrights use stage directions to provide valuable supplemental information for the reader of a play and for the actors, director, set designers, and others who put on a play.

A sample Think Aloud follows.

Sample Think Aloud

The stage directions I just read helped me create a mind movie. They helped me visualize how tired these characters are because they have been up for a long time. They also identify the characters and help me picture what they look like—an older doctor, Kate Keller, a young woman, and Captain Arthur Keller, a man in his forties with a beard.


How did the stage directions that I just read help create a mind movie of tired characters?

The stage directions explained that the characters have just been through a “long vigil” and that it shows in their “tired bearing and disarranged clothing.”

4. Model creating a graphic organizer, such as a story map, and making notes. A sample graphic organizer follows.

Refer students to page 1 in the text.

Teacher: Read aloud and think aloud to model target skill or strategy use.

Students: Actively listen.

tps

Teacher: Model making notes on a graphic organizer.

Reading a Play


Sample Graphic Organizer

Title: The Miracle Worker

Characters:

Doctor

Kate Keller

Captain Arthur Keller

Setting:

Where: Keller homestead

When:

Problem:

Event:

Event:

Solution:

5. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text.

Have students continue reading pages 1 and 2 (stage directions ending “…with the baby’s face.”). Use Think-Pair-Share to ask:

What do the stage directions you just read communicate about Kate?

The stage directions communicate that Kate loves her baby. They say that she is “bent lovingly” over the crib and that her finger is “playful with the baby’s face.”

Use Random Reporter to debrief.

Partner pairs: Read aloud/think aloud with the next passage to practice the skill/strategy.

Cycle 1 Lesson1


Teamwork (20 minutes)

Partner Prep

1. Explain, or review if necessary, the student routines for partner reading, word power, and fluency before having students read and restate:

pages 2 (line beginning “KATE: Hush…”)–11 aloud with partners.

2. Circulate and check for comprehension, evidence of strategy use, and notes about story elements on the graphic organizer. Give students feedback. Prompt and reinforce their discussions.

3. If some partners finish ahead of their teammates, have them begin looking over the Team Talk questions.

Team Discussion

1. Explain, or review if necessary, how to use role cards and the student routines for strategy use and Team Talk discussion.

2. Remind students to use the rubrics on their team folders to prepare each team member to discuss the team’s strategy use, oral and written Team Talk responses, word power, and fluency. Each team member must be able to summarize the text and discuss the team’s graphic organizer/notes during Class Discussion as indicated.

3. Preview the Team Talk questions. If necessary, ask questions to guide students’ reflection as they determine the meaning of the “(Write)” question.

Team Talk Questions

1. On pages 3 and 4, how do the stage directions indicate the passage of time? (Write) [RE, AC] (Team Talk rubric)

100 = The stage directions indicate the passage of time with lighting and the sound of bells. The lights dim, and a bell rings. When the bell stops ringing and the lights come back up, five years have passed and Helen is a little girl.

90 = The stage directions show the passage of time with lighting and the sound of bells. The lights dim, and a bell rings.

80 = The stage directions show the passage of time with lighting and the sound of bells.

continued

Cue students to use their student routines for partner reading, word power, and fluency.

Cue students to use their student routines for strategy use and Team Talk discussion.

Reading a Play


Team Talk Questions continued

2. Why do you think Helen tries to put her fingers in Percy’s mouth? [RE, AC] (Team Talk rubric)

(Answers may vary.)

100 = I think Helen is trying to understand how other people communicate. She probably knows that people communicate with their mouths, but she doesn’t understand exactly how. Helen is using the senses she still has, like touch, to try and comprehend what is happening around her.

90 = I think Helen is trying to understand how other people communicate. She probably knows that people communicate with their mouths, but she doesn’t understand exactly how.

80 = I think Helen is trying to understand how other people communicate.

3. Why doesn’t Captain Keller want to write to Dr. Chisholm about Helen? Support your answer with evidence from the text. [RE, SA] (Team Talk rubric)

100 = Captain Keller doesn’t want to write to Dr. Chisholm because he doesn’t want Kate to be disappointed again. According to the captain, Helen has been taken to many specialists, but they haven’t been able to help. Captain Keller asks Kate, “How many times can you let them break your heart?”

90 = Captain Keller doesn’t want to write to Dr. Chisholm because he doesn’t want Kate to be disappointed again. Helen has been taken to many specialists, but they haven’t been able to help.

80 = Captain Keller doesn’t want to write to Dr. Chisholm because he doesn’t want Kate to be disappointed again.

4. Why is Helen so upset by the towel doll? [DC] (Team Talk rubric)

100 = Helen is upset by the towel doll because she can feel that it doesn’t have eyes. Helen tries to communicate the problem to the adults by tapping on the doll’s face, but they don’t pay attention to her. Finally, Helen rips buttons off her aunt’s dress so they can be used for eyes.

90 = Helen is upset by the towel doll because she can feel that it doesn’t have eyes. Helen tries to communicate the problem to the adults by tapping on the doll’s face, but they don’t pay attention to her.

80 = Helen is upset by the towel doll because she can feel that it doesn’t have eyes.

4. Have students thoroughly discuss Team Talk questions before they write individual answers to the skill question marked “(Write).” Allow students to revise their written answers after further discussion if necessary.

5. Prompt teams to discuss comprehension problems and strategy use (their sticky notes), notes that they added to their graphic organizers, and words that a team member added to the word power journal.

6. Circulate and give feedback to teams and students. Use rubrics to give specific feedback. Ask questions to encourage further discussion. Record individual scores on the teacher cycle record form.

Cue students to discuss strategy use, graphic organizers, and word power journals.

Cycle 1 Lesson1


7. If some teams finish ahead of others, have them practice their fluency.

8. Award team celebration points for good team discussions that demonstrate 100-point responses.

Class Discussion (18 minutes)

Lightning Round

1. Use Random Reporter to have teams share strategy use, oral and written Team Talk responses, word power discussions, and fluency. Ask other teams to agree, disagree, or add on to responses.

2. Use rubrics to evaluate responses and give specific feedback. Award team celebration points for 100-point responses. Record individual scores on the teacher cycle record form.

Celebrate

1. Tally the team scores on the poster, and celebrate teams that are accumulating points. Have teams reflect on the following questions:

How many points did your team earn today?

How can your team earn more points?

Remind students that top-scoring teams will earn bonus points that will be added to their cycle scores.

• Something to cheer about: Choose a behavior or learning outcome that you would like to reinforce, and reward that behavior by asking students to lead a cheer of their choice.

2. As a reminder, refer students to the Read and Respond homework assignment described in their student editions.

Randomly select team representatives who will share:

• strategy use

• oral and written Team Talk responses

• word power discussions

• fluency selection

Celebrate team successes!

The top team chooses a cheer.

Remind students of the Read and Respond homework assignment.

Reading a Play



Teacher Background

In today’s reading, students will be introduced to Annie Sullivan as she prepares to leave the Perkins Institution for the Blind to become Helen’s teacher. They will also read about Annie’s first meeting with Kate and Kate’s surprise that Helen’s new teacher is so young. In Active Instruction, there is an optional activity that provides students with the opportunity to compare an incident as it is portrayed in The Miracle Worker with the way Helen Keller describes the same events in her autobiography The Story of My Life.


Partner Vocabulary Study

1. Display the vocabulary words. Have students use the vocabulary study routine as they copy the words in their word power journals and rate their knowledge of each as they arrive for class.

2. Spot check the Read and Respond homework.

Vocabulary

1. Have teams discuss their ratings of the words. Ask teams to make a tent with their hands when they are ready to tell a word the entire team rated with a “+” and a word the entire team rated with a “?.”

2. Use Random Reporter to have the teams share one word that they know and one word that they need to study further. Award team celebration points.

3. Introduce the vocabulary for this cycle. Read each word aloud, and model chunking as needed. Then read the meaning of each word.

Word Pronunciation Definition Sample Sentence

exasperated(adjective)page 8

ex-as-per-a-ted(ig-ZAS-puh-reyt-ed)

greatly angry or frustrated

Leslie was exasperated after her little sister woke her up for the fifth time.

affliction(noun)page 8

af-flic-tion(uh-FLIK-shuhn)

a cause of mental or bodily pain

Carlos was never sure what cured his affliction that caused his knees to ache.

continued

Students use the vocabulary study routine to rate their knowledge of each vocabulary word:

+ I know this word and can use it.

✓ This word looks familiar; it has something to do with…

? I don’t know this word; it’s totally new to me.

Teams discuss their vocabulary ratings.

Introduce vocabulary.

Cycle 1 Lesson2



impaired(adjective)page 44

im-paired(im-PAIRD)

damaged or weakened

My doctor told me my hearing would be impaired if I kept listening to loud music through my headphones.

compelled(verb)page 45

com-pell-ed(kuhm-PELD)

forced to do something

Trent’s parents compelled him to take his little brother to the park.

obedience(noun)page 45

o-be-di-ence(oh-BEE-dee-uhns)

the act of obeying

Mrs. Halston expects obedience from her class at all times.

tantrum(noun)page 49

tan-trum(TAN-truhm)

a violent demonstration of anger

When Sarah was little, she would have a tantrum if anyone touched her dolls.

tyrant(noun)page 49

ty-rant(TAHY-ruhnt)

a leader who rules cruelly or unjustly

The tyrant sent anyone he did not like to prison without a trial.

ominously(adverb)page 51

om-i-nous-ly(OM-uh-nuhs-lee)

in a threatening way

Storm clouds gathered ominously on the horizon.

4. Use Random Reporter to have teams share a new sentence that uses one of their vocabulary words. Award team celebration points.

5. Remind teams that if they find a word from the vocabulary list used in another place, such as in a magazine, textbook, TV ad, etc., they can bring in or copy the sentence in which the word was used and put it in the Vocabulary Vault to earn team points.

Set the Stage

1. Ask students to review their team’s goal for this cycle and assess their progress.

2. Review the Team Celebration Points poster, and challenge teams to build on their successes.

3. Remind students of the text, author, and reading objective.

4. Have teams review their notes, summarize story events, ask questions about the text, and make some predictions. Use Random Reporter to have teams share their discussions.

5. (Optional) Tell students that today they will look at Helen Keller’s autobiography, The Story of My Life, and compare it to the play The Miracle Worker. If necessary, remind students that an autobiography is a story of someone’s life written by that person.

Review Vocabulary Vault.



Teams review notes, summarize story events, ask questions, and make predictions.

Build background about Helen Keller.

Reading a Play


Show students an online version of The Story of My Life on the University of Pennsylvania website (http://digital.library.upenn.edu/women/keller/life/life.html#I). Scroll through the digital version of Keller’s autobiography, and point out the photographs of Helen Keller, her childhood home, pets, etc.

Read aloud the last paragraph of chapter 2 (to the line ending “…caught her as she fell”) that describes the incident when Helen tries to tip her little sister out of her cradle. Use Think-Pair-Share to ask:

How does the book’s description of this incident differ from the play’s description?

(Answers may vary.) In the book, there is no mention of James, Captain Keller, or Aunt Ev. The book doesn’t describe Helen becoming upset that her doll has no eyes. The book does not include dialogue or stage directions.

Why do you think the play tells the story using dialogue and stage directions?

The play has to tell the story using dialogue and stage directions because the audience has to hear and see what happens.


1. Remind students of the reading objective.

This cycle our reading objective is to analyze setting, characters, language, action, and stage directions in a play. Remember that as we read The Miracle Worker we will pay close attention to its dramatic elements and analyze setting, characters, language, action, and stage directions.

2. Read page 12 (up to dialogue ending “…My ears, Mr. Anagnos.”) aloud. A sample Think Aloud follows.

Sample Think Aloud

In a play, much of the story is told through dialogue, or what the characters say to each other. In the passage I just read, I think I learned something important about the character Annie Sullivan. Mr. Anagnos tells Annie that she lacks the “talent to bend.” I think by this, Mr. Anagnos means that Annie is stubborn. I’ll pay attention as we keep reading the play to see if this is an accurate description of Annie.


Mr. Anagnos asks Annie if her eyes hurt. What can you tell about Annie from her reply “My ears, Mr. Anagnos”?

I can tell that Annie has a sense of humor. She is saying that her ears hurt because Mr. Anagnos has been telling her how stubborn she is and that she would have been expelled from school if there was somewhere to send her.


tps



Teacher: Read aloud and think aloud to model use of the target skill or strategy.


tps


Cycle 1 Lesson2




Characters:

James

Aunt Ev

Mr. Anagnos

Annie Sullivan

Percy

Martha

Viney

Setting:

Where: Perkins Institution for the Blind

When:

Problem:

Helen is blind and deaf and can’t communicate.

Event: Helen loses her sight and hearing after an illness.

Event: Helen attacks Martha with scissors during a tantrum.

Event: Helen knocks her little sister out of her cradle so she can put her doll in it.

Event: Kate and Captain Keller argue about writing to a specialist about Helen.

Event: Captain Keller agrees to write to the specialist.

Solution:

5. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Use Think-Pair-Share to ask:

What can we add to our story map?

Add information to the story map based on students’ responses.



Reading a Play



Partner Prep


pages 12 (stage directions beginning “And now she has...”)–23 aloud with partners.



Team Discussion




Team Talk Questions

1. How does the play’s setting change on page 12? How does the playwright communicate this change in setting? (Write) [RE, AP, AC] (Team Talk rubric)

100 = The play’s setting changes from the Kellers’ home to a school for the blind. The playwright communicates this through stage directions. For example, the stage directions describe a table with equipment for teaching the blind to indicate the new setting. Props such as these allow the audience to quickly identify the new setting.

90 = The play’s setting changes from the Kellers’ home to a school for the blind. The playwright shows this change through stage directions. The stage directions describe a table with equipment for teaching the blind.

80 = The play’s setting changes from the Kellers’ home to a school for the blind. The playwright shows this change through stage directions.

continued



Cycle 1 Lesson2



2. What does Mr. Anagnos mean when he describes Helen as “a little safe, locked, that no one can open”? [DC, CV] (Team Talk rubric)

100 = Mr. Anagnos is talking about the fact that Helen is blind and deaf. It’s as if Helen’s disabilities have her locked inside a safe and no one can reach her. If Annie can find a way to communicate with Helen, she can unlock the safe and let her out.

90 = Mr. Anagnos is talking about the fact that Helen is blind and deaf. It’s as if Helen is locked inside a safe and no one can reach her.

80 = Mr. Anagnos is talking about the fact that Helen is blind and deaf.

3. How does Helen know that something is about to change at the Keller home? [DC] (Team Talk rubric)

100 = Helen can use her senses of touch and smell to figure out that something is about to change. She explores the room that is being prepared for Annie and can tell that new towels have been put out, that drawers have been cleared, and that water is in a pitcher. These are all clues that changes are coming to the Keller home.

90 = Helen can use her senses of touch and smell to figure out that something is about to change. She explores the room that is being made ready for Annie and can tell that new towels have been put out, that drawers have been cleared, and that water is in a pitcher.

80 = Helen can use her senses of touch and smell to figure out that something is about to change.

4. How does James feel about Kate? Support your answer with evidence from the text. [DC, RE] (Team Talk rubric)

100 = James feels cold toward Kate. He calls her “Mrs. Keller,” and Captain Keller scolds him for speaking of her as if she is a stranger. James might resent Kate because she is not his biological mother.

90 = James feels cold toward Kate. He calls her “Mrs. Keller,” and Captain Keller scolds him for speaking of her as if she is a stranger.

80 = James feels cold toward Kate.

5. exasperated tantrum

Would you be exasperated if you were babysitting a child who had a tantrum that lasted for hours? [CV]

Yes. It would make me very frustrated if I were babysitting a child who threw an angry fit for hours.

4. Have students thoroughly discuss Team Talk questions before they write individual answers to the skill question marked “(Write).” Allow students to revise their answers after further discussion if necessary.



Reading a Play






Lightning Round



Celebrate








• strategy use







Cycle 1 Lesson2



exasperated(adjective)page 8

ex-as-per-a-ted(ig-ZAS-puh-reyt-ed)

greatly angry or frustrated

Leslie was exasperated after her little sister woke her up for the fifth time.

affliction(noun)page 8

af-flic-tion(uh-FLIK-shuhn)

a cause of mental or bodily pain

Carlos was never sure what cured his affliction that caused his knees to ache.

impaired(adjective)page 44

im-paired(im-PAIRD)

damaged or weakened

My doctor told me my hearing would be impaired if I kept listening to loud music through my headphones.

compelled(verb)page 45

com-pell-ed(kuhm-PELD)

forced to do something

Trent’s parents compelled him to take his little brother to the park.

obedience(noun)page 45

o-be-di-ence(oh-BEE-dee-uhns)

the act of obeying Mrs. Halston expects obedience from her class at all times.

tantrum(noun)page 49

tan-trum(TAN-truhm)

a violent demonstration of anger

When Sarah was little, she would have a tantrum if anyone touched her dolls.

tyrant(noun)page 49

ty-rant(TAHY-ruhnt)

a leader who rules cruelly or unjustly

The tyrant sent anyone he did not like to prison without a trial.

ominously(adverb)page 51

om-i-nous-ly(OM-uh-nuhs-lee)

in a threatening way

Storm clouds gathered ominously on the horizon.

Reading a Play



Teacher Background

Today students will read about Annie’s eventful first meeting with Helen, during which she learns of her new student’s violent temper. Helen knocks out her teacher’s tooth and locks Annie in her room when Annie tries to take a doll from her.



1. Display the vocabulary words. Have students use the vocabulary study routine as they rerate their knowledge of each vocabulary word as they arrive for class.


Vocabulary


2. Use Random Reporter to have the teams share one word that they know and one word that they need to study further. Use Random Reporter to have teams report on a new sentence using a vocabulary word. Award team celebration points.

3. Choose an important word from the text or class discussion, and model how to explore it in a word power journal entry. A sample Think Aloud and word map follow.

Sample Think Aloud

In the play, Mr. Anagnos describes the place where Annie Sullivan used to live as “dreadful.” I think this word might mean really bad, but I want to check the dictionary to be sure. (Consult the dictionary.) Hmm. I was right. Dreadful is an adjective meaning extremely bad. Dreadful can also mean extreme and awe-inspiring. Some synonyms are awful, horrible, frightful, and shocking. I also see that an antonym is lovely.






Model exploring a word in the word power journal.

Cycle 1 Lesson3


Sample Word Map

might mean really bad

ant: lovely

other meanings: extreme, awe-inspiring

syn: awful, horrible, frightful, shocking

def: adj— extremely bad

dreadful


Set the Stage






1. This cycle our reading objective is to analyze setting, characters, language, action, and stage directions in a play.

2. Read page 24 (up to stage directions ending “…something to say this.”) aloud. A sample Think Aloud follows.

Sample Think Aloud

I think I’ve been able to learn more about Annie based on the language in the play’s stage directions. Annie can tell that Kate is worried by her youth. The stage directions say that “Annie takes the bull by the horns.” This saying means that Annie directly confronts the issue, Kate’s concern. The directions also use the word valiantly to describe Annie’s actions. This means bravely. So, I’ve learned that Annie bravely confronts her problems.







Teacher: Read aloud and think aloud to model target skill or strategy use.


Reading a Play



What else can you tell about Annie from the dialogue I just read?

I can tell that Annie thinks her youth and the fact that she has been blind will be strengths in working with Helen.




Characters:

Blind girls

Setting:

Where: Train station

When:

Problem:

Event: Annie is hired to be Helen’s teacher.

Event: Girls from school give Annie dark glasses and a doll to give to Helen.

Event: Annie arrives by train.

Solution:

5. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Use Think-Pair-Share to ask:

tps



Cycle 1 Lesson 3

The Reading Edge Middle Grades • Teacher Edition • Level 6 23





Partner Prep


pages 24 (line beginning “KATE [QUIETLY]”)–36 aloud with partners.



Team Discussion




Team Talk Questions

1. What do you think Annie means when she says “Language is to the mind more than light is to the eye”? (Write) [RE, DC, CV] (Team Talk rubric)

100 = I think Annie means that language helps us think, like light helps us see. Annie explains to Kate that her first priority will be to teach Helen to communicate. Annie knows that without the ability to communicate, it is like Helen is trapped in her own mind.

90 = I think Annie means that language helps us think, like light helps us see. Annie tells Kate that her first priority will be to teach Helen to communicate.

80 = I think Annie means that language helps us think, like light helps us see.

continued



Reading a Play

24 © 2013 Success for All Foundation


2. How does Kate’s attitude toward Annie differ from Captain Keller’s? [DC, RE] (Team Talk rubric)

100 = Kate is hopeful that Annie will be able to help Helen, and Captain Keller is not. Kate points out that Annie was a very good student. Captain Keller is worried that Annie will not be able to handle Helen because she is partially blind and is not very experienced. Kate is optimistic about Annie, and Captain Keller is skeptical.

90 = Kate is hopeful that Annie will be able to help Helen, and Captain Keller is not. Kate points out that Annie was a very good student. Captain Keller is worried that Annie will not be able to handle Helen because she is partially blind and is not very experienced.

80 = Kate is hopeful that Annie will be able to help Helen, and Captain Keller is not.

3. What is important about the scene described by the stage directions on page 27? [DC, AP, AC] (Team Talk rubric)

100 = This scene is important because Annie and Helen meet and communicate for the first time. Annie drops her suitcase next to Helen on purpose. Helen explores Annie and the suitcase with her fingers. Then, Annie and Helen use gestures to “talk” about opening the suitcase upstairs. Right from the beginning, Annie has a talent for communicating with Helen.

90 = This scene is important because Annie and Helen meet and communicate for the first time. Annie drops her suitcase next to Helen on purpose. Helen explores Annie and the suitcase with her fingers. Then, Annie and Helen “talk” about opening the suitcase upstairs.

80 = This scene is important because Annie and Helen meet and communicate for the first time.

4. Why do you think Helen’s reaction to the doll that Annie gives her is so different than how she reacted to the doll from her aunt? [DC] (Team Talk rubric)

100 = I think Helen likes the doll that Annie gives her because its eyes are so real. According to the stage directions, Helen is “delighted” when she discovers that its eyes open and close. It may be that doll eyes are particularly important to Helen because she is blind.

90 = I think Helen likes the doll that Annie gives her because its eyes are so real. Helen is “delighted” when she discovers that its eyes open and close.

80 = I think Helen likes the doll that Annie gives her because its eyes are so real.

5. What is an antonym for the word impaired? [CV]

The word strengthened is an antonym for impaired.




Cycle 1 Lesson3






Lightning Round



Celebrate








• strategy use







Reading a Play



Teacher Background

In today’s reading, Annie is “rescued” from her room by Captain Keller and comes to appreciate Helen’s intelligence as she watches her new student hide the room’s key in a well. Students will also begin to read a pivotal scene at the breakfast table in which Annie begins to confront Helen and the Kellers about their child’s out of control behavior.





Vocabulary




Set the Stage














Cycle 1 Lesson4



1. Read page 37 aloud.


How do the stage directions in this scene indicate that Captain Keller is angry?

The stage directions say that Captain Keller “stomps” down the stairs and that he is “roaring” when he calls for Viney. Stomping and roaring are the kinds of things you do when you are angry.





Teacher: Read aloud.


tps

Partner pairs: Think aloud to practice the skill/strategy.

Reading a Play




Characters:

Setting:

Where:

When:

Problem:

Event: Annie meets Helen and communicates with her for the first time.

Event: Annie gives Helen a doll and tries to teach her to spell doll.

Event: Helen knocks out one of Annie’s teeth with the doll and locks Annie in her room.

Solution:

Partner pairs: Identify important events or details to add to the graphic organizer.

Cycle 1 Lesson4



Partner Prep


pages 38–49 aloud with partners.



Team Discussion




Team Talk Questions

1. Do you think Captain Keller’s anger at Annie is justified when she gets locked in her room? Support your answer with your own thinking. [DC, AA] (Team Talk rubric)

100 = I don’t think it is right for Captain Keller to be angry with Annie for getting locked in her room. It’s not her fault that Helen is smart enough to lock the door and hide the key. Captain Keller seems to get angry when Helen causes a commotion in the house.

90 = I don’t think it is right for Captain Keller to be angry with Annie for getting locked in her room. It’s not her fault that Helen is smart enough to lock the door and hide the key.

80 = I don’t think it is right for Captain Keller to be angry with Annie for getting locked in her room.

continued



Reading a Play



2. What does Helen demonstrate to Annie when she locks Annie in her room and hides the key? [DC, RE] (Team Talk rubric)

(Answers may vary.)

100 = Helen shows Annie that she is smart and willful. Helen does not like having her doll taken away, so she hits Annie and locks her in her room. Later, Helen is smart enough to hide the key in her mouth until she thinks no one is around and then throw it into the well. Annie is impressed by these qualities in Helen.

90 = Helen shows Annie that she is smart and willful. Helen did not like have her doll taken away, so she hits Annie and locks her in her room. Later, Helen is smart enough to hide the key in her mouth until she thinks no one is around and then throw it into the well.

80 = Helen shows Annie that she is smart and willful.

3. What does Annie consider her greatest problem in working with Helen? (Write) [RE] (Team Talk rubric)

100 = Annie thinks her biggest problem in working with Helen is how to “discipline her without breaking her spirit.” Helen has been spoiled by the Kellers and throws fits when she doesn’t get her way. Annie knows that it will be impossible to teach Helen if she can’t get her behavior under control.

90 = Annie thinks her biggest problem in working with Helen is how to “discipline her without breaking her spirit.” Helen has been spoiled by the Kellers and throws fits when she doesn’t get her way.

80 = Annie thinks her biggest problem in working with Helen is how to “discipline her without breaking her spirit.”

4. Why does Annie describe Helen as a “tyrant”? [CV, AP, AC] (Team Talk rubric)

100 = Annie describes Helen as a “tyrant” because she uses her tantrums to control the Keller household. In this way, Helen gets anything she wants. Annie thinks that the Kellers’ failure to discipline Helen is seriously harming her.

90 = Annie describes Helen as a “tyrant” because she uses her tantrums to control the Keller household. In this way, Helen gets anything she wants.

80 = Annie describes Helen as a “tyrant” because she uses her tantrums to control the Keller household.

5. What is an example of an affliction? [CV]

An earache is an example of an affliction. Earaches cause a lot of bodily pain.




Cycle 1 Lesson4






Lightning Round



3. Show the video “Fluency.”

Celebrate








• strategy use




Show the video.




Reading a Play


Lesson 5Writing Objective: Draw a conclusion and support it with evidence from the text.

Teacher Background

This writing project’s objective is to have students provide supporting evidence from the text as they draw a conclusion about whether Kate is a good mother to Helen. During Model a Skill, emphasize how developing a web helps students meet this objective by visually organizing evidence from the text that supports their conclusion.





Vocabulary





Set the Stage



3. Remind students of the text, author, and writing objective.

4. Refer students to the writing prompt and writing objective for this cycle. Remind students that during this cycle, as they analyzed the dramatic elements of The Miracle Worker, they regularly had to draw conclusions and support these conclusions with evidence from the text.








Post and present the writing objective.

Introduce the writing project.

Cycle 1 Lesson5


5. Refer students to the following writing prompt in their student editions. Read the writing prompt aloud.

Writing Prompt

Is Kate a good mother to Helen? Support your claim with evidence from the text.

Use Think-Pair-Share to ask:

Read the prompt. What is it asking you to do: support a claim with reasons, explain ideas or information on a topic, or write a literary response? How do you know?

It is asking me to support a claim with reasons. I know this because the prompt asks me specifically to support my claim with evidence from the text.

6. Refer students to the following writer’s guide in their student editions. Point out that the writer’s guide for writing to support a claim with reasons is the criteria for writing. Point out that using the writer’s guide will help them write a quality response.

Writer’s Guides

Writing to Support a Claim with Reasons

Ideas• Clearly state a position (claim) and include good reasons that

support that position.

Organization

• Begin by stating a position (claim).

• In the middle, tell supporting reasons.

• End with a closing statement.

Style• Use words and phrases that help the audience see how the reasons

are related to the claim.

Mechanics • Use correct punctuation, capitalization, spelling, and grammar.

Writing to Inform or Explain

Ideas• Clearly introduce the topic.

• Develop the topic with relevant details.

Organization

• Begin by introducing the topic.

• In the middle, provide facts, examples, or events that help a reader understand the information.

• End with a closing statement that supports the information.

Style

• Use words and phrases that help a reader understand how the facts or events are related.

• Include details or examples that help a reader make a mind movie.


Writing a Literary Response

Ideas

• Make a clear point about an aspect of the literary work such as characters, setting, plot, theme, style.

• Support your point with evidence from the text.

Organization

• Begin by making a clear point about an aspect of the literary work.

• In the middle, support your point with examples and evidence from the text.


Style• Choose and quote words, phrases, and dialogue from the text to

support your point.


Briefly review the guide, noting the four aspects of writing: ideas, organization, style, and mechanics.


Which guidelines relate to our writing objective: draw a conclusion and support it with evidence from the text?

The Ideas guideline “Clearly state a position (claim) and include good reasons that support that position” and the Organization guideline “In the middle, tell supporting reasons” both relate to our writing objective.

7. Tell students that this 10-minute writing project is practice to prepare them to write a quality answer for the writing section (part II) of the cycle test. Remind them that this section of the test is worth one third of their test score.

Read the prompt aloud.

tps

Students identify the purpose for writing.

Refer students to the appropriate writer’s guide in their student editions.

Highlight the writing objective.

Reading a Play


Model a Skill

1. Tell students that when a writing prompt asks them to make a claim and asks for supporting information or evidence from the text, a web can be a valuable graphic organizer for planning their answer.

2. Draw an oval on the board. Tell students to imagine that the writing prompt asks if Captain Keller is a good father to James. Tell students that they can write their answer to this prompt, or their claim, in the middle of the web. Write “Capt. Keller was not a good father to James” in the oval.

3. Explain that students can list their reasons and supporting evidence for their claim around the oval at the center of the web. Model referring to page 9 of The Miracle Worker. Draw a line off the oval, and write “Capt. Keller is rude to James” outside the oval.

4. Tell students that then they can make a note of evidence from the text that supports this reason. Use Think-Pair-Share to ask:

Look at page 9 in The Miracle Worker. What evidence from the text supports the reason “Captain Keller is rude to James”?

Captain Keller tells James to be quiet and that he talks too much.

5. Model writing “tells James to be quiet and that he talks too much.”

6. Write “p. 9.” Explain that you made a note of the page number where the information came from in case it’s necessary to refer to it as you are writing your answer.


Capt. Keller was not a good father to James.

Capt. Keller is rude to James—tells James

to be quiet and that he talks too much (p. 9)

Model planning using a graphic organizer.

tps

Cycle 1 Lesson5



Independent Work

Tell students that they have 10 minutes to plan and write drafts of their responses to the writing prompt. Remind them to write on every other line to leave room for revisions. Suggest that they refer to the writing prompt to be sure that they include all the required elements and to the writer’s guide to check the quality of their response.

Team Discussion

1. Refer students to the peer feedback checklist in their student editions, and review how to get/give feedback.

2. Have students share their drafts in teams. Allow 5 minutes for students to revise their writing projects based on feedback and to edit them using the editing checklist in their student editions.

3. Have teams put their writing projects in a pile in the middle of their tables so a writing project can be randomly selected.


Lightning Round

Randomly select a writing project from one or two teams’ piles without revealing their authors. Display a writing project, and read it aloud.

Refer students to the writer’s guide for writing to support a claim with reasons and the writing objective—draw a conclusion and support it with evidence from the text.

Using the writer’s guide, discuss and evaluate the selected writing project(s) with the class.

For example, ask:

• Does the writer clearly state a position?

• Does the writer use correct punctuation, spelling, and grammar?

• Does the writer draw a conclusion and support it with evidence from the text?

Award points to teams whose writing projects meet the criteria. Record these points on the team poster.

Students write for 10 minutes.

Monitor discussions as partners and teams give feedback.

Students revise and edit their writing projects.

Display and evaluate randomly selected writing projects using the writer’s guide.

Reading a Play


Reflection on Writing

Have students reflect on their use of the writing process. Ask:

How did creating and using a graphic organizer work for you? How did it help you write your draft?

Answers will vary.

What was the most useful feedback that you received? How did it affect your revisions?

Answers will vary.

How did you find supporting evidence for your conclusion?

Answers will vary.

Celebrate










Cycle 1 Lesson5


Writing PromptIs Kate a good mother to Helen? Support your claim with evidence from the text.

Writer’s Guides




Organization










Organization




Style





Ideas



Organization





support your point.


Reading a Play



Writing Objective: Draw a conclusion and support it with evidence from the text.

Teacher Background

In today’s cycle test, students will continue to focus on analyzing the dramatic elements in The Miracle Worker. In the reading passage for the test, Annie continues her struggle at the breakfast table with the Kellers and Helen over their child’s behavior.





Set the Stage



3. Remind students of the text, author, and reading and writing objectives.


Prepare Students for the Test (5 minutes)

Partner Review

1. Remind students that they have been practicing analyzing setting, characters, language, action, and stage directions in a play and drawing a conclusion and supporting it with evidence from the text.






Post and present the reading and writing objectives.


Cycle 1 Lesson6



What have we done this cycle to practice these reading and writing skills?

We have answered questions and held discussions about The Miracle Worker that focus on these dramatic elements. We’ve also completed a writing project where we had to draw a conclusion and support it.

Tell students that they will use these skills as they take the cycle test.

2. Have partners review their notes and word power journals for this cycle. Allow 2 or 3 minutes for this activity.

Test Directions

1. Remind students that the test is independent work. Students should not ask their partners for help as they read, but they may use sticky notes if they would like.

2. Distribute the test so students can preview the questions. Point out that some of the test questions are multiple choice for which they will choose the best answer. Other questions require them to write a short answer or create a graphic organizer. Part II of the cycle test requires them to write a long answer. Remind them that their writing project was practice for writing the long answer for part II of the test.

3. Point out that questions #1 and #3 ask students to analyze elements of the play.

4. Ask students to identify key words or phrases in question #1.

1. Refer to the stage directions at the top of page 51. What do they reveal about Annie’s state of mind regarding Helen and the conflict over her table manners? [RE, DC]

5. Introduce the text that students will read. Tell what it is about, but do not give additional information or details.

Today you will continue to read about Annie’s struggle with Helen and her parents at the breakfast table.

Test (30 minutes)

Tell students that they have 30 minutes for the test and that they may begin. Give students a 5-minute warning before the end of the test.

tps

Reading a Play



Team Discussion

1. Pass out a colored pen to each student.

2. Explain or review, if necessary, the student routine for team discussions after the test.

3. Have teams discuss their answers to the test questions. As you monitor team discussions, ask additional questions to prompt their thinking about the important ideas in the reading and about the skills and strategies that they have been using.


Lightning Round

1. Use Random Reporter to have teams share team discussions of the test questions and explain their thinking.

2. Award team celebration points.

3. Collect test answers. Score original answers, and add extra points for improved answers.

Celebrate







Teams discuss the answers to the test questions.

Random Reporters share team discussion of a test question.




Cycle 1 Lesson6


Cycle 1 Test

Reading a PlayDirections: Read The Miracle Worker, pages 50 and 51, and answer the following questions on a separate piece of paper. Some of the questions are based on today’s reading, and other questions are about the text that you read in previous lessons. You may refer to your notes from this cycle.

Part I. Comprehension (100 points)

1. Refer to the stage directions at the top of page 51. What do they reveal about Annie’s state of mind regarding Helen and the conflict over her table manners? [RE, DC]

20 points = These stage directions reveal that Annie is set on correcting Helen’s table manners. They say that Annie “grimly” removes her glasses, locks the door to the dining room, and “ominously” looks at Helen. These stage directions make it sound as if Annie is preparing for battle.

15 points = These stage directions reveal that Annie is set on correcting Helen’s table manners. They say that Annie “grimly” removes her glasses, locks the door to the dining room, and “ominously” looks at Helen.

10 points = These stage directions reveal that Annie is set on correcting Helen’s table manners.

2. Why does Captain Keller threaten to send Annie back to Boston? [DC]

20 points = Captain Keller thinks Annie is being disrespectful to him. He is upset that Annie tells him that he can’t stand up to Helen’s tantrums and orders him to leave the room. Captain Keller is not accustomed to being spoken to like that.

15 points = Captain Keller thinks Annie is being disrespectful to him. He is upset that Annie tells him that he can’t stand up to Helen’s tantrums and orders him to leave the room.

10 points = Captain Keller thinks Annie is being disrespectful to him.

3. Refer to page 16. What do the actions of the children demonstrate about Annie? [DC, RE]

20 points = The actions of the children demonstrate that Annie is deeply loved. The children give Annie special dark glasses to protect her eyes from the light. Additionally, the “smallest child” begs Annie not to leave them. It’s obvious, based on the children’s actions, how much they care for Annie.

15 points = The actions of the children demonstrate that Annie is deeply loved. The children give Annie special dark glasses to protect her eyes from the light. The “smallest child” begs Annie not to leave them.

10 points = The actions of the children demonstrate that Annie is deeply loved.

Reading a Play


4. How does Kate first know that something is wrong with Helen? Support your answer with evidence from the text. [SA]

20 points = Kate snaps her fingers in Helen’s face, and Helen doesn’t blink. Then, Kate yells close to Helen’s ear, and she still doesn’t react. Helen’s lack of reaction indicates to Kate that something is seriously wrong.

15 points = Kate snaps her fingers in Helen’s face, and Helen doesn’t blink. Then, Kate yells close to Helen’s ear, and she still doesn’t react.

10 points = Kate snaps her fingers in Helen’s face, and Helen doesn’t blink.

5. How does Annie feel about Helen at the end of Act I? [DC]

20 points = Annie is impressed by Helen’s intelligence. Annie watches as Helen pulls the key to Annie’s room out of her mouth and drops it into the well. The stage directions in this scene indicate that Annie smiles when she sees this and feels respect for Helen.

15 points = Annie thinks Helen is very smart. Annie watches as Helen pulls the key to Annie’s room out of her mouth and drops it into the well.

10 points = Annie thinks Helen is very smart.

Part II. Writing (100 points)

Write at least one paragraph to answer the following question:

Refer to pages 44 and 45. What does the conversation about words between Kate and Annie reveal about these characters? Support your claim with evidence from the text.

I think this conversation between Kate and Annie reveals the patience and dedication of these two characters. For example, Kate wonders how many words Annie might have to spell before Helen begins to understand. Annie replies that it might take a million and one words. Then, Kate tells Annie that she would like to learn the sign language letters. This scene shows the incredible effort Annie and Kate are willing to make to help Helen learn.

The following guide is used to score part II of the cycle test.


Ideas • Clearly states a position (claim) and includes good reasons that support that position

0–25 pts.

Organization • Begins by stating a position (claim)

• In the middle, tells supporting reasons

• Ends with a closing statement

0–25 pts.

Style • Uses words and phrases that help the audience see how the reasons are related to the claim

0–25 pts.

Mechanics • Uses correct punctuation, capitalization, spelling, and grammar

0–10 pts.

Writing Objective • Draw a conclusion and support it with evidence from the text.

0–15 pts.

Cycle 1 Lesson6


Part III. Vocabulary (100 points)

1. compelled exasperated

What is something that would make you exasperated if you were compelled to do it? [CV]

I would be exasperated if I were compelled to rake leaves every day.

2. In which of the following sentences is the word tyrant used incorrectly? [CV]

A. Everyone in the country hated the tyrant because he was cruel.

B. The tyrant refused to send help to the town damaged by an earthquake.

C. People were starving because the tyrant was keeping all the food.

D. The tyrant was much loved by all of his subjects.

3. What is a synonym for the word impaired? [CV]

(Accept reasonable responses.) The word hurt is a synonym for impaired.

4. What is an example of something that a person having a tantrum might do? [CV]

A person having a tantrum might knock over furniture.

5. Write a meaningful sentence for the word obedience. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: We take our dog to special classes to learn obedience.

6. The bully looked ___________ at the little kids who were walking down the street.

Choose the word that belongs in the blank. [CV]

A. ominously

B. compelled

C. impaired

D. affliction

7. Write a meaningful sentence for the word affliction. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: Poor Justin always seems to be suffering from some type of affliction.

8. What is an example of something that a tyrant might do? [CV]

A tyrant might throw someone in jail for no reason.

9. What is one word that you or your teammates explored in your word power journal this cycle? Give the meaning of this word, and then use it in a meaningful sentence. [CV]

Dreadful means extremely bad. After I burned the spaghetti, it tasted dreadful.

Reading a Play


10. As used on page 41 in the sentence,“Helen in her customary unkempt state is tucking her doll in the bottom drawer,” unkempt most nearly means— [CV]

A. nice.

B. clean.

C. neat.

D. messy.

Explain how you figured out the meaning of unkempt.

I used the context. Helen is often messy, so that would be her customary state.

Question Codes

[DC] Make inferences; interpret data; draw conclusions. [AA] Analyze an argument.

[SA] Support an answer; cite supporting evidence. [AP] Identify author’s intent

or purpose.

[MI] Identify the main idea that is stated or implied. [RE] Analyze relationships (ideas,

story elements, text structures).

[CV] Clarify vocabulary. [AC] Author’s craft; literary devices

Cycle 1 Lesson7



Teacher Background

During Class Discussion, students orally present evaluations of their homework reading selections. During Teamwork, students use their Read and Respond notes and answers to the homework questions to make final preparations for these presentations. Team members share their responses and give one another feedback. During the oral presentations, students use their revised responses to the questions to describe the kind of texts they read, the strategies that helped them understand the text, and whether they will recommend their reading selections to others.


Two-Minute Edit

1. Display and have students complete the Two-Minute Edit as they arrive for class.

2. Use Random Reporter to check corrections. Award team celebration points.

Vocabulary

Ask teams if they have a Vocabulary Vault word that they would like to share. Award team celebration points.

Set the Stage



3. Have students get out their reading selections and Read and Respond forms. Remind them that today, with the help of their teams, they will each prepare a presentation about their individual reading selections.

Challenge students to think about the strategies and skills that they used to read their self-selected texts, share their answers to the Read and Respond questions, discuss their thinking, and prepare evaluations of their selections.

4. Remind students to add to the notes on their Read and Respond forms as they discuss their selections and prepare oral presentations about their selections. Students will use their answers to the questions on the Read and Respond form as the basis for their presentations.

Two-Minute Edit

Vocabulary Vault


Connect the cycle objective to students’ homework reading selections.

Reading a Play



Team Discussion

1. Tell students that they will use the Read and Respond questions as a guide as they discuss their homework reading and prepare evaluations of their reading selections to share with their teams.

2. As students prepare their answers, check in with those students for whom you do not have individual scores for graphic organizer/notes, written Team Talk responses, word power journal, and/or a fluency score. Have them show you examples from the cycle. Point out areas of success, and give feedback to improve student performance.

3. As you visit teams, take this opportunity to check students’ homework for completion (Read and Respond forms). Enter the information on your teacher cycle record form.

Teacher’s Note:

Have students who are ready for a new selection take turns choosing reading material from the classroom library. Make sure that every student has a Read and Respond form for next cycle.

Read and Respond Questions

1. Is your selection informational or literature? Summarize your reading. (summary rubric)

2.Why did you choose this reading? What is your purpose for reading? (Team Talk rubric)

3.Choose a word, phrase, or passage that you did not understand at first. How did you figure it out? (strategy-use rubric)

4.Write down a question that you had or a prediction that you made as you read. Were you able to answer or confirm it? Explain. (strategy-use rubric)

5.Would you recommend this selection to others to read? State your opinion, and support it with reasons. (Team Talk rubric)

6.Choose a short section of the text that you think is important or especially interesting. Tell your teammates why you chose it. Read it aloud smoothly and with expression. (fluency rubric)

Students prepare, share, and revise presentations about their reading selections.

Give students feedback on classwork.

Cycle 1 Lesson7



Lightning Round

Use Random Reporter to have students present their evaluations of their homework reading selections (responses to the Read and Respond questions). Use rubrics to evaluate responses, give specific feedback, and award points.

Celebrate

1. Tally up this cycle’s points on the poster.

2. Tell students that their scored tests will be returned at the beginning of the next lesson. Poster points and the teams’ test scores will determine which teams earn the status of super team, great team, or good team for the cycle.

3. Be sure to record each team’s total celebration points from the poster into the teacher cycle record form. Remind students that team celebration points and team test averages are used to determine team scores.

4. Collect students’ Read and Respond forms, and pass out new forms.

5. Tally up the number of Read and Respond signatures on students’ forms, and record the number on the teacher cycle record form after class.

Team responses and feedback

Teams report on their review of the texts and Read and Respond discussions.


Final tally for this cycle

Record team celebration points on the teacher cycle record form.

Collect Read and Respond forms for this cycle.

Reading a Play


Lesson 8Objectives: Celebrate successes, and set new goals. Hold a Class Council meeting.

Teacher Background

In the first part of this lesson, students review their test results and their final scores for the cycle and compare them with their goals. They celebrate success and set new objectives for further improvement.

In the second part of the lesson, students participate in Class Council.


Two-Minute Edit



Celebrate/Set Goals(20 minutes)

1. Distribute students’ scored cycle tests. Allow a few moments for students to review them.

2. Distribute team score sheets to teams and celebration certificates to students. Remind students that the cycle’s top-scoring teams are determined by their points on the poster and their test scores.

3. Recognize and celebrate the super, great, and good teams. Remind the teams of the impact of bonus points that are added to team members’ cycle scores.

4. Have each team discuss and set a goal for the next cycle and record it on their team score sheet. Use the questions below to analyze and discuss the students’ scores.

What was your team’s highest score?

What score do you want to improve?

What can the team do to improve that score?

Use Random Reporter to ask:

What is your team’s goal for the next cycle? Why did you choose that goal?

Accept supported answers.

Two-Minute Edit

Distribute scored cycle tests.

Distribute team score sheets and celebration certificates.

Class celebration! Celebrate team successes with a class cheer.

Each team sets a team goal for the next cycle.

Cycle 1 Lesson8


5. Use the poster to award team celebration points for responses that include the team’s reasons for choosing the goal, thus beginning the accumulation of points for the next cycle.

6. Have students record their cycle test scores and their areas of greatest strength and improvement on their progress charts.

Class Council(30 minutes)

1. Share class compliments.

2. Review the class goal that was set at the last Class Council. Using the agreed-upon measure of progress, was the goal met? Why or why not?

3. Discuss a class concern, or use the scenario and discussion hints provided.

4. Have teams discuss and then use Random Reporter to share responses.

5. After debriefing how they resolved the problem, help students set a goal and a measure of progress that they can use at the next Class Council.

Brain Game(5 minutes)

1. Choose a brain game from the card set, and then play the game.

2. Use the following questions to debrief and remind students of self-regulatory strategies:

What did this game require your brain to do?

How will use of this skill improve your success in other classes?

Cycle 2 Lesson1



Teacher Background

In today’s reading, Annie emerges victorious from her battle with Helen at the breakfast table, only to find that Captain Keller was planning to fire her for disrespect. This cycle’s Big Question asks students if they think the Kellers should have been stricter with Helen. Answering this question will prompt students to review important events and issues in The Miracle Worker.


Big Question

Post and present this cycle’s Big Question. Have students write a response to the question as they arrive for class.

The Big Question: Do you think Helen’s parents should have been stricter with her? Why or why not?

Set the Stage

1. Refer students to today’s Big Question. Use Think-Pair-Share to ask:

Do you think Helen’s parents should have been stricter with her? Why or why not?

I think Helen’s parents should have been stricter with her because she was too spoiled. That’s why she would throw fits when she didn’t get what she wanted. Helen’s behavior was dangerous. Helen knocked out one of Annie’s teeth, and she almost hurt her baby sister when she knocked over her cradle.

2. Ask students to review their cycle goal. Remind students how to earn team celebration points. Remind them that team celebration points help them to become super teams. Tell them that they can earn team celebration points during the Lightning Round.

3. Introduce the text, author, and reading objective.


Cycle 2:

Reading a Play

Students write responses to the Big Question.

Discuss the Big Question.

tps




Reading a Play



1. Read page 52 (up to stage directions ending “…without an effort.”) aloud.


What mood is set by the stage directions I just read? Explain your answer.

The stage directions set a tired but determined mood. Annie will not allow Helen to eat from her plate, and Helen won’t stop throwing a tantrum. The directions describe Annie looking at her food and not really being hungry. When she eats anyway, the stage directions describe her chewing as “not without effort,” as if she’s too tired to eat.



We can add these events: Captain Keller has to rescue Annie from her room; Annie sees Helen throw the key in the well; Annie stops Helen from eating from her plate; Helen throws a tantrum; Annie makes the Kellers leave so she can teach Helen table manners.



tps




Cycle 2 Lesson1




Characters:

Setting:

Where:

When:

Problem:

Event: Captain Keller uses a ladder to “rescue” Annie from her room.

Event: Annie sees Helen throw the key to her room in the well.

Event: Annie won’t allow Helen to eat from her plate, and Helen throws a tantrum.

Event:Annie makes the Kellers leave the dining room so she can teach Helen table manners.

Solution:


Reading a Play



Partner Prep


pages 52 (stage direction beginning “HELEN now gets…”)–65 aloud with partners.



Team Discussion




Team Talk Questions

1. What does the fight scene in the dining room demonstrate about Annie and Helen? (Write) [RE, DC] (Team Talk rubric)

(Answers may vary.)

100 = This scene demonstrates that Annie and Helen are both incredibly stubborn. Helen is determined to eat from any plate that she wants, and Annie won’t give up until Helen begins to learn table manners. Annie and Helen are willing to struggle for hours to get their way.

90 = This scene demonstrates that Annie and Helen are both very stubborn. Helen is determined to eat from any plate that she wants, and Annie won’t give up until Helen begins to learn table manners.

80 = This scene demonstrates that Annie and Helen are both very stubborn.

continued



Cycle 2 Lesson1



2. How does Captain Keller feel about the struggle between Annie and Helen in the dining room? [DC, RE] (Team Talk rubric)

100 = Captain Keller is not happy about the fight between Annie and Helen in the dining room. He thinks that Annie has damaged her relationship with Helen. As a result, he thinks that Annie will have a hard time working with Helen.

90 = Captain Keller is not happy about the fight between Annie and Helen in the dining room. He thinks that Annie has hurt her relationship with Helen.

80 = Captain Keller is not happy about the fight between Annie and Helen in the dining room.

3. What is Captain Keller planning to do when Annie comes out to the garden house? [DC] (Team Talk rubric)

100 = Captain Keller is planning to fire Annie. He thinks Annie has been disrespectful to him, and he is upset by the commotion he feels she has caused in the house. Captain Keller is not impressed that Annie got Helen to fold her napkin.

90 = Captain Keller is planning to fire Annie. He thinks Annie has been disrespectful to him, and he is upset by the commotion he feels she has caused in the house.

80 = Captain Keller is planning to fire Annie.

4. How can the reader tell that Annie is surprised when she hears that Captain Keller considered firing her? [DC, AP, AC] (Team Talk rubric)

100 = When Captain Keller tells Annie that he is giving her another chance to stay employed, the stage directions say that Annie’s “eyes widen.” In addition, when he tells Annie that he expects a “radical change in manner,” she replies, “Whose?” These reactions indicate that Annie is surprised by what Captain Keller has to say.

90 = When Captain Keller tells Annie that he is giving her another chance to stay employed, the stage directions say that Annie’s “eyes widen.” When he tells Annie that he expects a “radical change in manner,” she replies, “Whose?”

80 = When Captain Keller tells Annie that he is giving her another chance to stay employed, the stage directions say that Annie’s “eyes widen.”





Reading a Play





Lightning Round



Celebrate








• strategy use







Cycle 2 Lesson2



Teacher Background

In today’s reading, Annie convinces the Kellers to move her and Helen into the garden house so she can teach Helen without interference. Once the move to the garden house is complete, Annie makes Helen want to learn by spelling words into Percy’s hand. This makes Helen jealous, and she insists that Annie also spells words into her hand.



1. Display the vocabulary words. Have students use the vocabulary study routine as they copy the words in their word power journals and rate their knowledge of each as they arrive for class.


Vocabulary



3. Introduce the vocabulary for this cycle. Read each word aloud, and model chunking as needed. Then read the meaning of each word.


commences(verb)page 55

com-mences(kuh-MENS-ez)

begins The calendar says that spring commences in a week.

ravaged(adjective)page 58

rav-ag-ed(RAV-ij-d)

damaged or wrecked

My cousin’s beach house was ravaged after the hurricane.

rigid(adjective)page 61

rig-id(RIJ-id)

firm, not bending When Gail broke her leg, the doctor put it in a rigid cast.

continued


• strategy use





Introduce vocabulary.

Reading a Play



appeal(noun)page 66

ap-peal(uh-PEEL)

a request for help Our governor made an appeal for money and food donations after the earthquake.

dependent(adjective)page 67

de-pend-ent(dih-PEN-duhnt)

needing to rely on someone else

When people are really sick, they are dependent on doctors to help them get better.

perplexed(adjective)page 67

per-plex-ed(per-PLEKST)

confused Christine was perplexed by the complicated math problem.

siege(noun)page 70

siege(SEEJ)

a battle lasting a long time

The siege of the town lasted until the soldiers ran out of food.

tolerate(verb)page 71

tol-er-ate(TOL-uh-reyt)

to put up with I don’t like my aunt’s yappy little dog, but I’ve learned to tolerate him.



Set the Stage








Why do you think Annie says that Helen’s worst handicap is not deafness or blindness, but the Kellers’ love and pity?

I think Annie says this because the Kellers have spoiled Helen and have never expected her to behave or learn. This attitude has hurt Helen’s development.






tpsTeacher: Read aloud.



Cycle 2 Lesson2




We can add two events: Annie struggles with Helen until Helen eats from her own plate and folds her napkin. Captain Keller plans on firing Annie, but he decides not to.



Characters:

Setting:

Where:

When:

Problem:

Event:Annie struggles with Helen until Helen eats from her own plate and folds her napkin.

Event: Captain Keller plans on firing Annie, but he decides not to.

Event:

Event:

Solution:


Reading a Play



Partner Prep


pages 67–81 aloud with partners.



Team Discussion




Team Talk Questions

1. Why does Annie think she needs to move Helen to the garden house to teach her? [DC] (Team Talk rubric)

100 = Moving Helen to the garden house will give Annie complete control over Helen. Annie doesn’t think she can teach Helen if Helen is able to run to her parents when she is upset. Annie needs to be able to compel Helen to obey her if she is to teach her.

90 = Moving Helen to the garden house will give Annie complete control over Helen. Annie doesn’t think she can teach Helen if Helen is able to run to her parents when she is upset.

80 = Moving Helen to the garden house will give Annie complete control over Helen.

continued



Cycle 2 Lesson 2



2. Does James believe that Annie can teach Helen? Support your answer with evidence from the text. [SA] (Team Talk rubric)

100 = James does not believe that Annie can teach Helen. He encourages Annie to give up and tells her that she won’t “open” Helen. Annie is not influenced by James’s attitude.

90 = James does not believe that Annie can teach Helen. He encourages Annie to give up and tells her that she won’t “open” Helen.

80 = James does not believe that Annie can teach Helen.

3. Describe Captain Keller’s relationship with his son, James. (Write) [RE, DC] (Team Talk rubric)

(Answers may vary.)

100 = Captain Keller and James have a complicated relationship. At times, Captain Keller treats James badly, but he also cares about James’s opinion. James is angry with his father because he thinks Captain Keller has forgotten about his mother. However, James also wants Captain Keller’s attention. Captain Keller and James struggle to understand each other.

90 = Captain Keller and James have a complicated relationship. Captain Keller treats James badly, but he also cares about James’s opinion. James is angry with his father because he thinks Captain Keller has forgotten about his mother. James also wants Captain Keller’s attention.

80 = Captain Keller and James have a complicated relationship.

4. Why does Annie use Percy to make Helen jealous? [DC, RE] (Team Talk rubric)

100 = Annie uses Percy to try and activate Helen’s desire to learn. When Annie spells words into Percy’s hand, it makes Helen jealous and she wants Annie to do the same thing to her. Helen forgets that she doesn’t want Annie to touch her.

90 = Annie uses Percy to try and get Helen to want to learn. When Annie spells words into Percy’s hand, it makes Helen jealous and she wants Annie to do the same thing to her.

80 = Annie uses Percy to try and get Helen to want to learn.

5. What is an example of something that is rigid? [CV]

A steel rod is rigid. It is firm and won’t bend.





Reading a Play





Lightning Round



Celebrate








• strategy use







Cycle 2 Lesson2



commences(verb)page 55

com-mences(kuh-MENS-ez)

begins The calendar says that spring commences in a week.

ravaged(adjective)page 58

rav-ag-ed(RAV-ij-d)

damaged or wrecked

My cousin’s beach house was ravaged after the hurricane.

rigid(adjective)page 61

rig-id(RIJ-id)

firm, not bending When Gail broke her leg, the doctor put it in a rigid cast.

appeal(noun)page 66

ap-peal(uh-PEEL)

a request for help Our governor made an appeal for money and food donations after the earthquake.

dependent(adjective)page 67

de-pend-ent(dih-PEN-duhnt)

needing to rely on someone else

When people are really sick, they are dependent on doctors to help them get better.

perplexed(adjective)page 67

per-plex-ed(per-PLEKST)

confused Christine was perplexed by the complicated math problem.

siege(noun)page 70

siege(SEEJ)

a battle lasting a long time

The siege of the town lasted until the soldiers ran out of food.

tolerate(verb)page 71

tol-er-ate(TOL-uh-reyt)

to put up with I don’t like my aunt’s yappy little dog, but I’ve learned to tolerate him.

Reading a Play



Teacher Background

In today’s reading, Annie’s time with Helen in the garden house is coming to an end, and though the Kellers are happy with Helen’s improved behavior and appearance, Annie is disappointed that she hasn’t been able to teach Helen language. Annie pleads with the Kellers for more time to work with Helen in the garden house, but they insist that Helen return to the main house on schedule.

Teacher’s Note:

Use the Interactive Read Aloud if your students need additional support. Otherwise, build background, and then go directly to teamwork. Adjust partner reading page numbers accordingly.

Active Instruction (15–25 minutes)




Vocabulary



3. Choose an important word from the text or class discussion, and model how to explore it in a word power journal entry. A sample Think Aloud and word map follow.






Model exploring a word in the word power journal.

Cycle 2 Lesson3


Sample Think Aloud

In the scene after Annie and Helen’s battle in the dining room, the stage directions describe Kate losing her “protracted war with grief.” I don’t know what protracted means. Maybe it means destructive, since it seems to be describing a war. I’m going to check the dictionary to see what protracted means. (Consult the dictionary.) Ah, I was wrong. The word protracted doesn’t have anything to do with being destructive. It’s an adjective meaning lasting a long time. Some synonyms are prolonged, extended, delayed, and lengthened. One antonym is brief. I also see that it comes from the Latin word protractus, meaning to prolong or draw out.

Sample Word Map

might mean destructive

ant: brief

comes from Latin— protractus—to prolong/draw out

syn: prolonged, extended, delayed,

lengthened

def: adj—lasting a long time

protracted


Set the Stage









Reading a Play



1. Read page 83 (to the line ending “…You come out, too.”) aloud.


What are the stage directions at the beginning of Act III trying to communicate?

These stage directions are trying to communicate that at the beginning of this scene, Annie has been trying to teach Helen words and their meanings for a very long time.



We can add these events: Annie and Helen move to the garden house so Annie can teach Helen without interference; Annie makes Helen want to learn by teaching words to Percy.


tps




Cycle 2 Lesson3




Characters:

Setting:

Where:

When:

Problem:

Event:Annie convinces the Kellers to let her move into the garden house with Helen so she can teach her without interference.

Event:Annie makes Helen want to learn by teaching words to Percy and making Helen jealous.

Event:

Event:

Solution:


Reading a Play

68 © 2013 Success for All Foundation

Teamwork (20–30 minutes)

Partner Prep


pages 83 (stage directions beginning “In the bedroom…”)–96 aloud with partners. (if skipping Interactive Read Aloud, pages 83–96)



Team Discussion




Team Talk Questions

1. How does the relationship between James and Kate change? (Write) [RE, DC] (Team Talk rubric)

100 = James and Kate become friends. James asks Kate what his father wants from him, and she encourages James to stand up to Captain Keller. James asks Kate if she could be his friend, and she replies, “I am.”

90 = James and Kate become friends. James asks Kate what his father wants from him, and she tells James to stand up to Captain Keller.

80 = James and Kate become friends.

continued



Cycle 2 Lesson3



2. How has Helen changed after the time with Annie in the garden house? Support your answer with evidence from the text. [SA] (Team Talk rubric)

100 = Helen has become much better behaved. For example, she won’t eat her food with her fingers anymore. However, she still has not learned what words mean.

90 = Helen has become much better behaved. She won’t eat her food with her fingers anymore.

80 = Helen has become much better behaved.

3. Why does Annie want more time with Helen? [DC] (Team Talk rubric)

100 = Annie wants more time with Helen because she is not satisfied with Helen’s progress. Helen’s behavior has improved, but she has not learned the relationship between words and what they signify. Annie knows that the most important thing she can teach Helen is language.

90 = Annie wants more time with Helen because she is not satisfied with Helen’s progress. Helen’s behavior has improved, but she has not learned the relationship between words and what they mean.

80 = Annie wants more time with Helen because she is not satisfied with Helen’s progress.

4. How does Captain Keller feel about the progress that Helen has made with Annie? [DC] (Team Talk rubric)

100 = Captain Keller is very happy with the progress that Helen has made. He tells Annie that she has “done more than we ever thought possible.” Captain Keller feels very grateful to Annie.

90 = Captain Keller is very happy with the progress that Helen has made. He tells Annie that she has “done more than we ever thought possible.”

80 = Captain Keller is very happy with the progress that Helen has made.

5. What is a synonym for the word commences? [CV]

(Accept reasonable responses.) The word starts is a synonym for commences.







Reading a Play



Lightning Round



Celebrate








• strategy use







Cycle 2 Lesson4



Teacher Background

In today’s reading, Helen and Annie return to the main house and Helen immediately begins testing the Kellers and Annie by throwing a tantrum during her welcome home dinner. Annie drags Helen out to the water pump to refill a water pitcher, and as Annie spells “water” into her hand, she pours water into her other hand. Helen finally grasps the connection between the words that Annie has been spelling to her and what they really mean. Helen understands language, and her life is transformed.

Teacher’s Note:

Use the Interactive Read Aloud if your students need additional support. Otherwise, build background, and then go directly to teamwork. Adjust partner reading page numbers accordingly.

Active Instruction (15–25 minutes)




Vocabulary










Reading a Play


Set the Stage








Why does the playwright compare Annie to a “defeated general on a deserted battlefield”?

The playwright compares Annie to a defeated general because she has struggled for days to teach Helen that words have meaning, but she has failed. And now her time working with Helen in the garden house is up.



We can add these events: Annie teaches Helen better behavior; Annie teaches Helen some words, but Helen doesn’t know what words mean; The Kellers are happy with Helen’s progress, but Annie is not.





tps

Cycle 2 Lesson4




Characters:

Setting:

Where:

When:

Problem:

Event:Annie is able to teach Helen better behavior and how to spell some words, but she still can’t teach her that words mean something.

Event: The Kellers are happy with Helen’s progress, but Annie is not.

Event:

Event:

Solution:


Reading a Play


Teamwork (20–30 minutes)

Partner Prep


pages 98–110 aloud with partners. (if skipping Interactive Read Aloud, pages 97–110)



Team Discussion




Team Talk Questions

1. What does Annie mean when she tells Captain Keller “to let her have her way in everything is a lie”? (Write) [RE, DC] (Team Talk rubric)

100 = Annie means that when Helen is no longer living with her parents, she won’t always get what she wants. Annie knows that the world is a hard place, and she wants Helen to be prepared for it. Annie is concerned that the Kellers will give in to Helen’s tantrums and undo the progress she has made.

90 = Annie means that when Helen is no longer living with her parents, she won’t always get what she wants. Annie knows that the world is a hard place, and she wants Helen to be prepared for it.

80 = Annie means that when Helen is no longer living with her parents, she won’t always get what she wants.

continued



Cycle 2 Lesson4



2. Why does Helen keep dropping her napkin during her welcome back dinner? [DC, RE] (Team Talk rubric)

100 = Helen is testing the Kellers and Annie. She wants to find out if they will make her behave. This is another example of how stubborn Helen can be.

90 = Helen is testing the Kellers and Annie. She wants to find out if they will make her behave.

80 = Helen is testing the Kellers and Annie.

3. What does James do during the dinner scene that demonstrates that he has changed? [DC, RE, AP, AC] (Team Talk rubric)

100 = During the dinner scene, James stands up to his father for the first time. He tells Captain Keller that he is wrong and stops him from going after Annie. James has found something that is worth fighting for.

90 = During the dinner scene, James stands up to his father for the first time. He tells Captain Keller that he is wrong and stops him from going after Annie.

80 = During the dinner scene, James stands up to his father for the first time.

4. Why is it so important when Helen realizes the connection between the word water that Annie spells into her hand and the actual water coming out of the pump? [DC, RE] (Team Talk rubric)

100 = When Helen realizes the connection between the word water and real water, she finally begins to understand language. With language, Helen can begin to really communicate with others and learn about the world around her. This is the breakthrough that Annie has been working so hard to achieve.

90 = When Helen realizes the connection between the word water and real water, she finally begins to understand language. With language, Helen can begin to really communicate with others and learn about the world around her.

80 = When Helen realizes the connection between the word water and real water, she finally begins to understand language.

5. What word from the vocabulary list belongs in the blank? How do you know? [CV]

The restaurant was ___________ by a fire that started in the kitchen.

Ravaged. A restaurant would be damaged or wrecked by a fire.





Reading a Play





Lightning Round



Celebrate








• strategy use







Cycle 2 Lesson5


Lesson 5Writing Objective: Draw a conclusion and support it with evidence from the text.

Teacher Background

This writing project’s objective is to have students provide supporting evidence from the text as they draw a conclusion about how Captain Keller’s attitude toward Annie evolves over the course of the play. During Model a Skill, use Think-Pair-Share to scaffold the instruction in cycle 1 that modeled how to develop a web to visually organize evidence from the text that supports their conclusion.





Vocabulary




Set the Stage



3. Remind students of the text, author, and writing objective.

4. Refer students to the writing prompt and writing objective for this cycle. Again, remind students that as they analyzed the dramatic elements of The Miracle Worker during this cycle, they regularly had to draw conclusions and support these conclusions with evidence from the text.








Post and present the writing objective.

Introduce the writing project.

Reading a Play


5. Refer students to the following writing prompt in their student editions. Read the writing prompt aloud.

Writing Prompt

How does Captain Keller’s attitude toward Annie change over the course of the play? Support your claim with evidence from the text.


Read the prompt. What is it asking you to do: support a claim with reasons, explain ideas or information on a topic, or write a literary response? How do you know?

It is asking me to support a claim with reasons. I know this because the prompt asks me specifically to support my claim with evidence from the text.

6. Refer students to the following writer’s guide in their student editions. Point out that the writer’s guide for writing to support a claim with reasons is the criteria for writing. Point out that using the writer’s guide will help them write a quality response.

Writer’s Guides




Organization










Organization




Style





Ideas



Organization





support your point.


Briefly review the guide, noting the four aspects of writing: ideas, organization, style, and mechanics.


Which guidelines relate to our writing objective: draw a conclusion and support it with evidence from the text?

The Ideas guideline “Clearly state a position (claim) and include good reasons that support that position” and the Organization guideline “In the middle, tell supporting reasons” both relate to our writing objective.

7. Tell students that this 10-minute writing project is practice to prepare them to write a quality answer for the writing section (part II) of the cycle test. Remind them that this section of the test is worth one third of their test score.

Read the prompt aloud.

tps

Students identify the purpose for writing.

Refer students to the appropriate writer’s guide in their student editions.

Highlight the writing objective.

Cycle 2 Lesson5


Model a Skill

Point out that today’s writing prompt again asks them to make a claim and support it with information or evidence from the text. Use Think-Pair-Share to ask:

What graphic organizer can be useful when a writing prompt asks you to make a claim and support it with evidence from the text?

A web organizer can be useful when answering a prompt like this.

Why should you make a note of the page number where the evidence is located?

You should make a note of the page number in case you need to look at it as you are writing your answer or cite where you found it.


Independent Work

Tell students that they have 10 minutes to plan and write drafts of their responses to the writing prompt. Remind them to write on every other line to leave room for revisions. Suggest that they refer to the writing prompt to be sure that they include all the required elements and to the writer’s guide to check the quality of their response.

Team Discussion

1. Refer students to the peer feedback checklist in their student editions, and review how to get/give feedback.

2. Have students share their drafts in teams. Allow 5 minutes for students to revise their writing projects based on feedback and to edit them using the editing checklist in their student editions.

3. Have teams put their writing projects in a pile in the middle of their tables so a writing project can be randomly selected.


Lightning Round

Randomly select a writing project from one or two teams’ piles without revealing their authors. Display a writing project, and read it aloud.

Refer students to the writer’s guide for writing to support a claim with reasons and the writing objective—draw a conclusion and support it with evidence from the text.

Model planning using a graphic organizer.

tps

Students write for 10 minutes.

Monitor discussions as partners and teams give feedback.

Students revise and edit their writing projects.

Display and evaluate randomly selected writing projects using the writer’s guide.

Reading a Play


Using the writer’s guide, discuss and evaluate the selected writing project(s) with the class.

For example, ask:

• Does the writer begin by stating a position?

• Does the writer end with a closing statement?

• Does the writer use correct punctuation, spelling, and grammar?

• Does the writer draw a conclusion and support it with evidence from the text?

Award points to teams whose writing projects meet the criteria. Record these points on the team poster.

Reflection on Writing

Have students reflect on their use of the writing process. Ask:

How did creating and using a graphic organizer work for you? How did it help you write your draft?

Answers will vary.

What was the most useful feedback that you received? How did it affect your revisions?

Answers will vary.

Did you find it easy or difficult to include evidence to support your conclusion? Was the evidence convincing?

Answers will vary.

Celebrate










Cycle 2 Lesson5


Writing PromptHow does Captain Keller’s attitude toward Annie change over the course of the play? Support your claim with evidence from the text.

Writer’s Guides




Organization










Organization




Style





Ideas



Organization





support your point.


Reading a Play



Writing Objective: Draw a conclusion and support it with evidence from the text.

Teacher Background

In today’s cycle test, students will again focus on analyzing the dramatic elements in The Miracle Worker. In the reading passage for the test, the play concludes as Helen accepts Annie as her teacher and Annie accepts that she loves Helen.





Set the Stage



3. Remind students of the text, author, and reading and writing objectives.


Prepare Students for the Test (5 minutes)

Partner Review

1. Remind students that they have been practicing analyzing setting, characters, language, action, and stage directions in a play and drawing a conclusion and supporting it with evidence from the text.






Post and present the reading and writing objectives.


Cycle 2 Lesson6



What have we done this cycle to practice these reading and writing skills?

We have answered questions and held discussions about The Miracle Worker that focus on these dramatic elements. We’ve also completed writing projects in which we had to draw conclusions and support them.

Tell students that they will use these skills as they take the cycle test.

2. Have partners review their notes and word power journals for this cycle. Allow 2 or 3 minutes for this activity.

Test Directions

1. Remind students that the test is independent work. Students should not ask their partners for help as they read, but they may use sticky notes if they would like.

2. Distribute the test so students can preview the questions. Point out that some of the test questions are multiple choice for which they will choose the best answer. Other questions require them to write a short answer or create a graphic organizer. Part II of the cycle test requires them to write a long answer. Remind them that their writing project was practice for writing the long answer for part II of the test.

3. Point out that questions #2 and #4 ask students to analyze elements of the play.

4. Ask students to identify key words or phrases in question #2.

2. Refer to page 111. How does the play demonstrate that Kate has complicated feelings about the way Helen’s relationship with Annie has just changed? [RE, DC]

5. Introduce the text that students will read. Tell what it is about, but do not give additional information or details.

Today you will read more about how the incident at the pump has changed Helen and Annie’s relationship.

Test (30 minutes)

Tell students that they have 30 minutes for the test and that they may begin. Give students a 5-minute warning before the end of the test.

tps

Reading a Play



Team Discussion

1. Pass out a colored pen to each student.

2. Explain or review, if necessary, the student routine for team discussions after the test.

3. Have teams discuss their answers to the test questions. As you monitor team discussions, ask additional questions to prompt their thinking about the important ideas in the reading and about the skills and strategies that they have been using.


Lightning Round

1. Use Random Reporter to have teams share team discussions of the test questions and explain their thinking.

2. Award team celebration points.

3. Collect test answers. Score original answers, and add extra points for improved answers.

Celebrate







Teams discuss the answers to the test questions.

Random Reporters share team discussion of a test question.




Cycle 2 Lesson 6


Cycle 2 Test

Reading a PlayDirections: Read The Miracle Worker, pages 111 and 112, and answer the following questions on a separate piece of paper. Some of the questions are based on today’s reading, and other questions are about the text that you read in previous lessons. You may refer to your notes from this cycle.

Part I. Comprehension (100 points)

1. At the end of the play, how have Helen’s feelings toward Annie changed? Support your answer with evidence from the text. [RE, DC, SA]

20 points = At the end of the play, Helen accepts Annie and is no longer angry with her. Helen gives the keys to the house to Annie and kisses her on the cheek. These actions indicate that Helen understands how much Annie has helped her.

15 points = At the end of the play, Helen accepts Annie and is no longer angry with her. Helen gives the keys to the house to Annie and kisses her on the cheek.

10 points = At the end of the play, Helen accepts Annie and is no longer angry with her.

2. Refer to page 111. How does the play demonstrate that Kate has complicated feelings about the way Helen’s relationship with Annie has just changed? [RE, DC]

20 points = The stage directions on page 111 demonstrate Kate’s complicated feelings. For example, Kate holds Helen back before letting her go to Annie. Also, the stage directions state that Kate is “torn both ways” when she sees Helen kiss Annie. Kate is happy that Helen has made a breakthrough with Annie, but she also seems to feel like she is losing her little girl.

15 points = The stage directions on page 111 demonstrate Kate’s complicated feelings. Kate holds Helen back before letting her go to Annie. The stage directions state that Kate is “torn both ways” when she sees Helen kiss Annie.

10 points = The stage directions on page 111 demonstrate Kate’s complicated feelings.

3. Refer to pages 79 and 80. How does Annie get Helen to want to learn? [DC]

20 points = Annie makes Helen jealous by teaching Percy how to spell words with his fingers. When Helen realizes what Annie is doing, she makes Annie spell into her hand. Annie has to be creative to get Helen to cooperate with her lessons.

15 points = Annie makes Helen jealous by teaching Percy how to spell words with his fingers. When Helen realizes what Annie is doing, she makes Annie spell into her hand.

10 points = Annie makes Helen jealous by teaching Percy how to spell words with his fingers.

Reading a Play


4. Is the scene in which Annie and Helen have a fierce fight over Helen’s table manners an important one? Support your answer with evidence from the text. [DC, RE, AC]

(Answers may vary.)

20 points = The scene in which Annie and Helen fight over Helen’s table manners is very important because it shows Annie’s determination to teach Helen and Helen’s ability to learn. Annie struggles with Helen for hours to get her to eat from her own plate and is ultimately successful. Both Annie and Helen are very stubborn, but Annie won’t be defeated.

15 points = The scene in which Annie and Helen fight over Helen’s table manners is very important because it shows how much Annie wants to teach Helen and Helen’s ability to learn. Annie struggles with Helen for hours to get her to eat from her own plate and is finally successful.

10 points = The scene in which Annie and Helen fight over Helen’s table manners is very important because it shows how much Annie wants to teach Helen and Helen’s ability to learn.

5. Refer to pages 91 and 92. How does Captain Keller’s attitude about Helen’s progress differ from Annie’s? [DC, RE]

20 points = Captain Keller is very happy with Helen’s progress, but Annie is not satisfied. Captain Keller is impressed with Helen’s improved appearance and behavior. Annie won’t be satisfied until Helen learns language. Annie knows that learning language will open up the world to Helen.

15 points = Captain Keller is very happy with Helen’s progress, but Annie is not satisfied. Captain Keller likes how much better Helen looks and acts. Annie won’t be satisfied until Helen learns language.

10 points = Captain Keller is very happy with Helen’s progress, but Annie is not satisfied.

Part II. Writing (100 points)

Write at least one paragraph to answer the following question:

How does Annie feel about the Kellers’ treatment of Helen? Support your claim with evidence from the text.

Annie feels that the Kellers’ treatment of Helen is holding back her progress. She tells Kate and Captain Keller that their “pity” and “love” are bigger handicaps than her lack of hearing or sight. According to Annie, she can’t teach Helen anything around the Kellers. For this reason, Annie asks that she be allowed to move Helen to the garden house, where she can teach and discipline Helen without their interference.

Cycle 2 Lesson6


The following guide is used to score part II of the cycle test.


Ideas • Clearly states a position (claim) and includes good reasons that support that position

0–25 pts.

Organization • Begins by stating a position (claim)

• In the middle, tells supporting reasons

• Ends with a closing statement

0–25 pts.

Style • Uses words and phrases that help the audience see how the reasons are related to the claim

0–25 pts.

Mechanics • Uses correct punctuation, capitalization, spelling, and grammar

0–10 pts.

Writing Objective • Draw a conclusion and support it with evidence from the text.

0–15 pts.

Part III. Vocabulary (100 points)

1. What is an antonym for the word commences? [CV]

(Accept reasonable responses.) The word ends is an antonym for commences.

2. Which of the following is NOT an example of something that is rigid? Explain why. [CV]

A. metal knife

B. rubber hose

C. brick

D. door

A rubber hose is easily bendable, so it would not be rigid.

3. After he heard their ___________, Nate sent money to the group trying to help the homeless.


A. dependent

B. ravaged

C. siege

D. appeal

4. ravaged siege

Would a town be ravaged after a siege? [CV]

Yes. A town would be damaged after a long battle.

5. What is a synonym for the word rigid? [CV]

(Accept reasonable responses.) The word stiff is a synonym for rigid.

Reading a Play


6. Tran was ___________ by how the magician was able to make bird disappear.


A. perplexed

B. dependent

C. siege

D. ravaged

7. Write a meaningful sentence using the word dependent. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: When I was sick, I was dependent on my best friend to bring me my homework.

8. Tyrone’s dad would not ___________ their dog getting up on the furniture.


A. commences

B. tolerate

C. appeal

D. siege

9. What is one word that you or your teammates explored in your word power journal this cycle? Give the meaning of this word, and then use it in a meaningful sentence. [CV]

Protracted means lasting a long time. My brother had a protracted visit with our cousins over the summer.

10. As used on page 54 in the sentence, “Both of them and the room are in considerable disorder, two chairs down and the table a mess,” considerable most nearly means— [CV]

A. a lot of.

B. a little bit of.

C. occasionally.

D. all the time.

Explain how you figured out the meaning of considerable.

I used the context. The sentence describes a room that is in a lot of disorder.

Question Codes

[DC] Make inferences; interpret data; draw conclusions. [AA] Analyze an argument.

[SA] Support an answer; cite supporting evidence. [AP] Identify author’s intent

or purpose.

[MI] Identify the main idea that is stated or implied. [RE] Analyze relationships (ideas,

story elements, text structures).

[CV] Clarify vocabulary. [AC] Author’s craft; literary devices

Cycle 2 Lesson7



Teacher Background

During Class Discussion, students orally present evaluations of their homework reading selections. During Teamwork, students use their Read and Respond notes and answers to the homework questions to make final preparations for these presentations. Team members share their responses and give one another feedback. During the oral presentations, students use their revised responses to the questions to describe the kind of texts they read, the strategies that helped them understand the text, and whether they will recommend their reading selections to others.


Two-Minute Edit



Vocabulary

Ask teams if they have a Vocabulary Vault word that they would like to share. Award team celebration points.

Set the Stage



3. Have students get out their reading selections and Read and Respond forms. Remind them that today, with the help of their teams, they will each prepare a presentation about their individual reading selections.

Challenge students to think about the strategies and skills that they used to read their self-selected texts, share their answers to the Read and Respond questions, discuss their thinking, and prepare evaluations of their selections.

4. Remind students to add to the notes on their Read and Respond forms as they discuss their selections and prepare oral presentations about their selections. Students will use their answers to the questions on the Read and Respond form as the basis for their presentations.

Two-Minute Edit

Vocabulary Vault


Connect the cycle objective to students’ homework reading selections.

Reading a Play



Team Discussion

1. Tell students that they will use the Read and Respond questions as a guide as they discuss their homework reading and prepare evaluations of their reading selections to share with their teams.

2. As students prepare their answers, check in with those students for whom you do not have individual scores for graphic organizer/notes, written Team Talk responses, word power journal, and/or a fluency score. Have them show you examples from the cycle. Point out areas of success, and give feedback to improve student performance.

3. As you visit teams, take this opportunity to check students’ homework for completion (Read and Respond forms). Enter the information on your teacher cycle record form.

Teacher’s Note:

Have students who are ready for a new selection take turns choosing reading material from the classroom library. Make sure that every student has a Read and Respond form for next cycle.

Read and Respond Questions

1. Is your selection informational or literature? Summarize your reading. (summary rubric)

2.Why did you choose this reading? What is your purpose for reading? (Team Talk rubric)

3.Choose a word, phrase, or passage that you did not understand at first. How did you figure it out? (strategy-use rubric)

4.Write down a question that you had or a prediction that you made as you read. Were you able to answer or confirm it? Explain. (strategy-use rubric)

5.Would you recommend this selection to others to read? State your opinion, and support it with reasons. (Team Talk rubric)

6.Choose a short section of the text that you think is important or especially interesting. Tell your teammates why you chose it. Read it aloud smoothly and with expression. (fluency rubric)

Students prepare, share, and revise presentations about their reading selections.

Give students feedback on classwork.

Cycle 2 Lesson7



Lightning Round

Use Random Reporter to have students present their evaluations of their homework reading selections (responses to the Read and Respond questions). Use rubrics to evaluate responses, give specific feedback, and award points.

Celebrate

1. Tally up this cycle’s points on the poster.

2. Tell students that their scored tests will be returned at the beginning of the next lesson. Poster points and the teams’ test scores will determine which teams earn the status of super team, great team, or good team for the cycle.

3. Be sure to record each team’s total celebration points from the poster into the teacher cycle record form. Remind students that team celebration points and team test averages are used to determine team scores.

4. Collect students’ Read and Respond forms, and pass out new forms.

5. Tally up the number of Read and Respond signatures on students’ forms, and record the number on the teacher cycle record form after class.

Team responses and feedback

Teams report on their review of the texts and Read and Respond discussions.


Final tally for this cycle

Record team celebration points on the teacher cycle record form.

Collect Read and Respond forms for this cycle.

Reading a Play


Lesson 8Objectives: Celebrate successes, and set new goals. Hold a Class Council meeting.

Teacher Background

In the first part of this lesson, students review their test results and their final scores for the cycle and compare them with their goals. They celebrate success and set new goals for further improvement.

In the second part of the lesson, students participate in Class Council.


Two-Minute Edit



Celebrate/Set Goals(20 minutes)

1. Distribute students’ scored cycle tests. Allow a few moments for students to review them.

2. Distribute team score sheets to teams and celebration certificates to students. Remind students that the cycle’s top-scoring teams are determined by their points on the poster and their test scores.

3. Recognize and celebrate the super, great, and good teams. Remind the teams of the impact of bonus points that are added to team members’ cycle scores.

4. Have each team discuss and set a goal for the next cycle and record it on their team score sheet. Use the questions below to analyze and discuss the students’ scores.

What was your team’s highest score?

What score do you want to improve?

What can the team do to improve that score?

Use Random Reporter to ask:

What is your team’s goal for the next cycle? Why did you choose that goal?

Accept supported answers.

Two-Minute Edit

Distribute scored cycle tests.

Distribute team score sheets and celebration certificates.

Class celebration! Celebrate team successes with a class cheer.

Each team sets a team goal for the next cycle.

Cycle 2 Lesson8


5. Use the poster to award team celebration points for responses that include the team’s reasons for choosing the goal, thus beginning the accumulation of points for the next cycle.

6. Have students record their cycle test scores and their areas of greatest strength and improvement on their progress charts.

Class Council(30 minutes)

1. Share class compliments.

2. Review the class goal that was set at the last Class Council. Using the agreed-upon measure of progress, was the goal met? Why or why not?

3. Discuss a class concern, or use the scenario and discussions hints provided.

4. Have teams discuss and then use Random Reporter to share responses.

5. After debriefing how they resolved the problem, help students set a goal and a measure of progress that they can use at the next Class Council.

Brain Game(5 minutes)

1. Choose a brain game from the card set, and then play the game.

2. Use the following questions to debrief and remind students of self-regulatory strategies:

What did this game require your brain to do?

How will use of this skill improve your success in other classes?


Word Power Journal Sample Entries

Word Power Journal Sample Entries

Sample Word Map Cycle 1

might mean really bad

ant: lovely

other meanings: extreme,

awe-inspiring

syn: awful, horrible,

frightful, shocking

def: adj— extremely bad

dreadful

Sample Word Map Cycle 2

might mean destructive

ant: brief

comes from Latin— protractus—to prolong/draw out

syn: prolonged, extended, delayed,

lengthened

def: adj—lasting a long time

protracted


Common Core State Standards

Common Core State StandardsThe following Common Core State Standards are addressed in this unit. Full program alignments can be found on the Reading Edge online resources. Contact your SFA coach for more information.

Level 6 Reading a Play

English Language Arts Standards: Reading: Literature

Key Ideas and DetailsRL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Craft and StructureRL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Integration of Knowledge and Ideas RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

English Language Arts Standards: Writing

Text Types and Purposes W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Reading a Play

Media Acknowledgements

We wish to acknowledge the following organizations and individuals for allowing their background videos to be included in the Reading Edge:

Twin Cities Public Television (DragonflyTV)

National Science Foundation (Science Nation online magazine)

The National Park Service

The Maryland Zoo and Gorilla Doctors (gorilladoctors.org)

National Oceanic and Atmospheric Administration, National Ocean Service (Ocean Today video series)

Pardada Pardadi Educational Society and Rohit Ghandi

WNET

Charles R. Smith, Jr.

National Aeronautics and Space Administration and the California Institute of Technology

We would also like to thank Robert Lippencott and Alicia Levi at PBS LearningMedia for their advice and assistance with this project.

96 © 2013 Success for All Foundation 34161

Literature Reading a Play - Success for All Foundation

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