Introduction
Essential Question: What does the text teach us about fitting in and cliques?
Pair-Share: What have we learned about this topic so far?
Task
Choose your roles!
Scribe: Your job is to record your group’s decisions on the graphic organizer provided to you by the teacher(s). You need to make sure your group fills in the character name and evidence for both boxes with page numbers included.
Evidence Collector #1: Your job is to collect evidence from the novel for box #1. You will need to find a quote and a page number to properly cite your evidence. How does Melinda describe the character?
Evidence Collector #2: Your job is to collect evidence from the novel for box #2. You will need to find a quote and a page number to properly cite your evidence. How does the character make Melinda feel?
Time Keeper: Your job is to help keep your group focused and on-task. Your teacher will provide a total amount of time to complete the graphic organizer. Watch the time and give your group gentle reminders to get the work done.
Process
This is a group project. You will be assigned to a group.
Group 1- Mr. Neck pages 5-7, 9
Group 2- Hair Woman pages 6, 24
Group 3- Mr. Freeman pages 9-12
Group 4- Spanish Teacher pages 13-14
Group 5- Principal Principal pages 17-18
Group 6- Nicole pages 18-19
Group 7- Rachel/Rachelle pages 20-22
Group 8- Heather pages 22-24
Scribe: You will write the responses of the group.
Evidence Collector #1:
How does Melinda describe him/her?
Evidence Collector #2:
How does s/he make Melinda feel?
Time Keeper:
You will make sure you are gathering evidence in the time allotted for the task.
EXAMPLE: Dad pages 25-27
Melinda describes this character as:
strict (page 25)
a perfectionist (page 25)
How does this character make Melinda feel?
anxious (page 26)
disconnected to his daughter (page 27)
Evaluation
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Reading: Given appropriate instruction and multiple opportunities, the student will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly. (CCSS.RI/RL.1) |
A score of 3 or above out of 4; on Reading Proficiency Rubric for 9/10 grade |
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WritingGiven appropriate instruction and multiple opportunities, student will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS.W.4) |
Scores of 2 or above out of 4; on Writing Proficiency Rubric for 9/10 grade |
Conclusion
In your interactive journal, describe any similar feelings and/or experiences that you share with our main character Melinda.
Credits
Anderson, L.H. (1999).Speak.Farrar,Straus and Giroux. New York, NY