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Lesson Plan for Week 3 Day 1

Novel The Color Purple 1

Standards Focus W 2.1.1 specific location

PREPARE

1. Background knowledge necessary for today's reading Alice Walker http://www.africanamericans.com/AliceWalker.htm Dialect http://www.geocities.com/Broadway/1906/dialects.html 2. Word Wall Introduce 5 important, useful words from today's reading fussing kine/kind ast/ask sposed/supposed rouge

·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [1-15] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie To God characters Celie Nettie Celie's Mama Celie's Papa Ms. Beasley Mr. ______ Olivia The Reverend Mrs. ___________ pages 1-15

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Celie's mama dies. Celie's papa remarries. Mr. ______ asks to marry Nellie. Celie is pregnant. Celie's papa takes her children away. Mr. ________ marries Celie. Celie sees her daughter at the dry goods store. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Write a postcard from Celie to her daughter Olivia. What would Celie want to tell her? One one side, illustrate the scene in the store where Celie sees her daughter with the Reverend Mrs.____________. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 95-96 (paragraph) & 106 (location) Read the Write Ahead selection with students. Have students write 5 sentences using the location words from page 106.

9. Explore today's reading

Key Questions

· · · · Why does Celie write letters to God? (The only person she can trust.) What does Celie want from God? (an understanding of what is happening to her as she grows from a child to a woman.) How do you think men will be depicted in this novel? Why? (from page 1 men are depicted as having all the power, i.e; Celie's rape.) Who is the first person to stand up for Celie? What happens?

Key Paragraph [10]

"But Nettie never give up. Next thing I know Miss Beasley at our house trying to talk to Pa. She say long as she been a teacher she never know nobody want to learn bad as Nettie and me. But when Pa call me out and she see how tight my dress is, she stop talking and go. Nettie still don't understand. I don't neither. All us notice is I'm all the time sick and fat."

EXTEND

10. Prompt every student to write a short product tied to today's reading Think of a teacher you had that encouraged you. Write a short narrative paragraph telling about a specific incident you remember with this teacher. Locate you story in a specific place. Make sure you have a clear topic sentence for your paragraph.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 3

Day 2

Novel The Color Purple 2

Standards Focus W 2.1.2 significance

PREPARE

1. Background knowledge necessary for today's reading Division of labor between men/women Step-parents Honkytonks http://edsitement.neh.gov/view_lesson_plan.asp?id=267 http://www.honkytonks.org/showpages/countryblues.htm 2. Word Wall Introduce 5 important, useful words from today's reading Tween/between newmonya/pnuemonia chifferobe clam/climb daidies

·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [16-32] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God characters Celie Mr.______ Nettie Harpo Carrie Kate Shug Avery Sofia pages 16-32

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline · · · · · ·

Students might mention

Nettie runs away to Celie Mr.___ kicks Nettie out. Mr.'s ____ sisters come to visit. Harpo falls in love. Shug Avery comes to town. Harpo brings Sofia to meet his daddy.

6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 97 (Topic sentence) & 106 (time) Read the WA selection with students. Look at the topic sentences in the first three paragraphs on page 33. Which one is a good topic sentence? Which two

could be improved? Have students write 3-5 sentences using the location words on page 106. 9. Explore today's reading

Key Questions

Why doesn't Mr._______ have a name? Why is Celie glad to have Shug in the house?

Key Paragraph [16 & 21}

"Mr. ______ children all bright but they mean. They say Celie, I want dis. Celeie, I want dat. Our Mama let us have it. He don't say nothing. They try to get his tention, he hide hind a puff of smoke. "Don't let them run over you, Nettie say. You got to let them know who got the upper hand. They got it, I say. But she keep on, You got to fight. You got to fight. But I don't know how to fight. All I know how to do is stay alive."... "You got to fight them, Celie, she say. I can't do it for you. You got to fight them for yourself. I don't say nothing. I think bout Nettie, dead. She fight, she run away. What good it do? I don't fight, I stay where I'm told. But I'm alive."

EXTEND

10. Prompt every student to write a short product tied to today's reading For Celie, doing whatever she has to to get along is how she manages to survive although Nettie and Mr_____ sister tell her to fight. Think about a time when you "went along" with a bully or bullies because it seemed to be the safest thing to do. Write a paragraph that tells what happened and what you learned. Make sure you have a good topic sentence. OR Think about a time when you had to deal with a bully. Write a paragraph describing what happened. Try to use some of the words on page 106 that denote time. Make sure you have a good topic sentence and that your conclusion states what you learned from this experience.

11. Close with a short summary

Extend the reading to the student's lives or to the world Lesson Plan for Week 3

Standards Focus W 2.1.6 feelings

Day 3

Novel The Color Purple 3

PREPARE

1. Background knowledge necessary for today's reading Spousal abuse http://www.giftfromwithin.org/html/spousal.html 2. Word Wall Introduce 5 important, useful words from today's reading primping conclude kerosene Epsom salts witch hazel ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [33-46] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God characters Celie Shug Avery Mr.____ Harpo Sofia pages 33-46

RESPOND

5. Add to the Timeline

Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Harpo and Sofia get married Harpo tries to beat Sofia Sofia and Celie make up. Shug Avery comes to stay. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Create a double open mind portrait for Harpo and Sofia. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 97 (body) and 106 (compare) Read the selection with students. Then have them write 3-5 sentences that compare Mr. ___ and Harpo and their attitudes towards women. 9. Explore today's reading

Key Questions

Why does Celie tell Harpo to beat Sofia? Why does Harpo want Sofia "to mind"?

Key Paragraph

"You told Harpo to beat me, she said. No I didn't, I said. Don't lie, she said. I didn't mean it, I said. Then what you say it for? She ast. She standing there looking me straight in the eye. She look tired and her jaws full of air. I say it cause I'm a fool, I say. I say it cause I'm jealous of you. I say it cause you do what I can't. What that? She say. Fight. I say. She stand there a long time, like what I said took the wind out her jaws. She mad before, sad now.

EXTEND

10. Prompt every student to write a short product tied to today's reading Think about a time you purposely gave someone bad advice, or someone gave you bad advice. Write a couple of paragraphs explaining what happened and how you felt about it afterwards. Try to use some of the comparison words to compare your experience to Celie's.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 3

Day 4

Novel The Color Purple

Standards Focus W 2.1.2 significance

PREPARE

1. Background knowledge necessary for today's reading Quilting and quilting patterns http://www.quiltville.com/sisterschoice.shtml http://blockcentral.com/sisterschoice.shtml 2. Word Wall Introduce 5 important, useful words from today's reading Ruddy dissatisfied quilt random cornrowed ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [47-61] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God characters Celie Shug Mr._____ Old Mr.______ Sofia Harpo Tobias, Mr_____'s brother pages 47-61

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Celie gets Shug to eat Celie combs Shug's hair Mr._____ Daddy comes to visit Sofia and Celie make a "sister's choice" quilt. Harpo starts overeating. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Print out the sister's choice quilt page at http://blockcentral.com/sisterschoice.shtml Have students color in the quilt. On a piece of butcher paper, have students put their quilt squares together to create a class quilt. OR Have students create a quilt square depicting an important person in their lives. Piece these together into a large quilt. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 97 (closing sentence) and 106 (contrast).

Read the selection from WA with students. Have students write 3-5 sentences contrasting the characters of Celie and Sofia. 9. Explore today's reading

Key Questions

Why is quilting considered an American art form? Why does Celie treat Shug so well? Why do you think Harpo is eating so much?

Key Paragraph [57]

"All womens not alike, Tobias, she say. Believe it or not. Oh, I believe it, he say. Just can't prove it to the world. First time I think about the world. What the world got to do with anything, I think. Then I see myself sitting there quilting tween Shug Avery and Mr.______. Us three set together against Tobias and his fly speck box of chocolate. For the first time in my life, I feel just right."

EXTEND

10. Prompt every student to write a short product tied to today's reading Shug Avery's coming to live with them is an education of a sort for Celie. Shug teaches Celie things about the bigger "world." Think about a person who was influential in making your world larger. Write a paragraph describing this person and the influence they had on your life. In your closing sentence, think about what you would name as a quilt pattern for this relationship.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 3

Standards Focus W2.1.6 feelings

Day 5

Novel The Color Purple 5

PREPARE

1. Background knowledge necessary for today's reading Juke joints http://www.bigbillmorganfield.net/pages/720341/ http://www.southern-drawl.com/20nov04.html Bessie Smith http://www.redhotjazz.com/bessie.html 2. Word Wall Introduce 5 important, useful words from today's reading Retard/retarded stout juke box/guitar chitlins ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [62-75] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God characters Celie Shug Harpo Sofia pages 62-75

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Sofia leaves Harpo Harpo turns the house into a jukejoint. Shug sings a song for Celie at Harpo's. Shug tells Celie she will be leaving soon. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Give students a copy of the lyrics to "A Good Man Is Hard To Find." http://blueslyrics.tripod.com/artistswithsongs/bessie_smith_1.htm#a_good_man_i s_hard_to_find Why do you suppose Shug chose this song to sing for Albert? Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 98 (narrative paragraph) and 106 (emphasis) Read the WA selection with students. Have students write a six line song stanza using all three of today's emphasis words from page 106.

9. Explore today's reading

Key Questions

How does Harpo know Sofia isn't coming back? What "gift" does Shug give Celie?

Key Paragraph

"She say my name again. She say this song I'm bout to sing is call Miss Celie's song. Cause she scratched it out of my head when I was sick. First she hum it a little, like she do at home. Then she sing the words. It all about some no count man doing her wrong, again. But I don't listen to that part. I look at her and I hum along a little with the tune. First time somebody made something and name it after me."

EXTEND

10. Prompt every student to write a short product tied to today's reading Think about a time when you heard a song that you identified with. Write a paragraph telling how you were feeling and what happened when you heard the song. Or perhaps there is a song you consider your "theme" song. Describe the song and how it relates to your life. Try include a good topic sentence, a clear body and a good closing sentence.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 4

Day 1

Novel The Color Purple 6

Standards Focus W 2.1.2 specific location, W 2.1.6 feelings

PREPARE

1. Background knowledge necessary for today's reading 2. Word Wall Introduce 5 important, useful words from today's reading Stout lynch peaked sulk eggplant ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [76-89] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God characters Celie Shug Harpo Sofia Squeak The prizefighter The mayor and his wife pages

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Sofia visits Harpo's. The mayor slaps Sofia. Sofia knocks the mayor down. Police beat Sofia and put her in jail. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Create an open mind portrait for Squeak when Sofia comes to visit at Harpo's. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 103 (personal details) · · Read the WA selection with students. DETAIL is what makes a story come alive. Try doing a `show-not-tell' exercise with the students. Explain the difference between telling and showing. On a sentence strip, write a telling sentence such as: The woman got out of the car. Post it on the wall. Have students write a counterpoint showing sentence that includes as many details as possible. (The short, dumpy, badly dressed woman got out of the sleek, shiny, red,

Maseratti.) When students have perfected their showing sentences, have them copy them onto sentence strips and post them under the telling sentence. This "bulletin" will remind students to use showing writing on future exercises. You can extend this lesson by showing students how to choose `exciting' verbs, such as "exited," "fled," or "jumped from," or "fell out of," instead of "got out of."

9. Explore today's reading

Key Questions

Why does Celie think her life "started up again" when Shug came along? Why does Sofia say "thank you" to Squeak?

Key Paragraph

"She toss her head, look over at Harpo. Life don't stop just cause you leave home, Miss Celie. You know that. My life stop when I left home, I think. But then I think again. It stop with Mr.______ maybe, but start up again with Shug."

EXTEND

10. Prompt every student to write a short product tied to today's reading On page 88 Celie and Sofia describe the prison. Think of a particularly nasty place you've seen. Write a paragraph describing this place and your reaction to it. Make sure you include as many personal details as you can. In your closing sentence include how you feel about this place and the effect it had on you.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 4

Day 2

Novel The Color Purple 7

Standards Focus W 2.1.1 sequence, W 2.1.4 sensory details

PREPARE

1. Background knowledge necessary for today's reading Degrees of color (yellow skinned) Model T http://www.autogallery.org.ru/ford1930.htm Uncle Tom http://en.wikipedia.org/wiki/Uncle_Tom 2. Word Wall Introduce 5 important, useful words from today's reading haggard smuggle chariot pocketbook fornication

·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [90-106] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God characters Celie Shug Squeak pages

Harpo Mr._____ The prizefighter Odessa Sofia's other sisters Sofia The Warden

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Everyone sits down to figure out how to help Sofia They send Squeak to see her uncle. Her uncle rapes Squeak. Squeak tells Harpo to call her Mary Agnes. Sofia gets out of prison to be the mayor's maid. Sofia teaches Miz Millie to drive. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Write a postcard to Celie from Sophia. On one side show an illustration of Sophia in prison. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 104 (chronological order)

Read the WA selection with students. Have them create a chronological list of important events in their lives. 9. Explore today's reading

Key Questions

Why does everyone, including Squeak, come together to help Sofia?

Key Paragraph

"Sofia would make a dog laugh, talking about those people she work for. They have the nerve to try to make us think slavery felll through because of us, say Sofia. Like us didn't have sense enough to handle it. All the time breaking hoe handles and letting the mules loose in the wheat. But how anything they build can last a day is a wonder to me. They backward, she say. Clumsy, and unlucky."

EXTEND

10. Prompt every student to write a short product tied to today's reading Choose one of the events from the chronological list you made earlier today. Write a paragraph or two telling the story and make sure to tell it in chronological order and add as many personal details as you can.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 4

Day 3

Novel The Color Purple 8

Standards Focus W 2.1.1 significance, W 2.1.2 significance

PREPARE

1. Background knowledge necessary for today's reading Sophie Tucker

www.stayfreemagazine.org/6/sophie.htm

Duke Ellington

www.ilinks.net/~holmesr/duke.htm The "Moochie" www.kreskytv.com/Moochie.html

2. Word Wall Introduce 5 important, useful words from today's reading stagger shamefaced mourner repent moochie ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [107-123] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God characters Celie Mr.______ Shug Grady Mary Agnes Harpo Nettie pages 107123

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Shug comes `home' with a new husband. Celie and Shug sleep together. Shug finds out about Mr.____ hiding Nettie's letters. Shug tells Celie about her relationship with Albert. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Create an open mind portrait for Celie when she finds out Mr.____ has been keeping Nettie's letters. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 104 (order of location) and 106 (conclude) Find a piece of artwork or poem (or have students create one) for the students to describe. Have them use order of location to describe the piece (in the upper right corner, on the bottom, begins, ends). Display the artwork with the descriptions.

9. Explore today's reading

Key Questions

Why did Shug get married?

Key Paragraph

"And when I come here, say Shug, I treated you so mean. Like you was a servant. And all because Albert married you. And I didn't even want him for a husband, she say. I never really wanted Albert for a husband. But just to choose me, you know, cause nature had already done it. Nature said, You two folks, hook up, cause you a good example of how it sposed to go. I didn't want nothing to be able to go against that. But what was good tween us must have been nothing but bodies, she say. Cause I don't know the Albert that don't dance, can't hardly laugh, never talk bout nothing, beat you and hid your sister Nettie's letters. Who he?"

EXTEND

10. Prompt every student to write a short product tied to today's reading Think about a time you, like Shug, misjudged someone or treated them meanly when you should not have. Write a paragraph explaining what happened. Make sure to use some of the concluding words in your closing sentence.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 4

Day 4

Novel The Color Purple 9

Standards Focus W 2.1. 4 sensory details, W 2.1.2 significance

PREPARE

1. Background knowledge necessary for today's reading Missionaries Harlem Jim Crow laws The Olinka people ­ A fictional tribe of Africans

2. Word Wall Introduce 5 important, useful words from today's reading postmark ministered dread savages downtrodden ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [124-137] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to God Nettie to Celie characters Celie Shug Nettie Olivia Adam Samuel Corrine pages 124125 125137

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Have students make a map of Nettie's journey. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 104 (order of importance) Read the WA selection with students. Divide the class into three groups. Have one group list the information Nettie gives Celie in chronological order. Have another group list it in order of location (west to east), have the third group list the information in order of importance. 9. Explore today's reading

Key Questions

Why does Nettie think she was ignorant about her own self?

Key Paragraph [130]

"I remember one time you said your life made you feel so ashamed you couldn't even talk about it to God, you had to write it, bad as you thought your writing was. Well, now I know what you meant. And whether God will read letters or no, I know you will go on writing them; which is guidance enough for me. Anyway, when I don't write to you I feel as bad as I do when I don't pray, locked up in myself and choking on my own heart. I am so lonely, Celie."

EXTEND

10. Prompt every student to write a short product tied to today's reading Nettie shares her impressions of Harlem and Africa in a vivid manner. Think about a place you have visited and write a paragraph describing that place. Make sure you include anything you learned from that place.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 4

Day 5

Novel The Color Purple 10

Standards Focus W 2.1.7 interior monologue

PREPARE

1. Background knowledge necessary for today's reading Monrovia http://en.wikipedia.org/wiki/Monrovia Senegal http://www.cia.gov/cia/publications/factbook/geos/sg.html 2. Word Wall Introduce 5 important, useful words from today's reading clerical somber serene cacao droves ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [138-154] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Nettie to Celie Celie to God characters Nettie Samuel Celie Shug Mr.____ Grady Nettie Joseph Samuel Corrine pages 138143 143148 148154

Nettie to Celie

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Add to yesterdays map of Nettie's journey. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 149-150 (BME Narrative) Read the WA selection with students. Ask students to give reasons why it is important to have a clear BME in a story. Write these on the board or the easel. 9. Explore today's reading

Key Questions

Why do the Olinka not identify with Samuel, Corrine, and Nettie on the basis of race?

For the first time, on page 145, Celie calls Mr_____, Albert. Why is this significant?

Key Paragraph [144]

"Can you handle it? Ast Shug? How I'm gon keep from killing him, I say. Don't kill, she say. Nettie be coming home before long. Don't make her have to look at you like us look at Sofia. But it so hard, I say, while Shug empty her suitcase and put the letters insidel Hard to be Christ too, say Shug. But he manage. Remember that. Thou Shalt Not Kill, He said. And probably wanted to add on to that, Starting with me. He knowed the fools he was dealing with. But Mr.____ not Christ. I'm not Christ, I say. You somebody to Nettie, she say. And she be pissed if you changed on her while she on her way home."

EXTEND

10. Prompt every student to write a short product tied to today's reading Think about a time you were really, really, angry with someone. Write an interior monologue about what was going through your head at the time or, if you were talking to another person, write down the dialogue you had. Let us know what your actions were through the monologue or dialogue.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 4

Day 5

Novel The Color Purple 10

Standards Focus W 2.1.7 interior monologue

PREPARE

1. Background knowledge necessary for today's reading Monrovia http://en.wikipedia.org/wiki/Monrovia Senegal http://www.cia.gov/cia/publications/factbook/geos/sg.html 2. Word Wall Introduce 5 important, useful words from today's reading clerical somber serene cacao droves ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [138-154] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Nettie to Celie Celie to God characters Nettie Samuel Celie Shug Mr.____ Grady Nettie Joseph Samuel Corrine pages 138143 143148 148154

Nettie to Celie

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Add to yesterdays map of Nettie's journey. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 149-150 (BME Narrative) Read the WA selection with students. Ask students to give reasons why it is important to have a clear BME in a story. Write these on the board or the easel. 9. Explore today's reading

Key Questions

Why do the Olinka not identify with Samuel, Corrine, and Nettie on the basis of race?

For the first time, on page 145, Celie calls Mr_____, Albert. Why is this significant?

Key Paragraph [144]

"Can you handle it? Ast Shug? How I'm gon keep from killing him, I say. Don't kill, she say. Nettie be coming home before long. Don't make her have to look at you like us look at Sofia. But it so hard, I say, while Shug empty her suitcase and put the letters insidel Hard to be Christ too, say Shug. But he manage. Remember that. Thou Shalt Not Kill, He said. And probably wanted to add on to that, Starting with me. He knowed the fools he was dealing with. But Mr.____ not Christ. I'm not Christ, I say. You somebody to Nettie, she say. And she be pissed if you changed on her while she on her way home."

EXTEND

10. Prompt every student to write a short product tied to today's reading Think about a time you were really, really, angry with someone. Write an interior monologue about what was going through your head at the time or, if you were talking to another person, write down the dialogue you had. Let us know what your actions were through the monologue or dialogue.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 5

Day 1

Novel The Color Purple 11

Standards Focus W 2.1.3 Locate in specific place

PREPARE

1. Background knowledge necessary for today's reading relationships between men and women in Africa and the United States. 2. Word Wall Introduce 5 important, useful words from today's reading Drudge conscientious indifferently self-sufficiency concoct ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [155-167] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Nettie to Celie characters Nettie Olivia Tashi Corrine pages 155-167

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why

·decide on the 3-5 most important events and add these to the timeline Students might mention Olivia makes friends with Tashi,. Tashi's parents get upset that she spends so much time with Olivia. The road is coming. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Have students draw one of the scenes or people Nettie describes in today's reading. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 152-153 (prewriting) Read page 152 with students. Have them jot down a list of important places in their lives. Have them choose ONE place and make a list of at least two things that happened there. Save this for today's writing exercise. 9. Explore today's reading

Key Questions

How are women treated in the Olinka tribe? How do you know this? (specific incidents or information) Have students find examples in the text and give page #'s.

Key Paragraph [162]

"There is a way that the men speak to women that reminds me too much of Pa. They listen just long enough to issue instructions. They don't even look at women when women are speaking. They look at the ground and bend their heads toward the ground. The women also do not "look in a man's face" as they say. To "look in a man's face" is a brazen thing to do. They look instead at his feet or his knees. And what can I say to this? Again, it is our own behavior around Pa."

EXTEND

10. Prompt every student to write a short product tied to today's reading Choose one of the events and places from your language activity today and write a paragraph that describes the setting and tells what happened. Focus on a specific incident in a specific place and keep your writing focused. Make sure you have a good closing sentence tells why this was important to you.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 5

Day 2

Novel The Color Purple 12

Standards Focus W 2.1.1 sequence, W 2.1.6 feelings

PREPARE

1. Background knowledge necessary for today's reading How keeping secrets can hurt people 2. Word Wall Introduce 5 important, useful words from today's reading tarmac deviate reparations pathetic mutilated

·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [168-183] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Nettie to Celie Celie to God Celie to Nettie characters Nettie Samuel Corrine Celie Shug Celie Shug Celie and Nettie's `Pa' Daisy pages 168176 177 178183

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention The road reaches the village. Nettie tells Samuel the children are Celie's. Celie finds out her "pa" is not really her father. Celie goes to see her "pa." 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 153-154 (revise, edit, linking) Read the selection from WA with students. Discuss as a class what editing and revising can do for your writing. 9. Explore today's reading

Key Questions

What is the boomerang effect of all these people keeping secrets?

Why does Celie think God must be asleep?

Key Paragraph

"But I feel daze. My daddy lynch. My mama crazy. All my little half-brothers and sisters no kin to me. My children not my sister and brother. Pa not pa. You must be sleep."

EXTEND

10. Prompt every student to write a short product tied to today's reading Have you like Celie, ever received information that left you stunned? Think about what happened and write a paragraph or two that describes what happened. Then, revise your paragraphs like the example on page 152 of your Write Ahead book.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 5

Day 3

Novel The Color Purple 13

Standards Focus W 2.1.1 sequence

PREPARE

1. Background knowledge necessary for today's reading Ritual genital mutilation of women http://www.who.int/mediacentre/factsheets/fs241/en/index.html http://www.findarticles.com/p/articles/mi_qa3612/is_200110/ai_n8955377 (scroll down) 2. Word Wall Introduce 5 important, useful words from today's reading Blasphemy trifling ritual flourish innate ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [184-197] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Nettie to Celie Celie to Nettie characters Nettie Corrine Samuel Celie Shug pages 184-191 192-197

RESPOND

5. Add to the Timeline

Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Corrine dies. Samuel gives Nettie all Corrine's things. Celie and Shug discuss God. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Write a postcard to Celie or Shug from "God." Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 155-156 (phase autobiography) Read the sample phase autobiography as a class. The have students make a list of at least 3 "phases" in their lives. 9. Explore today's reading

Key Questions

Why is it significant that Celie is now writing to Nettie instead of to God?

Key Paragraph [195]

"Here's the thing, say Shug. The thing I believe. God is inside you and inside everybody else. You come into the world with God. But only them that search for it inside find it. And sometimes it just manifest itself even if you not looking, or don't know what you looking for. Trouble do it for most folks, I think. Sorrow, lord. Feeling like shit. It? I ast?"

EXTEND

10. Prompt every student to write a short product tied to today's reading Choose one of your "phases" from your language activity list. Write a paragraph or two describing your actions and thoughts during this "phase." Try to create a clear beginning, middle and end to your story. Conclude the piece with the significance of this phase in your life. OR Consider, like Celie and Shug, the "phases" your belief (or lack of one) in God, or a higher power, or providence, has gone through. Try to explain at least two of these "phases" in a couple of paragraphs. In your topic sentence, explain why this topic fascinates or engages almost all human beings.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 5 Day 4 Novel The Color Purple 14 Standards Focus W 2.1. 2 significance, W 2.1.6 feelings

PREPARE

1. Background knowledge necessary for today's reading What's in a name? http://www.behindthename.com/ 2. Word Wall Introduce 5 important, useful words from today's reading sass dote clabber mischeevous/mischievous stout ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [198-214] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to Nettie characters Celie Shug Grady Harpo Sofia Mr.____ pages 198-214

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline

·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Celie and Mary Agnes announce they are leaving. Celie goes to Shug's house in Memphis. Celie makes Shug some pants. Shug puts Celie in business. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Draw the scene at Odessa's house described on page 198199. Show what the characters are thinking if you like. OR Have students create a mandala for themselves and their name. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 65 (revising) & 66 (keys). Have students create posters for each of the Keys To Effective Revision and tips. Post these in the classroom to remind students when they are revising their writing. 9. Explore today's reading

Key Questions

Why does Mary Agnes continue to insist on being called that? How does the tone of Celie's letters change once she leaves Mr.______?

Key Paragraph [206]

"Shit, he say. I should have lock you up. Just let you out to work. The jail you plan for me is the one in which you will rot, I say."

EXTEND

10. Prompt every student to write a short product tied to today's reading Think about your name and its significance to you. Write a paragraph that tells what you know about how you got your name and what your feelings are about it. Revise your paragraph using the revising guide on page 67 of your Write Ahead book.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 5

Day 5

Novel The Color Purple 15

Standards Focus W 2.1.2 significance, W 2.1.6 feelings

PREPARE

1. Background knowledge necessary for today's reading Alcoholism Drug addiction 2. Word Wall Introduce 5 important, useful words from today's reading Righteous flinging feebleminded casket reefer ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [215-225] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to Nettie characters Celie Darlene Jerene Harpo Sofia Mr._______ pages 215-225

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why

·decide on the 3-5 most important events and add these to the timeline Students might mention Celie visits Harpo and Sofia Sophia's mother dies. Celie shows Harpo and Sophia how to smoke reefer. Sofia tells Celie how Mr._____ has changed. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Have students create a postcard from Mr.____ to Celie after his transformation. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 67 (basic revising) & 68 (ideas) Read the selection with students. Then have them take one of their previous writing products from this week and revise it using the guidelines on page 67. 9. Explore today's reading

Key Questions

Why do Harpo and Sofia make up?

Key Paragraph [224-225]

"After that, I start to feel again for Harpo, Sofia say. And pretty soon us start work on our new house. She laugh. But did I say it been easy? If I did, God would make me cut my own switch. What make him pull through? I ast. Oh, she say, Harpo made him send you the rest of your sister's letters. Right after that he start to improve. You know meanness kill, she say."

EXTEND

10. Prompt every student to write a short product tied to today's reading Write a paragraph or two explaining how you feel about mean people and how you deal with them. You can focus on a particular person, or describe your feelings and actions in general. Make sure to have a good topic sentence and a clear beginning, middle and end to your paragraphs. Revise them to improve your writing.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 6

Day 1

Novel The Color Purple 16

Standards Focus W 2.1.2 significance, W 2.2.2 grasp of significant ideas

PREPARE

1. Background knowledge necessary for today's reading Colonization Africa and India were stripped of resources by the English in the late 18-1900's. 2. Word Wall Introduce 5 important, useful words from today's reading cistern barracks corrugated meager ululation ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [226-240] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Nettie to Celie characters Nettie Samuel Doris Baines Samuel and Corrine's aunts Adam Olivia pages 226-240

RESPOND

5. Add to the Timeline

Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention The Olinka are driven from their village. Nettie and the family go to England for help. The Doris Baines saga... Nettie tells Celie the story of Samuel and Corrine as Samuel told it to her. Samuel and Nettie fall in love. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Create a poster or banner that protests the injustices being done to the Olinka people by the British. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 69 (organize) Read the WA selection with students. Have them write down the things the happened to the Olinka people and have half the class organize them in order of importance, the other half organize them in chronological order. Collect individual responses on an large piece of butcher paper. Have them illustrate the two "master" products. 9. Explore today's reading

Key Questions

Why does the ritual scarification of women cause conflict between Tashi and Adam?

Key Paragraph [239]

"It is a way the Olinka can show they still have their own ways, said Olivia, even though the white man has taken everything else. Tashi didn't want to do it, but to make her people feel better, she's resigned. She's resigned. She's going to have the female initiation ceremony too, she said."

EXTEND

10. Prompt every student to write a short product tied to today's reading Some people compare the piercing craze among today's western youth as similar to the African initiation rights or scarification. Write a paragraph explaining why you think young people today pierce their bodies. Make sure you have a clearly stated topic sentence with at least three supporting sentences. Summarize your position in the closing and connect to your readers.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 6

Day 2

Novel The Color Purple 17

Standards Focus W. 2.1.4 sensory details

PREPARE

1. Background knowledge necessary for today's reading

2. Word Wall Introduce 5 important, useful words from today's reading listless incisions boisterous scarification magnitude ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [241-251] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Nettie to Celie Celie to Nettie characters Adam Olivia Tashi Celie Shug Germaine pages 241243 243251

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline

·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention Nettie calls Africa "home." Alphonso dies. Celie inherits his house and store. 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Have students fill out a 5g6 Character Interaction Chart to show what Celie, Nettie, and God, represented to one another. Encourage students to think in terms of symbols or similies in this exercise. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 70 (voice) Read the selection with students. Have students rewrite the following making sure the purpose is clear and the paragraph has energy and enthusiasm. I look forward to visiting my aunt and uncle who live in the mountains. When I am there I get to snowboard in the winter and ride a mountain bike in the summer. My aunt is a good cook. 9. Explore today's reading

Key Questions

On page 241 Nettie calls Africa "home." Why?

Key Paragraph [246]

"Then she took some cedar sticks out of her bag and lit them and gave one of them to me. Us started at the very top of the house in the attic, and us smoked it all the way down to the basement, chasing out all the evil and making a place for good. Oh Nettie, us have a house! A house big enough for us and our children, for your husband and Shug. Now you can come home cause you have a home to come to!"

EXTEND

10. Prompt every student to write a short product tied to today's reading Think about a place that you have considered `home.' Write a paragraph describing that place using as many sensory details as you can and use an enthusiastic voice to make your writing come alive.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 6

Day 3

Novel The Color Purple 18

Standards Focus W 2.1.1. sequence, W 2.1.2 significance, W 2.1.3 specific places

PREPARE

1. Background knowledge necessary for today's reading Malaria Nutritional medicine 2. Word Wall Introduce 5 important, useful words from today's reading Yams whist harass compound malaria

·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [252-258] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to Nettie Nettie to Celie characters pages 252255 256258

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why

·decide on the 3-5 most important events and add these to the timeline Students might mention 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity : Draw an open mind portrait for Celie when she gets all her letters to Nettie back. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity

9. Explore today's reading

Key Questions

Did Nettie ever get to read any of Celie's letters?

Key Paragraph [255]

"The only piece of mail Mr.____ ever put directly in my hand is a telegram that come from the United States Department of defense. It say the ship you and the children and your husband left Africa in was sunk by German mines off the coast of someplace call Gibralta. They think you all drowned. Plus, the same day, all the letters I wrote to you over the years come back unopen. I sit her in the big house by myself trying to sew, but what good is sewing gon do? What good is anthing? Being alive begin to seem like a awful strain."

EXTEND

10. Prompt every student to write a short product tied to today's reading · Sort through all your daily writings during The Color Purple. You should have 17. Mark each at the top according to what type of narrative it is: P for those that are about people E for those that are about events or thoughts (Thoughts are events!) L for those that are about a location Choose three of the same type and organize them in either chronological, order of location, or order of importance. Number them 1-3, Add linking words (WA page 153-154) to link the paragraphs.

· ·

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 6

Day 4

Novel The Color Purple 19

Standards Focus W 2.1.1. sequence, W 2.1.2, significance W 2.2.3 ideas/viewpoints

PREPARE

1. Background knowledge necessary for today's reading 2. Word Wall Introduce 5 important, useful words from today's reading edit revise chronological order thesis voice ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [259-276] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to Nettie characters Celie Mr._____ pages 259-276

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline Students might mention

6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity: Write a wordless postcard from Celie to Nettie but make sure it conveys a message. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 72 (checklist) Read the WA selection with students. Have them choose at least 3 items to guide their revision of their final assignments. Have them look over their three body paragraphs from yesterdays writing assignment and edit and revise for those three items. 9. Explore today's reading

Key Questions

Why does Celie keep writing to Nettie even though she knows she is dead?

Key Paragraph [260]

"But I don't hate him, Nettie. And I don't believe you dead. How can you be dead if I still feel you? Maybe, like God, you changed into something dfferent that I'll have to speak to in a different way, but you not dead to me Nettie. And never will be. Sometime when I git tired of talking to myself I talk to you. I even try to reach our children."

EXTEND

10. Prompt every student to write a short product tied to today's reading 1. Write an introductory paragraph with a thesis that links and is supported by the body paragraphs you chose yesterday. "Places can contain powerful memories." 2. Write a closing paragraph that connects your reader with your experiences.

11. Close with a short summary Extend the reading to the student's lives or to the world

Lesson Plan for Week 6

Standards Focus W 2. 1. all

Day 5

Novel The Color Purple 20

PREPARE

1. Background knowledge necessary for today's reading(writing) Rubrics 2. Word Wall Introduce 5 important, useful words from today's reading Sabotage recounting riveted repugnance scarification ·show, say, explain, expand, explode or buzz about the word briefly ·show, say and define the word quickly and add to the word wall

READ

3. Review the Timeline Start at the beginning and review the story so far ·mention the setting and main character ·point to each timeline item as you quickly review it 4. Read today's story selection [277-288] Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Celie to Nettie Celie to God, everything characters pages 277285 285288

RESPOND

5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline ·discuss the story to fix the facts: who, what, when, where, why ·decide on the 3-5 most important events and add these to the timeline

Students might mention 6. Add new information to ongoing whole class projects posted on the wall. ·new character information can be added to an Open Mind Portrait ·an answer can be added to a question from the KWL Chart ·a new location or change can be added to the map

EXPLORE

7. Explore today's story with visual and oral language activities One possible activity Have students create a visual (collage, drawing) to accompany their autobiographical essay. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader's Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 157 (Revision rubric) Read the WA selection with students. 9. Explore today's reading

Key Questions

So, why are we here?

Key Paragraph [282]

"Anyhow, he say, you know how it is. You ast yourself one question, it lead to fifteen. I start to wonder why us need love. Why us suffer. Why us black, Why us men and women. Where do children really come from. It didn't take long to realize I didn't hardly know nothing. And that if you ast yourself why you black or a man or a woman or a bush, it don't mean nothing if you don't ast why you here, period. So what you think? I ast. I think us here to wonder, myself. To wonder, To ast.. And that in wondering bout the big things and asting bout the big things, you learn about the

little ones, almost by accident. But you never know nothing more about the big things than you start out with. The more I wonder, he say, the more I love."

EXTEND

10. Prompt every student to write a short product tied to today's reading Revise the concluding paragraph of your essay to answer the question So What? Why are you here?

11. Close with a short summary Extend the reading to the student's lives or to the world

Final Assignment For the Color Purple Autobiographical essay

Teacher Notes: These writing steps are built into the daily lessons for day 18-20 for the unit. An option is to teach it at the end. Possible Modification: Once students have chosen and linked their paragraphs, it may be helpful to do some small group instruction with ELD and resource students on writing a thesis sentence. Brainstorm some phrases and ideas students might use to build their own sentences. Examples: Location/memories (locations) Influence/mentors/teachers Significance of events (events) (people)

Student Instructions

3. Sort through all your daily writings during The Color Purple. You should have 17. Mark each at the top according to what type of narrative it is: P for those that are about people E for those that are about events or thoughts (Thoughts are events!) L for those that are about a location 4. Choose three of the same type and organize them in either chronological, order of location, or order of importance. Number them 1-3, Add linking words (WA page 153-154) to link the paragraphs. 5. Write a introductory paragraph with a thesis that links and is supported by your body paragraphs. "Places can contain powerful memories." 6. Write a closing paragraph that connects your reader with your experiences. 7. Edit and revise your essay using the 3 items you chose on Day 19.

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