GOAL:
To review reading log options; to provide a model of fluent reading; to consider how the author establishes setting
ASSIGNED READING:
Chapter 2
WRITING PROMPT:
Prediction: Do you think Marty will try to help Shiloh? If so, how?
Compare and Contrast: How is Marty different from his sister Dara Lynn? How are they similar?
Character Map: Make a character map for Marty.
ONLINE PROMPT:
Use the Student Comment Form to share ideas and questions about Shiloh with your online peers.
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Read Chapter 1 aloud to the class. This will provide a model of fluent reading for the students and will get them excited about reading the rest of the story. Shiloh is written in the dialect of rural West Virginia, and reading the first chapter aloud will also introduce students to the unique sound and rhythm of this dialect.
Before students begin reading Chapter 2 independently, review some
of the options they have for responding in their logs. Three of these
options -- Prediction, Compare and Contrast, and Character Map -- are
covered in today's Writing Prompt. Others include Picture, Questions
for My Group, Me and the Book, Intertextuality, and Wonderful Words.
These and many other reading log options are described fully on the
four Response Choice Sheets (blackline masters) following page 261 of
the Book Club teacher's
handbook.
Note: If your class is new to Book Club, you may want to devote part of this day's lesson to reviewing the behaviors that contribute to a good small-group discussion. See Lesson 4 of this lesson plan for teaching ideas on this topic.
After students have read Chapter 2, written in their logs, and met with their book club groups, bring the class together for community share. Discuss what students have written in their logs and talked about in their book clubs.
During community share, you might also wish to discuss the setting of Shiloh and how the author establishes this setting. Ask students where the story takes place (in which U.S. state? in a rural or an urban area?) and when (a long time ago? in the present? in the future?). Have them back up their statements with specific evidence from the book.
Remind students that they should be thinking about what they'd like to share with their online peers. On this first day of the activity, you might give them some extra time to plan what they'll submit to the internet conversation. Then send them to the Student Comment Form to type their messages.
Click to go to Lesson 2.
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