Wrinkle in Time , livre ebook

Shell Education - Smith Emily

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74 pages

English

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Description

Add rigor to your students'' explorations of rich, complex literature as they analyze the life lessons Meg Murry must overcome to complete her dangerous journey to find her missing father. A Wrinkle in Time: An Instructional Guide for Literature provides rigorous, cross-curricular lessons and activities that work in conjunction with the fictional text to teach students how to comprehend complex literature. Students will learn how to analyze story elements in multiple ways, practice close reading and text-based vocabulary, determine meaning through text-dependent questions, and more. Add rigor to your students'' explorations of this Newbery Medal-winning novel.

Informations

Publié par	Shell Education
Date de parution	01 mars 2014
Nombre de lectures	0
EAN13	9781480769823
Langue	English
Poids de l'ouvrage	12 Mo

Informations légales : prix de location à la page 0,0600€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Madeleine L’Engle

Great Works Literature Guides • A Wrinkle in Time

A guîde For the novel by Madeleîne L’Engle Great Works Author: Emîly R. Smîth

Publishing Credits Robîn Erîckson,Production Director;Lee Aucoîn, Creative Director;Tîmothy J. Bradley,Illustration Manager; Emîly R. Smîth, M.A.Ed.,Editorial Director; Amber Gof,Editorial Assistant; Don Tran,Production Supervisor; Corînne Burton,M.A.Ed., Publisher

Image Credits Cover îmage justdd/Ewa Studîo/Shutterstock

Standards © 2007 Teachers oF Englîsh to Speakers oF Other Languages, Inc. (TESOL) © 2007 Board oF Regents oF the Unîversîty oF Wîsconsîn System. World-Class Instructîonal Desîgn and Assessment (WIDA). © Copyrîght 2010. Natîonal Governors Assocîatîon Center For Best Practîces and Councîl oF ChîeF State School Oicers. All rîghts reserved

The classroom teacher may reproduce copîes oF materîals în thîs book For classroom use only. The reproductîon oF any part For an entîre school or school system îs strîctly prohîbîted. No part oF thîs publîcatîon may be transmîtted, stored, or recorded în any Form wîthout wrîtten permîssîon From the publîsher.

#40217—Instructional Guide: A Wrinkle in Time

Table of Contents

How to Use ThIs LIterature GuIde. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Analyzîng the Lîterature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Reader Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Close Readîng the Lîterature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Makîng Connectîons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Creatîng wîth the Story Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Culmînatîng Actîvîty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Comprehensîon Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Response to Lîterature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 CorrelatIon to the Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Standards Correlatîon Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 TESOL and WIDA Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 About the Author—MadeleIne L’Engle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Possîble Texts for Text Comparîsons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Book Summary ofA Wrinkle in Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Cross-Currîcular Connectîon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Possîble Texts for Text Sets

Pre-ReadIng Theme Thoughts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

SectIon 1: Chapters 1–3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 SectIon 2: Chapters 4–5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 SectIon 3: Chapters 6–7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 SectIon 4: Chapters 8–9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 SectIon 5: Chapters 10–12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Post-ReadIng ActIvItIes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Post-Readîng Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Culmînatîng Actîvîty: Understandîng the “Bad Guy” . . . . . . . . . . . . . . . .65 Comprehensîon Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Response to Lîterature: The Symbolîsm Behînd Camazotz . . . . . . . . . . . .69 Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

#40217—Instructional Guide: A Wrinkle in Time

Introduction

How to Use This Literature Guide Today’s standards demand rîgor and relevance în the readîng of complex texts. The unîts în thîs serîes guîde teachers în a rîch and deep exploratîon of worthwhîle works of lîterature for classroom study. The most rîgorous înstructîon can also be înterestîng and engagîng! Many current strategîes for effectîve lîteracy înstructîon have been încorporated înto these înstructîonal guîdes for lîterature. Throughout the unîts, text-dependent questîons are used to determîne comprehensîon of the book as well as student înterpretatîon of the vocabulary words. The books chosen for the serîes are complex and exemplars of carefully crafted works of lîterature. Close readîng îs used throughout the unîts to guîde students toward revîsîtîng the text and usîng textual evîdence to respond to prompts orally and în wrîtîng. Students must analyze the story elements în multîple assîgnments for each sectîon of the book. All of these strategîes work together to rîgorously guîde students through theîr study of lîterature. The next few pages wîll make clear how to use thîs guîde for a purposeful and meanîngful lîterature study. Each sectîon of thîs guîde îs set up în the same way to make ît easîer for you to împlement the înstructîon în your classroom.

Theme Thoughts The great works of lîterature used throughout thîs serîes have împortant themes that have been relevant to people for many years. Many of the themes wîll be dîscussed durîng the varîous sectîons of thîs înstructîonal guîde. However, ît would also beneit students to have îndependent tîme to thînk about the key themes of the novel. Before students begîn readîng, have them completePre-Reading Theme Thoughts(page 13). Thîs graphîc organîzer wîll allow students to thînk about the themes outsîde the context of the story. They’ll have the opportunîty to evaluate statements based on împortant themes and defend theîr opînîons. Be sure to have students keep theîr papers for comparîson to thePost-Reading Theme ThoughtsThîs(page 64). graphîc organîzer îs sîmîlar to the pre-readîng actîvîty. However, thîs tîme, students wîll be answerîng the questîons from the poînt of vîew of one of the characters of the novel. They have to thînk about how the character would feel about each statement and defend theîr thoughts. To conclude the actîvîty, have students compare what they thought about the themes before the novel to what the characters dîscovered durîng the story.

#40217—Instructional Guide: A Wrinkle in Time

How to Use This Literature Guide (cont.)

Introduction

Vocabulary Each teacher overvîew page has deinîtîons and sentences about how key vocabulary words are used în the sectîon. These words should be întroduced and dîscussed wîth students. There are two student vocabulary actîvîty pages în each sectîon. On the irst page, students are asked to deine the ten words chosen by the author of thîs unît. On the second page în most sectîons, each student wîll select at least eîght words that he or she inds înterestîng or dîficult. For each sectîon, choose one of these pages for your students to complete. Wîth eîther assîgnment, you may want to have students get înto paîrs to dîscuss the meanîngs of the words. Allow students to use reference guîdes to deine the words. Monîtor students to make sure the deinîtîons they have found are accurate and relate to how the words are used în the text. On some of the vocabulary student pages, students are asked to answer text-related questîons about the vocabulary words. The followîng questîon stems wîll help you create your own vocabulary questîons îf you’d lîke to extend the dîscussîon. • How does this word describe _____’s character? • In what ways does this word relate to the problem in this story? • How does this word help you understand the setting? • In what ways is this word related to the story’s solution? • Describe how this word supports the novel’s theme of . . . . • What visual images does this word bring to your mind? • For what reasons might the author have chosen to use this particular word? At tîmes, more work wîth the words wîll help students understand theîr meanîngs. The followîng quîck vocabulary actîvîtîes are a good way to further study the words. • Have students practice their vocabulary and writing skills by creating sentences and/or paragraphs în whîch multîple vocabulary words are used correctly and wîth evîdence of understandîng. • Students can play vocabulary concentration. Students make a set of cards with the words and a separate set of cards wîth the deinîtîons. Then, students lay the cards out on the table and play concentratîon. The goal of the game îs to match vocabulary words wîth theîr deinîtîons. • Students can create word journal entries about the words. Students choose words they thînk are împortant and then descrîbe why they thînk each word îs împortant wîthîn the book.

#40217—Instructional Guide: A Wrinkle in Time

Introduction

How to Use This Literature Guide (cont.)

Analyzing the Literature After students have read each sectîon, hold small-group or whole-class dîscussîons. Questîons are wrîtten at two levels of complexîty to allow you to decîde whîch questîons best meet the needs of your students. The Level 1 questîons are typîcally less abstract than the Level 2 questîons. Level 1 îs îndîcated by a square, whîle Level 2 îs îndîcated by a trîangle. These questîons focus on the varîous story elements, such as character, settîng, and plot. Student pages are provîded îf you want to assîgn these questîons for îndîvîdual student work before your group dîscussîon. Be sure to add further questîons as your students dîscuss what they’ve read. For each questîon, a few key poînts are provîded for your reference as you dîscuss the novel wîth students.

Reader Response In today’s classrooms, there are often great readers who are below average wrîters. So much tîme and energy îs spent în classrooms gettîng students to read on grade level, that lîttle tîme îs left to focus on wrîtîng skîlls. To help teachers înclude more wrîtîng în theîr daîly lîteracy înstructîon, each sectîon of thîs guîde has a lîterature-based reader response prompt. Each of the three genres of wrîtîng îs used în the reader responses wîthîn thîs guîde: narratîve, înformatîve/explanatory, and opînîon/argument. Students have a choîce between two prompts for each reader response. One response requîres students to make connectîons between the readîng and theîr own lîves. The other prompt requîres students to determîne text-to-text connectîons or connectîons wîthîn the text.

Close Reading the Literature Wîthîn each sectîon, students are asked to closely reread a short sectîon of text. Sînce some versîons of the novels have dîfferent page numbers, the selectîons are descrîbed by chapter and locatîon, along wîth quotatîons to guîde the readers. After each close readîng, there are text-dependent questîons to be answered by students.

Encourage students to read each questîon one at a tîme and then go back to the text and dîscover the answer. Work wîth students to ensure that they use the text to determîne theîr answers rather than makîng unsupported înferences. Once students have answered the questîons, dîscuss what they dîscovered. Suggested answers are provîded în the answer key.

#40217—Instructional Guide: A Wrinkle in Time