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ALWG Ch.

11 - A DAY

Department: ELA Course: English II ACA Date: 1/24 Unit Title: A Long Way
Gone

Power Standards -> TEKS:

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as
they become self-directed, critical readers. The student is expected to: (B) make complex inferences about text and use textual evidence to
support understanding.

Student Learning Objective: Students will be able to make deeper inferences about the symbols found in the text.

Approx. Instructiona Activity/Advice for Instruction Questions Resource(s)/Tec Grouping


Time l Strategy Include Teacher and Student Actions/ Meat & What are you wanting hnology Paired strategy, whole
Potatoes them to learn address? Materials class, groups, individuals,
Essential Questions/ pairs
Objectives
15 Warm Up Most Missed Question Activity with a Why should we read Blue Öyster Cult Small Groups
focus on Inferencing our texts twice? video (Youtube)

Blue Öyster Cult vs SNL Cowbell skit What can you hear in SNL Cowbell Skit
the song initially? video (Youtube)
Students will listen to the BÖC song for
about two minutes and then will reflect What can you know Notebooks
on what they initially hear. For example, hear?
students will say things like “drums,”
“guitar,” or “bass”

After that teacher will play the SNL skit


where Will Ferrell is playing the cowbell
and Christopher Walken shouts “more
cowbell!” Once the students listen to the
clip, teacher will ask students what they
picked up on the second listen. Generally
most students will say that they hear the
cowbell the second time around.

This activity is meant to stimulate the


same approach to inferencing while
closely reading a text.

24 mins Audiobook ALWG Ch. 11 What significant event Audible Whole Class listening
Reading occurs in this chapter? Individual reading
What devices have you
found in this passage?
Does Beah’s character
change at the end of
the chapter?
30 mins Cooperative Inferencing Activity How have these Inferencing Group work
Learning symbols changed while handout
Teacher will assign tables a symbol. we are reading? Class work

Students will take fifteen minutes to


closely read their assigned quotes and
mark up their passages. The students
can share their findings with one
another.

In the section on the handout that says


“What I Know From my Brain” students
will fill out surface level information that
they have gathered in their groups.
Teacher will walk around the room and
help students break down their symbols
or find their quotes in the book.

After the 15 minutes, we will have a


class discussion about the inferences we
gathered about the quotes. We will
discuss how the symbols have changed
over the course of the book. The
students can use this opportunity to
analyze the symbols and make
inferences about them for the future.

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