April Raintree

GENERAL METHODOLOGY OF UNIT 3

UNIT THREE    A NEW BEGINNING
Most 120/130 students will have read this unit independently. Ask them direct questions:
In 25 words or less what do you think is the main idea of this unit?
What, in your opinion, is the most important part of the story?
Were you shocked or surprised at the ending?
These questions reinforce, once again, elements of a novel - theme, climax, resolution.
The questions and answers also apprise the students who have not yet read ahead.

Chapter 12: Once again, choose roles to read this chapter. As the chapter is read, students identify the emotional and attitudinal changes April is experiencing (note on chart paper). This information provides a visual aid for discussion and a reference for 110 students to answer the comprehension questions.

Chapter 13: Pre reading Activity: review story elements on flip chart paper.

This chapter provides an excellent approach for teaching the concept of 'theme'. On flip chart paper, write the summary of Chapter 13 without punctuation and capital letters.
The class will review punctuation in simple, compound and complex sentences by identifying the correct punctuation (see page 48).
Next, have the students read Cheryl's essay aloud. Discuss. Then ask them to identify the theme of Cheryl's essay. Brainstorm and record student responses.
Teach the concept of theme at this point.
Draw to their attention that the author's purpose in writing the essay is stated in the last paragraph of the chapter.

Chapter 14: - cloze procedure format.

Chapter 14 to 17 - The assignments are comprised of two questions for each comprehension skill: literal, story elements and critical thinking. Group discussion can be generated using these questions. Evaluations are based on these skills.


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