Taste of Salt Curriculum

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Taste of Salt- Frances Temple
Focus and goals for this unit: Our goal for this unit is for students to write a
research report.

Unit Roadmap
• • Unit’s big idea or theme = Change requires effort. Definition: Change Requires Effort: Change is possible. Change requires three things: a vision, a plan, and effort. It requires changing bad habits to good habits. It requires effort even when we don’t feel like working. It requires one step at a time. Ideally this would be posted in your classroom. Written product: a high quality research report.

• •

Background information:
Jean-Bertrand Aristide, Politician
• • •

Born: 15 July 1953 Birthplace: Port-Salut, Haiti Best Known As: Beleaguered president of Haiti, 2001-2004

He was elected twice to the presidency of Haiti, in 1990 and in 2000, and was forced into exile mid-term both times, in 1991 and 2004. Born into poverty near Port-Salut, Aristide was educated by Catholic priests of the Salesian Order and, after studying in Haiti and abroad in Rome and Israel, was ordained as a priest in 1983. During the '80s Aristide became a national figure as a defender of the poor against the oppressive policies of the ruling Duvalier family. After the fall of the Duvalier regime in 1986, Aristide became more involved in politics, survived several assassination attempts and was eventually expelled from the Salesian Order for advocating revolution.

With popular support and help from the United States, in 1991 Aristide became Haiti's first democratically elected president. After he had served just seven months in office, however, a military coup sent him into exile, first in Venezuela and then in the United States. He was restored to power in 1994 and served the rest of his term, stepping down after 1995's election, in accordance with Haiti's constitutional ban on consecutive terms. He won the 2000 election and took office again in 2001 (and survived a coup attempt that same year), but opponents of his Fanmi Lavalas Party held that his claim on the office was illegitimate and accused him of election fraud and corruption. Seen by supporters as a liberator and by detractors as a dictator, Aristide's second term as president was marked by the nation's persistent poverty and civil unrest. In January 2004 opposition forces began rioting across Haiti and in February surrounded the capital city, and Aristide left the country on 29 February. It's unclear whether he resigned the presidency voluntarily or was forced out. Aristide officially left the priesthood in 1995 and married a U.S. citizen, Mildred Trouillot, in 1996. Together they have two daughters.

http://www.answers.com/topic/jean-bertrand-aristide

Lesson Plan for Week 7 Day 1 Novel Taste of Salt, Day 1
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading Haiti and neighboring countries (see page 468 All Write for initial map) General background on President Jean-Bertrand Aristidehttp://en.wikipedia.org/wiki/Jean-Bertrand_Aristide; http://www.haitisurf.com/arisitidepres.shtml Also: There is a glossary in the back of the novel for all the italicized words in the text. Note: The main written product for this unit will be a class report (research report). Throughout the unit students will write about Haiti and President Aristide. You may also decide to let them research a topic of their choice. They will do Internet or library research; write a rough draft, revise, edit and write a final draft. The final product will be between 500-700 words. 2. Word Wall Introduce 5 important, useful words from today’s reading vendor commotion ward murmur swollen •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 pages 5-11 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Haiti characters Djo pages 5-11

hospital

Jeremie

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 Djo in hospital, feet don’t move Djo used to live in a shelter set up by Father Aristide He has been severely beaten and can no longer be a bodyguard A young woman named Jeremie comes to the hospital to record his story into a tape recorder 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: K-W-L chart. Write down what you already might know about Haiti and Aristide. Then, read the short blurbs on Aristide from the websites. What else can you add at this point in terms of background knowledge that will help you understand the story? 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 All Write page 417. Read the section on Action Verbs. Student activity: Fill in the blank. 1. An action verb tells what the ______________ is doing.

Student activity: Underline the subject of the sentence in the following sentences. Then go back and circle the action verbs describing that subject. Page 5: A white curtain separates me from the other people who lie here, groaning sometimes, coughing. A window at my feet faces out to the street. I can hear the taptap callers, the fresco vendors, the egg seller’s shout, the truck horns. But nobody is calling me. Student activity: Write three of your own sentences with action verbs. 1. 2. 3. 9. Explore today’s reading

Key Questions
Why has Djo been beaten up? Who was he trying to protect? Why do you think the shelter got firebombed?

Key Paragraph
Page 6: Titid says I can no longer be his bodyguard, since my own body is broken. Until it is fit again, I can no longer be useful in that way. But Titid says that it is not only the body, with its feet and hands and strong back that can be useful. He says the mind and spirit are useful, too.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Titid is the affectionate name for Aristide. Djo was one of his bodyguards. Aristide was the first democratically elected President of Haiti, one of the poorest countries in the world. What do you think Titid meant when he told Djo that a person can be useful with his mind and spirit, not just his body? How can our minds be useful? How about our spirits? Go back to the K-W-L chart. After reading the first chapter, is there anything else you would like to add at this point? ☺

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 7 Day 2 Novel Taste of Salt, Day 1
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading flashbacks to being a young boy- What is a flashback? More specific map of Haiti 2. Word Wall Introduce 5 important, useful words from today’s reading mournful hopeful prepared fury ledge •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 12-23 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo Jeremie pages 12-23

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

Jeremie attends a nuns’ school and has to wear a uniform Djo is in hospital thinking back about his mother and father Djo explains how he met Titid, when he was not President, but a young priest. 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: Map. Have students draw a more detailed map of Haiti. Where is Port-au-Prince? Look for additional city names as you are reading and locate them on the map. Place a hospital icon where Djo’s hospital is located. See: http://www.lonelyplanet.com/mapshells/caribbean/haiti/haiti.htm 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 All Write page 417. Read aloud the section on linking and “to be” verbs. Student activity: Fill in the blank. 1. A linking verb links a ____________ to a _________ OR an ___________________ in the predicate part of the sentence. 2. Look at the list of linking verbs closely. Then try to rewrite as many as you can remember: __________________________________________________________________ ______________. Directions: Underline as many linking verbs as you can find. ☺ 1. Titid is kind. 2. Djo was strong.

3. Jeremie appears small. 4. The hospital smells horrible. 5. Haitian food tastes great. 9. Explore today’s reading

Key Questions
Djo is in the hospital, slipping in and out of sleep. When he is dozing, he has many memories of his childhood. How did he first come to meet Titid? What happened after they met? What lesson did Titid teach him and the other boys about stealing?

Key Paragraph
Page 21: With the other boys that hang around Titid’s church, small boys and teenagers, too, we fix up the shed. Put walls and that. It is not easy, because Titid is too pigheaded. Lally and me go to a lot of trouble to steal the copper wire from the telephone truck. We peel the wire. WE find a street lamp. We run wire into our shed, locate an old socket and pry it loose, beg a bulb…We bring Titid to admire our work…it is a wrong thing to steal…we must take it all down.

EXTEND
10. Prompt every student to write a short product tied to today’s reading What lesson was Titid trying to teach the boys in telling them to take down the shed? How would you have felt if you were Djo? What if you were the adult in charge? Would you have told them to put back what they had stolen? Explain your answer.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 7 Day 3 Novel Taste of Salt, Day 3
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading Titid takes care of the boys in this shelter. What is a shelter? Notion that reading and writing grant us freedom 2. Word Wall Introduce 5 important, useful words from today’s reading pulpit peeking journalists refrain solidarity •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 24-30 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Hospital characters Djo Jeremie pages 24-30

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 Titid took care of Djo and Djo lives in the shelter When Titid preaches he has both fans and enemies The boys make a circle around him and take him away to safety Titid tells Djo he wants him to help teach the boys to read. They use books called Taste Salt. 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: OMP. Draw an OMP of either Djo or Jeremie. What do you think they are thinking? Feeling? 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 All Write page 417. Read section on Helping Verbs Student activity: Short answer. 1. Helping verbs include: Helping verbs help other verbs. Without them the sentence would sound funny. Example: Correct: Djo was injured before he went to the hospital. (Was is the helping verb) Incorrect: Djo injured before he went to the hospital. Student activity: Fill in the correct word from the choices after the sentence. 1. 2. 3. 4. Jeremie _____ come to the hospital several times before. (was, had) The boys ______ only there a short time before they had to leave. (is, were) I ________ happy when Haiti had a democratic President. (was, am) Jeremie ______ dated no one before me. (was, had)

5. Djo _____ a good bodyguard again when his body heals. (will be, had been) 9. Explore today’s reading

Key Questions
What is the name of the books Djo uses to teach people to read? What does Taste Salt mean? Why do you think the author named this book Taste of Salt?

Key Paragraph
Page 27: I use these books with Pe Pierre and not think anything about the title. Then one day I see why the books be called Taste Salt. Is because that is what being able to read and write is like. You understand things you didn’t before.

EXTEND
10. Prompt every student to write a short product tied to today’s reading What would it be like not to be able to read? How does reading help you understand things? How does reading give you freedom? How does being able to write help you?

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 7 Day 4 Novel Taste of Salt, Day 4
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.2

PREPARE
1. Background knowledge necessary for today’s reading Idea of being a renegade Oppressive government systems 2. Word Wall Introduce 5 important, useful words from today’s reading curable decent washboard renegade toting •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 31-40 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo Jeremie pages 31-40

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 Titid gets in trouble because he speaks out against the current government Titid thinks he should leave the county The boys are making a plan to keep him in the country 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: Character profile chart. Think of what you have learned about Aristide so far. Fill in the character’s name and at least 1 trait. (2 traits would be great!) Write down 1-2 examples of this trait. (Remember that all activities’ descriptions are posted online in the CBL Sourcebook.) For instance, maybe you would mention that one trait is honesty and one example is when he told the boys to return what they had stolen. Another trait is courage. He has the courage to speak out for what he believes in even though it is causing people to act against him. 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 All Write page 418. Read about Modal verbs and examine words from “can” to “ought to” on the list. Student activity. Short Answer. 1. Define modal verb. _____________________________________________________________.

Fill in the following sentences in terms of your own life. Underline the modal verbs.

1. I can __________________________________________________________________ ____. 2. I could __________________________if someone only asked me to. 3. I might ___________________________________this Saturday. 4. I may sleep until __________________________________________on Sunday. 5. I must study more because ___________________________________________________. 6. I have to get more exercise, otherwise I will _______________________________________. 9. Explore today’s reading

Key Questions
Why would the government want Titid dead? What is so threatening about him? He wants the poor people to have a better life and he believes that right now the government is organized to make the rich richer. Does it take courage to fight the good fight and believe in the underdog? How is Titid’s personality impacting the unfolding of the plot?

Key Paragraph
Page 37: “They say, ‘Don’t speak in Haiti,’” says Titid, looking at the letter in his hand. “Is because I speak out against the government they want me quiet.”

EXTEND
10. Prompt every student to write a short product tied to today’s reading Aristide believes his country can be better off. He has a vision, a plan, and wants to take action. His effort comes in all his sermons and talks. Write a few paragraphs describing the one or two traits you have noticed about Aristide already. What kind of human being was he?

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 7 Day 5 Novel Taste of Salt, Day 5
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3

PREPARE
1. Background knowledge necessary for today’s reading Feeling underappreciated and wanting to run away Feeling of frustration that makes you want to run away 2. Word Wall Introduce 5 important, useful words from today’s reading notice forgive decisions opinion contradict •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 41-46 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo Jeremie pages 41-46

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 Titid sets up free clinic next to the shelter People want to poison Titid Djo is not feeling as special anymore because there were so many boys in the shelter. Djo is feeling unappreciated for his work with the younger kids, teaching them how to read and write. Djo gets angry and says he’s going to run away. He comes back after he calms down. 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: We are going to get started with looking at what a class report looks like. You have already done some work on it already. You have drawn an initial map of Haiti and you have begun to get to know some facts about Aristide. • • • Read sample report, pages 195-197 in All Write. Look back at the K-W-L chart. What other questions do you have at this point about Haiti and Aristide? Write them down. These will be questions we will be investigating, either in the library or over the Internet. Make a list of the top 3 questions you have about both Haiti and Aristide.

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 All Write page 418. Read bottom half of modal verbs. Student activity. Short Answer. 2. Define modal verb (again) ☺: _____________________________________________________________.

Underline the modal verbs.

7. Jeremie shall talk down Djo’s life story. 8. Djo will visit his mother soon. 9. Djo would not mind seeing a movie tonight. 10. Would you help your brother, Djo, please? 11. Could Jeremie set the table for dinner, please? 12. Can Titid become President? 9. Explore today’s reading

Key Questions
Why does Djo get angry at Titid? How does Djo resolve this feeling of thinking that he is no longer needed? Was it a successful strategy?

Key Paragraph
Page 45: You people not need me! You not even want me! If I don’t see you again, Titid, is all right with me! Is fine, you hear?

EXTEND
10. Prompt every student to write a short product tied to today’s reading Have you ever felt unappreciated or invisible? Have you ever said something in anger that you did not mean? What provoked it? What happened? How could you have handled it differently? Write about your experience.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 8 Day 1 Novel Taste of Salt, Day 6
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.8

PREPARE
1. Background knowledge necessary for today’s reading notion of slavery in general cutting sugar cane in Dominican Republic 2. Word Wall Introduce 5 important, useful words from today’s reading gunnysack fret shivers cane doze •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 47-50 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Truck ride characters Djo and strangers pages 47-50

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 Djo experiences someone putting a gunnysack over his head He is thrown on a truck and taken away

He finds out they are taking him to the Dominican Republic to use him as a slave to cut cane. 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: OMP. Continue your OMP of Djo using a different color marker. What do you think he is thinking and feeling during this experience of being taken away? 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 All Write page 419. Read section on present tense. Student activity. Fill in the blank. 1. The _______________ of a verb is called its ____________________________. 2. The present tense of a verb states that it is happening _________ or that it happens ___________. Student activity: Circle all the present tense verbs in the following paragraphs. Ask yourself if the activity (verb) is happening now or regularly. (Page 47) I feel a rope go around my feet, pulled tight. Hands lift me up rough and throw me down on some board. The board begins to shake. I am in the back of a truck. My shoulder is hurt. Pain rises around me, so sharp and real it is better than sadness.

(Page 48) A man is helping me off the floor, pulling my elbow. He sits me on the bench tight between the two men. Benches run along the two sides of the truck bed, and on the benches are squeezed maybe twenty men, their knees mixed together like fingers praying.

9. Explore today’s reading

Key Questions
What do you think Djo is thinking as he is thrown onto the truck with a hurt shoulder? What do you think is going to happen to him? Do you have any predictions? Does the author do a realistic job of describing the character and his feelings?

Key Paragraph
Pages 47-48: I feel a rope go around my feet, pulled tight. Hands lift me up rough and throw me down on some board. The board begins to shake. I am in the back of a truck. My shoulder is hurt. Pain rises around me, so sharp and real it is better than the sadness. Now my mind is a dark tunnel where I go round and round. I feel dizzy and sick. I want to go on through the tunnel, but something is pulling me back. I hear men talking, up above my head.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Do you think the author does a realistic job describing the character and the character’s reaction to what is happening? Describe why or why not you think the character is credible.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 8 Day 2 Novel Taste of Salt, Day 7
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3

PREPARE
1. Background knowledge necessary for today’s reading using slaves to make money crossing the border of Haiti and Dominican Republic illegally (page 468 & 470 All Write) 2. Word Wall Introduce 5 important, useful words from today’s reading faraway coil Creole cornhusk crickets •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 51-56 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo Jeremie pages 51-56

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 truck stopped and let all of them out. They were on the border of Haiti and the Dominican Republic. Djo speaks up and the gunman whacks him with his rifle and cracks his jaw. Djo finds out he has been sold into slavery. 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: Continue K-W-L chart. What else are you learning happened in this part of the world? For REPORT: Prewriting activity: Web exploring and defining your report’s topic. Last week students wrote 3 additional questions about Haiti and about Aristide. Today, they will decide which of those topics they would like to explore further in a class report. Step 1: Revisit the questions (Day 5) Step 2: Decide on which topic they want to investigate further Step 3: Read about prewriting and draw a brainstorming web (see page 198 in All Write) Fill it in with what you know and the questions you want to find out. Step 4: Put a star by your favorite question. You will research this question first. 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 All Write page 419. Read section on past tense. Student activity: Short answer. 1. What is the past tense of a verb? Define. ______________________________________

__________________________________________________________________ ________. Student activity: Underline all the past tense verbs in the following sentences. 1. 2. 3. 4. 5. 6. 7. The truck stopped. The sun rose. The bird flew. I told him I couldn’t do any more. They sold the boys into slavery. He sat down next to me and prayed. We cooked the food and boiled the water.

9. Explore today’s reading

Key Questions
What border are they crossing? What has happened to Djo? Who has he been sold to? What do they grow there? Do you have any ideas about why the slaves who “work” there could never get ahead financially?

Key Paragraph
Page 55: “Okay, well,” says gun-man. “We are nice people here. We will let you buy on credit. A man bringing your rice just now. You tell the man your name, and he will give credit to you.”

EXTEND
10. Prompt every student to write a short product tied to today’s reading How do you think people can work for years and not make any money? Can you make some predictions about what the people who are in charge do to make that possible? [If you are my slave and I give you a tiny bit of money, you would make money. But if you were my slave, made a tiny bit of money, but were charged a lot of money for food, then you would not make any money. If anything, you would go into debt.]

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 8 Day 3 Novel Taste of Salt, Day 8
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading exploitation heat exhaustion 2. Word Wall Introduce 5 important, useful words from today’s reading dominoes snuffling vex anxious swig •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 57-63 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Cane fields characters Djo Donay Lagurie pages 57-63

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 Colmado store man takes advantage of Djo Djo gets placed on a team of people who will cut and move cane Djo works for nothing. They do not pay him. 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: Poster: Graphically depict what you think this chapter looks like. How do you envision the sugar cane fields? For REPORT: Gathering information: Note cards with questions and information. Read All Write page 201. Place your first question on a note card and use the library or the Internet (pages 233-241) to search for the answer. Write down the other questions as well. You will be researching your top three questions as we go along. Today, focus on only the 1st question. Make sure to write down where you gathered the information (pages 205-206). Option: Use the gathering grid (page 200) to catalog your information. 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 All Write page 419. Read section on future tense. Student activity: Fill in the blanks. 1. 2. The future tense of a verb states an action that _________________________. The past tense of a verb states an action that __________________________.

3.

The present tense of a verb states an action that is _________________ or that ____________.

Student activity: Put a box around the future tense verbs. 1. 2. 3. 4. 5. Jeremie will remember Djo’s story forever. Djo will get released from the hospital. Titid will become President of Haiti. I am going to the store tomorrow to buy rice. Donay will become my good friend.

Student activity. Put a circle around present tense verbs, underline past tense and put a box around any future tense verbs. 1. 2. 3. 4. 5. 6. 7. I want to see this Dominican Republic, but I am too tired. We are on a path between tall cane, feeling small as crickets. Why did they leave us here? We are so hungry. Donay looks sad. Fresh cane is heavy. The charette-man will take the cane to the weigher, at the central.

9. Explore today’s reading

Key Questions
Does Djo originally think he will be able to pay back the storekeeper? What does he learn as the chapter progresses? Why is he so angry?

Key Paragraph
Page 61: The anger begins in me. It stings more sharp than red ants. Inside, you know. Inside the spirit. And I remember what Titid said. Something, somebody out there so big I cannot see them, somebody doing this to us.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Think of a time when you have felt like the victim of something that was unfair. What happened? What do you think it feels like to be Djo? He is trying to “play fair” but powers larger than him are making that difficult. Why do you think Djo said that it hurts his spirit? Explain your answer.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 8 Day 4 Novel Taste of Salt, Day 9
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.2

PREPARE
1. Background knowledge necessary for today’s reading empathy tenderness 2. Word Wall Introduce 5 important, useful words from today’s reading disgusted vitamins affection scarred relieved •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 64-67 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo Jeremie pages 64-67

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 Doctor visits Djo Doctor gives Djo sugar and vitamins to help him feel better Jeremie says she likes Djo 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: Story prop: construct a story prop from this chapter. If this chapter were being acted out on stage, what props would you see? 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 All Write page 419. Read section about present perfect tense. Student activity: Fill in the blank. 1. 2. The present perfect tense states an action that ______________________________________. Add ________ or _________ before the past participle form of the main verb. (Look on pages 422-23 to remind yourself what a past participle verb is.)

Student activity: Add has or have to the following sentences to use the present perfect tense. 1. 2. 3. 4. I ______ always enjoyed drinking sugar cane juice. Djo ______always enjoyed Titid’s company. Jeremie ______visited Djo going on three months. Stories about freedom _______always interested Titid.

9. Explore today’s reading

Key Questions
Djo is having a very difficult time in the hospital. Who does he receive comfort from? Why do you think he finds Jeremie’s company calming? Do you think it is helpful for Djo to know Jeremie?

Key Paragraph
Pages 65-66: “Tender affection is the vitamin of life…” “Djo has vitamins,” Jeremie says softly, as if to the doctor. I see that she means she has affection for me. And is true I feel it. Is like a wave of calm strength go through me.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Have you ever felt comforted by another person? Have you ever comforted another? Jeremie gives Djo a gift by being compassionate and a good listener. Who is having a difficult time in your life? Could you be more compassionate or a better listener? Write about the situation and how you might comfort them.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 8 Day 5 Novel Taste of Salt, Day 10
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading the role hope plays when we are in a tough situation friendship helping carry us through tough times 2. Word Wall Introduce 5 important, useful words from today’s reading insult two-sided confusing squatting adjusts •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 68-75 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Jeremie Djo pages 68-75

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 Djo recalling planning to escape with Donay Donay says it will be impossible and they would get killed Jeremie listening and Djo feeling exhausted retelling his story 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: OMP. Add new information to Djo or Jeremie’s OMP. For REPORT: Research 2nd question and add information to note cards and gathering grid. Refer to pages 200, 203 in All Write. 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 All Write page 419. Read section on past perfect tense. Student activity: Fill in blank. 1. 2. The past perfect tense states an action that __________ and was __________ in the past. Add _______ before the past participle form of the main verb.

Student activity: Underline the past perfect tense in the following sentences. 1. 2. 3. 4. Djo had been beaten up by those who opposed Aristide. Djo had served Titid for years. Jeremie had gone to the nun school. Donay had traveled home.

5.

They had eaten only rice for days.

9. Explore today’s reading

Key Questions
What role does hope play when we are in a tough situation? In what way does hope help Djo endure the hardships he is facing? How do the men at the store discourage Djo from being hopeful?

Key Paragraph
Page 74: “When are you going to pay off your debts?” “When the zafra is over and I get my bonus. When it is time to go home.” I feel good saying the word. But there is a laugh from the men at the counter, the same uncomfortable bitter laugh I first heard on the truck… “How many of you kongo boys will be going home this year?”…No one waves hand.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Djo is learning that he might not be able to get home. One of the main themes of the novel is how difficult it is to be a slave. These realizations are just dawning on Djo. What are your thoughts about slavery? Did you know that slavery existed in this part of the world before reading this book? How would you feel if someone took away all your rights and freedoms?

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 9 Day 1 Novel Taste of Salt, Day 11
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.2

PREPARE
1. Background knowledge necessary for today’s reading merengue music

irrigation canal 2. Word Wall Introduce 5 important, useful words from today’s reading trickery irrigation canal pesticides pallets chaff •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 76-85 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Central Gloria hospital characters Djo and Julio Jeremie and Djo pages 76-79 80-85

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 Djo befriends Julio, the guard Julio gives Djo hints as to how to escape Julio makes it look like he is not helping Djo, but he manages to sneak to him a cap that the guards wear. 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: Reader’s Theater. Read Chapter 12 in RT format. Assign students different roles and read chapter aloud. For REPORT: Answering 3rd question. Make note cards and fill in gathering grid. 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 All Write page 419: future perfect tense Student activity: Fill in the blank. 1. The future perfect tense states an action that will begin _________________________ and end ___________________________________________. 2. To form a future perfect tense, add _______________ to the past participle form of the main verb.

Turn these sentences into future perfect tense. 1. Jeremie talked with Djo for six hours. 2. Djo laid in bed for three weeks. 3. Titid preached for 10 years next Tuesday. 4. Maman cooked the meals for everyone all week. 5. Liliane rested for only 15 minutes.

9. Explore today’s reading

Key Questions
Did you know Julio was going to help Djo after reading Chapter 11? What clues did the author give you that perhaps something was about to happen? In Chapter 12, what was your reaction when Julio told him how to escape?

Key Paragraph
Page 79: Do you see, Jeremie? The slave needs to be stupid and quick, carefree and careful. Is hard work. Harder even than cutting cane. Page 81: “It is many miles long,” says Julio. “Took seven years to build.” Then he looks at me in a funny direct way, poking me awake with his eyes. “It comes all the way from the mountains.” Page 82: And Jeremie, my neck shivers and my hair stands up taller. I know that Julio is telling me how to escape the central. Wade in the water, Djo, Julio is telling me. Follow the ditch up to Haiti.

EXTEND
10. Prompt every student to write a short product tied to today’s reading How would you feel if you were Djo? Write a few paragraphs from Djo’s perspective on how it felt to begin to have a plan of how to get back home. What is their plan? Do you think they will succeed?

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 9 Day 2 Novel Taste of Salt, Day 12
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading selflessness- Djo buys coffin for Donay all in it together- people help Djo pay for coffin 2. Word Wall Introduce 5 important, useful words from today’s reading dozing clings wake untangle orderly •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 86-91 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting central characters Djo Donay Jeremie pages 86-91

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

Donay dies Djo buys coffin for Donay on credit Djo has to postpone escape 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 : Rap. Create a rap or song that might be sung at Donay’s funeral in honor of him. 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 All Write page 420: Present continuous tense Student activity: Fill in the blank. 1. The present continuous tense states an action that ________________________________________. 2. You form this tense by adding ____________ to ________________. 3. Write your own example: Use the given verb and turn it into a present continuous tense. Example: learn: I am learning how to play the drums. 1. drink: Djo ____________ from the water fountain. 2. sleep: Djo _____________ in his bed. 3. write: Jeremie___________________in her journal.

4. swallow: Djo _______________________the pill. 5. sing: Jeremie ______________________to Djo. 9. Explore today’s reading

Key Questions
What do you think happens when we die? What happens to our bodies? To our spirits? What does Djo think happened to Donay’s spirit? Djo felt that Donay always put himself last. What does that mean? Do you put yourself first or last or somewhere in between?

Key Paragraph
Page 87: Donay’s head is on my arm. His two hands are holding my hand. Donay is dead. I let go of the fingers. They do not feel like Donay’s fingers anymore. Just used fingers, you know. His body is curled the way my little brother Pie used to sleep. But all the spirit gone.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Djo is very giving and wants to honor Donay by buying him a coffin. We do not have to wait until people die in order to honor them. Write about one person you would like to honor this week and what you will do to show that person that you care about who they are. Option 2: Write about whether you think you put yourself first, last or somewhere in between when it comes to your interactions with others. Do you have the greater good in mind? Explain. Note: Great opportunity to tie in the theme, change requires effort. What is the vision your students have of themselves? That requires a plan and effort.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 9 Day 3 Novel Taste of Salt, Day 13
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.2

PREPARE
1. Background knowledge necessary for today’s reading Why are books divided into Parts? We are now entering Part 2: Jeremie Any predications about how this part of the book may be different? 2. Word Wall Introduce 5 important, useful words from today’s reading doubts accidentally dread transfusion noncommittally •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 95-99 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital Flashback to school characters Djo & Jeremie Djo & Jeremie pages 95-97 97-99

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 Jeremie is feeling regret that she hasn’t shared more about herself with Djo. Jeremie recalls when she first met Djo. Djo’s health is failing. Titid comes to visit Djo and tells Jeremie that Djo may die. 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: OMP. Begin a new OMP of Jeremie. What is she thinking? What is she feeling? Go back in time and describe how she felt when she first met Djo. What is she sad about? REPORT: Writing opening paragraph. Read page 202 All Write. Students should have research completed on 3 questions. At this point they should begin organizing and writing their introductory paragraph. GOAL: Finish writing opening paragraph.

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 All Write page 420: past continuous Student activity: Fill in the blank. 1. The past continuous tense states an action that _____________________________________. 2. To form this tense, add the _____________ to the ______form of the main verb.

3. Write your own example. Change the verb to the past continuous tense: 1. live: Djo __________________at the shelter before he got jumped. 2. study: Jeremie______________________ at the nun’s school. 3. teach: Djo________________________the younger boys. Create 2 of your own sentences using the formula and characters from the book. 1. 2. Share with a friend.

9. Explore today’s reading

Key Questions
What does it mean to say someone will live on through another person? How is that possible?

Key Paragraph
Page 99 “Djo may very well die, Jeremie,” Titid told me just before he left. “You must look that sadness in the face, every day.” If Djo dies, his story will be part of me. I will be alive.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Describe what you think Jeremie means by saying that his story will be a part of her. Have you ever been the one to carry one someone’s memory yourself? If so, who? It could even be a family pet. What keeps the memory alive of someone or something that has passed away? Why do you think it’s important?

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 9 Day 4 Novel Taste of Salt, Day 14
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.2

PREPARE
1. Background knowledge necessary for today’s reading moving past stereotypes to a clearer understanding of who someone really is one’s own life as a story 2. Word Wall Introduce 5 important, useful words from today’s reading transparent missionaries relic visionary substantial •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 100-110 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Jeremie Djo pages 100110

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 Jeremie mentions being sent to the nuns’ school She lives with her mom and her aunt Her mother really wanted her to get an education and her aunt thought it was unnecessary Jeremie is writing down her lifestory, hoping that Djo will read it one day 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: Postcard: Choose a section that appeals to you from the chapter and write a postcard from Jeremie to Djo. What does she really want to tell him these days? REPORT: Sequence of information and 1st paragraph of research. Read page 203 All Write Students should look at their note cards and decide how they want to sequence their other paragraphs. Will they use chronological order? Order of importance? Main ideas? After deciding, begin writing 1st paragraph based on the research you gathered on your 1st question. GOAL: Finish 1st paragraph. Make smooth transition from opening paragraph to 1st. After they have decided what order, have them address the issues in the 1st question. This will be the 1st topic addressed in the middle section of their paper. 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 All Write page 420: future continuous

Student activity: Fill in the blank. 1. The future continuous tense states an action that _________________________________________. 2. To form this tense, add _________+_____________+________________________________. 3. Another formula states: _____________+_______________+__________________________. Write both types of sentences that tell the reader that the character will be doing something in the future, given the task expressed. Fill in the rest of the sentence as you want to! ☺ Example: sing: I will be singing next month. OR I am going to be singing next month. 1. teach: 2. learn: 3. eat: 4. play: 5. dance: 9. Explore today’s reading

Key Questions
In what way does education grant you freedom? It is a theme in this book. Do your parents think education will help you have more choices?

Key Paragraph
Page 104 “Leave my girl be, Sister,” Maman broke in. “Is Education and Education alone will free her from this misery.”

EXTEND
10. Prompt every student to write a short product tied to today’s reading Explain what Maman is trying to tell Auntie.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 9 Day 5 Novel Taste of Salt, Day 15
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3

PREPARE
1. Background knowledge necessary for today’s reading rigged political elections 2. Word Wall Introduce 5 important, useful words from today’s reading visible sentimental dictator resources forbade •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 111-124 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo Jeremie pages 111124

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 Jeremie admits that she loves Djo. She has known him 8 days. Jeremie’s friend, Liliane, thinks Jeremie’s mother will not approve of this boy. Jeremie describes how the democratic election was a sham by the dictator in power. He hired rebels to shoot people who went to vote. 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: K-W-L chart. Pull out relevant information from the chapter to add to your chart. REPORT: Write 2nd research paragraph. Make smooth transition between 1st and 2nd paragraphs. Addressing the issues in the 2nd question. This will be the 2nd topic addressed in the middle section of their paper. GOAL: Complete 2nd research question. So far your paper should have: Opening paragraph 1st research question 2nd research question 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 All Write page 421: singular and plural verbs Student activity: Fill in the blank.

1. A singular verb is used when the subject in the sentence is ________________________. 2. A plural verb is used when the subject in the sentence is __________________________. True or False. Put True if the verbs and the subjects agree, put False if they do not and then correct the form. Example: Djo’s life interest many people. False. Interest should be “interests” 1. 2. 3. 4. 5. 6. Jeremie lives for Djo. Jeremie love Djo. Jeremie think Djo is not very handsome. Djo thinks Jeremie is very good looking. Djo’s family think he needs to be in the hospital. Titid’s bodyguards protects him.

9. Explore today’s reading

Key Questions
Why did the corrupt general of Haiti want to hold a democratic election? What would he get from the United States if Haiti was a “democracy?” What happened?

Key Paragraph
Page 123 “Those who hire the Macoutes will do anything to stay in power. The general held these sham elections because he thought he could control them. Call Haiti a democracy and keep getting money from the United States. But when Met Gourgue began to win, the general decided to stop them.”

EXTEND
10. Prompt every student to write a short product tied to today’s reading Even though you may not have the right to vote yet, you will when you turn 18. How does reading the text help reinforce for you the privilege of being able to vote? Do you think they should lower the voting age in the United States? Why or why not?

11. Close with a short summary

Extend the reading to the students’ lives or to the world

Lesson Plan for Week 10 Day 1 Novel Taste of Salt, Day 16
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading standing up for your beliefs at the cost of your life 2. Word Wall Introduce 5 important, useful words from today’s reading reliable self-determination fussed ointments miserable •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 125-135 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Hospital characters Djo Jeremie pages 125135

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 Jeremie wondering if Djo wants to die. Jeremie writes about preparing to be a nun. She recalls her 15th birthday. Djo was in the Dominican Republic then. Jeremie was still so upset about the people who got killed trying to vote. Jeremie starts attending Titid’s sermons. 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: collage: visually represent high points from the novel using magazine cutouts, photos off the internet, your own drawings, icons, words REPORT: Addressing the issues in the 3rd question. This will be the 3rd and last topic addressed in the middle section of their paper. 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 All Write page 421: active and passive verbs Student Activity: Short answer. 1. When is a verb active? ______________________________________________________________

2. When is a verb passive? _____________________________________________________________ Directions: First identify the subject of the sentence. Second, identify the verb. Then, ask yourself if the subject is doing the action. If it is, the verb is active. Third, write the letter ‘A’ for active verb and ‘P’ for passive verb above the underlined verbs. 1. The sun rose above the smoky hills. 2. The boy hit the ball. 3. The cat ate the string. 4. The dog smelled the man. 5. The food was prepared by the girl. 6. The pillows were made by my mother. 9. Explore today’s reading

Key Questions
What is Jeremie learning from Titid’s sermons?

Key Paragraph
Page 131 Titid’s questions helped us realized that if you are confused, it is because you want to understand. His questions helped us turn our confusion to energy, to action.

EXTEND
10. Prompt every student to write a short product tied to today’s reading If you had been in Jeremie or Djo’s place when this was going on, what would you have done? Would you have risked voting? Would you risk taking action against a corrupt government, knowing it could cost you your life or grant the country freedom?

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 10 Day 2 Novel Taste of Salt, Day 17
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading different belief systems within religion 2. Word Wall Introduce 5 important, useful words from today’s reading threatened thrashed hurricane tremendous crate

•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 136-139 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Jeremie Djo pages 136139

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 Jeremie’s mother and aunt scold her for being out so late and having bad judgment Maman’s health is poor It is hurricane season. 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: Mobile: build a mobile with major scenes, characters, events, symbols from the book. We will work on this for the rest of the week and hang them on Friday. REPORT: Addressing the ending or closing paragraph. See page 203 All Write. • Summarize to the readers what you have shared with them. • Then, decide how you want to end your paper. Do you want to end with an interesting fact? Or do you want to end with your feelings or opinions about the subject 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 All Write page 421: regular verbs Student Activity: Fill in the blank. 1. Most verbs in the English language are _____________. 2. You add______to regular verbs when you state a past action. 3. You can also use ______, ________, or _________ with the verb.

Practice making these sentences with regular verbs past tense. Rewrite the sentence. Practice making it past tense using both methods. 1. He talks. 2. I listen. 3. I jump in the pool. 4. We play in the sand. 5. He wades in the ocean. 9. Explore today’s reading

Key Questions
How long has Djo been unconscious? Is Jeremie praying for him? Does she think praying is enough to save him?

Key Paragraph
Page 139: Prayer isn’t enough. Prayer by itself is nothing.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Jeremie is making a very strong statement in the quote above. What do you think she means? Do you think she really means it? Is she scared for Djo? Explain your answer.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 10 Day 3 Novel Taste of Salt, Day 18
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.8

PREPARE
1. Background knowledge necessary for today’s reading coming out of a coma assassination attempts 2. Word Wall Introduce 5 important, useful words from today’s reading descend pleading cot tinny intervals •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 140-149 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Jeremie Djo pages 140149

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 Aristide is giving a sermon in the church Jeremie gets worried that they will try to kill him. She tries to call the church to warn him. Djo begins to come out of his coma. Sister Claire has written for a university scholarship for Jeremie but Jeremie does not want to leave Djo. 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: Mobile. Continue working on the mobile. REPORT: Revising. Read page 204 in All Write and ask yourself the questions they pose. Have students work individually, with a teacher or aid, or if possible, with one another in a peer editing format. 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 All Write page 421-2: irregular verbs Student Activity: Short answer. 1. What does it mean to say a verb is irregular? What don’t you do to it? Directions: Take a look at the list of irregular verbs on page 422. Choose 10 of the verbs in the first column, beginning with the letters ‘b’ and ending with ‘d’. On one side of a 3x5 card write the present tense of the verb, on the other side, write the past tense. Practice quizzing one another. You can do this as a class, in small groups, or in pairs.

9. Explore today’s reading

Key Questions
Did you find the description of the assassination attempt convincing? Why are rebels trying to kill Aristide?

Key Paragraph
Page 144: The next day, news at last, through rumor. Many people killed. St. Jean Bosco burned to the ground. Titid alive, once again by miracle—alive, but badly shattered, and in hiding.

EXTEND
10. Prompt every student to write a short product tied to today’s reading These scenes happened in real life. Describe whether you think the author did a good job portraying the reality of the event from Jeremie’s perspective.

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 10 Day 4 Novel Taste of Salt, Day 19
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading Djo comes out of coma and starts narrating story again Hearing news through the radio only 2. Word Wall Introduce 5 important, useful words from today’s reading refuse downcast hopeless circulation harvests •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 153-162 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo and Jeremie pages 152162

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 Djo starts narrating his story again. He has been swinging the machete for 3 years now. A new young man comes and works with him. Fills him in on what’s been happening with Aristide. Roro and Djo plan to escape that night. 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: Finish mobile REPORT: Editing: Read page 204 in All Write and ask yourself the questions they pose. Have students work individually, with a teacher or aid, or if possible, with one another in a peer editing format. 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 All Write page 422: irregular verbs Directions: Take a look at the list of irregular verbs on page 422. Choose 10 of the verbs in the second column, beginning with the letters ‘e’ and ending with ‘h’. On one side of a 3x5 card write the present tense of the verb, on the other side, write the past tense. Practice quizzing one another. You can do this as a class, in small groups, or in pairs.

9. Explore today’s reading

Key Questions
How long has Djo been working to pay off Donay’s coffin? Will he ever pay it off?

Key Paragraph
Page 159: And suddenly, Jeremie, iks like cold water down my back. The screws to the handle not match up. There be dents and scratches. And I see is exactly the same coffin I buy for Donay.

EXTEND
10. Prompt every student to write a short product tied to today’s reading How would you feel if this had happened to you, knowing that you had been working so hard to pay off Donay’s coffin?

11. Close with a short summary Extend the reading to the students’ lives or to the world

Lesson Plan for Week 10 Day 5 Novel Taste of Salt, Day 20
Standards Focus W2.3, 2.4; LC1.1, 1.4, 1.5; LS1.5, 2.3, R3.6

PREPARE
1. Background knowledge necessary for today’s reading friendship of strangers the power of ‘hope’ that things will get better 2. Word Wall Introduce 5 important, useful words from today’s reading dignified suspect burro thatch decent •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 163-173 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting hospital characters Djo and Jeremie pages 163173

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 Roro and Djo escape. They walk through a house accidently at night and pretend to be a cow. An old woman gives them food and shelter to help them on their way. Djo describes being beaten badly, which is where the novel begins. It has come full-circle. Djo and Jeremie agree that more work needs to be done for freedom and they need to have hope. 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: OMP. Create one last OMP. Hang mobiles. REPORT: Works-cited and cover page. Read page 2-5-206 All Write. Create a cover page for your report (name, date, title, class, teacher). Celebrate your hard work! ☺ Bring home a copy for your parents to see. Put this finished piece of work in your best work portfolio. Students can also share what they learned if you choose to debrief in that manner also. 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 All Write page 423: irregular verbs Directions: Take a look at the list of irregular verbs on page 423. Choose 10 of the verbs in the first column, beginning with the letters ‘h’ and ending with ‘s’. On one side of a

3x5 card write the present tense of the verb, on the other side, write the past tense. Practice quizzing one another. You can do this as a class, in small groups, or in pairs.

9. Explore today’s reading

Key Questions
Have you ever helped a stranger? Has a stranger ever helped you? Of what help is the old woman to Djo and Roro? Why did Roro salute the old woman with the goat bone?

Key Paragraph
Page 167: He wave the bone something like a priest giving blessing, Jeri. I think is a blessing or salute, for the old lady.

EXTEND
10. Prompt every student to write a short product tied to today’s reading Describe a time in your life you helped a stranger just to be nice or a time someone you didn’t know helped you. How did it feel? Would you have a better world if we all did that more often?

11. Close with a short summary Extend the reading to the students’ lives or to the world

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