Students understand a journey can be a metaphor for life. The purpose of this lesson is to introduce the idea of a journey as both literal and figurative.
§ self-question and correct
§ check using cueing systems including meaning, structure, and visual.
§ Sources of literature
o A work of fiction previously read in the school year or other stimulus piece
o Overhead, white board, chalk board
o Transparency markers
§ Handouts provided
§ Words to know
o cueing system
1. Use the List-Group-Label strategy. This strategy offers a simple three-step process for students to organize a vocabulary list from a reading selection. This strategy stresses relationships between words and the critical thinking skills required to recognize these relationships.
List-Group-Label challenges students to . .
Steps to List-Group-Label
Students read the text selection carefully and then review both the general list of terms and their collections of related terms. Students eliminate terms or groups that do not match the concept's meaning in the context of the selection. New terms from the reading should be added, when appropriate. Terms should be “sharpened” and the groupings and their labels revised, when necessary.
2. Students create a Word Wall. Students examine ideas and use the List-Group-Label graphic organizer to compile information.
A Word Wall is an organized collection of words displayed in large letters on a wall or other display area in the classroom. It is tool of learning, not just a display. Word Walls are designed to promote group learning and is shared by the whole class.
§ support the teaching of important principles about words and how they work
§ foster reading and writing
§ provide reference support for students during their reading and writing
§ promote independence on the part of students as they work with words in reading and writing
§ provide a visual map to help students remember connections between words and the characteristics that will help them form categories
§ develop a growing vocabulary that becomes part of reading and writing
§ Add words gradually, five a week.
§ Make words accessible by placing them where every student can see them.
§ Write words in big, black letters; use a variety of background colors so that the most often confused words (there, their; what, when) are different colors.
§ Limit addition of words to common words which students use frequently in writing.
§ Practice words by chanting and writing.
§ Have a variety of activities to provide practice so that words are read and spelled instantly and automatically.
§ Make sure that Word Wall words are spelled correctly in any writing students do.
What is a journey?
Why do people go on journeys?
Can a journey be mental or emotional? Provide examples.
What do people experience on journeys?