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1、The Other Side of the GlassWW1 Learning AZ All rights reserved.www.readinga-Focus Question:Should Sarah trust Queen Tatiana?Why or why not?Book SummaryText Type:Fiction/FantasyIn the next installment of The Hollow Kids series,Sarah and Jake enter the house in the woods.They are greeted by a mysterio
2、us woman,Queen Tatiana,who shows them something amazing.Should Sarah and Jake trust Queen Tatiana and what she shows them?The Other Side of the Glass continues Sarah and Jakes adventure while providing opportunities for students to practice analyzing characters and making,revising,and confirming pre
3、dictions.Guiding the ReadingBefore ReadingBuild Background Askstudentswhattheywouldriskiftheycouldgetall the things theyve ever wanted.Have students discuss their answers in groups.Invite volunteers to share their thoughts with the rest of the class.Reviewwithstudentsthepreviousinstallmentsin the Ho
4、llow Kids series.Have students work in groups to make predictions about what they think Sarah will find when she enters the house in the woods.Invite volunteers to share their ideas with the rest of the class.Introduce the Book GivestudentstheircopyofThe Other Side of the Glass.Guidethemtothefrontan
5、dbackcoversandread the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Int
6、roduce the Reading Strategy:Make,revise,and confirm predictions Remindstudentsthatengagedreadersmakepredictions,or educated guesses,about what events will happen next in a story and what characterswillsayordo.Readersuseinformationfrom the story and their own knowledge of related subjects to make pre
7、dictions.Point out that the process of making predictions is more important than having predictions confirmed,or provencorrect.Remindstudentsthattheycanalsorevise,or adjust their predictions,if they read new information that changes their idea of how events will unfold.Introduce and explain the make
8、-revise-and-confirm predictions worksheet.Have students preview the cover,title page,and first page of the story and work with a partner to make predictions on the basis of this information.Invite volunteers to share their predictions with the class.Lesson EssentialsInstructional Focus Make,revise,a
9、nd confirm predictions Analyzecharactersinthetext Describeinformationprovided by illustrations Recognizeandusecommastoseparatedialogue Identify and understand root words and their affixesMaterials Book:The Other Side of the Glass (copy for each student)Make,revise,and confirm predictions;analyze cha
10、racter;commas to separate dialogue worksheets Discussioncards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:abode(n.),delirious(adj.),disorienting(adj.),intricate(adj.),triumphant(adj.),turmo
11、il(n.)Enrichment:faze(v.),maternal(adj.),radiates(v.),recedes(v.),saunter(v.),slender(adj.)Academicvocabulary:conflict(n.),journal(n.),remember(v.),structure(n.),through(prep.),vision(n.)The Other Side of the GlassWW2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Ana
12、lyzecharacter Revieworexplainthatonewaytobetterunderstanda character from a story is to analyze that character.Remindstudentsthat,whenanalyzingacharacter,it is important to analyze the characters words,thoughts,actions,and effect on others.Reviewwithstudentsafictionstorytheclasshaspreviously read an
13、d identify the main character.Have partners create a list of words that describe the main character from that story.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explain that the glossary provi
14、des definitions for the vocabulary words in the book.Point out the use of each content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its p
15、art of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutwhetherSarahshouldtrust Queen Tatiana.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answe
16、r to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage student
17、s to support their answers by citing evidence from the book.Who does Sarah meet when she enters the house in the woods?(level 1)pages46 Why is Sarah filled with conflicting emotions when she meets Queen Tatiana?(level 3)page 5 What conclusions can you draw about Queen Tatiana?(level 3)multiple pages
18、 What do Sarahs actions reveal about her deepest desires?(level 3)multiple pages How are Sarah and Queen Tatiana alike?How are they different?(level 2)multiple pages Why does Queen Tatiana need Sarahs help?(level 3)page 13 How is Jakes disappearance related to Sarahs mothers return?(level 3)page 15T
19、ext Features:IllustrationsExplain that illustrations help readers know what something looks like.Have students work with a partner to read the last paragraph on page 4.Have students reviewtheillustrationonpage5.Askstudents:How does the illustration support details in the text?Did the illustration ma
20、tch the image in your mind?Why are illustrations important text features?Have students review other illustrations in the book and discuss in groups the details they provide.Invite volunteers to share their thoughts with the rest of the class.SkillReview Encouragestudentstousetheinformationtheyve rea
21、d or discussed to revise or confirm their predictions on their make-revise-and-confirm-predictions worksheet.Have them stop at various points throughout the story to make new predictions and either revise or confirm previous predictions.Modelhowtoanalyzeacharacter.Think-aloud:The book is providing m
22、e with many details about Sarah.On page 6,the text describes how it takes everything Sarah has not to bound after Jake in search of her mother.From this,I can infer that Sarah is cautious.Also,the text leads me to think that Sarah is responsible because she warns Jake not to touch anything when they
23、 first enter the mysterious room.These details give me information about Sarah and teach me more about her character.Modelhowtocompletetheanalyze character worksheet.Have students identify Sarahs character traits and list clues from the text that support their answer.Then,have students discuss their
24、 ideas with a partner.Encourage students to look for similar details about Jake and his characteristics.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphicOrganizer:A
25、nalyzecharacterHave students complete the analyze character worksheet.Invite volunteers to share with the rest of the class a trait that describes Sarah and the evidence they have to support the trait.Then have students work with a partner to analyze Jakes character.DiscusswithstudentshowSarahandJak
26、echangeover the course of the story.Guiding the Reading(cont.)The Other Side of the GlassWW3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Resp
27、onse to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvaryandshould include reasons why Sarah should or should not trust Queen Tatiana.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Com
28、mas to separate dialogueWrite the following sentence on the board and read it aloud with students:“Oh,he can do no harm here,”a womans voice says from the top of the stairs.Inviteavolunteertocometotheboardandcirclethequotationmarks.Remindstudentsthatquotation marks enclose the words being spoken.Poi
29、nt to the comma at the end of the dialogue and ask students to call out the name of the punctuation mark.Have students repeat the word comma aloud.Writeseverallinesofdialogueontheboard,using quotation marks but no other punctuation marks.Have students work in groups to determine where to place the c
30、ommas and other punctuation marks,such as periods and question marks.Invite volunteers to come to the board and add punctuationmarkstothesentences.Discusswithstudents whether each mark is in the correct spot,and move the punctuation if necessary.Check for understanding:Have students highlight all of
31、 the dialogue in the book.Then,have them circle the commas that come at the end of each set of quotation marks.Have them underline the dialoguethatdoesnotendinacomma.Discusswith students why some dialogue ends in a comma and some does not.Independent practice:Introduce,explain,and have students comp
32、lete the commas-to-separate-dialogue worksheet.If time allows,discuss their answers.WordWork:Rootwords Writethewordcareless ontheboard.Askstudentswhat the word would be if-less were removed,and write care next to careless.Explain that the root word care is a noun and that when the suffix-less is add
33、ed to the word care,an adjective is created.Discussthatrootwordsmayhaveaprefix,asuffix,or both.Revieworexplainthatasuffix is a letter or group of letters added at the end of a word to form another word,often altering or changing its meaning.Some examples of suffixes are-ed,-y,-s,-es,and-ing.Reviewor
34、explainthataprefix is a letter or group of letters that is attached to the beginning of a word to modify its meaning.Some examples of prefixes are dis-,mis-,and un-.Havestudentsturntopage3inthetextandlocatethe word aimlessly.Askwhatthiswordmeans(without any purpose).Have students explain how the mea
35、ning of the sentence would be changed if the suffixes-less and-ly were not part of the root word.Check for understanding:Givestudentsahalf-sheetof paper and write the following words on the board:nerves,heart,assembles,dark,counts,and fright.Have students identify the meaning of each root word.Then
36、have them add the following suffixes or prefixes accordingly:-ing,-ness,un-,-ily,and re-(unnerves,heartily,reassembles,darkness,recounts,and frightening).Have students identify how the meaning of each word changed with the addition of a prefix or suffix.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)