5 1 1 the spelling bee TG

5.1.1 The Spelling Bee SUMMARY The story is about Kate, a fifth grader with dyslexia After being tested and diagnosed, Kate had to give up going to camp with her friends over the summer, and instead worked on improving her reading Her effort paid off when she excelled at the school spelling bee assignment expanded procedures worshipped INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of The Spelling Bee Based on the title, ask students what kind of information they think this book will provide If students know what a spelling bee is, ask them to share what they know Ask why the author might have given the book this title BUILD BACKGROUND Ask students if they’ve ever been frustrated or had a hard time with something How did they feel? How did they handle this challenge? Did they come up with a plan to make things better? How well did it work? Discuss with students the meaning of the word courageous How might courage help us when we face challenges? PREVIEW/USE TEXT FEATURES Invite students to look at the pictures in the book Ask: Who is the main character? Have students look on pages 12–13 Ask: What is the main character doing? Why does she seem sad? Have students look through to the end of the book Ask them how they think this story will end 12 READ THE BOOK SET PURPOSE Have students set a purpose for reading The Spelling Bee You may guide students by suggesting that they think about questions they have about the main character or about the title itself STRATEGY SUPPORT: PRIOR KNOWLEDGE LESSON VOCABULARY acquainted essential guaranteed reputation CHARACTER AND PLOT PRIOR KNOWLEDGE As students read the book, encourage them to connect the text to their own lives For example, after reading page 3, you may say: “This reminds me of a time I got in trouble for talking in class.” Making these connections can help students better understand the characters in a story and their motivations COMPREHENSION QUESTIONS PAGES 3–7 What did you learn about Kate’s character through her interactions with Mr Harper? (She’s a chatterbox; she has trouble following rules; she wants to try hard; she’s worked hard this year.) PAGES 12–13 How did you feel when you read about Kate having to stay home from camp? (felt bad that Kate couldn’t be with her friends) PAGE 16 Think about challenges in your own life How does this help you understand what Kate was going through? (Possible response: Students may suggest, that like Kate, they’ve felt frustrated, nervous, excited.) PAGE 19 What you think the climax, or high point, of the story is? The resolution, or outcome? (Climax: When Kate is asked to spell “pneumonia.” Resolution: After the first round when Kate feels that she can anything she puts her mind to.) To help reinforce comprehension, invite students to retell the story in their own words The Spelling Bee 16911_LRD_TG_012-013 12 12/28/05 12:47:35 PM REVISIT THE BOOK READER RESPONSE He is strict but caring; contributed by emphasizing that Kate can overcome her reading difficulties if she didn’t become distracted Know: Dyslexia is a disorder that causes people to have difficulty reading; Want to know: Possible response: Whether scientists are working to find a cure for it Assign is a verb; assignment is a noun Assign means “to give as a share; allot,” while assignment means “something assigned.” Sentences will vary Possible responses: Kate will well, because of all her hard work Or: Her dyslexia may cause her to lose EXTEND UNDERSTANDING Tell students that when a story starts in the present and then looks back to something that happened previously, it is called a flashback Ask students what happens on page Ask students where the flashback sequence ends (Page 16) What did students learn in the flashback that helped them understand more about Kate and her challenges? RESPONSE OPTIONS WRITING AND SPEAKING Use the vocabulary words from the book and hold a class spelling bee Afterward, have students write how they felt about the experience Were they nervous performing in front of the class? WORD WORK Look up the word essential in the dictionary What is its base? Have students look at the definition of essence (The qualities of a thing that give it its identity; indispensable properties.) Ask students to think about things that are essential to them Are these things part of their essence, or identity? How? Skill Work TEACH/REVIEW VOCABULARY Review the vocabulary words with students Have them write the words and underline the base word in each word except essential Ask students how the meaning of the word essential is similar to the concept of a base word TARGET SKILL AND STRATEGY CHARACTER AND PLOT Remind students that the plot is the pattern of events in the story As they read the story, have them create story maps to track the events in the story Make sure students understand that there is a shift in time, or flashback, that begins on page PRIOR KNOWLEDGE Remind students that prior knowledge is what they already know about a topic Tell students that when they read a story, they can think about how it connects to their lives to help them understand more about the characters and the plot Have students brainstorm and write down notes about challenges that they, friends, or characters in other books have faced Invite students to share their findings ADDITIONAL SKILL INSTRUCTION GRAPHIC SOURCES Remind students that graphic sources can include charts, maps, drawings, posters, and diagrams They can be used to help their understanding of the character and the plot As students read, have them create two character webs, one for Kate and one for Mr Harper SOCIAL STUDIES CONNECTION Watch a portion of the documentary movie, Spellbound, to learn more about the national spelling bee and how contestants prepare for the challenge The Spelling Bee 16911_LRD_TG_012-013 13 13 12/28/05 12:47:36 PM Name The Spelling Bee Character and Plot • The plot is an organized sequence of events • A character is a person who takes part in the events of a story Name some main characters in The Spelling Bee How does The Spelling Bee begin? What is the problem in the story? What we learn in flashback? What is the climax? © Pearson Education What is the resolution? 14 16911_LRD_TG_014-015 12/28/05 12:48:13 PM The Spelling Bee Name Vocabulary Directions In each of the following sentences, underline the synonym for the vocabulary word in ( ) Note: Some synonyms may include more than one word Check the Words You Know acquainted essential guaranteed reputation assignment expanded procedures worshipped Our teacher said it was necessary to bring our coats on the hike (essential) Paulo was friendly with all his neighbors (acquainted) Alice adored her new puppy (worshipped) “The project our teacher gave out yesterday was easy!” exclaimed Jasper (assignment) He had a good opinion of people about him (reputation) The two recipes showed different processes for making the same cookies (procedures) I made sure I had a chance for a good grade by studying hard (guaranteed) Reading that book stretched my horizons (expanded) Directions Select two vocabulary words and use each in a sentence below © Pearson Education 10 15 16911_LRD_TG_014-015 12/28/05 12:48:13 PM ... students that the plot is the pattern of events in the story As they read the story, have them create story maps to track the events in the story Make sure students understand that there is a shift... Watch a portion of the documentary movie, Spellbound, to learn more about the national spelling bee and how contestants prepare for the challenge The Spelling Bee 16911_LRD _TG_ 012-013 13 13 12/28/05... The Spelling Bee Character and Plot • The plot is an organized sequence of events • A character is a person who takes part in the events of a story Name some main characters in The Spelling Bee