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Have students identify two problems that build on each other in Emmas Rug and
explain how they build using evidence from the text. Use the following sentence stems:
One problem Emma has is . This problem leads to another problem
for Emma, which is .
Have students identify a verb to which er can be added to form a noun. Have students
determine what the newly formed noun means.
KEY POINTS
What three to five key points will you emphasize?
An affix is a prefix or a suffix
An impact is a strong and powerful effect
A problem can build into a new problem
LESSON CYCLE
3. Say: Problems build on each other, and they keep building (continue
stacking books until the yardstick collapses) until the problems become
very hard for the character.
4. Say: Today we will unpack how that happens to Emma in Emmas Rug.
Determine the meaning of the new word formed when the affix er is
added to a known word.
Read aloud the sentences from Emmas Rug that contain the words
winner (p. 18), reporter (p. 18), and teacher (p. 24). Emmas Rug
Write the words winner, reporter, and teacher on the board. Ask: What
letters do the words have in common? (er) What do the meanings of the
words have in common? (They all describe people. A winner wins. A
teacher teaches.)
Point out that er changes a word from a verb, such as teach, to a noun
describing someone who does that action.Win (a verb) becomes winner
(a noun), or one who wins.Report (a verb) becomes reporter (a noun), or
one who reports. Teach (a verb) becomes teacher (a noun), or one who
teaches.
Ask: What does each er word mean? (Performer means one who
performs. Trainer means one who trains.)
Background
Use this time to support students with background needed to access the
lesson text(s) and target learning objectives.
Connect the lesson to the module focus standard RL.3.5. Explain that
today, students will return to Emmas Rug. They will identify problems
that Emma faces and describe how the problems build on each other.
Explain to students that you are going to tell a story. Every time a
problem comes up in your story, you are going to stack a block.
Explain that sometimes, problems build into new problems. Point out
that your first problem (no food) led to the last problem (skinned knee).
Formative Assessment for this portion of the lesson: Circulating during turn and talk
GUIDED PRACTICE (15 min.)
(Consider: How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard? How will you monitor and
correct student performance? Why will students be engaged/interested?)
Emmas
Have pairs read pp. 46 of Emmas Rug. Rug
Ask Text-Dependent Questions (TDQs)
READING FOR GIST: Refer to the Gist Anchor Chart. Ask a volunteer to
reread the gist.
Refer students back to the text, which they will reread and analyze.
Explain that we will read the text to identify problems that Emma faces in
the story. Each time they locate a problem, they should mark their text
with a sticky note and write a sentence on the note that describes the
problem.
After you reread the text to the class, organize pairs. Direct them to take
turns sharing the problems they identified.
We will go over the first question as a class: If you were going to recount
Emmas Rug, which parts of the story would you point to in describing
TDQ 1.5
the beginning, middle, and end? Use page numbers to label the
beginning, middle, and end of Emmas Rug. Remind students of the
anchor chart on how to answer a TDQ.
Students will answer the second question with a partner: What was
your favorite part of Emmas Rug? Why?
Formative Assessment for this portion of the lesson: Listen and circulate while students
share the problems they identified
INDEPENDENT PRACTICE (15 min.)
(Consider: How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective? How will you provide opportunities for extension? Why will students be
engaged/interested?)
TDQ 4A
Students will complete the remaining 3 questions on their own. I pick
about 2-3 students to share one of their answers during morning meeting
the following day.
Reteach