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LESSON #1 PAGE 1
Date: Monday, November 13, 2017 Novel Study: Pax By Sara Pennypacker
Lesson 1- Summary and Vocabulary List
definitions for the words they have written down. Now that they understand the word, they
should re-read that sentence in Pax. This is why including the page number is important. To
assess the students understand of the word, they can either:
a) create a sentence with that word
b) create their own definition for this word
Set Students Up for Success: How will Criteria: By what criteria will the work be judged?
students know what is expected? How will this be communicated to the students?
I will be going over the expectations during Participation:
our class discussion and circulating the - Did the student create a list of vocabulary?
classroom to ensure students are on task.
- Did you read out loud in your Pax group?
Reflection: How will students reflect upon
and assess their own learning?
Students will create a vocabulary list for
themselves.
This week, they will have time to find the
definitions for words they have written down.
Since the students have written down the
page number they found the word on, they
can go back and re-read the sentence or
paragraph. They will be able to assess their
own learning on whether the sentence make
sense to them now that they know the
meaning of the words.
Dictionaries – Get from learning common or Finish finding the page numbers for vocab list
students can use the computers in the
classroom.
Part A: Activity
Date: Part B: Reading and Backpack Writing
Part C: Introduce Symbolism and Reflection Question
Alberta Education (2016). Program of Study English Language Arts K -9. Retrieved from
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf
The Focus: What will students learn? Symbolism, Prediction, Vocabulary, Reflection
- Students will begin to pay attention to the words as they are reading, as they are required to create an
ongoing vocabulary list.
- Through our class discussions, students will learn they may interpret the story differently from their
peers.
- Students may develop different perspectives after listening to their peers, which can increase their
interest in the book. However, students may also challenge their peers’ perspectives. This allows them
to develop a deeper understanding of the book as they are exposed to multiple perspectives and
ideas.
- Regular class discussions will help students understand the book better because we are filling in bit
and pieces of the story the student may have missed. It will also clarify misunderstandings and
confusions.
- Reflect on their learning and experiences.
- Giving predictions of what will happen next and be able to explain why you think that.
- Through the reflection question, the students will be able to understand what symbolism means
because have thought about an object that is valuable to them. This item reminds him or her of
someone they love or of an experience they have faced.
Lesson Outline- This lesson is split into Part A-C because there may not be enough time to do everything in
one class. However, we have backup activities if they do finish early. We does not have to follow this specific
order.
**Screen shot the vocabulary activity slide. Students will add the words they don’t know to their list.
4. (10 minutes) Read in their Pax groups, 2 pages each out loud.
5. (20 minutes) Show students the backpack writing sheet. Imagine themselves as Peter and explain to
us what they would bring and why.
*If students haven’t finish their backpack writing, they can finish it during flex time
6. (5 minutes) Discuss with students what symbolism means. Ask them for examples.
7. (10 minutes) Show students the poem- objective is to teach them about symbolism
Reflection Question
- The toy soldier important to Peter because it reminds him of his father and his friendship with Pax.
Give me one more symbolic object that was used in this book. *hint, Peter’s mother wore this
- Can you think of something that reminds you of some body or an experience you have had?
(On going) If students are done all their work, they add to their vocabulary list or start finding the definitions
for the words they have written down. Now that they understand the word, they should re-read that sentence
in Pax. This is why including the page number is important. To assess the students understand of the word,
they can either:
- During flextime, give students the opportunity look through the book to find words they do not
understand. Finish their backpack writing and reflection question.
- Audio book: Have this on hold through Calgary Public Library. This may be a great resource for
Emerson.
- Challenge students by asking them to find more words they don’t know. Get them to find the definition
Set Students Up for Success: How will students Criteria: By what criteria will the work be judged? How
know what is expected? will this be communicated to the students?
Part A
-Book Laptop/I-pads
-Set up my poll survey during recess
Part B
- Print out “What Would You Take” sheets
Part C
- Have poems ready and set up on smartboard
- Write reflection questions down on board or set up on
smartboard
- Create reflection rubric
http://assetlibrary.supadu.com/images/ckfinder/738/pdfs/Pax_Classroom_Kit.pdf
Date Part A: Feelings, Part B: Perspectives, Part C: Thoughts
Alberta Education (2016). Program of Study English Language Arts K -9. Retrieved from
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf
- Students will begin to pay attention to the words as they are reading, as they are required to create an
ongoing vocabulary list.
- Through our class discussions, students will learn they may interpret the story differently from their
peers.
- Students may develop different perspectives after listening to their peers, which can increase their
interest in the book. However, students may also challenge their peers’ perspectives. This allows them
to develop a deeper understanding of the book as they are exposed to multiple perspectives and
ideas.
- Regular class discussions will help students understand the book better because we are filling in bit
and pieces of the story the student may have missed. It will also clarify misunderstandings and
confusions.
- When filling out the Venn diagram, the students will be putting themselves into Peter and Pax’s
“shoes” because they need to understand how the characters’ are feeling, their perspectives and
thoughts.
Lesson Outline: This lesson is split into Part A-C. Each lesson follows the same routine and
instruction but the focus is different. Part A-C does not have to be in specific order. Each part may
take at least 2 classes.
1. (5 minutes) Explain to students what we are doing with the Venn diagram and expectations (they
each have to fill out their own Venn diagram but will be discussing with their Pax group first).
2. (25 minutes) In Pax group, read 2 pages each outloud then discuss with their group.
3. *If students finish reading and discussion early, they can start working on their Venn diagram. If not,
they can finish it next class.
- During flextime, give students the opportunity look through the book to find words they do not
understand.
- Audio book: I have this on hold through Calgary Public Library. This may be a great resource for
Emerson.
Set Students Up for Success: How will students Criteria: By what criteria will the work be judged? How
know what is expected? will this be communicated to the students?
http://assetlibrary.supadu.com/images/ckfinder/738/pdfs/Pax_Classroom_Kit.pdf