LP+Vansloten

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 R.9.3.e Judge the internal consistence or logic stories and texts such as //Would this character do this? Does this action make sense?// =====

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 W. 4.3.a independently creative cohesive paragraphs that develop a central idea with consistent use of Standard English grammatical forms including a variety of sentence types. =====

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 W.6.3.c Write simple compositions that address a single topic that including supporting sentences with concrete sensory details of people, places, things or experiences. =====

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 **Background:** The students have been reading the book by C.S. Lewis //The Lion, the Witch and the Wardrobe// in the past few weeks and done various activities, discussions and projects along with the story line. =====

**Warm up:** Discuss the character of Edmund thus far in the book; how he treats his family and the other animals in Narnia? What do you like or dislike about his character?
 * =====Students will first read the new passage about Edmund. =====

**Text Analysis:**

 * =====I will teach a brief lesson on what simple past and present/past perfect is including its uses, examples and how it is formed. =====
 * =====This lesson will include how you form regular and irregular simple past =====
 * =====The irregular verb list would be incorporated in further classes using weekly quizzes to memorize which commonly used verbs are irregular. =====
 * =====Students will be asked to identify various **verbs** in the passage where we will view their tenses. =====

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 Example: the first thing they **__heard__**- from Mrs. Beaver- was that their brother **__had been rescued__** and **__brought__** into camp late last night. =====

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 I was perfectly still and presently the moon grew bright; if you had been there you would have seen the moonlight shining on an old tree-stump and on a fair-sized boulder. But if you had gone on looking you would gradually have begun to think there was something odd about both the stump and boulder. And next you would have thought that the stump did look really remarkably like a little fat man crouching on the ground. And if you had watched long enough you would have seen the stump; for in reality the stump and the boulder were simply the Witch and the dwarf. for it was part of her magic that she could make things look like what they aren't, and she had the presnce of mind to do so at the very moment when the knife was knocked out of her hand. She had kept hold of her wand, so it had been kept safe, too. =====

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 When the other children woke up next morning (they had been sleeping on piles of cushions in the pavilion) the first thing they heard- from Mrs. Beaver- was that their brother had been rescued and brought into camp late last night; and was at that moment with Aslan. AS soon as they had breakfasted they all went out, and there they saw Aslan and Edmund walking together in the dewy grass, apart from the rest of the court. There is no need to tell you (and no one ever heard) what Aslan was saying, but it was a converstion which Edmund never forgot. As the others drew nearer Aslan turned to meet them, bringing Edmund with him. =====

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 Edmund shook hands with each of the others and said, to each of them in turn, "I'm sorry," and everyone said, "That's alright." And then everyone wanted very hard to say something which would make it quite clear that they were all friends iwth him again--something ordinary and natural--and of course no one could think of anything in the world to say. But before they had time to feel really awkward one of the leopards approached Aslan and said, "Sire, there is a messenger from the enemy who craves audience" =====

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Each student writes a journal entry comparing what Edmund was like in previous passages to his character changing in the present passage at hand. =====

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Feedback:** I will walk around room giving assistance when asked as well as scaffolding how they are progressing as they begin to construct these sentences. =====

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-I will look at their sentences and give them corrective feedback if they are struggling constructing sentences in the past tense. =====

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Class Discussion:** I will ask the class to read an example from their journal when asked about what Edmund’s character was like before, and what is like now. Students can take turns responding and I can give them feedback orally. =====