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TEKS Standards.


Presentation View Read the Story. Read the Play. Activities 7. Core Skills Workout The Core Skills Workout is a series of skill-based activities that will help your students "bulk up" in the comprehension skills they need most to become strong, analytical readers. The Core Skills Workout comes with every issue and will support your reading program no matter what your scope and sequence.

Quizzes 2. Answer Key 2. Activities 7 Download All Activities. More About the Story. Complexity Factors. Levels of Meaning.

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Knowledge Demands. No specific prior knowledge is required. Step-by-Step Lesson Plan.

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Download the Lesson Plan. Preparing to Read. Preview Text Features and Vocabulary 20 minutes. Distribute the vocabulary activity to preview challenging words. Highlighted words: gossip, rumor, Yiddish, rabbi, flushes, consequences Call on a volunteer to read aloud the Up Close box on page 21 to set a purpose for reading. Reading the Play. Assign parts and read the play aloud as a class. After reading, discuss the close-reading and critical-thinking questions. Reread the conversation between Jacob and Golda in Scene 2.

What can you infer about Jacob from these lines? He might think his stories are funny. Based on Scenes 2 and 3, what idea does Jacob get from listening to Miriam talk to her customer? In the market, one bee was buzzing around and Miriam shooed it away. Why do you think he tells the rumor about the bees?

How does he convince the other kids that it could be true? Some students may say that Jacob likes to be the center of attention and make the other kids laugh, or that he enjoys sharing unflattering news about people. Why does the rabbi tell Jacob to let the feathers fly out of his pillow?

It could hurt Katie. Hannah decides to reach out and be kind instead, by inviting Katie to sit at her lunch table. Do you think it will be possible for him to completely fix his wrongdoing? This play takes place at a time when gossip spread by mouth from person to person.

Think about how people communicate now. As a practical example, we spoke about the use of Google Hangouts, which we know some 5th grade students are using to interact outside of school Not all students are using Google Hangouts. We emphasized that everyone chooses whether or not to participate, and we should all respect the choices of others. After generating a list of the benefits and challenges of interacting on Hangouts, we highlighted some guidelines, because navigating these group conversations in cyberspace can be very tricky.

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Here are some guidelines we discussed: Avoid talking about people who are not in the Hangout with you. This is like talking behind someone's back. Only say things you wouldn't mind your family members knowing about, or other kids at school because like the feathers you don't know where the words may go.

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If you have small group chats outside of school, don't talk about them in school so that others don't feel excluded. We explained that our 5th grade students have so much more to navigate than we did as kids, and this is the perfect time to be figuring out what to do in situations with the support of a trusted adult. Many shared that their parents know they use Hangouts, and some said their parents check in to see what's being said. We thought this lesson and discussion made a great launching pad for conversations at home and for occasional check-ins about how Google Hangouts is being used and affirm positive decisions.

The real time decisions are where the learning comes to life. We hope this glimpse into yesterday's Life Skills lesson is helpful! Cloning this assignment will create new assignments that copy all the current information associated with this assignment. She went to a wise woman who responded by giving her a two-part task. In part one, she was to empty the feathers from her favorite pillow and place a single feather on the doorstep of every person in the town. She did this, working through the night and finally arriving back at the old woman's house at dawn. Part two of the task was to retrieve every single feather and refill her pillow.

Despondent, the woman said: "You know that's impossible! The wind blew away each feather as fast as I placed them on the doorsteps! You didn't say I had to get them back!

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If this is the second requirement Each of your words is like a feather in the wind. Once spoken The students made many impressive connections and observations. We noted that the goal is really to apply this learning in real situations every day. As a practical example, we spoke about the use of Google Hangouts, which we know some 5th grade students are using to interact outside of school Not all students are using Google Hangouts.