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DAY 1
OBJECTIVES
Build vocabulary by finding words related to the lesson concept.
Target Skill Listen for cause and effect relationships.
Concept Vocabulary
audition a hearing to test the ability of a singer, actor, of other performer
flail to wave about wildly
potential an ability or skill that may develop in the future
Monitor Progress
SUCCESS PREDICTOR
then… review the lesson concept. Place the words on the web and provide additional words for practice, such as crushed and duet.
If… students are unable to place words on the web,
Check Vocabulary
Whole Group
Introduce and discuss the Question of the Week. Then use pp. 12l–14b.
Group Time
Reading
Differentiated Instruction
Read this week's Leveled Readers. See pp. 12f–12g for
the small group lesson plan.
Whole Group
Use p. 35a.
Language Arts
Use pp. 35e–35h and
35k–35m.
DAY 1
Grouping Options
Set Purpose
Read the title aloud and have students set their own purpose for listening. Have students listen for cause and effect relationships as you read.
Creative Response
Have students work with partners to pick a part of the story to write a play script for. If there is time, let them perform their play for the class. Drama
ELL
Activate Prior Knowledge Before students listen to the Read Aloud, discuss what makes each of them unique. Encourage students to share times when they felt embarrassed about something about themselves and how they overcame the situation.
Access Content Before reading, share this summary: Sassy is a young girl who likes to dance but is never chosen for parts because she is so tall. One day, she gets a chance to try out for a special dance festival, and she is chosen because of her long legs and her potential to be a great dancer.
Homework Send home this week's Family Times newsletter.
School + Home
Vocabulary: SUCCESS PREDICTOR
Build Concepts
FLUENCY
MODEL ACCURACY AND APPROPRIATE PACE/RATE As you read "Dancing in the
Wings," be sure not to leave out or substitute words, and be extra careful to
read at the right pace, neither too fast nor too slow. For example, it should take
about 8 seconds to read the first paragraph aloud. Read the paragraph out
loud to yourself once or twice to get the feeling of reading at that pace, then
be careful to stick to that pace as you read the rest of the story.
LISTENING COMPREHENSION
After reading "Dancing in the Wings," use the following questions to assess
listening comprehension.
1. Sassy was very tall. What effect did her height have on her ability to
dance? (Possible response: She was chosen for the dance festival
because of her long legs.)
Cause and Effect
2. What kind of person do you think Sassy is? (Possible response:
Determined, strong, aggressive, sassy.) Character
BUILD CONCEPT VOCABULARY
Start a web to build concepts and vocabulary related to this week's lesson and the
unit theme.
  • Draw a Being Unique Concept Web.
  • Read the sentence with the word audition again. Ask students to pronounce
    audition and discuss its meaning.
  • Place audition in an oval attached to Outlet for Ability. Explain that audition is
    related to this concept. Read the sentences in which potential and flail appear.
    Have students pronounce the words, place them on the web, and provide reasons.
  • Brainstorm additional words and categories for the web. Keep the web on display
    and add words throughout the week.
Concept Vocabulary Web
   My mom calls me Sassy, ‘cause I like to put my hands on my hips and ‘cause I always have something to say. Well, if you had feet as big as mine, you'd understand why.
   I was taller than the rest of the kids at school, even the boys. At our recitals all
the other girls got to dance solos and duets, and wear pretty tutus. I was too big
for the boys to pick up, and too tall to be in line with the other girls. So I watched
from backstage, dancing in the wings, hoping that if I just kept dancing and
trying, it would be my turn to dance in the spotlight.
   One day at the end of ballet class, Miss Katherine announced, "Mr. Debato
from the Russian school is coming next week to look for talented young
people for the summer dance festival in Washington, D.C."
   The whole room turned into a whirlpool of excitement as the sign-up sheet was
posted. Everyone wanted to try, especially me.
   But as I wrote my name down, I heard two girls, Molly and Mona, giggle. Mona
said, "Oh please, she'll never make it. They said talent, not a tyrannosaurus."
   My heart seemed to stand still. For once I had nothing to say.
   I couldn't hide the tears I felt welling up in my eyes, so I just grabbed my
dance bag and ran to the parking lot.
   Late that night I lay awake, staring out my window and thinking. I could see
myself dancing on the Milky Way, swirling like a twinkling shooting star. Next
thing I knew, I was talking to myself out loud. "I'm goin' to that audition,
big feet and all."
   And instead of standing in the back, I squeezed between Molly and Mona,
right in the front row. I ignored their snickering.
   Miss Katherine came in and introduced Mr. Debato. Everyone applauded.
Boy was he short! Couldn't have been more than four feet nine inches tall.
   He started walking down the rows, pacing back and forth, just looking at us.
   The first round of the audition was center floor exercises. Mr. Debato walked
around prodding and poking, making corrections. He stopped once and looked
right at me but didn't say a thing. I held my breath as he dismissed almost half
the kids after the first round. But not me.
   Then came the leaps across the floor. I took off like Jackie Joyner-Kersee in
the long jump at the Olympics. With one leap I sailed in the air past all the
other girls. Molly and Mona watched, lookin' pea green with envy.
   When I finished, Mr. Debato yelled, "Young lady, you must learn to dance to
the music. Up on the count of one, down on the count of three! Three! Not five!
You have the rhythm of a troglodyte. Again!"
   I was crushed.
continued on TR1
by Debbie Allen
Dancing in the Wings
Read ALOUD