Beacon Lesson Plan Library

Out of the Dust 3

Vicky Nichols
Bay District Schools

Description

While students are reading the novel, OUT OF THE DUST, they create charts, answer questions, and ultimately take an FCAT type assessment to demonstrate understanding of what they read.

Objectives

The student extends previously learned knowledge and skills of the seventh grade with increasingly complex reading selections and assignments and tasks (for example, using context and word structure, making inferences and generalizations, using graphic organizers and note-making, comparing and contrasting).

The student refines previously learned knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks (for example, monitoring comprehension, modifying understanding, summarizing, using text structure for recal, analyzing information to create a report).

The student refines previously learned knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks (for example, main ideas, supporting details, inferences, summarizing, analysis of organization and presentation of ideas).

Materials

-Hesse,Karen. OUT OF THE DUST. Scholastic: New York. 1998.
(one per student)
-Cause and Effect Chart (see associated file)
-Character Chart (see associated file)
-Questions (see associated file)
-Summative assessment (see associated file)

Preparations

1. Read the novel.
2. Read the associated file.
3. Duplicate needed sheets.
4. Cut review questions apart.

Procedures

Additional lessons on this novel are available. They are Out of the Dust 1, Out of the Dust 2, and Out of the Dust 3.
1. As students are reading the novel, they should be keeping the Cause and Effect Chart and the Character Chart found in the associated file. The novel is easy to read and goes very quickly. About half-way through, ask students to share what they have on their charts. When the students have finished the novel and completed the charts, again ask them to share and allow comments and questions in a discussion-type forum.

2. As a review of comprehension, use the Review Questions, found in the associated file. Cut them apart, walk around the room and allow students to draw a question, then answer it. Encourage others to add to or explain the answer.

4. Use the FCAT type questions as a summative assessment to determine student understanding of the novel.

Assessments

The Cause and Effect Chart and the Character Charts should be collected and formatively assessed to see that students are comprehending the novel. During the question review, the students should be formatively assessed and corrected if necessary. The students should complete the FCAT type questions as a summative assessment on this novel. Directions are included on the sheet. A student who gets everything correct can score 20 points. This can be converted into a grade by multiply by 5 or using a scaled score as follows: 19-20 points=A, 16-18 points=B, etc.
Answer Key to FCAT type questions:
1. B 2. B 3. A 4. C 5. C 6. C 7. A 8. C
9. The man left her a picture of his family. The picture reminded her of her own family and how lonely the man's family must be without him. She decided to return home.
10. Louise knows that trying to take Billie Jo's mom's place is impossible so she doesn't. Instead she understands that some things 'belong' to Billie Jo like the mother's grave. Students should be able to name two times that Louise did not intrude.
11. Students should be able to relate character traits or actions to the instability of tumbleweed, the commonness and rootedness of sod, and the nuture needed for wheat to grow. There are many examples and details for them to use.
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