I am learning to tie the rye I’m clumsy because it is “When Page 18 Tell students what and so hard. And the rough straw makes my hands burn and itch – “gammy”, “narry”, “folly”, mean. . Model what it might sound like in modern and my neck is getting sunburned. But I won’t complain “bootless” language. Have students take turns with a partner saying that because it won’t do any good.” paragraph in modern language. Samuel is hungry and sore and he is feeling discouraged Page 19-21 is Samuel feeling on these pages?” because the work is so hard. He feels like crying. – “How Mother soak your hands in cool water so they’ll feel – “Let’s Page 22 Model how this might be read in modern language. better. Are you okay, Samuel? Do you want to come home with – Have students practice with a partner. me?” Samuel tired but I really want to stay and help”. I’m glad – “I’m that Mam doesn’t keep pushing and I know she won’t tell Father. Samuel is proud of himself. Both Father and Robert Bartlett told Page 27 30 is Samuel feeling about his day now that him he did a good job. – – “How he’s home? Why does he feel this way?” THIRD READING: Today, we will retell the story as a group using the Students will verbally retell the story. “Say: pictures and yesterday’s chart as a prompt to guide discussions.” Students will work in partners to create a circle map or flow map of Samuel’s day. (Please see attached examples of flow/sequencing maps).
Page 18 – Tell students what “gammy”, “narry”, “folly”, and “bootless” mean. . Model what it might sound like in modern language. Have students take turns with a partner saying that paragraph in modern language. Page 19-21 – “How is Samuel feeling on these pages?” Page 22 – Model how this might be read in modern language. Have students practice with a partner. Page 27 – 30 – “How is Samuel feeling about his day now that he’s home? Why does he feel this way?” “When I am learning to tie the rye I’m clumsy because it is so hard. And the rough straw makes my hands burn and itch and my neck is getting sunburned. But I won’t complain because it won’t do any good.” Samuel is hungry and sore and he is feeling discouraged because the work is so hard. He feels like crying. Mother – “Let’s soak your hands in cool water so they’ll feel better. Are you okay, Samuel? Do you want to come home with me?” Samuel – “I’m tired but I really want to stay and help”. I’m glad that Mam doesn’t keep pushing and I know she won’t tell Father. Samuel is proud of himself. Both Father and Robert Bartlett told him he did a good job. THIRD READING: “Say: Today, we will retell the story as a group using the pictures and yesterday’s chart as a prompt to guide discussions.” Students will work in partners to create a circle map or flow map of Samuel’s day. (Please see attached examples of flow/sequencing maps). Students will verbally retell the story.
Samuel%20Eaton's%20Day%201%20Info.docx