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Reciprocal
Teaching: Four O'Clock
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Subject
Area
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Language Arts - Grades 6 -
8
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FCAT
Connection
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Materials
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The following materials are
need for this lesson
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Procedures
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- Ask the students to take
out a sheet of paper and write three things that they
think that "good" readers do.
- Ask students to tell one
thing that they have written on their papers.
- Tell the students that
most of what they have said can be categorized into one
of the strategies that are used in Reciprocal
Teaching:
Predicting,
Clarifying, Questioning,
Summarizing, and
Visualizing.
- Pass out the Reciprocal
Teaching bookmarks.
- Define each of the five
parts. Explain that they may come in any order but will
be done in order for this lesson.
- Pass out highlighters.
Students will use them to highlight parts that need
clarification or parts that may be good "teacher-like"
questions.
- Write the phrase "Four
O'Clock" on the board. Give students one minute to write
down anything that comes to mind. Then ask them to
predict from the title what they think this story will be
about. Write predictions on board/overhead.
- Distribute copies of the
story "Four O'Clock".
- Remind students that
they are to highlight any word or idea that they do not
understand or any part that will be a good teacher-like
question.
- Model
Passage One and
Passage
Two using
Reciprocal Teaching strategies.
- After completing Passage
One and Passage Two, make sure students understand
Reciprocal Teaching strategies.
- Distribute Student
Scripts and Student Task Cards.
- Remind students to use
their bookmarks as guides.
- Ask Teacher/Leader #1 to
begin.
- After Teacher/Leader #5
has completed his/her part, distribute Reciprocal
Teaching Group Worksheets.
- Explain to students that
they will finish the story in groups and fill out all
sections of the Group Worksheet. The Teacher/Leader will
be the reader for the ending of the story (see
below).
"At first," Mr. Crangle said,
"the newspapers won't believe it. Even though some of it
will happen right in the newspaper offices, they won't
believe it. At first they won't. And then when they being
to understand that it has happened to a lot of people
everybody knows are evil, then they'llsee the design."
The clock said 3:59.
"A great story," Mr. Crangle
said. "A great newspaper story. And nobody will know who
did it, Pet, nobody but you and me."
The point of the big hand crept
halfway past the 3:59 dot. Mr. Crangle's heart beat hard.
His eyes were wide, his lips parted. He
whispered,
"Nobody will know."
The tip of the big hand touched
the dot at the top of the clock face. The alarm went off.
Mr. Crangle felt a great surge of strength, like water
bursting a dam, and a great shock, as a bolt of
lightening. He closed his eyes.
"Now!" he said softly, and
slumped exhausted.
By going to the window and
looking down at the crowd in the street, he could have
seen whether it had worked or not. He did not go to the
window. He did not need to. He knew.
The alarm bell ran down.
Pet cocked her head and looked
at him with an eye like polished stone.
"Nut," she said.
His hand, as he stretched it up,
failed by a full foot and a half to reach the
cage.
- After student groups
have completed the Group Worksheet, elicit, share, and
discuss group responses.
- Ask for volunteers from
the groups to help summarize the entire story on the
overhead or chalkboard.
This story about
________________ begins with ________________, discusses
how ________________, and ends with
________________.
- Distribute the reading
comprehension quiz and instruct students to complete.
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Assessment
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Group
Worksheet
Reading
Comprehension Quiz
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Reciprocal
Reading: Four O'Clock
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Student Script:
Teacher/Leader #1
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SAY:
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Please highlight any word or
phrase that you do not understand as I read this part of the
lesson.
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READ:
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The following part of the
lesson to the class:
"It is quite true," Mr. Crangle said at 3:49,
"that only someone above all personal emotions, only
someone who can look at the whole thing as if from the
outside, can be trusted morally to make such a decision."
As the big hand reached 3:50, he felt a sense of power
surge deeply through him. "Think, Pet. In ten minutes. In
ten little minutes, when I say the word, all the evil
people all over the world will become half their present
size, so they can be known. All the uncaught murderers
and the tyrants and the proud and sinful, all the bullies
and the wrongdoers and the blackmailers and nicotine
fiends and transgressors." His eyes blazed with
omnipotence. "All of them, every one."
Pet said, "Nut."
Mr. Crangle gave her one."I know you don't agree
fully with the half-size solution," he said, "but I do
believe it to be the best one, all things
considered."
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SAY:
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Who has Predicting
Card #1? Was your prediction correct?
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SAY:
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Who has Clarifying
Card #1? Is there a word or phrase that you did not
understand? (If there is more that one word, clarify one
word at a time.)
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SAY:
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Does anyone else have a
clarifying question?
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SAY:
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Who has Visualizing Card
#1? Please tell what picture came to your mind when I
read this part of the lesson.
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SAY:
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Who has Questioning
Card #1? Please ask a Teacher-like Question.
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SAY:
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Does anyone else have a
Teacher-like Question?
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SAY:
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Who has Summary Card
#1? Please summarize this part of the lesson in one
sentence.
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SAY:
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Who has Predicting Card
#2? What do you think is going to happen in the next
part of the lesson?
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TOP
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Reciprocal
Reading: Four O'Clock
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Student Script:
Teacher/Leader #2
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SAY:
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Please highlight any word or
phrase that you do not understand as I read this part of the
lesson.
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READ:
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The following part of the
lesson to the class:
He had studied over the alternatives day and
night since that morning three weeks ago when, as he sat
on a bench in the park, looking at the pictures in the
clouds across the lake, it came to him that he had the
power to do this thing, that upon him at that moment had
been bestowed the gift of putting a mark on all the bad
people on earth, so that they should be known.
The realization surprised him not at all. Once
before, such a thing had happened. He had once held the
power to stop wars. That was when the radio was telling
about the big air raids on the cities. In that case the
particular thing he could do was to take the stiffness
out of airplane propellers, so that some morning when the
crews, bundled like children against cold, went out to
get in their planes, they would find the props hanging
limp, like empty banana skins.
That time, he had delayed too long, waiting for
just the right time and just the right plan, and they had
outwitted him, unfairly. They had invented the jet, to
which his power did not apply.
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SAY:
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Who has Predicting
Card #2? Was your prediction correct?
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SAY:
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Who has Clarifying
Card #2? Is there a word or phrase that you did not
understand? (If there is more that one word, clarify one
word at a time.)
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SAY:
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Does anyone else have a
clarifying question?
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SAY:
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Who has Visualizing Card
#2? Please tell what picture came to your mind when I
read this part of the lesson.
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SAY:
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Who has Questioning
Card #2? Please ask a Teacher-like Question.
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SAY:
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Does anyone else have a
Teacher-like Question?
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SAY:
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Who has Summary Card
#2? Please summarize this part of the lesson in one
sentence.
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SAY:
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Who has Predicting Card
#3? What do you think is going to happen in the next
part of the lesson?
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TOP
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Reciprocal
Reading: Four O'Clock
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Student Script:
Teacher/Leader #3
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SAY:
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Please highlight any word or
phrase that you do not understand as I read this part of the
lesson.
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READ:
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The following part of the
lesson to the class:
Then, too, there had been the thing about
wheels. The thing about wheels came to him in a coffee
place as he was looking at a newspaper photograph of a
bad traffic accident, three killed. The power, that was,
to change all the wheels in the world from round to
square, or even to triangular if he wished, so they would
stub in the asphalt and stop. But he wasn't allowed to
keep that power. Before he could work out a plan anda
time, he had felt it taken from him.
The power over bad people had stayed. It had even
grown stronger, if power like that could grow stronger.
And this time he had hurried, though of course there were
certain problems to be thought through.
First, who was to decide what people were evil?
That wasn't too hard, really, in spite of Pet's doubts.
An evil person was a person who would seem evil to a man
who held within himself the knowledge of good and evil,
if that man could know all the person's innermost
secrets. An evil person was a person who would seem evil
to an all-knowing Mr. Crangle.
Then, how to do it, the method? Mark them on the
forehead, or turn them all one color, say purple? But
then they would simply be able to recognize each other
the more readily, and to band together in their
wickedness.
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SAY:
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Who has Predicting
Card #3? Was your prediction correct?
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SAY:
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Who has Clarifying
Card #3? Is there a word or phrase that you did not
understand? (If there is more that one word, clarify one
word at a time.)
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SAY:
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Does anyone else have a
clarifying question?
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SAY:
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Who has Visualizing Card
#3? Please tell what picture came to your mind when I
read this part of the lesson.
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SAY:
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Who has Questioning
Card #3? Please ask a Teacher-like Question.
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SAY:
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Does anyone else have a
Teacher-like Question?
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SAY:
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Who has Summary Card
#3? Please summarize this part of the lesson in one
sentence.
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SAY:
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Who has Predicting Card
#4? What do you think is going to happen in the next
part of the lesson?
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TOP
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Reciprocal
Teaching: Four O'Clock
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Student Script:
Teacher/Leader #4
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SAY:
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Please highlight any word or
phrase that you do not understand as I read this part of the
lesson.
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READ:
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The following part of the
lesson to the class:
When at last he hit upon the idea of a change
in size, what came to him first was the thought of
doubling the height and bulk of all the bad people. That
would make them inefficient. They couldn't handle
delicate scientific instruments or typewriters or adding
machines or telephone dials. In time they would expire
from bigness, like the dinosaurs in the article in the
Sunday paper. But they might first run wild, with their
great weight and strength, and hurt people. Mr. Crangle
wouldn't have liked that. He hated violence.
Half-size people, it was true, might be able to
manipulate some of the machines. They could also be
dangerous. But it would take them a long time to develop
tools and weapons to their scale, and think how
ridiculous they would be, meanwhile, with their clothes
twice too big and their hats falling down over their
ears.
At 3:54, Mr. Crangle smiled at the thought of how
ridiculous they would be.
"Nut," pet said.
He reached up and gave her one, his eyes still on
the clock.
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SAY:
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Who has Predicting
Card #4? Was your prediction correct?
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SAY:
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Who has Clarifying
Card #4? Is there a word or phrase that you did not
understand? (If there is more that one word, clarify one
word at a time.)
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SAY:
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Does anyone else have a
clarifying question?
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SAY:
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Who has Visualizing Card
#4? Please tell what picture came to your mind when I
read this part of the lesson.
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SAY:
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Who has Questioning
Card #4? Please ask a Teacher-like Question.
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SAY:
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Does anyone else have a
Teacher-like Question?
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SAY:
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Who has Summary Card
#4? Please summarize this part of the lesson in one
sentence.
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SAY:
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Who has Predicting Card
#5? What do you think is going to happen in the next
part of the lesson?
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TOP
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Reciprocal
Teaching: Four O'Clock
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Student Script:
Teacher/Leader #5
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SAY:
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Please highlight any word or
phrase that you do not understand as I read this part of the
lesson.
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READ:
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The following part of the
lesson to the class:
"I think," he said, "that the most
interesting place to be would be at a murder trial where
nobody knew whether the accused was guilty or not.
And then at four o'clock, if he was
guilty--"
Mr. Crangle's breath was coming faster. The clock
hands stood at 3:56.
"Or watching the drunkards in a saloon," he
said.
"Nut," Pet said, and he gave her one. "Oh," he
said, "there are so many places, so many places to be.
But I'd rather be with you when it happens, Pet. Right
here alone with you."
He sat tense in his chair. He could actually see
the big hand of the clock move, in the tiniest little
jerkings, leaving a hairline of white between itself and
the black 3:57 dot, and moving to the 3:58 dot, narrowing
the space, until it touched that dot, and then stood
directly on it, and then moved past toward the 3:59
dot.
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SAY:
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Who has Predicting
Card #5? Was your prediction correct?
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SAY:
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Who has Clarifying
Card #5? Is there a word or phrase that you did not
understand? (If there is more that one word, clarify one
word at a time.)
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SAY:
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Does anyone else have a
clarifying question?
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SAY:
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Who has Visualizing Card
#5? Please tell what picture came to your mind when I
read this part of the lesson.
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SAY:
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Who has Questioning
Card #5? Please ask a Teacher-like Question.
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SAY:
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Does anyone else have a
Teacher-like Question?
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SAY:
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Who has Summary Card
#5? Please summarize this part of the lesson in one
sentence.
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SAY:
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Who has Predicting Card
#5? What do you think is going to happen
next?
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TOP