Acquire Search Compile Cite Synthesize Reference relationship. Before being introduced to the essential questions for this unit, students will view short video interview with Jerry Spinelli (See link provided), the author of Stargirl and Wringer. Based on the interview, students will make predictions about potential themes that may emerge in Spinelli’s writing based on his interview. Lesson 2: “All Summer in a Day” Close Reading “All Summer in a Day” by Ray Bradbury DOK 2 & 3 Composing to Plan/Composing to Practice Student Groupings: Independent and Small Group Marking the text/annotation Text Dependent Questions responses (RL. 6.1, 6.2, 6.3) Academic: 1. Connotation Content: 1. Crime Students will read “All Summer in a Day” by Ray Bradbury (See Appendix 2), marking the text/annotating as they do so. During the first read-aloud, students will circle words or phrases that are unfamiliar to them. During the second read, students will be asked to go back through independently to highlight parts of the text that explicitly or implicitly reveal Margot as being “different.” Finally, students will put into groups to answer the text dependent questions and complete the final reading prompt (see instructional notes). These will be the same groups students will have for their literature circles. Below are the text-dependent questions and culminating writing prompt: 1. What does the reader learn about Margot’s character in this passage? What does the author imply about
Student Groupings: Independent Reading Journals will be graded using a rubric; this will be assessed by the teacher, as well as by students in order to give feedback for areas that need improvement. and reading early will complete a self-analysis of their reading journals, using the rubric provided (See Appendix 4). As they review the rubric, they will make changes and additions as needed. Lesson 5: Literature Circle Discussions Stargirl and Wringer (Literature Circle texts) DOK Level: 2 & 3 Composing to Draft Student Groupings: Small Groups Self and Peer- Assessment Rubrics (SL 6.1, 6.4) Academic: Collaborate Contribute Engage Elaborate Enhance Articulate Describe Respond Infer Analyze Examine Probe Acquire Search Compile Cite Synthesize Reference Students will get into their assigned groups to participate in their first Literature Circle Discussions In order to assist and support students with the discussion, students will have accountable talk-stem sheets (See Appendix 5), as well an opening question provided by the teacher. Each group will also be assigned a leader to help make sure the discussion moves forward and the each person participates. An option to help facilitate the participation of every student is to give students talking chips. These constitute the number of times each student must participate, and they must use by the end of the discussion. This will also help make sure there is equal opportunity among participants. If all talking chips have been used, students will redistribute them and continue.
can use during their literature circle discussions. Students will complete reading and reading journals independently. Given the independent requirements of this task, the teacher can provide students who need extra support with teacher-selected passages to analyze for their journals, and/or sentence frames for completing the analysis of each passage. Lesson 8: Finish Literature Circle Reading Journals Section 2 Stargirl and Wringer (Literature Circle focus texts) DOK Level: 2 & 3 Composing to Plan and Composing to Practice Student Groupings: Independent Reading Journals/Word Walls (RL. 6.1, 6.2, 6.3, 6.10, L 6.6) Content: Vocabulary identified by students Continue Literature Circle preparation: Read section two in each (pages 48-105 in Stargirl/ 55- 108 in Wringer).Complete reading journals. Students will complete reading and reading journals independently. Students who complete journals and reading early will complete a self-analysis of reading journals, using the rubric provided. As they review the rubric, they will make changes and additions as needed. Lesson 9: Character Sketches Stargirl and Wringer (Literature Circle texts) DOK Level: 2 & 3 Composing to Practice Student Groupings: Independent and Small Group FAST Character Sketches (RL. 6.1, 6.2, 6.3, W.6.9) In Literature Circle Groups, students will complete a “FAST Character Sketch” (See Appendix 11) for the main characters in their novels. Each student will create their own rough draft, and then the final draft will be put together by the group on a larger poster so that they can present their character sketches to the rest of the class. Lesson 10: Literature Circle Stargirl and Wringer (Literature Circle DOK 2 & 3 Self and Peer- Assessment Students will get into their assigned groups to participate in their second
assessment rubrics. The peer- assessments will be filled out as a group. Lesson 15: Song Comparison Songs: “Cool Kids” “Fly” “Mean” “Be Yourself” “Believe in Me” “Try” “The Middle” “Don’t Laugh at Me” “Fighter” DOK Level: 1, 2, & 3 Composing to Practice; Composing to Student Groupings: Independent Mandala Brainstorming Mandalas (RI.6.9, W.6.9) Students will read and listen to related to the themes in the literature circle novels and essential questions. (See Appendices 14-23) During this time, students will keep mandala Brainstorming charts (See Appendix 24) which will help them gather the items they will include on their mandalas. Students will then use their note catchers to create mandalas (See Appendix 25) that serve as a graphic representation of the themes and topics covered in the songs. On the back of their mandalas, students will write a paragraph explaining how these songs relate to themes, characters, and our situations in the novels they are reading. Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Lesson 16: “White House Conference Tackles Bullying” Non-Fiction Author Say/Do “White House Conference Tackles Bullying” (newspaper article) DOK Level: 2 & 3 Composing to Practice Student Groupings: Independent, Group, Partner Pre-Reading Vocabulary Prediction Marking the Text/Paragraph Chunking Author Say/Do (RI 6.9, W.6.9) Content: Bullying Convenes Dispel Adversely Resonates Bystanders Summit Before reading, students will review the eight selected content-vocabulary words and definitions. Based on that information, they will predict what they think the article might be about. Students will be completing a close reading of the non-fiction article “White House Conference Tackles Bullying.” (See Appendix 26) During the first read-aloud, students will highlight any claims made in the article. During the second read, students will
Given the independent requirements of this task, the teacher can provide students who need extra support with teacher-selected passages to analyze for their journals, and/or sentence frames for completing the analysis of each passage. Lesson 18: Literature Circle Reading Journals Section 4 (Finish Novels) Stargirl and Wringer (Literature Circle focus texts) DOK Level: 2 & 3 Composing to Plan and Composing to Practice Student Groupings: Independent Reading Journals/Word Walls (RL. 6.1, 6.2, 6.3, 6.10, L 6.6) Finish section four of novels, and complete reading journals. Students who complete their journals and reading early will complete a self-analysis of their reading journals, using the rubric provided. As they review the rubric, they will make changes and additions as needed. Lesson 19: Final Literature Circle Socratic Seminar Stargirl and Wringer (Literature Circle focus texts) DOK Level: 2, 3, & 4 Composing to Composing to Transfer Student Groupings: Small Group and Whole Group Final Word Wall Final Discussion Rubric Socratic Seminar Note Catchers (SL 6.1, 6.4) Content: Selected Word Wall Before beginning final literature circle discussions students will meet with their literature circle groups to create their “Final Word Wall” and Author Word Choice Analysis based on the individual word walls they have collected. They will choose 10 words that best exemplify the author’s style and word choice, and will write a paragraph explaining how these words demonstrate the author’s style and tone. The final Literature Circle Discussions will take the form of a whole-class Socratic Seminar. In this, students will discuss the five essential questions, using evidence from their novels, as well as the other texts we have read. This will allow students to hear from other novel
Evidence 8. Citation Lesson 26: Final Assessment /Reflection DOK Level: 4 Composing to Transfer Student Groupings: Independent and Whole Group Final Reflection Silent Conversation (RL.6.10) As a way to wrap up the unit, students will complete a final self- assessment and self-reflection on the entirety of the unit. Reflection questions will relate to both the tasks and processes of the unit, as well as the overarching skills and concepts. Students will respond to the reflection questions using the “Silent Conversation” format. For this, 7 different questions are posted on sheets of butcher paper (See Appendix 35) and put in the center of desks/tables. Students are put into groups of 4-5 and circulate throughout the room responding to each of the 7 questions by writing on butch paper; during this time, they also respond to their peers comments and responses. All conversation happens through writing during this portion of the Silent Conversation protocol. Accountable talk stems will be provided as way to support students in writing higher-level responses. At the end of the silent conversations, groups of students will return to their original question to review and summarize the conversations that took place on their paper, highlighting the similarities and major takeaways from each. They will then share these out loud with the whole group.
the sun and the summer did her lips move as she watched the drenched windows. And then, of course, the biggest of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio. And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered. "It’s like a penny," she said once, eyes closed. "No it’s not!" the children cried. "It’s like a fire," she said, "in the stove." "You’re lying, you don’t remember!" cried the children. But she remembered and stood quietly apart from all of them and watched the patterning windows. 6. Differences between people cause conflict. How does Margot contribute the conflict she is having with the other children in this passage? Final Culminating Task: Students will answer the question “How is being different dangerous for Margot?” Scaffolds and Extensions UDL Components: Support for students who are ELL, have disabilities or read well below grade level text band: For students who need accommodations because of the independent nature of the reading and reading journals, I will provide teacher-selected passages and/or passage analysis frames for the reading journals. The groupings of this unit also for additional support. Because students will often be working in groups or partners for the literature circle discussions and other activities, I will be able to “level” students in a Extensions for advanced students: The group approach of the literature circles will also allow for advanced students to take on more of a leadership role, and I can specifically assign those students who are on the advanced end as leaders in their respective groups. Students who complete assignments early will be given opportunities for self-assessment and improvement, and can be assigned as peer-buddies for struggling students.