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 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
Margot's character? Bradbury carefully chooses his words. Connotation means the emotional feeling attached to a word. What is the connotation of the word “crime” as it is used in this passage and how does this word choice impact the reader’s view of Margot and the other children? Differences between people often cause conflict. How does Margot contribute the conflict she is having with the other children in this passage? Culminating Task: Students will answer the question “How is being different dangerous for Margot?” After responding to and discussing these questions in their groups, students will come together for a final reflection on their collaboration. As a class, we will make a list on the board on what “To Do” and “Not to Do” when working in a group. These will serve as both a reminder and guidelines for the literature circle group work and discussions to come. Lesson 3: Literature Circle Reading Journal Section 1 Stargirl and Wringer (Literature Circle focus texts) DOK Level: 2 & 3 Composing to Plan and Composing to Practice Reading Journals/ Word (RL. 6.1, 6.2, 6.3, 6.10, L 6.6) Content: Vocabulary identified by students in Reading Journals Students will their Lit. Circle novels, reading the first assigned section (pages 1-47 in Stargirl/1-54 in Wringer). While reading, students will complete reading journals. These
sigh age column. In the column, students will ask questions about the lines they created, and we will discuss these as a class before reading the poem. Students will do a close-read of Robert Frost’s poem “The Road Not Taken,” (See Appendix 12) answering the following text- dependent close reading questions as they go: What is the setting of this poem? The speaker of the poem wishes that he or she did not have to make a choice between the roads. What lines from the poem support this statement? Based on the information in the poem, why might the second road have “wanted wear” and been “grassy?” The word “diverged” means “went in different directions.” What line in the poem provides a clue to the meaning of “diverged”? According to the speaker, what has made “all the difference”? The speaker says that the second road has “perhaps the better claim.” Explain what the speaker means; support your answer with evidence from the text. reading the poem and responding to the questions, students will complete a “Recreation” (See Appendix 13) in which they list significant words and phrases, identify the theme of the poem, and
assessment rubrics. The peer- assessments will be filled out as a group. Lesson 15: Song Theme Comparison Songs: “Cool Kids” “Fly” “Mean” “Be Yourself” “Believe in Me” “Try” “Brave” “The Middle” “Don’t Laugh at Me” “Fighter” DOK Level: 1, 2, & 3 Composing to Practice; Composing to Draft Student Groupings: Independent Mandala Brainstorming Mandalas (RI.6.9, W.6.9) Students will read and listen to songs 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: House Conference Tackles Bullying” Non-Fiction Author Say/Do “White House Conference Tackles Bullying” (newspaper article) DOK 2 & 3 Composing to Practice Student Groupings: Independent, Whole- 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 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
identify similarities and differences between the two novels discussed. Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Lesson 20: “How Authors Convey the “How Authors Convey the Theme” (informational text) DOK Level: 2, 3, & 4 Composing to Practice; Composing to Draft; Composing to Transfer Student Groupings: Independent and Partners Elaboration Graphic Organizer for Informational Text Graphic Organizer for Lit. Circle Novel (W.6.9) Academic: Theme Students will read the informational text “How Authors Convey the Theme.” (See Appendix 30) After reading, students will fill out an elaboration graphic organizer (See Appendix 31(a)), on which they will identify the components necessary to identify theme. After reading this text, students will partner with somebody who read the same novel as them and fill out another graphic organizer (See Appendix 31(b)) in order to identify the themes of their selected novel, using the information from the informative text as their guide. This will help them formulate their thesis for their literary analysis essay. Lesson 21: Literary Analysis Pre-Writing Stargirl/Wringer DOK Level: 2, 3, & 4 Composing to Draft Student Groupings: Independent Pre-Writing Template (W.6.9) Academic: Pre-Writing Thesis Topic Sentences/ Controlling Ideas Transitions Textual Evidence Citation Students will complete pre- writing template for their literary analysis essay (See Appendices 32 and 33). Their thesis should include the theme identified in the last session, and they will identify specific textual evidence to support the main points of their analysis. Sentence frames for the thesis and sentences of this essay will be included in the pre-writing organizer in order to provide students will additional support.
Lesson 22: Literary Analysis Drafting Stargirl/Wringer DOK Level: 2, 3, & 4 Composing to Draft Student Groupings: Independent Rough-Draft Feedback (W.6.9) Academic: Drafting Thesis Topic Sentences/ Controlling Transitions Textual Evidence Citation Using their pre-writing templates, students will begin work on the rough draft of their literary analysis essays using Google Docs. As students are composing their drafts, I will be viewing their documents in Google Drive, to give them feedback and support as they are composing. Lesson 23: Literary Analysis Essay Drafting Stargirl/Wringer DOK Level: 2, 3, & 4 Composing to Draft Student Groupings: Independent Rough-Draft Feedback (W.6.9) Students will complete literary analysis essay rough drafts. As students are composing their drafts, I will be viewing their documents in Google Drive, to give them feedback and support as they are composing. Lesson 24: Literary Analysis Peer Revision Stargirl/Wringer DOK 2, 3, & 4 Composing to Final Draft Student Groupings: Independent and Partner Students will share their essays with other peers using Google Drive. They will provide suggestions for revision using the comment function on Drive based on checklists and rubrics provided. Lesson 25: Literary Analysis Essay Editing and Publishing Stargirl/Wringer DOK Level: 2, 3, & 4 Composing to Final Draft Student Groupings: Independent Literary Analysis Essays (W.6.9) Academic: Editing Revising Thesis Topic Sentences/ Controlling Ideas Transitions Textual Students will revise, edit, and publish their final drafts using the rubric provided (See Appendix 34) Before turning in their final draft for assessment, students will complete a self-assessment using the rubric provided, and citing evidence for each of the five categories.