about the school where you are teaching

Middle Childhood English-Language Arts Context for Learning Information

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Context for Learning Information Directions: Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching 1. In what type of school do you teach?

Elementary school (K-6): [ ] Middle school (6–8): [ x ] K–8: [ ] 7–9: [ ] Other (please describe): [ ]

Urban: [ ] Suburban: [ x ] Rural: [ ]

2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.

[The class featured in this learning segment consists of a combination of AG and Level 4 Non-AG students. It is a high performing group of students that require a more rigorous curriculum.] 3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, interdisciplinary learning, or standardized tests. [My cooperating teacher expects that students will continue to complete their routine Scholastic ‘Daily Starter’ activity at the beginning of instruction. Wake County Public School System recommends following C-MAPP, the district’s curriculum management application to guide the instructional and learning process. ]

About the Class Featured in This Assessment 1. What is the name of this course?

[English Language Arts ]

2. What is the length of the course?

One semester: [ ] One year: [x] Other (please describe): [ ]

3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?

[60 minutes every day]



4. How much time is devoted each day to English-Language Arts instruction in your classroom?

[ 60 minutes every day]

5. Is there any ability grouping or tracking in English-Language Arts? If so, please describe how it affects your class.

[ Yes, the classes are grouped by ability. The class featured in this learning segment consists of AG and Level 4 Non-AG students.]

6. Identify any textbook or instructional program you primarily use for English-Language Arts instruction. If a textbook, please provide the title, publisher, and date of publication.

[Prentice Hall Literature; Penguin Edition, 2007.]

7. List other resources (e.g., electronic whiteboard, online resources) you use for English-Language Arts instruction in this class.

[ Scholastic Daily Starters, Overhead Projector, ELMO Document Camera, Learner’s Notebooks, C-MAPP]

About the Young Adolescents in the Class Featured in This Assessment 1. Grade level(s): [ 6 ]

Age range of students: [ 11-12 ]

2. Number of

! students in the class [ 34 ]

! males [ 17 ] females [ 17 ]

3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).

Students with Specific Learning Needs IEP/504 Plans: Classifications/Needs

Number of Students

Supports, Accommodations, Modifications, Pertinent IEP Goals

Example: Visual processing 2 Close monitoring, use audio text.

Other Learning Needs Number of Supports, Accommodations,



Students Modifications

Example: Struggling readers 5 Provide oral explanations for directions, extended time, and sentence frames to support written responses

Academically Gifted in Reading

21 Exposure, Extension, Concept Development, Tiered Assignments, Multi-Faceted Differentiation

Middle Childhood English-Language Arts Planning Commentary


Planning Commentary Directions: Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

1. Central Focus

a. Describe the central focus and purpose for the content you will teach in the learning segment.

[The purpose of this learning segment is to compare and contrast the concept of theme across different genres of literature. Theme is difficult to understand and utlizing multiple genres will allow students the opportunity to see how theme functions in different types of literature. Students will analyze a fictional short story, a poem, and two film clips to find the underlying message in the content of each reading.]

b. Provide the title, author (or, if a film, the director), and a short description (about a paragraph) of salient features of the text(s) that a reviewer of your evidence, who is unfamiliar with the text(s), needs to know in order to understand your instruction. If there is more than one text, indicate the lesson(s) where each text will be the focus.

Consider the following in your description: genre, text structure, theme, plot, imagery, or linguistic features, depending on the central focus of your learning segment.

[There will be a mixture of film clips and literature used in this learning segment. Frist, we will focus on two film clips. The first movie clip is from the film, “Cloudy with a Chance of Meatballs,” directed by Phil Lord and Christopher Miller. In the clip the main character is faced with the dilemma of doing what is best for the people of the town, or succombing to the pressure of the evil mayor. The second movie clip is from the movie, “U-571,” directed by Jonathan Mostow. In this clip, an enemy airplane approaches a surfaced submarine and a solider must decide whether or not to follow orders or shoot at the plane. On the following day we will use six short stories (fables and folk tales) that have an assortment of different themes. These include The Crow and the Water Jug, The Lion and the Mouse, The Fox and the Crow, Crow and the Peacocks, The Chest of Broken Glass, The North Wind and the Sun. The content of the stories are not relevant, as each center will be reading a different short story. Each story has a different theme because they each teach a different lesson or moral. On the final day the students will read an assortment of poems. I will provide six poems, one for each group. The poems we will use are, “Nothing Gold Can Stay,” by Robert Frost, “Alone,” by Maya Angelou, “A Song in the Front Yard,” by Gwendolyn Brooks, “Junkyard” by Julian Lee Rayford, “City Autumn,” by Joseph March, and “Mother to Son,” by Langston Hughes. These short poems convey a variety of themes that the students will analyze in center stations.]

c. Given the central focus, describe how the standards and learning objectives within your

learning segment address young adolescents’ abilities to

! construct meaning from and interpret complex text

! create a written product interpreting or responding to complex features of a text

[This learning segment is focused on enhancing the students’ ability to understand the theme presented in different forms of text. The main Common Core Standards focused on in this



learning segment are: RL6.9: Compare and contrast text in different forms of genres (e.g., stories and poems; historical novels and fantasy stories, etc.) in terms of their approaches to similar themes and topics; and RL6.2: Determine theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. This learning segment will ensure that students are analyzing different kinds of text as well as observing dialogue in film clips to make connections to a similar theme. The texts chosen will encourage students to find a deeper meaning in order to fully understand the purpose of the literature. Students will write a response to each piece of literature and the film clips both summarizing what they have read as well as describing the theme that is interpreted. The learning segment will move from film clips to more complex texts in the form of poetry to continually build knowledge throughout the lessons.]

d. Explain how your plans build on each other to help young adolescents make connections between textual references, constructions of meaning, interpretations, and responses to text to deepen their learning of Middle Childhood English-Language Arts.

[This learning segment will consist of three class periods. In each class period they will be focusing on a different genre of text but they will be looking at a similar theme. They will be given the opportunity to compare and contrast how the theme is represented. Therefore, students will be making connections between the materials each day to reinforce the topic of theme and write these connections down through the use of graphic organizers, and reflection. Also, the students will make connections between modern song lyrics and the concept of theme as they compare the theme found in their short story to that of a familiar song. ]

e. Explain how you will help students make interdisciplinary or integrative connections between the central focus of the learning segment and other subject areas.

[]

2. Knowledge of Students to Inform Teaching

For each of the prompts 2a–c below, describe what you know about your students with respect to the central focus of the learning segment.

Consider the variety of young adolescent learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

a. Prior academic learning and prerequisite skills related to the central focus—What do young adolescents know, what can they do, and what are they learning to do?

[Theme is a very difficult concept to teach because it requires a lot of critical thinking. Many students see theme as being a surface level summary, rather than a deeper message within the text. This class is very comfortable with reading comprehension and can understand what is happening in a more complex text. However, it will be vital that the students are taught the skills of deep analysis in order to fully understand the theme in a work of literature. Although the students have familiarity with the concept of theme, this learning segment will push them to find theme in a mix of genres, compare and contrast these themes, as well as make connections to the outside world. This class if full of gifted students so there are little gaps in knowledge that I will need to fill. Instead, I will need to stretch the students to critically think about the meaning of the text rather than simply read it for comprehension. Students will be asked to use prior knowledge from their poetry unit to analyze poetry for theme.]

b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?



[Most of the students in this class are from an average socioeconomic status. The students have very little issues and problems at home. In literature, theme is often a lesson that is learned or finding joy in a negative situation. Many of these students have married parents that make plenty of money to support their family. Some will have a difficult time making real world connections to the themes we are discussing. Using group work to have a mix of student experiences will help these students to make connections, although they may not be with their own life.]

c. Young adolescent developmental assets related to the central focus—What do you know about your students’ cognitive, physical, and social and emotional development?

[The class featured in this learning segment is a group of AG/Non-AG Level 4 students. They are high-performing students that, for the most part, enjoy being stretched in the classroom. However, they vary tremendously socially and emotionally. Some of the students are very extroverted while some are extremely introverted. I have noticed that the same students raise their hand to present and share, while some students prefer to read silently and do their work independently. Although there is nothing wrong with being an introvert, public speaking skills and collaboration are important skills to learn in our global society. To encourage these students to develop these skills there will be a mixture of independent and group work to meet the needs of every student.] 3. Supporting Students’ English-Language Arts Learning

Respond to prompts 3a–c below. To support your explanations, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory, including young adolescent development, to support your explanations.

a. Explain how your understanding of your students’ prior academic learning and personal/cultural/community/developmental assets (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials.

[Research proves it is important for young adolescents to find relevance in the material they are learning. This is why I decided to use popular songs to make connections between the themes in their short stories. I also used a lot of group work to allow the students the opportunity to build off of one another and collaborate to strengthen their understanding. This learning segment uses the strategy of centers to keep student engagement at a high level because of the use of ‘chunking’ and switching activities every few minutes. Young adolescents need high-energy, collaborative lessons to become more engaged and interested in the materiall. ]

b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and groups of young adolescents with specific learning needs.

Consider young adolescents with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[This class is full of gifted students and they need to be challenged on a daily basis. This learning segment encourages the students to use critical thinking and analysis to make deeper connections with the text. Also, many of the students prefer to work individually and are not very good and communicating and sharing their ideas. The continual use of group work and collaboration encourages the students in this class to build those interpersonal skills that are necessary in our global society. ]



c. Describe common student errors or misunderstandings within your central focus and how you will address them.

[Many students struggle with the concept of theme because it requires deep analysis. Theme is not written within the lines of the poem or handed to the reader, it must be found through deeper understanding. By encouraging students to work with their peers and use the steps of analysis that I have provided them with they will be able to find theme in a variety of texts as well as in familiar movies and songs.] 4. Supporting English-Language Arts Development Through Language

a. Language Function. Identify one language function essential for young adolescents within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.

Analyze Argue Describe Evaluate

Explain Interpret Justify Synthesize

[ Analyze ]

b. Identify a key learning task from your plans that provides young adolescents with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson/day number.)

[Lesson 3 of the learning segment asks students to analyze a complex text in the form of poetry to find its theme.]

c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) young adolescents need to understand and/or use.

! Vocabulary

! PLUS at least one of the following:

! Syntax

! Discourse

Consider the range of young adolescents’ understandings of the language function and other language demands—what do students already know, what are they struggling with, and/or what is new to them?

[ Students must be able to define and describe theme in order to more deeply analyze a complex text for its specific theme. Vocabulary is a necessity to achieve this goal in the learning segment. Students must also use verbal discourse with their peers throughout the entirety of the lesson to find the theme in a variety of texts and film clips.]

d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt below.

! Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language demands identified in prompts 4a–c.

[There will be a lot of discourse used to analyze the theme in the different sources in this learning segment. I will provide the students with three steps the can use to find the theme in these situations. I will also use the strategy of think-pair-share so students are given the



opportunity to look for theme and then share their ideas and validate their answers with their peers. Students will use a graphic organizer to find the synonyms of theme to have a deeper understanding of its meaning. Also, the students will record the activities and their findings in their Learner’s Notebook (a notebook that is left in class) to shape their understanding over their course of the learning segment.]

5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you will submit as part of the materials for Task 1.

a. Describe how your planned formal and informal assessments will provide direct evidence of young adolescents’ abilities to construct meaning from, interpret, and/or respond to a complex text throughout the learning segment.

[The formal assessment will ask students to analyze a poem, mark it with annotations (prior knowledge), and find its theme. Their answers will show me if the students can analyze a poem in search for its deeper meaning. The informal assessments, such as the 3-2-1, think-pair-share, and circulation during student discourse will allow me to ensure that my students are able to complete the task asked of them in an effective way.]

b. Explain how the design or adaptation of your planned assessments allows young adolescents with specific needs to demonstrate their learning.

Consider all students, including young adolescents with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[The pre-test and post-test will give me a greater understanding of the students’ growth throughout this learning segment. There are a variety of skills that will be addressed on the final assessment, including short answer, multiple choice, and “show-what-you-know” on a poem. This will push my gifted students to find the answer and show evidence of their thought process without having the answer simply given to them.]

Lesson 1 of 3 ______________________________________________________________________________ Formal Pre-Assessment (Begin Learning Segment)

Distribute Formal Assessment 1 to the students. This Pre-Assessment is designed to gain an understanding of students’ background knowledge on the subject. This Pre-Assessment will be used to identify students’ strengths and weaknesses, as well as guide instruction for the duration of the learning segment.

Lesson Part Activity Description Title:

Lesson 1, Introducing Theme

CCSS:

RL6.2: Determine theme or central idea of a text and how it is conveyed through particular details

Central Focus:

Student understands how to use the process of analysis to find theme.

Learning Target:

I can analyze the development of theme through the use of particular details and compare and contrast the development of a similar theme in a set of video clips.

Academic Language Objectives:

Language Function: Analyze Language Demand: Writing a summary of an original story, drawing and filling in a Venn Diagram, sharing responses and ideas orally with a partner. Language Support: Provide oral feedback, show examples/models of expected work, partner work.

Lesson Rationale:

The purpose of this lesson is to introduce the students to the concept of analyzing a complex text to find the theme that is conveyed.

Materials:

• Individual Learner’s Notebook • Computer • Projector

Instructional Procedures:

The teacher begins the lesson by directing the students to the learning goal that is displayed on the board and has a student read it aloud to the class. The teacher points to the vocabulary word that is displayed on the board. This word is ‘theme’. Students are asked to turn to their neighbor and make a prediction about what each of these words mean. Volunteers will share out their predictions. Teacher will provide oral feedback and use this as an informal assessment of the language demand. The teacher will define the words for the students and students will record the definitions in their Learner’s Notebooks. After hearing the definition of theme, students will work with a partner to create a graphic organizer displaying different synonyms of the word. Instructional Material 1.1 is an example of what is expected. Partners will share their responses with other partners at their table. The teacher will then explain the three steps that are necessary to analyze the theme in a selection. These steps are located in Instructional Material 1.2. Students will turn to their neighbor and teach each other what they have just learned using three fingers to explain the three steps. Now that students are familiar with how to analyze a selection for theme, the teacher will give each table a slip of paper the displays a different example of theme. This is Instructional Material 1.3. Each table is asked to complete a backwards analysis. Rather than reading the selection to find the theme, the students must write a story using details that would convey the theme on their slip of paper. The teacher models the expectations in Instructional Material 1.4. Each table shares their short story with the class. The class is asked to guess what theme is conveyed in their story. The teacher informs the students that even the movies they watch on TV include a theme. The teacher shares that the class will compare and contrast the theme of two movie clips from Instructional Material 1.5. The teacher plays movie clip #1. Students are asked to complete a think,

pair, share. They will use the steps of analysis they have learned to decipher the theme of this clip. They write their answer in their Learner’s Notebook. Students then turn to their neighbor and share their response. Volunteers will then share out to the class and the teacher will give oral feedback. Repeat this process for movie clip #2. Students are asked to draw a Venn Diagram in their Learner’s Notebooks. With a partner they are to fill in the diagram to compare and contrast the video clips in regard to theme. Scaffold this process with questions such as, “Did the theme of the two clips seem to be similar?” “Was a completely different route taken to get to the same destination?” While the students are working in pairs the teacher will draw a large Venn Diagram on the board. The teacher will the monitor and assess the students by circulating the room. Students will be asked to add something to the collective diagram on the board as the teacher circulates. The teacher calls the attention of the class to come back together. Students share their responses and the teacher discusses the responses that have been written in the diagram on the board.

Assessment:

Students are asked to complete an exit ticket to assess their learning for the day. On a sheet of paper the student will write about how their understanding of theme has changed from the beginning of the lesson to the end. Students must describe the concept of theme based on their new knowledge of the subject. They will turn this in as they leave the class to provide a formative assessment of the lesson’s effectiveness.

Student Support:

The teacher will provide multiple opportunities for every learner to succeed by providing opportunities to learn individually, in small groups, and with the entire class. The teacher will circulate the room numerous times to provide oral feedback to individual students and small groups. The use of models and examples will appropriately scaffold the lesson and make the expectations clear.

Lesson 2 of 3 ______________________________________________________________________________ Lesson Part Activity Description Title:

Lesson 2, Continuing Theme

CCSS:

RL6.2: Determine theme or central idea of a text and how it is conveyed through particular details

Central Focus:


Learning Target:

I can analyze the development of theme through the use of particular details and connect my findings to a song that conveys a similar theme.


Language Function: Analyze Language Demand: Explain my findings about the theme of my short story in writing; make connections between my short story and song lyrics in writing; sharing responses and ideas orally with a partner. Language Support: Provide oral feedback, show examples/models of expected work, partner work.

Lesson Rationale:

The purpose of this lesson is to build upon and strengthen the knowledge acquired in the previous lesson regarding the concept of theme.

Materials:



The teacher begins the lesson by directing the students to the learning goal that is displayed on the board and has a student read it aloud to the class. The teacher activates prior knowledge by asking the students to turn to their neighbor and teach each other the vocabulary words from the day

before. The students must then write a sentence with each definition in their Learner’s Notebook. The teacher distributes Instructional Material 2.1 to the students. The students are asked to collaboratively read their short story with their table. The students are asked to turn their paper over when they are finished. Students are asked to turn to their neighbor and use their three fingers to review the three steps of finding theme. The teacher instructs the students to re-read the story individually and analyze it for the story’s theme. Once they believe they understand the theme of the story they are to write it in their Learner’s Notebook along with a paragraph that gives evidence of their reasoning. Students are then prompted to share their response with their small group. The teacher circulates to assist at this time. Each table then elects a spokesperson to orally share their findings with the class. The teacher gives oral feedback for each group. The teacher explains to the students that, just like in movies, theme is also found in the music they listen to on the radio. The students are then told to work with their group to think of a song that shares a similar theme to their short story. The students are told they can use their iPods at this time. Once each group chooses a song that has a similar theme to their short story, the students are told to work with their table to discuss specific lyrics that can be used as evidence to support this claim. The teacher will circulate at this time to assist and answer questions. They are to write a paragraph explaining the evidence in their Learner’s Notebook. I will show my example seen in Instructional Material 2.2 Students are given construction paper and markers. They are asked to work with a group member to create a visual representation of their analysis. I will show and explain the model I have created. This is Instructional Material 2.3. Their work will be displayed in the room.

Assessment:

Students are asked to complete an exit ticket to assess their learning for the day. On a sheet of paper the student complete a 3-2-1. They will document three things they learned in this lesson, two things they are unsure about, and one thing to reflect on. They will turn this in as they leave the class to provide a formative assessment of the lesson’s effectiveness.

Student Support:

The teacher will provide multiple opportunities for every learner to succeed by providing opportunities to learn individually, in small groups, and with the entire class. The teacher will circulate the room numerous times to provide oral feedback to individual students and small groups. The use of models and examples will appropriately scaffold the lesson and make the expectations clear.

Lesson 3 of 3 ______________________________________________________________________________ Lesson Part Activity Description Title:

Lesson 3, Completing Theme

CCSS:

RL6.2: Determine theme or central idea of a text and how it is conveyed through particular details.

Central Focus:


Learning Target:

I can analyze the development of theme in a complex text and provide evidence to strengthen my claim.


Language Function: Analyze Language Demand: Provide evidence of my findings about the theme of my poem in writing, assessing myself through a reflection in writing, sharing responses and ideas orally with a partner. Language Support: Provide oral feedback, partner work.

Lesson Rationale:

The purpose of this lesson is to build upon and strengthen the knowledge acquired in the previous lesson regarding the concept of theme.

Materials:



The teacher begins the lesson by asking the students to turn to their neighbor and explain theme and the three steps for finding theme. Explain that today we will be analyzing a more complex text in the form of poetry. We have gradually increased the difficulty everyday (film clips, short stories, and now poetry).

Teacher will distribute Instructional Material 3.1. Instructional Material 3.2 will be separated and put into bags before class begins. Teacher will distribute a bag to each table. The students will be told to read the poem in the bag to themselves. After reading the poem silently, the students will take turns orally re-reading the poem to their group. Once the poem has been read twice, the students will work to analyze the poem for theme. They will write down their answer in the space provided. The students will also write evidence that supports their claim. Explain that using direct quotes from the poem is a good way to provide evidence. During this discussion the teacher will circulate the room providing assistance and oral feedback. Once the teacher sees the students wrapping up she will call for their attention. Each table will gather their poems back into the bag and rotate their bag to the right. Groups will receive a new poem and complete the same process until each table has analyzed all 6 poems. Students will turn in their work to the teacher.

Assessment:

Students are asked to complete an exit ticket to assess their learning for the day. On a sheet of paper the student will write a reflection letter to the teacher assessing their understanding of theme. The teacher gives the students examples of what to write in their reflection letter. Some examples include rate your understanding on a scale of 1-5, describe the hardest activity we have completed, what has been the most helpful activity or strategy to strengthen your understanding.

Student Support:

The teacher will provide multiple opportunities for every learner to succeed by providing opportunities to learn individually, in small groups, and with the entire class. The teacher will circulate the room numerous times to provide oral feedback to individual students and small groups.

Formal Post-Assessment (End Learning Segment)

Distribute Formal Assessment 2 to the students. This Post-Assessment will show the growth of the student’s

Instructional Material 1.1 Instructional Material 1.2 The three steps to find theme:

1. Read the entire selection and pause. 2. Ask yourself these questions: What was the main character’s problem? Was there any

conflict? What did they learn? 3. Take your answer and think about what the author wanted YOU to learn.

Theme

Message Moral

Lesson

Take-Away

Meaning

Instructional Material 1.3 There is beauty in simplicity Change versus tradition Destruction of beauty The quest for power Will to survive The circle of life Good triumphs over evil Treat others as you want to be treated Surviving against all odds Instructional Material 1.4 Theme: Don’t judge a book by its cover. Story: The middle school on the edge of town was covered in weeds and falling down. The whole town avoided the school because it looked like the scene of a horror movie. However, there were still a group of students who attended the school on the edge of town. No one knew how many teachers they had, if they had a gymnasium, if they even served lunch! No questions were ever asked because they were afraid to hear the answer. To be sure there was something fishy going on in that school. Everyone was certain they were teaching dark magic or how to escape from prison in there. One day a boy named Billy was dared by his friends to go inside the school. He was so scared but knew he couldn’t back out of a dare. The next morning he blended in with the other students who went to the middle school on the edge of town. When he walked inside he couldn’t believe his eyes. THIS WAS THE BEST SCHOOL HE HAD EVER SEEN! The students were having fun, the classrooms were bright and full of technology, the teachers were smiling and joyful. Billy felt bad that he judged the school by the way it looked and vowed to never do it again.

Instructional Material 1.5 Movie Clips URL: “Cloudy with a Chance of Meatballs” http://www.wingclips.com/movie-clips/cloudy-with-a-chance-of-meatballs/your-choice “U-571” http://www.wingclips.com/movie-clips/u-571/dont-shoot Instructional Material 2.1 Short Story #1: The Lion and the Mouse (Aesop’s Fable) A small mouse crept up to a sleeping lion. The mouse admired the lion's ears, his long whiskers and his great mane. "Since he's sleeping," thought the mouse, "he'll never suspect I'm here!" With that, the little mouse climbed up onto the lion's tail, ran across its back, slid down its leg and jumped off of its paw. The lion awoke and quickly caught the mouse between its claws. "Please," said the mouse, "let me go and I'll come back and help you someday." The lion laughed, "You are so small! How could ever help me?" The lion laughed so hard he had to hold his belly! The mouse jumped to freedom and ran until she was far, far away. The next day, two hunters came to the jungle. They went to the lion's lair. They set a huge rope snare. When the lion came home that night, he stepped into the trap. He roared! He wept! But he couldn't pull himself free. The mouse heard the lion's pitiful roar and came back to help him. The mouse eyed the trap and noticed the one thick rope that held it together. She began nibbling and nibbling until the rope broke. The lion was able to shake off the other ropes that held him tight. He stood up free again! The lion turned to the mouse and said, "Dear friend, I was foolish to ridicule you for being small. You helped me by saving my life after all!"

Short Story #2: The Crow and the Water Jug (Aesop’s Fable) One day, a thirsty crow found a jug with some water at the bottom of it. “How lucky I am!” thought Crow. “Now I can have a drink of water.” She bent her head and put her beak into the jug. But the water was so low in the jug that Crow’s beak could not reach it. So Crow bent over a little farther. She still could not reach the water. She bent over even farther. She stretched her neck and flapped her wings. But still she could not get a single drop of water to drink. Then Crow decided to try to make the jug lie on its side. “This will make the water run out of the jug. Then I will be able to drink from it,” she thought. She pushed at the jug with all her strength. But no matter how hard she tried, the jug did not fall over. And the water stayed at the bottom of the jug, too low for Crow to reach. “I may as well give up,” Crow thought. She was very thirsty and very tired. She would have flown away to look for water right then. But suddenly she had an idea. Crow scratched in the dirt until she dug up a pebble. She dropped the pebble into the jug. She could see that the pebble made the water a little higher. So she scratched for another pebble and another and another. She dropped every single pebble that she could find into the jug. As each pebble went in, the water rose a little bit higher. At last, the jug held many pebbles. The water had reached the top of the jug. “Caw, caw!” Crow said. “I did it!” The water rose to the top of the jug. Crow took a drink out of the jug. “I could have flown away without getting a drink,” she thought. “I am so glad I found a way to reach the water.” Crow thought she wasn’t strong enough to get at the water. But she learned that strength doesn’t always matter. Sometimes, the only thing on which you need to depend is good thinking. Crow flipped her wings and flew away. She wasn’t thirsty any longer. Short Story #3: The North Wind and the Sun (Aesop’s Fable)

The North Wind and the Sun were arguing about who was more powerful. "We shall have a contest," said the Sun. Far below, a man traveled a winding road. He was wearing a warm winter coat. "As a test of strength," said the Sun, "Let us see which of us can take the coat off of that man." "It will be quite simple for me to force him to remove his coat," bragged the Wind.

The Wind blew so hard, the birds clung to the trees. The world was filled with dust and leaves. But the harder the wind blew down the road, the tighter the shivering man clung to his coat. Then, the Sun came out from behind a cloud. Sun warmed the air and the frosty ground. The man on the road unbuttoned his coat. The sun grew slowly brighter and brighter. Soon the man felt so hot, he took off his coat and sat down in a shady spot. Short Story #4: The Chest of Broken Glass (Folktale, origin unknown) Once there was an old man who had lost his wife and lived all alone. He had worked hard as a tailor all his life, but misfortunes had left him penniless, and now he was so old he could no longer work for himself. He had three sons, but they were all grown and married now, and they were so busy with their own lives, they only had time to stop by and eat dinner with their father once a week. Gradually the old man grew more and more feeble, and his sons came by to see him less and less. He stayed up all night worrying what would become of him, until at last he thought of a plan. The next morning he went to see his friend the carpenter, and asked him to make a large chest. Then he went to see his friend the locksmith, and asked him to give him an old lock. Finally he went to see his friend the glassblower, and asked for all the old broken pieces of glass he had. The old man took the chest home, filled it to the top with broken glass, locked it up tight, and put it beneath his kitchen table. The next time his sons came for dinner, they bumped their feet against it. "What's in this chest?" they asked, looking under the table. "Oh, nothing," the old man replied, "just some things I've been saving." His sons nudged it and saw how heavy it was. They kicked it and heard a rattling inside. "It must be full of all the gold he's saved over the years," they whispered to one another. So they talked it over, and realized they needed to guard the treasure. They decided to take turns living with the old man, and that way they could look after him, too. So the first week the youngest son moved in with his father, and cared and cooked for him. The nest week the middle son took his place, and the week afterward the eldest son took a turn. This went on for some time. At last the old father grew sick and died. The sons gave him a very nice funeral, for they knew there was a fortune sitting beneath the kitchen table, and they could afford to splurge a little on the old man now.

When the service was over, they hunted through the house until they found the key, and unlocked the chest. And of course they found it full of broken glass. "What a rotten trick!" yelled the eldest son. "What a cruel thing to do to your own sons!" "But what else could he have don, really?" asked the middle son sadly. " We must be honest with ourselves. If it wasn't for this chest, we would have neglected him until the end of his days." "I'm so ashamed of myself," sobbed the youngest. "We forced our own father to stoop to deceit, because we would not observe the very commandment he taught us when we Short Story #5: Crow and the Peacocks (Aesop’s Fable) There was once a crow who did not like his feathers. "I wish I were a peacock!" he would say. "How plain and dull you seem to me!" he'd complain to his fellow crows, and fly off to admire peacocks. The peacocks strutted about with their colorful tail feathers outstretched. To the delight of the crow, some of the peacock feathers lay on the ground when the peacocks left. Crow flew down to the ground and stuck the feathers into his wings and tail. He attached a few sticking up from his head. "Now I am as beautiful as a peacock," he said. But, when he went to join them in their strutting, the peacocks poked him and pecked him. What a fuss! "You are not a peacock," they said, "Don't imitate us!" Bruised and still dragging some broken peacock feathers in his tail, he returned home and decided being a crow wasn’t so bad after all. Short Story #6: The Fox and the Crow (Aesop’s Fable) There once was a big black crow sitting high up in the trees. In his beak he had a nice, round cheese. Along came a fox, as clever as they come, "Mmmm," he thought. "I'd like to have a bite of that cheese. It will be easy to get some...."

"Oh crow," called fox, "if your voice is half as beautiful as those fine feathers I see, it would please my ears to hear you sing a little melody!" Well, crow had never heard anyone say such a complimentary thing. So, he opened up his beak and he began to squawk and sing. Down fell the cheese into the waiting mouth of the fox below. "Oh no!" squawked the crow, "you've stolen my dinner!" "Not at all!" said the fox, licking his lips. "It was a fair enough trade! Crow, with your head up in the trees! You got the compliments, and I got the cheese!" Instructional Material 2.2 Theme: Treat others how you want to be treated Song: “Respect” by Aretha Franklin Explanation: This song represents the theme treat others how you want to be treated. In the line, “I ain’t gonna do you wrong, cause I don’t wanna. All I’m askin’ is for a little respect,” the speaker is asking for respect in return for her kindness. This song epitomizes this theme by repeatedly emphasizing that respect should be mutual. Instructional Material 2.3

Instructional Material 3.1

Instructional Material 3.2 Poem #1: “Nothing Gold Can Stay” by Robert Frost Nature's first green is gold, Her hardest hue to hold. Her early leaf's a flower; But only so an hour. Then leaf subsides to leaf, So Eden sank to grief, So dawn goes down to day Nothing gold can stay. Poem #2: “A Song in the Front Yard” by Gwendolyn Brooks I’ve stayed in the front yard all my life. I want a peek at the back Where it’s rough and untended and hungry weed grows. A girl gets sick of a rose.

I want to go in the back yard now And maybe down the alley, To where the charity children play. I want a good time today. They do some wonderful things. They have some wonderful fun. My mother sneers, but I say it’s fine How they don’t have to go in at quarter to nine. My mother, she tells me that Johnnie Mae Will grow up to be a bad woman. That George’ll be taken to Jail soon or late (On account of last winter he sold our back gate). But I say it’s fine. Honest, I do. And I’d like to be a bad woman, too, And wear the brave stockings of night-black lace And strut down the streets with paint on my face. Poem #3: “Mother to Son” by Langston Hughes Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor— Bare. But all the time I’se been a-climbin’ on, And reachin’ landin’s, And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair. Poem #4: “Alone” by Maya Angelou

Lying, thinking Last night How to find my soul a home Where water is not thirsty And bread loaf is not stone I came up with one thing And I don't believe I'm wrong That nobody, But nobody Can make it out here alone. Alone, all alone Nobody, but nobody Can make it out here alone. There are some millionaires With money they can't use Their wives run round like banshees Their children sing the blues They've got expensive doctors To cure their hearts of stone. But nobody No, nobody Can make it out here alone. Alone, all alone Nobody, but nobody Can make it out here alone. Now if you listen closely I'll tell you what I know Storm clouds are gathering The wind is gonna blow The race of man is suffering And I can hear the moan, 'Cause nobody, But nobody Can make it out here alone. Alone, all alone Nobody, but nobody Can make it out here alone.

Poem #5: “Junkyard by Julian Lee Rayford You take any junkyard and you will see it filled with symbols of progress remarkable things discarded What civilization when ahead on all its onward-impelling implements are given over to the junkyards to rust The supreme implement, the wheel is conspicuous in the junkyards The axles and the levers the cogs and the flywheels all the parts of dynamos all the parts of motors fall the parts of rusting Poem #6: “City Autumn” by Joseph Moncure March The air breathes frost. A thin wind beats Old dust and papers down grey streets And blows brown leaves with curled up edges At frighened sparrows on window ledges. A snowflake falls like an errant feather: A vagabond draws his cloak together, And an old man totters past with a cane Wondering if he'll see spring again.

Formal Assessment 1 Name:__________________________ Date:______________________ Core:_____________

Theme Pre-Test

In your own words, describe theme: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Circle the correct examples of theme: The boy learned not to touch the hot stove again The destruction of beauty The circle of life Johnny will never lie to his parents again Watch out for pedestrians on the crosswalk The quest for power

Formal Assessment 2 Name:__________________________ Date:______________________ Core:_____________

Final Assessment

Part 1 In your own words, describe theme: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What are the correct steps for finding theme? 1. Read the entire selection. 1. Read the entire selection. 2. Ask, what did the main character(s) learn? 2. Predict what will happen next. 3. Ask, what message is the author telling the reader? 3. Use this answer to find the theme. 1. Skim the selection. 1. Skim the selection. 2. Ask, what were the major conflicts? 2. Ask, what did the character(s) learn? 3. Ask, how does this impact the world? 3. Ask, what does the author mean?

Part 2: Analysis Read and analyze the following stanzas from the poem, “Still I Rise” by Maya Angelou. Annotate the poem for the literary elements we discussed in class last week. Then, on the lines below, use what you have learned to discuss the theme of the poem.

You may write me down in history With your bitter, twisted lies,

You may trod me in the very dirt But still, like dust, I'll rise.

Does my sassiness upset you?

Why are you beset with gloom? 'Cause I walk like I've got oil wells

Pumping in my living room.

Just like moons and like suns, With the certainty of tides,

Just like hopes springing high, Still I'll rise.

Did you want to see me broken? Bowed head and lowered eyes?

Shoulders falling down like teardrops, Weakened by my soulful cries?

Does my haughtiness offend you?

Don't you take it awful hard 'Cause I laugh like I've got gold mines

Diggin' in my own backyard.

You may shoot me with your words, You may cut me with your eyes,

You may kill me with your hatefulness, But still, like air, I'll rise.

Out of the huts of history's shame

I rise Up from a past that's rooted in pain

I rise I'm a black ocean, leaping and wide,

Welling and swelling I bear in the tide.

Leaving behind nights of terror and fear I rise

Into a daybreak that's wondrously clear I rise

Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave.

I rise I rise I rise.

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