gr_6_unit7_final

Unit 7 Overview

Who are our teachers?

In this unit, students will explore how we learn important life lessons from informational and narrative texts. As part of this work, students will study a variety of writing in different genres and how different forms, language, and structures can be used to teach. Students will also consider what it means to know something in different ways and what are the different types of knowledge we gain. To complete this unit, students will be asked to compare and contrast two of the genres they studied in terms of author’s purpose, structures, and impact on the reader as learner.

Overarching Questions

What are the purposes for which writers write?

What techniques and genres do writers use to teach their readers?

What can these texts and writers teach us about the world and ourselves?

How do conflict and theme work to teach characters and readers?

Key Concepts

1: Authors can use a variety of genres to tell instructive stories.

2: Analyzing the actions and growth of fictional characters in literature can help readers learn important life lessons.

3: Poets use figurative language to make their ideas and images easier to picture and understand. 4. Literature can present readers with unexpected roles models.

1

Communications 6, Unit 7Suggested Pacing: 23 Instructional Days

February 27– April 11, 2008 10 days allotted for PSSA, and Spring Break

Unit Texts, Materials, and Resources Holt Elements of Literature:

All pieces read in Units 1-5 “Tone,” pp. 494, 635, 646, 900 “The Wind People,” pp. 145-147,

includes Test Practice for Multiple Choice and Constructed Response; Adapted Reader, p. 38

“One Child’s Labor of Love,” pp. 266-268, includes Test Practice for Multiple Choice and Constructed Response; Adapted Reader, p. 74

“Bringing Tang Home,” p. 437 “Where the Heart Is,” pp. 439-443,

includes Test Practice and Vocabulary Development for Context Clues

“Ta-Na-E-Ka,” p. 134; Holt Reader, p. 44; Adapted Reader, p.30 “Eleven,” p. 573, Holt Reader, p. 206 “All American Slurp,” p. 226; Holt

Reader, p. 84 “The Stone,” p. 29; Holt Reader, p. 18;

Adapted Reader, p. 8 “Poetry: Sound Effects,” pp. 620-621,

and “Seeing Likenesses,” pp. 633-634 “The Sneetches,” p. 627-630; Holt

Reader, p. 224 “John Henry,” pp. 651-654; Holt

Reader, p. 241; Adapted Reader, p. 128 “Your Poem, Man,” p. 634 “Forty-one Seconds on a Sunday in

June, in Salt Lake City, Utah,” pp. 676-677

“That Day,” p. 502 “Yes, It Was My Grandmother,” pp. 495-496 Language Handbook, Chapter 7:

“Sentences,” pp. 851-854. Online resource: gohrw.com

Holt Reader Part Two: “Reading Informational Texts”

Article: “Tricky Science,” pp. 300-308 Skills Practice, p. 309 Article: “What is Stress,” pp. 329-333 Article: “The Ancient Library of

Alexandria,” pp. 337-343

Holt Reading Solutions (for reinforcement/ additional practice)

“Distinguishing Fact from Opinion,” pp. 332-337

Houghton Mifflin Unit 1: “The Sentence,” pp.31-82

(Additional support for sentence work is available in EOL, pp. 851-854)

Unit 10: “Writing to Compare and Contrast,” pp. 440-462

Online resource: eduplace.comWriters Workshop Resources (ALA’s)The Write Tools

Multi-Paragraph Expository Power Point

Compare/Contrast Materials, pp. 47- 63Chart paperMarkers and highlighters for studentsArchived ChartsOverhead, SmartBoard, or LCD projectorTeacher-made transparencies, as neededStudent and/or teacher-made models to

scaffold activities (see details in modules)Teacher-made models of WriteLikesReader’s/Writer’s (R/W) NotebooksAppendix:

Genre Analysis Worksheet Class Profile Sheet for Compare/

Contrast Prompt for Compare/Contrast “cold

write” diagnostic Literature Circle Interpretation and

Analysis Sheet Compare/Contrast process model for

teacher use 5 Model Compare/Contrast Essays Analysis of scoring for model essays

Online PPS Resources: Rubric for Response to Literature –

Interpretive Write Tools Essay Organizer PowerPoint for Test Taking Strategies

for Multiple Choice and Constructed Response (for teacher review)

2

“Puppy Love or Hamster Heaven” and Skills Practice, pp. 323-326

Unit 7 Overview

Unit at a GlanceModuleFocus

Student Work(Main Instructional Activities)

Student Products

Pacing &Readings

1

Informational Text

Identify authors’ purposes for writing and selecting a specific genre

Formative Assessment for Compare/Contrast Essay

Analyze features, content, and the learning effect of informational text

Modeled Writing: Planning a Compare/Contrast Essay

Grammar Focus : Identify the various sentence types in our readings and analyze for effect on the text and reader

Genre Analysis Worksheet

Cold Write Essay: Compare/Contrast

Genre Analysis Chart: Informational

WriteAbout WriteLike Participate in Inquiry-

based discussion Distinguishing Fact

from Opinion Skills Practice for

Compare/Contrast Essay Planning: Venn Diagramming

Homework

6-90 minute lessons

Elements of Literature “The Wind People,” p. 145 “One Child’s

Labor of Love,” p.266 “Bringing Tang Home,” p. 437 “Where the

Heart Is,” p. 439Holt Reader Part Two: “Reading Informational Texts” “Tricky Science,”

pp. 300-308 “What is Stress,” pp.

329-333 “The Ancient

Library of Alexandria,” pp. 337-343

“Puppy Love or Hamster Heaven,” pp. 323-326

2 Identify and analyze features, Add to genre analysis 6-90 minute lessons

3

Narrative Text

purpose, content, and the learning effect of narrative text

Grammar Focus : Analyze the author’s purpose in using various sentence types in our readings.

Chart: narrative Venn Diagram 1: Informational/Narrative Literature Circles WriteAbout WriteLike Participate in Inquiry- based discussion Homework

Elements of Literature: “Ta-Na-E-Ka” “All American Slurp” “Eleven” “The Stone”

3

Poetry

Analysis of features, content, and learning effect of poetry

Grammar Focus : Apply the use of various sentence types in our writing

Add to genre analysis Chart: poetry

Venn Diagram 2: Narrative & Poetry

Venn Diagram 3: Poetry & Informational

WriteAbout WriteLike Participate in Inquiry-

based discussion Planning for Culminating Activity

6-90 minute lessons

Elements of Literature: “Elements of Poetry,” pp. 633-644 “Your Poem, Man,” p. 634 “The Sneetches” pp. 627-630 “John Henry,”

1. 651-654 “Forty-One Seconds on Sunday in June, in Salt Lake City,” pp. 676-677 “That Day.” p. 502 “Yes, It Was My Grandmother,” pp. 495-496

4

Making Connections

Through Writing

Modeled Writing using Write Tools lessons or Writer’s Workshop model for Compare/Contrast(Note: All schools should follow the prompt; however, Accelerated Learning Academies should use the Writer’s Workshop model for instruction. All other schools would follow the Write Tools methodologies.)

Use the Writing Process (including peer response, and conferencing) to complete Culminating Activity.

Grammar Focus : Revise for sentence variety to enhance

Produce Culminating Activity: Compare/Contrast Essay

Draft Revise Conference Edit Publish

5-90 minute lessons Assignment for

Culminating Activity

Models of compare/contrast essays

Informational Writing rubric

Rubric aligned criteria for compare/contrast

Peer Essays

4

Read in L

iterature Circles

tone and purpose, and edit to correct sentence errors during revision and editing stages of writing process.

Suggested Unit Performance Assessment: Optional Response to Literature Essay : Select one person or character, from our reading in this Unit, from whom you have learned. Write a response to literature in which you describe what you learned from this character and how the specific experiences of the character in the text supported this learning. Use the district’s Response to Literature – Interpretive to plan, revise and assess this piece.

Culminating Project:

In this unit we read a variety of genres analyzing their text features, purposes, and tone, as well as how and what we learn from reading them. Your task is to write an essay comparing and contrasting these features in two texts of your choice.

5

Unit 7 Overview

PA Academic Standards for Reading, Writing, Speaking and Listening

PSSA Eligible Content Alignment

The following is a list of the state standards addressed most frequently and in the greatest depth during this unit. Other learning standards may be addressed from time to time, aligned to specific content and performance expectations.

1.1.8.G Demonstrate, after reading, understanding and interpretation of both fiction and nonfiction text, including public documents.1.1.8.H Demonstrate fluency and comprehension in reading.1.3.8.A Read and understand works of literature.1.3.8.C Analyze the effect of various literary devices.1.3.8.D Identify poetic forms (e.g., ballad, sonnet, couplet).1.5.8.B Write using well-developed content appropriate for the topic.1.5.8.F Edit writing using the conventions of language.1.7.8.B Analyze the role and place of Standard American English in speech, writing, and literature.

The following is a list of the Eligible Content addressed most frequently and in the greatest depth during this unit. Additional Eligible Content may be addressed from time to time, aligned to specific content and performance expectations.

R6.A.1.3.1 Make inferences and/or draw conclusions based on information from text.R6.A.1.5.1 Summarize the key details and events of a fictional text as a whole.R6.A.1.6.1 Identify the author’s intended purpose of text.R6.A.1.6.2 Identify and/or describe examples of text that support the author’s intended purpose.R6.A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text.R6.A.2.6.2 Identify and/or analyze examples of text that support the author’s intended purpose. R6.B.1.1.1 Interpret, compare, describe, and/or analyze the relationships among the following within fiction and literary nonfiction: character, setting, plot, theme.R6.B.1.2.1 Identify, interpret, compare, describe, and/or analyze connections between texts.R6.B.2.1.1 Identify, interpret, describe, and/or analyze the examples of personification, simile, alliteration, metaphor, hyperbole, and imagery in text.R6.B.3.1.1 Identify and/or interpret statements of fact and opinion in nonfiction text.R6.B.3.3.1 Identify and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution.

6

PSSA Writing Connection:Informational Mode: Compare and ContrastConventions: sentence types, sentence errors (fragments and run-ons)

7

Unit 7 Overview

Content Expectations (CE’s) Performance Expectations (PE’s)Students will know that…

1. Ballads have a narrative text structure and use poetic devices to tell their story. (Based on STANDARD 1.3.8.D) (ELIGIBLE CONTENT R6.B.3.3.1)2. Narrative accounts can include facts and opinions. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.B.3.1.1)3. Authors write to explain, to inform, to persuade, or to entertain. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.1.6.1)4. Readers gain understanding of literature when making connections between texts. (STANDARDS 1.1.8.G, 1.3.8.A) (ELIGIBLE CONTENT R6.B.1.2.1)5. Simple sentences include a simple subject and a simple predicate.(STANDARD 1.7.8.B)6. Multiple-meaning words can take different forms depending on which meaning is used in a sentence. (STANDARD 1.1.8.C) 7. Characters change and grow by facing conflicts. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.1.1)8. Retelling stories helps readers focus on events that change characters. (Based on STANDARDS 1.3.8.E, 1.6.8.C)9. Compound sentences are made up of two or more simple sentences combined by punctuation and/or a conjunction. (STANDARD 1.7.8.B)10. Readers use the context created by the sentence to determine which meaning is intended by a multiple-meaning word. (STANDARD 1.1.8.F)11. Poets can use repetition, rhythm, word choice, and punctuation to create the tone of a poem. (STANDARD 1.3.8.C)

Students will be able to…

1. Construct a plot outline for a ballad. (Based on STANDARD 1.3.8.D) (ELIGIBLE CONTENT R6.B.1.1.1)2. Distinguish between fact and opinion. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.B.3.1.1)3. Identify the author’s purpose for writing a work. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.1.6.1)4. Analyze and compare the messages embedded in fiction, nonfiction, and poetry. (STANDARDS 1.1.8.G, 1.3.8.A) (ELIGIBLE CONTENT R6.A.1.3.1)5. Identify genre characteristics and organizational structures by making comparisons across texts. (STANDARDS 1.1.8.B, 1.1.8.D, 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.2.1)6. Recognize and analyze the use of simple sentences in literature and in their own writing. (STANDARDS 1.5.8.F, 1.7.8.B)7. Identify appropriate in-context definitions for multiple-meaning words. (STANDARD 1.1.8.C)8. Analyze the actions and reactions of the protagonist in a short story. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.1.1)9. Retell sections of a story to illuminate literary elements such as conflict, key events, and character development. (STANDARDS 1.1.8.D, 1.3.8.A) (ELIGIBLE CONTENT R6.A.1.5.1)10. Describe the way the conflict helps to shape a character in literature. (STANDARDS 1.3.8.B, 1.5.8.B) (ELIGIBLE CONTENT R6.B.1.1.1)11. Determine the value of understanding

8

(ELIGIBLE CONTENT R6.B.2.1.1)12. The tone of a poem reinforces and supports the poet’s purpose and message. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.1.1.1)13. Figurative language can express relationships between unlike things. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)14. Complex sentences are made up of two or more simple sentences combined by punctuation and/or a conjunction. (STANDARD 1.7.8.B)15. Characters from literature can offer readers traits to emulate. (Based on STANDARD 1.1.8.G)16. An author can write for many purposes. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.A.1.6.2, R6.A.2.6.2)17. Test-taking strategies require practice. (Based on STANDARD 1.1.8.H)18. The main idea in nonfiction text is different from the subject. (Based on STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.2.4.1)19. The revision process allows writers to reflect on their purpose and structure and make changes in their work. (STANDARDS 1.5.8.E, 1.5.8.F)20. Through the publishing process, writing can be shared with others. (STANDARDS 1.6.8.A, 1.2.8.B,1.6 .8.C, 1.6.8.F)21. Skilled writers vary their sentence structures as they write, alternating among simple, compound, and complex sentences to give their writing an interesting rhythm and style. (STANDARD 1.7.8.B)

theme in literature. (STANDARD 1.3.8.B; Based on STANDARD 1.5.8.B)(ELIGIBLE CONTENT R6.B.1.1.1)12. Make connections between their own lives and the lives of fictional characters. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.1.1)13. Recognize and analyze the use of compound sentences in literature and in their own writing. (STANDARDS 1.5.8.F, 1.7.8.B)14. Use context to determine which definition of a word fits a sentence. (STANDARD 1.1.8.F)15. Identify and explain examples of tone and figurative language in poetry. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)16. Examine the message an author conveys through poetic language. (STANDARDS 1.3.8.A, 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)17. Identify figurative language in poetry. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)18. Recognize and analyze the use of complex sentences in literature and in their own writing. (STANDARDS 1.5.8.F, 1.7.8.B)19. Identify multiple-meaning words used in figurative language. (STANDARD 1.1.8.F)20. Recognize the admirable character traits of literary characters and real people who may serve as role models. (Based on STANDARD 1.1.8.G)21. Examine the author’s purpose to make a real-life connection. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.A.1.6.1, R6.A.2.6.1)22. Apply multiple-choice test-taking strategies. (Based on STANDARD 1.1.8.H)23. Identify the difference between the main idea and the subject in nonfiction text. (Based on STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.2.4.1)24. Revise and edit work using revision strategies and proofreading marks.

9

(STANDARDS 1.5.8.E, 1.5.8.F)

25. Publish written work by reading it aloud to others. (Based on STANDARDS 1.5.8.G, 1.6.8.A, 1.6.8.C)26. Write with the goal of varying sentence structure throughout a piece, including simple, compound, and complex sentences. (STANDARD 1.7.8.B)

10

Unit 7 Instructional Pathway

Module 1: At a Glance Pacing: 6 Instructional Days (90 min. blocks)

Content Expectations (CE’s):

Students will know that…

3. Authors write to explain, to inform, to persuade, or to entertain. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.1.6.1)4. Readers gain understanding of literature when making connections between texts. (STANDARDS 1.1.8.G, 1.3.8.A) (ELIGIBLE CONTENT R6.B.1.2.1)5. Simple sentences include a simple subject and a simple predicate. (STANDARD 1.7.8.B)6. Multiple-meaning words can take different forms depending on which meaning is used in a sentence. (STANDARD 1.1.8.C)13. Figurative language can express relationships between unlike things. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)16. An author can write for many purposes. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.A.1.6.2, R6.A.2.6.2)17. Test-taking strategies require practice. (Based on STANDARD 1.1.8.H)18. The main idea in nonfiction text is different from the subject. (Based on STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.2.4.1)21. Skilled writers vary their sentence structures as they write, alternating among simple, compound, and complex

Performance Expectations (PE’s):


2. Distinguish between fact and opinion. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.B.3.1.1)3. Identify the author’s purpose for writing a work. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.1.6.1)4. Analyze and compare the messages embedded in fiction, nonfiction, and poetry. (STANDARDS 1.1.8.G, 1.3.8.A) (ELIGIBLE CONTENT R6.A.1.3.1)5. Identify genre characteristics and organizational structures by making comparisons across texts. (STANDARDS 1.1.8.B, 1.1.8.D, 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.2.1)6. Recognize and analyze the use of simple sentences in literature and in their own writing. (STANDARDS 1.5.8.F, 1.7.8.B)7. Identify appropriate in-context definitions for multiple-meaning words. (STANDARD 1.1.8.C)22. Apply multiple-choice test-taking strategies. (Based on STANDARD 1.1.8.H) 23. Identify the difference between the main idea and the subject in nonfiction text. (Based on STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.A.2.4.1)

11

sentences to give their writing an interesting rhythm and style. (STANDARD 1.7.8.B)

Rationale: In this module students will begin by reviewing the many literary genres that they have

already read through this year, in order to focus this unit’s purpose on exploring how we learn through literature.

Each module begins with a previously read text in order to move directly to a model analysis of the genre at hand. This assumes previous coverage and comprehension of the piece.

We will start with the more directly informational genre to explore the authors’ purposes, techniques, the genre’s features, and potential to teach.

Students will study the specific structures and purposes of the informational genre by reading a variety of short pieces within the genre. Students will write about the similarites they find between readings, and make connections between reading and their own experiences. This will provide scaffolding toward the completion of their Culminating Activity – A Compare/Contrast Essay.

Text References, Materials, and Supplies:Reader’s/Writer’s (R/W) Notebook Archived Charts from Unit 6Holt Elements of Reading:

5 pieces from Units 1-5 (see list in appendix)

“Tone,” pp. 494, 635, 646, 900 “The Wind People,” pp. 145-147,

includes Test Practice for Multiple Choice and Constructed Response

“One Child’s Labor of Love,” pp. 266-268, includes Test Practice for Multiple Choice and Constructed Response

“Bringing Tang Home,” p. 437 “Where the Heart Is,” pp. 439-

443, includes Test Practice and Vocabulary Development for Context Clues

Holt Adapted Reader “The Wind People,” p.38, with

scaffolding for Main Idea and Supporting Detail

“One Child’s Labor of Love,” p. 74, with scaffolding for Fact/OpinionHolt Reader

Holt Reading Solutions “Distinguishing Fact from Opinion:

Student Notes,” p. 333 “Distinguishing Fact from Opinion:

Application,” p. 337Houghton Mifflin English

Unit 1: “The Sentence,” continues work from Unit 6

The Write Tools for Compare/Contrast (Note: All schools should follow the prompt; however, Accelerated Learning Academies should use the Writer’s Workshop model for instruction. All other schools would follow the Write Tools methodologies.)

Teacher Generated Resources and Materials: Student copies of Genre Analysis Chart Transparency of Analysis Chart (See

Lesson 2) Student copies of homework questions

(Lesson 2) Venn Diagrams (Lesson 4) Transparencies of excerpts from “The

Wind People” for sentence analysis. Appendix:

Genre Analysis Worksheet Cold Write Prompt for Compare-Contrast Class Profile Sheet

12

Part Two “Reading Informational Texts” “Tricky Science,” pp. 300-308 Skills Practice, p. 309 “What is Stress,” pp.329-333 “The Ancient Library of

Alexandria,” pp. 337-343 “Puppy Love or Hamster Heaven” and “Skills Practice,” pp. 323-326

Use copies if consumable workbooks are not available.

Information Gathering Sheets for Gallery Walk

2 Samples of Compare-Contrast Essays

Assessments (formative and/or summative):

Frequent Quick Writes and Step Backs are an opportunity for immediate formative data for both individual students and groups.

Diagnostic writing is used in this module to assess the students’ entry skills with compare/contrast essay writing. A “cold write” is given as a diagnostic prior to any instruction in this mode. After reading these cold writes, the teacher, using the criteria from the rubric as a guide, can make an informed decision as to the individual and group needs for this mode of writing, and thus, better focus skills instruction.

“Over the shoulder” formative assessment is referred to in this unit. This is simply the teacher circulating around the room and silently reading over students’ shoulders to get a sense of their skill level or prior knowledge with the current subject of study. Information gained in this way can be used immediately to structure student work pairs, or to guide the teacher in sequencing student participation during a share out.

Pair, trio, and group share outs and projects provide evidence of the students’ grasp of the content and concepts.

Multiple choice assessments are available for all pieces in this module and should be used not only to assess comprehension, but also to assess prior knowledge of, and subsequently teach, multiple choice test taking strategies, as the administration of the PSSA occurs after this unit.

Strategies for Constructed Response (taught in Unit 6) should also be reviewed and practiced in the Constructed Response sections of Test Practice.

Differentiation: “The Wind People” and “One Child’s Labor of Love” are available in the Holt

Adapted Reader, which is rewritten 2 levels lower than the original. This version also contains additional support for identifying fact and opinion in “One Child’s Labor of Love,” and an outline scaffold to identify main ideas and supporting details.

Assignment of the informational readings from The Holt Reader in Lesson 2 should be done with length and difficulty of text in mind. “Save Our Earth” is the shortest text and an easier read, for example, than is “The Ancient Library of Alexandria,” which should be reserved for more fluent, independent readers.

Differentiation is imbedded in the inquiry format of this lesson in that each student is supported in his/her entry into the lesson through the Quick Write technique.

The pair, trio, group discussions that follow allow for all students to enter at their own level and to build upon that through their interaction with peers and with the guidance

13

of the teacher’s follow ups. Diagnostic and “over the shoulder” assessments described above provide a rich

opportunity for teachers to assess where students are in their learning at that moment. This then sets the entry point for the student as well as the starting point for instruction for the individual, small, or whole group.

The activities above also provide the teacher with information to support further, more targeted individual or small group differentiation or intervention.

Teacher modeling of an activity, the analysis of writing models and Modeled Writing all provide strong scaffolds and clear expectations regardless of entry level.

Data derived from the Class Profile sheet can aid the teacher in focused support and targeted grouping of students for the skills necessary to complete the Culminating Activity.

Artifacts like charts and Quick Writes from previous lessons should be archived and reused to assist students who need to recall prior work. These scaffolds can help students to transfer prior knowledge to the new learning.

Instructional Pathway:

LESSON 1 Access Prior Knowledge:

o Quick Write: In R/W Notebook fold a page in half length-wise. In the left column make a list of as many things as you can think of that we can learn from reading.

o Pair Share/Share Out and chart: 2 columns, left column: Things we can learn from reading

o Categorize-Identify Text Types: For the right hand column, ask for examples of texts that match the learning in the right column. ex: how to make lasagna/cookbook or recipe. Have students replicate chart in RW notebook.

Introduce Unit: o Set the purpose for learning

1. Unit Questions - Post2. Overarching Questions- Post3. Culminating Project- Transparency and student handout

o Quick Write: In R/W notebook respond to the following questions: 1. How does our opening quick write relate to the unit question?2. What will we need to learn in order to accomplish the Culminating Activity?

o Pair Share/Share Outo Explain Unit Rationale: In the course of this unit we will be studying a variety of

writing types to discover how and what can be learned from each. We will also study how authors use different techniques for different purposes. We will start with informational text, move to narrative, and then to poetry.

Clarification: Students are likely to be confused by the use of informational as opposed to nonfiction. We are focusing, in the unit, on the structure of the text rather than on its fiction/nonfiction status. Nonfiction texts can be narrative, as in memoirs, and fictional elements find their way into informational texts in the form of propaganda and the bias in advertising. With this in mind, you may wish to pose the following questions to students:

14

o Possible Follow-Up Queries: Can we say that what we read in informational texts is true? Can we say that what we read in narratives is not true? What about the content of poems? Are they true or not? How do we know if what we read is true?

These are all Yes/No questions, but of course require lengthy discussion and numerous examples to explore and test responses. Do no try to answer these questions, though they are likely to instigate lively debate. They will reoccur as Quick Writes or inquiry questions. Just pose as many as seem appropriate to get students thinking about the relationship between text structure and content. Access Prior Knowledge: Genre

o Assign individuals, pairs, or groups to the 5 readings on the Genre Analysis Worksheet (appendix). The 5th selection is left to teacher discretion.

o Students will create a 4-column (landscape) chart as seen below in the teacher model. Students will need to scan and recall the reading, not read the whole text again.

o Instruct students to reference archived charts, student work folders, and R/W Notebooks to recall and gather the necessary information.

Teacher Models chart set-up and analysis for group work using most recent text, Holes. o First review and post the 3 general purposes for writing: to inform, to persuade, to

entertain.o You may also need to do a quick coverage/review of tone on page 494 of Holt. You

may wish to post the list of “Words to Describe Tone” as a scaffold.

Title and Author Genre Features Purpose and Tone Learning

Holes, Louis Sachar -Narrative-Novel-Fiction-3rd Person Omniscient Point of View-Multiple Story Lines-Irony-Has Tall Tale or Fairy Tale elements (curse)

To entertain-humorous tone-ironic tone-sometimes dramatic-sometimes suspenseful

-There are many forces that influence our lives. - Some forces we control others we don’t. -We have power and choices and can change our lives if we persevere- If you understand

15

irony you’ll get the humor in a storyhow multiple storylines work

o Pair Share/Share Out and chart: Students compare and discuss chart differences. Date and archive charts for later use in Culminating Activity (scaffold).

o Step Back: In R/W Notebook (formative) Which columns were the easiest to fill out? Why were some columns more difficult?

Homework(formative): Diagnostic Writing Assessment (Informational): Compare/Contrast

Distribute the prompt (appendix) with no instruction as to strategies or tools such as graphic organizers, etc. This is a cold write or on-demand writing task similar to the PSSA Writing. The goal is to see what students can or will do spontaneously with the task. After collecting the drafts, complete the Class Profile Sheet (see appendix) to assist in planning individual, whole, and small group instruction based upon need.

LESSON 2 Homework: Simply collect. Assess using district Informational Writing Rubric (available

on district website) and profile sheet (appendix). o Class Profile Sheet will reveal individual student strengths and weaknesses in this

genre when read horizontally, grouping for differentiated instruction in a particular aspect of the genre when read vertically.

Review o 4-column charts from yesterday and have students point out or highlight all the

informational texts. Select a color, as this will be repeated for fiction and poetry.o Recall purpose of module: 3 Tasks to accomplish - To analyze informational text for

genre and text features, author’s purpose, and the learning that can occur during reading.

Access Prior Knowledgeo Quick Write: In R/W Notebook make a list of as many types of informational texts as

you can think of. o Teacher may start off modeling with one or two examples such as: game instructions,

essays, cookbooks, newspapers, applications, magazine articles, biographies, police reports, etc.

o Pair Share/Share Out and 2 Column Chart: Types of Informational Texts in left column. Students create a copy of the chart in R/W Notebook during share out.

o Brainstorm: Title right column - Features of Informational Texts. Have students spend a few minutes filling in prior knowledge of text features guided by the list on the left. Again, teacher may need to begin by modeling with one of the expectations below.

o Pair Share/Share Out and add to class chart. Some expectations: facts, headings, pictures, charts and graphs, maps, sub-headings, references, examples, explanations,

16

lists, dates, etc. Students add/revise in RW Notebook Set Purpose for Reading: 1st reading of informational text to see what more we can learn

about this genre Read to Get the Gist: “The Wind People,” p.145

o What is going on here? o Where do we find proof of that in the text? o What are the key ideas? o Where do we find them?

Pair Share/Share Out and Chart the Gist: Reread for Significance: Students scan to capture lines that stood out for them and

explain why they are important to the text/why they stood out. Pair Share/Share Out and Chart Significant Moments: Have students identify the make

any connections to the text features discussed previously. Access Prior Knowledge: Ask: What is tone? What is the tone of this piece? Note: Quick, direct instruction for tone may be needed and is available on pp. 494, 635, and 900 in Holt EOL. Reproduce and post the list “Words to Describe Tone” on page 494, and add to it as needed. WriteAbout: In R/W Notebook

o What do you think was Flo Ota De Lange’s purpose in writing this piece? o What can we learn from this reading?

Pair Share/Share Out Prepare for inquiry-based discussion: Set or review group norms Inquiry-Based Discussion: Point out student comments that deal with: author’s purpose,

tone, main idea, and readers’ learning. Read Again for Author’s Technique: Informational Text features - Use the previous

chart as a scaffold to support students in answering this question in R/W Notebook:o What text features does Flo Ota De Lange use in this piece? o How do these features work support his purpose, tone, and our learning? Give text

examples. Pair Share/Share Out: Add to chart if necessary. If text features seem scanty, turn the

focus to the type of information we are getting – find the facts and how this supports the author’s purpose and tone discussed earlier.

Homework: Assign short informational readings from Holt Reader. Students are to apply what they’ve learned so far to one reading. The following analysis questions may be copied or supplied as a handout.

o What was the author’s probable purpose in writing the piece?o What tone does the piece have? o What can be learned from the piece? o What text features do we see, and how do they support the purpose, tone, and

learning?In addition, students should fill out the margin notes on Text Features included with these readings.

LESSON 3

17

Homework Share: Check for completion before grouping. Pair Share/Share Out and Chart creating an artifact for Fact vs. Opinion Model Fact vs. Opinion: Using transparency and student copies of “Distinguishing Fact

from Opinion” (Holt Reading Solutions): “Student Notes” and “Exercise A,” pp. 332-337 Read for Author’s Technique: Fact and Opinion: Differentiated

o Those who have a good grasp of fact/opinion should analyze their homework article from last night for facts and opinions (2 color highlighting) individually, or back in pairs/trios.

o Those who reveal a weakness in this area should complete the Exercise B from Holt in a small group with teacher support.

Update Chart, Text Features of Informational Texts, to include opinions Exit Slip: How might the inclusion of opinion affect the tone of an informational piece? Homework: Students use their same homework articles to identify (highlight) fact and

opinion. Students who completed this in the above Read for Technique may use a second article.

LESSON 4 Review Exit Slip

o Introduce the notions of bias, or the idea of subtle persuasion that often appears in the tone of an “informational” text.

o Pose the question: When does information become persuasive? What does tone have to do with the switch?

Pre Reading: What can we learn from text features prior to reading? o Examine the text of “One Child’s Labor of Love. “ o What type of informational writing is it? o How do we know? o Who is the author?

Read to Get the Gist: “One Child’s Labor of Love” o Teacher reads to begin. Identify any multiple meaning words to support

comprehension. (labor, cause, armed, program, etc.) o What is going on here? o Where do we find proof of that in the text? o What are the key ideas? o Where do we find them?

Pair Share/Share Out and Chart o Introduce the idea of explicit and implied main idea. o Some key points can be highlighted some are implied or inferred.

Read For Significance Pair Share/Share Out and Chart Read Again for Author’s Techniques: Have students apply one of the two analyses

practiced earlier: Distinguishing Fact from Opinion analysis, or Characteristics of Informational Text analysis (depending upon formative gatherings about each student thus far). Pair proficient and emergent students. Use classroom charts as scaffolds and have students create new ones for the piece.

Presentation: Share group findings. QuickWrite: Recall artifacts for responding to Open Ended questions from Unit 6 to

18

scaffoldo What do you feel the author’s purpose was in writing this piece? o What tone is present?o What text features help him accomplish this purpose and tone?

Teacher note: Possible student responses could include informing, persuading, entertaining, etc. All could be correct. Ask students to defend their ideas with reference to the text. Focus on primary purpose: to inform. Pair Share/Share Out WriteAbout and Prepare for Inquiry-Based Discussion

o What might we learn from reading this piece? o How can this apply to our own lives?

Conduct Inquiry-Based Discussion using WriteAbout aboveAs conversation is winding down, raise the question:

o Craig Kielburger says, “If children were in power, the world would be a different place.” What do you think about this?

During the discussion, reference and revise existing charts from Lessons 1-3 StepBack: Looking at your notes in this module so far, and the artifacts that we have

produced together, what can you now say about how we learn from informational text? What can you say about what can be learned from informational text?

LESSON 5 Read to Get the Gist: “Bringing Tang Home”

o What is going on here? o Where do we find proof of that in the text? o What are the key ideas? o Where do we find them?

Read Again for Significance Pair Share/Share Out and Chart Read to Get the Gist: “Where the Heart Is”

o What is going on here? o Where do we find that in the text? o What are the key ideas? o Where do we find them?

Pair Share/Share Out and Chart Read Again for Significance Pair Share/Share Out and Chart Read to Write About

o What can we learn from these two pieces?

19

o How can we apply it to our own lives? Pair Share/Share Out and Chart Read for Authors’ Craft: Use previously generated artifacts to scaffold.

o What text features do we notice in each of these pieces? o Is there anything that we have not already seen?

Pair Share/Share Out and Charto Students should notice the increased use of a narrative quality here and the use of

more figurate language and imagery. If not, direct them to the last line of “Bringing Tang Home” and pose OE questions to have them discover this.

Preview: Culminating Project to set a purpose for the modeled writing activity Access Prior Knowledge: Ask students if they know how to organize when they compare

and contrast two things. Refer to Class Profile Sheet from the diagnostic to use student “experts” if any are present. Is there a graphic organizer that they’ve used in the past?

Modeled Writing – Planning: Venn Diagram (on overhead, chart, or board)o Read to get the Gist: : “Before You Read,” p. 323, as an informational piece

noticing genre features of informational writing.o Read to Get the Gist “Puppy Love or Hamster Heaven”

Have students complete interactive margin notes during or after reading. Subject vs. Main Idea: Be sure that students understand the distinction between

subject and main idea by having them use one word to capture a subject (or topic) and a complete sentence to capture the main idea – the most important idea in the text about the subject.

o As a group, complete the Venn diagram (p. 326). Keep artifact as a scaffold for Culminating Activity

Multiple Choice Test Taking Strategies: Can be practiced with these pieces, p.442, as can using context clues on p. 443.

o Have students answer the questions without guidanceo Review using an overhead of the questions and the multiple choice strategies

(available on PPS website). Always be sure to have students explain how they selected an answer and provide text support. Why a choice is right and why a choice is wrong, given the text, is the central issue.

LESSON 6 Retrospective (formative) In R/W Notebook

o What more can we say now about the Unit Question? o What and how do we learn from informational text? o Use examples from our reading to explain your response.

Flex Time: Time is left at the end of this module to be used at the teacher’s discretion. Suggestions for use include:

o Completion of Lessons: pacing “catch up”o Modeled Writing: Build Venn Diagram from Lesson 6 into a full

Compare/Contrast using Write Tools Organizer and Topic Sentence practice resources (appendix)

o Grammar Work on sentence types and structures that need to be reinforced after the work in Unit 6.

20

Students may be asked to analyze a short section of one of the readings for sentence type and structure (paired or individually.) What is the most frequently used sentence type for this author?

Figurative Language and multiple-meaning words can be hunted for in the texts as well. Which writer uses the most? How does the figurative language affect the tone?

o Additional informational readings to practice identification and analysis of informational techniques. Students may exchange the homework pieces from Lesson 2

o Differentiated Instruction for small groups for any of the skills covered in this module.

21

Unit Instructional Pathway




7. Characters change and grow by facing conflicts. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.1.1)8. Retelling stories helps readers focus on events that change characters. (Based on STANDARDS 1.3.8.E, 1.6.8.C)9. Compound sentences are made up of two or more simple sentences combined by punctuation and/or a conjunction. (STANDARD 1.7.8.B)10. Readers use the context created by the sentence to determine which meaning is intended by a multiple-meaning word. (STANDARD 1.1.8.F) 2. Narrative accounts can include facts and opinions. (STANDARD 1.2.8.A)(ELIGIBLE CONTENT R6.B.3.1.1)13. Figurative language can express relationships between unlike things.(STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)



8. Analyze the actions and reactions of the protagonist in a short story. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.1.1)9. Retell sections of a story to illuminate literary elements such as conflict, key events, and character development. (STANDARDS 1.1.8.D, 1.3.8.A) (ELIGIBLE CONTENT R6.A.1.5.1)10. Describe the way the conflict helps to shape a character in literature. (STANDARDS 1.3.8.B, 1.5.8.B) (ELIGIBLE CONTENT R6.B.1.1.1)11. Determine the value of understanding theme in literature. (STANDARD 1.3.8.B; Based on STANDARD 1.5.8.B) (ELIGIBLE CONTENT R6.B.1.1.1)12. Make connections between their own lives and the lives of fictional characters. (STANDARD 1.1.8.G) (ELIGIBLE CONTENT R6.B.1.1.1)13. Recognize and analyze the use of compound sentences in literature and in their own writing. (STANDARDS 1.5.8.F, 1.7.8.B)14 Use context to determine which definition of a word fits a sentence. (STANDARD 1.1.8.F)

Rationale: In this module, students move into a less direct form of “learning from text” by studying the

purposes, features, conflicts, and themes in narratives. Here, students must use higher level cognitive skills to make inferences about conflict, analyze the effect of conflict on character and plot, and interpret literary themes.

Students will analyze the relationship between the characters and the conflict in the story to track the author’s purpose for telling a particular story. Students will examine what can be

22

learned from what the writer puts the characters through (conflict). Students will then apply this learning universally (text to world) and personally (text to self) to interpret theme.

Text References, Materials, & Supplies:Holt:

“Words to Describe Tone” p. 494 Holt “Ta-Na-E-Ka,” p. 134; Holt Reader, p. 44; Adapted Reader, p.30 “Eleven,” p. 573; Holt Reader, p.206 “All American Slurp,” p. 226; Holt Reader, p. 84 “The Stone,” p. 29; Holt Reader, p. 18; Adapted Reader, p.8

Appendix: Plot Line for gist work Interpretive/Analytical work sheets for Literature Circle work Rubric for Response to Literature - Interpretive

Archived Chart from Unit 6: Strategies for Answering Open-ended Questions

Assessments (formative and/or summative): Frequent QuickWrites and StepBacks are an opportunity for immediate formative data

for both individual students and groups. Pair, trio, and group share outs and projects provide evidence of the students’ grasp of the

content and concepts. Grammar work given before large group lessons in this module serve a formative

purpose. If students cannot complete the grammar homework independently, then a mini lesson for that skill (sentence types, compound subject/predicate) is warranted. Otherwise, most grammar work is done in the context of the readings.

Literature Circle group work and presentation, and completion of interpretation/analysis sheets during others’ presentations serve as summative assessment.

Differentiation: “Ta-Na-E-Ka” and “The Stone” are available in Holt Adapted Reader, which is rewritten 2

levels lower than the original, with scaffolding for Compare/Contrast and Conflict. This version is also consumable, which allows for interaction and marking of text.

All readings in this module are available in the Holt Reader in their original form with additional comprehension and skills practice. These versions are also consumable so that students can practice interacting with and marking text, a strategy for PSSA success.

In the Holt Reader, “Ta-Na-E-Ka” contains practice with character and conflict; “The All American Slurp” contains practice with context clues and figurative language; “The Stone” has a story map to scaffold the analysis of plot structure; and “Eleven” contains support for identifying and interpreting imagery and making inferences.

If a section of independent reading seems too lengthy for a class or group of students, teachers should differentiate by segmenting the reading into smaller chunks to check for comprehension (Get the Gist Questions) more often than may be indicated in the lesson. A complete DL pattern of reading and writing need not be completed when these more frequent gist checks are used.

Teachers may need to work with a small group of struggling readers while other students

23

Read in Literature Circles

read independently. The audio version of the story may also be useful with the use of student headsets.

Differentiation is imbedded in the inquiry format of this lesson in that the each student is supported in his/her entry into the lesson through the Quick Write technique.

The pair, trio, group discussions that follow allow for all students to enter at their own level and to build upon that through their interaction with peers, and with the guidance of the teacher’s follow ups.




Instructional Pathway

LESSON 7 Quick Write

o What have you learned in the past from reading narratives or stories? o What are some of your favorite narratives?

Scaffold with reference to the 4 column chart from Lesson 1 – previous readings. Point out narratives.Note: Students are likely to confuse narrative with fiction. Narrative refers to the structure of a text. We will be reading fictional narratives, but nonfiction narratives, such as “Storm,” will also be referenced. Pair Share/Share Out and chart “Things We Can Learn from Narratives” and “Some of Our

Favorite Narratives.” Recall the narratives that this group has read together this year. List Text Features of Narrative: in R/W Notebook individually. Teacher may need to model

with one element of narrative such as dialogue, setting, etc. Do not provide a list of elements. Pair Share/ Share Out and Chart: Features of Narrative Texts.

o Some possible responses may include: beginning, middle, end; characters; setting; point of view; plot; conflict; main character; protagonist; antagonist; tells a story; fiction (see below); science fiction (and other more specific genre).

o Allow all responses. Allow challenges for removal of items, and return to this list throughout module to add new features.

Place charts for Features of Informational Text and Features of Narrative Text next to each other for reference and comparison. Poll the class: Using a chart with the 2 questions below posted, conduct a thumbs up (yes) or

thumbs down (no) polling for the following: o Are all narratives fiction? Tally vote. o Is all fiction narrative? Tally vote. Select several students to support their vote with specific examples.

Go to the Text: “Storm,” p. 426 in EOL is an example of a nonfiction narrative. Non narrative poems such as “Steam Shovel,” p. 663, and “Things to Do If You Are a Subway,” p. 660, can be seen as non narrative fiction; television commercials may also serve to make the point.

24

Set the Purpose for the Module o Clarify the point that a narrative can be true (nonfiction) or not (fiction). What matters

here is not whether a story is 100% true or not, but rather how authors communicate messages to us in a narrative vs. the way they do so in informational text.

o Recall that when the class read Holes we were looking most at the relationship between setting and characters, as well as for the forces that shape our lives. Now we will be looking at shorter narratives in a similar way in terms of:

the relationship between characters and conflict, and how/what this can teach us about the world and our own lives, and

the techniques that the authors in this genre use to tell their stories and “teach” the reader.

Quick Write: What is conflict? Give examples from texts or the world, or both. Pair Share/Share Out and Chart

o Make or review the distinction between internal and external conflicts and tag each shared example as one or the other (or both).

o Connect to the QuickWrite at the opening of this lesson: Do you remember the conflicts in your favorite stories? What type(s) were they?

Read to Get the Gist: “Ta-Na-E-Ka,” pp. 135-137, bottom of first column o What is happening here? o How do we know?o Who are the characters? o What do we know about them?

Note: Scaffolding for “Ta-Na-E-Ka” is available in Holt Reader, pp. 44-59: Compare/Contrast and Conflict. Pair Share/Share Out and Chart Read to Get the Gist – finish story –check comprehension (gist) across class as needed.

o What is happening here? o How do we know?o Who are the characters? o What do we know about them?

Pair Share/Share Out and add to chart Reread for Significance and create a 2 column chart in R/W notebook. Remind students that

explanation is not of the line, but of the line’s importance or impact. Pair Share/Share Out and chart significant lines: Highlight those dealing with conflict,

struggle, and/or learning. Identify Tone of the narrative using scaffold of “Words to Describe Tone” p. 494 Holt Read Again and WriteAbout (analytical) In R/W Notebook

o Identify and describe the conflict Mary faces in “Ta-Na-E-Ka.” o What do you think Mary learns in this story? o Use text details and the OE Question strategies we learned in Unit 6 (post archived chart)

Pair Share/Share Out Additional Query

o What are some informational elements present in this story? o How do they to affect/enhance the story?

25

Quick Write Retrospectiveo What more can we say now about our initial Quick Write and our Unit Question? o What does conflict have to do with and learning? Give examples from “Ta-Na-E-Ka.”

Homework: Take home and complete Retrospective Quick Write

LESSON 8 Pair Share/Share Out Retrospective/homework, revising chart from Lesson 7 Quick Write Quick Write (formative): What is the theme of a story? Pair Share/Share Out and Chart being sure to emphasize the universality of theme. Additional Query: What can we say is a possible theme in “Ta-Na-E-Ka?” Reread for Author’s Style: Writing techniques for creating the conflict. Use Features of

Narrative Texts chart (Lesson 7) as a scaffold. o Where in the story to you see Mary struggling and learning? Mark theseo What kinds of techniques did the author, Mary Whitebird, use to show the struggling and

learning? o Create a 2 column chart in RW notebook and teacher creates a chart to model: Quote that

shows conflict/explanation of techniqueNote: Places in the story that use dialogue, action, point of view, internal dialogue, flashback, etc. may all be marked, though students do not yet know the terms for these. These can be identified by literary term after they are identified as points where conflict is being created by the author. Teacher Models: On p.137 Mary says, “I was happy to know he was frightened, too.” This

shows Mary struggling to overcome her fear of Ta-Na-E-Ka. The author uses first person point of view so that we can hear Mary’s thoughts and understand her internal conflict.

Independent Practice: Use list of narrative techniques to scaffold this activity. Teacher circulates to assist.

Pair Share/Share Out StepBack

o How is struggle related to learning?o How can you relate that idea to our work together?

Homework: Complete StepBack

LESSON 9 Exit Ticket Share (formative): Ask students who to share their responses with the class.

o Make connection between conflict and theme: The central conflict often gives the reader insight into the theme and purpose of the story.

o Have students discuss how Mary’s conflict and the theme of the story are connected. Write About: Interpretive (Use one of our readings in this Unit as an example.)

o How can readers learn from what a main character (protagonist) learns? o Explain whether you think that the reader and protagonist learn the same or different

lessons. Pair Share/Share Out Prepare for Inquiry-based Discussion: Review Protocols for Inquiry-Based Discussions Conduct Inquiry-Based Discussion-Assign a monitor for the discussion to note who

participates and how well the protocols are followed. StepBack: In R/W Notebook

26

o How did hearing your classmates’ ideas during the discussion change or support your own ideas? Use specific discussion comments to explain.

Set Up Literature Circles with 3 Short Narratives: “Eleven,” “The Stone,” and “The All American Slurp”o Create groups –group heterogeneously with both strong and weaker readers in each groupo Assign one of the three stories to each group.o Groups are to read the stories silently (“The Stone” is available rewritten at a lower level in

the Holt Adapted Reader).o Each member is to independently complete the plot line (gist) and analysis sheets (see

appendix).o The group must then collaborate to create one overhead or chart version of the plot line and

analysis for presentation. Teacher models the use of the plot line and analysis sheet using “Ta-Na-E-Ka.” Read to Get the Gist: Students read independently in class and/or for homework and complete

their version of the plot outline.

LESSON 10 - continue Literature Circle Work. Complete Reading and Plot Line individually with teacher support as needed Group Work: Collaboration and Discussion

o Getting the Gist : Students will compare the events and sequencing for their own stories on their plot outlines, and during that discussion, comprehension should be checked and repaired. The teacher should circulate during this phase of the group work to make sure that the comprehension is leveled for the group, and offer a support if necessary.

o Assignment of roles for presentation (Chart 1 Designer (plot line), Chart 2 Designer (Questions), Presenter of Chart 1, Presenter of Chart 2, Proofreader, etc. as needed for number of participants)

o Creation of presentation versions of artifactso Group presentations : Listeners are accountable for completing a copy of the plot line for

each presentation.o Teacher models presentation procedures and expectations with charts for “Ta-Na-E-Ka”

LESSON 11 Review Artifacts from Modules 1 and 2. As a whole group, have students tell about the

learning that each chart represents. WriteAbout-Retrospective: In R/W Notebook- Who are our teachers?

o Using examples from what we have read so far in this unit, what can we now say about the question, “Who are our teachers?”

o Who, in any of these readings (real or not), do you feel that you have learned from? o What have you learned? o Use text details and your own connections to support your response.

Note: This WriteAbout may be used to build the optional Response to Literature – Interpretive referenced in the Unit Overview p.7. Pair Share/Share Out Prepare for Inquiry-based Discussion: Review classroom norms for this activity. Conduct Inquiry-based Discussion with discussion monitor

27

Revisit Culminating Activity: Compare-Contrast Essay Preliminary Work for Culminating Activity: Compare-Contrast Students are to create a Venn diagram comparing and contrasting the story that they read in their Literature Circle, to “Ta-Na-E-Ka.” They should focus on 3 points of comparison:

o Genre featureso Author’s purpose and toneo What can be learned and how it is learned (techniques used by author)?

Homework: Complete Venn Diagram

LESSON 12 Review Homework in original literature circles. Members are to compare and revise their

work. Retrospective

o What more can we say now about the Unit Question, “Who are our teachers?” o How do we learn from narrative texts?

StepBack for end of module: How does learning from informational text differ from learning from a narrative?

Flex Time: Time is left at the end of this module to:o “Catch up” (pacing)o Focus on mini lessons for Houghton Mifflin Unit 1 “The Sentence.”

If doing grammar work, have students identify the targeted sentence type in the texts read in this unit, in addition to skills practice activities.

o Provide differentiated instruction to those struggling with the concepts presented. The texts read in modules 1 and 2 can also be done for identification of

figurative language, multiple meaning word study, as well as the reinforcement of other skills that has been identified as a need for an individual or group of students.

o Provide time for reading additional narrative pieces.o Expand the Lesson 11 WriteAbout into a Response to Literature.o Lab time

28





1. Ballads have a narrative text structure and use poetic devices to tell their story. (Based on STANDARD 1.3.8.D) (ELIGIBLE CONTENT R6.B.3.3.1)2. Narrative accounts can include facts and opinions. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.B.3.1.1)11. Poets can use repetition, rhythm, word choice, and punctuation to create the tone of a poem. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.1)12. The tone of a poem reinforces and supports the poet’s purpose and message. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.1.1.1)13. Figurative language can express relationships between unlike things. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)14. Complex sentences are made up of two or more simple sentences combined by punctuation and/or a conjunction. (STANDARD 1.7.8.B)15. Characters from literature can offer readers traits to emulate. (Based on STANDARD 1.1.8.G)



1. Construct a plot outline for a ballad. (Based on STANDARD 1.3.8.D) (ELIGIBLE CONTENT R6.B.1.1.1)4. Analyze and compare the messages embedded in fiction, nonfiction, and poetry. (STANDARDS 1.1.8.G, 1.3.8.A) (ELIGIBLE CONTENT R6.A.1.3.1)15. Identify and explain examples of tone and figurative language in poetry. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)16. Examine the message an author conveys through poetic language. (STANDARDS 1.3.8.A, 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)17. Identify figurative language in poetry. (STANDARD 1.3.8.C) (ELIGIBLE CONTENT R6.B.2.1.2)18. Recognize and analyze the use of complex sentences in literature and in their own writing. (STANDARDS 1.5.8.F, 1.7.8.B)19. Identify multiple-meaning words used in figurative language. (STANDARD 1.1.8.F)20. Recognize the admirable character traits of literary characters and real people who may serve as role models. (Based on STANDARD 1.1.8.G)

29

Rationale: We begin our exploration of the structure and teaching potential of poetry by revisiting “The

Sneetches.” This poem shares the narrative structure used to analyze the pieces in the previous module, and so serves as a point of comparison and contrast between genres.

In module 3, students will explore what can be learned from the genre of poetry. Students will be guided in comparing and contrasting the authors’ purposes, techniques, and themes used when writing poems, with those of informational and narrative text.

Students will be supported in exploring the “gray area” between genres as they find that fact and fiction can easily blend in this genre, aided especially by the use of figurative language.

Text References, Materials & Supplies: Holt Elements of Literature

“Poetry: Sound Effects,” pp.620-621, and “Poetry: Seeing Likenesses,” pp.633-634 “Your Poem, Man” p. 634 “The Sneetches,” pp.627-630 (also available in the Holt Reader) “John Henry,” pp. 651-654 (also available in the Holt Reader and Adapted Reader) “Tone,” p. 494 “Forty-one Seconds on a Sunday in June, in Salt Lake City, Utah,” pp. 676-677 “That Day,” p.502 “Yes, It Was My Grandmother,” pp. 495-496

Teacher created: Transparency and student copies of “Your Poem, Man…” for Lessons13 and 14 Copies of “Forty-one Seconds on a Sunday…” for Lesson 16 homework Model of Write Like for Lesson 16 Student copies of “John Henry” and “Forty-one Seconds…” for Lesson 16 homework Student copies of “That Day” and “Yes, It Was My Grandmother” for Lesson 17 homework Reinforcement and Additional Practice; Poems in this and other collections can be used to provide additional practice with

identification of poetic devices and figurative language, as well as interpretation and analysis of theme and purpose.

Appendix: Venn Diagrams – 2 and 3 subject versions Plot Lines for “The Sneetches” and “John Henry”

Assessments (formative and/or summative): Frequent Quick Writes Step Backs are an opportunity for immediate formative information for both individual students and groups. Pair, trio, and group share outs, projects, and homework provide evidence of the students’ grasp of the content and concepts. Multiple Choice and Constructed Response Assessment and strategy review/practice for

poetry in Lesson 17 for “Forty-one Seconds…”

Differentiation: “The Sneetches” and “John Henry” are available in the Holt Reader with additional

support materials for meter, rhyme and repetition.

30

Differentiation is imbedded in the inquiry format of this lesson in that the each student is supported in his/her entry into the lesson through the Quick Write technique.

The pair, trio, group discussions that follow allow for all students to enter at their own level and to build upon that through their interaction with peers, and with the guidance of the teacher’s follow ups.




Instructional Pathway: LESSON 13 Quick Write: Why do poets write poetry (purpose)? What are some of your favorite poems? Pair Share/Share Out and Chart Access Prior Knowledge: Features of Poetry (formative assessment ) in R/W Notebook List as many things as you can that are characteristics of poems or techniques that poets use when writing poetry. Pair Share/Share Out: Create a chart for Features of Poetry to parallel those for informational

and narrative texts, and post side-by-side. Read to Get the Gist: “Poetry: Sound Effects,” pp. 620-621 Read as an informational piece referencing the chart Features of Informational Text from Lesson 2. In R/W notebook:

o What did we learn or confirm here? o What informational techniques were used?

Pair Share/Share Out and Chart: What do we need to add to the Features of Poetry chart? Read to Get the Gist: independently (teacher assists small group if necessary) “Poetry: Seeing Likenesses,” pp. 633-634, answering the same gist questions. Pair Share/Share Out and add to chart Reread to Get the Gist: Just the blue highlighted poem, “Your Poem, Man…,” on page 634. Create 2 column charts in R/W notebook for significance.

o What is going on here? o Where do we see this in the poem?o What is the poet’s main idea? o Where do we see this in the poem?

Pair Share/Share Out and Discuss: recall implied vs. stated main idea Read for Significance Pair Share/Share Out and identify any shared lines that are examples of specific features (use

chart as scaffold). Read to WriteAbout: Emphasize use of OE questions strategies On page 634, Lueders’ poem ends with the line, “Tell it like it never really was, /man,/and maybe we can see it like it is.”

o What do you think this means?

31

o What might this tell us about the purpose of poetry?o Use information from the text to support what you say.

Pair Share/Share Out: Encourage students to relate what is said in the initial Quick Write: o Why do poets write poetry? Update chart if necessary.

Exit Slip: Name one similarity and one difference between the techniques used in poems and the techniques used in narratives.

Homework: Provide students with a copy of “Your Poem, Man…,” and ask them to locate the sentences and sentence errors (fragments and run-one) in this poem.

LESSON 14 Review Exit Slips:

o Create a Venn diagram from student submissions and have students copy into R/W Notebook.

Pair Share homework: Check for completion and then pair/share to compare/debate findings Share Out: Using an overhead of “Your Poem, Man…” to find sentences (identify sentence

types) and errors, especially fragments Quick Write: What do you think of the errors in conventions that we are seeing in poetry? Pair Share/Share Out and discuss Read for a new purpose: From Unit 1 Key 1 (2007), “The Sneetches” (see chart from Lesson

1.) Quick Recall the Gist: Give students 5 minutes to skim and recall the text. In R/W Notebook:

o What’s going on here? o How do we know?o Who are the characters? o What do we know about them?

Optional Activity: Use a plot line to review gist. Reread for Author’s Technique – Use Features of Poetry chart as a scaffold.

o What poetic techniques do we see Geisel’s using in this poem? Where do we see them?o Describe the tone of the poem. (Post “Words to Describe Tone” on page 494 as a scaffold.)o How do the techniques help to create the tone? (Ex: Rhyme and nonsense words create a

humorous tone.) Pair Share/Share Out and Chart Additional Queries

o What other techniques do we see here that are shared by the other genres we’ve studied? o Are there any informational elements/narrative elements?

Have students identify the 4 of the elements of a narrative in the poem (characters, setting, plot with conflict, POV). The plot line, if used, will also illustrate that the poem contains the elements of a narrative.

o What do we notice about this poet’s use of conventions?o What effect does this have on the reader? (Geisel follows conventions.)

Read to Write About- Interpretiveo What do the characters in this poem, “The Sneetches,” learn? o How do they learn this? o What learning might occur for the readers of this poem?

32

o How do we learn this? Pair Share/Share Out: Begin to tie back to conflict and theme work from Module 2 by

reposting the charts/artifacts during this discussion. Retrospective: in R/W Notebook

o How does what we’ve said about “The Sneetches” relate back to our work with characters in a narrative, like Mary?

o What similarities do we see when it comes to what the reader learns from poems?Pair Share/Share Out – and update the original Unit Questions chart from Lesson 1, Who are our teachers?

LESSON 15 Read to Get the Gist- “John Henry,” by Anonymous – segment as needed.

o What is going on here? o How do we know from the text?o Who are the characters? o What do we know about them?

Use plot line as a scaffold for students struggling with comprehension of the narrative. Pair Share/Share Out and Chart Provide Context for Reading: “Before You Read the Poem,” p. 650. Cue that this is

informational text, and look for text features studied for this genre. Define ballad : a narrative song: a song or poem, especially a traditional one or one in a

traditional style, telling a story in a number of short regular stanzas, often with a refrain (Encarta).

Quick Write: What can we add to our Gist Chart after reading this informational piece? Read For Significance/Chart. Teacher may want to model a significant line. Read for Author’s Technique: “John Henry”

o What poetic techniques do we find in this poem?o What is the tone of the poem? o What do we see here in terms of conventions?

Pair Share/Share Out and Chart Read to Write About

o What have we learned by reading “John Henry?” Retrospective: What common features can we find that support our learning in informational,

narrative, and poetic text? Responses may include: conflict, figurative language, facts/opinions, etc.

Pair Share/Share Out and reference existing charts – update as needed Follow-Up Query: What is the status of fact and opinion in poetry? What about in narratives?

33

Create 3 Field Venn Diagrams : Use items on all 3

characteristics charts to fill in diagram. May be done individually or in pairs.

Informational Narrative

Poetry Share Out onto Class Chart

LESSON 16 Quick Write: Post “Words to Describe Tone” on page 494 as a scaffold

o Which tones make you pay attention? o Who or what uses such tones?

Pair Share/Share Out chart according to the tone and where that tone is found (who uses it) Read to get the Gist: “Forty-one Seconds on a Sunday in June, in Salt Lake City, Utah” Do not read introductory paragraph first. Pair Share/Share Out Read for Significance Pair Share/Share Out and identify tone(s) present in this poem. Write About: What can be learned from this poem? Pair Share/Share Out

34

What all have in common

Read for genre features: o What poetic devices do we see being used here? o What techniques of other genres (informational/narrative) are present?o What can be said about the use of conventions in this poem?

Responses may include: o repetition of lines 1 & 6 o simile; imagery; metaphoro conventions are ignored for capso the lines are a list of phrases separated by commas

Additional query for effect: How do these genre features and conventions help to create the tone of the poem?

Responses could include:o Figurative language creates the admiration and intensity in tone.o Choppy, incomplete phrases create a sense of anticipation and suspense, and mimic the

ticking of seconds. Pair Share/Share Out and Chart Read Aloud the introduction to the poem – informational Quick Write: How does what you learn in this paragraph add to or change what you learned

from the poem itself? Pair Share/Share Out Set the Purpose of WriteLike: To really understand the craft of writing and how certain

choices, like using figurative language, or selecting a certain sentence style are made, we have to experience it as a writer. Write likes give us a deeper understanding of how language structure affects the meaning of what is being written.

Read Again to WriteLike: Select someone who inspires you and mimic the structures, tone, and techniques used in the first six lines (minimum) of this poem.

Note: Teacher should prepare a model of his/her own. Pair Share/Share Out: drafts Homework: Complete WriteLike Students will need a copy of the poem. Extension: Write an introductory informative paragraph (like the one we read for “Forty-one

Seconds on a Sunday in June, in Salt Lake City, Utah” to accompany your poem. Explains what the poem is about and why you wrote it.

LESSON 17 Pair Share/Share Out: homework WriteLikes

o Read Aloud in pair/trios and share out a few to whole groupo Encourage feedback regarding the students’ success in capturing the techniques as well

as the tone of the poem. Quick Write: What do we learn from each of the WriteLikes that was shared? Pair Share/Share Out Optional Test Taking Strategies: Multiple Choice and Constructed Response practice: p. 677

for “Forty-one Seconds…” Read to Get the Gist: “That Day,” p. 502

o What’s happening here?

35

o How do we know?o Who are the characters? o What do we know about them?

Read for significance: Have students identify features of poetry as they occur Pair Share/Share Out and Chart Read to WriteAbout: What can be learned from this poem?David Kheridian writes, “…he (the father) would reveal / that the lines of their lives / were sewn from a tougher fabric / than the son had previously known.”

o What does the father reveal (teach) to the son in this poem?o What can we, the readers, learn from what the son learns? (Theme)o Be sure to include details from the poem in your explanation.

Read for Author’s Technique: o Identify and explain the figurative language used in lines 16 and 17 of the poem.o How does this technique support our learning?

Read to Get the Gist: “Yes, It Was My Grandmother,” pp. 495-496o What’s happening here? o How do we know?o Who are the characters? o What do we know about them?

Read for significance Pair Share/Share Out and Chart: Have students identify any poetic techniques in the quoted

lines. Read to WriteAbout: Compare the learning that takes place in the two poems, “That Day” and

“Yes, It Was My Grandmother.” Consider:o What the narrator’s learno What the reader can learno The techniques that supported the learning

Prepare for Inquiry-Based Discussion: using the above WriteAbout Conduct Inquiry-Based Discussion Step Back: How did listening/participating in this discussion affect your initial ideas? Use

specific moments from the discussion to illustrate.Retrospective In R/W Notebook: Look back on our Unit Question: Who are our teachers? Then, respond to the following question.

Of the 3 genres (informational, narrative, and poetry) which to you think offers you the most useful learning? Defend what you say with examples from that genre.

Pair Share/Share Out

36





16. An author can write for many purposes. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.A.1.6.2, R6.A.2.6.2)19. The revision process allows writers to reflect on their purpose and structure and make changes in their work. (STANDARDS 1.5.8.E, 1.5.8.F)20. Through the publishing process, writing can be shared with others. (STANDARDS 1.6.8.A, 1.2.8.B,1.6 .8.C, 1.6.8.F)21 Skilled writers vary their sentence structures as they write, alternating among simple, compound, and complex sentences to give their writing an interesting rhythm and style. (STANDARD 1.7.8.B)



21. Examine the author’s purpose to make a real-life connection. (STANDARD 1.2.8.A) (ELIGIBLE CONTENT R6.A.1.6.1, R6.A.2.6.1)24. Revise and edit work using revision strategies and proofreading marks. (STANDARDS 1.5.8.E, 1.5.8.F)25. Publish written work by reading it aloud to others. (Based on STANDARDS 1.5.8.G, 1.6.8.A, 1.6.8.C)26. Write with the goal of varying sentence structure throughout a piece, including simple, compound, and complex sentences. (STANDARD 1.7.8.B)

Rationale: In this module students will bring together all of the skills and learning in the previous

three modules to produce the Culminating Activity. Modeled Writing will be used to guide students through the entire writing process to

produce a compare/contrast essay. In this module students will both learn to write and write to learn. Through their writing,

students should not only gain skill with the compare-contrast genre, but also deepen their understanding in regard to the similarities and differences between the techniques and purposes of different literary genres. They should deepen their understanding in regard to the types of knowing and learning that can be facilitated through different kinds of reading.

This module may run into the PSSA Reading testing window, and if so, the writing may continue during testing. Writing is not tested on the PSSA Reading. Explicit teaching to the eligible content on the PSSA Reading test, however, is not permitted.

37

Text References, Materials, & Supplies: Scheduled Lab time or access to computers for drafting and revision for Lessons 21-23 if

word processing is preferred Access to all readings and artifacts in the previous three modules Transparency and student copies of assignment sheets for Culminating Activity Transparency and student copies of blank Venn Diagram, Write Tools Topic Sentence

Practice, and Write Tools Expository Essay Format (Appendix) Student models of proficient and basic compare-contrast essays (Appendix) Student copies of Transitions for Compare-Contrast Essays (Appendix) Overheads of teacher created essay Write Tools instructional materials link:

http://www.pps.k12.pa.us/143110127103415203/lib/143110127103415203/InformationalEssay_Step_By_Step_Sample.ppt

or components of Writers Workshop (ALA’s)(Note: All schools should follow the prompt; however, Accelerated Learning Academies should use the Writer’s Workshop model for instruction. All other schools should use the Write Tools resources.)Additional support and reinforcement materials for compare-contrast writing, including student samples, are available in/at:

Holt Reading Solutions pp. 362-367 PPS Website: Reading Writing, 6-12 Write Tools Essay Organizer myhrw.com eduplace.com http://www.pawritingprojectnetwork.org/

Assessments (formative and/or summative): Participation in peer editing and conferencing with teacher and peers Each stage of the writing process may be used as an assessment/grade. Publication of Culminating Activity: Full Process Compare/Contrast Essay

Differentiation: Teacher should work with individuals or small homogeneous groups based upon needs

identified in Class Profile Sheets completed in module 1. Teacher can create revision/response partnerships or small heterogeneous groups to

provide peer support using data from class profile sheets. Student “experts” in a certain aspect of the writing process or criteria can present their

work as a model and/or assist struggling peers. Scaffolds such as teacher made Venn Diagrams, outlines, or paragraphing with topic

sentence starters can assist struggling writers.

Instructional Pathway: LESSON 18 (Detailed lesson included below) Culminating Activity: Analysis of the task Set Purpose and Tone: as the author Select Readings for Comparison: Models Select Readings: Students

38

http://www.pps.k12.pa.us/143110127103415203/lib/143110127103415203/Informational_Essay_Step_By_Step_Sample.ppt%20

http://www.pps.k12.pa.us/143110127103415203/lib/143110127103415203/Informational_Essay_Step_By_Step_Sample.ppt%20

Venn Diagram Analysis: Teacher models Venn Diagram Analysis: Students practice Evaluation of Plans: Are these two reading pieces good choices for this task? Teacher models

first Homework: Revise if necessary and complete Venn Diagram using R/W Notebook

LESSON 19 (Detailed lesson included below) Pair/Share and Share/Out a few homework samples; peer comments using criteria Review The Writing Process: Planning/Prewriting – Publication Modeled Writing: Planning

o Teacher Models Construction of 2 Part Thesis Statement: Use Write Tools materials for 2 Part Thesis Statement: introductory statement, and list statement (suggested)

Independent Practice: Construct Thesis Statement (introductory statement plus list statement)o Add Thesis (green) to Write Tools Expository Format

Teacher models planning: topic for each body paragraph (yellows) using Write Tools Expository Format: organizing by topic, with 2 similarities and 2 differences per topic (reds) taken from the model Venn Diagram

Independent Practice: topic for each body paragraph with teacher guidance or small group work with teacher.

Pair/Share using the model to evaluate partner’s plan Homework: Have students complete the frame of their essay using the Expository Format

organizer and their Venn Diagram.

LESSON 20 (Detailed lesson included below) Pair Share/Share Out homework and evaluate plans using criteria set in Lesson 19 Modeled Writing: Building body paragraphs with text support

o Teacher models adding explanations, examples (reds) from the Venn diagram to the plan, including 2 similarities and 2 differences per paragraph

o teacher models adding or ensuring that there is specific text support in the explanations (reds) taken from the Venn diagram

Independent Practice: complete plan with teacher guidance StepBack in R/W Notebook: How has the modeled writing technique affected your writing

process? Homework: Complete the plan including the text details that will be used to support claims of

similarity and difference in each topic paragraph.

LESSON 21 (Detailed lesson included below) Pair Share/Share Out homework and evaluate plans using criteria set in Lesson 20 Modeled Writing: Turning the plan into a draft

o Using the plan, the teacher creates paragraphs with topic sentences and supporting statements which include text support for each of the 3 body paragraphs.

Independent Practice: Students draft essay from Introduction through body paragraphs with teacher guidance.

Step Back in R/W Notebook: How has the use of a plan affected your writing? Homework: Students and teacher complete first draft.

39

Note: Teacher should load his/her model to set up Lessons 22 and 23: Omit transitions or use inappropriate transitions; include sentence errors and repetitive sentence types.

LESSON 22 (Detailed lesson included below) Share/Out first drafts from a few students with peer and teacher feedback for revision based on

criteria/rubric Model Revision- use of transitions: Teacher uses overhead of his/her draft to add transitions

between and within paragraphs. Use Write Tools resource for transitions. Independent Practice: revising for transitions Pair Share Model Revision - style and organization domains: Sentence variety and vocabulary revision

using rubric/criteria Independent Practice: style elements Pair/Share for suggestions in pairs or trios. Revision: sustained independent revision with teacher support/conferencing Homework: Students and teacher complete draft 2 with revision

LESSON 23 (Detailed lesson included below) Publication of Revision with a few students reading sections of their essays before and after

revision to get feedback regarding improvement. Model Editing-sentence structure: with the assistance of the class

o Teacher identifies and corrects sentence errors on transparency of his/her draft. Students Edit their drafts according to the model and create their final draft. Homework: Complete final draft Publication (See note at end of Lesson Plan 23)

Module 4: DETAILED LESSON PLANS Teacher Notes

LESSON 18CULMINATING ACTIVITY: Analysis of the task

Hand out copy of assignment Place a transparency of the Culminating Activity on the overhead and

review the steps with students. Have them annotate with you.SET PURPOSE AND TONE: as the author

Referencing the tone list from earlier in the unit, identify the appropriate tone for this work: informational, academic, etc. Eliminate persuasive and give rationale (see notes)

SELECT READINGS FOR COMPARISON: Teacher models. Essential Criteria: The 2 pieces must have at least 2 meaningful

similarities and 2 meaningful differences. Meaningful implies that they speak to the unit’s focus on how and what we learned from different pieces, not things like “both are written in English.”

Note: Though a model using Holes and I Thought My Soul Would Rise and Fly is provided, the deliberation which goes into selecting a topic must be modeled before presenting your chosen readings. Brainstorm some bad choices first:

Learning Styles: For Visual Learners: Use Overhead and colored markers to break the Culminating Activity into parts, and have students use highlighters.

Write Tools PowerPoint Resource: If time permits, it is highly advisable to take students through the Write Tools PowerPoint lesson for multi paragraph essay writing in segments before each stage of the planning and drafting. This would be done prior to

40

readings that have little in common such as “Puppy Love or Hamster Heaven” and the poem “That Day.” SELECT READINGS: Students go through the Unit’s reading to select 2 that have meaningful similarities and differences.

Focus students on what was learned or how it was learned to pull meaningful similarities.

Pull artifacts from the lesson that were used to compare and analyze the readings. Display these in the front of the room.

More advanced readers/writers may choose readings from earlier in the year (see note). One suggestion for this may be “Storm” coupled with “Bringing Tang Home” or “Where the Heart Is.”

Teacher works with small groups and circulates.VENN DIAGRAM ANALYSIS: Teacher models the analysis of the similarities and differences with the model Venn Diagram.

Use the blank diagram and reference the teacher sample as needed. The filled out model should not be presented all at once to students , as

this does not serve to model the cognitive process of finding similarities and differences.

VENN DIAGRAM ANALYSIS: Students complete the same diagram (with categories) for their own 2 reading selections to see if they will serve for the topic. Note: Students who are having difficulty should be referred to the Venn diagram they were to create in Lesson 11 for “Ta-Na-E-Ka.”EVALUATION OF PLANS: Are these two reading pieces good choices for this task?

Teacher models first. Are there at least 2 similarities and differences that are thoughtful, and that apply to the genre study and focus on learning in this unit?

Eliminate, cross out, any superficial items – items that would seem very obvious to the reader.

HOMEWORK: Revise topic selections if necessary and complete Venn Diagram using RW notebook.

LESSON 19PAIR SHARE/SHARE OUT a few homework samples. Peer comments using criteria.CREATE TOPIC/TITLE: A Comparison of title 1 and title 2

Explain to students that a compare-contrast essay can be referred to as a comparison (with contrast being implied) in order not to have too cumbersome a title.

MODEL TOPIC SENTENCE STYLES using the Topic Sentence Practice Sheet (appendix).INDEPENDENT PRACTICE: Students create several topic sentences using the practice sheet. Have them select the list statement for our purposes here.PAIR/SHARE REVIEW THE WRITING PROCESS Planning/Prewriting – Publication

the teacher’s modeling of that process.For a color version of this Unit, access electronically from PPS website.

PSSA Connection: When students take the PSSA Writing in grades 3,5, 8, and 11, it is imperative that they do not “break mode,” that is write persuasively to an informational prompt. Let students know this. They are not to favor one side or another in a compare/contrast essay.

Differentiation: If students seem able to apply the focus of the unit to readings in previous units, allow them to select to compare any readings from the year so far. Struggling readers will need the scaffold build during the readings in this unit, such as analysis charts and Venn diagrams.

Differentiation: Partner students during revision by pairing a stronger writer with a weaker one in this genre of writing.

Materials for scaffolds and differentiation: Student models and anchor papers: It is a best practice to save student work samples for modeling purposes from year to year. If you have none, models are included in the appendix. There are also models available for multiple grade levels on

41

MODELED WRITING: PUBLICATION Teacher models construction of 2 part thesis statement, using Write

Tools materials for 2 Part Thesis Statement: Introductory statement and list statement (suggested)

INDEPENDENT PRACTICE: Construct Thesis Statement (introductory statement plus list statement)

Add Thesis to Write Tools Plan (Green)TEACHER MODELS PLANNING: Identify a topic from the thesis list statement for each body paragraph (yellows) using Write Tools Expository Format.

Organize by topic for class consistency with similarities and differences within each topic paragraph (reds) taken from the model Venn diagram.

Note to students that 2 types of organization were studied, but we will practice organizing by topic for this essay, since having 3 features to compare better suits this organizational form.

INDEPENDENT PRACTICE: to create paragraph topics with teacher guidance or small group work with teacher. These may be identical to those on model.PAIR SHARE using the model to evaluate partner’s planHOMEWORK: Students may need to reread the pieces that they are going to compare, and then complete the frame of their essay using the Write Tools graphic organizer and Venn diagram.

LESSON 20PAIR SHARE/SHARE OUT homework and evaluate plans using criteria set in Lesson 19.MODELED WRITING: Building Body Paragraphs with text support

Teacher models adding explanations, examples (reds) from the Venn diagram to the plan, including at least one similarity and 2 differences per paragraph

Including Text Support: teacher models adding or ensuring that there is specific text support in the explanations (reds) taken from the Venn diagram (criteria: at least 3 brief text supports per paragraph)

Draft Conclusion (green)INDEPENDENT PRACTICE to complete plan with teacher guidance or small group work with teacher.STEPBACK in R/W Notebook: How has the modeled writing technique affected your writing process?HOMEWORK: Complete the plan including the text details that will be used to support claims of similarity and difference for each topic paragraph.LESSON 21PAIR SHARE/SHARE OUT homework and evaluate plans using criteria set in Lesson 20MODELED WRITING: Turning the plan into a draft

Using the plan, teacher creates paragraph with topic sentences and supporting statements with text support for the 3 body paragraphs

the eduplace.com site. This is Houghton Mifflin’s website. Simply follow the prompts to direct you to the student model papers.

Note: All schools should follow the prompt; however, Accelerated Learning Academies should use the Writer’s Workshop model for instruction. All other schools would follow the Write Tools methodologies.

Organizational Tool: Print and laminate landscape signs for each step in the writing process (planning, drafting, peer response, revision, peer editing, conferencing, revision, publishing). Hole punch, link with binder rings, and hang these vertically in the classroom. Write each student’s name on a wooden clothes pin or sticky note. Start with all markers on prewriting, and have students move their marker as they progress through the process. This is a great way to keep track of individual student progress and create groups on the spot.Resources: If Write Tools is unavailable, use the lesson sequence in Houghton Mifflin Unit 10.Differentiation: Write Tools planning frames. If additional personnel are available, create groups for each of the

42

INDEPENDENT PRACTICE: Students draft essay from Introduction through body paragraphs with teacher guidance or small group work with teacher.

If drafting on lined paper, students may be instructed to use pencil and skip every other line in order to make changes less frustrating.

STEPBACK in R/W Notebook: How has the use of a plan affected your writing?HOMEWORK: Students complete first draft. Note: Teacher should load his/her own model draft to set up Lessons 22 and 23: Do not include transitions or use inappropriate transitions; include sentence errors or repetitive sentence types.

LESSON 22PAIR SHARE/SHARE OUT first drafts of a few students, with peer and teacher feedback for revision based on criteria/rubric.MODEL USE OF TRANSITIONS: Teacher uses overhead of his/her draft to add transitions between and within paragraphs. Use Write Tools resource for transitions.INDEPENDENT PRACTICE revising with transitions: teacher circulates or works with small groupsPAIR SHAREMODEL REVISION FOR STYLE AND ORGANIZATION DOMAINS: Sentence variety and vocabulary revision using rubric/criteria.

Teacher makes sure that all items are in the correct paragraph by topic. Teacher checks that there is sufficient text support to meet the criteria. Teacher highlights the beginning of each sentence to look for repetitive

construction. Students suggest sentence combining or use of introductory phrases, etc., to improve the flow of the text.

Teacher looks for lapses in informational tone, especially as regards persuasion. Students suggest revision options.

Teacher highlights transition words/phrases in and between paragraphs to make sure that they have the intended effect. Students suggest alternatives.

Teacher/students look for repetitive words and generate synonyms. Also model expanding or “stretching” the number of paragraphs per

topic if paragraphs become overly long. This process is shown on the Write Tools resources for multi paragraph essays.

INDEPENDENT PRACTICE: style elementsPAIR SHARE for revision suggestions in pairs or trios

Students take turns reading their original drafts aloud, then read the whole or portions of draft with revision.

Listeners give feedback as to whether or not and how the revision improved the piece according to the criteria.

REVISION: sustained independent revision with teacher support/conferencing

frames depending upon ability level with this task.

Differentiation: For students who are working below grade level and struggling with the assignment, provide the scaffold of the topics already worked in planning (Lesson 19 Retrospective).

Paired Prewriting Option: If 2 or more students are writing about the same topic, allow them to do this preliminary work together.

Terminology: Topic sentence and thesis statement: Clarify for students that when writing a multi-paragraph essay, the topic sentence of the introductory paragraph is then referred to as the “thesis statement,” and each paragraph then has it’s own topic sentence

Homework: At this point, having students who are working on the same topic share work may lead to confusion and/or plagiarism.

Pacing: the majority of class time for the last 3 lessons is dedicated to sustained independent drafting with teacher conferencing.

Drafting at the Keyboard: When possible allow students to draft at the keyboard to accelerate the pace of

43

HOMEWORK: Students and teacher complete draft 2 with revision.

LESSON 23MODEL OF EDITING: With the assistance of the class:

Teacher identifies and corrects sentence, punctuation, spelling, and grammar errors

INDEPENDENT PRACTICE: Students edit their drafts according to the model, and create their final draft.

Those using word processing should be sure that spell/grammar check is on and check all highlighted text.

The teacher can conference individually with each student while the class works on final drafts.

HOMEWORK: Complete final draft PUBLICATION/CELEBRATION: publishing may be done by way of:

Wall/hall display Gallery walk Trio read-arounds

writing. Students should print out drafts at the end of each writing session to have a record of process.

Management with classroom computers: Students can move from paper and pencil revision to word processing within the classroom in turns. Students may also be required to have a short teacher conference before moving to the computer to make changes.

Pedagogy: It is a best practice to write along with students in order to create atmosphere of shared scholarship, as well as to anticipate the students’ struggles by completing the process along with them.

Formatting of final drafts: Schools have widely different lab/computer availability. While it is good practice to have students produce final drafts via a word processing program, this is not always possible. Do set format guidelines whether the final draft is hand written or electronically drafted. Academic writing generally restricts font, margins, etc. If handwritten, using every other line is a good tool for last minute corrections on the part of the students, and for commentary within the draft on the part of the teacher.

44

Editing Suggestion: Instead of correcting errors on students’ essays, teachers may wish to simply make a check mark in the left margin for each error in that line, and have students look for and correct those errors before completing their final draft.

Differentiation: Students who are strong writers may wish to “Add the Blues” to their draft. Information and guidance for teacher and student is available in the online Write Tools PowerPoint referenced in the resources (link).

Unit 6 CULMINATING PROJECT

In this unit students will explore how we learn through literature. They will start with the genre of informational text to explore the authors’ purposes, techniques, and the different impacts of writing of this style.

Students will then move on to short narratives, exploring how we can learn important life lessons from the authors of narrative text, and from the characters they create. Students will make connections between themselves and the characters in conflict to explore how this learning is like and unlike the learning we experience reading informational text.

Next, students will explore the most indirect form of literature: poetry. As they work to unpack the figurative language, structures, and purposes of the genre, they will stay focused on the concept of poet and poem as teacher, and explore what we learn from this genre as well.

To complete this unit, students will be asked to explore the different ways in which we know and learn from text by comparing and contrasting two readings from this or previous units in terms of author’s purposes and tone, genre structures, and the impact on the reader as learner.

Prompt: In this unit we read a variety of genres: informational, narrative, and poetry. We analyzed their text features, purposes, as well as how and what we learned

45

from reading them. Your task here is to write an essay comparing and contrasting these features in two readings of your choice, from this or any unit covered so far this year.

Focus: Select two readings and compare/contrast their genre features authors’ purposes and tone messages: How and what we learn from reading them

Content: You should use examples and explanations drawn from the texts that you have selected. your connections and experience reading the pieces.

Organization: There are two ways to organize a compare/contrast essay: topic by topic: with similarities and differences together by topic (suggested) block style: all similarities, then all differences

Select a method and stick with it throughout your essay. In this type of Writing, transitions are very important to help your reader see when you are making a comparison or contrast statement, and when you are moving between the two.

Style: Use the skills and terms that we have been studying: Compound and Complex Sentences . You should incorporate a variety of sentence

types, including these, selecting the type to enhance what you want to say. You should also use an informational (teaching) tone in your writing voice. Your audience is your peers. Speak to them. They have studied the unit, so your

vocabulary should include the literary terms that we have studied, including the figurative language terms.

Conventions: All conventions count always, but the conventions we focused on in this unit should be the stars here: eliminating sentence errors, such as run-ons and fragments, and constructing compound subjects and predicates properly.

46

Appendix

o Genre Analysis Worksheeto Cold Write Prompt for Compare-Contrast Essay – diagnostico Class Profile Sheet for Compare-Contrast Essayo Plot Diagram o Venn Diagram for Culminating Activityo Literature Circle Interpretation and Analysis Sheeto Annotated Model Compare-Contrast Essay -proficiento Model Essay scored as 4o Model Essay scored as 3o Model Essay scored as 2o Model Essay scored as 1o Analysis of scoring for essays 4,3,2,1o Model Venn Diagram Elements for Culminating Activity (Teacher

Resource)o Model Topic Sentence Practice from Write Tools (Teacher Resource)

47

o Topic Sentence Practice from Write Tools (student copy)o Model Write Tools Organizer for Expository Essays (Teacher

Resource)o Write Tools Organizer for Expository Essays (Student Copy)o Transitions for Compare-Contrast Essayso Add the Blues slide from Write Tools PowerPoint (extension resource

for differentiation)

Note: Most documents in the appendix can be customized by editing the electronic version of this unit available on the PPS Curriculum site.

48

Genre Analysis Worksheet

Name-______________________________________________ Date-_____________________

Title and Author Genre Features Purpose What can be learnedModel:Holes, Louis Sachar

1. “The Bracelet,” pp. 150 – 154, EOL

49

Title and Author Genre Features Purpose What can be learned2. “The Sneetches,” pp.627-630

3. “Brother,” pp.100-105

50

Title and Author Genre Features Purpose What can be learned4.“Finding The Best Information,” pp. 488-489

5.

51

Cold Write PromptCompare-Contrast Essay

Do your best to write a strong compare-contrast essay for the prompt below. Your teacher will not be guiding you in this assignment because the purpose of a “cold write” is to see what you can do on your own without help. So, if you have learned something about how to write a compare-contrast essay in the past, try to use all of those skills now. If you have not done this kind of writing before, just do your best to answer the prompt. Your teacher will see what you need to learn from what you write.

Prompt: Write a compare-contrast essay for one of the three topic sets below.1. Compare and contrast two sports2. Compare and contrast your two favorite television shows3. Compare and contrast two people you know well.

When you turn in your work to your teacher, be sure to include any planning or prewriting and revisions that you might have done.

52

Class Profile Sheet for Compare-Contrast EssayFOCUS CONTENT ORGANIZATION STYLE CONVENTIONS

Class:

Name:

Introduction and Conclusion clearly state purpose

Stays on task and does not become persuasive

Includes the correct # of sim. and diff. required

Elements, comp./cont., are meaningful rather than obvious

Selects a regular pattern for the task and stays with it

Uses paragraphs and approp. transitions to guide reader

Tone is informative rather than persuasive and is app. to audience (teacher)

Vocab. is grade approp. and sentence types vary

Essay is readable; may contain mechanics errors common to 6th grade.

Grammatical conventions are followed with only occasional sentence and syntax errors

Ex: Josh H. - + + - - - + + + +

54

Literature CircleInterpretation and Analysis Sheet

For “_______________________________” by ___________________(author)

Group: ____________ Members’ Names-______________________________

_________________________________________________________________

Your group members will:1. Read your assigned story and answer the following questions independently. Your

answers must be backed up with strong text evidence.2. Meet as a group to compare and discuss your varying answers to the questions3. Collaborate/cooperate/negotiate to produce a group answer for each question. This

answer should include the strongest text evidence available.4. Present your group’s work to the other groups.

You may want to use a separate piece of paper for each of the following questions:

1. Describe the conflict that the main character faces and his/her struggle with this conflict.

2. Identify the techniques the author used to show this conflict developing in the story (narration, dialogue, internal dialogue, figurative language, action, etc.). Give specific text examples of each technique that you identify.

3. Explain what you think the main character (protagonist) learns as a result of this conflict.

4. Explain how the reader (you) might connect with the protagonist’s learning. What does the story tell us about life in general – what is the theme?

55

56

Introduction

Main Conflict Enters

57

Genre features:

Author’s purpose and tone:

What can be learned:

Genre features:



Genre features:



TITLE 1 TITLE 2

Teacher Resource: Possible Items for Inclusion in the Model Compare/Contrast

64

I Thought My Soul Would Rise and Fly

Holes

Genre Features:novelsfictional narrativeshistory

Author’s purpose and tone:to entertaindramaticWhat can be learnedAn individual or group can triumph over adversity and cruelty.Reading is a

type of power.

Genre Features:diary structure1st person point of viewvery personal because of diaryhistorical fictionhas some factsAuthor’s purpose and toneentertains, but in a more dramatic waypersonal, intimate toneWhat can be learned:some facts about the timewhat it felt like to live in the time of the Civil Warhow reading a personal diary from the past can be like being there

Genre Features:multiple plots and time lines3rd person point of view linked to the main characterNarrator can also go into past-“omniscient”“realistic” fiction with tall tale or fairy tale elements (“magical” objects and a curse)

Author’s purpose and toneentertains and is funnyironyuses fairy tale tone in parts

What can be learned:that irony can create humor in a storyhow to read stories within stories, and look for connections that show hidden meaning

65

Topic Sentence Practice – Write Tools, Multiparagraph Module (page 18)

Topic:Comparison of I though My Soul

Would Rise and Fly to Holes

1: Simple Declarative

6: Semicolon5: FAN BOYS

3:

Lis

t S

tate

men

t

4: S

ituatio

n S

tan

ce

2: Question

Suggestions for teacher model

The novels, Holes and I Thought My Soul Would Rise and Fly have both similarities and differences.

What possible connections could two novels as different as I Thought My Soul Would Rise and Fly and Holes have?

If you take a close look at the novels I Thought My Soul Would Rise and Fly and Holes, you will find quite a few similarities as well as a lot of differences.

At first, you might not think that I Thought My Soul Would Rise and Fly and Holes have much in common, but if you look closely, many similarities can be found in these very different novels.

I didn’t think that I’d find much to compare in the novels, I Thought My Soul Would Rise and Fly and Holes; I was wrong.

I Thought My Soul Would Rise and Fly and Holes give me a lot to compare when it comes to their genre features, authors’ purposes and tones, and what can be learned from them.

66

Topic Sentence Practice – Write Tools, Multiparagraph Module (page 18)

Topic:

1: Simple Declarative

6: Semicolon5: FAN BOYS

3:

Lis

t S

tate

men

t4: S

ituatio

n S

tan

ce

2: Question

Transitions for Compare-Contrast Essays

To show how things are alike:a similar, another, also, besides, like, likewise, the same as, resembles, alike, comparable to, similar to, by comparison, similarity, equal to

To show how things are different:differ, differences, unlike, on the other hand, on the contrary, but, yet, opposite from, not the same, to contrast, dissimilar, different from, by comparison

To add information:one other, another, also, in addition, equally important, just as important, next, along with, besides, plus, most of all, added to, furthermore

To conclude:to sum up, to conclude, in summary, in brief, all in all, clearly, obviously, in conclusion, without a doubt,in summation

69

gr_6_unit7_final

Documents