lily’s crossing - appalachian state university / boone,...

Lily’s Crossing

Kimberly IsidoriRE 5730

6th Grade Integrated Unit

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For my Integrated Unit, I chose the book Lily’s Crossing by Patricia Reilly Giff.

It is an interesting story that not only has an engaging plot, but details the time of World

War II in America. The book is a Newberry Honor book and has an age appropriate level

for 4th -7th grade. Due to the subject matter, I chose to use it in a 6th grade classroom.

Lily’s Crossing is about a young girl whose life is impacted by World War II.

The book describes some of the changes that occurred in every day life while the war

was being fought in Europe. The goal of the unit is to teach about World War II and also

about the implications of war and how even civilians are effected. This aligns with the

6th grade Standard Course of Study as they must learn about Europe and its wars and

invasions.

The book’s main character, Lily, is spending the summer in Rockaway off the

Atlantic Coast, with her grandmother while her father is away at war. Her best friend,

Margaret, has a brother overseas fighting and her family moves away so her dad can

build bombers in a wartime factory town. Left with no one else her age, Lily takes an

interest in Albert, a refugee from Hungary and living with her neighbors. Albert has lost

most of his family in the war and is trying to get back to his little sister, Ruth, who is

stuck in France. They develop a friendship and thus Lily learns from him not only about

the war, but about true friendship.

The chosen supporting texts and internet workshop all provide information about

World War II and the impact it had on the United States. Various types of text were

chosen to engage the students and provide information in a variety of different forms.

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Integrated Unit Outline

Day 1

Before Reading: Internet Workshop

Day 2: Section 1: Ch. 1-3

Before Reading: KWL chart about WWII During Reading: Literature Circle GroupAfter Reading: Digital Image w/ Literary Lumination


Before Reading: WWII QuizDuring Reading: Literature Circle GroupAfter Reading: Toon Doo


Before Reading: War and Children PoemDuring Reading: Literature Circle GroupAfter Reading: Wordle


Before Reading: Review “Loose Lips Sink Ships” Poster w/ quick writeDuring Reading: Literature Circle GroupAfter Reading: Two Voice Poem


Before Reading: “Someone Talked” Poster w/ quick writeDuring Reading: Literature Circle GroupAfter Reading: I Am Poem


Before Reading: Read My Daddy Was a Soldier: A World War II StoryDuring Reading: Literature Circle GroupAfter Reading: Letter

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Before Reading: Quick WriteDuring Reading: Literature Circle GroupAfter Reading: Socratic Seminar Questions/begin Literature Group presentations


Before Reading: Fill in “L” column of KWL chartDuring Reading: Literature Circle GroupAfter Reading: Reader’s Theater

Day 10:

Presentation of Literature Circle Group ProjectsSocratic Seminar

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Literature Circle Group Instructions/Roles

Instructions:

You will be working in literature circle groups as a way to better understand and explore this novel. Each person will be responsible for one role for each section of the book. Roles should rotate at each section and everyone should complete each role once.

Keep all work in a folder that will be collected at the end of the unit. Grades for each section will be individual based on the work completed.

There will be 8 sections:

Ch. 1-3Ch. 4-7Ch. 8-10Ch. 11-13Ch. 14-16Ch. 17-19Ch. 20-23Ch. 24-28

Group Roles:

Group Leader: makes sure that everyone participates in the discussion and has completed their roleDiscussion Director: creates higher-level thinking questions to accompany the sectionSummarizer: summarizes the important aspects of each sectionLiterary Luminator: selects a passage or quote from the book that represents that sectionConnector: makes connections between the book and the worldArtist: creates/finds an image to represent that sectionInvestigator: researches anything that may need clarification or further explorationVocabulary Enricher: finds and defines vocabulary from the section with a kid-friendly definition

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DAY 1: Students will complete the Internet Workshop prior to reading Lily’s Crossing in order to build background information about WW II.

Internet Workshop

Go to the following website: http://www.worldwariihistory.info/WWII/.

Select “The United States Enters the War” and answer the following questions.

1. What day was the United States attacked by Japan? 2. Where did the attack happen?3. What were the four main countries called the Allies? 4. What three main countries were known as the Axis?

Go to the following website: http://www.nationalww2museum.org/history/. Select the glossary and answer the following questions.

1. What was D-Day?2. What is the actual date for the day known as D-Day?3. What was rationing? List at least 4 items that were commonly

rationed? 4. What does blackout mean? Why would this have been done?

Go to the following website: http://teacher.scholastic.com/activities/wwii/ahf/life/index.htm. Click on the 1940’s living room and kitchen and answer the following questions.

1. What were Victory Gardens?2. What were War Bonds? Why were they created?3. What were the four reasons for rationing?4. About how many Americans served in the armed forces during the

war? 5. What was the “Sons in Service” Flag? What did the stars and colors

mean?

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http://teacher.scholastic.com/activities/wwii/ahf/life/index.htm

http://www.nationalww2museum.org/history/

http://www.worldwariihistory.info/WWII/

DAY 2: Section 1: Ch. 1-3

Before Reading: KWL chart about WWII

- The students will complete a KWL chart filling in information in the first two columns. They will record what they already know about WW II and what they want to learn.

During Reading: Literature Circle Group

- Each group will meet and assign the roles for each section. They will then complete their role and discuss this section of the book.

After Reading: Digital Image w/ Literary Lumination

- The students will all select a passage or quote from this section that they feel represents the section well. They will then find an image that represents their passage.


Before Reading: WWII Quiz

- As a class, we will complete the online WW II quiz found at: http://military.discovery.com/holidays/memorial-day/quizzes/wwii-quiz.htmlThe quiz will allow students to see what they already know about WW II.


- The groups will meet and complete their assigned roles. They will then discuss this section of the book making sure that each group member participates.

After Reading: Toon Doo

- The students will complete a cartoon for this section of the book at the website www.toondoo.com . They should choose a scene that is representative of the book.

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http://www.toondoo.com/

http://military.discovery.com/holidays/memorial-day/quizzes/wwii-quiz.html


Before Reading: War and Children Poem

- In partners, the students will read the poem War and Children by Patrice Bennett. They will discuss with their partner what the poem means and how it applies/relates to the book.



After Reading: Wordle

- The students will complete a Wordle at the website www.wordle.com. They should use words from the novel thus far that are important and they feel captures the main ideas or messages from the book.


Before Reading: Review “Loose Lips Sink Ships” Poster w/ quick write

- As a class, we will review the poster that was mentioned in the book. The students will then do a quick write describing what they think it means and why it would have been important.



After Reading: Two Voice Poem

- The students will select two prominent characters from the book and write a Two Voice Poem explaining the similarities and differences between the characters.

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http://www.wordle.com/


Before Reading: “Someone Talked” Poster w/ quick write

- The poster will be displayed to the class. The students will then discuss with a partner and write what they think its significance is. Why would this have been important during the war?



After Reading: I Am Poem

- The students will individually choose a character from the book to write an I AM Poem about. They should choose a character that they have enough knowledge about to write an effective poem.


Before Reading: Read My Daddy Was a Soldier: A World War II Story

- We will read this book together as a class. When finished, the students will make connections between this book and Lily’s Crossing. We will then discuss the impact that war can have on a child who has a parent in the military and see if any of the students in the class are in this situation.



After Reading: Letter

- The students will write a letter from and to the characters of their choosing. Some possible combinations could include: Lily to her father, Lily to her grandmother, the grandmother to Lily, Lily to Margaret, Lily to Albert, or Albert

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to Lily. Students should try to make their letters sound as if they were actually written by the character.


Before Reading: Quick Write

- Students will begin with a quick write about what they have learned so far and anything that stood out to them from the previous section.



After Reading: Socratic Seminar Questions/begin Literature Circle presentation

- The students will come up with their own questions for the Socratic Seminar. Each student should come up with at least two higher-level thinking questions and be prepared to share and participate in the discussion. Also, the students should begin working on their Literature Group presentation that they will present on the final day of the unit to the rest of the class.


Before Reading: Fill in “L” column of KWL chart

- Students will complete the final column of the KWL chart and record everything they learned about WW II. Column should contain multiple responses of things learned throughout the unit.



After Reading: Reader’s Theater

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- The student’s will complete a Reader’s Theater activity in which they write up their own script for an important scene in the book. Students will work in small groups so that each student has a role. Presentations should follow the following guidelines:

As a group, you will prepare a Reader’s Theater presentation using a scene from Lily’s Crossing.

Choose a scene from the book that your group will act out. Your script should be at least 2 pages but no more than 8 pages. A narrator will read any parts that are not dialogue, while the other group

members will each be a character. You must use your voice, facial expressions, and movements to portray the

character and make the scene believable. No props, costumes, or sets will be used. Remember to make your audience believe that you are your character!

DAY 10:

Presentation of Literature Circle Group Projects

- Students will present their Literature Circle Group projects. Presentations should be about 5 minutes and should demonstrate their overall understanding of the book. The presentations should include connections made throughout the book.

Socratic Seminar

- The entire class will participate in a Socratic Seminar in which questions are asked and answered by the students. All students are expected to participate.

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Rubric

Name of Assignment

Description of what is

Acceptable

Total Points/Total

Points PossibleKWL - All parts of chart are filled

in- There are at least 3-5 entries under each column- Writing is legible

/5

Digital Image/Literary

Lumination

~ Drawing is detailed and correlates correctly withpassage chosen ~ Passage is representative of the section

/5

Toon Doo - Cartoon is complete and represents the section /5

Wordle - Words are appropriate and at least 8 are included /5

Two Voice Poem

- Poetry is expressive and detailed- Evidence of “two voices” shows

/5

I Am Poem - Poem is detailed and factual information has been added- Good descriptive words are present

/5

Letter - Letter accurately portrays the character’s point of view in which it was written by- Spelling and grammar are correct

/5

Reader’s Theater

- Scene from book is appropriate- Script is at least 2 but not

/5

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more than 8 pages- Complete and active participation

Internet Workshop

- Information is filled out with detail- No questions left blank- Time spent searching forinformation shows

/10

Socratic Seminar

- At least 2 higher-level thinking questions are included- Full participation and attention during the seminar

/10

Literature Group Role Activities

- All activities are included- All roles were covered- Work is thoughtful and accurately represents each section

/20

Literary Presentation

- Participated in creation of and presentation of project- Presentation demonstrates what was learned from the book

/20

Final Grade /100

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North Carolina Language Arts Standard Course of Study Grade 6

Unit Activity NC Language Arts Grade 61.01 Narrate an expressive account (e.g., fictional or autobiographical) which:

uses a coherent organizing structure appropriate to purpose, audience, and context.

tells a story or establishes the significance of an event or events.

uses remembered feelings and specific details.

uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions).

This objective is accomplished through the Reader’s Theatre activity. The students are required to use dialogue, expression, movement, and appropriate vocabulary in order to act out a scene of their choice from Lily’s Crossing.

1.02 Explore expressive materials that are read, heard, and/or viewed by:

monitoring comprehension for understanding of what is read, heard and/or viewed.

analyzing the characteristics of expressive works.

determining the effect of literary devices and/or strategies on the reader/viewer/listener.

making connections between works, self and related topics.

comparing and/or contrasting information.

drawing inferences and/or conclusions. determining the main idea and/or

significance of events. generating a learning log or journal. creating an artistic interpretation that

connects self to the work.

discussing print and non-print expressive works formally and informally.

This objective is met through various activities the students will be completing during the unit, such as the K-W-L Chart, Internet Workshop, Letter, Literary Lumination/Digital Image, I Am Poem, Two Voices Poem, Toon Doo, Wordle, Socratic Seminar. The students will take what they read from Lily’s Crossing, the accompanying books, and related websites to complete the activities. They will also take their own personal experiences and prior knowledge to make connections with the information they read.

1.03 Interact appropriately in group settings by:

listening attentively. showing empathy.

This objective is met through various group activities that the students will be participating in during the unit. The Literature Circle Group will require them to work together to

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contributing relevant comments connecting personal experiences to content.

monitoring own understanding of the discussion and seeking clarification as needed.

discuss the book and complete assignments. The Socratic Seminar will also occur in a group setting as well as the final Literature Circle Group presentation. Also, students will use what they have read from Lily’s Crossing to re-create a scene from the book with appropriate dialogue, expression, and vocabulary for the Reader’s Theatre activity. During all of these activities, students will work together in a fair and civil manner, making sure to listen to others’ viewpoints while still offering their own.

2.01 Explore informational materials that are read, heard, and/or viewed by:

monitoring comprehension for understanding of what is read, heard and/or viewed.

studying the characteristics of informational works.

restating and summarizing information.

determining the importance and accuracy of information.

making connections between works, self and related topics/information.

comparing and/or contrasting information.

drawing inferences and/or conclusions. generating questions.

This objective is accomplished through the use of various texts of different genres that relate to WW II. Students will use information from these accompany texts, as well as Lily’s Crossing, to complete the K-W-L Chart, complete the Internet Workshop, develop questions for the Discussion Director, create Artistic Representations, and write the I Am Poem and Two Voice Poem. In order to complete these unit activities, students will be required to think about information in a critical manner, as well as use their personal experiences to develop ideas and perceptions about the Holocaust.

5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:

using effective reading strategies to match type of text.

reading self-selected literature and other materials of individual interest.

reading literature and other materials selected by the teacher.

discussing literature in teacher-student conferences and small group discussions.

taking an active role in whole class seminars.

discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.

This objective is accomplished through the various texts provided by the teacher during the unit. Lily’s Crossing and Across the Pacific are both fictional books, and the remaining accompanying texts are all nonfiction, poetry, songs, posters, or websites dealing with events and people related to WW II. The accompanying texts (secondary sources) will be used to complete the Internet Workshop. Since Lily’s Crossing is the primary text that the students will be reading, they will analyze it the most, describing the characters, setting, plot, themes, differing points of view, mood, style, stereotypes, and other literary devices. Students will use the book to make personal connections with the characters and create activities such as the I Am Poem, Reader’s

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interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.

investigating examples of distortion and stereotypes.

recognizing underlying messages in order to identify theme(s) within and across works.

extending understanding by creating products for different purposes, different audiences and within various contexts.

exploring relationships between and among characters, ideas, concepts and/or experiences.

Theatre, and Artistic Representation. By relating the secondary sources, as well as personal experiences, with Lily’s Crossing, students will be gain a deeper insight into WW II. They will also be able to increase their fluency and comprehension of the texts, which is the key component of this objective.

5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:

reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).

interpreting what impact genre-specific characteristics have on the meaning of the work.

exploring how the author's choice and use of a genre shapes the meaning of the literary work.

exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

This objective is also met through the various texts provided by the teacher throughout this unit on Lily’s Crossing. The students will have access to nonfiction, fiction, and poetry books as they complete each of the activities. By reading about WW II through these various genres, students will see how authors portray the historical event in different literary ways. Through completing the various vocabulary activities during the unit students will also be able to see how certain vocabulary and other literary elements play into developing multiple literary works.

6.01 Demonstrate an understanding of conventional written and spoken expression by:

using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.

using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.

demonstrating the different roles of the parts of speech in sentence construction.

This objective is accomplished through all of the activities in this unit. Each of the activities involves some form of writing or making connections to the text. In all of these activities, students are required to write in complete sentences using correct grammar, subject-verb agreement, punctuation, vocabulary, and overall sentence construction. The students will also have practice determining the meaning of unfamiliar words by using context clues and/or a thesaurus to complete the various vocabulary activities. Lastly, the students will

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using pronouns correctly, including clear antecedents and correct case.

using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).

determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.

extending vocabulary knowledge by learning and using new words.

exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.

developing an awareness of language conventions and usage during oral presentations.

use appropriate grammar conventions and language usage to develop a scene of their choice from Lily’s Crossing for the Reader’s Theatre activity.

6.02 Identify and edit errors in spoken and written English by:

reviewing and using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.

applying proofreading symbols when editing.

producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.

developing an awareness of errors in everyday speech.

This objective is accomplished when the students proof-read all work after completion and before turning in. Students will be required to write in complete sentences, using correct grammar, punctuation, vocabulary, and subject-verb agreement. Students will be required to look over their writing and review their writing skills to make sure they edited all errors correctly before turning in final drafts.

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Resources

Non-Fiction

World War II for Kids: A History with 21 Activities: (5th-6th Grade Reading Level)Provides factual information about America’s part in World War II. Describes life at home and at war. Provides real pictures of propaganda, war photos, etc.

Panchyk, R. (2002). World War II for kids: A history with 21 activities. Chicago: Chicago Review Press.

Children of the World War II Home Front: (3rd-4th Grade Reading Level)Provides factual information of what life was like growing up during World War II. Talks about food rationing, Victory gardens, war bonds, etc. Includes real photos.

Whitman, S. (2000). Children of the World War II home front. Minneapolis: Carolrhoda Books.

Fiction

Across the Blue Pacific: A World War II Story: (2nd-3rd Grade Reading Level)Tells the story of a young girl who recounts the events of her life during World War II. She talks about her neighbor who is in the war on a submarine in the Pacific.

Borden, L., & Parker, R. A. (2006). Across the blue Pacific: A World War II story. Boston, Mass: Houghton Mifflin.

Lily’s Crossing: (5th-6th Grade Reading Level)Fictional story of 11-year-old Lily who spends the summer in Rockaway with her grandmother after her father goes off to war. She spends the summer with a boy named Albert who is a war refugee from Hungary.

Giff, P. R. (1999). Lily's crossing. New York: Dell Yearling.

My Daddy Was a Soldier: (2nd-3rd Grade Reading Level)This story is about a young girl who’s father goes off to serve in World War II. She recounts of the letters they send back and forth and how her life changed while at home with her mother.

Ray, Deborah Kogan. (1990). My Daddy Was a Soldier: A World War II Story. Holiday House, New York, N.Y.

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Posters

“Loose Lips Might Sink Ships” Posterhttp://www.allposters.com/-sp/Loose-Lips-Sink-Ships-Posters_i1685795_.htm

“Someone Talked” Posterhttp://www.usapropaganda.com/propaganda-world-war-ii-posters/someone-talked-poster-world-war-ii-propaganda.htm

Poetry

War and Children by Patrice Bennetthttp://www.familyfriendpoems.com/family/poetry.asp?poem=782#ixzz1JiqFHw4q

Song

Did You See My Daddy Over There by Eddy Arnold http://www.youtube.com/watch?v=u0yNShtK4Ok

Websites

WWII Quizhttp://military.discovery.com/holidays/memorial-day/quizzes/wwii-quiz.html

Internet Workshophttp://www.worldwariihistory.info/WWII/http://www.nationalww2museum.org/history/http://teacher.scholastic.com/activities/wwii/ahf/life/index.htm

Activitieswww.wordle.comwww.toondoo.com

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http://www.toondoo.com/

http://www.wordle.com/

http://teacher.scholastic.com/activities/wwii/ahf/life/index.htm

http://www.nationalww2museum.org/history/

http://www.worldwariihistory.info/WWII/

http://military.discovery.com/holidays/memorial-day/quizzes/wwii-quiz.html

http://www.youtube.com/watch?v=u0yNShtK4Ok

http://www.familyfriendpoems.com/family/poetry.asp?poem=782#ixzz1JiqFHw4q

http://www.usapropaganda.com/propaganda-world-war-ii-posters/someone-talked-poster-world-war-ii-propaganda.htm

http://www.usapropaganda.com/propaganda-world-war-ii-posters/someone-talked-poster-world-war-ii-propaganda.htm

http://www.allposters.com/-sp/Loose-Lips-Sink-Ships-Posters_i1685795_.htm

Lily’s Crossing

Pages

* 6th grade silent reading rate = 160- 210 wpm (avg = 185 wpm)

- 185 wpm X 20 min = 3700 total words read 3700 total words/260 words per page = 14 pages

- 185 wpm X 30 min = 5550 total words read 5550 total words/260 words per page = 21 pages

Sections

Chapters Pages Full Pages of Text 1. 1-3 1-21 182. 4-7 22-45 213. 8-10 46-71 234. 11-13 72-91 175. 14-16 92-112 186. 17-19 113-132 187. 20-23 133-156 208. 24-28 157-180 19

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Vocabulary

Week 1

Disgrace – pg. 8Clattering – pg. 39Stifling – pg. 68Rummaged – pg. 70Liberator – pg. 17

DAY 1

Kid Friendly Definitions – The students will work in pairs to come up with their own definition of each word. We will then share some as examples with the whole class to see if everyone is on the right track and to come to a consensus on an overall definition.

Disgrace – to act in a way that makes people think badly of you or be ashamedClattering – a loud rattling soundStifling – really hot or stuffyRummage – to look through stuff to find somethingLiberator – a person who sets someone or something free

DAY 2

Students must use their knowledge of the words to show that they can understand what the words mean. In the questions below they must describe instances of the word.

1. Describe something a person could do to be considered a disgrace.

2. When you hear the word liberator, what kinds of people, situations or words come to mind?

3. Describe a place that may be stifling and what it would feel like to be there.

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4. If you were trying to sleep and something was clattering, would you be happy? Describe why or why not.

5. If you were going to rummage, describe what you would be doing?

* Answers will vary

DAY 3

Thumbs Up/Thumbs Down

1. Is this an example of a liberator?

A little girl lets the butterfly she captured go. (up)A man takes in a dog he found on the side of the road. (down)A soldier frees victims of a concentration camp. (up)

2. Which could cause someone to call you a disgrace?

You get A’s in all of your classes. (down)You are arrested for shoplifting. (up)You are named MVP of your soccer team. (down)

3. Which would be stifling?

An attic on a hot summer day. (up)A car left outside in July. (up)A car left outside on a cold winter day. (down)

4. Is this an example of someone who is rummaging?

A man searches through the cluttered attic for a ball. (up)A boy goes over to a friends house to see if they can play. (down)A cat looks through a trash can for something to eat. (up)

5. Which would be clattering?

A sock falls off the dresser. (down)

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A metal toy falls down the stairs. (up)A baby drops their rattle. (up)

Speed Round 1

1. The climate in Antarctica would be considered stifling.True or False?2. A liberator is someone a prisoner would be happy to see.True or False?3. A sleeping person would be mad if there was a clattering noise outside their door.True or False?4. It would be a good thing to be called a disgrace.True or False?5. You could rummage through the toy box to find a lost toy. True of False?6. A liberator is someone who captures other people.True or False?7. Something that is clattering can barely be heard.True or False?8. It would be a disgrace to do your chores without your parents asking you to.True of False?9. You would want to sit in a stifling car for an hour.True or False?10. At a yard sale, you often have to rummage through a lot of junk to find

something you like.True or False?11. It would be stifling inside an ice skating rink.True or False

Answer Key1. F 8. F2. T 9. F3. T 10. T4. F 11. F5. T6. F7. F

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DAY 4

Cloze Passages

liberators clattering stifling rummage disgrace

1. The girls decided to go inside the air conditioned house because outside it was and they wanted to cool off. (stifling)

2. The boy had to through the dumpster because he accidentally threw away his favorite baseball card. (rummage)

3. The came and rescued all of the prisoners of war and brought them all them home. (liberators)

4. The toy was down the staircase as it bounced from step to step. (clattering)

5. My grandmother thinks that rappers are a for using curse words in their songs. (disgrace)

Speed Round 2

1. Which word goes with disgrace?(honor, disappointment, acceptance) disappointment

2. Which word goes with clattering?(quiet, loud, tolerable) loud

3. Which word goes with stifling?(comfortable, cool, hot) hot

4. Which word goes with liberator?(rescuer, captor, prisoner) rescuer

5. Which word goes with rummage?(misplace, search, lose) search

6. Would a dog catcher be a liberator? (no)7. Would a stifling climate be a good place to build an igloo? (no)8. Would a clattering noise wake a sleeping baby? (yes)9. Would you be frustrated if you had to rummage to find something? (yes)10. Would a person who is a disgrace be a good role model? (no)

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DAY 5

1. The parents called their son a disgrace because

2. The car was stifling when man entered it because

3. The military man was considered a liberator because

4. The girl rummaged through her closet because

5. The window shutters clattered and

Answers will vary

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Final Assessment

1. If you had to rummage for something, would you be happy about it? Why or why not?

2. If you were a prisoner, would you be happy to see a liberator? Why or why not?

3. If your parents called you a disgrace, would this make you proud? Why or why not?

4. If you had to live in a stifling environment, would you enjoy this? Why or why not?

5. If the children you were babysitting kept playing with clattering toys, would you be happy? Why or why not?

* Answers will vary

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Week 2

Irritable – pg. 131Invasion – pg. 108Veered – pg. 138Clenched – pg. 150Poised – pg. 154

Day 1

Kid Friendly Definitions – The students will work in pairs to come up with their own definition of each word. We will then share some as examples with the whole class to see if everyone is on the right track and to come to a consensus on an overall definition.

Irritable – annoyed, angry, or impatientClenched – to close tightly or grasp firmlyVeered – to change direction or turnPoised – self-confident, composed, steadyInvasion - to enter someplace to try to take over

Day 2

The students will come up with synonyms and antonyms for the following words while working with a partner.

Synonym Vocabulary Word Antonym

Irritable

Clenched

Poised

Veered

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Day 3

Thumbs Up/Thumbs Down

1. Is this an example of an invasion?

A group of people flee their home country? (down)Soldiers move to and take over another country? (up)An army of ants swarm a picnic? (up)

2. Is this an example of someone who would be irritable?

A girl gets the present she wanted for her birthday. (down)A little boy is told he can’t sleepover at his friend’s house. (up)A girl finds something she lost and had been looking for. (down)

3. Which might cause you to clench your fists?

Your little brother breaks your favorite DVD? (up)You get an A on the test you studies really hard for? (down)You get in trouble for something you didn’t do? (up)

4. Which of the following would cause you to veer?

A dog runs in front of your bike while you are riding? (up)You are driving on an open road on a clear day? (down)On the way home from school, you decide to go to a friend’s house instead? (up)

5. Which of these people would probably be poised?

A boy playing in a soccer game? (down)A bride walking down the aisle? (up)The President giving a speech? (up)

Speed Round 1

1. A person who won concert tickets for their favorite band is irritable.True or False? (F)2. You would want a foreign army to invade your town.

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True or False? (F)3. You would be in a happy mood if you were clenching your fists.True or False? (F)4. It would be a good thing to be called poised.True of False? (T)5. If you veer from your original plan, it means you do what the plan says.True of False (F)6. An invasion of ants would ruin a picnic.True or False? (T)7. You would want to avoid an irritable person.True or False? (T)8. Someone giving a speech in front of lots of important people would want to be poised.True or False? (T)9. If termites invaded your house it means they all left and went somewhere else.True or False? (F)10. You could veer on your skateboard to stop from running over a worm.True or False? (T)11. Someone who just won their championship basketball game would be irritable.True or False? (F)12. If you were scared during a movie you could clench your eyes to keep from watching.True or False? (T)

Day 4

Cloze Passages

irritable veered poised clench invasion

1. Unfortunately, many soldiers were killed during the of France in World War II. (invasion)

2. The boat off course in order to avoid hitting a jet ski. (veered)

3. Since her parents said she could not go to the movies with her friends, the girl was very and stomped up the stairs to her room. (irritable)

4. I was so mad at my sister for ruining my favorite shirt that I had to my teeth to keep from yelling at her. (clench)

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5. The girl was as she walked, since she was carrying a jug of water on her head.

Speed Round 2

1. Which word goes with clenched? (closed, open, loose) closed2. Which word goes with irritable?

(anger, happiness, content) anger3. Which word goes with veer?

(straight, swerve, on course) swerve4. Which word goes with poised?

(unstable, sloppy, steady) steady5. Which word goes with invasion?

(leave, intrude, depart) intrude6. Would an irritable person be in a good mood? (no)7. Would you clench your fist if you were going to punch somebody? (yes)8. Would there be less people in the country if it was invaded? (no)9. If you were poised, would you be slouched in your chair? (no)10. Would you veer from your vacation plans if there was going to be a hurricane

there? (yes)11. If you gave someone a high-five, would your fist be clenched? (no)

Day 5

Sentence Stems/Idea Completions

1. The car veered off of its original course because 2. The boy clenched his fists because 3. The people in the church said the bride looked poised because 4. All of the townspeople were afraid of an invasion because 5. The young girl was irritable in the morning because

* answers will vary

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Final Assessment

1. Describe a person that is poised and include what makes them that way.

2. When you hear the word invasion, what kinds of people, situations or words come to mind?

3. If you were to veer, what would you be doing? Give an example.

4. Tell about a time where you were irritable.

5. Describe a situation that might cause you to clench your fists.

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* answers will vary

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