1

6th

Grade Literacy Curriculum Guide Module 3

2014-2015

Unit Name Dragonwings

Module (Number of Days=) TLI Reading Focus Literary

Unit Overview

Narratorrsquos Point of View and Evidence of Authorrsquos Perspective in

Dragonwings

In this unit students are involved in a study of how an author develops point of view and how an authorrsquos perspective based on his or her culture is evident in his or her writing Students will begin reading Laurence Yeprsquos Dragonwings (870L) a high-interest novel about an eight-year old boy from China who joins his father in San Francisco in the early 1900s As they read the novel students will also read excerpts of Laurence Yeprsquos biography The Lost Garden in order to determine how his culture and experiences have shaped his perspective and how his perspective is evident in Dragonwings Through the close reading of these texts students will learn multiple strategies for acquiring and using academic vocabulary At the end of Unit 1 having read half of the novel students will write a literary analysis explaining how being brought up in a Chinese family in San Francisco affected Laurence Yeprsquos perspective of Chinese immigrants living in San Francisco supported by details from Dragonwings that show evidence of his perspective

Performance Task

Evidence of Authorrsquos Perspective in Dragonwings

This assessment centers on NYSP12 ELA CCLS RL64 and RL66a Students read a passage from Laurence Yeprsquos autobiography The Lost Garden and an excerpt from Dragonwings and they write an on-demand connection statement explaining how being brought up in a Chinese family in San Francisco affected Laurence Yeprsquos perspective of Chinese immigrants living in San Francisco supported by details from Dragonwings that show evidence of his perspective They also analyze connotative language in the excerpt of Dragonwings

Essential Questions

bull How does an author develop the narratorrsquos point of view and perspective

bull How does an authorrsquos culture affect his perspective and how is that

perspective communicated through his writing

Building Background Knowledge Prior to Teaching

Please refer to the North Carolina Unpacked Standards Explanations and Instructional Examples in this document reference the Arizona

Delaware North Carolina and Ohio Departments of Education

ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

2

PBSD- Grade 6- Common Core- Module 3

Reading Complex Texts RLRI410

Writing About Texts W41-2 4-6 9-10

Research Project W47-9

RLRI41-10

Writing W43-610

5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Writing Literature

Chinese Poetry

Literary

Dragonwings

Develop and Convey Understanding

Structured Notes

Students will compile series of structured notes in their Reading Response Journals

Graphic Organizers

Students will complete graphic organizers for

perspective and point of view

Exit Tickets

Students state their opinions and understanding of how authorsrsquo state their

point of view

Focus on Inform amp Explain

Short Response

Answer questions on point of view Use

evidence flags to identify three text details in this part of the chapter to support your answer

Summaries

Write a Summary of what you have learned

about the history of flight

Textual Analysis

Select a literary element and compare how it is used in 2 of the poems

Textual Analysis

Analyze quatrain poetry Write your own

quatrain

Integrate knowledge from sources when composing

Research

Students will choose from a list of topics to research

earthquakes

Asian culture history of flight

immigration

Research Write a Newspaper Article How

the 1906 San Francisco Earthquake and Fire Affected the

People of San Francisco

Convey Experiences

Informational Essay Students will compare and contrast their own culture

to the culture of the Chinese people They will

use evidence from texts for support

Essay

Describe a time in your life when you have had to

adjust a new situation or experiences Which

character traits are needed to adjust well

Narrative Write a story about a family sharing a new

experience

Literature History of Flight

Social Studies Asian culture Immigration

Science Earthquakes texts photos amp videos

Music Chinese Music video

Art Mid-Unit 1

Assessment Part 2 A Scene to Illustrate a

Theme

For Reading and Writing in Each Module Cite Evidence

RLRI41 Analyze Content

RLRI42-9 SL42-3 Study and Apply Grammar

L41-3 SL46 Study and Apply

Vocabulary L44-6

Conduct Discussions SL41

Report Findings SL44-6

3

Context for Instruction Reading Workshop Block Schedule Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

6th

Grade ELA Checklist for Module 3

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

3

Context for Instruction Reading Workshop Block Schedule Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

6th

Grade ELA Checklist for Module 3

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

4

6th

Grade ELA Checklist for Module 3

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

7

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Students will be able to identify specific instances in the text to support a clear or inferential analysis of the text Citations may be written or orally presented Students paraphrase or quote directly from the literature to support their analysis or inference in a formal (eg paragraph essay literary response summary presentation etc) or informal (eg discussion journal response etc) written or oral response to literature Students read a piece of historical fiction and support the events using primary source documents

Literature Response Discuss the elements of setting (eg time place environment) with your classmates Find examples of how time place and environment are used in Peter Pan by JM Barrie Write your ideas on a sticky note before sharing ideas as a class After the class discussion look back in the text to find specific examples of how JM Barrie described Neverland and even how he described the Darlingrsquos home in England Create a three-column chart (one column for each element of setting) in your journal (RL61 RL63) Sample Questions bull Why was Jonathan able to finish the race first How do you know What is the textual evidence that supports your answer bull What is so special about Mario How do you know What is the textual evidence that supports your answer bull How did moving to New York change Juanrsquos career How do you know What is the textual evidence that supports your answer bull Why did Tiesha try out for the play How do you know What is the textual evidence that supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know What is the textual evidence that supports your answer bull How is John different from Paul What is the textual evidence that supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Teachers please feel free to write your own notes in this

space

Citing Evidence Strategy

Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases

Because hellip

Based on what I read hellip

For instance hellip

The author stated hellip

For example hellip

According to the texthellip

On page _____ it said that hellip

In paragraph ____ it said that hellip

From the reading I knew that hellip

Two different sources told me that hellip

9

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Theme is an underlying message an author conveys in a story Students will identify a theme or a central idea in a text Students explain how different details in the text support the theme Students summarize the theme or central idea without stating their own opinion Students identify a theme or central idea of Louisa May Alcottrsquos Little Women Students will be able to find examples in the novel that demonstrate the theme While summarizing one theme of the novel students refrain from using words indicating their opinion about the theme (eg I think I believe I agree I disagree this theme is the best etc)

Graphic Organizer As you read a variety of myths and legends keep track of the following information in your journal

Characters

Country of origin

Problem (that canrsquot be solved)

Setting

Title

Hero (who comes to solve the problem or explains the mystery)

Ending

Characteristics unique to this countryrsquos folklore Your teacher may ask you to share your responses with a partner before class discussion Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (RL61 RL62 RL63) Using Textual Evidence As students read a story or trade book have them cite textual evidence on a graphic organizer of how a character changes through major events Examining the completed organizer can help them determine the theme of the text rather than the main idea One example of this may be noting themes of several fairy tales and looking for commonality Sample Questions bull What is the theme of _____ (text title) What details in the storypoemdrama help the reader determine this theme bull How does the author of _____ (text title) help the reader understand the theme of the story What details from the story support your answer bull How does the author use the way Tyrone responds to his situation to develop the theme of the story bull Summarize the storydramapoem without including personal opinions or judgments

10

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Teachers please feel free to write your own notes

in this space

Lesson Plans and Activities

Summary Graphic Organizer ndash SWBST (Someone hellip Wanted hellip But hellip Sohellip Then hellip)

Use a story map to summarize and to retell the story

Students summarize text incorporating explanation of the theme from their notes

Theme one word or a few words that sums up the story

Model summarizing from the text to support the theme of a story The teacher may combine the key points in order to demonstrate generalized meaning or theme (a broader view)

Model the process of determining a theme by thinking aloud using a well-known story (eg Three Little Pigs collaboration or working together brings success The Boy Who Cried Wolf honesty is the best policy)

Target Fundamental Lesson SE006

Lesson Plans for RL 2-4 - Great Resource

Pinterest Board with Summary and Theme Anchor

Charts and Ideas

10

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Teachers please feel free to write your own notes

in this space

Lesson Plans and Activities

Summary Graphic Organizer ndash SWBST (Someone hellip Wanted hellip But hellip Sohellip Then hellip)

Use a story map to summarize and to retell the story

Students summarize text incorporating explanation of the theme from their notes

Theme one word or a few words that sums up the story

Model summarizing from the text to support the theme of a story The teacher may combine the key points in order to demonstrate generalized meaning or theme (a broader view)

Model the process of determining a theme by thinking aloud using a well-known story (eg Three Little Pigs collaboration or working together brings success The Boy Who Cried Wolf honesty is the best policy)

Target Fundamental Lesson SE006

Lesson Plans for RL 2-4 - Great Resource

Pinterest Board with Summary and Theme Anchor

Charts and Ideas

11

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Students examine the events in a story or play Students also examine how the characters react change or grow as the plot develops Students identify major and minor characters Students define the elements of plot development ndash from exposition rising action climax falling action to resolution Students develop a plot mapplot mountain of a play or short story Students describe how the main charactersrsquo experiences emotions and relationships help them grow and change over the course of the events in the plot Students examine a historical event or era and describe how society responded to change

Pinterest Board for story-elements-character-traits-summary -

plot

Literature Response

Outline how the plot of a myth legend tall tale or pour quoi tale of choice unfolds in a series of episodes by creating a comic strip of key events Be sure to include the characters and how they respond or change as the plot moves towards the ldquohappy endingrdquo Make note of page numbers each box refers to so you can go back and cite the text during class discussion if needed (RL63)

Sample Questions bull What are the main events in the storydrama How does each of these main events contribute to the development of the plot bull How did Karen and Mary respond to the crisis the family faced How did their response contribute to its resolution What specific details from the storydrama support your answer bull How does the main character change throughout the storydrama What specific details from the storydrama support your answer

Lesson Plans and Activities Learn zillion video -explain-how-a-characters-actions-

contribute-to-the-sequence-of-events

httpbetterlessoncom RL-3-3-describe-characters-in-a-story-

Character Trait Lesson Plan using the book Chrysanthemum with list of character traits

Comparing Across Books Lesson Plan

Lesson Plans for RL 2-4 - Great Resource

12

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Teachers please feel free to write your own notes

in this space

Pinterest Board for story-elements-character-traits-summary

13

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Students interpret the meaning of unknown words and phrases within a given text Students use a reference such as a dictionary to verify the meaning of unknown words Students recognize the underlying meaning of a text as indicated by the word choice Students may interpret the tone of the text as indicated by the words the author used Students interpret the meanings of the words and phrases in the Navajo traditional poem ldquoTwelfth Song of Thunderrdquo to understand the underlying meaning and tone of the poem After reading an excerpt from the Magna Charta or another relevant historical or legal document students analyze the impact of specific word choices on meaning and tone

Pinterest Board with Anchor Charts and Ideas for Figurative

Language Vocabulary and Context Clues

Word Study Keep an index card file of words studied while reading about immigrant experiences Keeping the words on index cards will help you when we sort words by prefix suffix root words meaning country of origin spelling feature etc Just as we can trace the path of our ancestors we can trace the path of words Choose some words and trace back from modern-day uses of the words to their historical origins (eg culture heritage immigration emigration immigrant endowment lineage racism tolerance legacy ancestry etc) This will be an ongoing activity all year long In addition you will create an individual semantic map of the phrase ldquoembracing heritagerdquo in order to represent visually your understanding of this phrase (RL64 L64) Sample Questions bull What is the meaning of ______ in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoAs solid as the ground we stand onrdquo in paragraph 3 bull What is meant by the phrase ldquoYou are the sun in my skyrdquo in paragraph 1 bull What is the effect of using the word _____ in paragraph 4 bull What is the tone of the story What word choices from the story support your answer bull How does the use of the phrase ldquobarged inrdquo rather than ldquoentered the roomrdquo change the tone of the scene the author is creating bull How does the use of the word ldquoscrawnyrdquo rather than ldquoskinnyrdquo impact the image the author is creating of the character bull What does the authorrsquos word choice reveal about hisher attitude towards his topic Use examples from the text to support your answer

14

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Teachers please feel free to write your own notes

in this space

Lesson Plans and Activities Lesson Plans for RL 2-4 - Great Resource

Target Fundamental Lesson LD004 Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips Lesson Graphic Organizers and Assessment

Context Clues Graphic Organizers and Lesson Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning

Follow up with discussion

Pinterest Board with Anchor Charts and Ideas for Context Clues

15

CCCS Focus

Standards

Explanation of Standard Instructional Strategies and Activities

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Thinking StemsAnchor Chart Poetry bull What do you notice about the structure of this poem bull How is the author using stanzas lines rhyme bull What do you notice about the rhythm of the poem bull How does the rhyme pattern contribute to the rhythm bull How does this author use ldquosounds and silencerdquo to create rhythm bull How does the author use repetition (a type of ldquosoundrdquo) within the poem

Pinterest Board for Poetry

Just the Factsrdquo Graphic Organizer You and your classmates will read different mysteries keep track of this information in your journal or mark your book with sticky notes to facilitate class discussions

Title and author of your mystery

Each characterrsquos name hisher traits and hisher role in the mystery

List of clues including page numbers on which they are found

Make and revise predictions (Since mystery stories continually evolve it is important to make predictions and return to them each time new evidence is found)

Solution Your teacher may ask you to write your own response in your journal and share it with a partner before class discussion (RI64 RI65) Deduction or Inductionrdquo T-chart Graphic Organizer As you discuss how you solve mysteries and math problems classify your approach as inductive or deductive

When do you use inductive reasoning When do you use deductive reasoning Why

Where would you put each of these problem-solving approaches (eg Acting it out role-playing drawing a picture making a list working backwards making educated guesses and checking how they work drawing a web of facts events and characters etc)

What strategies do your characters use (eg Reynis Kate Sticky and Constance from The Mysterious Benedict Society by Trenton Lee Stewart and Carson Ellis)

Your teacher may ask you to write your own response in your journal and share it with a partner before each section of the class chart is filled in Be sure to make notes of page numbers with relevant information so you can go back and cite the text during class discussion (RL65 RI64)

16

RL65 (continued) RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Teachers please feel free to write your own notes in this area

Sample Questions bull How does chapter 4 contribute to the rising action of the novel Use information from the novel to support your analysis bull How does the author use scene 2 to begin to develop the theme of the play Use information from the scene to support your analysis bull How does the description in the first stanza establish the setting of the poem Use information from the poem to support your analysis bull Analyze how chapter 3 contributes to the development of the themesettingplot of the book Use information from the text to support your analysis bull Analyze how scene 1 contributes to the overall structure of the drama Use information from the text to support your analysis Lesson Plans and Activities

How Readers Theatre Should Look in a Classroom Lesson Plan

How Parts Fit Together Lesson Plan with Video Formative Assessment Opportunities Listen during class discussions of the book Record observations of students who are able to refer to specific chapters in the book Also note students who are able to describe how each chapter helps to build the story Continue to confer with students who are having difficulty with this standard Performance Task Have students choose one chapter from the book and describe how that chapter builds on the earlier chapters For example if a student chose chapter 2 in My Fatherrsquos Dragon by Ruth Stiles Gannett they could describe how they find out how Elmer will be able to fly in this chapter In chapter 1 the reader only knows that Elmer wants to fly but not how In this chapter the cat tells Elmer about the dragon and how the animals on the island have captured the dragon for their own use ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly

17

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

18

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Students define different types of point of view (eg omniscient first person third person objective limited omniscient etc) Students will recognize and explain the narratorrsquos or speakerrsquos point of view in a particular text Students will recognize the first person point of view of La Vaughn in Virginia Euwer Wolffrsquos novel Make Lemonade They will be able to cite examples showing La Vaughnrsquos point of view and her perspective on Jollyrsquos way of life as compared with her own Students will be able to explain how a historical author (eg Plato Socrates Confucius etc) has developed point of view in a given text

Author Characters or Narrator My Point of view

Class Discussion In Peter and the Starcatchers Dave Barry and Ridley Pearson wrote about what happened prior to the events in a well-known book Peter Pan by JM Barrie How do Barry and Pearson connect this story to the original What elements and details are kept and which ones are left out Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (SL61 RL61 RL66) Sample Questions bull Explain how Gary Paulsen develops the point of view of the narrator in ______ (text title) Use examples from the story in your explanation bull What is the most likely reason why the author decided to tell the story from Mikersquos point of view Is it effective Why or why not Use examples from the story in your explanation bull How does telling the story from Tonyarsquos point of view influence the story Use examples from the story in your answer

Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs

Point of View Activity

18

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Students define different types of point of view (eg omniscient first person third person objective limited omniscient etc) Students will recognize and explain the narratorrsquos or speakerrsquos point of view in a particular text Students will recognize the first person point of view of La Vaughn in Virginia Euwer Wolffrsquos novel Make Lemonade They will be able to cite examples showing La Vaughnrsquos point of view and her perspective on Jollyrsquos way of life as compared with her own Students will be able to explain how a historical author (eg Plato Socrates Confucius etc) has developed point of view in a given text

Author Characters or Narrator My Point of view

Class Discussion In Peter and the Starcatchers Dave Barry and Ridley Pearson wrote about what happened prior to the events in a well-known book Peter Pan by JM Barrie How do Barry and Pearson connect this story to the original What elements and details are kept and which ones are left out Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (SL61 RL61 RL66) Sample Questions bull Explain how Gary Paulsen develops the point of view of the narrator in ______ (text title) Use examples from the story in your explanation bull What is the most likely reason why the author decided to tell the story from Mikersquos point of view Is it effective Why or why not Use examples from the story in your explanation bull How does telling the story from Tonyarsquos point of view influence the story Use examples from the story in your answer

Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs

Point of View Activity

19

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Teachers please feel free to write your

own notes in this space

Pinterest Board with Point of View Anchor Charts

20

CCCS Focus

Standards

Explanation of Standard Instructional Strategies and Activities

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

6RL8 (not applicable to literature)

Students read a story drama or poem and either listen to an audio version or watch a filmed or live version of the same text Students compare and contrast the two pieces to critique what they observe in each medium They will notice what pieces of the text stand out when reading it as compared to watching and listening to it As students read Louise Fletcherrsquos Sorry Wrong Number they will discuss what elements words actions and characters capture their attention Students then view a film version or stage production of the play and discuss what captures their attention Finally students will then analyze both pieces to identify similarities and differences in their perceptions Students read about a particular historical event or figure and then view a production about the same historical event or figure in order to compare and contrast their experience the information etc

Literature ResponseMedia Appreciation What does the phrase ldquoI wonrsquot grow uprdquo mean to you Based on the lyrics from the musical version of Peter Pan what does growing up mean to Peter Does this song include all aspects of growing up Do you want to grow up Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class (RL61) You may watch the ldquoI Wonrsquot Grow Uprdquo scene from the movie and then discuss Reflection Journal Use a novel (eg The Watsonrsquos Go to Birmingham by Curtis Number the Stars by Lowry) that has an intense action chapter Students read the chapter on their own and then choose to do one of the following bull Using any audio equipment record their voicesreadings of the chapter (this could be reduced to a certain number of pages for lower-level students) bull Act out an action from the chapter (small group or on their own) Sample Questions bull How is watching the filmed version of Holes alike and different from reading the book Use specific examples from both versions in your answer How is listening to an audiotape of ldquoThe Ravenrdquo by Edgar Allen Poe alike and different from reading the poem Use specific examples from both versions in your answer bull How is watching a performance of ____ (title of a play) alike and different from reading the play Use specific examples in your explanation bull Which did you prefer listening to the audiotape version of ldquoThe Ravenrdquo or reading the poem Why bull Which did you prefer watching the filmed version of Holes or reading the book Why

Lesson Plans and Activities httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-

meaning-of-a-story - video

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link) - see next page

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Pedagogy for Teaching Meaning using Words and Visualizing

21

CCCS Focus

Standards

Explanation of Standard Instructional Strategies and Activities

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch 6RL8

(not applicable to literature)

Teachers please feel free to write

your own notes in this space

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link)

Brian Selznick

The Dinosaurs of Waterhouse Hawkins

Selnicks detailed illustrations provide another

dimension to this biography of a little-known

scientist and his lifes work

Mark Teague

Dear Mrs LaRue Letters from Obedience School

In this humorous look at a dogs life behind bars

Teague uses an interplay between illustrations and

text to tell the whole story

Ana Juan

The Night Eater

In this picture book Juans lush illustrations bring

readers into the fantastical world of The Night Eater

a creature that gobbles up darkness

Ana Juan

Frida

In this biography of the famous painter Frida Kahlo

Juans whimsical representations of Fridas life both

incorporate and pay homage to Fridas artistic style

22

CCCS Focus

Standards

Explanation of Standard Instructional Strategies and Activities

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Students explain different literary forms (eg poems stories plays novels etc) and genres (eg historical fiction fantasy fables science fiction mysteries adventure mythology etc) Students read two pieces of literature from different forms or in different genres with similar themes and topics After reading both students compare and contrast the two literary piecesrsquo approaches to the themes and topics Students compare and contrast the approaches to the theme of isolation in Susan Glaspellrsquos one-act play ldquoTriflesrdquo and Maya Angeloursquos poem ldquoCaged Birdrdquo Students read poetry drama historical accounts historical documents articles etc about the Renaissance or another era to compare and contrast how different forms or genres approach the topic

Comparing Across Books Lesson Plan

Class DiscussionVenn Diagram What are the similarities and differences you notice among myths legends tale tales and pour quoi tales Your teacher may ask you to write your own responses in your journal and share it with a partner before class discussion After class discussion create a Venn diagram in your journal that outlines the similarities and differences among three of the types of folklore (SL61 RL69) CompareContrast Using a comparecontrast chart students compare andor contrast a movie and a work of literature (eg The Legend of Sleepy Hollow) First students look at the similarities Then they consider the differences making sure to indicate on what criteria they are drawing out the dissimilarities Jigsaw Using trade books poems and essays on the same topic have students gather in small groups and determine a theme for a particular topic Students talk together to determine how that theme is made apparent The groups then ldquojigsawrdquo and each student explains to the others about the demonstrated theme and evidence to support their conclusions Sample Questions How are ______ (text title) and _______ (text title) alike and different in their approach to the theme of friendship and loyalty Which text is more effective in relaying this theme Why Use examples from both texts to support your answer (Texts should be two texts from different genres or formsmdasha story and a poem historical novel and fantasy story) bull How are ______ (text title) and _______(text title) alike and different in their approach to the topic of competition Which text is more interesting Why Use examples from both texts to support your answer (Texts should be two texts from different genres or formsmdasha story and a poem historical novel and fantasy story)

23

CCCS Focus

Standards

Explanation of Standard Instructional Strategies and Activities

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Pinterest Board of Book Collections and Rewards

Lesson Plans and Activities Lesson Plans for RL 9 (p111517)

Target Fundamental Lesson SE014

24

CCCS Focus

Standards

Explanation of Standard Instructional Strategies and Activities

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Teachers please feel free to write your own

notes in this space

25

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson1_Perspective of Narrator 1 Opening

A Engaging the Reader Introducing the Novel (5mins) B Unpacking Learning Targets (5 mins)

2 Work Time A Reading the First Pages of the Novel (10 mins) B Analyzing Point of View Moon Shadowrsquos Point of View of the ldquoLand of the Golden Mountainrdquo and the ldquoDemonsrdquo (10 minutes) C Determining Authorrsquos Techniques for Developing Point of View (10 minutes)

3 Closing and Assessment A Distribute Structured Notes and Word-catcher (5 minutes)

4 Homework - Finish reading Chapter 1 Point of View Focus Questions for Ch 1 Record any new vocabulary on your word-catcher As you read use evidence flags to identify three text details from page 5 onward related to the focus question below Code each flag as a thought word or action to show the technique that Laurence Yep was using to convey Moon Shadowrsquos point of view Answer the point of view focus question for Chapter 1 on your structured notes organizer using the evidence from your flags ndash ldquoWhat does Moon Shadow think about the Land of the Golden Mountain and the demons that live thererdquo

Quick Write Based on the cover of the book predict what you think the book will be about

Vocabulary point of view first person third person omniscient evidence technique lynched (1)

25

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson1_Perspective of Narrator 1 Opening

A Engaging the Reader Introducing the Novel (5mins) B Unpacking Learning Targets (5 mins)

2 Work Time A Reading the First Pages of the Novel (10 mins) B Analyzing Point of View Moon Shadowrsquos Point of View of the ldquoLand of the Golden Mountainrdquo and the ldquoDemonsrdquo (10 minutes) C Determining Authorrsquos Techniques for Developing Point of View (10 minutes)

3 Closing and Assessment A Distribute Structured Notes and Word-catcher (5 minutes)

4 Homework - Finish reading Chapter 1 Point of View Focus Questions for Ch 1 Record any new vocabulary on your word-catcher As you read use evidence flags to identify three text details from page 5 onward related to the focus question below Code each flag as a thought word or action to show the technique that Laurence Yep was using to convey Moon Shadowrsquos point of view Answer the point of view focus question for Chapter 1 on your structured notes organizer using the evidence from your flags ndash ldquoWhat does Moon Shadow think about the Land of the Golden Mountain and the demons that live thererdquo

Quick Write Based on the cover of the book predict what you think the book will be about

Vocabulary point of view first person third person omniscient evidence technique lynched (1)

26

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson 2 Point of View and Figurative Language 1 Opening A Engaging the Reader Chapter 1 of Dragonwings (3 minutes) B Unpacking Learning Targets (5) 2 Work Time A Rereading Pages 15ndash16 of Dragonwings for Gist (10 mins) B Analyzing Moon Shadowrsquos Point of View (15 minutes) C Analyzing Figurative Language and Tone (7 mins) 3 Closing and Assessment A Exit Ticket How Does a Passage Contribute to a theme (5 mins) 4 Homework A Read Chapter 2 of novel Point of View Focus Questions for Ch 2 Answer this question in your structured notes ldquoWhat does Moon Shadow think about where The Tang people liverdquo Use evidence flags to Identify three text details from across the chapter to support your answer Code each flag as a thought word or action to show the technique that Laurence Yep used to convey Moon Shadowrsquos point of view

Exit Ticket How Does a Passage Contribute to a Theme (5 minutes) bull Ask students to read the question on the exit ticket and discuss the answer in triads

Vocabulary point of view gist literal language figurative language simile metaphor personification sewage bilge bay fragrant kinsmen measurements (15) immigrants courtyard ornamentation (16)

27

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson3 Point of View and Figurative Language 1 Opening

A Engaging the Reader Chapter 2 (8 minutes) B Unpacking Learning Targets (2 min)

2 Work Time A Rereading Pages 23ndash25 of novel for Gist (10 minutes) B Analyzing Point of View Figurative Language and Tone Pages 23ndash25 (10) C Determining Authorrsquos Techniques Point of View Tone and Meaning and Figurative Language (10 minutes)

3 Closing and Assessment A Exit Ticket How Does the Chapter Contribute to a Theme (5 minutes)

4 Homework - Read Chapter 3 Point of View Focus Questions for Ch 3 ndash Answer this question in your structured notes ndash ldquoWhat does Moon Shadow think about his fatherrdquo Use evidence flags to identify three text details from the chapter to support your answer Code each flag as a thought word or action to show the technique that Laurence Yep used to convey Moon Shadowrsquos point of view

Exit Ticket How Does the Chapter Contribute to a Theme (5 minutes) bull Distribute Exit Ticket How Does the Chapter Contribute to a Theme Remind students of the theme recorded at the top of the exit ticket ldquoItrsquos hard to fit in when you move to live in another culturerdquo

Vocabulary gist figurative language tone point of view souvenir safeguards guardians inhabitants (23) amiably tunic flitting vendors (24) flanks zinc (25)

28

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson4 Chapter 3 Point of View Figurative Language 1 Opening

A Engaging the Reader Chapter 3 (8 minutes) B Unpacking Learning Targets (2 minutes)

2 Work Time A Rereading Pages 41ndash43 and 60ndash61 of Dragonwings for Gist (10 minutes) B Analyzing Point of View Figurative Language and Tone Pages 41ndash43 and 60ndash61 (10 minutes) C Determining Authorrsquos Techniques Point of View Tone and Meaning and Figurative Language (10 minutes)

3 Closing and Assessment A Exit Ticket How Does the Chapter Contribute to a Theme (5 minutes)

4 Homework - Read Ch 4 up to the end of p 70 Point of View Focus Questions for Ch 4 Answer this question in your structured notes What is Moon Shadowrsquos point of view of the demons in this chapter

Exit Ticket How Does the Chapter Contribute to a Theme (5 minutes) bull Distribute Exit Ticket How Does the Chapter Contribute to a Theme Remind students of the theme recorded at the top of the exit ticket ldquoItrsquos hard to fit in when you move to live in another culturerdquo

Vocabulary gist figurative language tone point of view tamed (41) crystal set filaments (42) reassuring superior devices (43) newfound (60)

29

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson5 Chapter 4 Point of View and Figurative

Language

1 Opening A Engaging the Reader Chapter 4 of Dragonwings (5 minutes) B Unpacking Learning Targets (2 minutes)

2 Work Time A Mid-Unit 1 Assessment Part 1 (20 minutes) B Choosing a Scene for Mid-Unit Assessment Part 2 (5 minutes)

3 Closing and Assessment A Mid-Unit 1 Assessment Part 2 Drawing a Scene to Illustrate a Theme (13 minutes)

4 Homework A Finish drawing your scene from

Dragonwings illustrating the theme ldquoItrsquos hard to fit in when you move to live in another culturerdquo

Short Response Distribute a Mid-Unit 1 Assessment Part 1 Point of View Figurative Language and Passage Connections from Dragonwings to each student They will also need their text Dragonwings

Vocabulary None to preview

30

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson6 Cultural Perspective Excerpt of The Lost Garden 1 Opening

A Unpacking Learning Targets (7 minutes) 2 Work Time

A Reading the Opening Excerpt from The Lost Garden for Gist (12 minutes) B Identifying Cultural Details through Text-Dependent Questions on the Opening Excerpt of The Lost Garden (8 minutes) C Writing an Inference Statement Laurence Yeprsquos Perspective (8 minutes

3 Closing and Assessment A Identifying Evidence of Laurence Yeprsquos Perspective in Dragonwings (10 minutes)

4 Homework A Read the rest of Chapter 4 (page 74 onward)

Point of View Focus Questions for Ch 7 Answer this question in your structured notes ldquoWhat is Moon Shadowrsquos point of view of the opium dens How do you knowrdquo Use evidence flags to identify three text details from the rest of this chapter to support your answer

Writing an Inference Statement Laurence Yeprsquos Perspective (8 minutes)

Vocabulary gist autobiography culture perspective infer Paragraph 1 sheer circumstance Paragraph 2 elements cast Paragraph 3 adjusting

31

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson 7 Inferring Perspective - Excerpt of The Lost

Garden

1 Opening A Engaging the Reader Chapter 4 Pages 74ndash97 (5 minutes) B Unpacking Learning Targets (3 minutes)

2 Work Time A Reading for Gist The Crime in the Neighborhood Excerpt from The Lost Garden (15 minutes) B Identifying Cultural Details through Questions The Crime in the Neighborhood Excerpt of The Lost Garden (8 minutes) C Inferring Laurence Yeprsquos Perspective on the Police (9 minutes)

3 Closing and Assessment A Sharing Ideas (5 minutes)

4 Homework - Read Chapter 5 up to page 108 stopping after ldquohellip all the others in the room could feel it toordquo Point of View Focus Questions for Ch 5 Answer this focus question in your structured notes ldquoWhat was Moon Shadowrsquos point of view of Black Dog after he stole the collection moneyrdquo Use evidence flags to identify three text details from this section of Chapter 5 to support your answer

Vocabulary gist infer perspective Paragraph 3 lingered Paragraph 4 blustered threatened Paragraph 5 agonizing circular file confrontation

32

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson 8 Finding Evidence of Perspective and Connotative Language 1 Opening

A Engaging the Reader Chapter 5 (5 minutes) B Unpacking Learning Targets (2 minutes)

2 Work Time A Feedback from Mid-Unit 1 Assessment (4 minutes) B Introducing Connotative Language (10 minutes) C C Identifying Evidence of Laurence Yeprsquos Perspective in Dragonwings (14 minutes)

3 Closing and Assessment A Forming a Connection Statement about Evidence of Laurence Yeprsquos Perspective in Dragonwings (10 minutes)

4 Homework - Finish reading Ch 5 p 108ndash123 Point of View Focus Questions for Ch 5 Answer this focus question in your structured notes ldquoHow does Moon Shadowrsquos point of view of his father change in this chapterrdquo Use evidence flags to identify three text details to support your answer

Exit Ticket Distribute Exit Ticket Laurence Yeprsquos Perspective Invite students to fill it out for their work on Laurence Yeprsquos perspective on the police

Vocabulary perspective connotative language sleepers justices (106)

33

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson 9 Inferring Author Perspective 1 Opening

A Engaging the Reader Chapter 5 of Dragonwings (5 minutes) B Unpacking Learning Targets (3 minutes)

2 Work Time A Reading for Gist Being Chinese Excerpt from The Lost Garden (15 minutes) B Identifying Cultural Details through Questions Being Chinese Excerpt from The Lost Garden (8 minutes) C Inferring Laurence Yeprsquos Perspective of Being Chinese (9 minutes)

3 Closing and Assessment A Sharing Ideas (5 minutes)

Vocabulary perspective infer Paragraph 1 quarreled comic-pitched battle Paragraph 2 caricatures exaggerated clad Paragraph 3 slunk Paragraph 4 imitations obnoxious banquet

34

CCCS FOCUS

STANDARDS

EXTENDED TEXT MINI-LESSON IDEAS

Dragonwings

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Lesson 10 Assessment - Evidence of Connotative Language 1 Opening

A Unpacking Learning Targets (2 minutes) 2 Work Time

A End of Unit 1 Assessment (35 minutes) 3 Closing and Assessment

A Concentric Circles What Can We Learn from Laurence Yep (8 minutes)

4 Homework - Read Ch 7 up to page 150 stopping near the end of the page after ldquoFather and I excused ourselves and leftrdquo Point of View Focus Questions for Ch 7 Answer this question in your structured notes ndash ldquoWhat are the differences between how Miss Whitlaw views dragons and how Moon Shadow views dragonsrdquo Use evidence flags to identify three text details in this part of the chapter to support your answer

Do not pre-teach vocabulary for this assessment

35

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

SL61 Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 6 topics texts and issues building on othersrsquo ideas and expressing their own clearly

Chinese Poetry - Quatrains Mini-lessons - Determine the following literary elements for each poem

Figurative language and its meanings

Tone

Theme Voice

Visualizing

W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

Writing

Write your own quatrain

Select a literary element and compare how it is used in 2 of the poems

Collection of 300 Chinese Poems httpwengutartariecomwgwe

nguphpl=Tangshiampno=232

36

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

History of Flight Website httpwwwcentury-of-flightnet

Exit Ticket Write a summary of at least 3 facts you learned about the history of flight

History of Flight Photos httpswwwgooglecomsearchq=history+of+flightampnewwindow=1ampespv=2amptbm=ischamptbo=uampsource=univampsa=Xampei=ituHU4OKCMWzsASTkoCoCAampved=0CFUQsAQampbiw=1366ampbih=643facrc=_ampimgdii=_ampimgrc=c6aiREX2hpAThM253A3B3hEDr9rzuM2-gM3Bhttp253A252F252Fwwwgrcnasagov252FWWW252Fk-12252FUEET252FStudentSite252Fimages252Fflight252Fglider-2jpg3Bhttp253A252F252Fwwwgrcnasagov252FWWW252Fk-12252FUEET252FStudentSite252Fhistoryofflighthtml3B2543B200

37

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

Science of Earthquakes Facts

Richter Scale

Photos

W69 Draw evidence from literary or informational texts to support analysis reflection and research

W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate Purpose for Writing After reviewing damages caused by earthquakes write a list of safety precautions to survive an earthquake

Video of 1906 Earthquake amp Fire httpwwwlocgovitem00694425

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate

W69 Draw evidence from literary or informational texts to support analysis reflection and research

Research Students will choose from a list of topics to learn the process of conducting research

Asian culture history of flight

immigration

Writing Students will turn their notes into at least

1 well-structured paragraph

Music Video httpwwwyoutubecomwatchv=_G-28SJ54HA

38

Performance Task Research Paper Project

STANDARDS TEXTS

READING MINI-LESSONS

WRITING RELATED RESOURCES

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue W62 a-f Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W69 Draw evidence from literary or informational texts to support analysis reflection and research L63 Use knowledge of language and its conventions when writing speaking reading or listening a Vary sentence patterns for meaning

readerlistener interest and style b Maintain consistency in style and

tone

(see Table below for Text Resources)

Write a Newspaper Article How the 1906 San Francisco

Earthquake and Fire Affected the People of San Francisco

In this performance task students have a chance to complete their learning about the 1906 San Francisco earthquake and fire and how it affected the people of San Francisco by writing a newspaper article about the event They research to gather factual information and eyewitness accounts and then use their research to determine an angle they want to take when writing their article They use journalist tools and techniques like the five Wrsquos and the inverted pyramid to make their newspaper article as authentic as possible and they analyze real-world newspaper articles in order to build criteria for their own work

Writing Students use journalist tools and techniques like the five Wrsquos and the inverted pyramid to make their newspaper article as authentic as possible and they analyze real-world newspaper articles in order to build criteria for their own work

Research Project How the 1906 San Francisco Earthquake and Fire Affected the People of San Francisco (This resource contains several lessons to guide students through the project)

Experts

bull Ask a journalist or editor from a local

newspaper or magazine to discuss

journalism with students

Video of 1906 Earthquake amp Fire httpwwwlocgovitem00694425

39

Researching and Interpreting Information How the 1906 San Francisco Earthquake and Fire Affected the People of San Francisco

1 Emma M Burke ldquoComprehending the Calamityrdquo in Overlook Magazine June 1906 (excerpts) 2 Elizarsquos Pittsinger ldquoPoem of the Earthquakerdquo as found at httpwwwsfgenealogycomsfhistory1906hgpoemhtm 3 ldquoScene 1 The Great Earthquake and Fires of 1906 A Dramatic Remembrancerdquo written by Expeditionary Learning for instructional

purposes

4 ldquoWaking Up in a Nightmarerdquo written by Expeditionary Learning for instructional purposes

5 ldquoPhoto View from Laguna and Market Streets of the Great Fire Burning through the Mission Districtrdquo in ldquo16 Views of the Great Earthquake and Firerdquo (PowerPoint) as found at httpwwwsfmuseumorg1906photoshtml Slide 7

6 Lloyd Head ldquoOne Boyrsquos Experiencerdquo in Our Junior Citizens July 28 1906 as found at httpwwwsfmuseumnet1906ew7html

7 ldquoCasualties and Damage after the 1906 Earthquakerdquo on USGSgov as found at httpearthquakeusgsgovregionalnca190618aprilcasualtiesphp

8 ldquoPhotos Area Destroyed by the Fire of April 18ndash21 1906rdquo as found at httpwwwzpubcomsfhistoryburnedhtml 9 Matt Smith ldquoSandy wreaks havoc across Northeast at least 11 deadrdquo on CNNcom October 30 2012 as found at

httpnewsblogscnncom20121029hurricane-sandy-strengthens-to-85-mph

10 ldquoThe Great 1906 San Francisco Earthquakerdquo on USGSgov as found at httpearthquakeusgsgovregionalnca190618aprilindexphp

11 Gladys Hansen ldquoTimeline of the San Francisco Earthquake April 18ndash23 1906rdquo on SFMuseumorg as found at httpwwwsfmuseumorgalmquakes2html

12 ldquoThe San Francisco Earthquake 1906rdquo from Eyewitness to History as found at httpwwweyewitnesstohistorycomsfeqhtm