WEEK 1

EQ: How are people shaped by the challenges they face? TP: Students will practice higher level thinking skills: predicting, inference, analysis, synthesis. Do Now: (5 min) In your binder write about a time when you were faced a challenge or a fear. What happened? How did the experience affect you? (Think- Write- Pair -Share)

Anticipatory Set (5min) Have students get into pairs or into small groups and discuss how bullies can be a problem in school. Lead a class discussion after students have had time to generate quality ideas. Ask students what advice they would give to a friend with a bully problem? Preview Text (5min) – Have students preview the text by looking at the title and pictures. Have them make a prediction in the “Previewing Texts” section of the worksheet. Begin filling out the “K” and “W” boxes of the K-W-L chart with the students and have them complete it on their own. Unit Objective: Teacher reads the unit objective. Then she reads the unit introduction to the students. Students follow along and then discuss with their partners the following: What does shape mean in this context? What clues tell you that? How do you think these situations could affect the narrator? Explain the word shape can refer to an object’s physical form, or it can be a verb meaning “to influence”. Point out that the introduction also states that these situations “affect” the narrators. Guided students to understand that these situations shape the narrators because they influence or change their feelings. -Using details from the introduction have students identify characteristics of this short story and of this poem. Create a chart on the board to record the answers. (5min) Closure: (5min): Explain the difference in your own words between a poem and a short story.

Teaching Point: How can close reading help a reader better understand the text? Do Now: (5 min) What do you think it means to close read a passage? Think of what you would do if I told you to read something “ closely”.

When we read books, we sometimes come across parts that seem a little tricky. There are different reasons why a book might be tricky. Sometimes authors use descriptive or fancy language to paint a picture in the reader’s mind to create a feeling or mood. As good readers we can learn to take a closer look at these parts and think about what the author is saying. We can use what we’re learning about questioning, going back into the text, and thinking about the words to help us understand stories that use lots of descriptive words. Today we are going to read page 11 from the story “Tuesday of the Other June.” I’m going to give you a chance to think about these paragraphs and what you can figure out from them, and then we will do some thinking about the words and meaning together. One key to our success is that we are going to reread these paragraphs several times to help us understand what is happening and to help us understand how the author’s descriptive words paint a picture in our mind and create a feeling or mood. This is called close reading. Close reading helps a reader dig deeper every time they read.(anchor chart)

First reading- Students read independently Ask students to read to themselves the first page. Remind students to stop and jot words, phrases, or sentences that are unclear to them. Ask students to make notes to themselves about major events or key details. First discussion- Partner talk to check meaning After reading independently, ask students to turn to a partner and discuss some of the key details they read in the text. You may guide the discussion by saying, “Discuss the paragraphs you have just read. Describe the setting the character is in.” *Quickly model or use a sentence frame to begin. (Partner A: One detail I noticed was _______, Partner B: Another detail I noticed was _________ before asking them to discuss the setting) Second discussion- Assessing for Understanding and Confusions Ask students to share their key details/setting descriptions with the class. Ask students what words or phrases were unfamiliar or unclear to them and how they attempted to figure them out. Second reading- Teacher-led shared reading and think-aloud Begin reading the section again, aloud to the class. Ask them to follow along on their own copy. Teacher does a think aloud of any unfamiliar words and important details that help the reader better understand the text. Third discussion- Text-dependent questions These questions could be answered as a discussion with a partner or small group, they could also be written down using a stop, think, and write technique, (e.g. thinking box, quick jot, quick try, etc.) and then discussed.

Closure: ( 5min) : How can close reading help a reader better understand what they are reading?

Teaching Point: How can understanding point of view help readers better understand the text? Do Now: ( 5 min) Give an example of a story you heard told in different ways by different people.

Narrative Perspective (point of view): first-person, second-person, third- person objective, third-person limited, third-person omniscient. : I do: Teacher models first example from the handout. Teacher models a think aloud referring back to the song. We do: Class works together to figure out the second example. Students model a think aloud to figure out the POV. You do: Students figure out the third passage and the POV. Class then reads page 12 out loud together.

Critical thinking questions: What can you infer about June based on what she says about these “robbers, thieves, and murderers? What can we infer about June based on what she says about her mom? Exit slip/ Assessment: What point of view is “Tuesday of the Other June” written in? Explain your answer with evidence.

Teaching Point: How can making inferences help readers better understand events and characters? Do now: (5min) What is this picture trying to say? What clues led you to believe that?

Inferences Hmmmm??

What is an inference anyway?

To infer is to take a critical look at what you are reading and make an assumption based on your own experiences.

When do we use inferencing?

While we are reading, we are picturing the story and asking ourselves questions about the story.

We find clues in the text and can make judgments, to answer these questions, based on what we know from our experiences.

Take a look at this cartoon:

First let’s consider Lucy. What do we see? By reading the picture, we can see how the author drew her.

What do we know? We know that when people look like that, they are usually angry.

We can infer that Lucy is Angry.

What do we read? We read that Lucy sighs and then says “Youth never listens.”

What do we know? We know that Lucy is a “youth”. We also know that when someone says that someone else “never listens,” It’s an insult.

Because Lucy wouldn’t want to insult herself, we can infer that Lucy thinks she is more Mature than Linus and Snoopy.

What can you infer from this picture?

Right… We can infer that these girls are friends because they are smiling and walking together.

Yes… We can also infer that they are shopping because they are in a mall and are carrying bags.

What can we infer from this passage? She stumbled down the road, not sure what made her car veer like that. The water was running down her face and dripping off her hair. She suddenly saw the lights of another car. She was sure they would be able to help her.

Can you infer what just happened to the woman? Can you infer the setting?

Good! Now you know! Good readers visualize, question, and make judgments about what they read. Don’t fly blind, be a good reader!

Handout: I do: Teacher thinks aloud how to use prior knowledge and text clues to make an inference. We do: Students and teacher work together to make an inference. You do: (15min) Class reads pages 13 and 14 out loud. Students make an inference based on the text. Closure-(5min) Students share out their inferences and decide if these are actual inferences.

Teaching Point: How can we understand similes and metaphors in literature and music? Do Now: (5 min) “I am as free as a bird” What does this sentence mean to you? Can you relate to this in any way?

S imiles and M etaphors OBJECTIVES: Define a simile and a metaphor Understand the purpose of similes and metaphors Explore similes and metaphors in literature and music

Definition of Simile 35 Authors use simile to explain, express emotion, and to make their writing more vivid and entertaining Purpose of Simile A simile is a comparison of two unlike things using ‘like’ or ‘as’

Simile: Examples 36 The night was as black as coal. The paper is as light as a feather. Her eyes shone like stars in the night sky.

Simile in Poetry 37 “O my love's like a red, red rose. That's newly sprung in June; O my love's like a melody That's sweetly play'd in tune.” extract from A Red, Red Rose by Robert Burns

Definition of Metaphor 38 A metaphor is a comparison that says one thing is something else Literally, it is not! Her laughter is a gentle song. Metaphors are similar to similes, but make a comparison instead of actually suggesting that two things are essentially the same.

Examples of Metaphors She is sunshine, brightening our day A blank page is a playground for imagination His cotton candy words did not appeal to her taste. 39

Metaphor in Poetry 40 "The fog comes on little cat feet. It sits looking over harbor and city on silent haunches and then moves on.“ Fog by Carl Sandburg

Metaphor in Literature 41 All the world’s a stage, And all the men and women merely players; They have their exits and their entrances ; As You Like It — William Shakespeare, As You Like It This quote is a metaphor because the world is not literally a stage. By figuratively asserting that the world is a stage, Shakespeare uses the points of comparison between the world and a stage to convey how the world works and the lives of the people within it.

Simile or Metaphor? 42

Simile or Metaphor? 43

Simile or Metaphor? 44

Simile or Metaphor? 45

Class rereads page 14 and 15 and look for simile and metaphors. Think-Write-Pair-Share: Students write what they think this simile means. They must use information from the text to do this.