1. Unit 1: Childhood
What are three things you look forward to in adulthood? Share
What are three things you think you’ll miss about being a kid? Share
After watching the video, respond to this question:
Do you think competition should be part of everyone’s childhood?
In this unit, we will explore the challenges and triumphs of growing up.

2. Unit Goals (p.4) Why does goal setting matter?
As we read and discuss the selections in this unit, you will improve your skills in reading, writing, research, language, and speaking and listening.
Read the directions on page 4. Complete the page.

3. Academic Vocabulary: Nonfiction Narrative (p.5)
Understanding and using academic terms can help you read, write, and speak with precision and clarity.
Read the directions at the top of page 5. We will do the first couple together.
Work with a partner at your table to complete the rest of the chart. Whatever you don’t finish is homework.

4. Launch Text-Nonfiction Narrative “Wagon Train at Dusk” (pp. 6 and 7)
This selection is an example of a nonfiction narrative, a type of writing in which an author tells a true story. This is the type of writing you did last week when you answered the question: When did a challenge lead to a triumph?
As we read, notice how the author describes events and experiences.
Clean read - pencils down, just read/listen. At the end, write what you think the selection is mostly about.
Close read - pick up your pencils
Circle words you don’t know and/or powerful words
Underline descriptive details that make this narrative realistic and memorable.
Write thoughts or questions in the margin-have a conversation with the author

5. Brown Girl Dreaming
We are going to read poetry. What are some topics that poetry covers? Each of the poems we are going to read tells about a different memory, a different event, of a young girl’s life. Together, the poems make up a memoir (a true story of an important time in the author’s life).

6. Brown Girl Dreaming
Rank each of the Concept Vocabulary words (p. 12) in order from most familiar (1) to least familiar (6).
Clean Read- read/listen to each poem.
Close Read-
Reread each poem
Circle words you don’t know and/or powerful words
Underline key (important) words/phrases
Write thoughts or questions in the margin-have a conversation with the author. There should be thoughts/questions with EACH stanza
Share notes/annotations with a partner

7. Brown Girl Dreaming
Choose a poem that spoke to you. Copy a line from the poem onto your paper and EXPLAIN why you liked that line. Turn your exit ticket into the tray.

8. Brown Girl Dreaming Close Read
Go through the example on p. 20 together
P1-Jigsaw-5 groups
P2-One more example together-choose one of remaining close read notes to complete on own or with a partner

9. Brown Girl Dreaming -analyze the text
Answer questions # 2 and 3 on p. 20 independently (5-6 minutes)
Stand, Share, Sit
Read top of p. 21 together.
Choose # 1, 2, 3, OR 4 to answer and turn in for a grade.

10. Brown Girl Dreaming- Advanced
Interpret “sometimes” or “uncle Robert” through artistic expression. You may create drawings, collages, or graphic designs that represent the ideas that the author is trying to convey in the poem. Color, as well as images, can help convey the mood, or feeling of the poem and you may find that certain words or phrases bring to mind images you want to illustrate.

11. Brown Girl Dreaming- Writing to sources
Follow the directions on p. 24 to write a brief poem in which you use Woodson’s memoir as inspiration.
How many of these vocabulary words can you use?
Squish, twist, shushes, humming, twirl, feathery

12. Brown Girl Dreaming -Speaking and Listening
P1-Philosophical chairs
P2-Discuss in partners p. 25
Complete Evidence Log

13. Gallery of Calvin and Hobbes comics
Did you or do you still have stuffed animals and/or imaginary friends? Share with your shoulder partner.
Who are Calvin and Hobbes?
Read the Media Vocabulary definitions on p UNDERLINE important words or phrases that help you understand what the words mean.
Read through the First Review graphic to prepare to read the comics.
Chorally read BACKGROUND on p. 27.
What do you notice about the picture of Bill Watterson? Write your answers (as many details as you can find) in the notes section underneath the picture.
A photograph of an artist or writer at work can provide valuable insight into the process of creation.

14. Gallery of Calvin and Hobbes comics
Read through each cartoon.
Write the gist of each comic in the NOTES section after each cartoon.
Infer: What do you know about Calvin’s personality based on details in the cartoons? Jot down notes in the NOTES sections. Why do you think the author included those details?
BACK to BACK/FACE to FACE
Why might Watterson have included only one panel in “Snowman Xing”?
In “Do you Like Her?” how does Watterson indicate that a character is speaking with emotion?
In “Ghosts,” some of the panels include dialogue, whereas others do not. Why do you think Watterson chose to have panels without dialogue in this comic strip?

15. Characterization
There are two types of characterization: direct and indirect.
With direct characterization, a writer directly states what a character is like.
With indirect characterization, the writer shows what a character is like through the character’s actions, thoughts, and speech.
Since there are very few words in Calvin and Hobbes, most of the characterization is indirect. Most cartoons rely on indirect characterization.

16. Gallery of Calvin and Hobbes comics
Assessment:
On lined paper, answer questions 1-4 on page 30 in the Analyze the Media section. Remember to use RACE to answer each question and answer ALL parts of the question. (13 points)
#1- RA (part A); CE (part B)
#2-RAE
#3-RACE
#4-RA
Assessment could be done in partners.
#1-RACE
#2-RAE
#3-RACE
#4-RA

17. Gallery of Calvin and Hobbes comics
Create a comic strip (optional or advanced)
Create your own comic strip depicting a humorous or otherwise memorable event from your own childhood. The following elements MUST be included:
Characters
Dialogue
Plot
Speech bubbles
Assessment could be done in partners.
#1-RACE
#2-RAE
#3-RACE
#4-RA