1. U 5 - R 9 I n t e r p r e t i n g & C o n n e c t i n g I n f o r m a t i o n f o r F r i g h t f u l ’ s M o u n t a i n 1 Tuesday, May 12, 2015

2. Do Now… (copy into NB) For HW yesterday you discovered 2 important events that happen at Frightful’s nest that…jot your thoughts about these events. Discuss your thoughts with your team. —Continue to think about its importance throughout class, gathering new ideas & details. — Prepare to discuss & defend ideas and questions in Closing Starbucks with TBE and logical reasoning. 2

3. (copy into NB) ML: Close Readers develop Cascading Consequence Charts to analyze the character interactions between each other and between nature. (RL.6.1, RL.6.3, W.6.4; DOK4)

4. U5-9: Interpreting & Connecting Information Lesson Vocabulary (copy) “Cascading Consequence Chart” interaction expectations motivations outcomes consequences Connection Today, we continue to analyze the relationships between characters and characters and between characters and nature, remember to continue to STEAL information about the characterization to help you pay attention to interactions (cause & effects), the outcomes and consequences of these relationships and develop Cascading Consequence Charts to track our information.

5. Sam does not interact with Frightful Sam interacts with Frightful Model: Use the model “Cascading Consequence Chart” from U5-R8 to help you create the next two charts.

6. Active Work: Develop “Cascading Consequence Chart” to interpret and connect information. (copy into NB) If Sam interacts with Frightful, will she migrate If Sam does not interact with Frightful, will she migrate?

7. Quick Assessment#1 (DOK2) – copy into NB 7 Read the following statement… “This week on Earth Tones, we're looking at some of the environmental advances that affect our daily lives. Tonight, a development with an unexpectedly negative and lingering impact on earth.” Why does the news analyst use the words “unexpectedly negative and lingering impact on earth”? a. In order to show the facts about DDT. b. In order to evoke a connection to DDT use. c. In order to evoke a strong, negative feeling towards DDT. d. In order to maintain the audiences attention.

8. Quick Assessment#2 (DOK4) –copy into NB 8 Read the following lines from Frightful’s Mountain… “Destiny” she said you didn’t even struggle. You are a wonder.” Carefully she latched the holding case, then peeked in at her. “You are going to change many lives. That’s your destiny.” What effect does the line –”That’s your destiny” have on the reader? a. It helps the reader understand Frightful’s role in the story. b. It helps the reader understand Frightful’s relationship with Susan. c. It helps the reader understand how valuable Frightful is to people and to nature. d. It helps the reader understand how much the students love Frightful.

9. Independent Practice: Closely think about Frightful’s interactions with nature and characters to create the “Cascading Consequence Chart”. (copy into NB) DDT’s beneficial effectsDDT’s harmful effects/consequences