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A project of the Graduate Center, CUNY

NYS Common Core LL SIFE Curriculum • 1

ELA Part 1 Unit 4

A Better World • What life lessons do authors communicate

through stories? • How do people make the world a better, more

just place?

Sample Lesson Plans



Sample Lesson Plan Icons

Teacher Alert (Watch Out!)

Language Action Point

FYI About Students

Interdisciplinary

Differentiate – Extend

Differentiate – Amplify

Formative Assessment

Technology



Lesson 7: Emmanuel's Dream: Picture Predictions & Story Elements The purpose of this lesson is for students to build vocabulary and make predictions about Emmanuel’s Dream using illustrations, text and the story elements.

ESSENTIAL QUESTION(S) What life lessons do authors communicate through stories? How do people make the world a better, more just place?

GUIDING QUESTION What life lessons does the author communicate through Emmanuel’s Dream?

DAILY QUESTION What is the story Emmanuel’s Dream about?

CONTENT TARGETS I can make predictions about plot and theme in Emmanuel’s Dream using story elements and illustrations from the book. (Rl.2)

LANGUAGE TARGETS

I can summarize what I think will happen in Emmanuel’s Dream using summary frames. Summarize: Emmanuel wants _________ (goal), but _________ (problem). So, he _____ (actions). In the end, _________ (outcome). The author of Emmanuel’s story wants to teach us that ________ (theme).

VOCABULARY

actions: support someone, practice, spread a message/educate people bike: bike ride, journey, pedal, astounding*, dream character: determined*/determination*, capable*, triumphant*, famous feelings: proud disability: exceed* (go above), crutches other: reporters story elements: elements* (parts), setting* (place), character* (person in story), conflict* (problem), actions, outcome*

MATERIALS

Set 2 Glossary Flashcards Story Element Cards Lost on the First Day Cards Picture Prediction: Emmanuel’s Dream^ (Note: Make copies of pp. 1-2, 10, 11-12, 13, 22, 27, and 31, and distribute to partners.) Author Bio: Laurie Thompson

^Not provided in lesson materials.



GENERAL NOTES In this lesson, students label and preview key excerpts from Emmanuel’s Dream to build vocabulary and support reading comprehension. Before class, make copies of the pages of Emmanuel's Dream to distribute to partners. This lesson is designed for 1-2 class periods, depending on your students. OPENING WARM-UP: ● Distribute the Set 2 Glossary Flashcards for the vocabulary connected to Picture

Prediction: Emmanuel’s Dream, and apply the show me protocol for introducing the words.

Show me is an interactive way to introduce new words. If your students are already familiar with the warm-up vocabulary, have them sort the words into categories (e.g., disability, bikes, actions). You can also ask students to say

or write sentences using the vocabulary.

CONNECT: ● Review why authors write stories and explain that stories have similar elements, or

parts. Knowing story elements helps you to comprehend your reading, because you know what to look for and you have ways to check your understanding.

● Draw attention to targets, show the cover of Emmanuel’s Dream, and reinforce that students will be previewing the story and making predictions.

WORK TIME PREPARE: • Students match Story Element Cards. • Lead an echo reading so students practice pronunciation of the story elements. • Distribute Lost on The First Day Cards, and have students match the details from

the story to the story elements. • Model orally summarizing Lost on the First Day. First, review all the story elements

for the Lost in the First Day, including the character, setting, conflict, and plot. Then, explain that when summarizing stories, you focus on goal, problem, outcome, actions, and theme:

o Laura wants _________ (goal), but _________ (problem). So she __________ (actions). In the end, _________ (outcome). I think that the author of Laura’s story wants to teach us that _________ (theme).



● Reinforce that we determine theme by looking at the problem in the story, how the character responds, the outcome, and what the author is trying to teach us about that problem.

In Set 1, you explored the concept of theme. It is important to connect to theme here and throughout Set 2 so students see that there may be multiple themes in stories and that the author communicates theme through key

details throughout the story. Also, by reinforcing theme in all sets, students have ample practice for the performance task.

INTERACT: • Partners label Picture Prediction: Emmanuel’s Dream using their glossary. • Model using summary frames and details from the illustrations to predict what might

happen in the story. • Partners orally summarize using frames and illustrations.

o Emmanuel wants _________ (goal), but _________ (problem). So, he _________ (actions). In the end, _________ (outcome).

o The author of Emmanuel’s story wants to teach us that __________ (theme). • Students share out predictions, using summary frames and details from the text and

illustrations. Record predictions on chart paper.

Save the predictions, and revisit them after you finish reading Emmanuel’s Dream. Guide students to confirm the predictions that came true.

● Lead brief discussion about first impressions of the book. ● Clarify vocabulary.

EXTEND: ● Distribute and read aloud the Author Bio: Laurie Thompson. ● Student partners retell information about the author and what the bio was about, first

in home language and then in English. ● Think-pair-share: What life lessons do you think the author wants to communicate?

What details in the Author Bio make you think this? CLOSING REVIEW TARGETS: ● Draw student attention to targets.

ASSESS:

Give students a menu of words and

phrases, categorized and labeled with the

page numbers for the excerpts in the

Picture Prediction. This menu will help students focus on

identifying words for each image.



● Use equity sticks and ask students questions to review story elements. For example: What is the person in the story called? What is the story element for what happens in the end? What is the conflict? What is the setting?

Students refer to Story Elements Anchor Chart for

support.

Use equity sticks to assess students understanding of

what the story elements are.



Lesson 9: Emmanuel’s Dream, Part 2: Story Map & Theme The purpose of this lesson is to read and understand Part 2 of Emmanuel’s Dream and to determine themes using story map.



DAILY QUESTIONS What problems does Emmanuel face, and how does he respond to them? What life lessons can we learn from this?

CONTENT TARGETS I can make connections between illustrations and words to comprehend Part 1 of Emmanuel’s Dream. (RL.7) I can refer to details in a text when explaining and drawing inferences. (RL.1)

LANGUAGE TARGETS

I can explain conflict, actions, outcome, and theme in Emmanuel’s Dream, Part 2. Explain conflict, actions, outcome, and theme: Emmanuel’s problem is that _____ (problem: nobody will hire him, people tell him to beg). Emmanuel feels _____ (negative feeling), but also _____ (positive feeling). So, he plans to _____ (prove that he can work). First, _____ (action: he gets a job). Next, _____ (action: he sends money home). Then, _____. In the end, _____ (outcome: Emmanuel works and sends money home). He feels _____ (frustrated, proud) because _____ (people still expect him to be a beggar, he is supporting his family). The story teaches us that _____ (theme).

VOCABULARY

actions: earn money, support someone, hire him/give him a job, beg/begging/ask for money, beggar, refuse*, insult* character: determined*/determination*, optimistic feelings: insulted*

MATERIALS

Set 2 Glossary and Flashcards Tense Handout Part 2 of Emmanuel’s Dream by Laurie Thompson^ (pp. 13-18) Story Map Organizer: Emmanuel's Dream (provided in Set 2, Lesson 8) Theme T-Chart: Emmanuel's Dream (provided in Set 2, Lesson 8)




GENERAL NOTES This lesson models how to use story map protocol in Part 2 of Emmanuel’s Dream and supports students to determine theme. In Set 2, students are brainstorming all themes in Emmanuel’s Dream. Do not limit them to the second Essential Question (EQ2), the theme of making the world a better, more just place. Students will return to Emmanuel’s Dream and EQ2 in Set 5. This lesson is designed for 1-2 class periods, depending on your students. OPENING WARM-UP: • Word connection activity: Post/present a list of strategically chosen words. Students

retrieve their Set 2 Glossary Flashcards and spread on table, word-side up. Partners take turns making word connections:

o “I connect _________ to _________ because …”

Choose words that support understandings for Part 2 and/or words that students need more interaction with. Be sure that there are connections among the list of words you develop. The semantic categories will guide you.

CONNECT: • Review Part 1 of Emmanuel’s Dream. Ask: “What was Emmanuel’s problem in Part

1? How did he respond? What was the outcome? What life lesson is the author trying to teach us?”

• Draw attention to targets, and point out that students are following a similar routine with Part 2 so that they can practice and become more independent.

WORK TIME PREPARE: • Think-pair-share: In Part 2, Emmanuel moves to a new city. Think of your

experience moving to a new country. How did it feel? What problems did you face? How did you respond?

o When I first came to __________, I felt __________ because __________. o I faced some problems. For example, __________. o I addressed the problems by __________.

• Circle the verbs in the sentence starters. Review past tense. Ask: “Are we talking about now, the present, or are we talking about the past? We use past tense to talk about things that already happened.”

If students need more practice learning the words, present a list of keywords from Set 2, and have students

use their Set 2 Glossary

Flashcards for a partner quiz: Partner

A shows card and asks, “What’s this?” Partner B answers,

“This is _____.” Partner B turns card over to confirm word.

Acknowledge the progress students

have made. Reinforce that even

though some problems are very

challenging, we keep trying to address

them. Refer to posted Theme T-Chart:

Emmanuel’s Dream and connect to

themes of determination and

resilience.



• Distribute Tense Handout for more practice. INTERACT: Preview Reading • Set purpose by reading aloud the daily questions and connecting to EQ1. • Students label pictures and annotate glossary words. • Think-pair-share: What did you notice? What do you think the story will be about?

What questions do you have? Read-Retell • Students read/view passage silently • Teacher reads Part 2 aloud. • Think-pair-share: What happened? What is the story about? • Address misconceptions and clarify vocabulary.

[Differentiate – Amplify: Lead students in an LEA summary of Part 2.] Story Map • Post/project the Story Map Organizer: Emmanuel's Dream. You should have

already filled out the "Key Details from Part 1" section in the last lesson. • Pairs reread the story to identify story elements, and record details from text in the

"Key Details from Part 2" section of the Story Map Organizer: Emmanuel's Dream. • Circulate and assess, and decide when to catch students to clarify and extend

understanding. • Catch students, and ask, for example: “How does the Emmanuel feel? Why does he

feel this way?” Reinforce to students that Emmanuel has negative feelings about being dismissed as a beggar because of his disability, but he also feels hopeful and determined.

• After the Part 2 sections of the Story Map Organizers are complete, partners take turns retelling the story, using the language frames and the keywords in the Story Map Organizers:

o Emmanuel’s problem is that _________. o Emmanuel feels _________, but also _________. o So, he plans to _________. o First, _________. Next, _________. o In the end, _________. o He feels _________ because _________.

Assess students and decide whether to: a) lead an LEA summary, using the frames and keywords; b) have groups write summaries on chart paper; c) have students write summaries individually or with partners; or d) decide that

the oral summary is sufficient.

Reinforce that the word “but” often

signals difference.



EXTEND: • Guide students to determine themes by focusing on the life lessons the author

communicates through Emmanuel’s problem, his response, and the outcome of Part 2.

• Think-pair-share: It is hard for Emmanuel to find a job and be treated fairly because of his disability. What does the author want to teach us about this problem?

o The author teaches us that _________ (theme). • Be open to student interpretations, but ask students to provide key details from the

text that communicate the theme. • Record the conflict and themes in the Theme T-Chart: Emmanuel's Dream.

CLOSING REVIEW TARGETS: • Draw student attention to targets.

ASSESS: • Invite students use fist to five to self-asses if they were able to: a) identify

Emmanuel’s problem in Accra; b) Explain how he responds to it; and c) determine a life lesson we can learn from Emmanuel’s problem and response.

• Reinforce that we can determine theme by considering conflict, actions, and outcome.

Use your observations while circulating and monitoring as

students complete the Story Map

Organizers to plan how to adapt the

protocol in Lesson 10.



Lesson 12: Emmanuel's Dream, page 25: Close Read 2 The purpose of this lesson is to reread an excerpt closely to analyze how language and author’s craft communicate theme.



DAILY QUESTION How does Emmanuel prove that people with disabilities are able to do many things?

CONTENT TARGET I can analyze word choice and repetition in an excerpt of Emmanuel’s Dream, and explain how it communicates theme. (RL.4)

LANGUAGE TARGETS

I can identify prepositions and explain what they communicate about Emmanuel’s journey. Explain conflict, actions, outcome, and theme: Emmanuel’s bike ride is __________ (an “astounding journey”) because ___________ (he pedals across and around his country, he pedals through difficult land, he pedals with only one strong leg).

VOCABULARY

bike: bike ride, pedal prepositions: through, over, under, across, past, around setting: challenging*, terrain (land)*, bustling* (busy), narrow* (skinny), hills, forests, highways

MATERIALS

Charades Cards Preposition Handout Emmanuel’s Dream by Laurie Thompson^ (p. 25) Close Read Handout Ghana Map (provided in Set 2, Lesson 6) Theme T-Chart: Emmanuel's Dream (provided in Set 2, Lesson 8) Exit Ticket Supported Exit Ticket




GENERAL NOTES The close read focuses on analyzing the use of prepositions (language) and repetition (author craft), and how they communicate theme. Students will understand that by completing an astounding physical journey, with only one strong leg, Emmanuel proves that people with disabilities can do many things. Post the prepositions for students to refer to during charades and/or draw attention to where they are posted on your word wall. This lesson is designed for 1-2 class periods, depending on your students. OPENING WARM-UP: • Post/project list of prepositions. Distribute Charades Cards to triads. Students

practice acting out the preposition, using everyday classroom objects as props. • As each triad acts out, the audience is guessing what the preposition is. • Explain that these prepositions help us to visualize and understand movement and

direction. The author of Emmanuel’s Dream uses prepositions to describe Emmanuel’s journey.

CONNECT: • In Lesson 10, students explained how Emmanuel’s mother inspired his dream.

Review student understanding and state that today students will close read another excerpt to figure out what Emmanuel hopes to prove with his plan.

• Draw attention to targets. WORK TIME PREPARE: • Distribute Preposition Handout and have student partners identify the correct

preposition for each image. As students share out answers, record a full-sentence description for one image. The boy walks across the street, for example. Rewrite the sentence without the preposition: The boy walks the street. Ask students to compare the sentence. What value do prepositions add?

o Listen for: Helps you visualize; provides more details, clearer meaning. • Ask all students to stand up and balance on one leg without holding on to a chair or

desk. Say: “How long can you stand that way? Imagine riding a bike with only the strength of one leg to drive you. Imagine driving through forests, up hills, across highways. Laurie Thompson describes Emmanuel’s bike ride as astounding.”



• Draw attention the word “astounding” on your word wall. Use gesture and mime as well as close-to-home examples to stress the meaning. Ask students to share ways to say “astounding” in their home languages. Ask students to generate examples of things or events that are astounding to them. Have them identify a synonym and/or antonym.

INTERACT: Preview Reading • Review the purpose of close reading: rereading an excerpt with close attention to

figure out how language works and how the author communicates theme. Draw attention to EQ1: What life lessons do authors communicate through stories?

• Students review the labeled images and text with purpose in mind. Think-pair-share: How do the images communicate themes in Emmanuel’s Dream?

Close Read • Distribute the Close Read Handout and copies of page 25 to triads. Students

reread, annotate, orally answer questions, and come to consensus and record answers.

• Circulate and monitor. Catch and release, as needed, to confirm and clarify understanding. For example:

o Catch to review that author’s use repetition to communicate importance. o Catch to point out that prepositions are followed by a person, place, or thing,

and in this passage many are describing the places Emmanuel rode through. • After students have struggled productively in triads, draw the group together. Invite a

student to act out pedaling as you read the passage aloud, and ask students to track the text. Stress the repetition of pedaled and use intonation to show the variety and challenge of the terrain Emmanuel crosses.

• Ask students to imagine pedaling, pedaling, pedaling up big hills and through busy streets and across the country with only strong leg. Then ask: “Could you do it? Would you give up? Would you believe that the ride could change the world? Would you believe that you could prove something to change the way people think about people with disabilities?”

• Invite students to share some of the prepositions and places they underlined to reinforce how challenging the terrain is. Show the Ghana Map with Emmanuel’s bike course from Lesson 6. Repeat Question 4 on the Close Read Handout: “Why is Emmanuel's bike ride so astounding?” Then, lead a brief discussion.

EXTEND: • Draw attention to EQ1. • Think-pair-share: What life lessons does this excerpt teach you? What theme is the

author communicating about challenges and determination? What does Emmanuel prove?

• Elicit responses that use the language frames: o This excerpt/illustration shows _________.

Consider using a symbol like an x-ray

or a magnifying glass to emphasize the

analysis.

Remind students that the Theme T-Chart: Emmanuel’s Dream is posted on wall to

support them.

Use the Ghana Map to help students

figure out the best preposition to use to

describe parts of Emmanuel’s journey. For example: Do you

pedal in rivers, through rivers,

around rivers? Do you pedal over or

under hills?



o The author of Emmanuel's story wants to teach us that _________. • Record themes on the Theme T-Chart: Emmanuel's Dream.

CLOSING REVIEW TARGETS: • Draw student attention to targets. • Invite students to show with the thumb-o-meter whether they met the lesson targets.

ASSESS: • Complete Exit Ticket.

Offer Supported Exit Ticket if students

need more support.

Assess if students are able to identify a

life lesson from Emmanuel’s Dream. Use this information

to decide how to adapt remaining lessons in set.


NYS Common Core LL SIFE Curriculum •

1

Lesson 14: Emmanuel's Dream: Determining Theme The purpose of this lesson is to analyze the details that communicate theme across the story, from beginning to end, and to infer themes. As they have practiced throughout Set 2, students analyze the central problem, character response, and outcome to determine the life lessons the author is communicating.



DAILY QUESTION What are central themes in Emmanuel’s Dream, and what details communicate these themes?

CONTENT TARGETS I can infer themes in Emmanuel’s Dream by identifying and explaining the character goal, central conflict, most important actions, and outcome of the story. (RL.9)

LANGUAGE TARGETS

I can summarize using summary frames. Summarize: Emmanuel wants _________ (goal), but _________ (conflict). So, he _________ (actions). In the end, _________ (outcome).

VOCABULARY Review key vocabulary from Set 2 that supports stating themes.

MATERIALS

Emmanuel’s Dream by Laurie Thompson^ Bingo Cards Copies of key pages in Emmanuel’s Dream that communicate theme (e.g., pp. 6, 11-12, 27, 31)^ Theme Organizer Story Map Organizer: Emmanuel's Dream (provided in Set 2, Lesson 8) (Note: This completed organizer is posted/projected for reference.) Theme T-Chart: Emmanuel's Dream (provided in Set 2, Lesson 8)




0

GENERAL NOTES In this lesson, co-construct a summary of Emmanuel’s Dream, using Somebody Wants But So (SWBS) frames. These frames support students to identify and synthesize the character goal, central conflict, most important actions, and outcome for the whole story. Students will use these details to infer theme, as they have practiced throughout Set 2. Capturing the key details from several lessons and across an entire text is challenging. Keep the Emmanuel Summary that you co-construct posted on the wall. Students will refer to it as you gradually release responsibility for summarizing. The Performance Task essay asks students to summarize a new story, and the Final Assessment will also ask students to summarize story. This lesson provides key excerpts and illustrations from Emmanuel’s Dream to support determining theme. Students may or may not need this scaffold. They have been considering themes in Emmanuel’s Dream throughout Set 3, so they may be not need these key details pointed out for them. They may be able to identify them on their own. This lesson is designed for 1-2 class periods, depending on your students. OPENING WARM-UP: ● Distribute Bingo Cards. Write 12 keywords that support determining theme on the

board. Student copy eight words on their Bingo Cards. Remind students to vary the order in which they copy the cards.

● Explain a word or give a student-friendly definition. Students find the word and mark it.

Review words that support theme in Emmanuel’s Dream and/or words from Set 2 that you assess your students need more practice with. For theme words, consider: people with disabilities, capable, determined/determination,

optimistic, spread a message/educate others, inspire/inspiration, confident, prove.

CONNECT: • Review Hot Seat (Lesson 13). Ask: “What was an important question you had for

Emmanuel? What is something interesting you learned about Emmanuel from answering questions through Emmanuel’s perspective?”

• Explain that today you will consider author Laurie Thompson’s perspective. You will consider the life lessons the author wants you to consider after you read Emmanuel’s Dream.

• Draw attention to targets.

Show the glossary images as you

explain the meaning of the word. Lead

students in an echo reading of the bingo

words to practice pronunciation.



1

WORK TIME INTERACT: Co-Construct Summary • Draw attention to the completed Story Map Organizer: Emmanuel’s Dream that

you have posted/projected. • State the purpose for summarizing: when determining themes, readers look at details

across the story, from beginning to end, to determine the life lessons the author wants to show.

• Model identifying what Emmanuel wants, emphasizing that this is his central goal for the whole story. Think aloud: “Yes, in Part 1, Emmanuel wants to make friends and ride a bike. In Part 2, he wants to support his family, and in Part 3, he wants to prove that people with disabilities are capable. But what does Emmanuel want across the story? What is repeated? What is the most important thing he wants?

o Listen for: Emmanuel wants to be independent, Emmanuel wants to be treated fairly, Emmanuel wants people with disabilities to have the same opportunities, etc.

• Think-pair-share: What is the central conflict? Why prevents Emmanuel from being treated fairly?

• Use student response to write the first sentence of the SWBS summary on chart paper.

o Listen for: Emmanuel wants to be independent, but people think that people with disabilities can only be beggars.

• Continue using student responses to co-construct the summary. Using the language frames, focus on summarizing the most important action Emmanuel takes to solve the problem.

o Emmanuel wants _________ (goal), but _________ (conflict). o So, he _________ (actions). o In the end, _________ (outcome).

• Think-pair-share: What life lessons can we learn from Emmanuel’s Dream? What themes does the author want to show us about being independent, about people with disabilities, about having the same rights/opportunities?

Do not limit themes to a better, more just world. Be open to the diverse themes students see in Emmanuel’s Dream, but require students to cite textual details that communicate them.

Determining Theme • Distribute key pages in Emmanuel’s Dream. These excerpts and illustrations

highlight key details that communicate theme. • Model rereading the excerpt, referring to the illustration and describing what

happened using the language frame: o This excerpt/illustration shows _________.



2

• Model using the detail to infer theme, using the language frame: o The author of Emmanuel's story wants to teach us that _________.

• Think-pair-share: What does the excerpt/illustration show? What theme does it communicate?

• At tables, students take turns orally explaining the image and life lessons for different excerpts.

• Invite a few students to share with class, adding the themes to the Theme T-Chart: Emmanuel's Dream.

If students respond with a one-word topic (e.g., determined), support them to state a life lesson connected to the topic (e.g., When people are determined, they can reach their goals). If students respond with a lesson specific to the

characters in the book, support them to make a universal statement. Reinforce that themes and life lessons are about the world.

• Distribute Theme Organizers. Model recording a central theme and one detail that

communicates that theme in the organizer. Release students to do the same, either individually or in pairs.

EXTEND: ● Lead a discussion about the central themes in Emmanuel’s Dream. ● Think-pair-share options:

o Do you agree with _________ (a theme important to your students)? Why or why not?

§ I agree/disagree because … § I agree and/but …

o Which theme connects to your life/ to another text? Why? § I connect to … because … § The theme … is similar to the theme in…

o Are you inspired by the themes in Emmanuel’s Dream? § The theme … inspires me because/to ...

CLOSING REVIEW TARGETS: • Draw student attention to targets. • Recognize that students have read and analyzed Emmanuel’s Dream. Offer specific

praise and suggestions to improve. ASSESS: ● Explain that students will read two more short stories and practice determining

theme. They will also write about theme in the Performance Task.

The excerpts and illustrations help

students to focus on key details that

communicate theme. If students need further support, provide a set of

themes on sentence strips, and they can identify themes that

match the key details in their specific

excerpts/illustrations.



3

● Ask students to use fist to five to show their understanding of determining theme in Emmanuel’s Dream and story in general. Students hold up 5 fingers for strong understanding and a fist for very little understanding.

AprojectoftheGraduateCenter,CUNY


Lesson 15: Emmanuel's Dream: Comparing Stories & Themes The purpose of this lesson is to practice comparing themes by identifying similarities and differences in the way stories communicate theme. This lesson builds toward the Performance Task, a thematic essay.



DAILY QUESTION How are Emmanuel’s Dream and Nasreen’s Secret School similar, and how are they different?

CONTENT TARGETS I can identify story elements in both Emmanuel’s Dream and Nasreen’s Secret School. (RL.9)

LANGUAGE TARGETS

I can compare theme in Emmanuel’s Dream and Nasreen’s Secret School, using comparative sentences. Compare theme: Emmanuel wants _________, and/but Nasreen wants _________. Emmanuel’s problem is _________, and/but Nasreen’s problem is _________. Emmanuel _________ (action), and/but Nasreen _________ (most important action). In the end, Emmanuel _________, and/but Nasreen _________. Both Emmanuel and Nasreen _________ (face major problems, protect human rights, are determined, get help from others, thrive in the end).

VOCABULARY

(Note 1: If necessary, review key vocabulary from Unit 2, such as Afghanistan, Taliban, forbid/forbidden, depressed, hopeful.) (Note 2: If necessary, review vocabulary connected to story elements of Emmanuel’s Dream, such as beg/begging/ask for money, beggar, frustrated, heartbroken [deep sadness], spread a message/educate others, believe in yourself.)

MATERIALS

Nasreen Review Cards Emmanuel’s Dream by Laurie Thompson^ Nasreen’s Secret School by Jeanette Winter^ Story Map Organizer: Nasreen's Secret School Story Map Organizer: Emmanuel's Dream (provided in Set 2, Lesson 8) (Note: This completed organizer is posted/projected for reference.)



Theme T-Chart: Nasreen's Secret School Theme T-Chart: Emmanuel's Dream (provided in Set 2, Lesson 8) (Note: This completed T-Chart is posted/projected for reference.) Compare Organizer Exit Ticket




GENERAL NOTES In this lesson, you and students together identify story elements in Nasreen’s Secret School, a story they read in Unit 2. Students then compare Nasreen’s Secret School and Emmanuel’s Dream using the story elements as categories. Students will focus on how goal, conflict, action, and outcome communicate theme. Comparing stories will support students to see that themes are universal and different stories can address similar themes. For the performance task, students will consider how two stories address the theme of making the world a better, more just place. (Note: For this lesson, do not limit students to the theme of a better world.) This lesson is designed for 1-2 class periods, depending on your students. OPENING WARM-UP: • Distribute Nasreen Review Cards and tell students that you will be reviewing

Nasreen’s Secret School. Apply show me protocol. Partners spread cards on the table. Say a sentence that connects a card to Nasreen’s Secret School. For example: “This is the setting of Nasreen’s Secret School,” or “It is the country where Nasreen lives.” Then say, “Show me” to signal to partners to search for and hold up the card. Confirm by showing/projecting the same card.

CONNECT: • Review themes from Emmanuel’s Dream. • Explain that today students will review a familiar story, Nasreen’s Secret School, and

analyze the ways it is similar and different from Emmanuel’s Dream. • Draw attention to targets.

WORK TIME PREPARE: ● Post/project the Story Map Organizer: Nasreen's Secret School near your

completed Story Map Organizer: Emmanuel's Dream. ● Invite student input and use it to complete the Story Map Organizer: Nasreen's

Secret School. For example: Where does Nasreen live? What does Nasreen want? What is the conflict? How does she feel? Why? What is the plan?

Point out that it is Nasreen’s grandmother who initiates the plan for Nasreen, and guide students to see that Nasreen is depressed and struggling to take action on her own. Connect this to the themes of keeping hopeful and

If students need more review with Nasreen,

lead an LEA summary of the story using the story map

frames.



needing help.

● Draw student attention to EQ1. ● Think-pair-share: What can we learn from Nasreen’s story? What life lessons does

the author want to communicate about facing problems, the right to education, feeling alone?

o Nasreen’s story teaches us that _________. ● Record student responses on Theme T-Chart: Nasreen's Secret School.

INTERACT: General Compare ● State the purpose for comparing stories: “When you compare stories, you identify

what is similar and different to deepen your understanding of the stories and how they apply to your lives.”

● Point to EQ1 and emphasize that stories communicate life lessons relevant to our lives, and when we compare these life lessons, we can learn even more.

● Model identifying a surface similarity or difference in the stories. For example: o Emmanuel and Nasreen are both young people. o Emmanuel’s mother inspires him; Nasreen’s grandmother inspires her.

● Think-pair-share: What is similar about the stories? What is different? Listen to and record student comparisons.

As you record student comparisons, group them according to story element and other relevant categories to support students to see how the categories compare.

Categories for Comparison • Explain that identifying general similarities and differences is a good start, but to

make the strongest comparisons, it is helpful to compare across categories. Refer to the responses that you grouped as you recorded them, and model identifying the category (e.g., setting): “We can compare stories according to setting.”

● Tell students for the Performance Task, a thematic essay, they will be comparing the way two stories address a similar theme.

● Say: “When you compare in a thematic essay, you are not comparing all the things that are similar and different in the stories: you focus on how the two stories communicate theme. You start with one story and think about how the author shows theme, and then you do the same for the second story.

● Model comparing and contrasting the character goals. For example, say: “Nasreen wants to live with her parents and go to school. Emmanuel wants to be independent. Are they similar or different?”

● Model recording in the Compare Organizer. ● Invite students to “be the teacher” and compare the central conflicts. For example:

the Taliban taking control and forbidding school, and people in Ghana expecting people with disabilities to be beggars or curses. Identify if similar or different and record in Compare Organizer.

Start by comparing with close-to-home

examples (e.g., soccer and baseball).

Return to the close-to-home example, and identify some

categories for comparison (e.g., for soccer and baseball, the type of ball used,

the field, scoring, uniforms).



● Think-pair-share: Compare the most important actions (e.g., bike across Ghana, go to school) and the outcomes (e.g., change expectations and rights for people with disabilities, learn and thrive again). As students share out, record in Compare Organizer.

● Think-pair-share: What is similar about the problems Nasreen and Emmanuel face? What is similar about how they take action? What is similar about the outcomes?

o Both Emmanuel and Nasreen _________ (face major problems, protect human rights, are determined, get help from others, thrive in the end).

Push students to identify some similarities between these details. For example: Nasreen and Emmanuel both need support to carry out their plans, both characters thrive at the end of the stories, both characters try to protect

human rights.

EXTEND: ● Review the Theme T-Charts for both stories, and support students to identify similar

themes in both stories. For example: We need fair treatment to thrive; when people have serious problems, they cannot give up; be determined about the things you believe in; find ways to be hopeful; friends are important.

CLOSING REVIEW TARGETS: ● Draw student attention to targets. ● Explain that comparing texts is an academic task that students will do often in high

school and on assessments. Praise the specific strengths you observed and suggest an area for improvement.

ASSESS: ● Complete Exit Ticket. ● Remind students to use the Compare Organizer and Theme T-Charts for

reference.

Assess the understandings

students are able to take away from

comparing the theme in the two stories

based on their discussion during the Interact period and

their written work on the Exit Ticket.

Some students may be able to identify more superficial

comparisons, and some students more

meaningful comparisons. In any

case, practicing comparing and

contrasting elements of stories is an

important academic skill.

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