TCSS Troup County School System English/Language Arts Curriculum Map 6 th Grade ELA Unit # 1 – Thematic Unit Title: Tell Me a Story: From Real Life to Fantasy (Narrative Focus) Big Idea / Unit Goal Thematic Unit Title: Tell Me a Story: From Real Life to Fantasy In this unit, the focus is on distinguishing between fiction and nonfiction narratives. While focusing on GSE identified priority standards, we will study the elements of the narrative text that appear in fiction (stories and novels), nonfiction (biographies and autobiographies), and narrative poetry. We will also write both narratives and informative texts about narratives. Length of Unit 45 Days Unit 1 Common Assessment Blueprint Unit 1 Checklist Unit Essential Question(s): What text features are the same/different in narrative fiction and narrative non- fiction? What can I learn from reading narratives? How do I write about literature? Priority Standards: RL1, RL2, RL3, RL4, RL6, RL9 RI1, RI2, RI3, RI6, RI9 W2, W3 L1 Support Standards: RL5 W4, W10 L2 Reading Focus: Literary Text Resources: Extended Text: (Choose one of these selections as your extended text) Tuck Everlasting – Lexile 770 (*Lessons are included for this novel) Conductor on the Underground Railroad by Ann Petry – Nonfiction The Lion, The Witch, and the Wardrobe – Lexile 940 Short Texts (Mixture of Literary and Informational thematically connected texts. Unless otherwise noted, these selections are from Holt: Elements of Literature, Introductory Course.) “A Liger’s Tale” “Jenna and the Black Cat” “Aunt Melba” “La Bamba” by Gary Soto, p. 16 “John Brown: One Man Against Slavery” by Gwen Everett, p. 562 “Eleven” by Sandra Cisneros, p. 244 “A Glory over Everything” by Ann Petry, p. 492 “All Aboard with Thomas Garrett” by Alice P. Miller, p. 535 from Harriet Tubman: The Moses of her People by Sarah Bradford, p. 542 from The Life of Harriet Tubman by Jacob Lawrence, p. 544 “The Sneetches” by Dr. Seuss, p. 657 Writing Focus: Narrative & Informative/Explanatory Primary Writing Tasks: Identify the characteristics the author of “A Glory over Everything” uses to describe Harriet Tubman. Explain how her character traits played a role in her making the decision to escape from slavery. Provide a focus for your essay and organize your ideas to explain her motivation. Provide a conclusion. (ELAGSE6W2) After reading “A Glory over Everything,” explain the importance of freedom to Harriet Tubman. Cite two pieces of evidence that illustrate this idea in a multi- paragraph essay. Introduce your topic, organize and develop your ideas, and provide a conclusion. (ELAGSE6W2) In her biography, Harriet Tubman claims that freedom is better than slavery. Was this claim worth the risk of running away? Write an argument in which you state your position and defend it in a 3-5 paragraph essay. Introduce your position, organize your opinions using citations to support your reasons, and provide a conclusion. Narrative Writing Tasks: Write a continuation to “La Bamba” detailing Manuel’s next day at school, keeping in mind point of view and characterization. Write a story (narrative) about a day in the life of Harriet Tubman. Use first person point of view. Include details from the story to support your writing. RL = Reading Literary RI = Reading Informational W = Writing SL = Speaking and Listening L = Language
Transcript
TCSS
Troup County School System
English/Language Arts Curriculum Map
6th Grade ELA
Unit # 1 – Thematic Unit Title: Tell Me a Story:
From Real Life to Fantasy (Narrative Focus)
Big Idea / Unit Goal
Thematic Unit Title: Tell Me a Story: From Real Life to Fantasy
In this unit, the focus is on distinguishing between fiction and nonfiction narratives. While focusing on GSE identified priority standards, we will study the elements of the narrative text that appear in fiction (stories and novels), nonfiction (biographies and autobiographies), and narrative poetry. We will also write both narratives and informative texts about narratives.
Length of Unit
45 Days
Unit 1 Common Assessment Blueprint Unit 1 Checklist
Unit Essential Question(s): What text features are the same/different in narrative fiction and narrative non-
fiction?
What can I learn from reading narratives?
How do I write about literature?
Priority Standards: RL1, RL2, RL3, RL4, RL6, RL9
RI1, RI2, RI3, RI6, RI9
W2, W3
L1
Support Standards: RL5
W4, W10
L2
Reading Focus: Literary Text Resources: Extended Text: (Choose one of these selections as your extended text)
Tuck Everlasting – Lexile 770 (*Lessons are included for this novel) Conductor on the Underground Railroad by Ann Petry – Nonfiction The Lion, The Witch, and the Wardrobe – Lexile 940
Short Texts (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these selections are from Holt: Elements of Literature, Introductory Course.)
“A Liger’s Tale”
“Jenna and the Black Cat”
“Aunt Melba”
“La Bamba” by Gary Soto, p. 16
“John Brown: One Man Against Slavery” by Gwen Everett, p. 562
“Eleven” by Sandra Cisneros, p. 244
“A Glory over Everything” by Ann Petry, p. 492
“All Aboard with Thomas Garrett” by Alice P. Miller, p. 535
from Harriet Tubman: The Moses of her People by Sarah Bradford, p. 542
from The Life of Harriet Tubman by Jacob Lawrence, p. 544
Primary Writing Tasks: Identify the characteristics the author of “A Glory over Everything” uses to
describe Harriet Tubman. Explain how her character traits played a role in her making the decision to escape from slavery. Provide a focus for your essay and organize your ideas to explain her motivation. Provide a conclusion. (ELAGSE6W2)
After reading “A Glory over Everything,” explain the importance of freedom to Harriet Tubman. Cite two pieces of evidence that illustrate this idea in a multi-paragraph essay. Introduce your topic, organize and develop your ideas, and provide a conclusion. (ELAGSE6W2)
In her biography, Harriet Tubman claims that freedom is better than slavery. Was this claim worth the risk of running away? Write an argument in which you state your position and defend it in a 3-5 paragraph essay. Introduce your position, organize your opinions using citations to support your reasons, and provide a conclusion.
Narrative Writing Tasks: Write a continuation to “La Bamba” detailing Manuel’s next day at school,
keeping in mind point of view and characterization.
Write a story (narrative) about a day in the life of Harriet Tubman. Use first person point of view. Include details from the story to support your writing.
from Harriet Tubman: Conductor on the Underground Railroad by Ann Petry, p. 564
“All Summer in a Day” by Ray Bradbury, p. 152
“Medusa’s Head” by Olivia Coolidge, p. 281
“Perseus and the Gorgon’s Head” by Marsh Williams, p. 293
Select a character from “Eleven” (Mrs. Price, Sylvia Saldivar, Phyllis Lopez) and rewrite the “red sweater scene” from that character’s point of view.
After reading a narrative poem, rewrite a section of the poem in paragraph form. Include specific details from the text in your writing.
Research Connections:
Routine Writing (Notes, summaries, process journals, and short responses
across all genres):
Notes
Journal entries
Writing to Win prompts
Write the central idea of a passage and support it with two details from a text.
Lessons (all lessons are hyperlinked below)
ELA6.1.1: Focus on comparing and contrasting texts in different genres (RL9)
ELA6.1.2: Focus on plot and character response, citing textual evidence, and writing narratives (RL3, RL1, W3)
ELA6.1.3: Focus on how an author develops point of view, plot and character response, writing narratives, and demonstrating command of standard English (RL6, RL3, W3, L1, L2)
ELA6.1.4: Focus on determining themes and/or central ideas, summarizing, and routine writing (RI2, RL2, W10)
ELA6.1.5: Focus on analyzing how an author presents key individuals, events, or ideas and determining an author’s point of view or purpose (RI3, RI6)
ELA6.1.6: Focus on writing informative/explanatory texts (W2, L1, L2)
ELA6.1.7: Focus on comparing and contrasting informational texts, determining central ideas, citing textual evidence, and writing (RI9, RI2, RI1, W4)
ELA6.1.8: Focus on plot development and character response, determining and analyzing impact of word meanings, citing textual evidence, determining themes, summarizing, and analyzing effects of structure (RL3, RL4, RL1, RL2, RL5)
ELA6.1.9: Focus on citing textual evidence and plot development and character response (RL1, RL3)
ELA6.1.10: Focus on plot development and character response, citing textual evidence, and analyzing effects of structure (RL3, RL1, RL5)
ELA6.1.11: Focus on plot development and character response, citing textual evidence, determining themes, summarizing, and analyzing effects of structure (RL3, RL1, RI1, RL2, RL5)
ELA6.1.12: Lesson will be put in place here to focus on structure and language in narrative poetry as well as narrative writing (RL5, W3)
Georgia Standards of Excellence (GSE)
Essential Questions Vocabulary Lessons
ELAGSE6RL1: Cite textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.
Why is evidence important to support my analysis of a text?
Cite Explicit Inference/Infer Evidence
ELA6.1.2 ELA6.1.8 ELA6.1.9 ELA6.1.10 ELA6.1.11
ELAGSE6RL2: Determine a theme and/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.
How can I determine the theme of a text and how can I write a summary free of personal opinion or judgment?
Theme (universal, stated, implied) Personal Opinion Summary
ELA6.1.4 ELA6.1.8 ELA6.1.11
ELAGSE6RL3: Describe how a particular How does a particular story’s plot progress Plot sequence – Exposition, Rising Action, ELA6.1.2
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.
How does figurative language and connotative meanings impact the specific meaning and tone of a text?
Denotation Connotative Meaning Figurative Language -Simile, Metaphor, Personification, Hyperbole, Idiom Tone
ELA6.1.8
ELAGSE6RL5: 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.
How does a particular sentence, chapter, scene, or stanza contribute to the development of the theme, setting, or plot?
Analyze Chapter Scene Stanza Structure
ELA6.1.8 ELA6.1.10 ELA6.1.11 ELA6.1.12
ELAGSE6RL6: Explain how an author
develops the point of view of the narrator or speaker in a text.
How does the author develop the point-of-view of the narrator in a text?
Point of view Narrator Speaker
ELA6.1.3
ELAGSE6RL9: Compare and contrast
texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
How are different genres similar and/or different in terms of approaches to themes and topics?
Compare Contrast Themes Topics
ELA6.1.1
ELAGSE6RI1: Cite textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.
Why is evidence important to support my analysis of a text?
Cite Explicit Inference/Infer Evidence
ELA6.1.7 ELA6.1.11
ELAGSE6RI2: Determine a 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.
How can I determine the central idea of a text and how can I write a summary free of personal opinion or judgment?
Central idea Details Summary Personal opinion
ELA6.1.4 ELA6.1.7
ELAGSE6RI3: Analyze in detail how a
key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
How is a key individual, event, or idea introduced, illustrated, and elaborated through the use of techniques such as examples or anecdotes?
Key individual Event Idea Anecdotes
ELA6.1.5
ELAGSE6RI6: Determine an author’s
point of view or purpose in a text and explain how it is conveyed in the text.
How does the author develop the point of view or purpose in a text?
Point of view Purpose Convey
ELA6.1.5
ELAGSE6RI9: Compare and contrast one
author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
How is one author’s presentation different from that of another?
Compare Contrast
ELA6.1.7
ELAGSE6W2: Write
informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas,
How can I write in effective informative/explanatory text that clearly conveys ideas, concepts, and information?
concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., 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.
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 and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or 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.
How do I write a narrative using effective techniques, descriptive details, and event sequences?
Narrative Descriptive details Event sequences Context Organize Dialogue Pacing Description Transition Precise words Descriptive details Sensory language Conclusion
ELA6.1.2 ELA6.1.3 ELA6.1.12
TCSS
ELAGSE6W4: Produce clear and
coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
How do I organize my writing for clarity and with a task, purpose, and audience in mind?
Development Organization Style
ELA6.1.7
ELAGSE6W10: 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.
How do I write routinely for a range of tasks?
Research Reflection Revision Purpose Audience
ELA6.1.4
ELAGSE6L1: Demonstrate command of
the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the
proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
How do I ensure that I use pronouns correctly to demonstrate command of standard English grammar and usage?
the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly.
How do I use correct capitalization, punctuation, and spelling to demonstrate command of standard English?
Standard English Capitalization Punctuation Spelling Comma Parentheses Dash Nonrestrictive/parenthetical elements
ELA6.1.3 ELA6.1.6
TCSS
Lessons for 6th ELA Unit 1
TCSS
ELA6.1.1 Learning Target(s): I can:
determine the topic of a text
identify a theme within a text
compare and contrast how similar themes and topics are addressed
in different genres of text
Priority Standards:
Support Standards
Pre-requisite Learning
ELAGSE6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Assess the students’ previous knowledge of features of fiction and the features of nonfiction
Resources for Instruction “A Liger’s Tale” from ReadWorks “Jenna and the Black Cat” from ReadWorks “Aunt Melba” and Student Questions from ReadWorks Venn Diagram
Time Allocated 1-2 days
EQ How are different genres similar and/or different in terms of approaches to themes and topics? What text features are different in fiction and non-fiction?
Activator/Connection/Warm Up Journal entry: Direct students to write one paragraph about an experience they had during their summer vacation.
Instructional Delivery
Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)
After students have had enough time to write about an experience, lead a discussion on the following:
If you tell a story about your vacation, is your narrative fiction or nonfiction?
If you wanted to write a fictional narrative about your vacation, what are some things you would you need to change? Why?
Talk about the differences between fiction and nonfiction. Explain to students that sometimes narratives (stories) can be made up/fiction and that other times they can be true (autobiographies, biographies, memoirs). Use a Venn diagram to compare and contrast features of fiction and nonfiction. You may want students to begin individually, then work with a partner, and finally discuss whole group. You may also want to also include discussion about the various types of fiction and nonfiction. Refer to pages 4-5 and 458-459 in the textbook as you present your overview of fiction and nonfiction. Give each student a passage, either “A Liger’s Tale” or Jenna’s Black Cat.” The students are to read the passage and determine whether the selection is fiction or nonfiction. Students must be able to back up their responses with examples from the Venn diagram and from the text. It might be a good idea to then pair up students who received one passage with student s who received the other so that they can discuss and compare their responses. Bringing the class back together, the teacher poses questions about the passages recording and additional
responses needed to complete the Venn diagram. Teacher also clears up any misconceptions or incorrect responses at this time. Optional: Give each student a copy of “Aunt Melba” with questions to read. Students will read and answer the questions, determining in question 5 whether this is fiction or nonfiction. Either answer is accepted, but it is up to the student to provide good reasons for either side.
Summarizer/Closure/Evaluation of Lesson
TICKET OUT THE DOOR (TOTD) Copy and complete……
Two to three differences between fiction and nonfiction are….
TCSS
ELA6.1.2 Learning Target(s): I can:
retell the series of plot events in chronological order describe the resolution describe how the plot unfolds, episode by episode describe how characters respond and change as the plot moves
forward describe the relationship between events and characters describe the relationship between events in the plot as they lead to
the resolution describe the change in the characters as they reach the resolution describe where conflicts exist in the story
Priority Standards:
Support Standards
Pre-requisite Learning
Priority Standards: ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Support Standards:
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Resources for Instruction “La Bamba” by Gary Soto, p. 16 Plot Diagram “La Bamba” Text Dependent Questions with Answer Key Understanding Character Tiered Activity
Time Allocated 2-3 days
EQ How does a particular story’s plot progress to a resolution and how do the characters change?
Activator/Connection/Warm Up You are about to read a short story to see how a boy close to your age feels as he deals with being onstage in a talent show. Predict what could happen in the story and how that could affect or change the character. Share with a partner.
Instructional Delivery
Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)
Begin class with a discussion of plot Students need to know that plot refers to the events in the story and that it is made up of episodes. Hand out the plot diagram and go over the stages of plot development: exposition, rising action, climax, falling action, and resolution in a text. You might want to model the use of the plot diagram with a fairy tale such as The Three Little Pigs. They should know:
exposition is the beginning of a story, typically when setting, characters, and conflict(s) are introduced
rising action is when tension builds and the conflict worsens
climax is the height of the action or suspense in the plot ; sometimes called the turning point, it is a critical event which changes the course of the story or provides decisive action
falling action is action that takes place after the climax to reveal
the final outcome of events and is intended to bring the story to a satisfactory end
resolution is how the story ends, including the solution to the conflict(s)
Beyond plot, students need an understanding of how characters respond and/or change in relation to the plot. They should know:
the conflict in the story is the struggle between characters, characters and events, character and own fears
characters may change as the plot unfolds and readers need to identify what caused the change
characters’ responses to events and the interactions with other characters
Since this is the first story in the unit you may want to read the story “La Bamba” out loud, so that you can model the thinking that students need to engage in as they complete the plot diagram and answer text-based questions. Make students aware that sometimes, it is necessary to re-read a selection, especially in order to answer text-based questions and study it in-depth. While reading help students to complete a graphic organizer on plot. Discuss the parts of the plot as well as how Manuel responds and changes to events in the plot. After reading have students complete the text-based questions (either as a whole group, as small groups, or in pairs).(NOTE: At a later time, this might be the independent practice, but at this early point, it is more important to model the thinking.) Discuss.
Talk about how Manuel responded to the events of the story. Help students to gain an understanding of Manuel’s character. You could have them complete the Understanding Character Tiered Activity. Based on this understanding, students will write a 3 to 5 paragraph continuation of “La Bamba” detailing Manuel’s next day at school, keeping in mind characterization and plot. Use details from the text in your response. (You could provide more depth by spending some time focusing on what good narrative writing includes based on W3a-e).
Summarizer/Closure/Evaluation of Lesson
Sometimes in life, things don’t go as planned, but it’s not the end of the world. Explain how several events from the story “La Bamba” demonstrate this idea.
TCSS
ELA6.1.3 Learning Target(s): I can:
determine the point(s) of view used in a text determine how the point(s) of view affects the reader explain how the point(s) of view affects the author's development of
characters, plot, and themes explain how the author used the point of view to accomplish a goal
(e.g., in a first person the author may intend to develop a strong sense of empathy from the reader toward the protagonist; in third person omniscient the author may intend a deep involvement of the reader with a cast of characters and their plights)
Priority Standards:
Support Standards
Pre-requisite Learning
Priority Standards: ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text. ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. ELAGSE6W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. ELACC6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
Support Standards:
ELACC6L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Resources for Instruction “Eleven” by Sandra Cisneros, p. 244 Point of View Information Cornell Notes: Point of View Organizer Point of View Graphic Organizer Version 2 Point of View Practice “Eleven” Text-Dependent Questions and Answer Key Narrative Rubric Pronouns and Antecedents PowerPoint Pronouns and Antecedents Handout
Time Allocated 5 days
EQ How does the author develop the point of view of the narrator in a text? How are pronouns used to determine point of view?
Activator/Connection/Warm Up Journal entry: Write 1-2 paragraphs about a time that you were involved in a misunderstanding with another person (student, parent, teacher, etc.). Explain what happened from your point of view.
Instructional Delivery
Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)
Tell students that they are going to read a story about a girl on her 11th birthday. Provide some background on point of view (first person, second person, third person limited, third person
omniscient). Have students take notes; you may want to use the Cornell Note POV Organizer or the POV Graphic Organizer Version 2. You may also want to display the Point of View Information so that students can take notes from the handout while you explain it to them. Explain that in literary text, a story is told from the point of view of a character or a narrator. In some stories, a character is the narrator. This is first-person point of view (typically uses pronouns I and we). Other stories are told from third-person point of view (typically uses pronouns like he, she, and they to indicate the characters). A third-person point of view may offer insight into one character (third-person limited), or it may reveal the thoughts of several characters (third-person omniscient). Or it may be from the point of view of an observer outside the story (third-person objective). Rarely, a narrative is told from second-person point of view (in such a case, the author directly addresses the reader as “you.”) Talk about the advantages/disadvantages of each type. This would also be a good time to talk about pronouns associated with each point of view. You may want to use the Point of View Practice here or at a later point during the lesson to see how well the students are able to determine point of view. You could have students identify pronouns in the first paragraph and then rewrite from a different point of view.
Have students find a partner to share their activators with. With your partner, discuss the opposing side of your misunderstanding. For example, if your situation involved a teacher, what might the teacher’s story sound like.
Read “Eleven.” The teacher may choose to have students read individually, with partners, in small groups, or as a class. While reading or after reading, have students complete the “Eleven” Text-Dependent Questions handout. The questions are designed to help students experience close reading.
After students have read “Eleven,” have students classify the selection as fiction or nonfiction. Then discuss the main character’s point of view and how the author develops the point of view in the selection. Help students understand that identifying the point of view used is a step, but they must also look at the story elements (figurative language, tone, character’s thoughts and actions) and how they develop the point of view. Talk about how other characters might have different stories to tell.
Review and re-teach if necessary the writing process using the standards 6.W.3a-d. This would also provide a good opportunity for instruction on pronoun usage and agreement L1a-d using the PowerPoint and Handout.
Through the analysis of a particular sentence, chapter, scene, or stanza, students will construct a narrative of the “red sweater scene” of “Eleven” from another character’s point of view. Students will demonstrate an understanding of contrasting points of view using the original text as well as critique individual written pieces.
Select a character (Mrs. Price, Sylvia Saldivar, Phyllis Lopez) and rewrite the “red sweater scene” from that character’s point
TCSS
of view.
Compare narratives, peer conference, edit and revise written piece with peers who have written from the same character’s point of view.
Contrast finished pieces with Rachel’s point of view
Summarizer/Closure/Evaluation of Lesson
Ticket out the door (TOTD): Answer the essential question: How does the author develop the point of view of the narrator in a text?
OR Thumbs up/Thumbs down: Ask the students to respond with thumbs to:
If I were writing a story about myself, would it be narrative fiction or narrative nonfiction?
If I were writing a story about “Harry Potter,” would it be narrative fiction or narrative nonfiction?
Sticky note – student will give the reason for their answers. As students are leaving they will post notes on the door.
TCSS
ELA6.1.4 Learning Target(s): I can:
determine a central idea
determine theme
explain a central idea using particular details
summarize the central idea using supportive ideas
Priority Standards:
Support Standards
Pre-requisite Learning
Priority Standard: ELAGSE6RI2: Determine a 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. ELAGSE6RL2: Determine a theme and/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. Support Standard:
ELAGSE6W10: 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.
Resources for Instruction Theme and Central Idea PowerPoint Identifying the Central Idea worksheet and Answer Key “Jenna and the Black Cat” with Questions “Before Chicago” (I do: for modeling) “John Brown: One Man Against Slavery” by Gwen Everett, p. 562 (We do) “The Roots of Southern Food” from ReadWorks (You Do) Comparing/Contrasting Text (pages 36-37) (Graphic Organizer)
Time Allocated 3 days
EQ How can I determine the central idea and/or theme of a text? How can I write a summary free of personal opinion or judgment?
Activator/Connection/Warm Up Have students complete a KWL on theme and central idea
Instructional Delivery
Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)
Start the lesson by asking students what they know about theme and central idea. Explain that theme and central idea are closely related. Share the Theme and Central Idea PowerPoint (Alternately, you could just explain the contents of the PowerPoint and have students take notes.) Introduce the concept of “Theme” allowing students to determine the difference between Theme and Central Idea. Explain that theme is like a lesson, something the author wants the reader to learn after reading the text such as a lesson or moral or love, fear, etc. The central idea or main idea is what the whole text is about. Typically, we talk about theme and central ideas (or main ideas) with fiction/literary works and central ideas with informational texts. Explain they look for evidence to support the central idea as they read the selection for this lesson. Also talk about how to write a summary. Explain that a summary will include the central idea and supporting facts/details. A summary is also objective which means it does not include personal judgments, thoughts, and feelings about the topic.
Provide students with a Central Idea worksheet. Complete the first item together and then allow students to work with a partner to determine the central idea of each paragraph. Go over this to ensure that students have an understanding of central idea as they will be examining the passage for central ideas and theme. You may extend this part of the lesson by giving students the “Before Chicago” passage; have them identify the main idea and underline supporting evidence. Hand out copies of “The Roots of Southern Food.” As students read, they should determine the central idea of the text and provide evidence (details) that support that central idea. Have them complete the questions and discuss their responses. Hand out copies of “Jenna and the Black Cat.” As students read, they should determine the theme of the text and provide evidence (details) that support that theme. Have them complete the questions and discuss their responses.
Summarizer/Closure/Evaluation of Lesson
Students should write a summary of “The Roots of Southern Food” showing how key details build the central idea. Tell students they will continue to use this knowledge in the lessons that follow. Have students determine the central idea of “John Brown” by writing a constructed response to the following question:
What is the central idea of “John Brown”? Cite two pieces of evidence to support your claim.
TCSS
ELA6.1.5 Learning Target(s): I can:
trace how a key individual, event, or idea is introduced and developed in a text
analyze techniques used, such as examples or anecdotes
Priority Standards:
Support Standards
Pre-requisite Learning
Priority Standards: ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). ELAGSE6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Resources for Instruction from “A Glory over Everything” by Ann Petry, pgs. 494-503 Key Events, Individuals, and Ideas PowerPoint: RI3 KWL Chart
Time Allocated 2-3 days
EQ How is a key individual, event, or idea introduced, illustrated, and elaborated through the use of techniques such as examples or anecdotes? How can I determine the author’s purpose of a text? How can I determine the author’s point of view of a text?
Activator/Connection/Warm Up Complete the first two columns of a KWL Chart on Harriet Tubman. If this is the first time you have used a KWL chart, remind/explain to students that they under the first column, they will write what they know (or think they know) about their topic. Under the second column, they will write what they want to know about their topic. For now, they will leave the third column blank.
Instructional Delivery
Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)
Explain to students that today we will be examining how an author introduces, illustrates, and elaborates key individuals, ideas, and events in a text. The text you will examine is “A Glory over Everything.” Use Harriet Tubman Video Clip (History Channel) to build background. If additional time is available, use the Key Events, Individuals, and Ideas PowerPoint: RI3 to give students background about how an author presents individuals, ideas, and events in a text. You may want to have students take notes. Have students share their KWL about Harriet Tubman with an elbow partner. After they have had a chance to discuss briefly, you may want to poll the class to see what they know and want to know. Tell them you will be reading an excerpt from Ann Petry’s biography about Harriet Tubman called Conductor on the Underground Railroad. Discuss the differences between biography and autobiography, making sure that the students understand how this will relate to the point of view of the selection. Read the selection “A Glory Over Everything” pps. 494-503. You may choose the best reading strategies for your class (whole group, small group, partners, individual). You may want to discuss the guided questions at the end of each page as story is being read.
Discuss/determine whether the piece is a narrative fiction or narrative nonfiction. After reading, have students complete the following Text-dependent questions. You can do this orally, have students work with a partner, or have students work independently to complete them. Text-dependent questions
What obstacles did Harriet Tubman face in making her decision to leave the plantation?
Reread the portion of the story about Harriet and her brothers on their first escape attempt on pages 139 & 140. Why is this incident important to the story? What does it tell you about Harriet and her siblings?
Why did Harriet’s brothers decide to return to the plantation?
What obstacles did Harriet Tubman face on her journey to Pennsylvania?
Why is this selection called “A Glory Over Everything”? Support your answer with evidence from the text.
Ask the students to also consider why an author would choose to write a biography? Based on how Ann Petry introduces, illustrates and elaborates Harriet Tubman in this selection, what can we infer about her purpose for writing and her point of view on Harriet Tubman? Remind students that we previously looked at point of view. Ask them to determine the point of view used in this selection. Re-read the paragraph on page 499 that begins, “As she went toward the quarter.” Explain why this passage could appear in a biography, but probably not in an autobiography. Choose another paragraph of at least 5 lines, and re-write it as an autobiography. (Remember to switch the pronouns as you change the point-of-view.)
Summarizer/Closure/Evaluation of Lesson
Complete the final column of the KWL chart. In doing so, students should mention key details about Harriet Tubman (based on how the author Ann Petry introduced, illustrated, and elaborated her character in the text). OR Have students complete an exit ticket:
List three details about Harriet Tubman’s journey.
List two details about Harriet Tubman’s family.
List one detail about Harriet Tubman’s appearance.
TCSS
ELA6.1.6 Learning Target(s): I can:
determine the organizational structure that is most appropriate for the topic and purpose
organize ideas, new information, and prior knowledge to clearly explain the topic
determine when facts, quotes, details, and examples are relevant to a topic
determine which transitions are best to clarify relationships among ideas and concepts and support text structure and purpose
determine where to add transitions in informative and explanatory texts
write information and explanations that use precise language and/or domain-specific language appropriately
determine the formal style of writing that is best suited for task and purpose
determine which information to use when formulating a conclusion to effectively conclude a topic
Priority Standards:
Support Standards
Pre-requisite Learning
ELAGSE6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., 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. Support Standards:
ELACC6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC6L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Resources for Instruction Holt, Elements of Language, Introductory Course, p. 671 Checklist for Informational/Explanatory Writing Explanatory Essay Graphic Organizer (Harriet Tubman) Writing Expository Essays Part 1 PowerPoint
Time Allocated 3-5 days
EQ How can I write in effective informative/explanatory text that clearly conveys ideas, concepts, and information?
Activator/Connection/Warm Up Turn and talk with a partner: What does it take to write an effective informative/explanatory text that clearly conveys ideas, concepts, and
Assess where the students are in their understanding of writing informative/explanatory writing. Use the activator as a springboard for this discussion. Provide instruction as needed on all elements of standard 2(a-f). You may want to use the Writing Expository Essays Part 1 PowerPoint.
Work through a model of Informational/Explanatory writing with the students, pointing out all of the parts that need to be addressed (Organization, introduction, support, transitions, formal style, conclusion, etc.). Provide a graphic organizer to help students organize their ideas and provide time during the writing process for peer feedback and individual conferencing. You will also want to provide some instruction on pronoun usage and punctuation (commas, parentheses, and dashes) to address standards L1 and L2.
Students will write independently on one of the following topics:
o Identify the characteristics the author of “A Glory over Everything” uses to describe Harriet Tubman. Explain how her character traits played a role in her making the decision to escape from slavery. Provide a focus for your essay and organize your ideas to explain her motivation. Provide a conclusion. (ELAGSE6W2)
o After reading “A Glory over Everything,” explain the importance of freedom to Harriet Tubman. Cite two pieces of evidence that illustrate this idea in a multi-paragraph essay. Introduce your topic, organize and develop your ideas, and provide a conclusion. (ELAGSE6W2)
o In her biography, Harriet Tubman claims that freedom is better than slavery. Was this claim worth the risk of running away? Write an argument in which you state your position and defend it in a 3-5 paragraph essay. Introduce your position, organize your opinions using citations to support your reasons, and provide a conclusion.
compare and contrast the presentation of the same event by two different authors
distinguish between fact and opinion
student must recognize differing viewpoints
explain why one author's presentation of events differs from that of another author
Priority Standards:
Support Standards
Pre-requisite Learning
Priority Standards: ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC6RI2: Determine a 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. ELAGSE6RI9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Support Standards:
ELAGSE6W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Resources for Instruction “All Aboard with Thomas Garrett” by Alice P. Miller, p. 535
from Harriet Tubman: The Moses of her People by Sarah Bradford, p. 542
“Women on 20s Group Pushes to Replace Andrew Jackson on $20 Bill” from Newsela
Connecting Central Ideas Across Texts Graphic Organizer
Time Allocated 3-5 days
EQ How is one author’s presentation similar to and different from that of another, especially in reference to central ideas?
Activator/Connection/Warm Up Have students talk with an elbow partner to briefly review what they learned about Harriet Tubman in the previous lesson.
Instructional Delivery
Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)
In previous lessons, you have addressed central ideas and key details. At this point you may need to do a brief review of these standards, or you may determine that your class may be ready to move on. You will need to talk about citing evidence. You will want to make sure that your class knows that when you cite textual evidence, you can paraphrase, quote, or provide an example. Explain the difference between these. You may have some students who need additional support, so you may want to consider grouping them based on a formative assessment. In this lesson, students will read and synthesize information from 2 texts about Harriet Tubman. These texts are from Holt: Elements of Literature, Introductory Course and include “All Aboard with Thomas Garrett” (p. 535) and from Harriet Tubman: The Moses of Her People (p. 542). To make modern day connections, students will also read and
respond to “Women on 20s Group Pushes to Replace Andrew Jackson on $20 Bill”. All students will have a Connecting Central Ideas Across Texts Graphic Organizer. Students will look at 3 ideas that are in the works. For each one, there is already one piece of evidence listed. Students will determine if that piece of evidence is a paraphrase, quote, or example. Then students will find 1-2 more pieces of evidence that support that central idea. You may want to examine the first text as a class so that you can make sure they understand the types of evidence. You will also want to make sure that they are making the connection between selecting evidence and the central idea they are supporting (not just selecting random evidence). After doing one text together, you can continue to work as a class, have students work with partners or small groups, or have students work independently. Either way, provide an opportunity for class discussion to ensure that students have understood the assignment and have selected relevant textual evidence. After discussing the central ideas and the evidence that supports the central ideas, students will complete a writing task. Three options for writing are provided below. You may choose to have all students write on the same prompt, or you may want to assign prompts based on your formative assessment of the student’s writing from previous lessons. Version 1: After reading the texts and recording the information in the chart of central ideas, students will select one of the works and write a paragraph length summary that contains textual evidence. Version 2: After reading the texts and recording the information in the chart of central ideas, students will choose the central idea that they believe is best supported through both works. They will explain the central idea and demonstrate how it is found in both works. Students must cite textual evidence. Version 3: After reading the texts and recording the information in the chart of central ideas, students write a page length essay in which they compare and contrast the way each of the works presents one of the central ideas. Students should evaluate which work is the most effective in expressing the selected central idea. Extension: Have students read and respond to “Women on 20s Group Pushes to Replace Andrew Jackson on $20 Bill” by answering questions and participating in a class discussion. Students should be able to determine the central idea and support their choice with details from the text.
Summarizer/Closure/Evaluation of Lesson
TOTD: Why is it important to read more than one account of the same subject? What is gained from reading multiple accounts?
describe how a sentence, chapter, or scene fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
determine the meaning of words and phrases as they were used in a text, including figurative and connotative; analyze the impact of a specific word choice on meaning and tone.
Priority Standards: Support Standards Pre-requisite Learning
Priority Standards: ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. ELAGSERL4: 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. Support Standards:
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RL2: Determine a theme and/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.
ELAGSE6RL5: 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.
Resources for Instruction Extended text for Unit 1: Tuck Everlasting Tuck Everlasting Anticipation Guide “Fable” by Merrill Moore (poem) “Immortality” by Jonathan Juliano. (poem) Tuck Everlasting Plot Diagram Tuck Everlasting Main Events
Time Allocated 3-5 days
EQ How does a particular sentence, chapter, scene, or stanza contribute to the development of the theme, setting, or plot? How does the author develop the point of view of a text?
Activator/Connection/Warm Up Students should respond to the statements on the Anticipation Guide before reading the text. Students can choose one statement they strongly agree with or disagree with and explain reasons for supporting that statement either orally with an elbow partner, whole class discussion, or in a paragraph. Students can revisit this Anticipation Guide at the conclusion of the novel to see if their viewpoints stayed the same or changed and explain why?
Begin the class by students answering this question in journals --What are the advantages and disadvantages of living forever? (Think) (Pair) Then, students will be grouped into groups of 4-5. They will
(I Do/Modeling) Guided Instruction/ Differentiated Instruction (We Do) Independent Practice (You Do)
come up with a list of advantages and disadvantages to staying young/living forever. After they do this, the group will pick a side. (Yes for staying young forever or no for staying young forever). (Share) Each group will then present their stance/argument to the class. Teacher will pass out a copy of Tuck Everlasting to each student. Ask students to keep a list of evidence showing examples of how they see “living forever “ in the novel. (This needs to be discussed as a whole group activity for the first few chapters until the students are ready to be released into small groups or partners.) Students are to read Prologue-Ch. 3 (7 pages) using appropriate reading strategies (out loud, independent, small group, or listening to the audio version) as the teacher facilitates. Give opportunities in the reading for students to reread a part of the text with a specific focus. Have students complete the Tuck Everlasting Plot Diagram and Tuck Everlasting Main Events handout at various points in the novel. Students should also answer text- based questions for each chapter and stop and discuss as needed. Students should read poems “Fable” by Merrill Moore or “Immortality” by Jonathan Juliano. These questions can be addressed for each poem--
“Fable” - What is the speaker’s view on death? Give two pieces of evidence to support your answer.
“Immortality” --According to the poem, why do people want to live forever?
Context clues practice:
“She knew very well what she would see in it; her reflection had long since ceased to interest her.”
Give a synonym for the underlined word.
“Indeed, he seemed almost to hang suspended there in the twilight.””
Connotation practice: Positive or Negative? Supply a word that has either a more positive or negative connotation.
“What if he should laugh at her secretly and think she was a coward?”
Choose the word with the more negative connotation?
“As Winnie watched, (scarcely/ barely) breathing, he moved the pile carefully to one side, pebble by pebble.”
Summarizer/Closure/Evaluation of Lesson
“Name It” Activity: For Chapters 1-3, students will name (title) the chapter(s) read and analyzed in class by creating a title and citing evidence from the chapter to support the title.
Learning Target(s): I can: ● make an inference/prediction based off details from the text ● make a text-to-self connection with a particular character from
the story ● recognize the protagonist vs. antagonist (remind students the
difference)
Priority Standards: ● Support Standards
● Pre-requisite Learning
Priority Standards: ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE6RL3: Describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or chance as the plot moves towards a resolution
Resources for Instruction Extended text for Unit 1: Tuck Everlasting, Chapter 4-5
“Name It” activity from previous lesson Tuck Everlasting Plot Diagram Tuck Everlasting Main Events
Time Allocated 1-2 days
EQ How does the plot progress in Tuck Everlasting?
How do the characters respond to change as the plot progresses?
How can I cite textual evidence to support my inference or analysis of the text?
Activator/Connection/Warm Up As an opening activity, students will engage in a “What’s Your Opinion?” activity. This can be done as whole group, individual worksheet, or paper/pencil via promethean board. Students will be given the following prompts: “I wish my parents gave me more freedom”, “Talking to strangers is bad”, “Animals have thoughts and feelings just like humans”, “I would run away if I was not happy at home”, and/or (depending on time and teacher choice) “It is never good to always get what you want”. Students will have to rate these prompts on a scale of 1-4, 4=strongly agree, 1=strongly disagree. They will also have to explain their answers in 2-3 sentences using personal experiences and evidence from the text. Students will share some of their ideas in the form of class discussion.
This lesson is focused on activating student thought and emotion on their reading of chapters 4-5 of Tuck Everlasting. The primary focus of this lesson is to get students to connect with Winnie (our protagonist) and her decision to run away. Students will also focus on making inferences/predictions on “The Stranger” (our antagonist), The Tucks, and the mysterious spring.
● Whole group reading of chapters 4. At the end of chapter 4, students will share their inferences about “The Stranger” and have a class discussion of Winnie as an only child. Students will connect their home life and family members to that of Winnie. Students will make inferences about what will happen in chapter 5 and whether or not they believe she will run away.
● Whole group reading of chapter 5.
During reading provide opportunities for students to complete the Tuck Everlasting Plot Diagram and Tuck Everlasting Main Events handout at various points in the novel. Students should also answer text- based questions for each chapter and stop and discuss as needed. At the end of chapter 5, students should predict in a paragraph why Ma Tuck was horrified at the fact that Winnie found the spring and said, “The worst is happening at last.”
Summarizer/Closure/Evaluation of Lesson
Students will complete chapters 4-5 of their “Name It” activity.
Teacher can chose to assess any aspect of the lesson, including but not limited to:
● Ability to cite textual evidence in the “What’s Your Opinion?” activity (either collect student work as an individual grade, or informally assess students before, during, and after via class discussion)
● Informal assessment to monitor comprehension at the end of each chapter
● Inference/prediction paragraph at the end of chapter 5 (collect as a grade or informally assess via students sharing/reading-aloud)
Learning Target(s): I can: retell the series of plot events in chronological order describe the resolution describe how the plot unfolds, episode by episode describe how characters respond as the plot moves forward describe how characters change as the plot moves forward describe the relationship between events and characters describe the relationship between events in the plot as they lead to
the resolution describe the change in the characters as they reach the resolution describe where conflicts exist in the story
Priority Standards: ● Support Standards
● Pre-requisite Learning
Priority Standards: ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Support Standards:
ELAGSERL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RL5: 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.
Resources for Instruction Extended text for Unit 1
Tuck Everlasting, Chapter 12
● “Name-It” activity from previous lessons (1.9) ● Post it notes
Tuck Everlasting Plot Diagram Tuck Everlasting Main Events
Time Allocated 1-2 days
EQ How does a particular story’s plot progress to a resolution and how do the characters change?
How does a particular sentence, chapter, scene, or stanza contribute to the development of the theme, setting, or plot?
Activator/Connection/Warm Up Quick Write: In chapter 11, Tuck says, “Everyone hush. I’ll take Winnie rowing out on the pond. There’s a good deal to be said and I think we better hurry up and say it. I got a feeling there ain’t a whole lot of time.”
What do you think Tuck means by this? What do you think will happen next?
***NOTE: This lesson focuses on Chapter 12 whereas the previous lesson ended with Chapter 5. Teachers should provide opportunities for students to read chapters 6-11 while focusing on the same ELA GSE priority standards for this unit. Read chapter 12 using appropriate strategies (out loud, independent reading, small group reading, etc.) Go back and model close reading by helping students to begin the activity below.
After reading, students will work in small groups or with a partner to answer the following question
● What reasons does Tuck give to convince Winnie to keep the secret and not drink from the spring?
Distribute two different colors of sticky notes to each group. Students will use one color sticky note to list quotes giving reasons for keeping the spring a secret and the other color sticky note to list reasons for not drinking from the spring. For example, Tuck tells Winnie, “You can’t live without dying. So you can’t call it living, what we got,” as a way of convincing Winnie to not drink from the spring. He says, “All the little ones little forever, all the old ones old forever,” as a way of convincing her to keep the secret. In addition, students could explain each quote in their own words. Have students place sticky notes on the board. Compare answers. Discuss why this chapter is so crucial to this novel.
● In what ways are Winnie Foster and Angus Tuck different? Use details from the text to support your answer. (Students can create a T chart to compare the two characters.)
● What does the simile “we just are, we just be, like rocks beside the road” mean in the context of this chapter? What two things are being compared?
Possible answer: When Tuck says that “we just are, we just be, like rocks beside the road” it makes me first think of rocks which are stiff, still, not growing any larger and not moving unless someone or something picks them up. Tuck says he’s like a rock unchanging and unnatural and that’s not how life should be in order to convince Winnie not to drink from the spring and to keep the secret of the spring. This simile helps put a picture in the reader’s mind that if people were rocks, it would be really boring to sit and watch all the action on the road as everyone and everything passes by.
● How does Natalie Babbitt use the setting to convey the theme “life must go on” in this chapter?
Possible answer: Natalie Babbitt uses the setting of the pond to convey the theme “life goes on” in Chapter 12 when Tuck is talking about the water cycle. He talks to Winnie about how the sun shines and then sucks up the water in the pond, then the water goes into the clouds and then when it rains the water fills the streams and feeds into the pond. Then he says that “everything’s a wheel, turning and turning,
TCSS
never stopping.” Later on Tuck tells Winnie the specific details of how frogs, bugs, fish (which are found at a pond) and people are all part of the circle of life, part of the wheel too. After Tuck mentions the water cycle and life cycle that he sees around him at the pond, he then says “that’s the way it’s supposed to be. That’s the way it is,” which really sums up how he feels about the theme that life must go on. Tuck is reflecting on how he feels about the topic of life and death. In conclusion, Angus Tuck and Natalie Babbitt used the setting of the pond to give examples for Winnie and readers which help them to realize that the theme of “life must go on” is truly a natural thing.
Have students write a paragraph in which they respond to the following:
If it were Jesse talking to Winnie about life on the lake instead of Pa Tuck, what would he say to her?
Summarizer/Closure/Evaluation of Lesson
● Complete “Name-It” activity for Chapter 12.
● TOTD: Why did the author choose to include this chapter? Why is it important to the plot?
TCSS
ELA6.1.11 Learning Target(s): I can:
retell the series of plot events in chronological order describe the resolution describe how the plot unfolds, episode by episode describe how characters respond as the plot moves forward describe how characters change as the plot moves forward describe the relationship between events and characters describe the relationship between events in the plot as they lead to
the resolution describe the change in the characters as they reach the resolution describe where conflicts exist in the story
Priority Standards: ● Support Standards
● Pre-requisite Learning
Priority Standards: ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Support Standards:
ELAGSERL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RL2: Determine a theme and/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.
ELAGSE6RL5: 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.
ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Resources for Instruction Extended text for Unit 1
Tuck Everlasting
● “Name-It” activity from previous lessons ● Post it notes
Informational Texts for use in making connections:
“More People Are Living Longer” from Newsela
“Children’s Brains Can Be Stunted by Harsh Parenting, Researchers Say” from Newsela
“It Could Be Possible for Our Pets to Live Longer” from Newsela
LESSONS TO BE FURTHER DEVELOPED: ***NOTE: This lesson focuses provides opportunities to continue to read Tuck Everlasting if time permits. Teachers should provide opportunities for students to complete the novel while focusing on the same ELA GSE priority standards for the previous lessons. Text-based questions should address the standards (RL1, RL2, RL3, and RL5). During reading provide opportunities for students to complete the Tuck Everlasting Plot Diagram and Tuck Everlasting Main Events handout at various points in the novel. Students should also answer text- based questions for each chapter and stop and discuss as needed. As you conclude the reading (or get further into the text), provide opportunities for students to determine themes and examine how these themes are conveyed. To arrive at theme, you may want to ask students to consider what message the author seems to be making about the following topics and have them provide details that help to convey the messages or themes:
Death
Time
Choices
Existence
Love
Friendship
Lies and Deceit NOTE: There may be other topics you want to consider. The important point here is that students understand that a theme is a message about a significant topic in the text and that the themes are supported by details. Provide guidance as needed in this process. Additional text connections should be made using a variety of informational texts listed in the resources for this lesson.
Lesson on Narrative poetry to focus on the narrative aspect of poetry including structure and narrative writing (rewriting a portion in paragraph form) and lessons on additional unit selections. Learning Target(s):
Priority Standards:
Support Standards
Pre-requisite Learning
ELAGSE6RL5: 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.
Resources for Instruction “The Sneetches” by Dr. Seuss, p. 657 “John Henry” by Anonymous, p. 665
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery
Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)
