• Learning Goal | Analyze what and how Tobias learns in Castle Diary
• Language Progress | Set goals to improve discussions.
Prologue to L22
• Learning Goal | Identify prepositional phrases and clauses in sentences from Castle Diary
• Language Progress | Use clauses and prepositional phrases.
Arc C | The Midwife’s Apprentice
Prologue to L24
• Learning Goal | Analyze descriptive details used to describe the main character in The Midwife’s Apprentice
• Language Progress | Use description and pacing to develop characters and events.
62
68
74
80
86
Prologue to L26
• Learning Goal | Determine Alyce’s feelings in The Midwife’s Apprentice.
• Language Progress | Support what you say with relevant evidence from the text, including quotations.
Prologue to L30
• Learning Goal | Analyze Alyce’s experiences over the narrative arc of The Midwife’s Apprentice
• Language Progress | Use narrative elements to logically establish, propel, and reflect on narrated events and experiences.
Prologue to L31
• Learning Goal | Analyze Alyce’s development of agency in The Midwife’s Apprentice
• Language Progress | Ask questions that require detailed responses from others.
Prologue to L35
• Learning Goal | Orally rehearse a fluency passage from The Midwife’s Apprentice.
• Language Progress | Speak at a volume and rate others can understand.
100
94
Appendices
How does society influence a person’s future?
PROLOGUE MODULE FOCUS
In module 1, Arts & Letters Prologue™ lessons focus on helping students deepen their understanding of how society influences a person’s future.
• Prologue lessons support reading development by helping students understand how perspective and point of view shape the way characters describe and experience events. Students learn how medieval society influences interactions between citizens of a medieval village in Good Masters! Sweet Ladies! They read a first-person account of how society influences expectations for Tobias in Castle Diary. Finally, students explore how one can overcome society’s expectations in The Midwife’s Apprentice.
• Prologue lessons support writing development by reviewing narrative elements.
• Prologue lessons support speaking and listening development by providing more instruction and practice for the module’s speaking and listening goals: Follow discussion norms; speak at a volume and rate others can understand; set goals to improve discussions; support what you say with relevant evidence from the text, including quotations; and ask questions that require detailed responses from others. Use the module Speaking and Listening Goal Tracker to track progress toward these goals.
• Prologue lessons support language development by helping students understand the function and use of clauses and prepositional phrases.
PROLOGUE TEXTS
Books
Literary
• The Midwife’s Apprentice, Karen Cushman
Informational
• Castle Diary: The Journal of Tobias Burgess, Page, Richard Platt and Chris Riddell
• Good Masters! Sweet Ladies! Voices from a Medieval Village, Laura Amy Schlitz and Robert Byrd
KNOWLEDGE THREADS
• In medieval Europe, a rigid social order existed in which kings and clergy were at the top, followed by noble lords, then knights, and finally peasants making up the lowest social class.
• Society and parentage dictated what a child would learn; schools in medieval Europe were rare and attended by the highest social class, and peasants learned trades through apprenticeship and experience.
• In medieval Europe, bloodletting and midwifery were routine medical practices; however, medical education and treatment were largely dependent on one’s social status.
• Acquiring knowledge is a human instinct, and, even in a rigid social order, can lead to increased opportunities or a stronger sense of self.
• Medieval feasts and festivals served various social and functional purposes, including religious observances, markers of seasonal change, and celebrations, in which members of different social classes could partake.
PROLOGUE MATERIALS AND PREPARATION
Prepare the following materials for use throughout the module.
• Determine how to access the module texts.
• Determine how to display Prologue reference charts, Prologue student resources, and select Learn book pages. These are listed in the Materials section of each lesson.
• Print or copy student resources from the Prologue Student Resources appendix. These are listed in the Materials section of each lesson.
• Determine how to access the Module 1 Speaking and Listening Goal Tracker from the digital platform.
• Ensure access to the module 1 Knowledge Cards.
• Ensure students have paper for short responses. They can use their journals or other paper.
• For a comprehensive list of all the materials used in the module, see the digital platform.
PROLOGUE ENGLISH LANGUAGE DEVELOPMENT STANDARDS
Arts & Letters Prologue lessons for module 1 provide additional language support to develop the following English Language Development (ELD) standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the digital platform for a lesson-by-lesson breakdown of ELD standards.
WIDA Standards
ELD-SI.4-12.Narrate: Multilingual learners will
• Share ideas about one’s own and others’ lived experiences and previous learning
• Connect stories with images and representations to add meaning
• Recount and restate ideas to sustain and move dialogue forward
ELD-SI.4-12.Inform: Multilingual learners will
• Report on explicit and inferred characteristics, patterns, or behavior
• Sort, clarify, and summarize relationships
• Summarize most important aspects of information
ELD-SI.4-12.Explain: Multilingual learners will
• Generate and convey initial thinking
• Compare changing variables, factors, and circumstances
ELD-SI.4-12.Argue: Multilingual learners will
• Support or challenge an opinion, premise, or interpretation
ELD-LA.6-8.Narrate.Interpretive: Multilingual learners will interpret language arts narratives by
• Analyzing how character attributes and actions develop in relation to events or dialogue
• Evaluating impact of specific word choices about meaning and tone
ELD-LA.6-8.Narrate.Expressive: Multilingual learners will construct language arts narratives that
• Engage and adjust for audience
ELP Standards
Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.
Standard 4: An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.
Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.
Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.
Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.
Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.
PROLOGUE LANGUAGE CONNECTIONS
Students’ home languages and cultures are assets that everyone in the school setting should value and celebrate. Teachers can support the strategic use of home languages to facilitate activating background knowledge, acquiring ELA knowledge and world knowledge, and engaging with grade-level content. This can happen individually or in groups. Teachers should encourage students to draw explicit metalinguistic connections between English and their home language through cognates and morphological awareness.
Multilingual learners in the United States speak a variety of languages at home, but an increasing majority speak Spanish at home. In 2019, more than 75 percent of students who were identified as “English learners” spoke Spanish as a home language (National Center for Education Statistics). For this reason, we offer a number of supports for Spanish speakers.
Contrastive Analysis
This module focuses on helping students understand how clauses work in sentences. Prologue lessons help students understand the function and correct use of prepositional phrases. For students who also speak other language(s), the grammatical rules of English may be confusing. Here are some grammatical differences for which students may need extra explanation and modeling of this structure. In addition to Spanish, we compare English to Arabic and Chinese, the second and third most common languages spoken among multilingual learners in the United States (National Center for Education Statistics).
Language Similarity
Spanish Spanish also has several types of clauses.
Difference
Unlike English, Spanish allows subject-verb inversion in adjective clauses.
Language Similarity Difference
Arabic Relative clauses come after the verb, as they do in English.
There is no human/non-human distinction in relative pronouns in Arabic. Object pronouns are included in relative clauses in Arabic. Unlike in English, clause reductions are not possible in Arabic.
Chinese Chinese also has adjective clauses. Unlike in English, adjective clauses appear before the noun in Chinese. Clause reductions are not possible.
Spanish Cognates
Here are Spanish cognates for terms taught in module 1 Prologue lessons. Teacher notes in the lessons draw attention to Spanish cognates. Use an online Spanish dictionary for pronunciation guidance or to play a recording of the Spanish cognate for students.
Module Finale Lesson 36 Know module texts Socratic seminar
End-of-Module Task completed
Prologue to Lesson 3
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students discuss Hugo’s and Taggot’s experiences in Good Masters! Sweet Ladies! As they discuss character experiences, students practice following discussion norms. This work prepares them to compare characters in lesson 3.
Learning Goal
Discuss Hugo’s and Taggot’s experiences in Good Masters! Sweet Ladies!
LEARNING TASK: Compare Hugo’s and Taggot’s social statuses.
Language Progress
In this lesson, students work on this module speaking and listening goal: Follow discussion norms.
To support students with beginning English proficiency, model with a student how to listen respectfully and use textual evidence in a discussion. To support students with intermediate English proficiency, invite a small group to model how to listen respectfully, include everyone, and use textual evidence in a discussion.
Vocabulary
medieval (adj.) status (n.)
Materials TEACHER
• Good Masters! Sweet Ladies!
• Knowledge Cards: medieval, status
STUDENTS
• Good Masters! Sweet Ladies!
Preparation
• none
LAUNCH 5
minutes
Build Background Knowledge About Life in the Middle Ages
1. Remind students that Good Masters! Sweet Ladies! is about people in a medieval village.
2. Review the vocabulary term medieval by displaying the Knowledge Card. Explain that the Vocabulary Exploration routine has four parts. First, you say the term and simultaneously clap once for each syllable. Then, students copy the action by repeating the term and clapping once for each syllable. Next, you identify and share word parts or challenging letter-sound correspondences that can help students accurately decode the word. Finally, you invite a student to read aloud the definition. Practice this routine with the term medieval.
Language Support
The term medieval has a Spanish cognate: medieval. Share this language connection with students whose home language is Spanish.
3. Direct students to Good Masters! Sweet Ladies! Direct attention to the illustration of a medieval manor in England on pages x–1. Explain that a manor is a large house on a large piece of land. Emphasize that a lord controlled the land and the people living on it during the Middle Ages.
4. Tell students that they will follow the instructional routine Think–Pair–Share to discuss what it might be like to live in a medieval manor. Explain that this routine has three parts. First, students silently think about their response. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Instruct students to Think–Pair–Share to answer this question:
What do you think life would be like if you lived in a medieval manor?
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss this question.
Definition
medieval (adj.): of or relating to the Middle Ages, the period of European history from about 500 CE to 1500 CE
5. Use responses to emphasize that life during the Middle Ages was different from life today. Tell students that they will learn more about what life was like back then by reading two monologues. Remind students that a monologue is a long speech given by a performer or a character in a story, movie, play, etc.
6. Tell students that they will read the monologues of two characters from different parts of medieval society and analyze their experiences.
LEARN 20 minutes
Describe Hugo’s and Taggot’s Experiences
1. Direct attention to page 2. Echo Read the title: “Hugo, the Lord’s Nephew.” Remind students that the lord is the person in charge of the manor and the people living in the manor. Read aloud the first sentence: “The Feast of All Souls, I ran from my tutor—” Explain that a tutor is a teacher who often works with one student.
2. Direct attention to the number after “The Feast of All Souls” in the first line of the monologue. Explain that this number indicates that the phrase “The Feast of All Souls” has an endnote. Tell students that endnotes are used when authors include more information about a subject.
3. Model how to locate the endnotes for “Hugo, the Lord’s Nephew” on page 83. Read aloud the endnote for “The Feast of All Souls.” Ask this question: What information does the endnote provide about the Feast of All Souls?
4. Reinforce the correct response: The Feast of All Souls is a holy day to honor the dead. It is celebrated on November 2.
5. Instruct students to identify another word that has an endnote on page 2. Then tell students to locate and read the endnote for “friants” on page 83. Tell students that a boar is a pig.
Language Support
For students with beginning English proficiency, read aloud the endnote.
6. Tell students that they will now determine what is happening by listening to the first stanza. Read aloud the first stanza on page 2 from “The Feast of” to “in the forest.” Ask this question:
What is happening in this stanza?
Teacher Note
Use gestures while reading the text to help students comprehend what is happening. For example, hold your palms a distance away from each other to emphasize how large the boar’s tracks are while reading “this big” (2).
7. Reinforce the correct response: Hugo is running from his tutor and finds a boar. Emphasize that Hugo is trying to avoid learning Latin and grammar from his tutor.
8. Explain that this stanza provides details about Hugo’s status. Introduce the vocabulary term status by displaying the Knowledge Card and definition. Engage students in Vocabulary Exploration.
Language Support
The term status has a Spanish cognate: estatus. Share this language connection with students whose home language is Spanish.
9. Think aloud to model how to connect information from the stanza to Hugo’s status.
10. Tell students that they will examine another character, named Taggot, and discuss her status. Direct attention to page 5. Choral Read the title: “Taggot, the Blacksmith’s Daughter.” Tell students that a blacksmith works with iron. Blacksmiths often made horseshoes during medieval times.
11. Read aloud the portion of page 6 from “My fine big” to “feel them trembling.” Ask this question:
What is happening in this stanza?
12. Reinforce the correct response: Taggot is calming a horse. Emphasize that Taggot is supporting her family’s business by working with the horses.
Definition status (n.): the position or rank of someone or something when compared to others in a society, organization, group, etc.
Sample Think Aloud
I know that Hugo is the lord’s nephew, and medieval lords had a high social status. I also know that many children from lower social statuses did not go to school or learn things like Latin and grammar in medieval times. I think these things show that Hugo probably has a high social status.
13. Instruct students to Think–Pair–Share to answer this question:
What information does this stanza provide about Taggot’s social status?
Language Expansion
For students with intermediate English proficiency, prompt them use the conjunction because in their response.
14. Reinforce the correct response: Taggot probably does not have a high social status because she must work in the family’s business.
15. Explain that students will now work in small groups to compare Hugo’s and Taggot’s social statuses. Tell students that they will follow discussion norms during their conversation. Display and Choral Read these norms:
• Speak and listen respectfully.
• Use textual evidence.
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Form small groups. Instruct groups to follow the discussion norms as they discuss this prompt: Compare Hugo’s and Taggot’s social statuses.
Analyze Student Progress
Monitor: Do students identify that Hugo holds a higher status and position in medieval society than Taggot?
Offer Immediate Support: If students need additional support comparing Hugo’s and Taggot’s statuses, draw attention to the differences between the two characters’ activities during each excerpt.
2. Invite a few students to share their responses. Use responses to emphasize that Hugo probably has a higher social status because he has a tutor. Taggot probably has a lower status in society because she has to work.
3. Summarize that students can use textual evidence to learn about a character’s social status.
Prologue to Lesson 5
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students practice fluently reading an excerpt from Good Masters! Sweet Ladies! and identifying expectations placed on the narrator. As they read aloud, students practice speaking at a volume and rate others can understand. This work prepares students to identify connections among characters in lesson 5.
Learning Goal
Analyze Otho’s experiences as the son of a miller in Good Masters! Sweet Ladies!
LEARNING TASK: Discuss the expectations placed on Otho and explain how he feels knowing this.
Language Progress
In this lesson, students work on this module speaking and listening goal: Speak at a volume and rate others can understand.
To support students with beginning English proficiency, model with a student how to speak in a discussion with appropriate volume and rate. To support students with intermediate English proficiency, invite them to model both examples and nonexamples of speaking at a volume and rate others can understand.
Vocabulary
expectation (n.)
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Knowledge Card: expectation
STUDENTS
• Good Masters! Sweet Ladies!
Preparation
• none
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Instruct students to answer this question with a partner:
What is something you must do every day?
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss this question.
Key Ideas
• work on homework
• clean room
• come to school
2. Tell students that they described different things that they are expected to, or must, do. Explain that most people under a certain age are expected to come to school and learn.
3. Direct students to Good Masters! Sweet Ladies! Tell students that many of the characters in the text are expected to do certain things. Direct attention to page 18. Read aloud the portion of page 18 from the title “Thomas, the Doctor’s Son” to “learn more medicine.” Instruct students to Think–Pair–Share to answer this question:
What is Thomas expected to do?
4. Reinforce the correct response: become a doctor like his father.
5. Explain that expectations placed on these characters are often based on their place in the social hierarchy. Introduce the vocabulary term expectation by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Definition expectation (n.): a belief that something will happen or is likely to happen
6. Direct attention to expect in expectation. Emphasize that an expectation is something that someone is expected to do.
7. Tell students that they will analyze another character’s experiences to learn what he is expected to do.
LEARN 20 minutes
Analyze Expectations in Good Masters! Sweet Ladies!
1. Remind students that they have been practicing how to read fluently. Tell students that today they will focus on expression. Remind students that expression means “using voice to show feeling.” Direct attention to page 27. Read aloud the title “Otho, the Miller’s Son” using an angry expression. Then read aloud the title using a happy expression. Ask this question: What did you notice about how the title was read?
2. Use responses to emphasize that you used different expressions each time.
3. Remind students that Good Masters! Sweet Ladies! is a compilation of monologues based on different characters. Tell students that the monologues are meant to be performed with an expression that matches how each character feels.
4. Direct attention to the number after “miller” in the first line of the monologue. Remind students that the number indicates that there is an endnote that provides more information about a miller. Instruct students to locate and read the endnote on page 86. Ask this question:
What did you learn about millers from the endnote?
Language Support
For students with beginning English proficiency, provide images of millers to support their understanding of this occupation.
5. Reinforce the correct response: Millers were unpopular because their job was to grind grain for people to make bread, but millers were often dishonest.
6. Remind students that bread was not sold in stores like it is today, and many people had to make their own bread using flour from grain that millers ground. Millers were considered dishonest because they often replaced some of the flour with chalk.
7. Explain that endnotes are also useful when determining an appropriate expression for fluent reading. Instruct students to Think–Pair–Share to answer this question:
How might Otho feel about being a miller’s son?
Language Support
For students with beginning English proficiency, provide a visual word bank of different feelings.
Key Ideas
• embarrassed
• frustrated
• angry
Language Expansion
For students with intermediate English proficiency, prompt them to use evidence from the text to support their responses.
8. Emphasize that Otho mentions later in the monologue that he does not like his father, which means that he may not want to be a miller like his father. Model how to fluently read aloud the first paragraph on page 27 from “Father is the” to “my daily bread” using an expression that suggests anger or resentment.
9. Direct attention to the following line on page 27: “I know the family business.” Ask these questions:
What business is Otho referring to?
Who do you think taught Otho the family business?
Teacher Note
Based on your students’ needs, model how to find and highlight important information given in the monologue, including “Father is the miller,” “I shall be the miller,” and “I know the family business” (27).
10. Reinforce these correct responses:
• business—being a miller
• who—his father
11. Emphasize that Otho likely does not like being taught the family business by his father.
12. Form pairs. Instruct students to fluently read aloud the first paragraph on page 27 from “Father is the” to “my daily bread” placing an emphasis on expression.
13. Choral Read a portion of the first paragraph from “I know the” to “the hungry customer.” Explain that “drummed into my head” is a figure of speech that suggests that Otho’s father has told him the same thing several times. Ask this question:
What has been drummed into Otho’s head?
14. Reinforce the correct response: how to cheat the hungry customer.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Think–Pair–Share to answer these questions:
What is Otho expected to do?
How does he feel about this expectation?
Analyze Student Progress
Monitor: Do students identify the expectation placed on Otho as a miller and that he dislikes having this expectation on him because it means that others treat him differently?
Offer Immediate Support: If students need additional support identifying what expectation was placed on Otho, remind them that an expectation is a belief that something will happen or is likely to happen. Ask these questions: How did others treat Otho? Why?
2. Reinforce the correct responses:
• expectation—Otho was expected to be a miller and cheat customers.
• feel—Otho feels angry because he does not want to be a miller like his father.
3. Summarize that students can use details from the text to better understand how characters feel and that students can then read with the appropriate expression.
Prologue to Lesson 6
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students analyze characters’ feelings in Good Masters! Sweet Ladies! As they discuss feelings, students practice supporting what they say with relevant evidence from the text, including quotations. This work prepares students to compare narrators’ points of view in lesson 6.
Learning Goal
Analyze characters’ feelings in Good Masters! Sweet Ladies!
LEARNING TASK: Use textual evidence to support the idea that Taggot feels nervous about meeting Hugo.
Language Progress
In this lesson, students work on this module speaking and listening goal: Support what you say with relevant evidence from the text, including quotations.
To support students with beginning English proficiency, model how to annotate the text to search for relevant evidence. To support students with intermediate English proficiency, invite students to discuss why their evidence supports their response in discussions.
Vocabulary
feeling (n.) point of view
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Feeling Words (Prologue Reference Charts appendix)
STUDENTS
• Good Masters! Sweet Ladies!
• journal
Preparation
• Determine how to display Feeling Words. See the Learn section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Direct students to Good Masters! Sweet Ladies! and direct attention to page 24. Ask this question:
What do you remember about Mogg?
Key Ideas
• Her father dies.
• The lord wants to take her family’s cow.
• Her family tricks the lord into taking the family’s pig.
2. Echo Read the title of the monologue. Ask this question:
What is a villein?
Prompt students to use the endnote to determine the meaning of villein.
3. Reinforce the correct response: A villein is a peasant who isn’t free.
Language Support
The term villein has a Spanish cognate: villano. Share this language connection with students whose home language is Spanish.
4. Use responses to emphasize that students supported their answer with textual evidence.
5. Tell students they will use textual evidence to determine characters’ feelings.
LEARN 20
minutes
Discuss Characters’ Feelings
1. Introduce the vocabulary term feeling by displaying the term and definition. Engage students in Vocabulary Exploration.
2. Display Feeling Words. Review several of the feelings. Invite students to use their facial expressions to match the expressions for the reviewed feelings.
3. Read aloud the first stanza on page 24, starting with “My father died.” Direct attention to the use of “My” and “I.” Ask this question:
Who is telling this story?
4. Reinforce the correct response: Mogg.
5. Explain that this monologue is told from Mogg’s point of view. Introduce the vocabulary term point of view by displaying the term and definition. Engage students in Vocabulary Exploration.
6. Tell students that readers learn about Mogg’s feelings because the monologue is told from her point of view. Instruct students to listen for details about Mogg’s feelings. Read aloud the portion of the second stanza on page 24 from “My father died” to “I was glad.” Ask this question:
How does Mogg feel about her father dying?
Language Expansion
For students with intermediate English proficiency, prompt them to provide feelings that are synonyms for glad
7. Reinforce the correct response: glad. Remind students that Mogg’s father was not nice, which is why she was glad when he died.
Definition feeling (n.): an emotional state or reaction
Definition point of view: the perspective from which a story is told
8. Tell students that her father’s death means that Mogg has more responsibilities or things she must do. Instruct students to listen for details about this responsibility and Mogg’s feelings about it. Read aloud the portion of page 24 from “‘Mogg,’ says Mother,” to “under my breath.” Instruct students to Think–Pair–Share to answer these questions:
What is Mogg’s new responsibility?
How does she feel about her new responsibility?
Language Support
For students with beginning English proficiency, ask each question individually while directing their attention to the specific stanzas that include the answers.
9. Reinforce these correct responses:
• responsibility—take grain to the mill
• feel—angry, frustrated, upset
10. Remind students that they are working to support their answers with textual evidence. Ask this question:
What evidence from the text supports the idea that Mogg feels angry, frustrated, or upset?
11. Reinforce the correct response: “cursing under my breath” (24). Annotate this part of the text and instruct students to do the same.
12. Tell students that they can use this textual evidence to explain why they think Mogg feels frustrated. Think aloud to model how to use textual evidence to support this idea.
13. Instruct students to work with a partner to use textual evidence to explain why they think Mogg feels angry, frustrated, or upset.
Sample Think Aloud
I know that cursing is something that someone might do when they are frustrated. I think Mogg feels frustrated because the text says she was cursing under her breath.
14. Tell students they will now discuss another character’s feelings. Direct attention to page 5. Choral Read the title “Taggot, the Blacksmith’s Daughter.” Remind students that Taggot meets Hugo and describes their interaction in her monologue. Instruct students to listen for details about Taggot’s feelings during this meeting. Read aloud the portion of page 8 from “What’s your name” to “my whole heart.” Ask this question:
How do you think Taggot feels about meeting Hugo?
15. Use responses to emphasize that Taggot might feel nervous about meeting Hugo. Read aloud the portion of page 8 from “I never did” to “my whole heart” to reinforce this idea. Explain that someone may not want to speak when they are nervous.
16. Tell students that they will now work with a partner to read and find more evidence about how Taggot feels about meeting Hugo. Instruct students to read the portion of page 8 from “I reached out” to “for how long” and annotate details about Taggot’s feelings. Listen for students to determine the correct responses:
• feels—nervous, shy, loving
• evidence—“my face got hot”
• evidence—“Taggot’s blushing”
• evidence—“hid my face in my hands”
Language Support
For students with beginning English proficiency, explain that blushing means “a reddening of the face likely due to embarrassment.”
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Tell students that they will follow the instructional routine Jot–Pair–Share to respond to a question. Explain that this routine has three parts. First, students jot a short answer to the question. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Instruct them to Jot–Pair–Share to answer this question:
What evidence supports the idea that Taggot is nervous about meeting Hugo?
Analyze Student Progress
Monitor: Do students use textual evidence to support the idea that Taggot feels shy or nervous about meeting Hugo?
Offer Immediate Support: If students need additional support finding evidence to support their answers, direct their attention to the line “Taggot’s blushing” (page 8) and ask this question: What does blushing suggest about how Taggot feels?
Key Ideas
• The text says she did not speak to him.
• The text says she was blushing.
• The text says she hid from him.
2. Summarize that students can use textual evidence to determine how characters feel.
Prologue to Lesson 7
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students identify narrative elements in Good Masters! Sweet Ladies! Students use narrative elements to logically establish, propel, and reflect on events and experiences. This work prepares students to identify narrative elements in a writing model in lesson 7.
Learning Goal
Discuss narrative elements in the interaction between Isobel and Barbary.
LEARNING TASK: Identify the rising action and the falling action in the interaction between Isobel and Barbary.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use narrative elements to logically establish, propel, and reflect on narrated events and experiences.
To support students with beginning English proficiency, create a poster of the narrative elements and their definitions for students to refer to during their discussions. To support students with intermediate English proficiency, invite them to discuss which narrative element reveals the most about Isobel.
Vocabulary
climax (n.)
exposition (n.)
falling action
resolution (n.)
rising action
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Narrative Elements Visual (Prologue Reference Charts appendix)
STUDENTS
• Good Masters! Sweet Ladies!
• Narrative Elements Organizer (Prologue Student Resources appendix)
Preparation
• Determine how to display the Narrative Elements Visual. See the Launch section for details.
• Determine how to display the Narrative Elements Organizer. See the Learn section for details.
LAUNCH 5 minutes
Build Knowledge About Narrative Elements
1. Display the Narrative Elements Visual. Tell students that this is a visual representation of the narrative elements. Direct attention to and Choral Read each element.
2. Explain that some people compare the narrative elements to a roller coaster ride. Ask this question:
What happens before, during, and at the end of a roller coaster ride? How do those actions relate to narrative elements?
3. Use responses to reinforce that the exposition includes information about who is going to ride the roller coaster and where the roller coaster is located. The rising action might include details about getting tickets, standing in line, and boarding the roller coaster. The climax might include details about a big drop or another fun part of the ride. The falling action might include details about what happens after the big drop, and the resolution might describe getting off the ride.
4. Tell students that they will identify details about the exposition of the interaction between Isobel and Barbary in Good Masters! Sweet Ladies! Direct attention to pages 42–45. Choral Read the title of each monologue. Ask these questions:
6. Tell students they will identify details about other narrative elements in the interaction between Isobel and Barbary.
LEARN
20 minutes
Discuss Narrative Elements
1. Distribute the Narrative Elements Organizer. Tell students they will use this organizer to capture information about the narrative elements in the interaction between Isobel and Barbary.
2. Display the class Narrative Elements Organizer and direct attention to the term exposition and its definition. Engage students in Vocabulary Exploration.
Language Support
The term exposition has a Spanish cognate: exposición. Share this language connection with students whose home language is Spanish.
3. Direct attention to the last column of the organizer. Explain that this is where students will add details about each narrative element. Model adding market to the column. Instruct students to add other details about the exposition to the column.
4. Tell students that the exposition also includes information about a conflict or disagreement between the characters. This often includes internal thoughts and feelings. Remind students that each monologue is told from a different character’s point of view, which helps the reader understand how each character feels.
Language Expansion
For students with intermediate English proficiency, prompt them to think about conflicts they’ve read about in different monologues in the unit.
5. Tell students that Barbary’s monologue helps the reader understand the conflict between Isobel and Barbary.
Definition exposition (n.): background information about setting or characters
6. Instruct students to listen for details about the conflict between Isobel and Barbary. Read aloud the portion of page 47 from “That’s when I” to “hands were free.” Instruct students to Think–Pair–Share to answer this question:
How do you think Barbary feels about Isobel?
Language Support
For students with beginning English proficiency, have students refer to Feeling Words from Prologue to lesson 6 to assist them in answering this question.
7. Reinforce the correct response: Barbary does not like Isobel.
Remind students that Barbary is upset about having to take her twin siblings to the market because she does not know how to manage shopping while also keeping an eye them. Barbary may dislike Isobel because Isobel has a servant to help her shop while Barbary is busy trying to shop and hold the twins’ hands.
8. Tell students that they will skip a few of the narrative elements to discuss the climax of the interaction between Isobel and Barbary. Direct attention to the term climax and its definition on the organizer. Engage students in Vocabulary Exploration.
Language Support
The term climax has a Spanish cognate: clímax. Share this language connection with students whose home language is Spanish.
9. Direct attention to page 42. Read aloud the portion of page 42 from “I passed through” to “clod of dung.” Then direct attention to page 47. Read aloud the portion of page 47 from “I let go” to “and let fly.” Instruct students to Think–Pair–Share to answer this question:
What is the climax of the interaction between Isobel and Barbary?
10. Reinforce the correct response: Barbary throws dung at Isobel. Instruct students to add this to the Examples column of the organizer.
Definition
climax (n.): the most exciting and important part of a story, play, or movie
11. Direct attention to the term resolution and its definition on the organizer. Engage students in Vocabulary Exploration.
Language Support
The term resolution has a false Spanish cognate: resolución. Share this language connection with students whose home language is Spanish to help them differentiate the terms and avoid confusion.
12. Direct attention to page 44. Read aloud the portion of page 44 from “My gown is” to “eyes cast down.” Then direct attention to page 49, and read aloud the first sentence: “On the way home I went to church.”
13. Instruct students to Think–Pair–Share to answer this question: What was the resolution of the interaction between Isobel and Barbary?
14. Reinforce the correct response: Isobel and Barbary both leave. Instruct students to add this to the Examples column of the organizer.
15. Tell students they will identify the last two narrative elements with a partner. Direct attention to rising action and falling action and their respective definitions. Engage students in Vocabulary Exploration.
Definition
resolution (n.): the point in a story at which the main conflict is solved or ended
Definitions
rising action: the events leading to the climax of a story
falling action: the events that occur after a story’s climax and before the ending
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Form pairs. Instruct students to identify the rising action and the falling action in the interaction between Isobel and Barbary.
Analyze Student Progress
Monitor: Do students identify events that occur right before and after the climax?
Offer Immediate Support: If students need additional support identifying the rising action and the falling action, invite them to act out the interactions, pausing right before Barbary throws the dung. Then invite them to act out each character’s actions after the dung is thrown.
2. Invite a few students to share their responses. Reinforce these correct responses:
• rising action—Barbary sees Isobel and picks up the dung.
• falling action—Isobel looks around to see who threw the mud. Barbary feels bad about throwing the mud.
If time allows, invite students to act out the interaction between Isobel and Barbary. Assign a student to serve as the narrator who introduces each narrative element during the acting.
3. Summarize that identifying narrative elements can help students better understand the text and the interactions between characters.
Prologue to Lesson 8
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students identify what happens in “Jacob Ben Salomon, the Moneylender’s Son, and Petronella, the Merchant’s Daughter.” As they discuss the sequence of events, students practice using transitional phrases. This work prepares students to describe character interactions in lesson 8.
Learning Goal
Use transition words to discuss events from Good Masters! Sweet Ladies!
LEARNING TASK: Summarize what happens at the end of “Jacob Ben Salomon, the Moneylender’s Son, and Petronella, the Merchant’s Daughter.”
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use transition words, phrases, and clauses to sequence events and signal shifts in time and place.
To support students with beginning English proficiency, provide a word bank of transition words and give examples. To support students with intermediate English proficiency, invite them to provide synonyms for commonly used transition words and phrases, such as after or finally.
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Transition Words and Phrases Chart
STUDENTS
• Good Masters! Sweet Ladies!
Preparation
• Create a blank Transition Words and Phrases Chart. See the Learn section for details.
Vocabulary
none
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Direct attention to pages 50–57 of Good Masters! Sweet Ladies! Ask this question:
How is this passage different from the other passages in this text?
Prompt students to review previously read monologues to answer this question.
Key Ideas
• title is about two characters
• includes two characters’ points of view
• written to be read by two characters
2. Reinforce that the passage is about two characters: Jacob and Petronella. Instruct students to read the portion of page 51 from “I am Jacob” to “of the Jew.” Ask this question:
What information is provided about Jacob in this excerpt?
3. Reinforce the correct response: Jacob is Jewish. Explain that these lines tell us about Jacob’s religion.
4. Direct attention to Petronella’s lines on page 53. Remind students that these are Petronella’s words. Instruct students to read the portion of page 53 from “My brother and” to “stones at Jews.” Ask this question:
What information is provided about Petronella in this excerpt?
5. Reinforce the correct response: She and her brother throw stones at Jewish people.
Remind students that life in medieval Europe was difficult for Jewish people. Emphasize that Petronella is Christian and dislikes Jacob because he is Jewish. Remind students that the relationship between Jacob and Petronella changes over time.
6. Tell students they will use transition words and phrases to discuss what happens in the monologue.
LEARN 20 minutes
Use Transition Words and Phrases
1. Display the Transition Words and Phrases Chart. Tell students that transition words and phrases can be used to sequence events, which means to put them in order of what happens first, second, third, and so on. Explain that first, second, and third are examples of transition words. Add first, second, and third to the chart.
Teacher Note
Use different colors, sections, or other methods to group similar transition words and phrases, such as first and in the beginning or last and in the end
2. Tell students that transition words and phrases are useful when summarizing a reading. Remind students that they previously wrote summaries for some of the monologues. Instruct students to Think–Pair–Share to answer this question:
What transition words or phrases can you use to write a summary?
Key Ideas • in the beginning
at first
in the middle
after
next
then
last
in the end
Transition Words and Phrases
3. As students share, add responses to the chart. Review the transition words and phrases and explain which ones have similar uses.
4. Tell students that they will discuss what Jacob does in the beginning of the story. Instruct students to listen for details about Jacob’s actions. Read aloud the portion of page 51 from “I come to” to “poisoned the well.” Ask these questions:
What does Jacob do in the beginning of the story? Why?
5. Reinforce this correct response: He goes to the stream to get water because he wants to avoid the well.
Explain that a well is a place to get water. Emphasize that people did not think Jacob himself poisoned the well, but they thought that Jewish people poisoned the well. Direct attention to the use of “we” in the excerpt and explain that this refers to all Jewish people.
6. Form pairs. Instruct students to use a transition word or phrase to explain what Jacob does in the beginning of the story.
Language Support
For students with beginning English proficiency, review transition words and phrases that can be used to show the first event in a sequence.
Language Expansion
For students with intermediate English proficiency, prompt them to include both Jacob’s actions and his reasons for those actions in their response.
7. Invite a few students to share their responses.
Key Ideas
• First, Jacob goes to the stream.
• In the beginning, Jacob goes to the stream because he wants to avoid the well.
• At first, Jacob goes to the stream to get water.
8. Instruct students to listen for details about Petronella’s actions in the beginning of the story. Read aloud the portion of page 52 from “I saw the” to “me for watercress.” Tell students that watercress is a plant that grows in the water and is often eaten.
9. Instruct students to work with a partner to use a transition word or phrase to describe what Petronella does in the beginning of the story.
10. Invite a few students to share their responses.
Key Ideas
• First, Petronella goes to the stream.
• In the beginning, Petronella is sent to the stream to get watercress for her mother.
• At first, Petronella goes to the stream to get watercress.
11. Remind students that Jacob and Petronella see each other at the stream. Tell students that they will work with their partner to read and summarize what happens next. Instruct students to read the portion of pages 54–55 from “She threw the” to “We laughed together.” Reinforce that students should read both characters’ words.
12. Ask this question: What happens after Jacob and Petronella see each other at the stream?
13. Reinforce the correct response: They skip rocks.
Explain that skipping rocks means “throwing rocks over the surface of water and making them jump.” Emphasize that they are having fun together.
14. Direct attention to the Transition Words and Phrases Chart. Instruct pairs to use a transition word or phrase to explain what is happening during this part of the story. Invite a few students to share their responses.
Key Ideas
• Next, Jacob and Petronella skip rocks together.
• In the middle, Jacob and Petronella have fun.
• Then, Jacob and Petronella skip rocks and have fun together.
15. Tell students that they will now discuss what happens after Jacob and Petronella skip rocks. Read aloud page 56, starting with “The bell tolled.” Ask this question:
What happens after Jacob and Petronella skip rocks?
Key Ideas
• They hear bells.
• Jacob leaves.
• Petronella collects her watercress.
16. Summarize that the sound of the bells reminds Jacob and Petronella of the tension between Christians and Jews. They both go home and never tell anyone about their interaction at the stream.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Direct attention to the Transition Words and Phrases Chart. Instruct students to work with a partner to use a transition word or phrase to explain what is happening at the end of the story.
Analyze Student Progress
Monitor: Do students accurately use a transition word or phrase to explain what happens at the end of the story?
Offer Immediate Support: If students need additional support using a transition word or phrase, direct their attention to words and phrases such as in the end, last, and finally on the Transition Words and Phrases Chart. Instruct them to select one of these words or phrases to explain what happens during this part of the story.
2. Invite a few students to share their responses.
Key Ideas
• In the end, Jacob and Petronella return to their homes.
• Last, Jacob and Petronella leave the stream.
• Finally, Jacob and Petronella go home and never tell anyone about their time at the stream.
3. Summarize that students can use transition words and phrases to retell what happens in a story.
Prologue to Lesson 10
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students analyze language in “Giles, the Beggar.” As they discuss language, students practice identifying and using descriptive details. This work prepares students to add descriptive details to their writing in lesson 10.
Learning Goal
Analyze language in “Giles, the Beggar.”
LEARNING TASK: Rewrite a sentence using descriptive details.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use relevant and descriptive details, including sensory language, to convey action, events, and experiences.
To support students with beginning English proficiency, model how to use descriptive details about a food. To support students with intermediate English proficiency, invite them to use details to describe their favorite lunch.
Vocabulary
none
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Question Words (Prologue Reference Charts appendix)
STUDENTS
• Good Masters! Sweet Ladies!
• Descriptive Language Practice (Prologue Student Resources appendix)
Preparation
• Determine how to display Question Words. See the Launch section for details.
• Determine how to display Descriptive Language Practice. See the Learn section for details.
LAUNCH 5
minutes
Build Knowledge About Descriptive Language
1. Display and Choral Read these sentences:
• Hugo found boar tracks.
• Hugo found three boar tracks the size of bricks.
2. Facilitate a brief discussion of this question:
Which sentence provides more information?
3. Reinforce the correct response: Hugo found three boar tracks the size of bricks. Explain that this sentence includes descriptive details that provide more information.
4. Tell students that writers use descriptive language to reveal information that answers who?, what?, where?, when?, why?, and how? (5 W’s and 1 H) questions. Display Question Words. Review each question word. Ask these questions:
How many boar tracks did Hugo find?
What was the size of the boar tracks?
5. Reinforce the correct responses:
• how many—three
• size—the size of bricks
6. Tell students that they will identify descriptive language in Good Masters! Sweet Ladies!
LEARN 20
minutes
Analyze Descriptive Language
1. Distribute Descriptive Language Practice. Explain that this excerpt is from “Giles, the Beggar.” Tell students that they will first answer questions about what is happening. Direct attention to the questions in the column on the right. Read aloud the questions.
2. Tell students that they can use the title of the monologue to answer the first question. Instruct students to read and answer the first question with a partner. Listen for students to address the correct response in their discussions: Giles.
3. Instruct students to listen for details that answer the remaining questions. Direct attention to the first line of the excerpt. Choral Read the line, starting with “I enter a.” Ask these questions:
Where is Giles?
What does he have with him?
4. Reinforce the correct responses:
• where—a town
• what—a crutch
Tell students that a crutch is used to help people walk. Direct students to Good Masters! Sweet Ladies! and direct attention to the illustration on page 79 to support students’ understanding.
5. Instruct students to answer the fourth question on Descriptive Language Practice. Tell students that this line also provides information about what Giles is doing. Direct attention to the word cry in the first line. Explain that this means that Giles is shouting and not crying tears.
6. Read aloud the second line, starting with “Food for the,” and emphasize volume and expression. Direct attention to the word famished in the second line. Tell students that famished means “extremely hungry.” Instruct students to Think–Pair–Share to answer this question:
Why do you think Giles says that the people are famished instead of saying they are hungry?
7. Reinforce that Giles may use famished to demonstrate that he is asking for help because he is really hungry. Remind students that the title of this monologue is “Giles, the Beggar.” Giles is someone who begs others for alms, which can be food or money.
Language Expansion
For students with intermediate English proficiency, prompt them to think of other words, such as starved, that Giles could have used.
8. Choral Read the second line of the excerpt. Ask this question:
What is Giles doing?
9. Reinforce the correct response: begging for food and money. Instruct students to add this information to the column on the right.
10. Tell students that they will now read aloud and act out the entire excerpt to answer the last two questions. Review the last two questions. Read aloud the excerpt to model fluent reading. Instruct students to act out Giles’s actions as they read the excerpt. Choral Read the excerpt.
11. Instruct students to Think–Pair–Share to answer these questions:
How does Giles try to convince others to give him food and money?
Why do you think he does this?
Key Ideas
• how: shouting, collapsing, begging
• why: get attention, convince people to give him food and money, make people feel sorry for him
12. Direct attention to the second part of the handout. Read aloud this sentence: Giles walked to a town and asked for food and money. Instruct students to Think–Pair–Share to answer this question: Why is this sentence not very helpful when explaining what Giles is doing?
13. Reinforce that the sentence is not very interesting and does not provide details. Emphasize that Giles is a beggar who takes drastic measures to convince people to give him food and money.
14. Tell students they will use descriptive details to rewrite the sentence. Direct attention to the word bank on Descriptive Language Practice. Echo Read each word and provide a brief explanation of the meaning of each word.
15. Instruct students to select the descriptive details that they want to use in their sentence. Instruct them to orally rehearse their revised sentence with a partner.
Language Support
For students with beginning English proficiency, annotate their sentence and word bank by using a different color for each word in the sentence and the corresponding descriptive details (i.e., walked can be replaced by words in the first column of the word bank).
Language Expansion
For students with intermediate English proficiency, prompt them to write a second sentence that includes descriptive details about what Giles might have seen when he arrived.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to rewrite the sentence using descriptive details from the word bank.
Analyze Student Progress
Monitor: Do students rewrite the sentence using descriptive details that accurately describe Giles’s actions?
Offer Immediate Support: If students need additional support using descriptive details, provide this sentence frame: Giles to a town and for money. Read aloud the sentence, pausing for students to select a descriptive detail for each blank.
2. Invite a few students to share their responses.
Key Ideas
• Giles stumbled to a small town and pleaded for money.
• Giles limped to a dusty town and begged for money.
• Giles walked to a busy town and shouted for money.
3. Summarize that understanding how to use descriptive details can help students write interesting sentences that answer questions such as who?, what?, when?, where?, why?, and how? about events in a story.
Prologue to Lesson 11
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students discuss similarities and differences between characters in Good Masters! Sweet Ladies! As they discuss comparisons between characters, students practice speaking at a volume and rate others can understand. This work prepares students to explain a theme in lesson 11.
Learning Goal
Discuss similarities and differences between characters in Good Masters! Sweet Ladies!
LEARNING TASK: Compare similarities and differences between Taggot and Isobel.
Language Progress
In this lesson, students work on this module speaking and listening goal: Speak at a volume and rate others can understand.
To support students with beginning English proficiency, model speaking at an appropriate volume and rate. To support students with intermediate English proficiency, invite them to model appropriate speaking volumes for working with a partner, presenting to the class, and chatting with friends outside.
Vocabulary
none
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Venn diagram
• class Good Masters! Sweet Ladies! Venn Diagrams (Prologue Student Resources appendix)
• Create an unlabeled Venn diagram. See the Launch section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display the unlabeled Venn diagram. Ask this question: What is the purpose of this diagram?
2. Reinforce the correct response: to compare two things.
3. Tell students they will use the Venn diagram to compare teenagers today with teenagers in the past. Label one circle of the Venn diagram: Teenagers Today. Label the other circle of the diagram: Teenagers in the Past. Label the overlapping middle section: Both. Explain that the middle section of the diagram is for information about both groups of teenagers.
4. Instruct students to determine which of the following statements apply to teenagers today, teenagers in the past, and both. Display and read aloud these statements:
• learn trades like blacksmithing or milling
• have responsibilities
• ride in cars
5. Explain that responsibilities are duties and tasks someone must do. Tell students that coming to school and doing schoolwork are responsibilities. Facilitate a discussion about the statements to determine where each one goes on the Venn diagram.
6. Reinforce the correct responses:
• Teenagers in the Past—learn trades like blacksmithing or milling
• Teenagers Today—ride in cars
• Both—have responsibilities
7. Tell students they will use Venn diagrams to explore different characters and their experiences in Good Masters! Sweet Ladies!
Good Masters! Sweet Ladies! Venn Diagram
LEARN
20 minutes
Discuss Characters’ Similarities and Differences
1. Display the class Good Masters! Sweet Ladies! Venn Diagrams, and distribute copies to students. Tell students that they will review the statements below each Venn diagram and discuss the character to which each statement applies. Then students will write each statement in the correct section of the diagram.
2. Direct attention to the first Venn diagram. Explain that students will focus on Hugo and Otho for the first comparison. Read aloud the statements below the first diagram.
3. Direct students to Good Masters! Sweet Ladies! Think aloud to model how to use the text to determine the correct placement for the first statement.
4. Add the following statement to Hugo’s side of the diagram: does not like studying with his tutor. Instruct students to add the statement to the correct section of their diagram.
5. Choral Read the second statement. Instruct students to Think–Pair–Share to determine where this statement belongs on the diagram.
6. Reinforce the correct response: on Otho’s side.
7. Add the following statement to Otho’s side of the diagram: does not like working in the mill. Instruct students to add the statement to the correct side of their diagram.
8. Instruct students to work with a partner to complete the diagram by writing the remaining statements in the correct section.
Language Support
For students with beginning English proficiency, summarize both monologues and instruct students to add key details about each character (e.g., Hugo: Lord’s nephew hunting, Otho: upset miller’s son) prior to working with their partner.
Sample Think Aloud
This statement is about the person who does not like studying with his tutor. I see that Hugo is running from his tutor when I skim, or quickly look over, his monologue on page 2. I’ll also skim Otho’s monologue on pages 27–29 to see if this statement applies to him. Otho is talking about the challenges of being the miller’s son in his monologue, so this statement does not apply to him. I will place this statement on Hugo’s side of the Venn diagram.
9. Invite a few students to share their diagrams. As students share, complete the first diagram in the class Good Masters! Sweet Ladies! Venn Diagrams. Reinforce the correct responses:
• Hugo is taught how to hunt a boar by his uncle
• Otho—is disliked by others because of his father
• Both—have family responsibilities
10. Review the completed first diagram. Think aloud to model identifying a similarity and difference.
11. Tell students they will practice speaking at a volume and rate others can understand as they discuss the similarities and differences between Hugo and Otho. Remind students that volume refers to how loudly or softly they speak. Rate refers to how quickly or slowly they speak. Invite students to model various volumes and rates. Emphasize that students should speak loud enough for their partner to hear. They should also speak at a rate that their partner can understand.
12. Instruct students to Think–Pair–Share to answer these questions:
How are Hugo and Otho different?
How are Hugo and Otho similar?
Language Support
For students with beginning English proficiency, explain that similar means “almost the same as someone or something else.”
Key Ideas
• different: Hugo has a tutor; Hugo is taught to hunt; Otho is taught to work at the mill; Otho is disliked by others.
• same: are taught, have responsibilities
Language Expansion
For students with intermediate English proficiency, prompt them to combine responses into a complex sentence (e.g., Hugo and Otho both have responsibilities, but Hugo studies with a tutor and Otho works at the mill with his father).
Sample Think Aloud
I see both Hugo and Otho have something they do not like. Hugo does not like studying with his tutor, and Otho does not like working in the mill. Otho is disliked by others because of his father. Hugo is taught to hunt by his uncle.
13. Direct attention to the second Venn diagram. Tell students that they will work in small groups to sort statements about Taggot and Isobel. Echo Read the statements below the second diagram.
14. Instruct students to work with their groups to sort the statements. Remind them to skim Taggot’s and Isobel’s monologues if they need help identifying the character to which the statements apply.
Language Support
For students with beginning English proficiency, summarize both monologues and instruct them to add key details about each character (e.g., Taggot: blacksmith’s daughter with a crush, Isobel: lord’s daughter hit with dung) prior to working with their group.
15. Invite a few students to share their diagrams. As students share, complete the second diagram in the class Good Masters! Sweet Ladies! Venn Diagrams. Reinforce the correct responses:
• Isobel—wears a fine silk gown, gets embarrassed when hit with dung
• Taggot—works with horses, gets embarrassed when Hugo visits
• Both—want to be liked
16. Review the completed diagram. Tell students that they will follow the instructional routine Mix and Mingle to discuss similarities and differences between Taggot and Isobel. Explain how this routine works. First, you ask a question and students silently think about their response. Next, students find a partner and share their response. On your cue, they find a new partner and share their response. This process repeats until you end the routine. Tell students that for their first practice, they will discuss their response with two partners.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Mix and Mingle to answer these questions:
How are Taggot and Isobel different?
How are Taggot and Isobel similar?
Language Expansion
For students with intermediate English proficiency, prompt them to organize their responses by providing these sentence frames: Taggot . Isobel . Both Taggot and Isobel
Analyze Student Progress
Monitor: Do students identify at least one similarity and difference between the two characters?
Offer Immediate Support: If students need additional support identifying similarities and differences, direct attention to students’ completed Venn diagrams and prompt them to identify words that are the same for both characters. Ask these questions: What is Taggot embarrassed about? What is Isobel embarrassed about?
2. Listen for students to address key ideas in their responses.
Key Ideas
• Taggot works with horses. Isobel wears a fine silk gown. Both Taggot and Isobel want to be liked.
• Both Taggot and Isobel get embarrassed, but Isobel is embarrassed because she is hit with dung while Taggot is embarrassed because Hugo visits.
3. Summarize that understanding the similarities and differences between characters at different social statuses will help them explain a theme of the book.
Prologue to Lesson 12
Essential Question | How does society influence a person’s future?
OVERVIEW Preview
Students closely read excerpts to identify prepositional words and phrases. As they closely read these excerpts, students practice using prepositional words and phrases to indicate time, location, space, or direction. This work prepares students to use prepositional phrases in lesson 12.
Learning Goal
Examine prepositional words and phrases.
LEARNING TASK: Explain information provided by prepositional words and phrases.
Language Progress
In this lesson, students work on this speaking and listening goal: Use prepositional phrases to indicate time, location, space, or direction.
To support students with beginning English proficiency, provide a word bank of common prepositions such as about, as, from, in, like, of, to, and with and sample sentences. To support students with intermediate English proficiency, prompt them to think of commonly used prepositional phrases that indicate time or location.
Vocabulary
none
Materials
TEACHER
• none STUDENTS
• Prepositional Words and Phrases (Prologue Student Resources appendix)
Preparation
• none
LAUNCH
5 minutes
Build Knowledge About Prepositional Words and Phrases
1. Distribute Prepositional Words and Phrases. Direct attention to Part 1. Tell students they will sketch—or draw a quick picture of—what is happening in the sentences. Choral Read the sentences. Instruct students to draw a sketch in the box below the sentences.
2. Invite a few students to share their sketches. Ask this question: How did you know where to draw each person?
3. Reinforce that students used the words next to, behind, and beside to determine the location of each person. Explain that these words are called prepositional words and phrases. Tell students prepositional words and phrases (e.g., next to, behind) provide information about location. Instruct students to annotate next to, behind, and beside in the sentences.
4. Tell students they will identify other prepositional words and phrases.
LEARN 20 minutes
Discuss Prepositional Words and Phrases
1. Direct attention to the first sentence: In the year 1255, four teenagers attend a festival.
2. Ask this question: What information does the sentence provide?
3. Reinforce the correct responses:
• when the teenagers attended the festival
• where the teenagers were
• who attended the festival
4. Tell students that prepositional words and phrases provide information about time, location, space, or direction. Explain that this includes information about when, where, and how something happens. Tell students that common prepositions include about, as, at, from, in, like, of, to, and with. Explain that prepositional phrases often begin with these prepositions.
Language Support
For students with beginning English proficiency, provide visuals to reinforce understanding of prepositions that express time, location, space, and direction.
5. Tell students that “in the year 1255” is an example of a prepositional phrase. Ask this question: When do the teenagers go to the festival?
6. Reinforce the correct response: in 1255.
7. Ask this question: What type of information does the prepositional phrase “in the year 1255” provide?
8. Reinforce the correct response: information about time or when something happened.
9. Direct attention to Part 2 of Prepositional Words and Phrases. Tell students that they will identify other examples of prepositional words and phrases and explain what type of information these words and phrases provide, as is done in the example.
10. Direct attention to the second sentence: Drogo sits next to Mogg. Ask this question: Where is Drogo sitting?
11. Reinforce the correct response: next to Mogg.
12. Ask these questions:
What is the prepositional word or phrase in this sentence?
What information does the prepositional word or phrase provide?
Language Support
For students with beginning English proficiency, provide a visual of the sentence by having one student act as Mogg and the other as Drogo.
13. Reinforce the correct responses:
• prepositional phrase—next to
• information—the location where Drogo is sitting
14. Instruct students to add this information to the chart.
15. Direct attention to the third sentence: Taggot sits behind Drogo. Ask this question:
Where is Taggot sitting?
16. Reinforce the correct response: Taggot is sitting behind Drogo.
17. Instruct students to work with a partner to identify the prepositional word or phrase and the information provided.
18. Invite a few students to share their responses, and reinforce the correct responses:
• prepositional word—behind
• information—the location where Taggot is sitting
Language Expansion
For students with intermediate English proficiency, prompt them to determine the connection between next to and beside.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Direct attention to the fourth sentence: Hugo arrives at 10:30 and sits beside Taggot. Tell students two prepositional words and phrases are in this sentence. Instruct students to work with a partner to answer these questions:
What are the prepositional words or phrases in this sentence?
What type of information do these prepositional words and phrases provide?
Prompt students to refer to the list of common prepositions listed in Part 2 of the handout to identify the prepositional phrases in the sentence.
Analyze Student Progress
Monitor: Do students identify each prepositional word or phrase and the information provided?
Offer Immediate Support: If students need additional support determining the information provided by each prepositional word or phrase, ask these questions: What is happening in this sentence? When does this happen? Where does this happen?
2. Invite a few students to share their responses, and reinforce these correct responses:
• prepositional phrase and word—at 10:30 and beside
• information provided—when Hugo arrives and where Hugo is sitting
3. Summarize that understanding prepositional words and phrases helps students identify information about time, location, space, or direction.
Prologue to Lesson 17
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students analyze Tobias’s words in Castle Diary to determine his feelings. As they discuss Tobias’s feelings, students practice supporting what they say with relevant evidence from the text. This work prepares students to characterize Doctor Leach in lesson 17.
Learning Goal
Examine the characterization of Tobias in Castle Diary.
LEARNING TASK: Use textual evidence to describe Tobias’s feelings about Doctor Leach.
Language Progress
In this lesson, students work on this module speaking and listening goal: Support what you say with relevant evidence from the text, including quotations.
To support students with beginning English proficiency, help them organize their responses by providing this sentence frame: In the text, it says . To support students with intermediate English proficiency, encourage them to foster critical thinking by asking their partner this question: What evidence supports your answer?
Vocabulary
characterization (n.)
Materials
TEACHER
• Castle Diary
STUDENTS
• Castle Diary
Preparation
• none
LAUNCH 5 minutes
Build Knowledge About Dialogue and Characterization
1. Display and Choral Read these sentences: I don’t like you! I never want to speak to you again!
Ask this question:
How would you describe a person who says something like this?
Teacher Note
Display Feeling Words from the Prologue Reference Charts appendix to help students describe characters throughout the lesson.
Key Ideas
• angry
• frustrated
• mean
2. Explain that these words provide information about the speaker. Tell students that this dialogue provides information about the characterization of the speaker.
3. Introduce the vocabulary term characterization by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
The term characterization has a Spanish cognate: caracterización. Share this language connection with students whose home language is Spanish.
4. Explain that characterization includes the author’s description of a character and the things the character says.
5. Direct students to Castle Diary. Tell students they will examine Tobias’s characterization in the text to determine his feelings.
Definition
characterization (n.): the way a writer makes a person in a story, book, play, movie, or television show seem like a real person
LEARN 20 minutes
Discuss Tobias’s Feelings Through His Words
1. Direct attention to page 44. Read aloud the portion of page 44 from the heading “April 23rd, Monday” to “uncle’s combat first.” Ask this question: What is happening in this diary entry?
Teacher Note
Define unfamiliar terms, including astir, keenly, account, and combat.
2. Reinforce the correct response: Tobias is watching the castle prepare for the jousts.
3. Remind students that jousts are events when two knights fight each other on horseback. Instruct students to listen for details about the joust. Read aloud the portion of pages 44–45 from “After some ceremony” to “shields and armor.” Ask this question: What details does Tobias include about the joust?
Key Ideas
• where the joust takes place
• how far the knights move
• what the knights are wearing
4. Explain that Tobias is very observant, which means that he pays close attention to what is happening. Emphasize that the author’s characterization of Tobias includes details such as “bright colors … blazoned on their shields and armor” to show the level of detail of Tobias’s observations.
Language Expansion
For students with intermediate English proficiency, encourage them to identify other details Tobias observes.
5. Tell students that taking a closer look at Tobias’s words and observations helps readers understand his thoughts and feelings. Think aloud to model how to analyze Tobias’s observations. Emphasize the relevant evidence used in this response.
6. Tell students that they will examine a different part of the story to find clues about how Tobias feels. Instruct students to read the portion of page 51, starting with the heading “May 27th, The Lord’s Day” to “skills of knighthood.” Ask this question:
What is happening in this diary entry?
7. Reinforce the correct response: Simon is becoming a knight.
Language Support
For students with beginning English proficiency, play a video that shows a ceremony of someone becoming a knight.
8. Remind students that Simon is Tobias’s cousin. Emphasize that Tobias is describing Simon’s knighting ceremony. This is a very important event for Tobias and his family.
9. Remind students that a knight is a soldier in the Middle Ages, and that knights have a high social rank. Direct attention to noble in the last sentence of the excerpt. Tell students that noble means “of, relating to, or belonging to the highest social class.” Instruct students to Think–Pair–Share to answer these questions:
How do you think Tobias feels about Simon becoming a knight?
What evidence in the text supports your answer?
Key Ideas
• feels: proud, excited, happy
• evidence: “great celebration,” “learned well the noble skills of knighthood”
10. Emphasize that describing knighthood as “noble” and a “great celebration” reveals that Tobias is excited and thinks positively about knights.
Sample Think Aloud
Tobias describes how many paces the knights take to start the joust when he says, “When they were some 300 paces apart.” This makes me think he might have counted the steps the knights were taking. I think someone who counts 300 paces must be excited about the joust.
11. Direct attention to the second entry on page 65. Tell students that Tobias describes a visit from the physician in this diary entry. Explain that physician is another term for doctor. Read aloud the portion of page 65 from “The Physician arrived” to “like him not!” Ask this question:
What does Tobias say about Doctor Leach?
12. Reinforce the correct responses: The doctor is round, sleek, and he doesn’t like the doctor.
13. Direct attention to the text “the name describes him well.” Tell students that Tobias compares Doctor Leach to an animal with the same name. Explain that a leech is a type of worm that attaches itself to the skin of animals and people and sucks their blood. Emphasize that this reveals that Tobias has negative feelings about Doctor Leach.
14. Instruct students to read the portion of page 66 from “He asked when” to “ailed my gut.” Tell students that ale means “a type of drink” and melancholic means “very sad.” Instruct students to Think–Pair–Share to answer these questions:
What does Doctor Leach think is causing Tobias’s illness?
What does Tobias think is causing his illness?
15. Reinforce the correct responses:
• Doctor Leach—sadness or melancholy
• Tobias—food and ale
16. Emphasize that Tobias thinks that Doctor Leach is not a very good doctor.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Think–Pair–Share to answer these questions:
How do you think Tobias feels about Doctor Leach?
What evidence in the text supports your answer?
Language Support
For students with beginning English proficiency, provide this sentence frame: I think Tobias because in the text,
Analyze Student Progress
Monitor: Do students discuss evidence from the text that supports Tobias not liking Doctor Leach?
Offer Immediate Support: If students need additional support identifying Tobias’s feelings and supporting evidence, direct attention to the first paragraph in the August 10th diary entry on page 65.
Ask this question: What does Tobias say about Doctor Leach in this paragraph?
Key Ideas
• Tobias does not like Doctor Leach. Tobias compares him to a leech that sucks blood.
• Tobias does not believe Doctor Leach. In the text, Tobias thinks the food and ale made him sick and does not believe Doctor Leach’s assessment that Tobias is sad.
2. Summarize that students can examine a character’s words to learn more about the characters and their feelings.
Prologue to Lesson 19
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students summarize events related to David’s incarceration and trial in Castle Diary. As they share their summaries, students practice using transition phrases to sequence events. This work prepares students to identify what Tobias learns from David’s trial in lesson 19.
Learning Goal
Summarize events related to David.
LEARNING TASK: Use transition words and phrases to retell events related to David’s trial.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use transition words, phrases, and clauses to sequence events and signal shifts in time and place.
To support students with beginning English proficiency, create cards with common transition phrases for students to use as they discuss. To support students with intermediate English proficiency, encourage them to use more complex transition phrases (e.g., as a result, in conclusion) in their discussions.
1. Display and Choral Read the following sentences:
• Tobias watches his uncle in the joust.
• Tobias leaves his family to learn skills of a squire at his uncle’s castle.
• Tobias gets sick and sees Doctor Leach.
2. Instruct students to answer these questions with a partner:
What happens first in the story?
What happens next?
What happens last?
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss this question.
3. Invite a few students to share their responses. Reinforce the correct responses:
• first—Tobias leaves his family to learn skills of a squire at his uncle’s castle.
• next—Tobias watches his uncle in the joust.
• last—Tobias gets sick after the event and sees Doctor Leach.
4. Tell students that first, next, and last are transition words. Explain that writers use transition words and phrases to sequence events and signal a shift in time and place.
5. Tell students that they will use transition words to sequence events that happen before and during David’s trial in Castle Diary.
LEARN 20 minutes
Organize Events Using Transitions
1. Assess and activate prior knowledge by asking this question:
What do you remember about David?
Key Ideas
• He and Tobias met by the river bank.
• He was catching fish and told Tobias not to say anything.
• He’s a poacher.
2. Remind students that David gets caught catching fish, is jailed, and is put on trial. Tell students that a trial is a formal meeting in a court to make decisions about crimes.
3. Direct students to Castle Diary and distribute Interaction Summaries. Tell students that they will review key events related to David’s trial and use transition words to retell these events. Direct attention to the chart at the top of Interaction Summaries. Explain that students will first review excerpts from the text before writing a summary of key events.
4. Direct attention to the first excerpt. Instruct students to locate this excerpt in their texts. Read aloud the excerpt. Think aloud to model how to summarize the excerpt.
5. Instruct students to add the summary to their chart.
6. Direct attention to the second row. Instruct students to locate this excerpt in their text. Read aloud the excerpt. Ask this question:
What is happening in this part of the text?
Sample Think Aloud
I know that I can answer the 5 W’s and 1 H to help write a summary. I know that the who in this excerpt are David and Tobias. The where is David’s cell. The what is Tobias visits David. My summary is: Tobias visits David’s cell.
7. Reinforce the correct response: The jury finds David not guilty. Instruct students to add this summary to their chart.
8. Tell students they will now work with a group to review and summarize the last excerpt. Reinforce that students can use the 5 W’s and 1 H questions as they create their summaries. Instruct students to complete the remaining row of the chart in small groups.
Language Support
For students with beginning English proficiency, provide a visual of the 5 W’s and 1 H questions and instruct students to focus on answering who, what, and where questions.
9. Invite a student to share their response. Reinforce the correct response: Tobias is excited that the jury found David not guilty. Instruct students to add this summary to the chart.
10. Tell students that they will now use transition words and phrases to retell the events related to David’s trial. Direct attention to the Transition Words and Phrases bank on the Interaction Summaries. Echo Read the transition words and phrases. Emphasize that the transition words and phrases are grouped by use.
Language Expansion
For students with intermediate English proficiency, invite them to provide other commonly used transition words and phrases.
11. Think aloud to model how to use the transition words and phrases.
12. Instruct students to add the transition words and phrases they want to use to their charts. Circulate to ensure students are correctly selecting transition words.
Sample Think Aloud
I want to use the transition word first to tell what happens first. I will say, “First, Tobias sees David stealing fish by the river bank.” I can use second to retell what happens after this event. I will say, “Second, Tobias becomes friends with David.” I can use the word next to explain what happens after David and Tobias become friends. I will say, “Next, Tobias sees David being arrested.”
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a partner to use transition words and phrases to retell events related to David’s trial.
Analyze Student Progress
Monitor: Do students effectively use transition words and phrases in their retelling?
Offer Immediate Support: If students need additional support using transition words and phrases in their retelling, Echo Read two or three of their sentences before prompting them to continue independently.
2. Invite a few students to share their responses.
Key Ideas
• First, Tobias visits David’s cell.
• Next, the jury finds David not guilty.
• In the end, Tobias is excited that the jury found David not guilty.
3. Summarize that students can use transition words and phrases to retell key events.
Prologue to Lesson 20
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students analyze Tobias’s journal entries in Castle Diary. As they discuss Tobias’s journal entries, students practice following discussion norms. This work prepares students to analyze a diary’s structure in lesson 20.
Learning Goal
Analyze Tobias’s journal entries.
LEARNING TASK: Describe what is important to Tobias based on his journal entries.
Language Progress
In this lesson, students work on this module speaking and listening goal: Follow discussion norms.
To support students with beginning English proficiency, create a visual chart that displays discussion norms (e.g., Listen when someone else is talking, Wait for your turn to speak). To support students with intermediate English proficiency, provide scenario-based examples and have students practice adhering to norms to reinforce appropriate discussions for the class.
Vocabulary
point of view
Materials
TEACHER
• Castle Diary
• Feeling Words (Prologue Reference Charts appendix)
1. Display the front cover of Castle Diary. Read aloud the book’s title and subtitle. Facilitate a discussion of this question:
What is a diary or journal?
Key Ideas
• a book to write down thoughts
• a private notebook
2. Reinforce that a diary and journal are the same thing. Tell students that people often use both a diary and a journal to capture what is happening in their life. Direct attention to two to three sequential diary entries in Castle Diary. Ask this question:
What do you notice about the diary entries?
Language Support
For students with beginning English proficiency, ask these questions: How far apart are the entry dates?
What do you notice about the length of each entry?
3. Use responses to reinforce that the dates are not consecutive and the entries vary in length. Explain that some people do not write in their journal every day and will only write about important events.
4. Tell students that they will take a closer look at what Tobias includes in his journal entries.
LEARN
20 minutes
Discuss Journal Entries in Castle Diary
1. Remind students that Castle Diary is written from Tobias’s point of view. Review the vocabulary term point of view by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Expansion
For students with intermediate English proficiency, ask students to recall other texts in this module and from which point(s) of view they are written.
2. Emphasize that Tobias’s journal entries provide information about his thoughts and feelings. Display Feeling Words. Review a few of the feelings, and invite students to use facial gestures to match each one.
3. Distribute Tobias’s Journal Entries. Explain that students will read some of Tobias’s journal entries and answer questions about each. Direct attention to the first row. Tell students that the date of the entry and page number are included. Direct students to Castle Diary. Instruct students to locate the January 12th entry on page 12.
4. Instruct students to listen for details about what is happening and how Tobias feels. Read aloud the portion of page 12 from the heading “January 12th, Friday” to “gaps in it!” Ask these questions:
What is happening in this entry?
How does Tobias feel in this entry?
Key Ideas
• what is happening: Tobias is learning about the expectations for living in a castle.
• how Tobias feels: He feels busy, excited, and nervous.
5. Instruct students to add this information to their chart.
Definition point of view: the perspective from which a story is told
6. Emphasize that living in the castle is new for Tobias. He must learn many new things and says that he fears that his journal will have many gaps. Explain that this means Tobias thinks that he will not be able to write in his journal every day because he will be busy learning new things. Ask this question:
Why do you think Tobias included this entry in his journal?
7. Think aloud to model how to determine the significance of this journal entry.
8. Instruct students to add this information to their chart.
9. Direct attention to the second row. Instruct students to read the January 23rd journal entry on page 20. Ask these questions:
What is happening in this entry?
How does Tobias feel in this entry?
Key Ideas
• what is happening: Tobias is studying in school.
• how Tobias feels: He feels bored and unsure.
10. Instruct students to add this information to their chart.
11. Explain that students will discuss the journal entries with a partner. Tell students that they will follow these discussion norms during their discussions:
• Listen actively to others.
• Wait for your turn to speak.
12. Invite a student to work with you to model how to focus on actively listening to a partner and waiting for their turn to speak.
Sample Think Aloud I think Tobias included this journal entry because it was an important day for him. He wanted to remember his first day as a page in the castle.
13. Instruct students to Think–Pair–Share to answer this question:
Why do you think Tobias included this entry in his journal?
Language Support
For students with beginning English proficiency, provide this sentence frame: I think Tobias included this journal entry because .
Key Ideas
• He may want to look back and remember how boring school was when he first started.
• He may be bored in the castle and want to write about another time he was bored.
• He may want to look back and remember forming a friendship with Mark.
14. Tell students that they will now work in small groups to read and answer questions about the remaining journal entries. Instruct students to answer the questions for the last two journal entries on the chart.
15. Invite a few students to share their responses.
Key Ideas
March 19th, page 42
• what is happening: Tobias is playing with his friends.
• how Tobias feels: He feels happy, frustrated, and glad.
• why: He may want to remember having fun with friends, He was proud that he and Mark won.
December 7th, page 85
• what is happening: Tobias’s dad is coming to take him home.
• how Tobias feels: He feels excited and nervous.
• why: It is an exciting day because he will get to see his family, He may want to remember this exciting day.
16. Tell students that they will Mix and Mingle to discuss what they think is important to Tobias based on his journal entries. To prepare for the routine, instruct students to review their completed Tobias’s Journal Entries chart.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Mix and Mingle to answer these questions:
What is important to Tobias?
How do you know?
Analyze Student Progress
Monitor: Do students describe the important events and connections Tobias includes in his journal?
Offer Immediate Support: If students need additional support identifying what is important to Tobias, ask these questions: What type of information does Tobias include in his journal? Who does Tobias often include in his journal entries?
2. Invite a few students to share their responses.
Key Ideas
• what is important: friends; how do we know: writes about his friend Mark
• what is important: friends; how do we know: describes playing with Mark, Oliver, and Humphrey
• what is important: family; how do we know: writes about his aunt and uncle
• what is important: family; how do we know: excited about seeing his mother and sisters again
3. Emphasize that many of Tobias’s journal entries about events include details about his friends and family. This suggests that Tobias’s friends and family are important to him.
4. Summarize that students can take a closer look at Tobias’s journal entries to learn more about his thoughts and feelings.
Prologue to Lesson 21
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students discuss what and how Tobias learns in Castle Diary. As they discuss Tobias’s education, students practice setting speaking and listening goals to improve discussions. This work prepares students to discuss themes during a class discussion in lesson 21.
Learning Goal
Analyze what and how Tobias learns in Castle Diary.
LEARNING TASK: Identify what examples in the text reveal about what Tobias learns.
Language Progress
In this lesson, students work on this module speaking and listening goal: Set goals to improve discussions.
To support students with beginning English proficiency, provide visual cues for students’ selected goals (e.g., a picture of a student looking in a text to support what they say with evidence from the text). To support students with intermediate English proficiency, prompt them to describe ways to achieve their selected goals.
1. Introduce the vocabulary term goal by displaying the term and definition. Engage students in Vocabulary Exploration.
2. Explain that wanting to learn to drive is an example of a goal. Instruct students to Think–Pair–Share to discuss their personal goals.
Language Support
If possible, pair students who speak the same home language, and instruct them to share their personal goals.
3. Tell students that they will set a goal for their discussions today. Display and read aloud these goals, using gestures and varying the volume of your voice and rate of your speech to illustrate their meaning:
• Support what you say with relevant evidence from the text, including quotations.
• Speak at a volume and rate others can understand.
• Listen actively to others.
4. Instruct students to determine which goal they would like to achieve. Invite a few students to share their responses.
5. Tell students they will practice using these goals as they discuss what Tobias learns during his time in the castle in Castle Diary.
Definition goal (n.): something that you are trying to do or achieve
LEARN
20 minutes
Discuss Skills Tobias Learns in Castle Diary
1. Display the front cover of Castle Diary. Ask this question:
Why is Tobias sent to the castle in the beginning of the book?
2. Reinforce the correct response: to learn how to be a page.
3. Remind students that a page is someone who serves a noble family.
4. Read aloud the portion of page 12 from “Directly after we” to “a noble family.” Emphasize that Tobias is not a noble even though his aunt and uncle are.
5. Tell students that they can use evidence from page 12 to support the idea that Tobias must learn how to be a page and live in the castle. Direct attention to the second paragraph in the January 13th diary entry. Think aloud to model how to use evidence from this paragraph to support the idea that Tobias must learn how to be a page and live in the castle.
Language Support
For students with beginning English proficiency, review where a page would be in the social hierarchy of medieval times.
6. Remind students that one goal that they might want to work on is using evidence from the text.
7. Tell students that they will work on their goals as they discuss other journal entries. Distribute Tobias’s Education. Explain that students will revisit excerpts from the text to identify what Tobias learns and how he learns. Direct attention to the first row in the Excerpt column. Instruct students to locate this excerpt.
Sample Think Aloud
In the text Tobias says, “I will learn to serve my aunt and uncle and their guests,” which supports the idea that Tobias must learn how to be a page.
8. Read aloud the portion of page 20 from the heading “January 23rd, Tuesday” to “more in winter.” Ask these questions:
What does Tobias learn?
How does Tobias learn this?
9. Reinforce the correct responses:
• learn—what schooling is like everywhere
• how—Mark tells him
Instruct students to add this information to their chart.
10. Direct attention to the second row in the Excerpt column and the January 14th journal entry on pages 14–15 of the text. Remind students that Tobias meets many of the servants in this journal entry. Instruct students to read the portion of pages 14–15 from “I found it” to “sometimes needs servants.”
Instruct students to Think–Pair–Share to answer these questions:
What does Tobias learn in this journal entry?
How does Tobias learn this?
11. Reinforce the correct responses:
• learn—even servants have servants
• how—meeting several servants and their servants
12. Instruct students to complete the remaining chart row in small groups. Invite a student to share their responses.
13. Reinforce the correct responses:
• learn—how to bake bread
• how—Cook teaches him
14. Instruct students to Think–Pair–Share to answer these questions:
How are these journal entries similar?
How are these journal entries different?
15. Reinforce the correct responses:
• similar—about what Tobias learns
• different—learns different ways in each entry
16. Tell students that they will now engage in a discussion about what Tobias learns in Castle Diary. Instruct students to review their completed Tobias’s Education.
17. Remind students that they selected a goal for their discussion. Tell students that they should work on their goal during the discussion. Display and review these goals:
• Support what you say with relevant evidence from the text, including quotations.
• Speak at a volume and rate others can understand.
• Listen actively to others.
Language Expansion
For students with intermediate English proficiency, encourage them to work on one additional goal during the discussion.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Facilitate a discussion of this question:
What do these examples reveal about what Tobias learns in Castle Diary?
Analyze Student Progress
Monitor: Do students discuss how Tobias learns different types of skills from different people?
Offer Immediate Support: If students need additional support identifying what the examples reveal about Tobias’s learning, ask these questions: Where does Tobias learn? How is each thing Tobias learns similar? How is each thing Tobias learns different?
2. Reinforce that Tobias learns many different skills from different types of people in Castle Diary.
3. Summarize that analyzing details and what they reveal helps readers understand themes in a text.
Prologue to Lesson 22
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students examine sentences from Castle Diary. As they discuss these sentences, students practice identifying clauses and prepositional phrases. This work prepares students to write a knowledge statement that uses a clause and prepositional phrase in lesson 22.
Learning Goal
Identify prepositional phrases and clauses in sentences from Castle Diary.
LEARNING TASK: Write a sentence about Castle Diary that includes a clause and prepositional phrase.
Language Progress
In this lesson, students work on this module language goal: Use clauses and prepositional phrases.
To support students with beginning English proficiency, provide a chart with common prepositions (e.g., as, at, in, to, and with).
To support students with intermediate English proficiency, provide an example of a prepositional phrase (e.g., in front of) and prompt students to think of other prepositional phrases that begin with common prepositions.
Vocabulary clause (n.)
Materials
TEACHER
• Castle Diary
• class Castle Diary Sentences: Clauses and Prepositions (Prologue Student Resources appendix)
Build Background Knowledge About Complete Sentences
1. Display and read aloud this sentence: Chaplain teaches Latin at school.
2. Ask these questions:
Who is the sentence about?
What are they doing?
3. Reinforce the correct responses:
• who—Chaplain
• what—teaching
4. Annotate Chaplain and teaches in the sentence. Emphasize that Chaplain is the subject and teaches is the verb.
5. Remind students that they have learned about prepositional words and phrases. Tell them that they will learn about a new part of a sentence called a clause. Explain that Chaplain teaches is an example of a clause. Introduce the vocabulary term clause by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
The term clause has a Spanish cognate: cláusula. Share this language connection with students whose home language is Spanish.
6. Display Castle Diary. Tell students that they will identify parts of sentences from Castle Diary about things that happen in and around the castle involving Tobias and other characters.
Definition clause (n.): a part of a sentence that has its own subject and predicate
LEARN
20 minutes
Discuss Parts of Sentences in Castle Diary
1. Direct attention back to the sentence: Chaplain teaches Latin at school. Explain that a clause provides information about who the sentence is about and what they are doing. Direct attention to the prepositional phrase at school. Tell students that at school is a prepositional phrase. Ask this question:
What information does the prepositional phrase at school provide?
2. Reinforce the correct response: where Chaplain teaches.
3. Remind students that prepositional words and phrases provide information about when, where, and how something happens.
Language Support
For students with beginning English proficiency, use the Question Words found in the Prologue Reference Charts appendix to provide students with a visual reminder of information provided by the 5 W’s and 1 H questions.
4. Display Castle Diary Sentences: Clauses and Prepositions and distribute copies to students. Explain that students will annotate the sentences by placing a box around the clauses and underlining the prepositional words and phrases.
5. Direct attention to the first sentence. Read aloud the sentence. Ask this question:
Who is the subject of this sentence?
Language Support
For students with beginning English proficiency, remind them that the subject is who the sentence is about.
6. Reinforce the correct response: Tobias.
7. Direct attention to the “I” in the sentence. Remind students that Castle Diary is told from Tobias’s point of view and “I” refers to Tobias. Tell students that he is out hunting with his uncle during this part of the story.
8. Ask this question:
What did Tobias do?
9. Reinforce the correct response: “hear the hounds.”
10. Explain that “I could hear” is the clause in this sentence. Add a box around “I could hear. ” Instruct students to place a box around the clause on their handout.
11. Remind students that prepositional words and phrases provide information about when, where, or how somebody does something or about something that happens. Emphasize that prepositional phrases add more information and detail to simple clauses and help readers picture actions and events in their minds. Instruct students to Think–Pair–Share to answer this question:
What is the preposition in this sentence?
Language Support
For students with beginning English proficiency, assist them in finding the preposition by asking this question: Where did Tobias hear the hounds?
Language Expansion
For students with intermediate English proficiency, prompt them to identify if the preposition reveals when, where, or how.
12. Reinforce the correct response: “ahead of.”
Underline “ahead of” in the sentence. Instruct students to underline the preposition.
13. Direct attention to the second sentence. Read aloud the sentence. Instruct students to Think–Pair–Share to answer these questions:
Who is the subject of this sentence?
What did they do?
14. Reinforce the correct responses:
• who—the fish
• what—swam
15. Instruct students to place a box around the clause in the sentence.
16. Tell students that the sentence includes two prepositional phrases that provide information about how the fish swam. Instruct students to Think–Pair–Share to identify the prepositional phrases.
17. Reinforce the correct response: “up to the man” and “over his hand.”
Instruct students to underline the prepositional phrases in the sentence.
18. Direct attention to the third sentence. Tell students that it is a complex sentence that includes two clauses. Read aloud the sentence. Instruct students to Think–Pair–Share to answer these questions:
Who is the subject of this sentence?
What did he do?
19. Reinforce the correct responses:
• who—Tobias
• what—wrote and fell asleep
Place a box around “I wrote” and “fell asleep” in the sentence. Instruct students to place boxes around the clauses in the sentence.
20. Tell students that the sentence contains two prepositional phrases. Instruct students to Think–Pair–Share to identify the two prepositional phrases.
21. Reinforce the correct response: “by candle’s flicker” and “with quill in hand.”
Emphasize that the prepositional phrases provide information about how Tobias wrote and fell asleep. Instruct students to underline the prepositional phrases in the sentence.
22. Direct attention to the bottom of the handout. Tell students that they will now write a sentence about an event that occurs in Castle Diary. Explain that their sentence should include at least one clause and one prepositional phrase. Think aloud to model how to form a sentence about an event from Castle Diary.
23. Instruct students to Think–Pair–Share to orally rehearse their sentences.
Sample Think Aloud I will first think about what happens in the book to help me think of sentences I can write. I know Tobias gets sick and Doctor Leach comes to the castle. My sentence will be about Doctor Leach. I can write “Doctor Leach visits Tobias in the castle.”
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to write a sentence about an event in Castle Diary that includes a clause and prepositional phrase. Then instruct them to place a box around the clause and underline the prepositional phrase.
Analyze Student Progress
Monitor: Do students write a sentence about an event in Castle Diary that includes a clause and prepositional phrase?
Offer Immediate Support: If students need help forming a sentence that includes both a clause and prepositional phrase, ask these questions: Who is your sentence about? What did they do? Where did they do this?
2. Invite a few students to share their responses.
Key Ideas
• Tobias makes friends in the castle.
• Tobias watches David’s trial and celebrates after he is released.
• During the day, Tobias takes archery classes.
3. Summarize that students learned how clauses and prepositional phrases work together to help readers understand narrative events.
Prologue to Lesson 24
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students discuss descriptive language used in The Midwife’s Apprentice. As they discuss character descriptions, students develop an understanding of using description and pacing to develop characters and events. This work prepares students to use descriptive details to develop Beetle’s character in lesson 24.
Learning Goal
Analyze descriptive details used to describe the main character in The Midwife’s Apprentice.
LEARNING TASK: Make an inference about the main character in The Midwife’s Apprentice.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use description and pacing to develop characters and events.
To support students with beginning English proficiency, have students discuss with partners before sharing with the whole group. To support students with intermediate English proficiency, encourage students to identify other examples of descriptive details in The Midwife’s Apprentice.
Vocabulary
none
Materials
TEACHER
• The Midwife’s Apprentice
STUDENTS
• The Midwife’s Apprentice
Preparation
• none
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display The Midwife’s Apprentice. Remind students that they used descriptive details to write about the dung heap. Tell students that descriptive details provide information that usually answers the 5 W’s and 1 H questions. Assess and activate prior knowledge by asking this question:
What descriptive details might you use to describe a dung heap?
Key Ideas
• smelly
• disgusting
• warm
• gross
2. Emphasize that descriptive details about the dung heap might describe how the dung heap smells or feels. Ask this question:
Why do writers include descriptive details?
3. Reinforce the correct response: to develop and enhance a character, setting, or event.
4. Tell students that they will examine descriptive details used to enhance the main character in The Midwife’s Apprentice.
LEARN 20 minutes
Analyze and Illustrate Character Descriptions in The Midwife’s Apprentice
1. Direct attention to page 1 of The Midwife’s Apprentice. Instruct students to listen for descriptive details about the girl. Read aloud the portion of page 1 from “In any event” to “and unlovely body.” Direct attention to “unnourished.” Tell students that the prefix un- means “not” and nourished means “having food and other things people need to live and be healthy.” Explain that the girl does not have food and other things to be healthy, which means that she might look very thin or skinny.
2. Direct attention to “unwashed.” Ask these questions:
What does unwashed mean?
How might someone who is unwashed look?
3. Reinforce the correct responses:
• what—not washed
• how—dirty, filthy, torn clothes, matted hair
4. Emphasize that descriptive details help readers visualize, or picture, what is happening. Instruct students to Think–Pair–Share to answer this question:
Why might the girl be unwashed, unnourished, and unloved?
Key Ideas
• She might be poor.
• She might not have a family.
• She might be lost.
5. Direct attention to the back cover of the text. Explain that it provides information about the text. Read aloud the portion of the back cover from “A girl with” to “and no home.” Tell students that the girl does not have a place to live, which may be why she is unwashed.
6. Invite students to close their eyes and visualize what is happening. Read aloud the portion of pages 1–2 from “How old she” to “twelve or thirteen.” Instruct students to Think–Pair–Share to answer these questions:
What descriptive details does the author use to describe the girl in this part of the text?
How might the girl look?
Language Support
For students with beginning English proficiency, define unfamiliar terms (e.g., scrawny, frightened).
7. Tell students that they will now listen to a longer portion of the text to find out more about the girl. Invite students to close their eyes to visualize what is happening. Read aloud the portion of pages 1–2 from “When animal droppings” to “the frosty night.” Ask this question:
What is happening in this part of the text?
8. Reinforce the correct response: The girl is sleeping in a dung heap because it is cold and she has nowhere else to go.
9. Instruct students to draw a picture that includes important details about the girl and her situation.
Language Support
For students with beginning English proficiency, reread the excerpt emphasizing the descriptive details.
10. Instruct students to share their drawings with a partner. Prompt students to explain how descriptive details from the text informed their drawings.
Language Expansion
For students with intermediate English proficiency, prompt them to use synonyms for the descriptive details included in the text (e.g., scared or afraid instead of frightened).
11. Invite a few students to share a description of their drawing.
Key Ideas
• a scrawny girl
• no home
• alone
• frightened
12. Summarize that this part of the text describes the girl as “unwashed,” “unloved,” and sleeping in a dung heap. Tell students that they can use this information to make an inference—or draw a conclusion based on evidence—about the girl and her situation.
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to answer this question with a partner:
Why do you think the girl is “unwashed,” “unloved,” and sleeping in a dung heap?
Encourage students to refer to details from the text in their answers.
Analyze Student Progress
Monitor: Do students use details from the text to infer that the main character is on her own?
Offer Immediate Support: If students need additional support making an inference, reread the portion of page 2 from “No one knew” to “on her own.” Ask these questions: Who helped the girl? Who did the girl live with? Who fed the girl?
2. Invite a few students to share their responses, and reinforce the correct response: She has no family.
3. Summarize that students can use descriptive details to learn more about characters in a text.
Prologue to Lesson 26
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students discuss how Alyce feels in The Midwife’s Apprentice. As they discuss passages that reveal Alyce’s feelings, students practice supporting what they say with relevant evidence from the text, including quotations. This work prepares students to analyze point of view in lesson 26.
Learning Goal
Determine Alyce’s feelings in The Midwife’s Apprentice.
LEARNING TASK: Describe Alyce’s feelings when she decides to name herself Alyce.
Language Progress
In this lesson, students work on this speaking and listening goal: Support what you say with relevant evidence from the text, including quotations.
To support students with beginning English proficiency, instruct them to select relevant evidence related to The Midwife’s Apprentice from two examples and one non-example of textual evidence. To support students with intermediate English proficiency, prompt them to use more advanced sentence frames (e.g., This evidence illustrates that .).
Vocabulary
point of view
Materials
TEACHER
• The Midwife’s Apprentice
• Feeling Words (Prologue Reference Charts appendix)
STUDENTS
• The Midwife’s Apprentice
Preparation
• none
LAUNCH 5 minutes
Preview Vocabulary
1. Display The Midwife’s Apprentice. Remind students that the main character, who is now known as Alyce, is alone, hungry, and sleeping in a dung heap at the beginning of the story. Display Feeling Words. Ask this question: How do you think Alyce feels at the beginning of the story?
Key Ideas
• disappointed • tired • frustrated
2. Tell students that the author includes details that provide clues about Alyce’s feelings.
3. Direct attention to the bottom of page 2 in the text. Read aloud the portion of page 2 from “Tonight she settled” to “and expected nothing.” Explain that Alyce hoping for nothing and expecting nothing shows that she might feel hopeless. She might not want to get her hopes up and believe that her life will improve.
4. Tell students that they can use this textual evidence to support the idea that Alyce feels hopeless. To help students explain Alyce’s feelings, provide these sentence frames: Alyce feels . In the text, it says . This evidence proves that .
5. Think aloud to model how to use the sentence frames to explain Alyce’s feelings.
6. Tell students that they will analyze Alyce’s feelings in The Midwife’s Apprentice.
Sample Think Aloud
I think the sentence that we just read shows that Alyce feels hopeless. I can say: Alyce feels hopeless. In the text, it says that “she hoped for nothing and expected nothing.” This evidence proves that Alyce does not have any hopes for her life.
LEARN
20 minutes
Discuss Alyce’s Perspective and Feelings in The Midwife’s Apprentice
1. Remind students that they learned about point of view. Review the vocabulary term point of view by displaying the term and definition. Engage students in Vocabulary Exploration.
2. Direct attention back to the bottom of page 2. Read aloud the portion of page 2 from “Tonight she settled” to “and expected nothing.” Ask this question:
From whose point of view is this story being told?
3. Reinforce the correct response: someone other than Alyce. Explain that the author tells the story from a third-person point of view.
4. Direct attention to “she” in the sentence. Explain that the use of the pronoun “she” indicates that the author is telling the story from a third-person point of view. Remind students that the writer would use the pronoun I if Alyce was telling the story from her own, first-person point of view.
5. Explain that readers learn about Alyce’s perspective and feelings even though she is not telling the story. Instruct students to listen for details about Alyce’s perspective and feelings. Read aloud the portion of page 3 from “Dung beetle! Dung” to “they but her.” Ask this question:
How do you think Alyce feels?
Key Ideas
sad
ugly
stupid
Language Expansion
For students with intermediate English proficiency, prompt students to discuss why Alyce may feel this way.
Definition
point of view: the perspective from which a story is told
6. Direct attention to the last sentence in the previously read excerpt. Read aloud the portion of the sentence from “no one left” to “they but her.” Emphasize that this passage shows that Alyce believes that she is uglier and stupider than the boys.
7. Instruct students to work with a partner to use textual evidence and the sentence frames to explain how Alyce feels.
8. Invite a few students to share their explanations.
Key Ideas
• Alyce feels stupid. In the text, it says “no one left uglier or stupider than they.” This evidence proves that Alyce believes that she is stupider than the boys.
• Alyce feels ugly. In the text, it says “no one left uglier or stupider than they.” This evidence proves that Alyce believes that she is uglier than the boys.
9. Instruct students to listen for details about Alyce’s perspective and feelings as she tries to deliver the miller’s wife’s baby. Read aloud the portion of page 22 from “The miller’s wife” to “find more weaponry.” Instruct students to Think–Pair–Share to answer this question:
How do you think Alyce feels in this part of the story?
Language Support
For students with beginning English proficiency, define unfamiliar terms (e.g., nitwit, lackwit, chamber pot, and weaponry).
Key Ideas
• terrified
• disappointed
• stupid
10. Instruct students to work with a partner to use textual evidence and the sentence frames to explain how Alyce feels.
11. Invite a few students to share their responses.
Key Ideas
• Alyce feels terrified. In the text, it says “The terrified Beetle huddled in the corner.” This evidence proves that Alyce was terrified about delivering the miller’s wife’s baby.
• Alyce feels disappointed. In the text, it says “when Beetle spoke them they did not have the same effect as when the midwife did.” This evidence proves that Alyce is disappointed that she is not able to deliver babies as easily as the midwife does.
• Alyce feels stupid. In the text, it says “when Beetle spoke them they did not have the same effect as when the midwife did.” This evidence proves that Alyce feels stupid that she is unable to deliver a baby by using the same methods as the midwife does.
12. Instruct students to listen for details about Alyce’s perspective and feelings as she decides that her name will be Alyce. Read aloud the portion of pages 31–32 from “Beetle stood perfectly” to “light within her.”
Ask this question:
How do you think Alyce feels in this part of the story?
Key Ideas
• excited
• confident
• lovable
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a partner to use textual evidence and the sentence frames to explain how Alyce feels about having a new name.
Analyze Student Progress
Monitor: Do students use textual evidence to discuss the positive feelings Alyce experiences about her new name?
Offer Immediate Support: If students need additional support using textual evidence to discuss Alyce’s feelings, reread page 32 and invite students to visualize Alyce. Then prompt students to identify the shift in Alyce’s facial expression and what this shift suggests about her feelings.
2. Invite a few students to share their responses.
Key Ideas
• Alyce feels excited. In the text, it says “her face shone.” This evidence proves that Alyce’s excitement is shining through her facial expression.
• Alyce feels confident. In the text, it says “‘This then is me, Alyce.’ It was right.” This evidence proves that Alyce is confident in her decision to change her name to Alyce.
• Alyce feels lovable. In the text, it says “You could love someone named Alyce.” This evidence proves that Alyce believes that she is lovable with her new name.
3. Summarize that understanding how Alyce feels about herself can help readers determine how she changes throughout the book.
Prologue to Lesson 30
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students analyze Alyce’s experiences in The Midwife’s Apprentice. As they discuss Alyce’s experiences, students practice using narrative elements to logically establish, propel, and reflect on narrated events and experiences. This work prepares students to understand Alyce’s development in lesson 30.
Learning Goal
Analyze Alyce’s experiences over the narrative arc of The Midwife’s Apprentice.
LEARNING TASK: Discuss how Alyce changes across the narrative arc of The Midwife’s Apprentice.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use narrative elements to logically establish,
propel, and reflect on narrated events and experiences.
To support students with beginning English proficiency, provide simple visual aids or diagrams to help them recall different narrative sections. To support students with intermediate English proficiency, encourage them to underline or highlight sentences for each narrative element in the text.
Vocabulary
none
Materials
TEACHER
• The Midwife’s Apprentice
• Narrative Elements Visual (Prologue Reference Charts appendix)
STUDENTS
• The Midwife’s Apprentice
• Narrative Organizer for The Midwife’s Apprentice (Learn book)
• chart paper
• markers
• sticky notes
Preparation
• Cover the labels on the Narrative Elements Visual and uncover them as students identify each narrative element. See the Launch section for details.
• Label five pieces of chart paper each with one of the narrative elements. See the Learn section for details.
• Ensure that students have their completed Narrative Organizer for The Midwife’s Apprentice from their Learn book for the lesson. See the Learn section for details.
• Determine how to display students’ work for the Gallery Walk. See the Learn section for details.
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display the Narrative Elements Visual. Remind students that they have been learning about the narrative elements. Assess and activate prior knowledge by asking this question: What are the narrative elements?
2. Uncover each narrative element as students share. Reinforce the correct response: exposition, rising action, climax, falling action, and resolution.
3. Ask this question: What do we learn during the exposition of The Midwife’s Apprentice?
4. Reinforce the correct response: Alyce is alone and sleeping in a dung heap.
5. Tell students they will analyze what happens to Alyce during the exposition, rising action, climax, falling action, and resolution.
LEARN
20 minutes
Illustrate Narrative Elements
1. Direct attention to pages 1–3 of The Midwife’s Apprentice. Tell students that what happens on these pages is the exposition of the story. Think aloud to model how to skim the text to recall key details about the exposition.
2. Remind students that they have completed a Narrative Organizer for The Midwife’s Apprentice. Tell them that they can also use the organizer to review key details for each narrative element. Instruct students to review their organizer to find other key details about the main character in the exposition. Invite a few students to share their responses.
Key Ideas
• called Brat and then Beetle
• being teased
• frightened
Sample Think Aloud
I will read aloud the title: Dung Heap. That reminds me that this chapter introduces us to the main character who is sleeping in a dung heap. The exposition also provides information about the character, so I will skim parts of the chapter to find important information about the main character. On page 1, this character is described as, “small and pale.”
3. Display the chart paper labeled Exposition. Tell students that they will create sketches, or quick drawings, for the narrative elements. Model how to start a sketch for the exposition by drawing a girl. Ask this question:
What other details should be included to show what happens during the exposition?
Key Ideas
• a dung heap
• boys teasing
• the midwife
4. Add additional details to the sketch. Label the sketch with important words, including Brat/Beetle, dung heap, small, pale, and frightened. Emphasize that the main character was initially known as Brat and then became Beetle because that is what the midwife called her.
5. Instruct students to review their organizer to find key details about what happens to Alyce during the rising action. Invite a few students to share their responses.
Language Support
For students with beginning English proficiency, prompt them to discuss their responses with a partner before sharing aloud.
Key Ideas
• Beetle chooses the name of Alyce because someone confuses her for another girl who can read.
• Alyce tries to deliver a baby by herself but is unsuccessful.
• Alyce leaves town and begins working in the inn.
• Alyce learns to read from Magister Reese.
6. Emphasize that during the rising action, many different things happen that affect Alyce’s feelings. Explain that it is important to include key events from this part of the text to show how Alyce changes. On the chart paper labeled Rising Action, model how to draw sketches that show Beetle changing her name, her attempts at delivering the baby, her leaving town, and her learning to read. Tell students they can use arrows, numbers, or other methods to show the order of events.
7. Explain that students will now work in small groups to work on an assigned narrative element. Tell students that they should first review their organizer and then discuss key details to include on their charts. Emphasize that groups should work together to determine what to include in their sketches.
8. Form three small groups or pairs, and assign one of the remaining narrative elements to each group. Distribute labeled chart paper to each group. Instruct students to work with their group to create sketches that show key details for their assigned narrative element.
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss their assigned narrative element.
Key Ideas
Climax
• Alyce sees the need of the woman in labor at the inn and decides she has to help.
• Alyce remembers what she learned from Jane and trusts her own instincts, which allows her to successfully deliver the woman’s baby.
Falling Action
• Alyce leaves the inn and returns to Jane Sharp.
Resolution
• Alyce refuses to leave Jane’s house, stating that she is willing to fail and try again, and then Jane takes her back in.
Language Expansion
For students with intermediate English proficiency, encourage them to describe their sketches by referencing the events in the book that inspired them.
9. Tell students that they will follow the instructional routine Gallery Walk to analyze how Alyce changes across the narrative arc. Explain how this routine works. First, you assign each student a starting point. Then, students observe each narrative element’s sketches on each chart paper. Then, on your cue, students move to the next chart paper.
Teacher Notes
Depending on the needs of your class, you may allow students to move and respond at their own pace rather than cueing them.
Depending on the size of your class, instruct all students to move in the following order: exposition, rising action, climax, falling action, and resolution. Alternatively, instruct students to organize their notes in this order to support their understanding of Alyce’s development over the narrative arc.
10. Begin the Gallery Walk by assigning starting points. Instruct students to use sticky notes to write about what happens to Alyce during each narrative element and to pay special attention to events or actions that show how Alyce changes from the exposition to the resolution.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Close the Gallery Walk by inviting a few students to share their observations. Facilitate a discussion of this question:
How does Alyce change in The Midwife’s Apprentice?
Language Support
For students with beginning English proficiency, prompt them to organize their ideas by providing this sentence frame: At the beginning of the story, Alyce is , but then she
Analyze Student Progress
Monitor: Do students discuss the changes Alyce experiences across the narrative arc?
Offer Immediate Support: If students need additional support discussing how Alyce changes, prompt them to compare Alyce during the rising action to her during the climax of the story.
2. Invite a few students to share their responses.
Key Ideas
• Alyce changes by growing more confident in herself.
• Alyce changes by believing in her skills as a midwife’s apprentice.
• Alyce changes by discovering what she wants for her life.
3. Summarize that students can take a closer look at narrative elements to understand how characters develop.
Prologue to Lesson 31
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students discuss examples of Alyce demonstrating agency in The Midwife’s Apprentice. As they discuss Alyce’s agency, students practice asking questions that require detailed responses from others. This work prepares students to explain the theme in lesson 31.
Learning Goal
Analyze Alyce’s development of agency in The Midwife’s Apprentice.
LEARNING TASK: Discuss how Alyce demonstrates agency in The Midwife’s Apprentice.
Language Progress
In this lesson, students work on this speaking and listening goal: Ask questions that require detailed responses from others.
To support students with beginning English proficiency, introduce question words (e.g., who, what, and where) in simple, one-word questions to demonstrate asking follow-up questions. To support students with intermediate English proficiency, encourage students to ask open-ended questions to engage in longer conversations (e.g., Could you explain ?).
Vocabulary agency (n.)
Materials
TEACHER
• The Midwife’s Apprentice
• Knowledge Card: agency STUDENTS
• The Midwife’s Apprentice
• Talking Tool (Learn book)
Preparation
• Determine how to display Agree and Disagree on two opposite walls for Value Lineup. See the Learn section for details.
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Tell students that they will work on asking questions that require detailed responses from others. Display the Talking Tool, and direct attention to the Listen Closely section. Explain that students can use the questions in this section.
2. Echo Read the questions in the Listen Closely section. Explain that the first question is best used when the speaker does not provide a full response. Tell students that elaborate means “to tell more.” Explain that the second question works well when the speaker does not include evidence in their response. Tell students that the last question can be used to make connections to previously shared ideas or a given topic.
3. Instruct students to use the Talking Tool to discuss this question with a partner: Do you think Alyce will eventually become a midwife?
4. Prompt students to ask questions that require a detailed response during their discussion.
5. Explain that students will practice asking questions that require detailed responses as they discuss Alyce’s development in The Midwife’s Apprentice.
LEARN
20 minutes
Discuss Alyce’s Agency
1. Explain that students will take a closer look at how Alyce’s agency changes as she changes throughout the text. Introduce the vocabulary term agency by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Summarize that agency refers to one’s ability to control their life.
Language Support
The term agency has a Spanish cognate: agencia. Share this language connection with students whose home language is Spanish.
2. Post the words Agree and Disagree at opposite sides of the classroom or space.
3. Tell students that they will follow the instructional routine Value Lineup. Explain that students will discuss whether they agree or disagree with a statement. Tell them that they will show how strongly they agree or disagree by standing closer to or farther away from Agree or Disagree. Then they will discuss their ideas with a partner who had a different opinion.
4. Guide students through the Value Lineup routine to discuss this statement: Alyce demonstrates agency during this part of the text.
Language Support
For students with beginning English proficiency, instruct them to practice the routine with a low-stakes question.
5. Explain that students will first review what is happening in each part of the text by skimming the text. Remind them that skim means “to look over or read (something) quickly especially to find the main ideas.” Instruct students to skim chapter 1. Ask this question: What is happening in this part of the text?
Language Support
For students with beginning English proficiency, prompt them to read the title of the chapter to remind them about what happens in this chapter.
Definition agency (n.): a person’s ability to be responsible for their own actions or life events
6. Reinforce the correct response: Brat/Beetle is sleeping in a dung heap when the midwife finds her.
7. Instruct students to silently determine if they agree or disagree with this statement: Alyce demonstrates agency during this part of the text. Then instruct students to move or otherwise indicate a position along the line that best represents how strongly they agree or disagree with the statement.
8. Invite a student to model how to engage in a discussion with someone from the opposite side of the line. Think aloud to model how to share an opinion that is not supported with textual evidence. Then instruct the student to use the Talking Tool to ask for more evidence.
9. Think aloud to model how to support an opinion with textual evidence.
10. Instruct students to skim chapter 4. Ask this question:
What is happening in this part of the text?
Language Expansion
For students with intermediate English proficiency, encourage students to recall why this is an important section of the book.
11. Reinforce the correct response: Beetle is trying to deliver the miller’s wife’s baby on her own.
12. Guide students through the Value Lineup routine to discuss this statement: Alyce demonstrates agency during this part of the text.
13. Then facilitate a discussion, and encourage students to explain their reasoning.
14. Reinforce the correct response: Alyce demonstrates some agency as she attempts to deliver the miller’s wife’s baby. However, Alyce is still limited in the control over her life because she still depends on the midwife.
15. Instruct students to skim chapter 5 and the beginning of chapter 6, stopping at page 34. Ask this question:
What is happening in this part of the text?
Sample Think Aloud
I think that Alyce does not have any agency during this part of the text.
Sample Think Aloud
Alyce does not demonstrate agency during this part of the text because she has no control over what is happening in her life. In the text, it says that she is homeless, hungry, and cold and has been unable to change her life for the better.
16. Reinforce the correct response: Beetle decides that her name is now Alyce.
17. Guide students through the Value Lineup routine to discuss this statement: Alyce demonstrates agency during this part of the text.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Facilitate a discussion of the statement: Alyce demonstrates agency during this part of the text. Prompt students to use the Talking Tool in their discussions.
Analyze Student Progress
Monitor: Do students describe how Alyce demonstrates more agency?
Offer Immediate Support: If students need additional support describing Alyce’s agency, ask these questions: What decisions does Alyce make in this part of the text? What decisions are made for Alyce in this part of the text?
2. Reinforce this correct response: Alyce demonstrates agency by deciding to rename herself. She also insists that others call her by her new name.
3. Summarize that students can take a closer look at Alyce’s actions to understand how her agency changes.
Prologue to Lesson 35
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
Students practice fluently reading an excerpt from The Midwife’s Apprentice. As they practice reading, students practice speaking at a volume and rate others can understand. This work prepares students to declaim a fluency passage in lesson 35.
Learning Goal
Orally rehearse a fluency passage from The Midwife’s Apprentice.
LEARNING TASK: Declaim a fluency passage from The Midwife’s Apprentice.
Language Progress
In this lesson, students work on this speaking and listening goal: Speak at a volume and rate others can understand.
To support students with beginning English proficiency, model how to speak at an appropriate volume and rate. To support students with intermediate English proficiency, invite them to model how to speak at appropriate volumes when working with a partner, presenting to the class, and chatting with friends outside.
Vocabulary
artistic gesture demeanor (n.)
Materials
TEACHER
• none
STUDENTS
• Fluency Practice for The Midwife’s Apprentice, passage 2 (Learn book)
Preparation
• none
LAUNCH 5
minutes
Practice Vocabulary
1. Remind students that they have been practicing how to read fluently. Ask this question:
What does it mean to read fluently?
2. Reinforce the correct response: reading with accuracy, phrasing, expression, and rate.
Teacher Note
Define terms as needed and model how to read fluently by using each element.
3. Direct students to Fluency Practice for The Midwife’s Apprentice, passage 2, located in the Learn book. Instruct students to listen for the elements of fluency. Read aloud the first paragraph without fluency.
4. Ask this question:
What did you notice about how I read the paragraph?
Teacher Note
For the disfluent reading, prioritize elements students can identify (e.g., mumbling, unclear pronunciation, and reading too quickly).
Key Ideas
• rate too quick
• words read inaccurately
• no expression due to mumbling
5. Instruct students to listen for the elements of fluency. Read aloud the first paragraph fluently. Ask these questions:
Which reading was better?
Why?
6. Reinforce the correct response: The second reading because it was easier to understand and follow along.
7. Tell students they will practice reading fluently using declamation, or delivery, for an audience.
Teacher Note
In lesson 35, students declaim a module 1 fluency passage of their choice. Assign multilingual learners the fluency passage used in this Prologue to provide students the opportunity to build on their practice with the passage.
LEARN 20 minutes
Practice Fluency
1. Explain that declamation refers to reading aloud a piece of writing in ways to help your audience understand what is being said. Tell students this means focusing on articulation, demeanor, and artistic gestures. Remind students that articulation means “speaking clearly at a volume others can understand.”
2. Introduce the vocabulary terms demeanor and artistic gesture by displaying the terms and definitions. Engage students in Vocabulary Exploration.
Language Support
The term artistic gesture has a Spanish cognate: gesto artístico. Share this language connection with students whose home language is Spanish.
3. Instruct students to work with a partner to use demeanor and artistic gesture when reading these sentences:
• I won the lottery!
• What did you do to my favorite sweater? It’s all dirty and torn!
• Oh no, I’m lost! I can’t find my way home!
Definitions
demeanor (n.): the way a person presents themselves while reading (tone, facial expressions, eye contact, posture, etc.)
artistic gesture: any artistic interpretation beyond demeanor (clutching chest, pointing at audience, etc.)
4. Emphasize that students adjusted their demeanor and artistic gestures according to each situation. Tell students that effective demeanor and artistic gestures should match the meaning of what is being read, and one way to do this is to first determine what is happening in an excerpt before declaiming it.
5. Direct attention to the first paragraph of the fluency passage. Remind students that Alyce has left the village after unsuccessfully trying to deliver a baby. Ask these questions:
How might Alyce feel in this part of the text?
Which words or phrases in the first paragraph demonstrate her feelings?
Key Ideas
• Alyce’s feelings: disappointed, upset, angry
• words or phrases: “I am nothing” and “I am too stupid” (line 1)
Language Expansion
For students with intermediate English proficiency, encourage them to think of synonyms for Alyce’s feelings.
6. Instruct students to annotate words related to Alyce’s feelings in the first paragraph.
7. Direct attention to “whispered” in the first sentence. Explain that this shows how Alyce is saying this part of the sentence and informs how the sentence should be read. Model how to declaim the first paragraph by using an appropriate demeanor and artistic gestures (e.g., hanging your head low and acting tired).
8. Instruct students to declaim the first paragraph with a partner. Tell them to draw a box around the words they found difficult to read or that they didn’t understand. Provide support as needed to help students accurately pronounce and comprehend these words.
9. Instruct students to listen for details that might inform their demeanor and artistic gestures in the next paragraph. Read aloud the second paragraph fluently. Ask these questions:
What is happening in this section?
How might Alyce feel in this section?
Which words or phrases let you know this?
Teacher Note
To help students understand how Alyce might feel, discuss how someone might feel if they slept outside instead of under a roof where it’s warm.
10. Reinforce the correct responses:
• happening—Alyce wakes up in the rain.
• feelings—She feels alone, tired, and uncomfortable.
• words or phrases—“pricked and pained” (line 2), “It was still raining” (line 2), “a homeless failure” (line 3)
11. Instruct students to annotate words and phrases that may be helpful in determining their demeanor and artistic gestures. Instruct them to declaim the second paragraph with a partner. Look for students to use demeanors that convey tiredness or weariness and artistic gestures that demonstrate uncertainty and hesitation.
12. Instruct students to draw a box around the words they found difficult to read. Provide support as needed to help students accurately pronounce and comprehend these words.
13. Tell students to listen for details that might inform their demeanor and artistic gestures in the next paragraph. Read aloud the third paragraph fluently. Ask these questions:
What is happening in this section?
How might Alyce feel in this section?
Which words or phrases let you know this?
14. Reinforce the correct responses:
• happening—Alyce decides to leave the village behind.
• feelings—She feels certain, alive, confident.
• words or phrases—“she knew” (line 1), “could not go back” (line 2), “went on ahead” (line 3)
15. Tell students to annotate words and phrases that may be helpful in determining their demeanor and artistic gestures. Instruct students to declaim the third paragraph with a partner.
16. Instruct students to give their partner feedback by answering these questions:
What is one thing your partner did well?
What is one thing your partner can work on?
Language Support
For students with beginning English proficiency, help them organize their feedback by providing sentence frames for feedback, such as: One thing you did well was . One thing you can work on is .
17. Look for students to use demeanors that convey confidence and certainty and artistic gestures that demonstrate forging ahead.
18. Tell students they will practice declaiming the entire passage with the same partner. Remind students that declamation includes articulation, demeanor, and artistic gestures. Instruct students to independently reread the passage in silence.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to declaim the fluency passage from The Midwife’s Apprentice with their partner.
Language Expansion
For students with intermediate English proficiency, invite them to choose the fluency passage to declaim in lesson 35 and apply strategies from this lesson to support their choice.
Analyze Student Progress
Monitor: Do students use appropriate articulation, demeanor, and artistic gestures as they read aloud the passage?
Offer Immediate Support: If students need additional support declaiming the passage, prompt them to annotate the feelings related to each paragraph before they read.
2. Invite a few students to share areas of strength and room for improvement in their performance.
3. Summarize that students can use different demeanors and artistic gestures as they declaim a passage.
Prologue Vocabulary
agency (n.)
a person’s ability to be responsible for their own actions or life events
to lesson 31 | lesson 1
artistic gesture
any artistic interpretation beyond demeanor (clutching chest, pointing at audience, etc.)
to lesson 35
characterization (n.)
the way a writer makes a person in a story, book, play, movie, or television show seem like a real person
to lesson 17
clause (n.)
a part of a sentence that has its own subject and predicate
to lesson 22
climax (n.)
the most exciting and important part of a story, play, or movie
to lesson 7
demeanor (n.)
the way a person presents themselves while reading (tone, facial expressions, eye contact, posture, etc.)
to lesson 35
expectation (n.)
a belief that something will happen or is likely to happen to lesson 5 | lesson 27
exposition (n.)
background information about setting or characters to lesson 7
falling action
the events that occur after a story’s climax and before the ending to lesson 7
feeling (n.)
an emotional state or reaction to lesson 6
goal (n.)
something that you are trying to do or achieve to lesson 21
medieval (adj.)
of or relating to the Middle Ages, the period of European history from about 500 CE to 1500 CE to lesson 3 | lesson 2
point of view
the perspective from which a story is told to lessons 6, 20, and 26 | lesson 6
resolution (n.)
the point in a story at which the main conflict is solved or ended to lesson 7
rising action
the events leading to the climax of a story to lesson 7
status (n.)
the position or rank of someone or something when compared to others in a society, organization, group, etc. to lesson 3 | lesson 3
Prologue Reference Charts
Feeling Words
Narrative Elements Visual
Rising Action
Falling Action Resolution
Question Words
Six boxes labeled Who, How, Why, Where, When, and What.
Who
How
Why Where
When
What
Prologue Student Resources
Organizer
| Narrative Elements
Add details about each narrative element for the interaction between Isobel and Barbary.
A three-column chart with headings labeled Word, Definition, and Examples.
Word Definition Examples exposition (n.) background information about setting or characters
rising action the events leading to the climax of a story climax (n.) the most exciting and important part of a story, play, or movie falling action events that occur after a story's climax and before the ending resolution (n.) the point in a story at which the main conflict is solved or ended
Descriptive
Sentence:
Part 2: Using the word bank, rewrite this sentence: Giles walked to a town and asked for food and money. Word Bank stumbled walked limped dusty small busy shouted begged pleaded
6. Why do you think he does this?
5. How does Giles try to convince others to give him food and money?
4. What is he doing?
3. What does he have with him?
2. Where is Giles?
1. Who is the story about?
I enter a town, with my crutch and my cry: “Food for the famished! Alms for the poor!” I stagger, collapse in the dust of the road! I swoon — too exhausted to go one step more — From “Giles, the Beggar,” page 79
Part 1: Use the excerpt to answer the questions.
Descriptive
Sweet Ladies! Venn Diagrams
| Good Masters!
Read the statements about two characters from Good Masters! Sweet Ladies! Complete the Venn diagram by writing each statement in the appropriate place on the diagram. A Venn diagram with two overlapping circles labeled Hugo and Otho. The area of overlap is labeled Both. Below the Venn Diagram are five boxes, each containing a statement.
does not like studying with his tutor does not like working in the mill is disliked by others because of his father have family responsibilities is taught how to hunt a boar by his uncle
when Hugo visits
wears a fine silk gown works with horses gets embarrassed when hit with dung want to be liked
Taggot
Both
Isobel
Words and Phrases
L12 | Prepositional
Part 1: Read the sentences below and draw a sketch in the box that shows what is happening in the sentences. A two-column chart with headings labeled Prepositional Word or Phrase, and What did you learn from the word or phrase.
In the year 1255, four teenagers attend a festival. Drogo sits next to Mogg. Taggot sits behind Drogo. Hugo arrives at 10:30 and sits beside Taggot.
Part 2: Common prepositions include about , as , at , from , in , like , of , to , and with . Prepositional phrases start with these or other prepositions (e.g., in the year 1255).
Directions: Add the prepositional words and phrases from the following sentences to the chart below:
In the year 1255, four teenagers attend a festival. Drogo sits next to Mogg. Taggot sits behind Drogo. Hugo arrives at 10:30 and sits beside Taggot. t hen explain what type of information each preposition provides as shown in the example. Prepositional Word or Phrase What did you learn from the word or phrase?
When the teenagers attended the festival
In the year 1255
Transition Words and Phrases first at first in the beginning second next after then afterward in the middle finally in the end
3. Page 85 read from “I jumped for” to “in the dungeon.”
2. Pages 83–84 read from “I crept into” to “we see it.”
1. Page 79 from “David is locked” to “he complains not.”
• Then, select a transition word or phrase from the word bank below to help retell the events. A three-column chart with headings labeled Excerpt, Summary Sentence, and Transition Word or Phrase. Excerpt Summary Sentence Transition Word or Phrase
• Next, write a summary sentence that explains what happens in that section.
• First, read the excerpts listed in the first column.
Entries
L20 | Tobias’s Journal
Read the following journal entries and answer the questions. A two-column chart with headings labeled Entry and Questions.
Entry Questions
What is happening in this journal entry?
January 12th on page 12
How does t obias feel in this entry?
Why do you think t obias included this entry in his journal?
What is happening in this journal entry?
January 23rd on page 20
How does t obias feel in this entry?
Why do you think t obias included this entry in his journal?
Why do you think t obias included this entry in his journal?
How does t obias feel in this entry?
December 7th on page 85
What is happening in this journal entry?
How does t obias feel in this entry? Why do you think t obias included this entry in his journal?
Entry Questions March 19th on page 42
What is happening in this journal entry?
Education
| Tobias’s
Reread each journal entry to determine what Tobias learns and how he learns these things. A three-column chart with headings labeled Excerpt, What does Tobias learn, and How does Tobias learn this. Excerpt What does Tobias learn? How does Tobias learn this?
January 23rd on page 20
January 14th on pages 14–15
February 14th on pages 32–35
Write a sentence about an event that occurs in Castle Diary . Place a box around the clause and underline the prepositional phrase.
3. “Wrote yesternight by candle’s flicker and fell asleep with quill in hand.” (42)
2. “ t he fish swam right up to the man and over his hand.” (69)
1. “Ahead of me I could hear the hounds” (28)
Castle Diary Sentence
Read the sentences below. Place a box around the clauses and underline the prepositional phrases.
and Prepositions
Works Cited
“Apprenticeship.” Britannica Kids, Encyclopaedia Britannica, 19 Oct. 2023, kids.britannica.com/students/article/apprenticeship/272918.
Cohen, Jennie. “A Brief History of Bloodletting.” History, A&E Television Networks, 29 Aug. 2018, www.history.com/news/a-brief-history-of -bloodletting.
Cushman, Karen. The Midwife’s Apprentice. 1995. Houghton Mifflin Harcourt, 2019.
Deller, Alfred, and Desmond Dupre. “Sumer Is Icumen In.” The Art of Alfred Deller. Musical Concepts, 2014, www.naxoslicensing.com /track/NjMxNzc2NC04YTNhMzk/.
National Center for Education Statistics. “English Learners in Public Schools.” Condition of Education, US Department of Education, Institute of Education Sciences, 2022, nces.ed.gov/programs/coe /indicator/cgf.
Platt, Richard. Castle Diary: The Journal of Tobias Burgess, Page. 1999. Illustrated by Chris Riddell, Candlewick Press, 2008.
Schlitz, Laura Amy. Good Masters! Sweet Ladies! Voices from a Medieval Village. 2007. Illustrated by Robert Byrd, Candlewick Press, 2011.
“Sumer Is Icumen In.” Medieval Manuscripts Blog, 25 June 2012, britishlibrary.typepad.co.uk/digitisedmanuscripts/2012/06/sumer-is -icumen-in.html.
WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, wida.wisc.edu/sites/default/files/resource/WIDA -ELD-Standards-Framework-2020.pdf.
Credits
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.
Karen Aleo, Trevor Barnes, Anthony Bautista Ramil, Allyson Boc, Lindsay Boettcher, Madison Bonsignore, Kelsey Bordelon-Kojeski, Sarah Brenner, Beth Brown, Quennie Chen, Melissa Chung, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Ellie Donnell, Enaka Enyong, Angelica Escalante, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Goyette, Lorraine Griffith, Tamara Griffith, Shelley Hampe, Elizabeth Haydel, Robin Hegner, Sarah Henchey, Liz Henkel-Lorenz, Patricia Huerster, Sara Hunt, Mica Jochim, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Maya Marquez, Stacie Martino, Meredith McAndrew, Cathy McGath, Emily McKean, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Evann Normandin, Vivian Nourse, Ryan Novak, Tara O’Hare, Carol Paiva, Catherine Paladino, Marya Parr, Trisha Paster, Elizabeth Patterson, Kelly Pau, Sierra Penrod, Katie Pierson, Eden Plantz, Natalie Rebentisch, Rachel Richards, Christina Rodriguez, Rachel Rood, Rachel Rooney, Tressa Sanders, Lori Sappington, Amy Schoon, Carolyn Scott, Arris Shabaglian, Susan Sheehan, Dan Shindell, Nicole Shivers, Ami Smith, Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Katie Valle, Terra Vetter, Tysha Vulcain-Murrell, Keenan Walsh, Katie Waters, Dr. Heather Waymouth, Sarah Webb, Ashley Williams, Nicole Williams, Margaret Wilson, Eleanor Wolf
of Candlewick Press; page 3 Courtesy of the British Library, Master of the Codex Manesse (Additional Painter I) (fl. circa 1305–circa 1340), Scanned from Maggie Black’s “Den medeltida kokboken”, Swedish translation of The Medieval Cookbook. The Bodleian Library, Oxford; pages 12, 18, 24, 30, 36, 44, 50, 56 Holmes Garden Photos/Alamy Stock Photo, Courtesy of the British Library; page 13 Master of the Codex Manesse (Additional Painter I) (fl. circa 1305–circa 1340); page 19 Florilegius/Alamy Stock Photo; pages 62, 68, 74, 80, 86 funkyfood London - Paul Williams/Alamy Stock Photo; pages 94, 100, 106, 114, 120 circa 1250. Unknown 838 Maciejowski Bible Woman; pages 116, 128 Courtesy of the British Library; page 128 Florilegius/Alamy Stock Photo, Master of the Codex Manesse (Additional Painter I) (fl. circa 1305–circa 1340)
All other images are property of Great Minds.
Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebeca Barroso, Brianna Bemel, David Blair, Charles Blake, Lynn Brennan, Adam Cardais, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Gary Crespo, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Marcela Hernandez, Sary Hernandez, Abbi Hoerst, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero, Alisha McCarthy, Thomas McNeely, Cindy Medici, Ivonne Mercado, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O’Hare, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Gina Schenck, Aaron Shields, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Charmaine Whitman, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe
MORE MEANINGFUL ENGLISH FOR ALL
Prologue lessons support students’ vocabulary acquisition, and oral language development. Through this research-based instructional approach, students—including multilingual learners and those with language-based disabilities—gain confidence and are better prepared to build enduring knowledge.
Prologue prepares every student to succeed.
GRADE 7 MODULES
Module 1 | The Middle Ages
Module 2 | Navajo Code Talkers
Module 3 | Rise and Fall
Module 4 | Fever
ISBN 979-8-88811-269-4
ON THE COVER
Virgin and Child in Majesty, ca. 1175–1200
Walnut with paint, tin relief on a lead white ground, and linen, 79.5 × 31.7 × 29.2 cm
