• Notice and wonder about Good Masters! Sweet Ladies!
• Notice and wonder about Virgin and Child in Majesty L3 | Organize
• Compare characters in Good Masters! Sweet Ladies!
• Describe Virgin and Child in Majesty L4 | Organize and Reveal
• Identify influences on characters in Good Masters! Sweet Ladies!
• Analyze lines in Virgin and Child in Majesty
L5 | Organize and Distill
• Identify connections among characters in Good Masters! Sweet Ladies!
• Determine the effect of scale in Virgin and Child in Majesty
L6 | Reveal and Know
• Compare narrators’ points of view in Good Masters! Sweet Ladies!
• Reflect on the knowledge gained from studying Virgin and Child in Majesty and Good Masters! Sweet Ladies!
22
48
L7 | Organize
• Describe Isobel’s and Barbary’s contrasting perspectives in Good Masters! Sweet Ladies!
• Examine narrative elements in the writing model.
L8
| Organize
• Describe character interactions in Good Masters! Sweet Ladies!
• Develop first-person narrative by adding a detail to the writing model.
L9 | Organize
• Describe how occupation connects to social status in Good Masters! Sweet Ladies!
• Use first-person point of view to develop a character.
L10 | Reveal
• Analyze structure in Good Masters! Sweet Ladies!
• Write descriptive details.
L11 | Distill
• Demonstrate how a theme develops across Good Masters! Sweet Ladies!
• Use details from Good Masters! Sweet Ladies! to enhance exposition of the writing model.
L12 | Know
• Reflect on knowledge gained from Good Masters! Sweet Ladies!
• Use narrative pacing to develop a character.
L13 | Reading Comprehension Assessment 1
• Demonstrate knowledge of the Middle Ages and apply reading comprehension skills to a new text related to the Middle Ages.
L14 | Responsive Teaching
• Analyze relevant questions on Reading Comprehension Assessment 1.
86
Arc B | Castle Diary
L15 | Wonder
• Notice and wonder about Castle Diary
• Use internal dialogue.
98
L16
| Organize
• Identify what Tobias learns at the beginning of Castle Diary
• Draft a sentence that enhances setting.
110
L17 | Organize
• Describe how Tobias’s experiences are influenced by society.
• Examine how description and dialogue build characterization.
L18 | Know
120
132
146
158
• Build knowledge about bloodletting from the article “A Brief History of Bloodletting.”
• Use sensory details to describe a joust.
L19 | Organize
• Summarize what Tobias learns in Castle Diary
• Use transition words in a sentence.
L20 | Reveal
• Analyze how a diary structure impacts what the reader learns.
• Plan Module Task 1.
L21 | Distill
• Explain a theme in Castle Diary.
• For Module Task 1, draft the exposition, conflict, rising action, and climax of a first-person narrative.
168
162
L22 | Know
• Reflect on knowledge gained from Castle Diary about social class.
• For Module Task 1, revise a narrative.
178
190
202
Arc C | The Midwife’s Apprentice
L23 | Wonder
• Notice and wonder about The Midwife’s Apprentice
• Use descriptive details.
L24 | Organize
• Summarize the exposition of The Midwife’s Apprentice
• Write description to develop Beetle’s character.
L25 | Organize
• Summarize the rising action of The Midwife’s Apprentice
• Use transitions to sequence events or signal shifts in time and place.
L26 | Reveal
• Analyze point of view.
• Use commas to separate coordinate adjectives.
L27 | Organize
• Summarize the conflict in The Midwife’s Apprentice
• Apply knowledge from The Midwife’s Apprentice.
L28 | Organize
• Describe the rising action in The Midwife’s Apprentice
• Examine how first-person point of view portrays character growth.
L29 | Organize
• Describe the resolution of The Midwife’s Apprentice.
• Examine how the resolution of a narrative reflects on events that came before it.
262
L30
| Reveal
• Analyze how setting reflects character development in The Midwife’s Apprentice.
• For Module Task 2, plan the falling action and resolution of a first-person narrative.
L31
| Distill
272
282
294
306
316
328
• Explain a theme in The Midwife’s Apprentice
• For Module Task 2, draft the falling action and resolution of a first-person narrative.
L32 | Know
• Build knowledge about midwifery from The Midwife’s Apprentice
• Revise a draft of Module Task 2 by adding transitions.
L33 | Reading Comprehension Assessment 2
• Demonstrate knowledge of the Middle Ages and apply reading comprehension skills to a new text related to the Middle Ages.
L34 | Responsive Teaching
• Analyze relevant questions on Reading Comprehension Assessment 2.
Module Finale
L35
| Know
• Declaim a text.
• Plan the elements of an original first-person narrative.
L36 | Know
• Reflect on the role of social status during the Middle Ages.
• For the End-of-Module Task, write an original first-person narrative.
L37 | Know
• For the End-of-Module Task, prepare a narrative.
L38 | Know
• For the End-of-Module Task, write a narrative.
L39 | Know
• For the End-of-Module Task, revise a narrative.
L40 | Closing Bookend
• Share knowledge gained from the module about the Middle Ages.
• Reflect on the module topic.
Appendices
Achievement Descriptors
Vocabulary
Acknowledgments
404
410
422
How does society influence a person’s future?
SUMMARY
People’s lives are influenced by the particular opportunities and limitations available to them in their society. In this module, students build knowledge of such influences through their study of the Middle Ages. They examine the many factors that influence medieval adolescents’ experiences, including education and societal expectations, and analyze how authors employ narrative elements to communicate characters’ perspectives. Throughout the module, they explore the Essential Question: How does society influence a person’s future?
In this module, students build knowledge of medieval adolescence through their study of three works:
Laura Amy Schlitz’s Good Masters! Sweet Ladies!, a collection of monologues and dialogues from a medieval manor; Richard Platt’s Castle Diary, a fictional journal of the son of a thirteenth-century nobleman; and Karen Cushman’s The Midwife’s Apprentice, a historical novel about an orphan’s apprenticeship. Together, these texts present a range of adolescent experiences—statuses, jobs, expectations, and identities—and highlight the strict hierarchy that governed the individual and communal lives of people during the Middle Ages.
Students begin the module by reading Good Masters! Sweet Ladies! and viewing Virgin and Child in Majesty.
Good Masters! Sweet Ladies! presents a collection of monologues and dialogues from different voices in a medieval village. Students examine how Schlitz uses short, first-person narratives to explore how young people’s lives were shaped by their social classes, their parents’ occupations, and the hardships the young people faced. Short nonfiction passages, “A Little Background,” are interspersed through the play and
summarize different aspects of medieval life, such as farming practices, religious crusades, and how villains could run away to gain their freedom. Students build knowledge of the social order that existed in medieval Europe, with particular attention to perspectives and experiences of medieval adolescents. In Virgin and Child in Majesty, a religious sculpture by an unknown creator, students analyze how the sculpture’s cross-contour lines and proportion highlight the unique relationship between children and parents.
Next, students read Castle Diary, the fictional journal of Tobias Burgess that tells the story of a page in his uncle’s castle and his training to become a knight. Through Tobias’s journal, students build knowledge of a knight’s training, gain insight into Tobias’s relationship to his schooling and the church, and learn about the myriad professions people occupy to maintain a castle. They examine how the diary genre and its first-person point of view highlight Tobias’s personal development throughout the course of his year in training. After examining Toby’s experience of falling ill during his training, students read “A Brief History of Bloodletting,” an informational account of the evolution of bloodletting from ancient Greece through modern manifestations.
Finally, students read The Midwife’s Apprentice, a work of historical fiction that narrates Alyce’s development from an impoverished, nameless, and unloved orphan to a skilled midwife’s apprentice. Students consider the novel’s narrative elements to trace the would-be Alyce’s identity formation, as she adopts a name, learns a trade, and fosters a sense of confidence in herself and the work she is capable of achieving. They listen to “Sumer Is Icumen In,” a medieval English song, to gain understanding of the importance of festivals and seasons as markers of time and opportunities for collective celebration during the Middle Ages. They make connections between the song and Alyce’s experiences by analyzing how Cushman employs a motif of seasons and weather-related imagery to illuminate Alyce’s coming of age.
During writing instruction, students craft narratives about the Middle Ages. Building on their knowledge of the narrative arc, they analyze character and plot development as well as language in the writing model and module texts: Good Masters! Sweet Ladies!, Castle Diary, and The Midwife’s Apprentice. Students practice developing narrative exposition, rising action, climax, falling action, and resolution. They practice writing from a first-person point of view and using transition words and phrases, precise words and phrases, relevant descriptive details, and sensory language to convey action, events, and experiences. At the end of the module, students craft a third-person narrative about a medieval adolescent who encounters someone from a different social class.
Throughout the module, students make connections among each of the texts’ characters to analyze how status affects all aspects of a medieval adolescent’s life. Students build knowledge of life in the Middle Ages and of how authors employ narrative elements to communicate characters’ experiences, and they probe the module’s Essential Question: How does society influence a person’s future?
TEXTS
Books
Literary
• 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
• The Midwife’s Apprentice, Karen Cushman
Art
• Virgin and Child in Majesty, artist unknown
Videos
• “The History of Western Medicine,” Great Minds
• “The Middle Ages,” Great Minds®
Articles
• “Apprenticeship,” Britannica Kids
• “A Brief History of Bloodletting,” Jennie Cohen
Song
• “Sumer Is Icumen In,” composer unknown
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.
MATERIALS AND PREPARATION
• Module 1 Knowledge Chart
• Module 1 Word Analysis Chart (digital platform)
• Module 1 Question Board
• Module 1 Speaking and Listening Goal Tracker (digital platform)
Determine how to display class versions of Learn Book pages and lesson materials throughout the module.
Use the slides available on the digital platform, or use another method of display, such as chart paper or a document camera. For a comprehensive list of all the materials used in the module, see the digital platform.
LEARNING GOALS
• Use literary and informational texts to build knowledge of how a society can influence a person’s future.
• Identify emerging themes in texts and explain how they develop into more complex themes across the texts.
• Analyze how an author develops and contrasts the points of view of different characters in dramas and novels.
• Analyze how an author uses setting to develop characters, events, and themes.
• Write narratives from the point of view of characters whose roles in medieval European society influence their perspectives and opportunities.
• Strengthen narrative writing by effectively using description, dialogue, and pacing and by separating coordinate adjectives with commas.
• Participate in class discussions about the influence of society in medieval Europe, speaking at an understandable rate and volume, setting discussion goals, supporting ideas with relevant text evidence and elaboration, and asking meaningful questions of others.
ASSESSMENTS
In every Arts & Letters™ module, students complete three types of formal assessments: module tasks, Reading Comprehension Assessments, and an End-of-Module Task. For the module tasks in this module, students write narrative pieces. Each module task prepares students for the End-of-Module Task.
For additional information about assessments, including texts, rubrics, achievement descriptors, scoring guidance, and report analysis, see the Assessment Guide on the digital platform.
End-of-Module Task | Narrative
For the End-of-Module Task, students write a first-person narrative from the point of view of an adolescent in medieval Europe who encounters someone from a different social class. Students use the historical knowledge gained throughout the module to engage in a Socratic seminar and discuss how society influences a person’s future. Students use a narrative writing planner to plan their narrative arcs. After orally rehearsing their writing, they draft their narrative, focusing on pacing, and use dialogue and description to develop characters and events. Students use peer feedback and a self-assessment to revise their writing.
Summary of Assessments
Lesson 13 | Reading Comprehension Assessment 1
Students complete a four-section Reading Comprehension Assessment. The first section, Fluency, assesses rate, accuracy, phrasing, and expression. The second section, Show What You Know, assesses content knowledge and vocabulary built during the first half of the module. The third section, Grow What You Know, assesses comprehension of a new topically related text about how society dictates a person’s future. The fourth section, Self-Reflection, gives students an opportunity to evaluate their own confidence about the assessment and identify challenges posed by the assessment text.
Lessons 20–22 | Module Task 1
Students write a first-person narrative about the illness and bloodletting of Tobias from Castle Diary. They develop the narrative’s exposition, conflict, rising action, and climax. Students write from the point of view of the doctor who treats Tobias and use internal dialogue to develop characters and events.
Lessons 30–32 | Module Task 2
Students write the falling action and resolution of a first-person narrative by writing those parts of the arc from the point of view of a supporting character in The Midwife’s Apprentice.
Lesson
33 | Reading Comprehension Assessment 2
Students complete a four-section Reading Comprehension Assessment. The first section, Fluency, assesses rate, accuracy, phrasing, and expression. The second section, Show What You Know, assesses content knowledge and vocabulary built during the second half of the module. The third section, Grow What You Know, assesses comprehension of a new topically related text about roles in medieval societies. The fourth section, Self-Reflection, gives students an opportunity to evaluate their own confidence about the assessment and identify challenges posed by the assessment text.
Lessons 36–39 | End-of-Module Task
Students write a first-person narrative from the point of view of an adolescent in medieval Europe who encounters someone from a different social class.
ACHIEVEMENT DESCRIPTORS OVERVIEW
Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on instruction. ADs are written by using portions of various standards to form a clear, concise description of the work covered in each module. Grade-level ADs may appear in multiple modules.
Arts & Letters alignment to state standards is available on the digital platform.
The ADs are organized into five strands.
Each strand is composed of grade-level parent ADs. Some parent ADs are further divided into child ADs, and some child ADs are further broken down into grandchild ADs.
Each AD has a unique code, which indicates the strand, the AD number, and the grade to represent the parent AD. If applicable, the code may also include a capital letter to indicate a child AD and a lowercase letter to indicate a grandchild AD.
The example shows the relationship of parent, child, and grandchild ADs.
The first number in the code is the AD number, which corresponds to the list of Achievement Descriptor Numbers by Strand. The second number in the code is the grade-level number.
For a list of this module’s Achievement Descriptors, see the appendix.
Descriptor Strands
Develop Metacognition
CP.4.7 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
Develop an introduction.
Introduce claim(s) and acknowledge alternate or opposing claims.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS
By engaging students in a variety of language- and text-based activities, module 1 lessons align with the following English Language Development (ELD) standards. Arts & Letters Prologue™ lessons provide additional language support to develop 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
• Identify and raise questions about what might be unexplained, missing, or left unsaid
• Recount and restate ideas to sustain and move dialogue forward
• Create closure, recap, and offer next steps
ELD-SI.4-12.Inform: Multilingual learners will
• Define and classify facts and interpretations; determine what is known vs. unknown
• Report on explicit and inferred characteristics, patterns, or behavior
• Describe the parts and wholes of a system
• 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
• Clarify and elaborate ideas based on feedback
• Evaluate changes in thinking, identifying trade-offs
ELD-LA.6-8.Narrate.Interpretive: Multilingual learners will interpret language arts narratives by
• Identifying a theme or central idea that develops over the course of a text
• 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
• Orient audience to context and point of view
• Develop and describe characters and their relationships
• Develop story, including themes with complication and resolution, time, and event sequences
• Engage and adjust for audience
ELD-LA.6-8.Inform.Interpretive: Multilingual learners will interpret informational texts in language arts by
• Identifying and/or summarizing main ideas and their relationship to supporting ideas
• Analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors
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 5: An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.
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.
MODULE PLAN
Essential Question | How does society influence a person’s future?
Arc A | Good Masters! Sweet Ladies!
Lesson 1
Opening Bookend
Lesson 8
Organize Good Masters! Sweet Ladies!
Lesson 2
Wonder Good Masters! Sweet Ladies!
Virgin and Child in Majesty
Lesson 3
Organize Good Masters! Sweet Ladies!
Virgin and Child in Majesty
Lesson 4
Organize Good Masters! Sweet Ladies!
Reveal
Virgin and Child in Majesty
Lesson 5
Organize Good Masters! Sweet Ladies!
Distill
Virgin and Child in Majesty
Lesson 6
Reveal Good Masters! Sweet Ladies!
Know
Virgin and Child in Majesty
= assessment = Prologue lesson
Lesson 9
Organize Good Masters! Sweet Ladies!
Lesson 10
Reveal Good Masters! Sweet Ladies!
Lesson 11
Distill Good Masters! Sweet Ladies!
Lesson 12
Know Good Masters! Sweet Ladies!
Lesson 13
Reading Comprehension Assessment 1
Lesson 7
Organize Good Masters! Sweet Ladies!
Lesson 14
Responsive Teaching
Arc B | Castle Diary
Lesson 15
Wonder Castle Diary
Organize Castle Diary
17
Organize Castle Diary
18
“A Brief History of Bloodletting”
Lesson 22
Know Castle Diary Module Task 1 completed
Arc C | The Midwife’s Apprentice
Lesson 23
Wonder The Midwife’s Apprentice
Organize The Midwife’s Apprentice
25
Organize The Midwife’s Apprentice
27 Organize The Midwife’s Apprentice
28 Organize The Midwife’s Apprentice
Organize The Midwife’s Apprentice
Arc C | The Midwife’s Apprentice
Lesson 30
Reveal The Midwife’s Apprentice
Module Finale
End-of-Module Task completed
Lesson 1
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
In this opening Bookend lesson, students explore the module topic and the Essential Question. Students share what they know about the Middle Ages. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a poster that depicts a personal experience of agency, experience a museum or library exhibit, read a text about the Middle Ages, or engage in a teacher-created experience.
Learning Goals
• Share experiences about the Middle Ages.
• Explore the module topic.
Read the Essential Question
Materials and Preparation
• Knowledge Card: agency
• Determine how to display the Essential Question. See the Launch section for details.
• Share: Discuss Prior Knowledge
• Engage: Create, Experience, or Read
Revisit the Essential Question
Vocabulary agency (n.)
• Prepare materials for the selected activity in the Engage section.
• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today they are starting a new module about the Middle Ages.
2. Display and Choral Read the Essential Question: How does society influence a person’s future?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, languages, and experiences.
LEARN 53 minutes
Share | Discuss Prior Knowledge | 10 minutes
1. Introduce the vocabulary term agency.
2. Display and read aloud this word part and its definition:
• ag, act (root)—to drive or move out
3. Instruct students to work with a partner to infer the term’s meaning. Ask this question: What might the word agency mean based on the root ag, act?
Invite a few students to share their ideas.
4. Display the Knowledge Card for agency. 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 agency.
Teacher Note
Definition agency (n.): a person’s ability to be responsible for their own actions or life events
The Word Analysis Chart, located on the digital platform, identifies relevant word-part information for each vocabulary term defined in the module. Use the chart to inform additional phonics and word analysis support for students.
5. Tell students that they will share what they know about the module topic. Ask this question:
How do you demonstrate agency in our society?
Explain that societies change over time and that this module will cover the Middle Ages. Ask these questions:
What do you know about the Middle Ages?
How might the word agency connect to the Middle Ages?
Engage | Create, Experience, or Read | 43 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create a Poster
1. Prompt students to create posters that depict times in their lives when they made decisions that demonstrated agency.
Encourage students to use words, sentences, images, or quotations to help depict the decisions they made and their experiences with agency.
Ask these questions:
What decision did you need to make?
In what ways did you have control over your decision?
In what ways did you not have control over your decision?
How did your sense of personal responsibility impact your decision?
2. Invite a few students to share their posters.
Option 2 | Experience the Middle Ages
1. Facilitate a visit to a local museum or library to learn more about the Middle Ages and the people, art, and artifacts from this period in European history.
Teacher Note
If an off-site activity is not feasible, consider facilitating a virtual museum exploration of an exhibit about the Middle Ages.
2. As students learn about the Middle Ages, ask these questions:
What was society like during the Middle Ages?
What did individuals have agency to do during the Middles Ages?
What did individuals not have agency to do during the Middles Ages?
3. Direct students to their journals. Instruct them to write down their ideas about the Middle Ages.
Invite a few students to share their ideas.
Option 3 | Read a Book About the Middle Ages
1. Display and briefly introduce the volume of reading texts, and allow students to select which text to read. Invite a few students to share their initial impressions of the books they have chosen.
2. Instruct students to begin reading their selected volume of reading text.
Teacher Note
If you do not choose option 3 during this lesson, be sure to complete these steps at another time near the beginning of the module so students can familiarize themselves with the volume of reading choices and make their selections.
LAND 5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option from the Engage section, to initiate the discussion:
• Option 1—How did your past experience with agency influence who you are today?
• Option 2—How was life in the Middle Ages similar to and different from life today?
• Option 3—What knowledge did you build from reading the text about the Middle Ages?
2. Tell students that throughout the module they will continue to build knowledge about the Middle Ages.
Teacher Note
Arts & Letters student and teacher materials feature borders, header images, and other carefully chosen visuals to align with each module’s knowledge. Consult About the Images, located in the appendices of the Teach book, to learn more about how these elements connect to the module’s knowledge. As students progress through the module, share related information about the images and encourage them to make connections to what they are learning.
ACHIEVEMENT DESCRIPTORS
Lesson 2
Essential Question | How does society influence a person’s future?
Content Framing Question | Wonder: What do I notice and wonder about these texts?
OVERVIEW Preview
In this Wonder lesson, students notice and wonder about Good Masters! Sweet Ladies! Students examine the book’s text features and foreword. This prepares them to write what they notice and to ask related questions about the text, which they will return to throughout the module as they build knowledge of the Middle Ages. During visual art instruction, students look closely at Virgin and Child in Majesty for the first time and share what they notice and wonder about the work of art. Students will build knowledge about the Middle Ages throughout the module.
Learning Goals
Notice and wonder about Good Masters! Sweet Ladies!
LEARNING TASK: Write at least one thing you notice about the foreword to Good Masters! Sweet Ladies! and at least one related question.
Notice and wonder about Virgin and Child in Majesty.
LEARNING TASK: Write one thing you notice about Virgin and Child in Majesty and one related question.
Vocabulary
foreword (n.)
medieval (adj.) monologue (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Read Good Masters! Sweet Ladies!
• Respond: Notice and Wonder About the Text
• Observe: Notice and Wonder About Virgin and Child in Majesty
LAND
Reflect on Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Virgin and Child in Majesty (digital platform)
• Knowledge Card: medieval
• Module 1 Question Board
• Notice and Wonder Chart for a Work of Art (Learn book)
STUDENTS
• Good Masters! Sweet Ladies!
• Notice and Wonder Checklist for Good Masters! Sweet Ladies! (Learn book)
• Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency)
• Notice and Wonder Chart for a Work of Art (Learn book)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display the Module 1 Question Board. Students continue adding to the board throughout the module. If the class uses chart paper and sticky notes, ensure that students have access to sticky notes during each lesson.
Follow-Up
• Before the next lesson, students read pages x–13 of Good Masters! Sweet Ladies!
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about these texts?
3. Explain that during a Wonder lesson the class begins to read the text for the first time to spark their curiosity. Students share what they notice and wonder about the text. Introduce Good Masters! Sweet Ladies! by reading aloud the title, author, and illustrator. Tell students that in this lesson they will write what they notice and related questions about the foreword to Good Masters! Sweet Ladies!
LEARN 53 minutes
Read | Read Good Masters! Sweet Ladies! | 20 minutes
1. Remind students that before reading a text, it is helpful to examine its text features and record what they notice and wonder.
Direct students to the Notice and Wonder Checklist for Good Masters! Sweet Ladies!, located in the Learn book. Instruct them to complete the checklist at the top of the first page.
2. Invite a few students to share what they notice and wonder about Good Masters! Sweet Ladies!
Teacher Note
As students share, listen for what they already know about the topic. Note students’ prior knowledge to activate and incorporate into future discussions. Note misconceptions to correct in future instruction.
3. Direct attention to the text’s subtitle: Voices from a Medieval Village.
Introduce the vocabulary term medieval by displaying the Knowledge Card, saying the term, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
4. Display and read aloud these word parts and their definitions:
• medi- (prefix): middle
• ev (root): age
5. Instruct students to use the word parts to infer, or figure out, the meaning of medieval.
Language Support
To support students’ exploration of the meaning of medieval, provide the following words and explain that they contain the prefix medi-, which means “middle”: immediate, intermediate, media, median, medium.
Invite a few students to share their ideas. As students share, reinforce the correct definition.
6. Instruct students to work with a partner to make predictions about Good Masters! Sweet Ladies! based on the meaning of medieval.
7. Read aloud pages viii–ix, starting with the heading “Foreword.” Instruct students to annotate what they notice and wonder about the foreword as you read it aloud.
Teacher Notes
If students are new to the Content Stages, think aloud to model how to notice and wonder about the foreword.
Annotation is a core practice in Arts & Letters. As students annotate texts throughout module 1, introduce a consistent annotation system. Use your own system, or see Implementation Resources for suggestions.
Definition
medieval (adj.): of or relating to the Middle Ages, the period of European history from about 500 CE to 1500 CE
8. Instruct students to work with a partner to discuss what they notice and wonder about the foreword. Tell them to use their annotations to discuss the meaning of foreword. Ask this question:
According to the author of Good Masters! Sweet Ladies!, what is a foreword?
Key Ideas
• “a part of the book that most people skip” (viii)
• “the part where the author tells why the book exists and why the reader might want to read it” (viii)
9. Introduce the vocabulary term foreword by displaying the term and definition. Engage students in Vocabulary Exploration.
10. Tell students that they will follow the instructional routine Think–Pair–Share to discuss the foreword to Good Masters! Sweet Ladies! 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.
11. Direct attention to this sentence on page viii: “This is a part of the book that most people skip.” Instruct students to Think–Pair–Share to answer these questions:
Do you think we should have skipped the foreword? Why or why not?
12. Introduce the vocabulary term monologue by displaying the term, saying it, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
Definition
foreword (n.): a section at the beginning of a book that introduces the book and is usually written by someone other than the book’s author
Definition
monologue (n.): a long speech given by a character or a performer
13. Display and read aloud these word parts and their definitions:
• mono- (prefix)—alone
• logos (root)—speaking
Instruct students to work with a partner to infer the term’s meaning.
14. Invite a few students to share their ideas.
Reinforce the correct definition of monologue. Emphasize that knowing the meanings of roots and affixes can help readers understand the meaning of a whole term.
Respond | Notice and Wonder About the Text | 18 minutes
1. Introduce the learning task. Instruct students to write at least one thing they notice about the foreword and at least one related question on the Notice and Wonder Checklist for Good Masters! Sweet Ladies!
Analyze Student Progress
Monitor: Do students make coherent connections between what they notice and what they wonder?
Offer Immediate Support: If students need additional support noticing something and asking a related question, prompt them to refer to their annotations.
Plan Future Practice: Students practice noticing things and asking questions about Castle Diary in lesson 15.
2. Display the Question Board. Explain that the class will use Question Boards throughout the year to track lingering questions about the texts and motivate themselves and their peers to work toward answering these questions as they continue to study the topic.
3. Instruct students to identify a question from the Wonder column of their Notice and Wonder Checklist that they think is especially important to answer throughout the module. Invite a few students to share their responses, and add those responses to the Question Board.
Teacher Note
As questions emerge throughout the module, consider which should be answered immediately to remove comprehension roadblocks and which might be answered naturally in subsequent lessons or through student curiosity. Invite students to add their questions to the Question Board during Land instruction.
4. Tell students that in addition to writing what they notice and related questions about new texts, they will also practice fluency throughout the module.
Remind students of the elements of fluency: accuracy, phrasing, expression, and rate. Assess and activate prior knowledge by inviting students to recall the definition of each term.
5. As needed, reinforce the correct definitions:
• accuracy—correctly decoding words
• phrasing—grouping words in phrases and pausing for punctuation
• expression—using voice to show feeling
• rate—reading at an appropriate speed
Differentiation Support
To help students understand the elements of fluency, post terms and definitions in your classroom so they remain visible for students.
6. Direct students to Fluency Practice for Good Masters! Sweet Ladies!, passage 1, located in the Learn book. Tell students that in this lesson they will focus on reading with accuracy by correctly decoding each word. Instruct students to read the passage and identify words for which they would like to review the pronunciation.
7. Invite a few students to share words. As students share, invite the class to pronounce the words aloud together to ensure accurate pronunciation.
8. Read aloud the fluency passage, demonstrating accuracy by pronouncing each word correctly. Ask this question:
What did you notice about my accuracy as I read this passage?
Language Support
To help students understand the fluency passage, provide definitions for the following terms: famine, splendid, and picturesque
Key Ideas
• Words were read without hesitation.
• Words were pronounced in a recognizable way.
• Difficult words, such as famine, splendid, and picturesque, were pronounced correctly.
9. Choral Read the passage, encouraging students to focus on accuracy. Invite students to read the words they practiced pronouncing more loudly than the other words in the passage so that their accurate pronunciation is audible.
Observe | Notice and Wonder About Virgin and Child in Majesty | 15 minutes
1. Ask this question:
What is the difference between observing a work of art and interpreting it?
Key Ideas
• Observing a work of art involves taking note of what one sees and what a work of art looks like.
• Interpreting involves trying to make sense of an artist’s choices and understanding what a work of art means.
2. Explain that observing a work of art and asking questions about it can help viewers understand visual art in the same way that reading with attention and curiosity can help readers understand written text.
Teacher Note
During visual art instruction, students develop skills to examine and analyze art, which help them build stamina for looking closely at works of art. For this reason, lessons include specific amounts of time for examining works of art. The time for looking closely increases across modules and levels.
3. Display Virgin and Child in Majesty without telling students the title of the sculpture or the name of the artist. Instruct students to look closely at the work of art in silence. After at least four minutes, direct attention to different parts of the work of art, including the top, bottom, and middle.
4. Instruct students to work with a partner to discuss what they notice and wonder about Virgin and Child in Majesty.
Differentiation Support
To help students articulate what they notice and ask related questions, prompt them to record what they notice and wonder about the work of art’s top, bottom, and middle.
Teacher Note
To promote looking closely at the work of art, do not provide background information about it at this point. Rather, encourage students to share and expand on what they initially notice and wonder. Students revisit this work of art during the next few lessons and learn its title and more about its history.
5. Introduce the learning task. Instruct students to write one thing they notice about Virgin and Child in Majesty and one related question on their Notice and Wonder Chart for a Work of Art, located in the Learn book.
Analyze Student Progress
Monitor: Do students make coherent connections between what they notice and what they wonder?
Offer Immediate Support: If students need additional support noticing something and asking a related question, prompt them to revisit their discussion with their partner.
Plan Future Practice: Students practice noticing things and asking questions about Flag Raising on Iwo Jima and Two Navajo Code Talkers in module 2.
6. Invite a few students to share their responses. Add responses to the class Notice and Wonder Chart for a Work of Art as students share.
LAND 5 minutes
Reflect on Learning
1. Direct attention to the Module 1 Knowledge Chart, and read aloud each column heading. Explain that knowledge of the world is knowledge students gain from texts in the module. Explain that knowledge of English is knowledge students gain as they learn reading, writing, and speaking skills. Writing statements about new learning helps people remember and track the knowledge they gain.
2. Think aloud to model how to form a knowledge statement relevant to the lesson, and add it to the knowledge chart.
3. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to form knowledge statements and add them to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
4. Invite a few students to share their statements, and add them to the knowledge chart. As they share, encourage students to add new and intriguing statements to the page in their Learn book. Tell students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Sample Think Aloud
I see that the subtitle of Good Masters! Sweet Ladies! is “Voices from a Medieval Village,” and I see many people in the cover illustration, so here is a possible knowledge statement: People lived together in villages during the Middle Ages.
Teacher Note
Adding all students’ knowledge statements to the chart is not necessary. Encourage all students to share their knowledge statements, and then choose a few to add to the chart. We do not include a prescribed list of student knowledge statements because the discussion should flow organically and the statements should represent the authentic learning of each class. As needed, ask follow-up questions to guide students toward key ideas from the lesson, world knowledge from the texts, or English knowledge related to the learning goals.
5. Assign the follow-up work to read pages x–13 of Good Masters! Sweet Ladies! before the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.5.7 Vocabulary: MM.5.7.A, MM.5.7.A.d, MM.5.7.C
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.c, MM.12.7.C, MM.12.7.C.b
BU Build Understanding
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B
BU.3.7 Conversation and Collaboration: BU.3.7.B
BU.4.7 Expression
DF Develop Foundations
DF.5.7 Fluency: DF.5.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.A
DM.3.7 Schema Building
Lesson 3
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students identify connections between characters in Good Masters! Sweet Ladies! Students examine two characters’ monologues and summarize the differences and similarities between the characters, which helps students build knowledge about how social status affected individual experiences during the Middle Ages. This prepares students to record characters’ similarities and differences and to better understand the rigid social structure through which young people’s lives are connected at a medieval manor. During visual art instruction, students examine the figures in Virgin and Child in Majesty. Then students describe the work of art.
A Prologue to lesson 3 is available for students who need additional support.
Learning Goals
Compare characters in Good Masters! Sweet Ladies!
LEARNING TASK: Add character similarities and differences to the Hugo and Taggot Venn Diagram.
Describe Virgin and Child in Majesty.
LEARNING TASK: Describe what is happening in Virgin and Child in Majesty.
Vocabulary
hierarchy (n.)
manor (n.)
status (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Summarize Monologues in Good Masters! Sweet Ladies!
• Respond: Make Connections Between Characters
• Observe: Describe Virgin and Child in Majesty
LAND
Reflect on Learning Materials
TEACHER
• Good Masters! Sweet Ladies!
• Virgin and Child in Majesty (digital platform)
• “The Middle Ages” (digital platform)
• class Medieval Social Hierarchy Organizer (Learn book)
• Knowledge Cards: hierarchy, status
STUDENTS
• Good Masters! Sweet Ladies!
• Medieval Social Hierarchy Organizer (Learn book)
• Hugo and Taggot Venn Diagram for Good Masters! Sweet Ladies! (Learn book)
• Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 10–23 of Good Masters! Sweet Ladies!
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Explain that during an Organize lesson the class rereads sections of the book and identifies what is happening to gain a basic understanding of each section. Tell students that in this lesson they will describe similarities and differences between Hugo and Taggot.
LEARN
53 minutes
Read | Summarize Monologues in Good Masters! Sweet Ladies! | 20 minutes
1. Read aloud “Hugo, the Lord’s Nephew” (pages 2–4). Model how to locate and use an endnote for “The Feast of All Souls,” which is referenced on page 2 and appears as an endnote on page 83.
Teacher Note
Throughout this and all subsequent lessons about Good Masters! Sweet Ladies!, encourage students to refer to the endnotes on pages 83–91.
2. Direct students to Good Masters! Sweet Ladies! Instruct students to annotate words and phrases in the chapter to answer the 5 W’s and 1 H. Ask these questions:
Who is Hugo?
What is he doing?
When is he doing it?
Where is he?
Why is he doing it?
How does he feel?
3. Invite students to share a few passages they annotated.
Sample Annotations
• who: “Hugo, the Lord’s Nephew” (2)
• what: “The hunt was on.” (3)
• when: “The Feast of All Souls” (2)
• where: “The woods” (2), “the underbrush” (3)
• why: “You’ll hunt like a man, or be flogged like a boy.” (2)
• how: “Rank with fear” (3), “My legs were like straw” (3), “my bowels turned to water” (3), “I almost wept” (4).
4. Tell students they will work with a partner to use their annotations to write a summary of the chapter beginning with the following sentence: Hugo, the lord’s nephew, runs away from his lessons and discovers a boar in the forest.
Language Support
To help students focus their summaries, provide these sentence frames: First, Hugo . Then, his uncle . In the end, Hugo .
5. Invite a few pairs to share their summaries.
Key Ideas
Hugo, the lord’s nephew, runs away from his lessons and discovers a boar in the forest. His uncle insists that they go hunting and threatens that if Hugo doesn’t help kill the boar, he’ll be beaten. Even though Hugo is terrified during the hunt, he kills the boar, but he is later haunted by nightmares.
6. Instruct students to work with their partners and to read “Taggot, the Blacksmith’s Daughter” (pages 5–9) and its endnotes (page 83) and then annotate words and phrases that answer the 5 W’s.
• what: “And then he came. / Leading his horse” (6), “a stone, caught between hoof and shoe” (7), “that a maid should know how to shoe a horse” (7), “I set to work” (8), “sprig of hawthorn” (9).
• when: “It was May Day.” (5)
• where: “I led the horse to the forge.” (7)
• why: “The others went a-Maying, and I stayed behind.” (6)
7. Instruct students to use their annotations to write a summary of “Taggot, the Blacksmith’s Daughter” with their partners.
Language Support
To help students focus their summaries, provide these sentence frames: On May Day, Taggot Then, Hugo . In the end, Hugo , and Taggot .
8. Invite a few students to share their summaries.
Key Ideas
Taggot, the blacksmith’s daughter, stays home while everyone else celebrates May Day. When Hugo comes looking for help for his horse, Taggot removes the stone and later discovers that Hugo left a sprig of hawthorn as a gift for her.
Respond | Make Connections Between Characters | 20 minutes
1. Display the class Medieval Social Hierarchy Organizer. Tell students that they’ll use evidence from Good Masters! Sweet Ladies! and other module texts to place characters on the organizer.
2. Introduce the vocabulary term hierarchy by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
3. Introduce the vocabulary term status by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
4. Play “The Middle Ages.” Ask this question:
Based on your understanding of the terms hierarchy and status and the video “The Middle Ages,” how was a person’s status connected to social hierarchy during the Middle Ages?
Key Ideas
• A person’s status determined their place in the social hierarchy.
• In the feudal system, the king was atop the hierarchy and everyone else held lower positions based on their social status.
• People’s positions in the social hierarchy were typically limited by the status they were born into.
Teacher Note
Subsequent lessons do not include instructions to play “The Middle Ages.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.
Definitions
hierarchy (n.): a system in which people or things are placed in a series of levels with different importance or status status (n.): the position or rank of someone or something when compared to others in a society, organization, group, etc.
5. Think aloud to model how to identify where Hugo belongs on the class Medieval Social Hierarchy Organizer and why.
Invite a student to add Hugo to the class Medieval Social Hierarchy Organizer by drawing a symbol to represent him and writing his name.
6. Direct students to the Medieval Social Hierarchy Organizer, located in the Learn book. Instruct students to add to their organizers Hugo’s name and a symbol to represent him.
7. Instruct students to Think–Pair–Share to answer this question:
Where does Taggot belong on the Medieval Social Hierarchy Organizer and why?
Encourage students to refer to evidence from the text and to use the terms hierarchy and status as they share.
Differentiation Support
To help students infer Taggot’s social status, ask these questions:
• What title does Taggot have?
• What is her job?
• How does she interact with Hugo?
8. Listen for students to address key ideas in their discussions.
Key Ideas
• Taggot should be below Hugo.
• She practices a skilled trade but knows it’s rare for a member of the nobility to interact with someone like her.
9. Invite a student to add Taggot to the class Medieval Social Hierarchy Organizer, by writing her name, drawing a symbol to represent her, and explaining her placement.
Instruct students to add to their organizers Taggot’s name and a symbol to represent her.
Sample Think Aloud
I’m going to put Hugo near the top of the hierarchy because his uncle is the lord of the manor, which gives him noble status. I’m going to draw a little spear to represent Hugo because his monologue describes a boar hunt.
10. Direct attention to the illustration “Setting: A Medieval Manor, England, 1255” (pages x–xi). Introduce the vocabulary term manor by displaying the term and definition. Engage students in Vocabulary Exploration.
11. Instruct students to locate Hugo and Taggot in the illustration. Ask this question:
What do you notice about Hugo and Taggot in the illustration?
Key Ideas
• They are close to one another.
• Hugo is by himself.
• Taggot is with a horse.
• They are both far from the castle.
12. Introduce the learning task. Direct students to the Hugo and Taggot Venn Diagram for Good Masters! Sweet Ladies! Instruct students to add similarities and differences between Hugo and Taggot.
Analyze Student Progress
Monitor: Do students include details about the differences between Hugo and Taggot?
Offer Immediate Support: If students need additional support listing similarities and differences between Hugo and Taggot, ask these questions: What can Hugo do that Taggot cannot? What does Taggot know how to do that Hugo does not? What do the adults in their lives expect of Hugo and Taggot?
Plan Future Practice: Students practice identifying connections among characters in Good Masters! Sweet Ladies! in lesson 4.
Definition manor (n.): in the Middle Ages, an estate under a lord who controls the land and the people living on it
13. Invite a few students to share their Venn diagrams.
Key Ideas
Hugo
• Hugo gets to learn Latin and grammar.
• Hugo and his uncle hunt a boar.
Similarities
• Both live on the same manor.
• Both feel pressure from adults.
• Both have jobs they must do.
Taggot
• Taggot does not go to school.
• Taggot has learned her father’s trade.
14. Direct students to Fluency Practice for Good Masters! Sweet Ladies!, passage 1, located in the Learn book. Tell students that you will practice phrasing by reading aloud the passage while they follow along. Prompt them to think about how your phrasing could influence how they read the passage.
15. Read aloud the first sentence of the fluency passage, emphasizing short pauses after meaningful phrases (e.g., after “When I was a student”) and long pauses for punctuation such as the em dash.
16. Ask this question:
What did you notice about my reading with attention to phrasing?
Key Ideas
• pauses at commas
• pauses after groups of words that belong together
• emphasis on words that begin phrases or sentences
17. Invite a student to read aloud the second sentence of the fluency passage. Ask the student to think aloud to explain how and why they used phrasing while reading.
Key Ideas
• short pauses before each repetition of “and”
• long pause between “war and money” and “and dead men” because of the long dash
18. Tell students to pick two or three sentences from the fluency passage to read aloud to a partner with attention to phrasing.
Instruct students to discuss the following question with their partners:
How and why did you decide to use phrasing as you read aloud?
Key Ideas
• short pauses after periods
• short pauses after commas
• longer pause between “violently” and “they” because of the semicolon
Observe | Describe Virgin and Child in Majesty | 13 minutes
1. Display Virgin and Child in Majesty, but do not reveal its title. Instruct students to silently observe the work of art for at least one minute, noting what they notice and wonder during their second encounter with it.
Teacher Note
Explain that just as we reread and reexamine written texts, it is useful to engage in repeated encounters with a work of art.
2. Instruct students to Think–Pair–Share to answer this question:
What are the figures doing in this work of art?
Key Ideas
• sitting
• looking straight ahead
• looking serious
• looking sad
• one figure sitting on the other figure’s lap
• one figure holding the other figure
3. Instruct students to discuss this question with a partner:
How would you describe this work of art to someone who is not in the room?
4. Facilitate a brief discussion of this question:
How did you decide what to include in your description of the work of art?
5. Explain that this work of art is a sculpture—a three-dimensional object. Tell students that because the sculpture is currently in a museum, viewers can observe it by looking at a photograph—a twodimensional object—of it.
6. Introduce the learning task. Direct students to their journals. Instruct students to write a one-sentence summary of what is happening in the work of art.
Analyze
Student Progress
Monitor: Do students describe the figures in the work of art?
Offer Immediate Support: If students need additional support writing their summaries, instruct them to describe what the figures are doing in the work of art.
Plan Future Practice: Students practice describing what is happening in Flag Raising on Iwo Jima and Two Navajo Code Talkers in module 2.
7. Invite a few students to share their summaries.
Key Ideas
• A larger figure holds a smaller figure on their lap.
• Both figures look straight ahead and seem very serious.
8. Share object details with students:
This sculpture is called Virgin and Child in Majesty, and it was made in France during the Middle Ages, roughly between 1175 and 1200. During this period, much of the art created in Europe was religious, as a way to share Christianity with the masses. It depicts the child Jesus and his mother the Virgin Mary. Carved out of wood, this sculpture was likely painted originally, but the paint wore off over time. Some of the figures’ features, such as the feet and hands of the child figure, have broken off. This sculpture is an example of a type of religious object called a Throne of Wisdom, and it was likely carried through the streets during religious festivals.
Differentiation Challenge
To extend student thinking, ask this question: How does Virgin and Child in Majesty resemble another work of art you’ve seen or studied?
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about medieval Europe?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Teacher Note
Writing knowledge statements is a concrete way for students to self-assess how their learning has progressed. They reflect on their growing knowledge of the module topic and their own development as readers and writers. This reflection helps students identify what they may need to learn more about, including topic- and text-related knowledge and ELA knowledge related to the learning goals.
3. Assign the follow-up work to read pages 10–23 of Good Masters! Sweet Ladies! before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.3.7 Summary: MM.3.7.A
MM.9.7 Media: MM.9.7.C
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.c, MM.12.7.C, MM.12.7.C.b, MM.12.7.C.c
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DF Develop Foundations
DF.5.7 Fluency: DF.5.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 4
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students identify similarities and differences between characters in Good Masters! Sweet Ladies! Students describe and compare the characters’ family relationships and social statuses. Students then identify how the characters’ different social statuses affect their lives, responsibilities, and occupations, which prepares students to write a narrative about a character from the Middle Ages in Module Task 1. During visual art instruction, students analyze lines in Virgin and Child in Majesty. They connect the artist’s use of cross-contour lines to the significance of Jesus in the work of art.
Learning Goals
Identify influences on characters in Good Masters! Sweet Ladies!
LEARNING TASK: Add similarities and differences between two characters to the Will and Thomas Venn Diagram.
Analyze lines in Virgin and Child in Majesty.
LEARNING TASK: Explain one effect of cross-contour lines in Virgin and Child in Majesty.
Vocabulary
cross-contour lines
parentage (n.)
peasant (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe Character Relationships in Good Masters! Sweet Ladies!
• Respond: Compare Characters
• Observe: Analyze Lines in Virgin and Child in Majesty
LAND
Reflect on Learning Materials
TEACHER
• Good Masters! Sweet Ladies!
• Virgin and Child in Majesty (digital platform)
• Knowledge Card: parentage
• class Medieval Social Hierarchy Organizer
STUDENTS
• Good Masters! Sweet Ladies!
• Medieval Social Hierarchy Organizer (Learn book, lesson 3)
• Will and Thomas Venn Diagram for Good Masters! Sweet Ladies! (Learn book)
• Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 24–35 of Good Masters! Sweet Ladies!
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Remind students that during an Organize lesson the class rereads sections of the book and identifies what is happening to gain a basic understanding of the story. Tell students that in this lesson they will examine the similarities and differences between Will and Thomas.
LEARN
53 minutes
Read | Describe Character Relationships in Good Masters! Sweet Ladies! |
20 minutes
1. Direct students to Good Masters! Sweet Ladies! Instruct students to read “Will, the Plowboy” (pages 10–11) independently and annotate words and phrases related to Will’s relationship with his father. Sample Annotations
• “That’s what my father taught me.” (10)
• “I only know that’s what he told me.” (10)
• “My father’s been dead for four years now, but I think of him every day.” (10)
• “And when he lay dying, he told me to work hard and take care of my mother and sisters.” (11)
• “I promised I would.” (11)
• “I always did everything he told me.” (11)
2. Instruct students to Think–Pair–Share to respond to this prompt:
Describe Will’s relationship with his father.
Key Ideas
• Will misses his father.
• He feels obligated to take care of his mother and sisters, as he promised his dying father.
• Will’s father worked hard, so Will is determined to work hard, even if he dies “of working” (11).
3. Read aloud “A Little Background: The Three-Field System” (page 13). Introduce the vocabulary term peasant by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
To help students comprehend this passage, explain that sow means “to plant seeds in an area of the ground” and fallow means “not used for growing crops.”
Instruct students to Think–Pair–Share to respond to this prompt:
Describe the Three-Field System.
Key Ideas
• hard work
• happens every year
• work shared among peasants
• controlled by the lord of the manor
Definition
peasant (n.): a poor farmer or farm worker who has a low social status—used especially to refer to poor people who lived in Europe in the past
4. Display the class Medieval Social Hierarchy Organizer, and direct students to the page in their Learn book. Ask these questions:
Based on evidence from “Will, the Plowboy” and “A Little Background: The Three-Field System,” where does Will belong on the Medieval Social Hierarchy Organizer? Why?
Key Ideas
• where: near the bottom of the hierarchy
• where: below Taggot
• why: is a peasant farmer who is subject to the lord’s decisions about the manor’s land
• why: the hare that his father caught and everything else on the manor, “belonged to the lord” (11)
5. Invite a student to add Will to the class Medieval Social Hierarchy Organizer by drawing a symbol to represent him and using evidence to explain his placement. Tell students to add Will to their own Medieval Social Hierarchy Organizers.
6. Instruct students to read pages 18–19, starting with the heading “Thomas, the Doctor’s,” and to work with a partner to annotate words and phrases related to Thomas’s relationship with his father.
Sample Annotations
• “My father is the noble lord’s physician.” (18)
• “I am bound to carry on tradition.” (18)
Differentiation Support
To support students in describing Thomas’s relationship with his father, explain that students can look for direct references to his father using “My father,” and they can also look for indirect references that explain something that is related to his father’s actions or expections like the fact that Thomas is expected to carry on tradition.
7. Instruct students to Think–Pair–Share to respond to this prompt:
Describe Thomas’s relationship with his father.
Key Ideas
• Thomas learns medicine from his father.
• He feels obligated to carry on tradition by joining the same profession as his father.
• He learns from his father how to trick patients to earn more money.
8. Instruct students to work with a partner and to use evidence from “Thomas, the Doctor’s Son” to add Thomas to the Medieval Social Hierarchy Organizer.
9. Invite a student to add Thomas to the class Medieval Social Hierarchy Organizer by drawing a symbol to represent Thomas and by using evidence to explain his placement.
Key Ideas
• where: near the top but below Hugo
• why: is the son of the “noble lord’s physician” (18)
Respond | Compare Characters | 15 minutes
1. Direct students to the Will and Thomas Venn Diagram for Good Masters! Sweet Ladies!, located in the Learn book. Explain that students will use this organizer to record similarities and differences between Will and Thomas.
2. Introduce the learning task. Instruct students to add similarities and differences between Will and Thomas to the diagram.
Analyze Student Progress
Monitor: Do students note the similarities and differences between Will and Thomas?
Offer Immediate Support: If students need additional support comparing the characters, ask this question: How do Will’s and Thomas’s fathers affect their lives?
Plan Future Practice: Students practice identifying connections among characters in Good Masters! Sweet Ladies! in lesson 5.
3. Invite a few students to share their responses.
Key Ideas
Will
• Will is a peasant’s son.
• Will is from a low social status.
• Will gets little respect on the manor.
Similarities
• Both are obligated to carry on their father’s professions.
• Both have close relationships with their fathers.
• Both are born into a social class.
Thomas
• Thomas is a doctor’s son.
• Thomas is from a relatively high social class.
• Thomas earns money on the manor and is treated with respect.
4. Introduce the vocabulary term parentage by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Facilitate a brief discussion of these questions:
How are the effects of Will’s and Thomas’s parentage similar to and different from one another?
What influences the lives of young people in Good Masters! Sweet Ladies!?
Key Ideas
• similar: Will and Thomas are both obligated to carry on their fathers’ occupations.
• similar: They both train under their fathers.
Definition parentage (n.): a person’s parents; used especially to describe the origins or social status of someone’s parents
• different: Will receives little respect on the manor because he is a farmer. Thomas has both respect and authority because he is learning to be a doctor.
• influences: Young people in Good Masters! Sweet Ladies! inherit their social class and trades.
• influences: Young people in Good Masters! Sweet Ladies! are influenced by the adults in their lives.
Instruct students to add ideas to the Venn diagram based on the discussion.
5. Tell students that they will read Fluency Practice for Good Masters! Sweet Ladies!, passage 1, located in the Learn book, with attention to expression. Ask this question:
What is expression?
Reinforce the correct response: Expression is the ability to vary use of volume, pitch, and pace when reading to reflect the text’s meaning.
Direct students to read the fluency passage and annotate it for details that indicate an appropriate reading expression.
Sample Annotations
• “People in historical novels loved, fought, and struggled to survive.” (ix)
• “They died violently.” (ix)
• “history was the story of survival” (ix)
Instruct students to use their annotations to Think–Pair–Share to discuss the following questions:
What expression is most appropriate for this passage? Why?
Key Ideas
• serious, because the passage contains information
• formal, because the passage addresses harsh human experiences
• assertive, because the passage reflects the author’s opinion on a topic
Instruct students to select the most appropriate expression and read three or four sentences from the passage. Tell them to read in a whisper.
Invite a few students to read aloud sentences from the fluency passage in their chosen expression and explain why they selected that expression.
Ask this question:
How do different expressions affect the meaning of the passage?
Key Ideas
• Different expressions create different emotional responses to the passage.
• Emotions inform how we should understand the information in a passage.
• Expression affects how much we believe or should trust a passage.
Observe | Analyze Lines in Virgin and Child in Majesty | 18 minutes
1. Display Virgin and Child in Majesty. Instruct students to observe the work of art in silence for at least 30 seconds.
2. Instruct students to Think–Pair–Share to answer this question:
What lines do you see in Virgin and Child in Majesty?
Key Ideas
• There are lines in each person’s face.
• There are lines made from their bodies, like the lines of their arms.
• There are lines made in the folds of their clothes.
Tell students to use the tools on the digital platform to study the photographs of Virgin and Child in Majesty.
3. Introduce the vocabulary term cross-contour lines by displaying the term and definition. Engage students in Vocabulary Exploration.
4. Instruct student to Think–Pair–Share to answer the following questions:
Where do you see cross-contour lines in this work of art?
Where do the cross-contour lines direct your gaze?
What details do they help emphasize?
Key Ideas
• cross-contour lines: The folds in the clothes of both figures have cross-contour lines.
• where viewers gaze: The cross-contour lines draw the viewer’s eye to the center, where the baby sits.
• emphasis: They help emphasize the child in the lap.
Use responses to emphasize where the cross-contour lines are and how they direct the viewer’s eye.
Definition
cross-contour lines: a series of parallel lines drawn across an object’s surface that show the object’s form and the way its surface curves
5. Introduce the learning task. Instruct students to explain to a partner one effect of cross-contour lines in Virgin and Child in Majesty.
Analyze Student Progress
Monitor: Do students identify at least one effect of the cross-contour lines in Virgin and Child in Majesty?
Offer Immediate Support: If students need additional support explaining one effect of the cross-contour lines, ask this question: Where do the cross-contour lines draw your eye?
Plan Future Practice: Students practice examining a specific aspect of Flag Raising on Iwo Jima and Two Navajo Code Talkers in module 2.
6. Invite a few students to share their responses.
Key Ideas
• The cross-contour lines in Virgin and Child in Majesty point toward the baby, so the viewer’s eye is drawn to Jesus.
• The cross-contour lines draw the viewer’s eye to the center, where Jesus sits.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about medieval Europe?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 24–35 of Good Masters! Sweet Ladies! before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A, MM.1.7.B
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DF Develop Foundations
DF.5.7 Fluency: DF.5.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 5
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students identify connections among characters in Good Masters! Sweet Ladies! They use evidence to infer characters’ positions in the social hierarchy of medieval Europe. This work prepares students to explain how adults shaped the lives of adolescents during the Middle Ages. During visual art instruction, students discuss scale and proportion in Virgin and Child in Majesty. Students determine an effect of scale in the work of art.
A Prologue to lesson 5 is available for students who need additional support.
Learning Goals
Identify connections among characters in Good Masters! Sweet Ladies!
LEARNING TASK: Explain how adults influence the lives of Mogg, Otho, and Simon.
Determine the effect of scale in Virgin and Child in Majesty.
LEARNING TASK: During a small group discussion, identify one example of the effect of scale in Virgin and Child in Majesty.
Vocabulary
proportion (n.)
scale (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Organize Characters in Good Masters! Sweet Ladies!
• Respond: Identify Connections Among Characters
• Observe: Discuss Scale in Virgin and Child in Majesty
LAND
Reflect on Learning Materials
TEACHER
• Good Masters! Sweet Ladies!
• Virgin and Child in Majesty (digital platform)
• class Medieval Social Hierarchy Organizer (Learn book, lesson 3)
STUDENTS
• Good Masters! Sweet Ladies!
• Medieval Social Hierarchy Organizer (Learn book, lesson 3)
• Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will identify similarities and differences among Mogg, Otho, and Simon.
LEARN
53 minutes
Read | Organize Characters in Good Masters! Sweet Ladies! | 18 minutes
1. Tell students that they will follow the instructional routine Jigsaw to closely study something about the text and share their learning with students who studied something different. Explain how this routine works. First, you assign each student to an expert group to study their assigned text. Next, students work in their expert groups to gain a deep understanding of their assigned text. Then, you form new groups that include at least one student from each expert group. Finally, students take turns sharing their learning about their assigned text.
Teacher Note
Incorporate strategic, flexible ways to form groups of students throughout the module. Bringing together students who have different levels of reading, writing, or English language proficiency can promote rich conversation and exchange of ideas. Also, grouping students with similar levels of reading, writing, or English language proficiency can help focus students on a specific task with teacher support. As applicable, complement any of these groups by pairing students who speak the same home language.
2. Begin the Jigsaw by assigning each student to an expert group to read one of these monologues:
• “Mogg, the Villein’s Daughter” (pages 24–26)
• “Otho, the Miller’s Son” (pages 27–29)
• “Simon, the Knight’s Son” (pages 34–35)
Teacher Note
Encourage students to refer to the endnotes on pages 85–87 of Good Masters! Sweet Ladies!
3. Instruct expert groups to answer these questions and compose a one-sentence summary about their assigned monologue. Listen for students to address key ideas in their discussions.
“Mogg, the Villein’s Daughter”
• Why must Mogg take the grain to the mill?
• What does Mogg’s father want to purchase with his saved pennies?
• How and why do Mogg and her mother deceive the lord?
“Otho, the Miller’s Son”
• What is Otho’s “family business”?
• Why are millers unpopular?
• What does Otho mean when he says that “every man’s a sinner”?
“Simon, the Knight’s Son”
• Why did Simon’s family have to sell some of their land?
• Why does Simon say that he “knew [he’d] be a knight”?
• Why must Simon become a monk?
Key Ideas
“Mogg, the Villein’s Daughter”
• As villeins, their family is obligated to give a portion of their grain to the lord. Because her father is dying, Mogg must take the grain herself.
• He wants to buy a cow.
• They hide the cow in order to keep it.
“Otho, the Miller’s Son”
• They are millers.
• People believe that millers cheat customers.
• Everyone has a way of cheating and looking out for their own interests.
“Simon, the Knight’s Son”
• They sold the land so the father could buy weapons, armor, and a horse, which he needed for knighthood.
• He knows because his father was a knight.
• He must become a monk because his family has run out of money and cannot afford for him to be a knight.
4. Form new groups that include at least one student from each expert group. Instruct students to take turns sharing their learning about each monologue. Listen for students to share the key ideas that they distilled from their expert groups.
5. Display the class Medieval Social Hierarchy Organizer. Instruct groups to collaborate to identify where Mogg, Otho, and Simon belong on the Medieval Social Hierarchy Organizer and why.
Key Ideas
• Mogg is at the very bottom, even below Will.
• Mogg is a villein with no rights and no property.
• Otho is near the bottom, above Mogg but below Simon.
• Otho is “superior to peasants, … but greatly inferior to the lord.” (86)
• Simon is above Otho and Mogg but below Hugo and Thomas.
• Simon is not directly connected to the lord like Hugo and Thomas are, but he is the son of a knight.
6. Invite a few students to place Mogg, Otho, and Simon on the class Medieval Social Hierarchy Organizer and draw symbols to represent each character.
7. Direct students to the Medieval Social Hierarchy Organizer, located in the Learn book. Instruct them to add Mogg, Otho, and Simon, as well as symbols that represent these three characters, to the organizer.
Respond | Identify Connections Among Characters |
17 minutes
1. Facilitate a brief discussion of this question:
What do Mogg, Otho, and Simon have in common?
Differentiation Support
To help students articulate commonalities among Mogg, Otho, and Simon, ask this question: What do Mogg, Otho, and Simon get from their parents?
Key Ideas
• Their social class and occupation are inherited from their parents.
• Their expectations and opportunities are dictated by adults.
2. Introduce the learning task. Instruct students to explain to a partner how adults influence the lives of Mogg, Otho, and Simon.
Analyze Student Progress
Monitor: Do students name the adults who influence Mogg’s, Otho’s, and Simon’s lives?
Offer Immediate Support: If students need additional support identifying connections, ask these questions: What do Mogg, Otho, and Simon get to choose about their lives? What do they not get to choose? Why not?
Plan Future Practice: Students practice identifying connections among characters in Good Masters! Sweet Ladies! in lesson 7.
3. Invite a few students to share their explanations.
Key Ideas
• After Mogg’s father dies, her mother makes her bring grain to the mill so she can learn to take care of herself and help the family.
• Otho’s father and grandfather were millers, so he knows he will be a miller too.
• Simon’s father and grandfather were knights, so he wants to be a knight too.
• Mogg, Otho, and Simon learn their societal responsibilities from the adults in their lives.
4. Tell students that they are going to read Fluency Practice for Good Masters! Sweet Ladies!, passage 1, located in the Learn book, with attention to rate. Explain that rate is the use of appropriate speed when reading.
5. Model reading the first sentence of the fluency passage aloud at a rapid speed.
6. Invite a student to read aloud the second sentence at a very slow speed.
7. Ask this question:
How do the different speeds affect meaning in the passage?
Key Ideas
• Reading too quickly makes the words hard to understand.
• Reading too slowly causes the reader to lose focus.
• Reading too quickly or too slowly can hinder comprehension.
8. Tell students to work with a partner to use their practice with rate. Tell students to create a checklist to answer this question:
How can you tell that you are reading at an appropriate rate?
Key Ideas
• If I keep forgetting what I am reading, I may be reading too slowly.
• If I keep losing focus, I may be reading too slowly.
• If I am blurring words together in a sentence, I may be reading too quickly.
Invite students to share their checklists.
Teacher Note
After this arc of explicit instruction on the elements of fluency (accuracy, phrasing, expression, and rate), students have numerous opportunities to practice fluent oral and silent reading during lessons. Encourage students to apply what they have learned about fluent reading when they read in class, and reinforce these skills with the fluency passages assigned for follow-up. See Implementation Resources for additional fluency resources and advice on identifying readers who need regular fluency support, setting goals, and tracking progress.
Observe | Discuss Scale in Virgin and Child in Majesty | 18 minutes
1. Display Virgin and Child in Majesty. Remind students that although we do not know the name of the artist, we do know some things about the choices that the artist made. We also have knowledge about the history and function of this work of art. We can consider the artist’s choices to understand what the artist helps us see.
2. Define scale and proportion by displaying the terms and definitions.
Language Support
To support students with the definitions of scale and proportion, provide a tangible example of each concept. Use a picture of something drawn to scale to show the contrasts in sizes and proportions.
3. Instruct students to discuss these questions in small groups:
Are any parts of the figures bigger or smaller than what seems normal?
Does Jesus look how you might expect a baby to look? Why or why not?
What does the artist’s use of scale and proportion help us see?
Language Support
To help students determine what the artist’s use of scale and proportion helps us see, provide the following sentence frame: The artist’s use of scale emphasizes , which helps viewers see that
Key Ideas
• Mary’s hands are bigger than what seems normal, and Jesus is quite big.
• Jesus does not look like a baby; he has a receding hairline.
• The artist’s use of scale and proportion help us see that Jesus is important.
Differentiation Challenge
To deepen student understanding of the choices this artist made, ask this question: How would the effect of scale be different if Jesus were much smaller or much bigger than he is in Virgin and Child in Majesty?
Invite students to share their responses.
Definitions
scale (n.): the size an artist makes a work of art and the components within it
proportion (n.): the relative size and scale of the different elements in an artwork
4. Introduce the learning task. Instruct students to work with their groups to discuss and identify one example of the effect of scale in Virgin and Child in Majesty.
Analyze Student Progress
Monitor: Do students identify at least one example of how the artist uses scale?
Offer Immediate Support: If students need additional support identifying one effect of scale, ask these questions: Why might the artist have made Jesus so big? Why might the artist have made Mary’s hands disproportionately large?
Plan Future Practice: Students practice determining the effect of Flag Raising on Iwo Jima and Two Navajo Code Talkers in module 2.
5. Listen for students to address key ideas in their discussions.
Key Ideas
• Mary’s hands are big, which draws our attention to Jesus.
• Jesus is large in proportion to Mary.
• Jesus looks like a miniature adult and not like a baby.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about medieval Europe?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DF Develop Foundations
DF.5.7 Fluency: DF.5.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 6
Essential Question | How does society influence a person’s future?
Content Framing Question | Reveal: What does a deeper look at point of view reveal?
OVERVIEW
Preview
In this Reveal lesson, students compare two characters in Good Masters! Sweet Ladies! They examine the narrators’ points of view to determine how these characters describe themselves and their lives. Students analyze how the first-person point of view reveals differences between the characters. During visual art instruction, students reflect on the knowledge they gained from Virgin and Child in Majesty. They connect the parent-child relationship between Jesus and Mary to the relationship between parents and their children in medieval Europe, which prepares students to write about the effects of parentage during the Middle Ages in Module Task 1.
A Prologue to lesson 6 is available for students who need additional support.
Learning Goals
Compare narrators’ points of view in Good Masters! Sweet Ladies!
LEARNING TASK: Explain how first-person point of view reveals differences between characters in Good Masters! Sweet Ladies!
Reflect on the knowledge gained from studying Virgin and Child in Majesty and Good Masters! Sweet Ladies!
LEARNING TASK: Explain how Virgin and Child in Majesty builds knowledge about the childhood experience in medieval Europe.
Vocabulary
point of view
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Narrators’ Points of View in Good Masters! Sweet Ladies!
• Respond: Compare Points of View
• Observe: Connect the Work of Art to the Text
LAND
Reflect on Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
• Virgin and Child in Majesty (digital platform)
STUDENTS
• Good Masters! Sweet Ladies!
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 38–49 of Good Masters! Sweet Ladies!
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for Good Masters! Sweet Ladies!, passage 1 (Learn book, Fluency).
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What does a deeper look at point of view reveal?
3. Explain that during a Reveal lesson the class focuses on only a part of the text—a part that is particularly complex or important. The class closely rereads and discusses this part to gain a deeper understanding of it. Tell students that in this lesson they will analyze first-person point of view in Good Masters! Sweet Ladies!
LEARN
53 minutes
Read | Examine Narrators’ Points of View in Good Masters! Sweet Ladies! | 20 minutes
1. Direct students to Good Masters! Sweet Ladies! Instruct students to read “Hugo, the Lord’s Nephew” (pages 2–4) and annotate for details about Hugo’s feelings.
Sample Annotations
• “I could smell my sweat, rank with fear.” (3)
• “My bowels turned to water.” (3)
• “My legs were like straw.” (3)
• “Mouth dry, palms wet.” (3)
• “I almost wept: / the joy of it, and the terror.” (4)
2. Invite a few students to share the passages they annotated.
Teacher Note
Narrative point of view refers to how the author has chosen to tell the narrative (first-, second-, or third-person narrator). Perspective refers to how a character feels about something.
3. Introduce the vocabulary term point of view by displaying the term and definition. Engage students in Vocabulary Exploration.
4. Ask this question:
From whose point of view is “Hugo” told?
Reinforce the correct response: “Hugo” is told from Hugo’s point of view. Note that the use of the pronoun “I” indicates a first-person point of view.
5. Facilitate a discussion of these questions:
Based on his descriptions, how does Hugo feel before and after the hunt?
What word might Hugo use to describe himself?
Key Ideas
• He feels scared before the hunt, which we know because of his nightmares.
• He feels happy and horrified after he has killed the boar.
• He might describe himself as fearful or cowardly.
Definition point of view: the perspective from which a story is told
6. Instruct students to work with a partner to read “Taggot, the Blacksmith’s Daughter” (pages 5–9) and annotate for details about Taggot’s feelings.
Sample Annotations
• “There’s no one for me.” (5)
• “I think I’m ugly. Big and ugly.” (6)
• “I’m not strong enough to bear and lose.” (6)
• “I was ashamed.” (7)
• “My palms were sweating.” (7)
• “I couldn’t stop smiling.” (9)
7. Facilitate a discussion of this question:
What word might Taggot use to describe herself?
Key Ideas
• unlovable
• timid
8. 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 in their journals a short answer to the question. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
How does Hugo feel about Taggot?
How does Taggot feel about Hugo?
Differentiation Support
To help students examine Taggot’s perspective of Hugo, direct them to the second stanza on page 7 from “I was ashamed” to “proud and courteous.”
Language Support
To help students understand how Taggot feels about Hugo, provide synonyms for the words “proud” and “courteous” (7).
• “Confident” is a synonym for “proud.”
• “Respectful” is a synonym for “courteous.”
Key Ideas
• Hugo does not discuss Taggot in his monologue, but he leaves her a flower in her monologue.
• Taggot thinks Hugo is brave and admirable.
Respond | Compare Points of View | 20 minutes
1. Instruct students to discuss this question in small groups:
How does Taggot’s description of Hugo differ from Hugo’s description of himself?
Invite groups to share their responses.
Key Ideas
• Taggot has only positive descriptions of Hugo, but Hugo includes negative descriptions of himself.
• Taggot does not describe Hugo as afraid.
• Taggot describes Hugo as “proud and courteous” (7), handsome, and kind; Hugo describes himself as afraid and tormented by nightmares.
2. Introduce the learning task. Direct students to their journals. Instruct them to write a description of how first-person point of view reveals differences between characters in Good Masters! Sweet Ladies!
Analyze Student Progress
Monitor: Do students demonstrate understanding of the use of first-person point of view when describing differences between characters?
Offer Immediate Support: If students need additional support explaining how Schlitz’s use of first-person point of view reveals differences between characters, direct them to their annotations and ask this question: Because these monologues are both written in first-person point of view, what do readers know about Taggot and Hugo that they don’t know about each other?
Plan Future Practice: Students practice examining first-person point of view in Good Masters! Sweet Ladies! in lesson 7.
3. Invite a few students to share their descriptions.
Key Ideas
• The use of first-person point of view for both characters shows how they see themselves and each other.
• Taggot believes Hugo is brave, but Hugo sees himself as fearful.
• Taggot has a crush on Hugo, but Hugo does not know this.
Observe | Connect the Work of Art to the Text | 13 minutes
1. Direct attention to Good Masters! Sweet Ladies! Instruct students to work with a partner to review pages 2–35 and answer the following questions:
What examples of parent-child relationships have we seen in Good Masters! Sweet Ladies! thus far?
What do these examples suggest about the role of parents in medieval Europe?
Key Ideas
Examples
• Taggot and her parents
• Will and his father
• Thomas and his father
• Mogg and her parents
• Otho and his father
• Simon and his father and grandfather
Examples Suggest
• Parents teach their children their trade, like the fathers of Taggot, Will, Thomas, Otho, and Simon do.
• Parents make their children learn how to take care of themselves, like Mogg’s mother does after Mogg’s father dies.
• Parents pass on family traditions to their children, like Simon’s grandfather does in telling Simon stories about being a knight.
2. Display Virgin and Child in Majesty. Instruct students to look closely at the work of art in silence for at least 30 seconds and reflect on the following question:
What does Virgin and Child in Majesty suggest about the role of parents in medieval Europe?
Differentiation Support
To help students make connections between the physical details of Virgin and Child in Majesty and what the figures suggest about the role of parents in medieval Europe, ask the following questions:
• What is Mary doing?
• How do her actions connect with other ideas of parenting you’ve experienced or seen?
Key Ideas
• Because Mary’s scale is larger than Jesus’s, the figures suggest that parents have an important, or large, role in the lives of their children.
• Because Mary is holding Jesus on her lap, the figures suggest that parents take physical care of their children.
3. Invite a few students to share their observations. Encourage students to use the terms scale or proportion as they share.
4. Instruct students to look closely at Virgin and Child in Majesty in silence for at least one minute and to reflect on the following question:
What stands out as strange or unexpected in Virgin and Child in Majesty?
Invite a few students to share their observations.
Teacher Note
If students do not name the depiction of Jesus as an adult, draw attention to the features of Jesus’s face and body and ask the following question: How is this depiction of Jesus strange or unexpected?
5. Introduce the learning task. Instruct students to explain how Virgin and Child in Majesty builds knowledge about the childhood experience in medieval Europe.
Analyze Student Progress
Monitor: Do students analyze the work of art to demonstrate knowledge of childhood during medieval Europe?
Offer Immediate Support: If students need additional support understanding the parent-child relationship, ask these questions: Do Jesus and Mary seem to have an affectionate relationship in this work of art? What does the depiction of Jesus and Mary’s relationship tell us about typical parent-child relationships in the Middle Ages, when this piece of art was created?
Plan Future Practice: Students practice expressing what they learned about Flag Raising on Iwo Jima and Two Navajo Code Talkers in module 2.
6. Reinforce the key ideas.
Key Ideas
• Children were seen as miniature adults in medieval Europe.
• In medieval Europe, children had to grow up faster than we expect them to today.
• While children depended on their parents in some ways, they had to take on their own distinct responsibilities.
• Children did not necessarily receive affection from their parents.
7. Instruct students to consider the examples of parents and children from Good Masters! Sweet Ladies! Facilitate a brief discussion of the following question:
What do we learn about the parent-child relationship in Good Masters! Sweet Ladies! that is not represented in Virgin and Child in Majesty?
Key Ideas
• In Virgin and Child in Majesty, we do not see Mary and Jesus interacting with each other, but in the text, parents and their children interact a lot.
• In Virgin and Child in Majesty, we do not see Mary teaching Jesus, but in Good Masters! Sweet Ladies!, we see parents teach their trades to their children.
• In Virgin and Child in Majesty, Mary, the mother, is the dominant adult figure, but in Good Masters! Sweet Ladies!, the father is the dominant adult.
Teacher Note
Consider inviting a few students to share if they have prior knowledge about Jesus and Mary that relates to how their depiction in Virgin and Child in Majesty complicates knowledge about parent-child relationships in the Middle Ages.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about point of view?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 38–49 of Good Masters! Sweet Ladies! before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.8.7 Point of View, Perspective, and Purpose: MM.8.7.A, MM.8.7.B
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.c, MM.12.7.C, MM.12.7.C.b
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.C
DM.3.7 Schema Building
Lesson 7
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students examine contrasting perspectives on the same interaction in “Isobel, the Lord’s Daughter” and “Barbary, the Mud Slinger.” They consider how point of view affects a character’s perspective of an event. Then students analyze how Isobel’s and Barbary’s social classes inform their perspectives, which builds knowledge about experiences among different social classes during the Middle Ages. During writing instruction, students read the writing model and identify narrative elements. This work prepares students to add narrative elements from the book to an organizer, and to write a first-person narrative in Module Task 1.
A Prologue to lesson 7 is available for students who need additional support.
Learning Goals
Describe Isobel’s and Barbary’s contrasting perspectives in Good Masters! Sweet Ladies!
LEARNING TASK: Write descriptions of how Isobel’s and Barbary’s perspectives on the same event differ.
Examine narrative elements in the writing model.
LEARNING TASK: Identify and add narrative elements to the Narrative Arc for the Writing Model for Module 1.
Vocabulary perspective (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Perspectives in Good Masters! Sweet Ladies!
• Respond: Describe Contrasting Perspectives
• Write: Identify Narrative Elements
LAND
Reflect on Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
• class Narrative Organizer for the Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• Good Masters! Sweet Ladies!
• journal
• Writing Model for Module 1 (Learn book, Writing)
• Narrative Organizer for the Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 50–65 in Good Masters! Sweet Ladies!
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Good Masters! Sweet Ladies!, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will examine an interaction between two characters and describe how their perspectives differ.
LEARN
53 minutes
Read | Examine Perspectives in Good Masters! Sweet Ladies! | 20 minutes
1. Direct students to Good Masters! Sweet Ladies! Instruct students to read “Isobel, the Lord’s Daughter” (pages 42–44) and annotate for Isobel’s descriptions of herself and the poor.
Language Support
To help students understand the medieval language in this monologue, explain that clad (43) is a way of saying “clothed,” and shod (43) describes the shoes a person is wearing.
Sample Annotations
• “I was walking eyes down, as a modest maid should.” (42)
• “From my own purse I give to the poor.” (43)
• “scurry like rats” (43)
• “I am better clad / better shod / and better fed / than those—churls.” (43)
• “The Lord God / chose my father to rule / the same way he chose them to serve.” (43)
2. Assess and activate prior knowledge by asking this question:
What is point of view?
Reinforce the correct response: the narrative perspective from which a story is told.
3. Introduce the term perspective. Engage students in Vocabulary Exploration.
4. Ask this question:
What is the difference between point of view and perspective?
Reinforce the correct responses:
• Point of view indicates who is telling the story.
• Perspective describes the way that a character thinks about or understands things.
5. Think aloud to model how to answer the following question:
What is Isobel’s perspective of the poor?
Differentiation Support
To help students understand the difference between point of view and perspective, explain that the text is written from Isobel’s point of view and so presents her perspective of the poor.
6. Invite a few students to share additional responses.
Key Ideas
• Isobel looks down on the poor.
• She compares them to “rats” (43).
Definition perspective (n.): the way a character thinks about or understands something
Sample Think Aloud Isobel calls the poor churls on page 43, which was a negative word for peasants in the Middle Ages. So I think that Isobel has a negative perspective of the poor and thinks she is better than them.
7. Direct students to their journals. Instruct students to answer the following question by using evidence from the text:
What is Isobel’s perspective on the relationship between the poor and nobility?
Differentiation Challenge
To promote critical thinking, encourage students to develop their own method of taking notes and collecting evidence.
8. Invite a few students to share their responses.
Key Ideas
• Isobel believes God chose the poor “to serve” the nobility (43).
• She believes the nobility deserve a better life than the poor because God determined their positions.
9. Instruct students to read “Barbary, the Mud Slinger” (pages 45–49) and to annotate details to answer the following questions:
How does Barbary describe her life?
How does Barbary describe Isobel?
Differentiation Support
To help students understand the connection between the two monologues, explain that Barbary describes throwing mud at Isobel so the reader sees one interaction from two perspectives—Isobel’s and Barbary’s.
Sample Annotations
• “The cottage stinks like a midden— / baby’s mess everywhere.” (46)
• “I smelled something rank, / and I felt it, / leaking down my dress.” (47)
• “Her hair was combed, sleek as an otter.” (47)
• “She had a servant / to carry her basket, / so her hands were free.” (47)
• “the prettiest dress I ever saw” (48)
• “Her back was straight as a knife, / her head held proud.” (48)
10. Instruct students to Jot–Pair–Share to answer this question:
What do we know about Barbary that Isobel does not know?
Language Support
To leverage students’ home languages as resources to support learning, encourage students who share the same home language to discuss questions like this together, especially in preparation for larger class discussions.
Key Ideas
• The reader learns what motivates Barbary to throw mud at Isobel.
• Barbary’s life is more difficult than what Isobel understands about the life of the poor.
1. Instruct students to quickly write in response to the following questions:
If you were Isobel, how would you react if mud were thrown at you?
Would your reaction change if you knew who threw the mud and why?
2. Invite a few students to share their responses.
3. Facilitate a brief discussion of this question:
How do Barbary’s and Isobel’s monologues each contribute to a reader’s complete understanding of what happens?
Key Ideas
• The reader sees the incident from each character’s perspective.
• The reader understands why Barbary feels frustrated and jealous of Isobel.
• The reader knows how Isobel feels about people of lower social classes.
4. Introduce the learning task. Direct students to their journals. Instruct students to write a description of how Isobel’s and Barbary’s perspectives on the same event differ.
Analyze Student Progress
Monitor: Do students address the characters’ different perspectives, rather than simply their different roles, in the event?
Offer Immediate Support: If students need additional support understanding perspective, direct them to its definition and remind them that first-person point of view allows readers to see one character’s perspective, or feelings, on an event.
Plan Future Practice: Students practice describing characters’ differing perspectives in Good Masters! Sweet Ladies! in lesson 8.
5. Look for students to address key ideas in their responses.
Key Ideas
• Isobel thinks that a young boy threw mud at her as a joke.
• Barbary throws mud at Isobel out of jealousy and then feels guilty, but Isobel does not know this.
Write | Identify
Narrative Elements
| 18 minutes
1. Direct students to the Writing Model for Module 1, located in the Learn book. Display and read aloud the writing model prompt, and instruct students to annotate it for key words and phrases:
Sample Annotations
• “narrative”
• “point of view of an adolescent”
• “medieval Europe”
• “parent’s occupation”
Teacher Note
Students use the writing model throughout the module. The on-target writing model is an example of a narrative that fully meets the on-target criteria from the End-of-Module Task rubric. The advanced writing model is an example of a narrative that exceeds some criteria for the End-of-Module Task. See the Assessment Guide for more information.
Differentiation Challenge
Some students may be able to write advanced responses. For example, they may be able to include more details for exposition, rising action, climax, falling action, and resolution. Use the advanced writing model to support instruction for these students.
2. Tell students that the writing model is an example of a narrative. Assess and activate prior knowledge by asking this question:
What is a narrative?
Reinforce the correct response: A narrative is a story. Explain that a narrative usually includes a main character who faces a conflict.
3. Display the Narrative Organizer for the Writing Model for Module 1, and direct students to their journals. Instruct students to take notes about narrative elements during the following discussion.
4. Facilitate a brief discussion of this prompt:
Describe the five narrative elements: exposition, rising action, climax, falling action, and resolution.
Language Support
To help students comprehend the narrative elements, provide definitions of the five narrative elements that they can annotate.
Key Ideas
• exposition: background information about setting or characters
• rising action: the events that follow and complicate the exposition and eventually lead to the story’s climax
• climax: the point in a story at which characters either face or solve their most important problem
• falling action: events that occur after a story’s climax and before the ending
• resolution: the point in a story at which the main conflict is solved or ended
5. Read aloud the first five paragraphs of the writing model. Explain that these paragraphs are the exposition. Think aloud to model how to annotate the paragraphs for evidence that reflects the narrative’s exposition.
6. Form small groups. Assign each group one of the four remaining narrative elements: rising action, climax, falling action, or resolution. Instruct groups to annotate the writing model for evidence that reflects their assigned narrative element.
7. Instruct students to share their findings. Tell them to identify where their assigned narrative element occurs in the writing model.
Sample
Think Aloud
I see that the Writing Model for Module 1 begins with this sentence: “The hot and bustling kitchen was my second home.” This sentence provides details about the setting because it names the “hot and bustling kitchen.” The second sentence introduces the characters in the narrative when it says, “My mother, Amelia, had been working for Lord and Lady Elder for many years.” In this sentence, we learn about the first-person narrator; her mother, Amelia; and her mother’s profession.
8. Introduce the learning task. Direct students to the Narrative Organizer for the Writing Model for Module 1, located in the Learn book. Instruct students to identify narrative elements in the Writing Model for Module 1 and add them to the organizer.
Analyze Student Progress
Monitor: Do students correctly mark the location of the narrative elements in the writing model?
Offer Immediate Support: If students need additional support locating the narrative elements, direct them to their journal notes about each of the five narrative elements. Prompt students to use their notes and the definitions of each narrative term to identify examples of each element in the writing model.
Plan Future Practice: Students practice planning narrative elements in lesson 11.
9. Look for students to address key ideas in their responses.
Key Ideas
• Exposition: Characters—Anna, Anna’s mother, Lord and Lady Elder; Setting—a kitchen, Lord Elder’s manor; Conflict—Anna’s mother wants her to be a cook, but Anna does not want this.
• Rising Action: Lady Elder’s chambermaids are ill. Anna has to help the chambermaids.
• Climax: Lady Elder is impressed with Anna’s work as a chambermaid. She asks Anna to become one of her chambermaids.
• Falling Action: Anna is excited. Anna, who is nervous, goes back to the kitchen to tell her mother.
• Resolution: Anna’s mother approves of Anna’s choice to be a chambermaid. Anna begins her new job the following day.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about character perspectives?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 50–65 of Good Masters! Sweet Ladies! before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.8.7 Point of View, Perspective, and Purpose: MM.8.7.B
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.c
CP Compose and Present Content
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 8
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students examine an interaction between two characters in Good Masters! Sweet Ladies! They connect historical information to this fictional interaction to understand how the characters perceive each other at the beginning of the story. Students then describe how the characters’ perspectives change during their interaction. During writing instruction, students examine how the narrative elements of exposition and rising action establish events and experiences in a narrative. This work prepares students to describe how first-person narrative elements function in the Writing Model for Module 1.
A Prologue to lesson 8 is available for students who need additional support.
Learning Goals
Describe character interactions in Good Masters! Sweet Ladies!
LEARNING TASK: Explain how the interaction at the river changes Jacob’s and Petronella’s perspectives of each other.
Develop first-person narrative by adding a detail to the writing model.
LEARNING TASK: Add a detail to the exposition or rising action in the notes section of the writing model to further establish the first-person narrative.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Character Actions in Good Masters! Sweet Ladies!
• Respond: Describe Characters’ Perspectives
• Write: Describe Narrative Elements
LAND
Reflect on Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
STUDENTS
• Good Masters! Sweet Ladies!
• journal
• Writing Model for Module 1 (Learn book, Writing)
• Checklist for the Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 66–81 of Good Masters! Sweet Ladies!
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Good Masters! Sweet Ladies!, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will examine an interaction between two characters and describe how the characters’ perspectives change.
LEARN
53 minutes
Read | Examine Character Actions in Good Masters! Sweet Ladies! |
25 minutes
1. Direct students to Good Masters! Sweet Ladies! Instruct students to read the portion of “A Little Background: Jews in Medieval Society” from “During the Middle” to “convert to Christianity” (pages 58–59) and annotate difficulties that Jewish people experienced during the Middle Ages.
Sample Annotations
• “Jews were not allowed to own land.” (58)
• “locked out of medieval society” (58)
• “hated paying it back and often they didn’t” (58)
• “crimes they never committed” (58)
• “belief that Jews poisoned wells” (58–59)
• “find the entire community guilty, and impose a heavy fine” (59)
Teacher Note
This nonfiction passage discusses the prejudice and mistreatment that Jewish people faced in the Middle Ages, which gives students context for the harmful stereotypes that appear in “Jacob Ben Salomon, the Moneylender’s Son” and “ Petronella, the Merchant’s Daughter.”
2. Facilitate a discussion of this question and instruct students to refer to their annotations:
What made life difficult for Jewish people in medieval Europe?
Key Ideas
• Jewish people were a religious minority who faced discrimination from the Christian majority.
• They were accused of crimes they did not commit.
• They were treated like outcasts.
3. Read aloud the portion of pages 51–52 from “I am / Jacob” to “take our money.” Facilitate a brief discussion about what Jacob experiences in his medieval society.
Key Ideas
• Jacob is mistreated because he is Jewish.
• Jacob’s people were blamed for causing “sickness” in their “old town” by poisoning the well (51).
• Jacob’s people “paid the fine” for a crime they did not commit (51).
• Jacob’s people were driven out of their old town.
4. Ask this question:
How does Jacob’s experience relate to the historical information in “A Little Background: Jews in Medieval Society” (pages 58–59)?
Key Ideas
• Jacob’s experience reflects historical information about how Jewish people faced discrimination from the Christian majority.
• “Jews often served as scapegoats for crimes they never committed” (58).
Differentiation Challenge
To encourage students to deepen their understanding of perspective, instruct them to write a brief response to the following question: In the passage “Why not? / Why not blame the Jews?” (51) what point is Jacob making by asking these questions?
5. Remind students that phrasing is the ability to group words into phrases and pause for punctuation. Read aloud the portion of page 52 from “I came to” to “the merchant’s daughter,” emphasizing phrasing.
6. Instruct student to work with a partner and to read the portion of pages 52–55 from “I came to” to “We laughed together.” Tell them to read in a whisper. Explain that one partner should read Jacob’s lines and the other partner should read Petronella’s lines.
7. Draw attention to the placement of lines in “Jacob and Petronella” before beginning partner reading. Affirm that any text that appears on the same line should be read aloud at the same time. Indicate that italicized lines should be read simultaneously.
Teacher Note
This excerpt contains harmful stereotypes about Jewish people in the Middle Ages. Explain that this excerpt represents inaccurate and outdated viewpoints.
8. Instruct students to annotate Jacob’s and Petronella’s actions.
Sample Annotations
• “I saw the Jew.” (52)
• “She picked up a stone.” (53)
• “I wouldn’t run / or shield my face.” (53)
• “He stared at me, / frightened.” (53)
• “She threw the stone— / but not at me.” (54)
• “We played there / half an hour.” (55)
• “We laughed together.” (55)
Respond | Describe Characters’
Perspectives
| 15 minutes
1. Form groups of four. Instruct students to use their annotations to discuss the following questions:
In which lines of the monologue does Jacob’s perspective toward Petronella change?
What causes his perspective to change?
Differentiation Support
Ask this question: How does Jacob feel about Petronella when they first meet versus when they are throwing stones?
2. Invite a few students to share their responses.
Key Ideas
• “She threw the stone— / but not at me” (54).
• Jacob realizes that Petronella is not throwing a stone to harm him, as he assumed she would.
3. Introduce the learning task. Direct students to their journals. Instruct them to write an explanation of how the interaction at the river changes Jacob’s and Petronella’s perspectives of each other.
Analyze Student Progress
Monitor: Do students describe how throwing stones changes Jacob’s and Petronella’s perspectives of each other?
Offer Immediate Support: If students need additional support describing how the interaction changes Jacob’s and Petronella’s perspectives, direct them to review the italicized lines on page 55.
Plan Future Practice: Students practice examining a character’s perspective in Castle Diary in lesson 16.
Key Ideas
• Jacob and Petronella realize that they are not as different from each other as they previously thought.
• When they first meet, they have negative perceptions of each other because of their different religions.
• They end up playing together and forgetting their differences.
Write | Describe Narrative Elements | 13 minutes
1. Direct students to the Checklist for the Writing Model for Module 1, located in the Learn book. Direct attention to the first line under the Writing section: uses narrative elements to logically establish, propel, and reflect on narrated events and experiences.
Language Support
Provide the following synonym for the term propel: to move.
2. Explain that at different points in the narrative arc, events and experiences must be established, propelled, and reflected on. Tell students that they will focus on how certain narrative elements establish events and experiences.
3. Instruct students to Think–Pair–Share to answer this question: Which two of the five narrative elements will an author likely use to establish events and experiences? Explain why.
Key Ideas
• exposition, so the author can introduce characters and setting at the beginning of the narrative
• rising action, so the author can establish the important experiences before the climax
4. Assess and activate prior knowledge by asking this question:
What is the purpose of the exposition in a narrative?
5. Reinforce the correct response: The exposition establishes events and experiences by telling the reader who the characters are, and it also establishes when and where the story takes place.
6. Direct students to the Writing Model for Module 1, located in the Learn book. Instruct them to read the first six paragraphs. Think aloud to model how the exposition establishes events and experiences in the writing model.
7. Ask this question:
How does the exposition establish events and experiences in the writing model?
Key Ideas
• The exposition introduces the main characters, Anna and her mother.
• The exposition introduces the setting—a medieval manor.
8. Instruct students to work with a partner to orally practice adding to the first six paragraphs of the writing model an additional detail that further establishes the first-person narrative.
Sample Think Aloud
In the exposition, the author introduces the main characters, Anna and her mother. The exposition also describes the setting as “a hot and bustling kitchen” in the manor. So the exposition establishes the main characters and the setting.
9. Introduce the learning task. Instruct students to add a detail to the exposition or rising action in the notes section of the writing model to further establish the narrative.
Analyze Student Progress
Monitor: Do students add to the writing model a detail that provides more information about the setting of the narrative or about Anna or her mother?
Offer Immediate Support: If students need additional support adding a detail to the model, direct them to paragraph 2 of the writing model. Ask: What additional details would help us know more about the first-person narrator? About her mother, Amelia? What additional details about their relationship might help establish the narrative?
Plan Future Practice: Students practice including details in a narrative in lesson 10.
10. Invite a few students to share their responses.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about rising action?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 66–81 of Good Masters! Sweet Ladies! before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A, MM.1.7.B
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.8.7 Point of View, Perspective, and Purpose: MM.8.7.B
MM.11.7 Connections: MM.11.7.A
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.c, MM.12.7.B, MM.12.7.B.b
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students examine the lives of two characters who work as apprentices in Good Masters! Sweet Ladies! Students discuss the relationship between medieval-era apprentices and masters. They investigate the connections between occupation and social status. During writing instruction, students examine how first-person point of view can develop characters in a narrative. They analyze the use of first-person point of view in the writing model and draft a sentence that adds details about a character, which prepares them to write an original first-person narrative for Module Task 1.
Learning Goals
Describe how occupation connects to social status in Good Masters! Sweet Ladies!
LEARNING TASK: Write a description of how Drogo’s trade affects his social status.
Use first-person point of view to develop a character.
LEARNING TASK: Write one sentence using first-person point of view to develop a character from the Writing Model for Module 1.
Vocabulary
apprentice (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Apprenticeship in Good Masters! Sweet Ladies!
• Respond: Describe Influences on Social Status
• Write: Develop a Character
LAND
Reflect on Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
• “Apprenticeship” (digital platform)
• Knowledge Card: apprentice
• class Checklist for the Writing Model for Module 1 (Learn book, Writing)
• class Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• Good Masters! Sweet Ladies!
• “Apprenticeship” (Learn book)
• Medieval Social Hierarchy Organizer (Learn book, lesson 3)
• journal
• Checklist for the Writing Model for Module 1 (Learn book, Writing)
• Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Good Masters! Sweet Ladies!, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will examine apprenticeship in two professions and describe how occupation connects to social standing.
LEARN
53 minutes
Read | Examine Apprenticeship in Good Masters! Sweet Ladies! | 20 minutes
1. Direct students to “Apprenticeship,” located in the Learn book. Explain that this is an excerpt from an encyclopedia entry. Instruct students to annotate the excerpt to answer the following question:
What is the purpose of an apprenticeship?
Language Support
To support comprehension of “Apprenticeship,” provide a student-friendly definition for tutelage
Sample Annotations
• “The learning of an art, craft, or trade under the tutelage of a master” (par. 1)
• “manufacturing was done on a fairly small scale in private shops or even in homes” (par. 2)
• “specialized in only their own craft” (par. 2)
2. Introduce the vocabulary term apprentice by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
3. Explain that a glassblower works with glass to create objects such as cups and bowls. Direct students to Good Masters! Sweet Ladies! Instruct students to read “Piers, the Glassblower’s Apprentice” (pages 66–68) and annotate for details about the relationship between Piers and the glassblower.
Sample Annotations
• “I was afraid of him.” (66)
• “‘When I choose to teach you’” (66)
• “I’d watched him a thousand times.” (67)
• “I didn’t dare look at him.” (67)
• “he said, / ‘Well done!’” (68)
4. Facilitate a brief discussion of this question:
What is the relationship between Piers and the glassblower?
Differentiation Support
Definition apprentice (n.): a person who learns a job or skill by working for a fixed period of time for someone who is very good at that job or skill
To help students consider the relationship between Piers and the glassblower invite student to role play a conversation between a teacher and a student. Instruct the student to ask for help on an assignment. Respond in a way that demonstrates a hierarchy. For example, respond by refusing to help or respond with a similar statement to the glassblower in the first stanza “When I choose to help you.” Ask the student how the conversation felt and what type of relationship exists between a teacher and a student.
Key Ideas
• Piers is an apprentice who trains under the glassblower.
• Piers is learning a trade from the glassblower.
• The glassblower has seniority over Piers, and Piers must follow his instructions.
• Piers feels intimidated by the glassblower.
5. Explain that a tanner creates leather products out of animal hides. Instruct students to work with a partner to read “Drogo, the Tanner’s Apprentice” (pages 77–78) and annotate for details about the life of a tanner.
Language Support
To support comprehension of Drogo’s monologue, provide a student-friendly definition for jeering
Sample Annotations
• “tanners make good money” (77)
• “smearing the hides with dung” (77)
• “the townsmen / nattering on, / saying we foul the waters” (77)
• “Alum, lime, oak galls, urine, / ashes, tallow, and stale beer— / these are the tools of my trade.” (77)
6. Instruct students to Think–Pair–Share to answer this question:
How do the townspeople treat tanners, and why?
Key Ideas
• The townspeople treat tanners poorly because they think tanners “foul the waters” (77).
• They make fun of tanners because tanning work smells bad and involves dead animal parts and excrement.
Respond | Describe Influences on Social Status
| 20 minutes
1. Direct students to the Medieval Social Hierarchy Organizer, located in the Learn book. Facilitate a brief discussion of this question:
Where do Piers and Drogo belong on the Medieval Social Hierarchy Organizer?
Key Ideas
• Piers and Drogo both work in a trade that earns money, so they are lower than Hugo and near Taggot, who works in a trade.
• They should appear below Isobel and Hugo because they are not noble.
• They should appear above Will because their trades are more respected than his.
• They should be slightly below Thomas because all three work in similarly respectable trades, but Thomas’s profession of medicine is more respected.
2. Instruct students to place Piers and Drogo on the Medieval Social Hierarchy Organizer.
3. Introduce the learning task. Direct students to their journals. Instruct them to write a description of how Drogo’s trade affects his social status.
Analyze Student Progress
Monitor: Do students accurately describe how Drogo’s work as a tanner’s apprentice influences the way the townspeople treat him?
Offer Immediate Support: If students need additional support understanding Drogo’s relationship with the townspeople, direct them to the portion of page 77 from “I do mind” to “of my trade.”
Plan Future Practice: Students practice examining social class in the Middle Ages in Good Masters!
Sweet Ladies! in lesson 11.
Key Ideas
• Tanners are relatively wealthy in medieval society, which puts them in the middle of the hierarchy.
• Tanners receive little respect from the townspeople, who consider the practices of tanning unclean.
• Drogo holds a mid-ranking position in the social hierarchy, but his social status seems low because of how the townspeople treat him.
Write
| Develop a Character | 13 minutes
1. Display the Checklist for the Writing Model for Module 1, and direct students to the page in their Learn book. Direct attention to “uses a first-person narrator and internal dialogue to develop characters and events.”
2. Display the Writing Model for Module 1, and direct students to the page in their Learn book. Tell them that they will now examine how the first-person narrator in the writing model develops characters and events. Tell them they will focus on “internal dialogue” in an upcoming lesson.
3. Read aloud the fifth paragraph of the writing model, and instruct students to follow along. Think aloud to model analyzing how the narrator’s first-person point of view develops the character.
4. Instruct students to underline another sentence in the fifth paragraph in which the narrator’s first-person point of view develops a character or event.
Sample Annotations
• “After that, I developed a desire to work as a chambermaid for Lady Elder.”
• “I didn’t have the heart to tell my mother.”
Sample Think Aloud
I read the following sentence: “The problem was, I didn’t want to be a cook or work in any part of the kitchen.” Because the sentence is written from Anna’s perspective, using first-person point of view, I learn more about Anna’s thoughts and feelings—specifically that she does not want to work in the kitchen. This develops the character by letting me know that she is dissatisfied with her current situation.
5. Invite a few students to share their underlined sentence and explain how it develops a character.
Key Ideas
• This sentence develops Anna’s character by showing that she has aspirations.
• This sentence develops Anna’s character by showing that she is considerate and attuned to other people’s feelings.
6. Introduce the learning task. Instruct students to add to the writing model a sentence that uses first-person point of view to further develop a character.
Analyze Student Progress
Monitor: Do students write a sentence that uses first-person point of view to provide more information about a character or event in the writing model?
Offer Immediate Support: If students need additional support using first-person point of view to develop a character, direct attention to the annotated sentences in the fifth paragraph of the writing model as examples.
Plan Future Practice: Students practice writing in first-person point of view in lesson 15.
7. Instruct students to work with a partner to share their sentences and to answer this question:
How does this sentence further develop a character in the writing model?
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about apprenticeships?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.5.7 Language
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 10
Essential Question | How does society influence a person’s future?
Content Framing Question | Reveal: What does a deeper look at structure reveal?
OVERVIEW Preview
In this Reveal lesson, students analyze structure in Good Masters! Sweet Ladies! They examine how Laura Amy Schlitz uses punctuation, prose, and verse to develop the book’s characters. This work prepares students to take a deeper look at how structure contributes to characterization. During writing instruction, students explore how descriptive details convey or enhance actions, events, and experiences. They practice adding descriptive details to the Writing Model for Module 1, which prepares them to write the exposition and rising action of a first-person narrative for Module Task 1.
A Prologue to lesson 10 is available for students who need additional support.
Learning Goals
Analyze structure in Good Masters! Sweet Ladies!
LEARNING TASK: Explain how Schlitz’s use of structure enhances characterization in “Nelly, the Sniggler” and “Giles, the Beggar.”
Write descriptive details.
LEARNING TASK: Add descriptive details to a sentence from the Writing Model for Module 1.
Vocabulary
prose (n.)
verse (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Punctuation and Structure in the Text
• Respond: Analyze the Effects of Prose and Verse
• Write: Write Descriptive Details
LAND
Reflect on Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
• class Checklist for the Writing Model for Module 1 (Learn book, Writing)
• class Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• Good Masters! Sweet Ladies!
• journal
• Checklist for the Writing Model for Module 1 (Learn book, Writing)
• annotated Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Good Masters! Sweet Ladies!, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What does a deeper look at structure reveal?
3. Remind students that during a Reveal lesson the class focuses on only a part of the text—a part that is particularly complex or important. The class closely rereads and discusses this part to gain a deeper understanding of it. Tell students that in this lesson they will analyze the use of prose and verse in Good Masters! Sweet Ladies!
LEARN
53 minutes
Read | Examine Punctuation and Structure in the Text | 20 minutes
1. Direct students to Good Masters! Sweet Ladies! Instruct students to independently read page 79, starting with the heading “Giles, the Beggar.” Tell them to annotate punctuation that affects the expression with which the text should be read.
2. Assign each student a stanza from page 79, and instruct them to use their annotations to read aloud their assigned stanza with attention to expression.
Teacher Note
To encourage enthusiastic readings, present this activity as a competition, in which the student who reads with the most emphatic expression wins.
3. Direct students to their journals. Instruct them to write what they notice about the relationship between punctuation and expression.
4. Invite a few students to share their responses.
Key Ideas
• The length of a sentence is determined by the placement of end punctuation, like periods, question marks, and exclamation marks.
• A series of short sentences, marked by more frequent end punctuation, quickens the reading pace.
• Exclamation marks lead to emphatic expression.
• Exclamation marks and question marks cause the reader’s volume and pitch to change.
• Some punctuation, like dashes and parentheses, can interrupt the flow of a sentence and slow the reading pace.
5. Read aloud the portion of page 75 from “I was born” to “sniggling ever since.” Instruct students to follow along and to note in their journals how your reading expression reflects the punctuation on that page.
6. Invite a few students to share their responses.
Teacher Note
Read this passage with an even and serious tone, providing a clear contrast to the expression students used when reading the part of Giles.
Key Ideas
• Long sentences with commas and dashes lead to a slower reading pace.
• Volume and pitch are steady throughout the passage because of the absence of exclamation marks.
7. Facilitate a brief discussion of these questions:
What does the punctuation on page 75 suggest about Nelly’s character?
What does the punctuation on page 79 suggest about Giles’s character?
Reinforce the correct responses:
• Nelly—that she is serious and thoughtful
• Giles—that he is playful and dramatic
8. Introduce the vocabulary terms prose and verse by displaying the terms and definitions. Engage students in Vocabulary Exploration.
9. Explain that “Nelly, the Sniggler” is an example of prose writing structure and that “Giles, the Beggar” is an example of verse structure.
10. Instruct students to Think–Pair–Share to respond to these prompts:
Identify another chapter written in prose.
Identify another chapter written in verse.
Reinforce the correct responses:
• prose—“Will, the Plowboy” (10–11); “Pask, the Runaway” (62–63)
• verse—“Hugo, the Lord’s Nephew” (2–4); “Taggot, the Blacksmith’s Daughter” (5–9); “Alice, the shepherdess” (14–17); “Thomas, the Doctor’s Son” (18–19); “Constance, the pilgrim” (20–21); “Mogg, the Villein’s Daughter” (24–26); “Otho, the Miller’s Son” (27–29); “Jack, the Half-Wit” (30–33); “Simon, the Knight’s Son” (34–35); “Edgar, the falconer’s son” (38–39); “Isobel, the Lord’s Daughter” (42–44); “Barbary, the Mud Slinger” (45–49); Jacob Ben Solomon, the moneylender’s son, and Petronella, the merchant’s daughter (50–57); Lowdy, the varlet’s child (60–61); Piers, the glassblower’s apprentice (66–68); Mariot and Maud, the glassblower’s daughters (69–74); and “Drogo, the tanner’s apprentice” (77–78)
Definitions
prose (n.):
1. writing that is not poetry
2. ordinary writing
verse (n.):
1. writing in which words are arranged in a rhythmic pattern
2. poetry
Respond | Analyze the Effects of Prose and Verse | 18 minutes
1. Assess and activate prior knowledge by posing this prompt:
Define characterization.
Reinforce the correct response: the way a writer makes a person in a story, book, play, movie, or television show seem like a real person.
2. Explain that there are many ways a writer can establish character, and affirm that narrative structure is one means of establishing character.
3. Instruct students to Think–Pair–Share to answer these questions:
What does the structure of “Nelly, the Sniggler” tell you about the narrator?
What does the structure of “Giles, the Beggar’s Son” tell you about the narrator?
Differentiation Support
To help students understand how structure affects a reader’s understanding of characters, ask these questions:
• How does the use of prose in Nelly’s monologue reflect her personality?
• How does the use of verse in Giles’s monologue reflect his personality?
Differentiation Challenge
To help students deepen their understanding of structure, instruct them to review “Will, the Plowboy” (pages 10–11) and write a brief description of how structure contributes to the characterization of Will.
Reinforce the correct responses:
• Nelly—The use of prose reflects Nelly’s seriousness.
• Giles—The use of verse reflects Giles’s playfulness.
4. Introduce the learning task. Direct students to their journals. Instruct students to write an explanation of how Schlitz’s use of structure enhances the characterization in “Nelly, the Sniggler” and “Giles, the Beggar.”
Language Support
To help students write clear explanations, provide these sentence frames:
• The use of prose develops Nelly’s character by .
• The use of verse develops Giles’s character by .
Analyze Student Progress
Monitor: Do students make connections between the use of prose or verse and the development of a character’s personality?
Offer Immediate Support: If students need additional support making the connection between structure and character, ask these questions: How are Nelly’s and Giles’s personalities different? How do the structures of the monologues reflect the information each character shares about their life?
Plan Future Practice: Students practice analyzing structure in Castle Diary in lesson 20.
5. Invite a few students to share their explanations.
Write | Write Descriptive Details | 15 minutes
1. Assess and activate prior knowledge by asking these questions:
What is the function of descriptive details?
Why do writers use descriptive details?
Reinforce the correct responses:
• function—to provide information about what something or someone is like
• function—to address the 5 W’s and 1 H of a story element
• writers use details—to develop and enhance a character, setting, or event
2. Display the Checklist for the Writing Model for Module 1, and direct students to the page in their Learn book.
3. Direct attention to the final row in the Writing section: uses descriptive details including precise words and phrases or sensory language to convey action, events, and experiences. Tell students that they will focus on this checklist item to analyze a portion of the writing model.
4. Display the Writing Model for Module 1, and direct students to the page in their Learn book. Read aloud the first paragraph of the writing model, and model how to annotate the paragraph for descriptive details.
5. Direct attention to the sentence “As a baby, I rode on her back while she roasted, chopped, stewed, and seasoned their food.” Ask this question:
What do the descriptive details convey about the narrator’s world?
Key Ideas
• The detail “as a baby” shows that the narrator has spent time in the kitchen since she was a baby.
• The list of precise actions in the phrase “roasted, chopped, stewed, and seasoned” highlights the amount of work the mother did in the kitchen.
6. Instruct students to work with a partner to annotate descriptive details in the second paragraph of the writing model.
7. Direct attention to the sentence “My mother’s burns, cuts, and tired eyes showed it.” Ask this question:
What do the descriptive details convey about the narrator’s experience?
Key Ideas
• The detail “tired eyes” suggests that Anna has watched her mother work to the point of exhaustion.
• The fact that Anna focuses on unpleasant details like “burns” and “cuts” implies that she does not want to lead a similar life.
8. Introduce the learning task. Instruct students to add descriptive details to the sentence “I pulled herbs and vegetables and then moved up to cutting and seasoning their food.”
Analyze Student Progress
Monitor: Do students add details that convey or enhance action, events, or experiences?
Offer Immediate Support: If students need additional support adding descriptive details, prompt them to think of a detail that addresses the “when” of the sentence.
Plan Future Practice: Students practice using descriptive details in a narrative in lesson 11.
9. Instruct students to work with a partner to share their expanded sentences and discuss this question:
How do your descriptive details convey or enhance action, events, or experiences?
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about text structure?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.7.7 Structure: MM.7.7.A
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.c
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.5.7 Language
BU Build Understanding
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.C
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 11
Essential Question | How does society influence a person’s future?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW Preview
In this Distill lesson, students review monologue titles to identify possible themes in Good Masters! Sweet Ladies! Students gather evidence from three monologues, tracing a theme from beginning to middle to end, which prepares them to write a cohesive narrative for the End-of-Module Task. This work prepares them to discuss how themes develop and to support their ideas with evidence from the text. During writing instruction, students examine details in the writing model that relate to Good Masters! Sweet Ladies! They generate additional details from the text that enhance the writing model’s exposition, which prepares students to use details from a module text to develop the exposition, conflict, rising action, and climax of a first-person narrative for Module Task 1.
A Prologue to lesson 11 is available for students who need additional support.
Learning Goals
Demonstrate how a theme develops across Good Masters! Sweet Ladies!
LEARNING TASK: During a class discussion, share evidence for one theme that develops in Good Masters! Sweet Ladies!
Use details from Good Masters! Sweet Ladies! to enhance exposition of the writing model.
LEARNING TASK: Annotate the writing model with additional details from Good Masters! Sweet Ladies! that enhance the narrative’s exposition.
Vocabulary
theme (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Write Details That Enhance Exposition
LAND
Reflect on Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
• class Checklist for the Writing Model for Module 1 (Learn book, Writing)
• class Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• Good Masters! Sweet Ladies!
• journal
• Medieval Social Hierarchy Organizer (Learn book, lesson 3)
• Checklist for the Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for Good Masters! Sweet Ladies!, passage 2 (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: What is a central idea in this text?
3. Explain that during a Distill lesson the class puts together what they learned from different parts of the book. The class uses the evidence they gathered from the book to discuss a central idea. Tell students that in this lesson they will discuss themes in Good Masters! Sweet Ladies!
LEARN
53 minutes
Read | Prepare for a Discussion | 17 minutes
1. Direct students to the first monologue title in the Good Masters! Sweet Ladies! table of contents: “Hugo, the Lord’s Nephew.” Ask this question:
What information appears in the monologue title?
Differentiation Support
To support students’ identification of information in the monologue, ask this question: What details about the monologue’s character does the title provide?
Reinforce the correct answer: the narrator’s name and a brief description of the narrator.
2. Instruct students to review all monologue titles and to Think–Pair–Share to answer this question:
What patterns do you notice in the brief descriptions?
Language Support
To support students’ identification of patterns in the monologue titles, draw attention to the following terms from the titles: “nephew” (2), “daughter” (5, 24, 42, 50, 69), and “son” (18, 27, 34, 38, 50). If possible, provide translations of these terms in the language with which students are most comfortable. Ask this question: How are these terms related?
Key Ideas
• Some mention individual occupations (the glassblower’s apprentice, the tanner’s apprentice).
• Some mention family trades (the doctor’s son, the miller’s son).
• Some include personal titles that relate to social hierarchy (the lord’s nephew, the lord’s daughter).
• Some suggest challenging life circumstances (the runaway, the beggar).
3. Introduce the vocabulary term theme by displaying the term and definition. Engage students in Vocabulary Exploration.
4. Explain that an author develops a theme throughout a text. Readers can trace a theme from beginning to end like a thread woven through.
5. Think aloud to model how to identify possible themes using details from the monologue titles.
6. Pose this prompt:
Based on the patterns you noticed in the monologue titles, what repeated ideas or subjects do you see?
Key Ideas
• occupations
• family influence
• social hierarchy
• challenging life circumstances
7. Form four groups. Assign each group a focus from the list of Key Ideas in step 6.
Definition theme (n.): a universal idea or message conveyed by a text
Sample Think Aloud
I notice that many of the titles relate to occupations. Some titles describe characters by the jobs they do, as for Will (the plowboy) and Alice (the shepherdess). Some titles describe characters by their parents’ trades, as for Thomas (the doctor’s son) and Otho (the miller’s son). This pattern suggests that the author intends to develop a theme about medieval occupations. I wonder how a person’s trade connects to their social status, their family, and their identity in the Middle Ages.
8. Instruct students to work with their group and to select three monologues related to their assigned focus, basing their selections solely on the monologue titles. Tell them to choose one monologue from the beginning, one from the middle, and one from the end, so they can trace how their focus develops across the text. Explain that certain monologues might fit into more than one focus area.
9. Listen for students to address key ideas in their discussions.
Key Ideas
• occupations: Taggot, Mogg, Thomas
• family influence: Simon, Otho, Edgar
• social hierarchy: Hugo, Simon, Isobel
• challenging life circumstances: Constance, Jack, Barbary, Pask, Nelly, Giles
10. Direct students to their journals. Review the definition of theme. Instruct them to write down evidence from all three monologues that supports a theme.
11. Instruct students to discuss this question with their groups and record responses in their journals: What is one possible theme in Good Masters! Sweet Ladies!?
Prompt students to support their answers with the evidence they gathered.
12. Tell students that they will explain how their theme evolves across the three monologues they selected. Think aloud to model using evidence to trace how a theme develops throughout a text.
13. Instruct students to discuss this question with their groups and record responses in their journals:
How does your theme develop over the course of the three monologues you chose?
Sample Think Aloud
On reviewing the three monologues I’ve selected, I find evidence of a possible theme—that people desire to work hard and succeed at whatever job they do. I first see threads of this theme in the monologue titles, each of which lists an occupation. In “Will, the Plowboy,” early in the text, Will says, “[My father] told me to work hard and take care of my mother and sisters.” This advice motivates Will to provide well for his family like his father did. “Piers, the Glassblower’s Apprentice,” from the middle of the text, expands the theme by showing that people want to improve at doing their jobs, however challenging that may be. Despite physical discomfort and a failed attempt at blowing glass, Piers prays, “Saint Luke, please help me try again, / and keep my master well.” “Drogo, the Tanner’s Apprentice,” from the end of the text, adds the idea that people take pride even in jobs that others might find disgusting. Drogo asks, “Do you want good shoes or don’t you? / So be it. / Now, let me get on with my scraper and dung.”
Respond | Discuss a Central Idea | 18 minutes
1. Tell students that during a class discussion they should follow conversational norms, or rules that make conversation productive.
2. Instruct students to Think–Pair–Share to answer this question: What conversational norms support productive discussions?
Key Ideas
• Speak and listen respectfully.
• Focus on ideas and content.
• Use textual evidence.
Teacher Note
Creating, displaying, and frequently reviewing class discussion norms will help students feel invested in classroom conversations. Establish norms that best meet the needs of your students, which may include but are not limited to the following: speak clearly, listen carefully, agree and disagree respectfully, support ideas with evidence, include everyone, debate ideas not people.
Emphasize that students should follow discussion norms in all class conversations.
3. Display and introduce the speaking and listening goal for today’s discussion: Speak at a volume and rate others can understand.
4. Invite a few students to model speaking at a volume and rate that is hard to understand.
5. Ask this question:
Why is it important to consider your volume and rate when participating in a class discussion?
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal. As students practice their speaking and listening skills throughout the module, continue to use the tracker to monitor students’ progress toward each goal.
6. Introduce the learning task. Direct students to the evidence they collected in their journals, their Jot–Pair–Share notes, and the Medieval Social Hierarchy Organizer, located in the Learn book. Facilitate a discussion of these prompts:
Share one theme of Good Masters! Sweet Ladies!
Explain how that theme develops, using evidence from the beginning, middle, and end of the text.
Analyze Student Progress
Monitor: Do students trace a theme across Good Masters! Sweet Ladies!, using evidence from the beginning, middle, and end of the text?
Offer Immediate Support: If students need additional support tracing themes across the text, prompt them to articulate similar lessons characters have learned as detailed in their monologues.
Plan Future Practice: Students practice distilling themes in Castle Diary in lesson 21.
7. At the end of the discussion, reinforce key ideas.
Key Ideas
Family Influence
• theme: An individual’s family has a major impact on the person they grow up to be.
• evidence from the beginning: “My father is the noble lord’s physician / And I am bound to carry on tradition.” (“Thomas, the Doctor’s Son,” 18)
• evidence from the middle: “I know the family business— / It’s been drummed into my head.” (“Otho, the Miller’s Son,” 27)
• evidence from the end: “The house is full of fleas!” (“Lowdy, the Varlet’s Child,” 60)
• development: From monologues across this text, it is clear that, despite status, family affects what a child witnesses, what they learn, and the home conditions they get to experience.
Social Hierarchy
• theme: A person’s social status does not protect them from the ups and downs of adolescence.
• evidence from the beginning: “And as for you, / you’ll hunt like a man, or be flogged like a boy.” (“Hugo, the Lord’s Nephew,” 2)
• evidence from the middle: “My lord grandfather fought in the Crusades.” (“Simon, the Knight’s Son,” 34), “Except there is no money, and my mother / says I have to be a monk.” (“Simon, the Knight’s Son,” 35)
• evidence from the end: “I cannot take / the stain from my gown / or the thought from my mind: They hate me.” (“Isobel, the Lord’s Daughter,” 43)
• development: Monologues across this text make clear that, despite social status, adolescents must learn what is expected of them by their families, including facing consequences for their actions and taking on responsibilities.
Write | Write Details That Enhance Exposition | 18 minutes
1. Display the Checklist for the Writing Model for Module 1, and direct students to the page in their Learn book.
Direct attention to this checklist item: uses ideas from at least one module text to enhance exposition.
2. Tell students that they will focus on this checklist item to analyze a portion of the writing model.
3. Display the Writing Model for Module 1, and direct students to the page in their Learn book. Read aloud the exposition of the writing model from “The hot and” to “herbs and bread,” and instruct students to annotate details that relate to Good Masters! Sweet Ladies!
Sample Annotations
• “Lord and Lady” (par. 1)
• “My family’s small home is close to the manor.” (par. 2)
• “I started helping in the kitchen when I was four years old.” (par. 2)
4. Instruct students to share annotations and discuss the following questions with their partners:
How do these details relate to Good Masters! Sweet Ladies!?
How do these details enhance the exposition of the writing model?
Listen for students to discuss key ideas in their discussions.
Key Ideas
• relate: The exposition refers to a Lord and Lady, which are social statuses held by several characters in Good Masters! Sweet Ladies!
• relate: The exposition tells readers that the servants’ home is close to the manor, which is a detail about servants’ proximity to the landowner’s home, as shown on the map in Good Masters! Sweet Ladies!
• relate: The exposition indicates that Anna starts working at a young age, which is also true for the characters Taggot and Thomas in Good Masters! Sweet Ladies!
• enhance: The details about statuses help establish relationships between characters such as Amelia and Anna, who both work for Lord and Lady Elder.
• enhance: The details about Anna and her mother’s work in the kitchen introduce details about the narrative’s characters.
5. Instruct students to work with their partners and to verbally brainstorm details about the Middle Ages from Good Masters! Sweet Ladies! that could further enhance the writing model’s exposition.
Language Support
To leverage students’ home languages as resources to support learning, allow students to brainstorm and draft by using all their linguistic knowledge.
Listen for students to discuss key ideas in their discussions.
Key Ideas
• a specific year during the Middle Ages
• the three-field system
• Amelia and Anna’s religion
• information about apprenticeships
6. Instruct students to work with their partners and to review their annotations in Good Masters! Sweet Ladies! Tell them to identify details that could further enhance the writing model’s exposition. Encourage students to use the list that they verbally brainstormed to guide their search.
Sample Annotations
• “The manor is in England and the year is 1255.” (ix)
• “Each year, one field was allowed to lie fallow, and the other two would be planted with a crop different from the one planted there the year before.” (13)
• “The lord of the manor was in charge of this decision, and he generally chose the best land for himself.” (13)
• “They were convinced that water from a shrine or relics from a saint could cure disease.” (23)
Teacher Note
Research skills, such as collecting and organizing textual evidence, drawing evidence from multiple texts, and synthesizing findings, are taught in all modules of all levels in Arts & Letters because students are always building knowledge from texts. In module 4, students integrate additional skills, such as assessing source credibility and generating questions for additional research, and apply them to a formal research project.
7. Introduce the learning task. Instruct students to annotate the writing model with additional details from Good Masters! Sweet Ladies! that enhance the narrative’s exposition.
Analyze Student Progress
Monitor: Do students add details related to Good Masters! Sweet Ladies! that clarify the setting or further describe characters in the writing model?
Offer Immediate Support: If students need additional support adding details to enhance the writing model’s exposition, ask this question: What sensory details about a medieval manor from Good Masters! Sweet Ladies! could make the writing model’s exposition more interesting?
Plan Future Practice: Students practice writing elements of a narrative in lesson 12.
8. Invite volunteers to read aloud their revised expositions for the writing model. Have students identify the details they added and explain how they enhance the exposition.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about theme?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their pages. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.2.7 Theme and Central Idea: MM.2.7.A, MM.2.7.C
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.c
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content
CP.4.7 Structure: CP.4.7.A, CP.4.7.A.c
CP.5.7 Language: CP.5.7.B
CP.8.7 Presentation: CP.8.7.A, CP.8.7.B
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B, BU.3.7.C, BU.3.7.D, BU.3.7.E
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.D
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 12
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students build and reflect on knowledge gained from Good Masters! Sweet Ladies! They analyze informational passages from the text and determine what the passages reveal about social class in medieval Europe. Students reflect on what they have learned by crafting knowledge statements that use prepositional phrases. During writing instruction, students examine pacing in the writing model. They write new openings to the writing model that use a slow narrative pace to develop the main character, which prepares students to use narrative techniques, such as pacing, to develop characters and events in the End-of-Module Task.
A Prologue to lesson 12 is available for students who need additional support.
Learning Goals
Reflect on knowledge gained from Good Masters! Sweet Ladies!
LEARNING TASK: On the Sentences Strategies for Module 1 page, write a knowledge statement that describes the effects of social class on individual experiences during the Middle Ages.
Use narrative pacing to develop a character.
LEARNING TASK: Write a new opening to the writing model that uses a slow narrative pace to develop the main character.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Build Knowledge
• Respond: Reflect on Knowledge
• Write: Experiment with Narrative Pacing
LAND
Synthesize Learning
Materials
TEACHER
• Good Masters! Sweet Ladies!
• class Sentence Strategies for Module 1 (Learn book, Writing)
• class Checklist for the Writing Model for Module 1 (Learn book, Writing)
• class Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• Good Masters! Sweet Ladies!
• Sentence Strategies for Module 1 (Learn book, Writing)
• Checklist for the Writing Model for Module 1 (Learn book, Writing)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Good Masters! Sweet Ladies!
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Explain that during a Know lesson the class reflects on the knowledge they built and makes connections among texts to share what they know now. Tell students that in this lesson they will reflect on the knowledge they have built about social class in medieval Europe from Good Masters! Sweet Ladies!
LEARN
53 minutes
Read | Build Knowledge | 18 minutes
1. Direct students to Good Masters! Sweet Ladies! Instruct students to read “A Little Background: The Three-Field System” (page 13) and annotate details that answer this question:
What knowledge about the Middle Ages does this passage present?
Language Support
To support comprehension of this passage, explain that a fallow field is one in which the farmer plants no crops in the soil, thus allowing the land to rest for a year.
2. Invite a few students to share their annotations, and reinforce the correct responses:
• Medieval landowners and peasant farmers understood that land needed cyclical rest to ensure good harvests.
• Lords of manors portioned out the fields to peasant farmers.
• Peasants did not control any part of the agricultural system.
3. Ask this question:
What does knowledge of the three-field system tell you about social class in the Middle Ages?
Key Ideas
• Social class affected people’s societal responsibilities and jobs in the Middle Ages.
• Land ownership determined social status in the Middle Ages.
• Lords of manors had power over land and people in the Middle Ages.
4. Divide the class into four groups, and assign one of these passages to each group:
• “A Little Background: Medieval Pilgrimage” (page 23)
• “A Little Background: The Crusades” (pages 36–37)
• “A Little Background: Falconry” (page 40)
• “A Little Background: Towns and Freedom” (page 65)
5. Instruct students to work with a partner from their group to annotate evidence from their assigned passages that addresses these questions:
What knowledge about the Middle Ages does this passage present?
What does the information in this passage suggest about social class in the Middle Ages?
Differentiation Challenge
To extend synthesis of knowledge, instruct students to annotate evidence that addresses this additional question: How does Laura Amy Schlitz use individual character experiences to bring the history of medieval Europe to life?
6. Invite a few students to share their responses.
Key Ideas
• “Medieval Pilgrimage”: During the Middle Ages, individuals sometimes sought to deepen their connections to their faith and receive spiritual or physical healing by going on a pilgrimage to a holy place.
• “The Crusades”: During the Crusades, which took place between 1095 and 1272, the Holy Roman Emperor sought to extend the power of the Christian church through war and the conversion of non-Christians.
• “Falconry”: Because falconry was considered both a sport and a necessity, falconers held a relatively high social status for tradesmen.
• “Towns and Freedom”: During the Middle Ages, a villein was bound to their land and their lord. Although a villein could gain freedom by running away for a year and a day, they would risk losing whatever comforts they possessed while bound to the lord.
Respond | Reflect on Knowledge | 18 minutes
1. Explain that learning about elements of language, such as grammar and punctuation, makes it easier to articulate and expand ideas in writing.
2. Read aloud the first sentence on page 13, starting with “The three-field system.”
3. Ask this question:
What information does the phrase “during the Middle Ages” contribute to the sentence?
Reinforce the correct response: The phrase “during the Middle Ages” indicates the time period when farmers used the three-field system.
4. Tell students that “during the Middle Ages” is a prepositional phrase—a type of phrase that provides clarity by indicating time, location, space, or direction. Explain that a prepositional phrase begins with a preposition and ends with the object of the preposition, or the noun affected by the preposition.
5. Ask these questions:
In the phrase “during the Middle Ages,” what is the preposition? What is the object of the preposition?
Reinforce the correct responses:
• preposition—“during”
• object of the preposition—“the Middle Ages”
6. Display the class Sentence Strategies for Module 1, and direct students to the page in their Learn book. Add to the class Sentence Strategies this sample knowledge statement, which includes a prepositional phrase: “In medieval Europe, a low-class adolescent could not always access education.”
Teacher Note
Throughout the year, students practice combining, expanding, and condensing sentences, which allows them to express their knowledge in a variety of ways. They practice on the Sentence Strategies pages, located in the Learn book. This resource grows in subsequent modules as students learn new strategies.
7. Ask the following question:
What type of information does the prepositional phrase “in medieval Europe” contribute to the knowledge statement?
Reinforce the correct response: time and location.
8. Instruct students to record the sample sentence on their Sentence Strategies page. Encourage them to circle the prepositional phrase and annotate the type of information that the phrase adds to the sentence.
9. Instruct students to work with a partner to brainstorm a knowledge statement that uses at least one prepositional phrase to describe the effects of social class on individuals during the Middle Ages.
Differentiation Support
To support inclusion of at least one prepositional phrase in the knowledge statement, instruct students to use their knowledge from Good Masters! Sweet Ladies! to answer at least one of these questions:
• In what time period is the knowledge relevant?
• In which social classes is the knowledge relevant?
10. Introduce the learning task. Instruct students to add a knowledge statement to their Sentence Strategies page that describes the effects of social class on individual experiences during the Middle Ages. Prompt them to include a prepositional phrase in their statement.
Analyze Student Progress
Monitor: Do students use a prepositional phrase to add relevant information to their knowledge statement?
Offer Immediate Support: If students need additional support using prepositional phrases, direct attention to the sample knowledge statement—“In medieval Europe, a low-class adolescent could not always access education” and remind them that “in medieval Europe” is a prepositional phrase.
Plan Future Practice: Students practice forming knowledge statements about the Middle Ages in lesson 22.
11. Instruct students to share their knowledge statement with a partner and to explain what type of information the prepositional phrase contributes.
Write | Experiment with Narrative Pacing | 17 minutes
1. Display the Checklist for the Writing Model for Module 1, and direct students to the page in their Learn book.
Direct attention to: uses at least two narrative techniques including dialogue, pacing, and/or description to develop characters and events
2. Tell students that they will focus on the pacing portion of this checklist item to analyze a portion of the writing model.
3. Assess and activate prior knowledge by asking this question:
What is pacing in a narrative?
Reinforce the correct response: Pacing refers to the speed at which a narrative unfolds.
Instruct students to Think–Pair–Share to answer this question:
What are ways a writer could use pacing to develop a character or event?
Key Ideas
• A writer could introduce a main character in the first sentence, which could help readers get to know the character quickly.
• A writer could spend time introducing setting before a character, which could build mystery around the main character.
• A writer could tell a story slowly, with a lot of detail about an occurrence, which could build suspense for an event.
• A writer could tell a story quickly, with many events happening one after the other, which could keep readers engaged.
4. Display the Writing Model for Module 1, and direct students to the page in their Learn book.
5. Read aloud the section of the writing model from “The hot and” to “tell my mother” and direct students to listen for how they would describe the pacing of this narrative.
6. Instruct students to Jot–Pair–Share to respond to this prompt:
Describe how the writing model uses pacing to develop Anna’s character.
Key Ideas
• We meet Anna and her mother right away.
• We quickly find out that Anna is not satisfied working in the kitchen like her mother.
Facilitate a brief discussion of this question:
How might the writing model’s pacing affect a reader’s experience of this narrative?
Key Ideas
• Some readers might like getting to know Anna and her conflict right away because this pacing helps prevent confusion.
• Some readers might not like getting to know Anna and her conflict right away because this pacing prevents mystery or surprise around the main character.
7. Instruct students to Think–Pair–Share to answer to this question:
What details could you change about the writing model’s opening that would slow the narrative pace?
Key Ideas
• elaborate on the kitchen setting
• begin the story from a different character’s perspective before introducing Anna
• lengthen the conversation between Anna and her mother
8. Introduce the learning task. Instruct students to work with a partner to write a new opening to the writing model that uses a slow narrative pace to develop the main character.
Analyze Student Progress
Monitor: Do students add details about the setting or opening event that slows the narrative pacing?
Offer Immediate Support: If students need additional support rewriting the opening of the writing model, ask this question: What additional details about the setting could you add that would show readers more about Anna?
Plan Future Practice: Students practice using narrative techniques to develop a character in lesson 15.
9. Invite volunteers to read aloud their new openings to the writing model.
Remind students of the elements of fluency: accuracy, phrasing, expression, and rate. Encourage students to fluently read aloud their revisions to highlight how they used pacing to develop Anna’s character.
10. Facilitate a brief discussion of this question:
How did a slower narrative pace affect your understanding of Anna?
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question:
How does society influence a person’s future?
Use responses to reinforce these 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.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about social class?
• What did you learn from Good Masters! Sweet Ladies!?
• What did you learn about the Middle Ages?
Language Support
To help students express knowledge about the Middle Ages, direct them to the Gallery for “The Middle Ages” located in the Learn book.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.B
MM.4.7 Individuals, Events, and Ideas: MM.4.7.B
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.B, MM.12.7.B.b
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.4.7 Structure
CP.5.7 Language: CP.5.7.B, CP.5.7.F
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A
BU.4.7 Expression
DF Develop Foundations
DF.13.7 Sentence Construction: DF.13.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.E
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 13
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
In this lesson, students complete Reading Comprehension Assessment 1. In the first section of the assessment, students demonstrate their fluency by reading aloud an excerpt from the assessment text. In the second section, students demonstrate their knowledge by answering questions about important words and concepts in the module. In the third section, students expand their knowledge by applying comprehension skills to the assessment text. In the fourth section, students evaluate their confidence about the assessment and identify challenges posed by the assessment text. After completing the assessment, students read from a volume of reading text.
Learning Goal
Demonstrate knowledge of the Middle Ages and apply reading comprehension skills to a new text related to the Middle Ages.
• text for Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
STUDENTS
• Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
Preparation
• Refer to the Assessment Guide for information on how to administer Reading Comprehension Assessment 1.
• Select volume of reading books for the Read section.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How does society influence a person’s future?
2. Tell students that in this lesson they will demonstrate and build what they know about the Middle Ages by completing an assessment. Reinforce that the text students read during the assessment will add to their understanding of the Essential Question.
LEARN 55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that the assessment is made of four sections. In the first section, students demonstrate fluency by reading aloud a new text related to the Middle Ages. In the second section, they answer questions related to important words and ideas in the module. In the third section, they closely reread the new text and answer questions about the text. In the fourth section, they evaluate their answers and identify challenges.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Reading Comprehension Assessment 1 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
As needed, adjust instruction in the next section to allow students time to complete the assessment.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Reading Comprehension Assessment 1. Use this information to plan responsive teaching for lesson 14.
Read | Read More About the Middle Ages | 15 minutes
1. Instruct students who completed the assessment to read a volume of reading book. Those who are still working on the assessment can read a volume of reading book during the regularly scheduled volume of reading time.
LAND 3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about the Middle Ages from the text for Reading Comprehension Assessment 1.
2. Tell students that they will continue to build knowledge about the Middle Ages as they read additional module texts.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.7 Schema Building
Lesson 14
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
In this Responsive Teaching lesson, students follow along and listen closely to another reading of the text for Reading Comprehension Assessment 1. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to engage in work with roots and module terms. Reviewing the assessment, roots, and module terms solidifies students’ understanding of the Middle Ages and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Reading Comprehension Assessment 1.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Reading Comprehension Assessment 1.
Vocabulary
selected module 1 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Build Vocabulary
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Glossary for Module 1 (Learn book)
• Word Parts Web for sta (Learn book)
Preparation
• Use the student performance data from Reading Comprehension Assessment 1 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Use the student performance data from the second section of Reading Comprehension Assessment 1 to identify module terms to highlight for review. Then review the options in the Engage section. Depending on the option you choose, gather the necessary Knowledge Cards and materials.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How does society influence a person’s future?
2. Tell students that they will listen to and follow along with the text for Reading Comprehension Assessment 1 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge, respond to the Essential Question, as well as strengthen their reading comprehension skills.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 10 minutes
1. Read aloud the text for Reading Comprehension Assessment 1, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Reading Comprehension Assessment 1. Explain that the class will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Reading Comprehension Assessment 1.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answers for items reviewed on Reading Comprehension Assessment 1?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in lesson 24.
Engage | Build Vocabulary | 20 minutes
1. Explain that knowing the definition of a root can help readers understand the meanings of new words. Direct students to the term status in the Glossary for Module 1, located in the Learn book. Invite a few students to identify the root and share the root’s definition. Reinforce the correct response: sta means “to stand” or “be firm.”
2. Direct students to the Word Parts Web for sta, located in the Learn book. Instruct students to work with a partner to brainstorm words that contain the root sta and then add those words to their webs. Tell students to use glossaries and dictionaries as needed.
Language Support
To leverage students’ home languages as resources to support learning, prompt students to make cross-linguistic connections between their home languages and English through cognates and morphology.
3. Invite a few students to share their words. Students may generate words such as these: stable, static, station. Correct any misunderstandings or misapplied affixes.
4. Instruct students to choose two or three words on their web and quickly sketch an image to illustrate each word. Tell students to add their images underneath or next to the words they represent.
5. Invite a few students to share one of their images. Ask these questions:
What do you notice about the illustrations?
How do they relate to the meaning of sta?
6. Tell students that there are other ways to build their knowledge of vocabulary. Use Knowledge Cards to review terms and definitions introduced in previous lessons. Select terms for students to use in one of the following vocabulary activities.
• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct students to write a knowledge statement containing the term, and then share it with a partner. Invite pairs to share with the class. Repeat the activity by choosing another card.
• Create a Web: Direct students to their journals. Display a Knowledge Card and instruct students to generate a web of words and phrases to express the knowledge they have gained about that term.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen students’ understanding of the knowledge of the module. Consider which Knowledge Threads to elevate when selecting words for the activity. Find the Knowledge Threads in the module overview.
3 minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students that they will continue to build their knowledge about the Middle Ages as they read more module texts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.5.7 Vocabulary: MM.5.7.A, MM.5.7.A.d
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A
BU Build Understanding
BU.2.7 Discovery and Evidence
DM Develop Metacognition
DM.4.7 Reflection and Evaluation
Lesson 15
Essential Question | How does society influence a person’s future?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students notice and wonder about Castle Diary. Students examine the book’s text features and the illustration of a castle that precedes the text, which builds knowledge about life during the Middle Ages. This prepares students to write what they notice and related questions about the text, which they will return to throughout the module as they build knowledge of the Middle Ages. During writing instruction, students examine how internal dialogue develops characters and events. They practice writing an example of internal dialogue, which prepares them to write a first-person narrative for Module Task 1.
Learning Goals
Notice and wonder about Castle Diary.
LEARNING TASK: Write at least one thing you notice about Castle Diary and at least one related question.
Use internal dialogue.
LEARNING TASK: Write an example of internal dialogue.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Read Castle Diary
• Respond: Notice and Wonder About the Text
• Write: Write Internal Dialogue
LAND
Reflect on Learning
Materials
TEACHER
• Castle Diary
• class Notice and Wonder Checklist for Castle Diary (Learn book)
STUDENTS
• Castle Diary
• journal
• Notice and Wonder Checklist for Castle Diary (Learn book)
• Checklist for Module Task 1 (Learn book, Writing)
• Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Before the next lesson, students read pages 6–30 of Castle Diary.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Castle Diary (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Castle Diary.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Castle Diary by reading aloud the title, author, and illustrator. Tell students that in this lesson they will write what they notice and wonder about this text.
LEARN
53 minutes
Read | Read Castle Diary | 20 minutes
1. Direct students to their journals. Instruct students to select one of the following prompts and write a diary entry:
• Describe something you’ve learned recently.
• Describe the best or most challenging parts of your week.
• Explain a recent interaction with someone that felt important.
Language Support
To ensure comprehension of this task, explain that a diary is a written record of one’s daily life and experiences. Explain that the terms diary and journal can be used interchangeably.
2. Instruct students to work with a partner and to consider their diary entries to discuss the following questions:
What makes a diary different from other types of writing?
What did you write about in your diary that you might not have written about in another form of writing?
Invite a few students to share their responses.
3. Direct students to the Notice and Wonder Checklist for Castle Diary, located in the Learn book. Instruct students to complete the checklist.
4. Invite students to share what they notice and wonder. Add a few responses to the class Notice and Wonder Checklist.
Respond | Notice and Wonder About the Text | 15 minutes
1. Direct students to the illustration of a castle on pages 4–5 of Castle Diary. Instruct them to look closely at the illustration.
2. Introduce the learning task. Direct attention to the T-chart section of the Notice and Wonder Checklist for Castle Diary. Instruct students to use that part to write at least one thing they notice about the illustration of a castle in Castle Diary and at least one related question.
Analyze Student Progress
Monitor: Do students make coherent connections between what they notice and what they wonder?
Offer Immediate Support: If students need additional support connecting what they notice and wonder, ask them what stands out in the illustration and what they want to know more about.
Plan Future Practice: Students practice noticing things and asking questions about The Midwife’s Apprentice in lesson 23.
3. Invite students to share their responses. Add responses to the class Notice and Wonder Chart.
4. Invite students to share predictions about Castle Diary based on the text’s diary structure and the illustration on pages 4–5.
Write | Write Internal Dialogue | 18 minutes
1. Direct students to the Checklist for Module Task 1, located in the Learn book. Read aloud this item in the Writing section of the checklist: uses a first-person narrator and internal dialogue to develop characters and events.
2. Instruct students to Think–Pair–Share to answer these questions:
What is internal dialogue?
How is internal dialogue different from dialogue?
What information about a character might internal dialogue reveal?
Key Ideas
• what it is: Internal dialogue expresses something that a character does not say out loud.
• how it differs: Dialogue is spoken out loud, usually between two or more characters; internal dialogue is not spoken and usually consists of a character’s inner thoughts.
• what it reveals: Internal dialogue reveals a character’s inner thoughts, opinions, dreams, fears, or worries.
3. Read aloud the eighth through the tenth paragraphs of the Writing Model for Module 1. Explain that the following sentences are internal dialogue: “Can I do this? What if I fail?”
4. Ask these questions:
How does this internal dialogue develop Anna’s character?
How does this internal dialogue develop the story’s events?
Key Ideas
• makes Anna’s worries clear
• shows Anna’s doubts about her potential as a chambermaid
• builds the story’s tension
5. Instruct students to Think–Pair–Share to answer the following question:
How does the writer indicate that these sentences are internal dialogue?
Key Ideas
• The sentences are set apart by italics.
• There are no quotation marks.
• Anna is alone and is therefore talking to herself.
6. Ask this question:
How else might a writer indicate internal dialogue?
Key Ideas
• dialogue tags
• parentheses
• dashes
Teacher Note
Remind students that a dialogue tag is a clause that indicates who is speaking or thinking, such as “she said” or “he thought to himself.”
7. Direct attention to the eleventh through the eighteenth paragraphs of the writing model. Instruct students to work with a partner to read the paragraphs and brainstorm where internal dialogue could develop characters or events.
8. Introduce the learning task. Instruct students to add an example of internal dialogue to the writing model to develop characters and events.
Analyze Student Progress
Monitor: Do students write internal dialogue that demonstrates Anna’s nervousness as she serves Lady Elder for the first time or Anna’s hope to make her mother proud?
Offer Immediate Support: If students need additional support writing internal dialogue, ask these questions: How might Anna feel as she waits on Lady Elder for the first time? How might Anna want her mother to feel about her work as a chambermaid?
Plan Future Practice: Students practice using narrative techniques to enhance narratives in lesson 16.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book.
2. Instruct students to work with a partner to form knowledge statements and add them to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Castle Diary?
• What did you learn to do?
3. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
4. Assign the follow-up work to read pages 6–30 of Castle Diary before the next lesson.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.5.7 Language
BU Build Understanding
BU.2.7 Discovery and Evidence: BU.2.7.B
BU.3.7 Conversation and Collaboration: BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.A
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 16
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students examine Tobias’s life as a page in Castle Diary. After summarizing Tobias’s first diary entry and identifying what Tobias learns during his time at Strandborough Castle, students consider how his experiences as a page relate to his social class. This work enables students to understand how, in medieval Europe, society and parentage dictated what a child would learn. During writing instruction, students consider how authors use historical knowledge to enhance setting. They use knowledge from Castle Diary to write a sentence that enhances the setting of the writing model, which prepares them to write a first-person narrative for Module Task 1.
Learning Goals
Identify what Tobias learns at the beginning of Castle Diary.
LEARNING TASK: Add to The Education of Tobias Burgess Organizer what Tobias learns, how he learns it, and how it relates to his social class.
Draft a sentence that enhances setting.
LEARNING TASK: Write one sentence that incorporates knowledge from Castle Diary to enhance the setting of the writing model.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe Tobias’s Life as a Page
• Respond: Summarize What Tobias Learns
• Write: Examine Setting
LAND
Reflect on Learning
Materials
TEACHER
• Castle Diary
• class Medieval Social Hierarchy Organizer (Learn book)
STUDENTS
• Castle Diary
• journal
• Medieval Social Hierarchy Organizer (Learn book, lesson 3)
• The Education of Tobias Burgess Organizer for Castle Diary (Learn book)
• Checklist for Module Task 1 (Learn book, Writing)
• Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 31–76 of Castle Diary.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Castle Diary (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Castle Diary.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will read sections of Castle Diary’s appendix to gain historical context for Tobias’s life as a page.
LEARN
53 minutes
Read | Describe Tobias’s Life as a Page | 25 minutes
1. Direct students to Castle Diary. Instruct students to read the portion of pages 7–8 from “This Journal, being” to “my new life.” Prompt them to annotate details that answer the following 5 W’s:
Who is the narrator?
What is happening?
When is it happening?
Where is it happening?
Why is it happening?
Sample Annotations
• who: “myself, Tobias Burgess” (7)
• what: “I am to spend the next twelvemonth (and more, I hope) as a page” (7), “My mother bids me write this journal” (8)
• when: “the year of Our Lord, 1285” (7)
• where: “Strandborough Castle” (8)
• why: “so that I will remember all that passes” (8)
2. Display this kernel sentence: Tobias starts a diary. Direct students to their journals. Instruct them to use their annotations and work with a partner to expand the kernel sentence into a clear, accurate summary of pages 7–9.
3. Invite a few students to share their summaries, and reinforce the correct response: In 1285 (when), Tobias Burgess (who) leaves home to spend a year as a page (what) in his uncle’s castle (where), and at his mother’s urging, he starts a diary so that he’ll remember his experiences (why).
4. Ask this question:
What will Tobias “be taught” (7) while he is away from home?
Reinforce the correct response: Tobias will be taught “the skills and duties” he must know “to become a squire and even, mayhap, a knight” (7–8).
5. Instruct students to read pages 94–98, starting with “Toby’s diary is,” and to annotate details about lords, knights, and pages.
Language Support
Provide student-friendly definitions for lord, knight, and page
6. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
What was a noble lord?
What was a knight?
What was a page?
What might Tobias have learned during his year as a page?
Key Ideas
• A noble lord owned land and “pledged their loyalty to the king” (95).
• A knight received land and housing from their lord, promising in return “to fight for that lord and for the king” (95).
• A page was a boy training to be a knight and living for the duration “in the household of a more important lord” (98).
• Tobias might have learned how to be a “professional warrior” (95), as well as how “to hunt, to handle weapons, and to play games of skill, such as chess” (98).
7. Assess and activate prior knowledge by asking these questions:
With which character(s) in Good Masters! Sweet Ladies! does Tobias have the most in common? Why?
Reinforce the correct responses:
• characters—Tobias has the most in common with Hugo and Isobel.
• why—All three have noble relations.
8. Display the class Medieval Social Hierarchy Organizer, and direct students to the page in their Learn book. Instruct students to work with a partner and to identify where on the organizer Tobias belongs and why.
Differentiation Support
To help students infer Tobias’s social status, ask this question: What is Tobias’s relationship to the Baron of Strandborough?
9. Invite a student to add Tobias to the class organizer by drawing a symbol that represents him. Tell the student to explain Tobias’s placement on the class organizer.
Key Ideas
• alongside Hugo because both are nephews of powerful noblemen
• near Isobel because both are related to nobility
10. Instruct students to add Tobias to their organizers by drawing a symbol that represents him.
Respond | Summarize What Tobias Learns | 15 minutes
1. Direct students to their journals. Tell pairs to join another pair to form small groups. Instruct students to review pages 6–30 with their groups and generate a list of what Tobias learns during his first month at Strandborough Castle.
Key Ideas
• how to address his aunt and uncle
• duties of a page and how to be useful
• daily function of and people’s roles within the castle
• biblical scripture and Latin
• what is involved in a boar hunt
• how to make stilts
2. Introduce the learning task. Direct students to The Education of Tobias Burgess Organizer for Castle Diary, located in the Learn book. Instruct students to refer to their notes and pages 6–30 to add to the organizer what Tobias learns, how he learns it, and how it relates to his social class.
Analyze Student Progress
Monitor: Do students relate what Tobias learns as a page to his social status?
Offer Immediate Support: If students need additional support relating what Tobias learns to his social status, ask this question: What has Tobias learned thus far about his responsibilities as a page?
Plan Future Practice: Students practice tracking what Tobias learns in Castle Diary in lesson 17.
Key Ideas
What Tobias Learns
• Tobias learns how to properly address his aunt and uncle.
• He learns what is involved in boar hunting.
How He Learns It
• His aunt gives him explicit orders about how to address them.
• Tobias learns by observing the hunt that his uncle invites him to.
How It Relates to His Social Class
• Tobias has to learn how to formally address his aunt and uncle because they are in a higher social class than he is.
• Tobias must observe the hunt, rather than participate in it, because he is still in training to become a knight.
Write | Examine Setting | 13 minutes
1. Direct students to the Checklist for Module Task 1, located in the Learn book. Read aloud this line in the Writing section of the checklist: uses knowledge from Castle Diary to enhance the setting.
2. Ask this question: What is setting?
Reinforce the correct response: Setting is the time, place, and conditions in which the action of a book, movie, etc., takes place.
3. Direct students to the Writing Model for Module 1, located in the Learn book. Model annotating details related to the setting in the first paragraph of the writing model.
Sample Annotations
• “The hot and bustling kitchen”
• “my second home”
4. Instruct students to work with a partner to annotate details relating to the setting in the eleventh paragraph of the writing model.
Sample Annotations
• “the room was full of sunlight and it smelled like lavender”
• “The air was crisp and cool, not humid and sweaty like the kitchen.”
• “a chair that looked like a throne”
5. Explain that students will review their annotations of Castle Diary to identify historical details that they could add to the writing model to enhance the setting. Explain that by collecting evidence about historical information in Castle Diary, students are doing research. Tell them that research means “careful study to find new knowledge about a subject.”
Ask this question:
How could using historical information help enhance the setting of a narrative?
Key Ideas
• helps make the setting feel believable
• helps establish logical connections among characters and events
Explain that students will complete additional steps of the research process as they build knowledge about this and other topics.
6. Prompt students to consider the setting of Castle Diary, which is a medieval castle in England. Instruct students to Think–Pair–Share to answer this question:
How do historical details enhance the setting of Castle Diary?
Key Ideas
• They establish the medieval time period, which is necessary for the story to make sense.
• They clarify the castle location, which allows the plot of Tobias’s interaction with castle workers to make sense.
7. Instruct students to work with a partner and to annotate additional historical details in Castle Diary that they can add to the writing model to enhance the setting.
Sample Annotations
• “a huge fire” (10)
• “The Hall was crowded, for there are many servants.” (14)
• “I attended my aunt today in the Great Chamber.” (17)
• “The baying of hounds woke me before dawn this day.” (25)
8. Introduce the learning task. Instruct students to use knowledge from Castle Diary to add a sentence to the writing model that enhances the setting of the Grand Chamber.
Analyze Student Progress
Monitor: Do students incorporate knowledge from Castle Diary into the sentence that they write for the writing model?
Offer Immediate Support: If students need additional support incorporating knowledge from Castle Diary, ask this question: How might Lady Elder’s Grand Chamber resemble the Great Hall in Strandborough Castle?
Plan Future Practice: Students practice using knowledge from a module text to enhance setting in lesson 21.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about medieval Europe?
• What did you learn from Castle Diary?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 31–76 of Castle Diary before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A, MM.1.7.B
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a, MM.12.7.B, MM.12.7.B.b
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.5.7 Language
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 17
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students look closely at the factors that influence Tobias’s life as a page. Students examine Tobias’s social class and the relationship between his privilege and the treatment of his illness. This work helps students understand the impact of social class on one’s quality of life in medieval Europe. During writing instruction, students examine how authors use dialogue and description to develop characters. They write dialogue to enhance Dr. Leach’s characterization in Castle Diary. This prepares students for Module Task 1, in which they write from the point of view of a doctor using bloodletting to treat an illness.
A Prologue to lesson 17 is available for students who need additional support.
Learning Goals
Describe how Tobias’s experiences are influenced by society.
LEARNING TASK: Explain social factors that influence Tobias’s illness and recovery.
Examine how description and dialogue build characterization.
LEARNING TASK: Write a piece of dialogue that develops Dr. Leach’s characterization.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe What Tobias Learns in Castle Diary
• Respond: Summarize Tobias’s Illness and Recovery
• Write: Use Dialogue to Develop Character
LAND
Reflect on Learning
Materials
TEACHER
• Castle Diary
STUDENTS
• Castle Diary
• journal
• The Education of Tobias Burgess Organizer for Castle Diary (Learn book, lesson 16)
• Checklist for Module Task 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Castle Diary (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Castle Diary.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will identify what Tobias learns as a page and how his social class affects his experiences.
LEARN
53 minutes
Read | Describe What Tobias Learns in Castle Diary | 18 minutes
1. Direct students to Castle Diary. Instruct students to read the portion of pages 43–53 from the heading “April 22nd, the” to “and kind cousin.” Tell students to annotate the events that take place between April 22 and May 27.
Sample Annotations
• “Two score gaily coloured tents sprouted in the night like mushrooms.” (44)
• “This being the feast day of Saint George, the whole castle was astir well before sunrise.” (44)
• “The jousting ends at last! I swear I should die of boredom if I were to listen to just one more speech.” (49)
• “Gilbert, Earl of Hertford, was this day mortally wounded in the jousts.” (50)
• “Today was an Egypty day … ill fortune follows any work that starts on these two unlucky days in the month.” (50)
• “Yesterday was one of great celebration, for my uncle dubbed Simon a knight. Now he is twenty-one, Simon has been full seven years a squire and has learned well the noble skills of knighthood.” (51)
2. Invite a few students to share the passages they annotated.
3. Direct students to their journals. Instruct students to work with a partner to create a timeline for the events on pages 43–53.
4. Invite a few students to share their timelines.
5. Ask this question: What does Tobias learn from observing the jousts and Simon’s dubbing ceremony?
Key Ideas
• Jousts are fun to watch but get boring by the third day.
• Jousts include many speeches.
• Jousting is dangerous and can be deadly.
• Dubbing ceremonies are solemn and serious.
6. Instruct students to add entries to The Education of Tobias Burgess Organizer for Castle Diary, located in the Learn book. Invite a few students to share their responses.
Key Ideas
• What Tobias Learns: Jousts are both boring and exciting.
• How He Learns It: Tobias watches but does not participate in the jousting events.
• How It Relates to His Social Class: Tobias must learn about jousts and dubbing ceremonies because he will one day become a knight.
7. Form groups of four. Instruct students to read pages 63–64, starting with the heading “August 8th, Wednesday.” Tell them to annotate prepositional phrases that describe what Tobias feels, hears, sees, smells, and tastes.
Language Support
To help students annotate, remind them what a prepositional phrase is and provide the following list of prepositions: about, as, from, in, like, of, to, with.
Sample Annotations
• “at the feast” (63)
• “As usual” (63)
• “With much glee” (63)
• “to the floor” (64)
8. Instruct students to use their annotations to answer these questions with their groups:
What is described as “usual” at the feast (63)? Why is it “usual”?
What is described as different at the feast? Why is it different?
Why does Tobias fall “headlong to the floor” (64)?
Key Ideas
• usual: Because Tobias’s aunt and uncle are nobles, they typically eat a lot of food and have a lot to drink.
• usual: Because Tobias’s aunt and uncle are nobles, they usually eat with utensils.
• different: Because they are celebrating, the drink they have tonight is stronger than usual.
• different: Because the drink is stronger, people “loosened” up more (63).
• different: Because they are celebrating, the desserts are larger, sweeter, and more intricate than usual.
• why he fell: Tobias likely falls to the floor because he is too stimulated by the party.
• why he fell: Tobias likely overate and drank too much, so he has nausea from the dessert that looks “like a great ship tossed at sea” (64).
9. Instruct students to work with their groups and to use their annotations and discussion responses to summarize what causes Tobias to fall sick. Tell students to add their summaries to their timelines.
10. Invite a few students to share their summaries.
Key Ideas
• Because this party is more lavish than usual, Tobias eats and drinks too much. This partying makes him become sick.
• As a result of too much food and drink, Tobias becomes sick.
Respond | Summarize Tobias’s Illness and Recovery | 22 minutes
1. Tell students that they will follow the instructional routine Readers’ Theater, which means that they will perform a scene by speaking lines and adding dramatic elements, such as facial expressions and gestures.
2. Explain that students will work in their discussion groups from the Read section. Assign each group one of the following diary entries, which recount Tobias’s illness and recovery:
• “August 10th, Friday” (65–66)
• “August 12th, The Lord’s Day” (66–67)
• “August 13th, Monday” (67–68)
3. Instruct students to first silently read their assigned diary entry, annotating words or phrases to perform with expression.
4. Instruct students to determine parts and practice within their groups.
5. Invite each group to perform.
6. Instruct students to add events related to Tobias’s recovery to their timelines and to independently notice and wonder about these events.
7. Introduce the learning task. Instruct students to explain the social factors that influence Tobias’s illness and recovery.
Analyze Student Progress
Monitor: Do students connect Tobias’s illness and recovery to the feast’s excesses and Tobias’s social class?
Offer Immediate Support: If students need additional support identifying the social factors at play in Tobias’s recovery, ask this question: How might Tobias’s recovery differ if he were a peasant?
Plan Future Practice: Students practice examining the effects of social class in Castle Diary in lesson 19.
Key Ideas
• Tobias eats and drinks too much at the elaborate feast put on by nobility for nobility.
• In addition to Tobias’s privilege of experiencing this elaborate feast, medical care is available to him immediately because of his social class.
Write | Use Dialogue to Develop Character | 13 minutes
1. Direct students to the Checklist for Module Task 1, located in the Learn book. Read aloud this line in the Writing section of the checklist: uses description and dialogue to develop characters and events.
2. Explain that characterization includes the author’s description of a character and the things the character says.
3. Instruct students to read the portion of pages 65–66 from the heading “August 10th, Friday” to “a few days.” Tell students to annotate words and phrases that characterize Dr. Leach.
Sample Annotations
• “Leach he is called and the name describes him well, for he is round and sleek and I like him not!” (65)
• “studied its mysterious signs and marks with great care” (65)
• “he worked out how stood the stars when I sickened” (66)
4. Ask this question:
How would you describe Dr. Leach?
Differentiation Support
To help students understand Dr. Leach’s characterization, direct them to the following sentence: “Then he took from his purse a folded piece of parchment and, opening it, studied its mysterious signs and marks with great care” (65). Then ask this question: What does the detail about Dr. Leach studying his notes “with great care” tell us about his character?
Key Ideas
• He is knowledgeable.
• He is serious.
5. Instruct students to work with a partner to orally rehearse examples of dialogue Dr. Leach might say that reflect one of these characterizations.
6. Introduce the learning task. Direct students to their journals. Instruct students to write an additional piece of dialogue for Dr. Leach that develops his characterization.
Analyze Student Progress
Monitor: Do students write a piece of dialogue that reflects Dr. Leach’s characterization?
Offer Immediate Support: If students need additional support writing dialogue for Dr. Leach, direct them to think of something that Dr. Leach might say after this sentence: “Grasping hold of my arm, he straightway chose a vein and opened it with a knife” (67–68).
Plan Future Practice: Students practice developing characterization in lesson 24.
7. If time allows, invite a few students to share their pieces of dialogue.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about medieval Europe?
• What did you learn from Castle Diary?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.3.7 Summary: MM.3.7.A
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.5.7 Language
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B
BU.4.7 Expression
DF Develop Foundations
DF.13.7 Sentence Construction: DF.13.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 18
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students read the nonfiction text “A Brief History of Bloodletting” to build knowledge about the medical practice of bloodletting. They use key terms from the article to summarize paragraphs of the text. This prepares students to write summaries about bloodletting. During writing instruction, students identify examples of sensory language in Castle Diary. They use sensory language to write a description of jousting, which prepares them to write a first-person narrative in Module Task 1.
Learning Goals
Build knowledge about bloodletting from the article “A Brief History of Bloodletting.”
LEARNING TASK: Write a summary of “A Brief History of Bloodletting,” using key terms from the text.
Use sensory details to describe a joust.
LEARNING TASK: Write a brief narrative description of a joust, using sensory details.
Vocabulary
bloodletting (n.) discredit (v.) originate (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Build Knowledge
• Respond: Articulate Knowledge
• Write: Use Sensory Details in a Narrative
LAND
Reflect on Learning
Materials
TEACHER
• “A Brief History of Bloodletting” (digital platform)
• Castle Diary
STUDENTS
• “A Brief History of Bloodletting” (Learn book)
• Castle Diary
• Notice and Wonder Checklist for “A Brief History of Bloodletting” (Learn book)
• journal
• Checklist for Module Task 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 77–91 of Castle Diary.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Castle Diary (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH 2
minutes
Read the Content Framing Question
1. Display “A Brief History of Bloodletting.”
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that in this lesson they will build knowledge about the medieval medical practice of bloodletting.
LEARN
53 minutes
Read | Build Knowledge | 17 minutes
1. Direct students to the Notice and Wonder Checklist for “A Brief History of Bloodletting,” located in the Learn book. Read aloud “A Brief History of Bloodletting.” Instruct students to add what they notice and wonder about the text to their checklist.
2. Invite a few students to share what they notice and their questions.
3. Direct students to “A Brief History of Bloodletting,” located in the Learn book. Explain that students will use key terms from the article to write summaries of its sections.
4. Introduce the vocabulary term bloodletting by displaying the term and definition. Engage students in Vocabulary Exploration.
Definition
bloodletting (n.): the former practice of taking blood out of the bodies of sick people to heal them
5. Direct attention to paragraph 1. Identify bloodletting as a key term. Explain that readers can know this because it is the central topic of the article, which is introduced in paragraph 1.
6. Model how to write a one-sentence summary of paragraph 1 using the term bloodletting: Thousands of years ago, doctors thought that bloodletting could cure most illnesses.
7. Introduce the vocabulary term originate by displaying the term and definition. Engage students in Vocabulary Exploration.
8. Instruct students to underline the term in paragraph 2 and write its definition in the margin.
9. Instruct students to discuss these questions with a partner:
What is this paragraph about?
What does the word originate communicate about the paragraph’s meaning?
Reinforce the correct responses: The paragraph is about the early history of bloodletting. The term originate helps communicate that this paragraph describes how bloodletting first started.
10. Direct students to their journals. Instruct students to work with a partner and use their discussion responses to write a one-sentence summary of paragraph 2 using the term originate.
Invite a few students to share their responses.
11. Identify discredit as the next key term. Explain that discredit includes the prefix dis-, which means “opposite or absence of.”
12. Ask this question:
What might the word discredit mean based on its prefix dis-?
Display and read aloud the definition of discredit. Instruct students to underline this term in paragraph 6 and write its definition in the margin.
Definition originate (v.): to begin to exist; to be produced or created
Definition discredit (v.): to cause to seem dishonest or untrue
13. Instruct students to review paragraphs 5–6 and discuss this question with a partner:
What does the word discredit communicate about the paragraphs’ meaning?
Reinforce the correct response: The term discredit communicates that these paragraphs describe how bloodletting lost popularity as a medical procedure.
14. Instruct students to use their discussion responses to record in their journals a one-sentence summary about the evolution of bloodletting using the term discredit.
Respond | Articulate Knowledge | 18 minutes
1. Introduce the learning task. Instruct students to write a summary of the knowledge that “A Brief History of Bloodletting” builds, using the terms bloodletting, originate, and discredit.
Analyze Student Progress
Monitor: Do students accurately use the terms bloodletting, originate, and discredit to express knowledge?
Offer Immediate Support: If students need additional support writing their summaries using the key terms, instruct them to reread the sentences they previously wrote in their journals using the terms originate and discredit
Plan Future Practice: Students practice summarizing an informational text in module 2.
2. Invite a few students to share their summaries.
Key Ideas
• Bloodletting originated thousands of years ago, but it is now a discredited medical practice.
• The effectiveness of bloodletting has been discredited in many situations, so it is a much less common practice today than when it originated.
3. Direct students to Castle Diary. Instruct them to read the depiction of bloodletting on pages 67–68 from “August 13th, Monday” to “because of it.”
4. Tell students that they will follow the instructional routine Give One–Get One–Move On to discuss the descriptions of bloodletting in the texts. Explain how this routine works. First, you ask a question and students jot responses on index cards. Next, students find a partner and discuss their responses. On your cue, students trade their cards with their partner and find a new partner. Then, in their new pairs, students discuss the responses they received from their previous partner. This process repeats until you end the routine. Tell students that for their first practice, they will discuss their responses with two partners.
5. Ask this question:
Which historical facts does Richard Platt use in his portrayal of bloodletting?
6. Invite a few students to share their responses.
Key Ideas
• Platt uses the fact that bleeding was thought to “release the ill humors or fluids” in a patient’s body (67).
• The doctor cuts open a vein with a knife.
• The doctor thinks Tobias should be bled when “the moon is nearly full” (68).
• The doctor is paid very well for bleeding Tobias.
• Tobias is skeptical that the bleeding is a helpful treatment.
7. Facilitate a brief discussion of this prompt:
Explain which text builds knowledge about bloodletting more effectively.
Differentiation Support
Remind students that “A Brief History of Bloodletting” is a nonfiction text, while Castle Diary is a historical fiction text. Encourage students to think about how the different genres provide different information about bloodletting to the reader.
Key Ideas
• Castle Diary is less effective because it includes a fictional account of bloodletting.
• Castle Diary is more effective because it provides a description of Tobias’s experience of bloodletting.
• “A Brief History of Bloodletting” is more effective because it provides several historical accounts of bloodletting.
• “A Brief History of Bloodletting” is more effective because it provides information about how bloodletting has changed over time.
• “A Brief History of Bloodletting” is less effective because it does not provide details about individual experiences with bloodletting.
8. Instruct students to decide which text they believe builds knowledge more effectively. Tell them to write a brief explanation of their opinion in their journals.
Write | Use Sensory Details in a Narrative | 18 minutes
1. Direct students to the Checklist for Module Task 1, located in the Learn book. Direct attention to this line: uses descriptive details including precise words and phrases and/or sensory language to convey action, events, and experiences.
2. Invite a few students to share their knowledge of sensory language.
Language Support
To help students understand sensory language, review the five senses and discuss how senses are used in this example sentence: “The fluffy white dog barked loudly.” Explain that the word fluffy describes what the dog feels like, the word white describes what the dog looks like, and the word loudly describes what the dog’s bark sounds like.
Key Ideas
• Sensory language uses details that appeal to the five senses.
• Sensory language describes what something looks, sounds, smells, feels, or tastes like.
• Sensory language makes writing more descriptive.
3. Direct attention to Castle Diary. Instruct students to review the portion of pages 43–45 from “Tomorrow begin the” to “uncle toppled Sudbury” and annotate sensory details that Tobias uses to describe the field and jousts.
4. Invite a few students to share the passages they annotated.
Sample Annotations
• “gaily coloured tents” (44)
• “the knight’s pennants look like flowers in a spring meadow” (44)
• “sunlight danced on their shiny helms” (45)
• “the snorting horses” (45)
5. Instruct students to close their eyes and imagine that they are at a joust. Ask these questions:
What do you see?
What do you hear?
Key Ideas
• see: many people in the crowd, competing jousters
• hear: people cheering, the sound of horses neighing or running
6. Direct students to work with a partner to orally practice describing what it might be like as a knight participating in a joust, using sensory details and first-person point of view.
7. Introduce the learning task. Direct students to their journals. Instruct students to write a brief narrative description of a joust from the perspective of a knight, using sensory details.
Analyze Student Progress
Monitor: Do students use details that highlight one or more of the five senses?
Offer Immediate Support: If students need additional support describing a joust, direct them to the illustration on pages 46–47 to see what a joust looks like.
Plan Future Practice: Students practice using sensory language in a narrative in lesson 20.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about bloodletting?
• What did you learn from “A Brief History of Bloodletting”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 77–91 of Castle Diary before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A, MM.1.7.B
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a, MM.12.7.B, MM.12.7.B.b
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A
CP.5.7 Language: CP.5.7.B, CP.5.7.D, CP.5.7.F
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DF Develop Metacognition
DM.1.7 Content Stages: DM.1.7.E
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 19
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students read about the arrest and trial of David, a wheat reaper who is caught stealing fish in Castle Diary. Students describe characters’ varying perspectives on David’s guilt. They identify what Tobias learns about the lives of peasants from observing David’s trial and the conflicting perspectives on his actions. During writing instruction, students use transition words to signal shifts in time or place. They explain how a transition can benefit a sentence, which prepares them to write a narrative for Module Task 1.
A Prologue to lesson 19 is available for students who need additional support.
Learning Goals
Summarize what Tobias learns in Castle Diary.
LEARNING TASK: Add an entry to The Education of Tobias Burgess Organizer that explains what Tobias learns from David’s trial.
Use transition words in a sentence.
LEARNING TASK: Write an explanation of where and how an added transitional element can benefit a sentence on page 84 or 85 of Castle Diary.
Vocabulary
poach (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe David’s Predicament in Castle Diary
• Respond: Explain What Tobias Learns
• Write: Use Transition Words
LAND
Reflect on Learning
Materials
TEACHER
• Castle Diary
STUDENTS
• Castle Diary
• Medieval Social Hierarchy Organizer (Learn book, lesson 3)
• The Education of Tobias Burgess Organizer for Castle Diary (Learn book, lesson 16)
• Checklist for Module Task 1 (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for Castle Diary (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Castle Diary.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will explain what happens when a character commits a crime and what Tobias learns from it in Castle Diary.
1. Form small groups. Instruct students to read the portion of pages 77–79 from the heading “October 10th, Wednesday” to “twice a year” and annotate details about what happens to David.
Sample Annotations
• “In one hand he carried a small fish, and in the other he held a rope which was tied to David’s wrists.” (77–78)
• “Our Water-Keeper is all for locking David up, just for poaching a tiddler from the castle moat.” (78)
2. Ask these questions:
What do you think the word poaching means based on context clues?
How do you think poaching is different from hunting?
Key Ideas
• Poaching involves trapping an animal because David is arrested for “poaching a tiddler from the castle moat” and Mark says that “everyone in the village takes fish, and hare and pheasant!” (78).
• Poaching has a negative connotation and is presumably illegal, since David is arrested for poaching.
• Hunting is different because it has a neutral connotation and is usually legal.
3. Introduce the vocabulary term poach by displaying the term and definition. Engage students in Vocabulary Exploration.
Differentiation Challenge
To promote vocabulary exploration, explain that poach comes from the French word pocher, which means “to enclose in a bag.” Ask this question: How does the word poach relate to its French origin?
4. Instruct students to reread the portion of pages 77–79 from the heading “October 10th, Wednesday” to “twice a year” with their groups and annotate details about the characters’ emotions.
Sample Annotations
• “I heard a great commotion.” (77)
• “the angry crowd slowed their pace” (78)
• “This made Mark laugh.” (78)
• “Thus folk are angry.” (79)
• “he complains not” (79)
Definition poach (v.): to catch or kill an animal illegally
5. Instruct students to use their annotations to respond in their groups to this prompt:
Explain how David’s crime and arrest affect the Water-Keeper, Mark, and the villagers.
Differentiation Support
To help students understand the Water-Keeper’s character, direct them to the “Water-Keeper” entry (page 123) in the glossary and index for Castle Diary. Ask this question: Based on the Water-Keeper’s responsibilities, how would David’s crime have affected him?
6. Invite a few students to share their responses.
Key Ideas
• The Water-Keeper seems angry, since he is holding David by a rope.
• The Water-Keeper likely feels relieved about David’s arrest after waiting all night to catch him.
• Mark says that David is arrested “just for poaching a tiddler,” which indicates he feels the arrest is unfair (78). Mark thinks it’s amusing when Toby does not realize that all the villagers steal food from the castle waters and lands.
• The villagers show they are angry about the arrest when they gather around David, the Water-Keeper, and the Reeve.
7. Lead students through a version of Jigsaw to study character perspectives on pages 82–85. Assign each group one of the following characters:
• Simon
• Water-Keeper
• foreman
• Mark
8. Instruct groups to read the portion of page 82 from the heading “November 5th, Monday” to “for each piece” and the portion of pages 83–85 from the heading “November 22nd, Thursday” to “in the dungeon.” Tell groups to annotate details about their assigned character’s perspective on David’s trial.
Differentiation Support
To help students annotate details about their assigned character’s perspective, ask these questions:
• What does your character do?
• What does your character say?
Language Support
To help students annotate details about their assigned character’s perspective, remind students that perspective is the way a character looks at or thinks about something. Explain that students can think of perspective as the character’s opinion.
Sample Annotations
• Simon: “Let him rot in jail for stealing our fish” (82), “Poaching is a felony” (82)
• Water-Keeper: “the Water-Keeper recounted David’s capture—he was trapped with the fish in his hand, and two rabbits in his bag.” (83)
• foreman: “We all agree that he be not guilty as we see it.” (84)
• Mark: “He scoffed: ‘The Judge is an old fool, and the Reeve twice the idiot!’” (85), “The villagers would not send one of their own to the hanging tree, would they?” (85)
9. Instruct students to use their annotations to answer this question in their groups:
What is your character’s perspective on David’s trial?
10. Invite a few students to share their responses:
Key Ideas
• Simon believes that David should be found guilty and executed.
• The Water-Keeper thinks that he has evidence to prove David’s guilt.
• The foreman believes that David is not guilty.
• Mark believes that the whole trial is silly and pointless.
11. Facilitate a brief discussion of this question: What is the reason for each character’s perspective?
Key Ideas
• Simon is nobility, so he does not relate to David’s need to steal food.
• The Water-Keeper’s job is to protect the waters, so he likely wants David to be punished.
• The foreman can relate to David because they are both villagers.
• Mark understands that many villagers steal from the waters and lands, so it is foolish to punish one person.
Respond | Explain What Tobias Learns | 20 minutes
1. Direct attention to the following line in the text: “David hung his head and my heart sank, for I feared no one would doubt his crime” (83–84).
2. Facilitate a brief discussion of these questions:
Why does Tobias want people to “doubt” David’s crime?
What does Tobias learn from other characters’ perspectives?
Key Ideas
• Tobias wants the Judge, the Reeve, and the jury members to question whether David is guilty.
• Tobias wants people to see that David’s actions are not crimes.
• Tobias learns that many peasants must steal to survive, so it is unfair to punish one person.
• Tobias learns that death is too harsh a punishment for David’s minor crime.
3. Direct students to the Medieval Social Hierarchy Organizer, located in the Learn book. Instruct students to respond to this prompt with their groups after considering both David’s actions and how different people in society treat him:
Determine where David belongs on the Medieval Social Hierarchy Organizer and explain why.
Key Ideas
• where: David belongs near the bottom alongside Will, the plowboy.
• why: He is a peasant.
• why: He must steal to get food.
4. Facilitate a brief discussion of this question:
How do the perspectives of the Water-Keeper, Mark, Simon, and the foreman relate to their social statuses?
Key Ideas
• The Water-Keeper, who is a low-ranking castle worker, likely wants David to be punished so he can show that he is doing his job well.
• Mark, who shares Tobias’s social status, sees the unfairness of the social system but does not care to do anything except mock it because it does not affect him negatively.
• Simon, who shares Tobias’s social status, feels protective toward the laws that govern the castle lord’s property.
• The foreman, who also is a villager, like David, sees David’s crime as a minor one that does not deserve a punishment of death.
5. Introduce the learning task. Direct students to The Education of Tobias Burgess Organizer for Castle Diary, located in the Learn book. Instruct students to add an entry that explains what Tobias learns from David’s trial.
Analyze Student Progress
Monitor: Do students describe Tobias’s perspective on the lives of peasants?
Offer Immediate Support: If students need additional support explaining Tobias’s perspective, ask this question: What does Tobias learn about the lives of peasants?
Plan Future Practice: Students practice analyzing what Tobias learns in Castle Diary in lesson 20.
6. Invite a few students to share their entries.
Key Ideas
What Tobias Learns
• Tobias learns that peasants experience harsh lives.
• Laws can be enforced harshly on peasants.
• Villagers of the same or similar classes look out for one another.
How He Learns It
• Tobias learns that many villagers must steal food in order to survive.
• Tobias watches David almost receive a death sentence for stealing a small fish.
• The jury, which is made up of villagers, finds David not guilty.
How It Relates to His Social Class
• The villagers must steal from the waters of the King because he has more food than he needs, and their lack of food is connected with their status of being poor.
• Knowing that David must steal because he is poor, the Reeve and Judge assume David’s guilt even before his trial.
• The villagers see themselves in David and know that they could have just as easily received David’s punishment because they all have the same low status.
Write | Use Transition Words | 13 minutes
1. Direct students to the Checklist for Module Task 1, located in the Learn book. Direct attention to this line: uses transition words and phrases to sequence events and signal shifts in time and place.
2. Tell students that they will focus on transition words and phrases.
Language Support
To help students understand the line from the Checklist for Module Task 1, tell them that the phrase to sequence events means “to put events in order of what happened first, second, third, and so on.”
3. Prompt students to think of commonly used transition words or phrases that sequence events or signal changes in time or place. Generate a class list.
Key Ideas
• first
• second
• before
• after
• at first
• finally
4. Tell students that when a transition word or phrase is used at the beginning of a sentence, it should be followed by a comma.
5. Direct attention to Castle Diary. Instruct students to reread the portion of pages 83–84 from the heading “November 23rd, Friday” to “he could leave” and annotate transition words and phrases.
Sample Annotations
• “First” (83)
• “Then” (84)
• “At this” (84)
Teacher Note
Transition words and phrases in Castle Diary are not always followed by a comma.
6. Introduce the learning task. Direct students to their journals. Instruct students to write an explanation of where and how an added transitional element would benefit a sentence on page 84 or 85 of Castle Diary.
Analyze Student Progress
Monitor: Do students explain how the added transition word or phrase sequences events or indicates a shift in time or place?
Offer Immediate Support: If students need additional support adding to a sentence, instruct them to add a transition word or phrase before “I jumped for joy” (85).
Plan Future Practice: Students practice using transition words and phrases in a narrative in lesson 20.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about poaching in medieval Europe?
• What did you learn from Castle Diary?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C
CP.4.7 Structure: CP.4.7.B, CP.4.7.B.e
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 20
Essential Question | How does society influence a person’s future?
Content Framing Question | Reveal: What does a deeper look at structure reveal?
OVERVIEW
Preview
In this Reveal lesson, students analyze how the diary structure affects meaning in Castle Diary. They examine excerpts that reveal Tobias’s perspective on castle life and determine how the diary structure enhances and limits understanding of Tobias’s experiences. This work prepares students to analyze first-person point of view as a narrative technique. During writing instruction, students plan Module Task 1 by outlining the exposition, conflict, rising action, and climax of a narrative. Students prepare to write a complete narrative for the End-of-Module Task.
A Prologue to lesson 20 is available for students who need additional support.
Learning Goals
Analyze how a diary structure impacts what the reader learns.
LEARNING TASK: Describe how Tobias’s role as the writer of his diary impacts what the reader learns in Castle Diary.
Plan Module Task 1.
LEARNING TASK: Plan Module Task 1 by writing the exposition, conflict, rising action, and climax on the Narrative Writing Planner for Module Task 1.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Castle Diary.
2. Display and Choral Read the Content Framing Question: What does a deeper look at structure reveal?
3. Tell students that they will analyze the diary structure of Castle Diary.
LEARN
53 minutes
Read | Examine Structure in Castle Diary | 20 minutes
1. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
What does a diary reveal to the reader?
What does a diary hide from the reader?
Key Ideas
• reveals: the private thoughts of the writer
• reveals: the perspective of the writer
• hides: anything the writer chooses to leave out
• hides: the perspective of other people involved in the writer’s life
2. Direct students to Castle Diary, and tell them to review Tobias’s interaction with the Cook on pages 31–34. Instruct students to Think–Pair–Share to answer these questions:
From whose perspective is this interaction told?
If this interaction were described from the Cook’s perspective, how might it be different?
Differentiation Support
To help students imagine how a different perspective might affect this interaction, direct students to the illustration of the Cook on page 34 and ask them what his facial expression indicates about how he feels about interacting with Tobias.
Key Ideas
• The interaction is told from Tobias’s perspective.
• The Cook might describe being annoyed with Tobias.
• The Cook might describe Tobias interrupting his day.
• The Cook might resent Tobias.
3. Direct students to a quotation from the Cook included in Tobias’s diary on page 31: “There is no room in my kitchen for useless bodies.”
4. Facilitate a brief discussion about the following questions:
What does this quotation reveal about the Cook?
Why do you think Tobias includes this single quotation from the Cook?
What might Tobias have left out of his description of this interaction?
Key Ideas
• quotation reveals: The Cook is serious about his work.
• quotation reveals: The Cook does not like people spending time in the kitchen without contributing.
• why Tobias includes quotation: These words might have been memorable to Tobias.
• why Tobias includes quotation: This quotation might have taught Tobias a lesson.
• what Tobias might have left out: The Cook may have said harsher things that Tobias left out.
• what Tobias might have left out: The Cook may have said less memorable things that Tobias left out.
5. Remind students that the term dialogue refers to a conversation between two people, so when Tobias quotes what people said to him, he is including pieces of dialogue.
6. Instruct students to identify additional pieces of dialogue on pages 15, 18, and 20 and record them in their journals.
Differentiation Support
To help students find pieces of dialogue in Castle Diary, tell them that all pieces of dialogue are placed in quotation marks.
Reinforce the correct responses: “Why, even a servant’s servants sometimes need servants!” (15), “Patience lad, thou shalt learn of such things in time” (18), and “’Tis surely because the room is cold, and whipping warms both his arms and our rumps” (20).
7. Instruct students to discuss these questions in small groups:
What do all the pieces of dialogue have in common?
Why do you think Tobias included them in his diary?
Key Ideas
• what: Tobias chose to include these quotations in his diary and the reader does not know what he left out.
• what: The quotations were memorable to Tobias.
• why: They represent lessons he has learned.
• why: They impacted his perspective.
8. Invite a few students to share their group’s responses.
Respond | Analyze Structure | 15 minutes
1. Tell students that Castle Diary aims to teach the reader about life in a medieval castle.
2. Facilitate a brief discussion of these questions:
Which perspectives are missing from the depiction of medieval life in Castle Diary?
Why might these perspectives be missing?
Key Ideas
• The perspectives of servants and peasants are largely missing.
• Pieces of dialogue provide brief snippets of other people’s perspectives, but the examples of dialogue were selected by Tobias, so the reader does not hear the full perspective of other characters.
• A diary provides only the perspective of the person writing it.
3. Introduce the vocabulary term privilege by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
4. Ask this question:
How does Tobias’s privilege shape the story he tells in his diary?
Key Ideas
• The story Tobias tells in his diary is limited by his privilege because he does not really know the thoughts and opinions of those, like the Chaplain or Doctor Leach, who are below his uncle’s noble status.
• Only the perspective of nobility is put forward because Tobias is the narrator, and he is privileged.
• Although Tobias interacts with people of all social levels, like the Cook, who works in the castle, and David, who works and lives on the manor, his story largely depicts the free time he gets to have because of his privileged status.
Definition privilege (n.): a right or benefit given to some people but not to others
5. Introduce the learning task. Instruct students to write an answer to this question in their journals: How does Tobias’s role as the writer of his diary impact what the reader learns about castle life in Castle Diary?
Differentiation Challenge
To expand vocabulary use, challenge students to use three module terms in their response.
Analyze Student Progress
Monitor: Do students describe how a diary-structured text only provides one perspective?
Offer Immediate Support: If students need additional support analyzing a point of view, prompt them to consider the missing perspectives in Castle Diary, and ask this question: To what extent does Tobias’s social status as a noble and his role as narrator leave the reader with a limited understanding of castle life?
Plan Future Practice: Students analyze what point of view reveals to readers in The Midwife’s Apprentice in lesson 26.
6. Invite a few students to share their responses.
Key Ideas
• Castle Diary highlights Tobias’s perspective and leaves out all other perspectives.
• A diary only includes one side of the story.
• The reader does not see how other characters view Tobias.
• The reader only learns about events that Tobias wants to talk about in his diary.
Write | Plan Module Task 1 | 18 minutes
1. Direct students to the Checklist for Module Task 1, located in the Learn book. Read aloud this line in the Writing section of the checklist: uses exposition, conflict, rising action, and climax to logically propel an event.
Invite students to define rising action, conflict, and climax. Reinforce the correct responses: Rising action is the events that follow and complicate the exposition and eventually lead to the story’s climax, conflict is a problem, and climax is the point in a story at which characters either face or solve their most important problem.
2. Direct students to Module Task 1, located in the Learn book. Read aloud the prompt: Write a first-person narrative that develops the exposition, conflict, rising action, and climax of a doctor using bloodletting to treat an illness.
3. Remind students that they practiced developing exposition in lesson 11. Tell students that exposition is background information about characters or setting.
Reinforce that Module Task 1 prompts them to write only the exposition, conflict, rising action, and climax of a bloodletting scene told from the perspective of the doctor.
4. Direct students to the Narrative Writing Planner for Module Task 1, located in the Learn book.
5. Instruct students to Think–Pair–Share to answer these questions:
What details could you include in the exposition of a narrative about a bloodletting scene told from the point of view of the doctor?
What might be the conflict in a narrative about bloodletting?
What might be the rising action in a narrative about bloodletting?
What might be the climax?
Language Support
To help students understand the use of narrative elements, direct them to the completed Narrative Arc for the Writing Model for Module 1, located in the Learn book. Review definitions and examples of the exposition, conflict, rising action, and climax of the writing model.
6. Introduce the learning task. Instruct students to plan Module Task 1 by writing an exposition, conflict, rising action, and climax on their narrative writing planner.
Analyze Student Progress
Monitor: Do students focus on the exposition, conflict, rising action, and climax only?
Offer Immediate Support: If students need additional support planning a narrative, remind them of the purpose of exposition, conflict, rising action, and climax in a narrative.
Plan Future Practice: Students practice planning a narrative for the End-of-Module Task in lesson 35.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about structure?
• What did you learn from Castle Diary?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.C
DM.3.7 Schema Building
Lesson 21
Essential Question | How does society influence a person’s future?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW
Preview
In this Distill lesson, students determine themes in Castle Diary based on patterns from Tobias’s diary entries. Students collect evidence to trace a theme from the beginning to the middle to the end of the text. This work prepares them to discuss themes in Castle Diary and provide supporting evidence from the text. During writing instruction, students draft the exposition, conflict, rising action, and climax of a first-person narrative about a bloodletting scene. This prepares them to write a complete narrative for the End-of-Module Task.
A Prologue to lesson 21 is available for students who need additional support.
Learning Goals
Explain a theme in Castle Diary.
LEARNING TASK: During a class discussion, share and support with evidence one theme that develops throughout Castle Diary.
For Module Task 1, draft the exposition, conflict, rising action, and climax of a first-person narrative.
LEARNING TASK: For Module Task 1, write the exposition, conflict, rising action, and climax of a first-person narrative of a doctor using bloodletting to treat an illness.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Draft a First-Person Narrative
LAND
Reflect on Learning
Materials
TEACHER
• Castle Diary
STUDENTS
• Castle Diary
• journal
• The Education of Tobias Burgess Organizer for Castle Diary
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Castle Diary.
2. Display and Choral Read the Content Framing Question: What is a central idea in this text?
3. Tell students that in this lesson they will determine themes about social class and childhood that appear in Castle Diary.
LEARN
53 minutes
Read | Prepare for Discussion | 18 minutes
1. Instruct students to read the following passages of Castle Diary and look for patterns in Tobias’s experiences:
• pages 7–8 from “This Journal, being” to “my new life.”
• pages 14–15 from “January 14th, The” to “duties are done.”
• page 30 from “February 5th, Monday” to “show for it!”
• pages 71–76 from “August 26th, The” to “bade me goodnight.”
2. Instruct students to Think–Pair–Share to answer this question: What patterns, or repeated ideas, do you notice in Tobias’s diary entries?
Key Ideas
• Tobias learns various kinds of information and skills.
• Tobias documents what he witnesses and experiences.
• Tobias observes life in the castle and beyond.
3. Explain that the passages students read are from the beginning, middle, and end of Castle Diary. Assess and activate prior knowledge by asking this question:
What is a theme?
Reinforce the correct response: a universal idea or message conveyed by a text. Remind students that readers can trace a theme from beginning to end like a thread woven through the text.
4. Think aloud to model how readers can use patterns they identify in the text to brainstorm possible themes.
5. Ask this question:
Based on the patterns you noticed in Tobias’s diary entries, what are some of the repeated ideas or subjects in the text?
Key Ideas
• social status
• education
• social hierarchy
• social opportunities and limitations
6. Form four groups. Assign each group one focus:
• social status
• education
• social hierarchy
• social opportunities and limitations
Sample Think Aloud
I notice that many of Tobias’s diary entries relate to what he learns. Early on, he explains that his mother has instructed him to keep a diary to record what he learns as a page-in-training. He goes on to describe the knowledge he gains through specific experiences and through interactions with his aunt and uncle, his friend Mark, and David, the wheat reaper. This pattern makes me think the author is developing a theme about how people learn not just in school but also from various life experiences and the different people they encounter.
7. Pair students from the same focus group, and direct them to The Education of Tobias Burgess Organizer for Castle Diary, located in the Learn book.
8. Instruct them to look for additional patterns related to their assigned focus. Encourage them to look for patterns they can trace from the beginning, through the middle, and to the end of Castle Diary.
9. Direct students to their journals. Instruct students to work with their groups and to collect evidence to support a theme based on their focus. Encourage them to look for patterns they can trace from the beginning to the end of Castle Diary.
Respond | Discuss a Central Idea | 17 minutes
1. Remind students that during a class discussion they should follow conversational norms, or rules that make the conversation productive.
2. Instruct students to Think–Pair–Share to answer this question: What conversational norms support productive discussions?
Key Ideas
• Speak and listen respectfully.
• Focus on ideas and content.
• Use textual evidence.
Emphasize that students should follow these discussion norms in all class conversations.
3. Display and introduce the speaking and listening goals for today’s discussion:
• Set goals to improve discussions.
• Support what you say with relevant evidence from the text, including quotations.
4. Invite a few students to model setting a goal to improve discussions and supporting a response with relevant evidence.
5. Ask these questions:
Why does setting goals help improve discussions?
Why should you support what you say with relevant evidence?
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
6. Introduce the learning task. Direct students to the evidence they collected in their journals and The Education of Tobias Burgess Organizer for Castle Diary, located in the Learn book. Facilitate a discussion of these questions:
Based on the evidence you collected, what is a theme of Castle Diary?
How does that theme develop across the text?
Analyze Student Progress
Monitor: Do students trace a theme across Castle Diary from beginning to middle to end?
Offer Immediate Support: If students need additional support tracing a theme, ask them to identify different lessons about their focus theme that Tobias learns from different characters.
Plan Future Practice: Students practice discussing themes in The Midwife’s Apprentice in lesson 31.
7. At the end of the discussion, reinforce key ideas.
Key Ideas
Social Status
• theme: A person’s social status determines the opportunities they will have.
• development: Because Tobias is related to nobles by birth, which he explains at the start of his diary, he gets to live as a page-in-training with his uncle and aunt at Strandborough Castle. There he experiences a banquet so lavish that he falls ill (58–64); he recovers after receiving medical treatment (65–68). However, David, who lives on the same land as Tobias, works hard for little benefit to himself and must steal food to survive (70).
Education
• theme: A person can learn in any situation.
• development: Tobias, near the start of his diary, attends formal classes with the Chaplain, but his diary entries throughout the text reveal that he also learns from the castle cook, from his peers, and from the other inhabitants of his uncle’s land.
Write | Draft a First-Person Narrative | 18 minutes
1. Direct students to Module Task 1, located in the Learn book. Read aloud the prompt, and answer student questions: Write a first-person narrative that develops the exposition, conflict, rising action, and climax of a doctor using bloodletting to treat an illness.
2. Direct students to the Narrative Writing Planner for Module Task 1, located in the Learn book. Instruct them to consult this resource as they draft their responses to Module Task 1.
3. Introduce the learning task. For Module Task 1, instruct students to write the exposition, conflict, rising action, and climax of a first-person narrative of a doctor using bloodletting to treat an illness.
Analyze Student Progress
Monitor: Do students write multiple paragraphs to narrate the rising action and climax of their story?
Offer Immediate Support: If students need additional support writing at least five paragraphs to narrate the exposition, conflict, rising action, and climax of their story, remind them to use the Narrative Writing Planner for Module Task 1 as an outline.
Plan Future Practice: Students practice drafting a narrative in lesson 31.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about theme?
• What did you learn from Castle Diary?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B, BU.3.7.C, BU.3.7.D, BU.3.7.E
BU.4.7 Expression
DF Develop Foundations
DF.3.7 Phonics and Spelling: DF.3.7.A
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.D
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 22
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students consolidate the knowledge gained from Castle Diary. After considering informational excerpts from Castle Diary, they write a knowledge statement that describes the effects of social class on individual experiences in medieval Europe. This prepares them to enhance their partial narrative of Tobias’s illness. During writing instruction, students revise their narrative to fulfill certain criteria. This prepares them to write a complete narrative for the End-of-Module Task.
A Prologue to lesson 22 is available for students who need additional support.
Learning Goals
Reflect on knowledge gained from Castle Diary about social class.
LEARNING TASK: Write a knowledge statement that uses a clause and a prepositional phrase to describe the effects of social class on individual experiences in the Middle Ages. For Module Task 1, revise a narrative.
LEARNING TASK: Revise a narrative, based on the Checklist for Module Task 1.
• Checklist for Module Task 1 (Learn book, Writing)
Preparation
• Determine how to display group reaction charts for the Gallery Walk. See the Respond section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Castle Diary.
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that in this lesson they will reflect on the knowledge they built from Castle Diary about the impact of social class on individual experiences.
LEARN
53 minutes
Read | Synthesize Knowledge from Castle Diary | 18 minutes
1. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
In what ways did social status affect the lives of people in the Middle Ages?
Key Ideas
• Social status often determined a person’s career and quality of life.
• Social status influenced how much respect a person received.
Teacher Note
Consider allowing students to discuss and compare the present-day impact of social status with the impact of social status in medieval Europe.
2. Form multiple small groups. Assign each group one of the following diary entries and corresponding questions:
• “September 3rd, Monday” (pages 73–76)—How does a person’s social status affect their responsibilities in society?
• “February 21st, Wednesday” (pages 35–36)—How does social status determine what a child will learn?
• “January 27th, Saturday” (pages 25–29)—How does social status determine what a child might experience?
3. Instruct students to write their answers on poster board. Have students write their assigned question at the top of their poster. Tell them to cite evidence from their assigned diary entry and to draw images or symbols to help answer the question.
Key Ideas
“September 3rd, Monday”
• People like David, who are low in the medieval social hierarchy, must perform hard manual labor in service to the castle nobles.
• Like Tobias, who chooses to spend a day reaping wheat with David, nobles can decide whether and when they engage in heavy labor.
“February 21st, Wednesday”
• People like Tobias, who are high in the medieval social hierarchy, get to learn skills, such as archery, for sport rather than for work.
• People like Tobias, who have the freedom to interact with individuals of other social statuses as they please, get to learn the expectations of various professions, such as when Tobias learns that the Constable does not enjoy teaching pages but is expected to do what the castle lord commands.
“January 27th, Saturday”
• People like Tobias, who are noble, get to train not only for a social profession but also for a sport, which they can engage in just for fun.
• People like Tobias, who are in a high, privileged social status, have access to knowledge beyond their own professional training, such as when Tobias gets to learn how to prepare dogs for a boar hunt and how a huntsman traps a boar.
Respond | Reflect on Knowledge | 18 minutes
1. Instruct students to use knowledge gained from Castle Diary to draft in their journals a knowledge statement about how social class affected individual experiences in the Middle Ages.
2. Remind students that learning about elements of language, such as grammar and punctuation, makes it easier to articulate and expand ideas in writing. Explain that a clause is the part of a sentence that contains both a subject and a verb, while a phrase contains only one or the other. Tell students that every complete sentence must contain at least one clause.
3. Display this clause from Castle Diary: “The Physician arrived today” (65). Explain that a clause provides information about whom the subject is and what the subject does.
4. Ask these questions:
Who is the subject?
What did he do?
Reinforce the correct responses:
• subject—The subject is the Physician.
• action—He arrived.
5. Remind students that a prepositional phrase adds information to a sentence. Instruct students to work with a partner to orally add a prepositional phrase to the example clause.
Language Support
To help students create a prepositional phrase, instruct them to choose one of these prepositions: on, with, in, around, after, about
Key Ideas
• The Physician arrived today on a horse.
• The Physician arrived today with medical supplies.
• In the morning, the Physician arrived.
6. Display the following sentences from Castle Diary, both of which contain a clause and a prepositional phrase:
• “I asked Oliver about fishing.” (72)
• “At noon, everyone rested and ate.” (75)
Differentiation Support
To help students identify each clause, ask these questions:
• Who is the subject?
• What did they do in this sentence?
Differentiation Challenge
Display the following complex sentence from Castle Diary, which contains a prepositional phrase and a clause: “While crossing the Bailey this morn, I heard a great commotion coming from beyond the castle walls” (77). To encourage students to deepen their understanding of phrases and clauses, prompt them to use a conjunction to add an additional clause with at least one prepositional phrase.
7. Instruct students to write down both sentences in their journal and then underline the clause and circle the prepositional phrase in each sentence.
Look for students to determine the correct responses:
• clause—“everyone rested and ate”; prepositional phrase—“At noon”
8. Instruct students to Think–Pair–Share to answer this question:
For the example sentences, how does the information in the clauses connect to the information in the prepositional phrases?
Key Ideas
• The prepositional phrases provide more details about the subjects and their actions.
• In the sentence “I asked Oliver about fishing,” the prepositional phrase explains what Tobias asked Oliver about.
• In the sentence “At noon, everyone rested and ate,” the prepositional phrase explains when everyone rested and ate.
9. Introduce the learning task. Direct students to their journals. Instruct them to revise their knowledge statements to ensure that they use both a clause and a prepositional phrase to describe the effects of social class on individual experiences in the Middle Ages.
Analyze Student Progress
Monitor: Do students revise their knowledge statement drafts to ensure they contain both a clause and a prepositional phrase?
Offer Immediate Support: If students need additional support including both a clause and a prepositional phrase, direct them to use Tobias as the subject and has as the verb.
Plan Future Practice: Students practice forming knowledge statements about the Middle Ages in lesson 32.
10. Instruct students to add their knowledge statements to their group’s response poster.
11. Tell students that they will follow the instructional routine Gallery Walk to review group response charts. Explain how this routine works. First, you assign each student a starting point. Then, students silently observe the response posters. Then on your cue, students move to the next response chart.
Teacher Note
Depending on the needs of your class, you may allow students to move and respond at their own pace rather than cueing them.
12. Begin the Gallery Walk by assigning starting points. Instruct students to use sticky notes to add details from Castle Diary that relate to the responses and knowledge statements on the response posters.
13. Close the Gallery Walk by inviting a few students to share anything new they learned from their classmates’ posters.
Write | Revise a Narrative | 17 minutes
1. Direct students to Module Task 1, the Narrative Writing Planner for Module Task 1, and the Checklist for Module Task 1, located in the Learn book. Instruct them to use the checklist to determine whether their narratives include the required components.
2. Tell students to make revisions on their Narrative Writing Planner for Module Task 1.
3. Introduce the learning task. Instruct students to revise their narratives, based on the checklist.
Analyze Student Progress
Following completion of Module Task 1, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and to plan future writing instruction.
LAND
5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question: How does society influence a person’s future?
2. Use responses to reinforce these 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.
Teacher Note
As needed, prompt students to reflect on what they learned throughout the module by asking questions such as these:
• What did you learn about the role of privilege during the Middle Ages?
• What did you learn from Tobias about social status?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a
Essential Question | How does society influence a person’s future?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW
Preview
In this Wonder lesson, students notice and wonder about The Midwife’s Apprentice. Students read portions of the introduction to understand the main character and the role of midwives in medieval Europe. This work prepares them to write related observations and questions about the text, which they will return to throughout the module as they build knowledge of the Middle Ages. During writing instruction, students examine how authors use descriptive details and sensory language to convey action, events, and experiences. They practice using precise words and phrases to describe a detail in The Midwife’s Apprentice, which prepares them to write a narrative for Module Task 2.
Learning Goals
Notice and wonder about The Midwife’s Apprentice.
LEARNING TASK: Write at least one thing you notice and at least one related question about the introduction to The Midwife’s Apprentice in the Notice and Wonder Checklist for The Midwife’s Apprentice.
Use descriptive details.
LEARNING TASK: Write descriptive details, including sensory language, to convey what the dung heap looks like.
Vocabulary
midwife (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Read The Midwife’s Apprentice
• Respond: Notice and Wonder About the Text
• Write: Use Descriptive Details
LAND
Reflect on Learning
Materials
TEACHER
• The Midwife’s Apprentice
• “The History of Western Medicine” (digital platform)
• class Notice and Wonder Checklist for The Midwife’s Apprentice (Learn book)
• Knowledge Card: midwife
STUDENTS
• The Midwife’s Apprentice
• Notice and Wonder Checklist for The Midwife’s Apprentice (Learn book)
• journal
• Checklist for Module Task 2 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 1–24 of The Midwife’s Apprentice.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Midwife’s Apprentice, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce The Midwife’s Apprentice by reading aloud the title, author, and illustrator. Tell students that in this lesson they will examine the text’s features, read the introduction, and then write things they notice and related questions.
LEARN
53 minutes
Read | Read The Midwife’s Apprentice | 25 minutes
1. Instruct students to Think–Pair–Share to answer these questions:
If you were to become an apprentice, what job or skill would you want to learn? Why?
Language Support
To help students comprehend the question, remind them that an apprentice is a person who learns a job or skill by working for someone who is very good at that job or skill.
2. Direct students to the Notice and Wonder Checklist for The Midwife’s Apprentice, located in the Learn book. Instruct students to complete the checklist.
3. Display the class Notice and Wonder Checklist for The Midwife’s Apprentice. Invite a few students to share what they notice and related questions. Add their responses to the chart on the class checklist.
4. Introduce the vocabulary term midwife by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
5. Read aloud the first three paragraphs of Lois Lowry’s introduction to The Midwife’s Apprentice on page v from the heading “Introduction” to “and new life.” Tell students to write what they notice and related questions on their Notice and Wonder Checklists, as you read aloud.
6. Ask these questions:
What do you notice and wonder about the first three paragraphs of the introduction?
What do the first three paragraphs suggest about the main character of The Midwife’s Apprentice?
Differentiation Support
To help students understand the main character, ask this question: Based on Lowry’s description in the first three paragraphs, what seems unique about the main character of The Midwife’s Apprentice?
Key Ideas
• It seems like the main character has no goals or dreams.
• However, she does have goals and dreams and wants “a sense of who she is and what her place might be in the world” (vi).
Encourage students to add to their charts as others share.
7. Continue reading aloud from page vi, starting with “Speaking of which” and ending on page ix with “midwives as well.” Tell students to annotate what they notice and wonder as you read.
Language Support
To help students understand the introduction, provide definitions of the following terms: aspiration, confidante, disposition, eavesdrop, elemental, enigmatic, foil, haughtiness, indiscriminate, lactation, obsequious, pestilence, practitioner, primitive, tentatively.
Definition
midwife (n.): a person (usually a woman) who helps a woman when she is giving birth to a child
Respond | Notice and Wonder About the Text | 15 minutes
1. Introduce the learning task. Instruct students to write at least one thing they notice and at least one related question about the introduction to The Midwife’s Apprentice on their Notice and Wonder Checklists.
Analyze Student Progress
Monitor: Do students make coherent connections between what they notice and what they wonder?
Offer Immediate Support: If students need additional support noticing something and asking a related question, prompt them to refer to their annotations.
Plan Future Practice: Students practice noticing things and asking questions about Code Talker in module 2.
2. Invite a few students to share the things they notice and related questions, and to add them to the chart on the class checklist.
3. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question: What do we learn about midwives in the introduction?
Key Ideas
• Midwives are descendants of “history’s primitive practitioners” (vii).
• They are licensed men and women who are educated in “a feminine art and skill” (vii).
4. Tell students that they are going to watch a video to learn more about the history of Western medicine. Play “The History of Western Medicine.”
Teacher Note
Subsequent lessons do not include instructions to play “The History of Western Medicine.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.
5. Facilitate a brief discussion of these questions:
How does the video enhance your understanding of the introduction to The Midwife’s Apprentice?
Based on your understanding of the term midwife and the introduction, what predictions do you have about the main character or the story?
Write | Use Descriptive Details | 13 minutes
1. Direct students to the Checklist for Module Task 2, located in the Learn book, and instruct them to read this line: uses descriptive details including precise words and phrases and/or sensory language to convey action, events, and experiences.
2. Read aloud the first paragraph on page 1 of The Midwife’s Apprentice, from “When animal droppings” to “and unlovely body.” Instruct students to annotate descriptive details and sensory language.
3. Instruct students to Think–Pair–Share to answer this question:
What do readers learn about the dung heap in this paragraph?
Key Ideas
• It’s disgusting.
• It smells.
• It’s warm.
4. Ask this question:
Which of the five senses does the author appeal to in this paragraph?
Reinforce the correct response: sight, smell, and touch.
5. Introduce the learning task. Direct students to their journals. Instruct students to write descriptive details, including sensory language, to convey what the dung heap looks like.
Analyze Student Progress
Monitor: Do students use specific descriptive details, such as sensory language, to appeal to the sense of sight?
Offer Immediate Support: If students need additional support using descriptive details, provide a word bank of adjectives: dirty, disgusting, hideous, ugly.
Plan Future Practice: Students practice using descriptive details in lesson 24.
Key Ideas
• The goopy heap of garbage and dung was hideous to look at.
• The steam rising off the filthy dung heap made it look greasy and disgusting.
6. Invite a few students to share their descriptive writing. Instruct them to answer this question as they share:
How did you decide what kinds of descriptive details to include?
7. Facilitate a brief discussion of this question:
How can a writer decide which of the five senses is the most powerful sense to appeal to in descriptive writing?
Key Ideas
• A writer might select sensory details based on the topic.
• A writer might try to imagine the topic and pick the strongest sensory detail they can imagine.
• A writer might think of a personal experience connected to the topic and recall which sensory detail most stands out.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book.
2. Instruct students to work with a partner to form knowledge statements and add them to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from The Midwife’s Apprentice?
• What did you learn from “The History of Western Medicine”?
• What did you learn to do?
Language Support
To help students express knowledge about the history of Western medicine, direct them to the Gallery for “The History of Western Medicine,” located in the Learn book.
3. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
4. Assign the follow-up work to read pages 1–24 of The Midwife’s Apprentice before the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.B
MM.5.7 Vocabulary: MM.5.7.A, MM.5.7.A.e
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a, MM.12.7.B, MM.12.7.B.b, MM.12.7.C,
MM.12.7.C.c
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A
CP.5.7 Language: CP.5.7.D
BU Build Understanding
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B
BU.3.7 Conversation and Collaboration: BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.A
DM.3.7 Schema Building
Lesson 24
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students summarize the exposition of The Midwife’s Apprentice. Students read the opening chapter and annotate details that provide background information about the setting and main character. This prepares them to track the main character’s development along with the novel’s narrative arc, which they continue as they read the novel. During writing instruction, students examine how the author’s use of description in the opening chapter helps to develop the main character. They practice adding description to a passage of the text, which prepares them for Module Task 2.
A Prologue to lesson 24 is available for students who need additional support.
Learning Goals
Summarize the exposition of The Midwife’s Apprentice.
LEARNING TASK: Describe Beetle in the exposition section of the Narrative Arc Organizer for The Midwife’s Apprentice.
Write a description to develop Beetle’s character.
LEARNING TASK: Write additional descriptive details to develop Beetle’s character.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Summarize the Exposition of The Midwife’s Apprentice
• Respond: Describe Beetle’s Character
• Write: Use Description to Develop Character
LAND
Reflect on Learning Materials
TEACHER
• The Midwife’s Apprentice
• class Medieval Social Hierarchy Organizer (Learn book)
STUDENTS
• The Midwife’s Apprentice
• Medieval Social Hierarchy Organizer (Learn book, lesson 3)
• Narrative Organizer for The Midwife’s Apprentice (Learn book)
• Checklist for Module Task 2 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 25–47 of The Midwife’s Apprentice.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Midwife’s Apprentice, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will summarize the exposition of The Midwife’s Apprentice and track the main character’s development along with the novel’s narrative arc.
LEARN
53 minutes
Read | Summarize the Exposition of The Midwife’s Apprentice | 30 minutes
1. Instruct students to work with a partner and to read the first chapter of The Midwife’s Apprentice (pages 1–5), annotating words and phrases that answer the 5 W’s and 1 H.
Differentiation Support
To help students track the main character, clarify that she is referred to as Brat and Beetle in the first chapter.
Sample Annotations
• who: “the girl” (1), “no name but Brat” (2), “Brat, newly christened Beetle” (4)
• what: “The sharp lady found some work for her to do.” (4)
• when: “on that frosty night” (1)
• where: “burrowed deep into the warm, rotting muck” (1), “the warm rotting of a dung heap” (2)
• why: “The woman’s sharp nose smelled hunger, which she could use to her own greedy purpose.” (4)
• how: “Brat opened her other eye to show her eagerness and energy.” (4)
2. Instruct students to use their annotations to write a clear, accurate summary of pages 1–5 with their partners.
3. Invite a few students to share their summaries.
4. Assess and activate prior knowledge by asking this question:
What is exposition?
Language Support
To support students’ understanding of this narrative element, explain that exposition comes from the Latin verb that means “to set forth, explain, or expose.”
Reinforce the correct response: background information about characters or setting.
5. Instruct students to Think–Pair–Share to answer these questions:
What background information about the setting does the reader learn on pages 1–5?
What background information about the main character does the reader learn on pages 1–5?
Language Support
To support students’ understanding, explain that christen in this context means “to give a baby a Christian name, often at baptism.” Provide the following synonyms: baptize, dedicate, name.
Key Ideas
• setting: The story begins in a dung heap near a village.
• setting: It is winter and very cold.
• main character: Her name is Brat.
• main character: She has no home and has always lived on her own.
• main character: She does not know how old she is but is probably 12 or 13.
• main character: She steals food and sometimes works in exchange for shelter.
• main character: The midwife names her Beetle.
6. Direct attention to the class Medieval Social Hierarchy Organizer. Instruct students to work with their partners and to use evidence from pages 1–5 to identify where on the organizer Beetle belongs.
7. Invite a student to place Beetle on the class organizer, draw a symbol to represent her, and explain her placement.
Key Ideas
• at the very bottom
• below Mogg and Jack who, despite being villeins, have names, a mother, and a home
8. Direct students to the Medieval Social Hierarchy Organizer, located in the Learn book. Instruct students to add Beetle and a symbol to represent her on the organizer.
Respond | Describe Beetle’s Character | 10 minutes
1. Instruct students to work in small groups to list aloud and define the elements of a narrative arc. Listen for students to determine the correct responses: exposition, rising action, climax, falling action, and resolution.
2. Direct attention to the Narrative Organizer for The Midwife’s Apprentice, located in the Learn book. Tell students that throughout their reading of The Midwife’s Apprentice they’ll track the main character’s development as they trace the novel’s narrative arc.
3. Instruct students to work with their small groups to identify and annotate strong examples of evidence from pages 1–5 that provide background information about Beetle.
Key Ideas
• She is “unwashed, unnourished, unloved” (1).
• She sometimes steals and works “in exchange for a night on the stable floor” (2).
• She dreams “of nothing,” hopes “for nothing,” and expects “nothing” (2).
• She is used to boys “in every village” teasing her (3).
• She is hungry, with “fierce pain in her stomach” (4).
4. Introduce the learning task. Instruct students to add a description of Beetle’s character to the exposition section of the organizer.
Analyze Student Progress
Monitor: Do students use evidence from the novel’s opening chapter to describe Beetle’s character?
Offer Immediate Support: If students need additional support describing Beetle’s character, prompt them to refer to the evidence they annotated.
Plan Future Practice: Students practice tracking narrative elements in The Midwife’s Apprentice in lesson 25.
Key Ideas
• Beetle is “unwashed, unnourished, and unloved” (1).
• She has no hopes or dreams.
• She is used to boys teasing her.
• She is alone and hungry.
Write | Use Description to Develop Character | 13 minutes
1. Direct students to the Checklist for Module Task 2, located in the Learn book, and instruct them to read this line: uses description and pacing to develop characters and events.
2. Instruct students to work with a partner to review chapter 1 (pages 1–5) of The Midwife’s Apprentice and annotate descriptive details about the main character.
Differentiation Support
To help students identify descriptions of the main character, direct their attention to the portion of pages 1–2 from “She was small” to “eat too much.”
3. Facilitate a brief discussion of this question: How does the description in chapter 1 develop the main character?
Key Ideas
• She lives among filth.
• She experiences hunger and pain, and people torment her everywhere she goes.
4. Introduce the learning task. Direct students to their journals. Instruct students to modify a sentence from The Midwife’s Apprentice by writing additional descriptive details to develop Beetle’s character.
Analyze Student Progress
Monitor: Do students add descriptive details that show that Beetle is hungry and alone in the world?
Offer Immediate Support: If students need additional support adding descriptive details, direct them to expand this passage on page 3: “She knew only that hunger and cold cursed her life and kept her waking and walking and working for no other reason than to stop the pain.”
Plan Future Practice: Students practice using description to develop a character in a narrative in lesson 30.
Key Ideas
• “She knew only that hunger and cold cursed her [miserable] life and kept her waking and walking and working for no other reason than to stop the [excruciating] pain [in her empty stomach]” (3).
• “It was as cold and dark inside her as out in the frosty night, [as she couldn’t imagine a life for herself that didn’t involve being dirty, smelly, hungry, and cold]” (2).
5. Invite a few students to share their expanded passages and explain their choices of descriptive details.
LAND 5 minutes
Reflect on Learning
1. Direct students to the Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about medieval Europe?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 25–47 of The Midwife’s Apprentice before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 25
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students examine the rising action of The Midwife’s Apprentice by annotating details about Alyce’s development. They listen to a traditional medieval song in Middle English and consider how the arrival of summer evoked feelings of joy. This prepares students to track how Alyce develops confidence and experiences joy as they summarize the rising action. During writing instruction, students examine how transitions sequence events and signal shifts in time and place. They add a transition to a summary of the text, which prepares them to write a first-person narrative for Module Task 2
Learning Goals
Summarize the rising action of The Midwife’s Apprentice.
LEARNING TASK: Add two to three events of rising action to the Narrative Organizer for The Midwife’s Apprentice.
Use transitions to sequence events or signal shifts in time and place.
LEARNING TASK: Write a brief summary including transitions of an episode from The Midwife’s Apprentice.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe Beetle/Alyce in The Midwife’s Apprentice
• Respond: Summarize Rising Action
• Write: Use Transitions
LAND
Reflect on Learning
Materials
TEACHER
• The Midwife’s Apprentice
• “Sumer Is Icumen In” audio clip (digital platform)
• “Sumer Is Icumen In” lyrics (digital platform)
STUDENTS
• The Midwife’s Apprentice
• “Sumer Is Icumen In” lyrics (Learn book)
• Narrative Organizer for The Midwife’s Apprentice (Learn book, lesson 24)
• Checklist for Module Task 2 (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Midwife’s Apprentice, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will continue tracking the main character’s development along with the novel’s narrative arc and will summarize the rising action of The Midwife’s Apprentice.
LEARN
53 minutes
Read | Describe Beetle/Alyce in The Midwife’s Apprentice | 28 minutes
1. Tell students that they will follow the instructional routine Whip Around to share an idea about the arrival of summer. Explain how this routine works. First, you ask a question that students can answer in a word or short phrase. Next, each student shares their response in rapid succession until all students share. Practice this routine by asking the following question and choosing a student to begin:
How do you feel about the arrival of summer?
Key Ideas
happy
excited
joyful
relieved
2. Play the song “Sumer Is Icumen In,” and display the “Sumer Is Icumen In” lyrics.
Teacher Note
Explain to students that “Sumer Is Icumen In” is probably the same song the midwife is singing in chapter 5 (page 26) of The Midwife’s Apprentice.
3. Form small groups. Direct students to “Sumer Is Icumen In” lyrics, located in the Learn book. Instruct them to read the lyrics.
Teacher Note
To help students understand the historical context of Middle English and why the lyrics are a translation, explain that Middle English was the version of English spoken between about 1100 and 1400 CE.
4. Instruct students to discuss these questions in their groups:
What are the lyrics about?
What do the music and lyrics indicate about the role of summer in medieval Europe?
Differentiation Support
To help students understand the lyrics, draw attention to the exclamation points at the end of lines 2, 6, 11, and 16. Ask this question: Based on the punctuation, how might this song’s singers and listeners have felt about the arrival of summer?
Differentiation Challenge
To encourage students to creatively share their knowledge, instruct them to write a few lines of song lyrics about the present day arrival of summer.
Reinforce correct responses: the lyrics are about the arrival of summer and the energy and new life it brings with it—seeds growing, meadows blooming, forests leafing out, birds singing, animals looking after their young; the role of summer was to bring joy and celebration about food and nature. Explain that Beetle sings this song in chapter 5.
5. Direct attention to The Midwife’s Apprentice. Instruct students to independently read the portion of pages 25–28, from “Now it was” to “just to smell,” and annotate details about Beetle’s character and the story’s setting.
6. Instruct students to use their annotations to discuss this question in their groups:
What is the setting and how does it make Beetle feel?
Key Ideas
• The season is summer.
• The setting—“high summer, with the hay drying in the fields”—makes Beetle feel joyful. (25)
• She feels warm from “the blazing sun.” (27)
• She feels excited from “the thrill of being in the midst of such gaiety and color.” (28)
7. Instruct students to read the portion of pages 29–32 from “For long minutes” to “light within her” and annotate details about Beetle’s character. Have groups discuss this question:
How is Beetle’s/Alyce’s character changing?
Key Ideas
• She becomes more confident and self-assured.
• She names herself Alyce.
• She has “heat and light within her” (32).
8. Lead students in a Whip Around to answer this question:
In one word, how would you describe Beetle’s/Alyce’s character on these pages?
Key Ideas
• flattered
• happy
• confident
• growing
• maturing
Respond | Summarize Rising Action | 15 minutes
1. Assess and activate prior knowledge by asking this question:
What is rising action?
Reinforce the correct response: the events that follow and complicate the exposition and eventually lead to the story’s climax.
Language Support
To help students visualize how rising action leads up to a story’s climax, direct students to the Narrative Organizer for The Midwife’s Apprentice, located in the Learn book. Direct attention to the rising action line directed at the point, which is the climax.
2. Instruct students to discuss these questions in their small groups:
What events lead up to Alyce changing her name?
After changing her name, how else does Alyce change?
Key Ideas
• Leading up to changing her name, she is “winked at, complimented, given a gift, and now mistaken for the mysterious Alyce who could read” (31).
• After changing her name, she stands up to the midwife; she corrects the miller; she names the cat; and she exacts revenge on the villagers.
3. Direct students to the Narrative Organizer for The Midwife’s Apprentice, located in the Learn book.
4. Introduce the learning task. Instruct students to add 2–3 events from the text to Rising Action on the Narrative Organizer for The Midwife’s Apprentice.
Analyze Student Progress
Monitor: Do students use evidence from chapters 5–7 as events of rising action?
Offer Immediate Support: If students need additional support adding events of rising action, direct them to their annotations.
Plan Future Practice: Students practice tracking narrative elements in The Midwife’s Apprentice in lesson 27.
Key Ideas
• Beetle attends the fair by herself.
• Beetle changes her name to Alyce.
• Alyce stands up to the midwife.
• Alyce saves Will Russet.
• Alyce exacts revenge on the villagers.
5. Facilitate a brief discussion of this question: How else might Alyce change as the novel’s action continues to rise?
Write | Use Transitions | 10 minutes
1. Direct students to the Checklist for Module Task 2, located in the Learn book. Direct attention to this line: uses transition words, phrases, and clauses to sequence events and signal shifts in time and place.
2. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
What are some examples of transition words and phrases used in narrative writing?
Key Ideas
• orient the reader: once upon a time
• orient the reader: in a land far away
• transition word: meanwhile
• transition word: then
• transition word: earlier
• transition word: later
• transition phrase: in the meantime
• transition phrase: the next day
3. Ask this question:
How does each transition word or phrase orient the reader?
Key Ideas
• indicates when something happened
• indicates where something happened
• indicates the sequence of events
• indicates shifts in time and place
4. Instruct students to Think–Pair–Share to answer this question:
If transition words describe an event, how do they help a reader understand the event?
Key Ideas
• They say when something happens.
• They say where something happens.
• They say whether something else is happening at the same time.
• They say if something happens before or after the event.
• They help a reader track all the events of a narrative.
5. Direct attention to The Midwife’s Apprentice. Instruct students to reread the portion of pages 42–43 from “Then, one damp” to “Walter Smith’s barn” and annotate examples of transitions.
Sample Annotations
• “Then, one damp autumn morning” (42)
• “By dinnertime all the village was talking” (42)
• “The next day, the strange delicate hoofprints” (43)
6. Read aloud the portion of pages 42–43 from “Then, one damp” to “lead into sin.”
7. Think aloud to model how to use transitions to summarize this passage. Emphasize the bold transition word or phrases.
8. Ask this question: How do the transition words support the summary?
Key Ideas
• They help keep the order of events in the summary clear.
• They help the summary seem cohesive with a clear beginning, middle, and end.
9. Instruct students to choose one of the following episodes from chapter 7:
• the second appearance of the Devil, from “The next day” to “about his neck” (43)
• the third appearance of the Devil, from “The next day” to “none could say” (43–44)
• the fourth appearance of the Devil, from “As the villagers” to “that day on” (44–45)
• the fifth appearance of the Devil, from “The next morning” to “public a fashion” (45)
• the sixth appearance of the Devil, from “Then, on a” to “what the baker’s” (45–46)
10. Introduce the learning task. Instruct students to use transition words or phrases to write a brief summary in their journals of an episode from The Midwife’s Apprentice.
Analyze Student Progress
Monitor: Do students add a transition that sequences events or indicates a shift in time and place?
Offer Immediate Support: If students need additional support using transition words or phrases, provide the following transitions: meanwhile, later, the next day, then, suddenly, finally.
Plan Future Practice: Students practice using transitions in a narrative in lesson 32.
Sample Think Aloud
This passage details the first appearance of the Devil in Alyce’s village.
First, one morning, villagers noticed strange animal tracks. After Robert realized the tracks stopped at the church door, he called Thomas to help him identify the footprints. Although the two discussed many animals, neither was able to identify the tracks. By that evening, news of the strange footprints had spread around the village, and villagers believed they belonged to the Devil.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about medieval Europe?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.3.7 Summary: MM.3.7.A
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.9.7 Media: MM.9.7.C
MM.11.7 Connections: MM.11.7.A
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a, MM.12.7.C, MM.12.7.C.c
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A
CP.4.7 Structure: CP.4.7.B, CP.4.7.B.e
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 26
Essential Question | How does society influence a person’s future?
Content Framing Question | Reveal: What does a deeper look at point of view reveal?
OVERVIEW
Preview
In this Reveal lesson, students examine third-person omniscient point of view. They identify where and when the narrator’s point of view shifts to reveal the thoughts and feelings of different characters in The Midwife’s Apprentice, and they analyze what the narrator’s point of view suggests about Alyce’s character. This work prepares students to use point of view for Module Task 2. During writing instruction, students review how to use commas to separate coordinate adjectives. Then they practice adding coordinate adjectives to the writing model.
A Prologue to lesson 26 is available for students who need additional support.
Learning Goals
Analyze point of view.
LEARNING TASK: Explain what the narrator’s third-person omniscient point of view reveals about Alyce.
Use commas to separate coordinate adjectives.
LEARNING TASK: Add to the writing model coordinate adjectives separated by a comma.
Vocabulary
omniscient (adj.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Point of View in The Midwife’s Apprentice
• Respond: Discuss Omniscient Point of View
• Write: Use Coordinate Conjunctions
LAND
Reflect on Learning Materials
TEACHER
• The Midwife’s Apprentice
STUDENTS
• The Midwife’s Apprentice
• Checklist for Module Task 2 (Learn book, Writing)
• journal
• Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 48–71 of The Midwife’s Apprentice.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Midwife’s Apprentice, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What does a deeper look at point of view reveal?
3. Tell students that they will analyze the narrator’s third-person omniscient point of view in The Midwife’s Apprentice.
LEARN
53 minutes
Read | Examine Point of View in The Midwife’s Apprentice| 25 minutes
1. Direct students to The Midwife’s Apprentice. Lead students through a Jigsaw to study the following text sections:
• pages 6–7 from “Beetle liked to” to “his own hunting.”
• page 11 from “Her name was” to “suited the midwife.”
• pages 14–15 from “The midwife’s greed” to “care to them.”
• page 30 from “The comb was” to “and stayed there.”
• page 34 from “She wanted to” to “Beetle was thinking.”
• pages 45–46 from “The next morning” to “who was elsewhere.”
2. Instruct students to discuss these questions about their assigned passage. Listen for students to address key ideas in their discussions.
Whose thoughts and feelings does the narrator seem to understand in the passage? How do you know?
Key Ideas
pages 6–7
• Beetle’s thoughts and feelings
• knows that Beetle’s “heart ached” (7)
page 11
• the midwife’s thoughts and feelings
• understands that it “suited the midwife” to take Beetle on as “cheap labor and an apprentice too stupid and scared to be any competition” (11)
pages 14–15
• the villagers’ thoughts and feelings
• knows that they were “angered” by the midwife’s greed and that “Beetle was only the midwife’s stupid apprentice and no care to them” (14–15)
page 30
• Beetle’s thoughts and feelings
• understands Beetle’s inner feelings that the merchant’s “wink and comment about her curls … nestled into Beetle’s heart and stayed there” (30)
page 34
• Beetle’s thoughts and feelings
• understands Beetle’s inner feelings that she “wanted to tell everyone” her new name (34)
pages 45–46
• the villagers’ thoughts and feelings
• understands that the villagers “grew calmer,” “were thinking themselves fortunate not to have been tempted by the Devil,” and “were eager to see whom they could find in what sin” (45)
3. Ask this question:
What do you notice about the narrator’s point of view in these passages?
Reinforce the correct response: The narrator’s point of view shifts, providing glimpses into Beetle’s thoughts and feelings, then into the midwife’s, then into the villagers’, then back into Beetle’s, and then back into the villagers’.
4. Introduce the term omniscient by displaying the term, saying it, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
5. Display and read aloud these word parts and their definitions:
• omni- (prefix)—all
• scientia (root)—knowledge
6. Instruct students to work with a partner to infer the meaning of omniscient. Invite a few students to share their ideas. As students share, reinforce the correct definitions of omniscient.
7. Explain that an omniscient narrator is one who knows what all the characters are thinking. The narrator of The Midwife’s Apprentice is a third-person omniscient narrator who accesses the thoughts, feelings, and perspectives of several different characters.
Differentiation Challenge
To extend student thinking across texts, ask these questions:
• What is another text you’ve read that features a third-person omniscient narrator?
• Why do you think the author chose to feature a third-person omniscient narrator?
8. Instruct students to read these passages with a partner:
• page 32 from “Frowning, she thought” to “light within her.”
• page 39 from “They looked at” to “the cat laughed.”
• pages 46–47 from “After the departing” to “cool autumn night.”
Definitions
omniscient (adj.):
1. knowing everything
2. having unlimited understanding or knowledge
9. Tell students to answer this question for each passage with their partners:
What do we learn about Alyce?
10. Invite a few students to share their responses.
Key Ideas
• page 32: Alyce has heat and light inside of her.
• page 39: She dreams of being recognized as Alyce.
• pages 46–47: She knows that the Devil was never seen again because it was she who tricked the entire village.
Respond | Discuss Omniscient Point of View | 13 minutes
1. Introduce the learning task. Instruct students to explain what the narrator’s third-person omniscient point of view reveals about Alyce’s character.
Analyze Student Progress
Monitor: Do students explain that the omniscient narrator’s point of view reveals how Alyce has changed in the first half of the novel?
Offer Immediate Support: If students need additional support explaining what the narrator reveals, encourage them to compare the narrator’s description of Beetle on page 1 with the narrator’s description of Alyce on page 46.
Plan Future Practice: Students practice examining point of view in module 2.
Key Ideas
• The narrator’s omniscient point of view gives the reader special insight into Alyce’s changes.
• Alyce evolves from not loving herself to having a light inside of herself.
2. Facilitate a brief discussion of these questions:
What does the narrator’s point of view help you understand about Alyce?
What would we not know about Alyce if the narrator didn’t access the thoughts, feelings, and perspectives of several different characters?
Key Ideas
• Alyce is changing, and she is developing confidence in herself.
• Alyce shifts from settling “for the warm rotting of a dung heap” (2) to exacting secret revenge on and outsmarting the villagers.
• Without an omniscient narrator, we wouldn’t know that the villagers’ perspectives of Alyce are evolving.
Write | Use Coordinate Conjunctions | 15 minutes
1. Direct students to the Checklist for Module Task 2, located in the Learn book. Read aloud this line from the Language section in the checklist: uses a comma to separate coordinate adjectives.
2. Remind students that coordinate adjectives are two or more adjectives used to independently modify a noun. Explain that coordinate adjectives are separated by a comma that could be replaced by and, and their order could be switched without changing the meaning of the sentence. For example, in the phrase the deep, dark woods, the coordinate adjectives are separated by a comma that could be replaced by and, and the order of the adjectives could be switched. This is not true for the phrase the harsh winter wind.
Language Support
Based on students’ needs, pause to review that an adjective is a word that describes (or modifies) a noun or pronoun.
3. Direct students to their journals. Display the following sentences. Instruct students to work with a partner to identify any coordinate adjectives and to add a comma to separate them.
• Hugo and Taggot live on a medieval English manor.
• On a beautiful spring day, Taggot stays home from the festivities.
• Hugo’s proud courteous voice asks whether the blacksmith is in.
• Taggot lays her big gentle hands on the horse.
• Taggot finds a small delicate sprig of hawthorn.
• Hugo returns to the imposing stone castle.
4. Invite a few students to share which sentences have coordinate adjectives.
Reinforce the correct responses:
• Hugo and Taggot live on a medieval English manor.
• On a beautiful spring day, Taggot stays home from the festivities.
• Hugo’s proud, courteous voice asks whether the blacksmith is in.
• Taggot lays her big, gentle hands on the horse.
• Taggot finds a small, delicate sprig of hawthorn.
• Hugo returns to the imposing stone castle.
5. Tell students to discuss why some of the sentences displayed feature adjectives that should not be separated by commas.
Key Ideas
• In the first sentence, medieval and English are not adjectives in the same category.
• In the second sentence, beautiful modifies spring day.
• In the sixth sentence, imposing and stone would not be separated by and.
6. Direct students to the Writing Model for Module 1, located in the Learn book. Read aloud the portion of the writing model from “I straightened my” to “water was gone,” and instruct students to annotate examples of coordinate adjectives.
Sample Annotation
• “I took a slow, deep breath.”
7. Introduce the learning task. Instruct students to add to the writing model new coordinate adjectives.
Analyze Student Progress
Monitor: Do students use a comma to separate coordinate adjectives?
Offer Immediate Support: If students need additional support, direct them to the last three paragraphs of the writing model from “Mama, she knows” to “the next morning.” Have students identify adjectives in these paragraphs. Ask this question: Where might an additional adjective enhance the description?
Plan Future Practice: Students practice using commas to separate coordinate adjectives in lesson 31.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about omniscient narration?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 48–71 of The Midwife’s Apprentice before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.5.7 Vocabulary: MM.5.7.A, MM.5.7.A.d, MM.5.7.C
MM.8.7 Point of View, Perspective, and Purpose: MM.8.7.A, MM.8.7.B
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content
CP.5.7 Language
BU Build Understanding
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DF Develop Foundations
DF.8.7 Punctuation: DF.8.7.A
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.C
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 27
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students examine conflict in The Midwife’s Apprentice. They summarize developments in Alyce’s character and the villagers’ changing treatment of her, which builds knowledge about the role of social status during the Middle Ages. This work prepares students to examine the relationship between Alyce’s internal conflicts and external conflicts. During writing instruction, students practice applying knowledge of the Middle Ages to narrative writing. They use knowledge from The Midwife’s Apprentice to enhance the problem in the writing model.
Learning Goals
Summarize the conflict in The Midwife’s Apprentice.
LEARNING TASK: Explain how Alyce’s reaction to challenges reflects internal and external conflicts.
Apply knowledge from The Midwife’s Apprentice.
LEARNING TASK: Use knowledge from The Midwife’s Apprentice to enhance the problem in the writing model.
Vocabulary
expectation (n.)
external conflict
internal conflict
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Summarize the Rising Action in The Midwife’s Apprentice
• Respond: Discuss Conflict
• Write: Enhance the Problem
LAND
Reflect on Learning
Materials
TEACHER
• The Midwife’s Apprentice
• Knowledge Card: expectation
STUDENTS
• The Midwife’s Apprentice
• Narrative Organizer for The Midwife’s Apprentice (Learn book, lesson 24)
• Checklist for Module Task 2 (Learn book, Writing)
• Writing Model for Module 1 (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display the quotations for the Gallery Walk. See the Respond section for details.
Follow-Up
• Before the next lesson, students read pages 72–94 of The Midwife’s Apprentice.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for The Midwife’s Apprentice, passage 1 (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will continue to track the novel’s narrative arc by identifying and discussing the rising action and conflict in The Midwife’s Apprentice.
LEARN
53 minutes
Read | Summarize the Rising Action in The Midwife’s Apprentice| 25 minutes
1. Direct students to The Midwife’s Apprentice. Instruct students to work with a partner to read the portion of pages 52–53 from “As September turned” to “for the task.” Tell students to annotate how Alyce’s character is changing.
Sample Annotations
• “Alyce grew in knowledge and skills” (52)
• “they began to ask her how and why and what can I” (52)
2. Instruct students to Think–Pair–Share to answer these questions:
How is Alyce changing?
How do the villagers treat Alyce?
Key Ideas
• how she is changing: Alyce is learning and becoming more competent.
• how the villagers treat her: The villagers are beginning to treat Alyce as a knowledgeable member of the community.
• how the villagers treat her: They ask her “for her help or advice” and pay her for her expertise (52).
3. Direct students to the Narrative Organizer for The Midwife’s Apprentice, located in the Learn book. Instruct students to work with a partner to add to the rising action moments in which Alyce is growing and changing.
4. Invite students to share their additions to the organizer.
Key Ideas
• Alyce helps deliver Tansy’s twins.
• She helps the bailiff’s wife deliver Alyce Little without Jane’s help.
• She takes care of Edward.
Respond | Discuss Conflict | 15 minutes
1. Assess and activate prior knowledge by asking this question:
What is conflict in a story?
Reinforce the correct response: Conflict is a struggle between opposing forces.
2. Introduce the vocabulary terms internal conflict and external conflict by displaying the terms and definitions. Engage students in Vocabulary Exploration.
Language Support
To support students’ comprehension of internal and external conflicts, explain that the prefix in- means “in or within” and the prefix ex- means “out of or outside.”
3. Introduce the vocabulary term expectation by displaying the Knowledge Card, saying the term, and simultaneously clapping once for each syllable. Instruct students to say the term and clap for each syllable.
Definitions
internal conflict: a problem or struggle between a character and their own thoughts or actions
external conflict: a problem or struggle between a character and an outside force
expectation (n.): a belief that something will happen or is likely to happen
4. Display and read aloud these word parts and their definitions:
• ex- (prefix)—out of; from
• spec (root)—to look at
5. Invite students to use the word parts to infer the term’s meaning. Invite a few students to share their ideas. As students share, reinforce the correct definition.
Language Support
To support students’ exploration of the meaning of expectation, provide the words inspect, spectator, and spectacular. Explain that these terms contain the same root spec, which means “to look at.” Ask this question: What do the meanings of these terms have in common?
6. Post the following quotations (e.g., on chart paper):
• “the baby would not come” (68)
• “Alyce, although able to ease a willing baby into the world, had no idea how to encourage a reluctant one.” (68–69)
• “Alyce, doubtful and uncertain without the midwife or at least Will Russet to tell her what to do” (69)
• “Behind her in that cottage was disappointment and failure.” (70)
• “She had failed.” (70)
• “she did not cry, for she did not know how, and a heavy weight sat in her chest” (70)
7. Lead students in a Gallery Walk to respond to one of the following questions about the quotations:
How does this quotation reflect an internal conflict?
How does this quotation reflect an external conflict?
How does this quotation reflect medieval society’s expectations for Alyce?
How does this quotation reflect Alyce’s expectations for herself?
8. Close the Gallery Walk by inviting a few students to share their responses. Invite students to share their own response or a peer’s response that stands out to them.
Key Ideas
• internal conflict: The baby wouldn’t come because Alyce felt she couldn’t handle doing this work.
• external conflict: The baby wouldn’t come because the mother was having complications beyond Alyce’s control.
• medieval society’s expectations: Because Alyce is a midwife’s apprentice, people expect her to be able to help with labor.
• Alyce’s expectations: Because Alyce has been a midwife’s apprentice, she puts pressure on herself to be able to do this work.
9. Introduce the learning task. Direct students to their journals. Instruct students to explain how Alyce’s reaction to challenges reflects internal and external conflicts.
Analyze Student Progress
Monitor: Do students identify Alyce’s lack of confidence as an internal conflict and her surrounding social pressures as external conflicts?
Offer Immediate Support: If students need additional support identifying Alyce’s reactions to challenges, prompt them to refer to the Narrative Organizer for The Midwife’s Apprentice. Ask this question: What details from the rising action describe how Alyce reacts to challenges?
Plan Future Practice: Students practice examining narrative elements in The MIdwife’s Apprentice in lesson 28.
Key Ideas
• Alyce runs away because she lacks confidence, which is an internal conflict, and because she could not face the external pressures of delivering the babies.
• Alyce experiences the internal conflicts of “disappointment and failure” because she knows she “should have been able to do it but could not” (70), which reflects an external conflict about what other people expect from her.
Write
1. Direct students to the Checklist for Module Task 2, located in their Learn book.
Direct attention to this line from the Writing section in the checklist: uses knowledge from The Midwife’s Apprentice to enhance the problem in the narrative.
2. Direct students to the Writing Model for Module 1. Instruct them to Think–Pair–Share to answer this question:
What is the narrator’s problem or conflict in the writing model?
Key Ideas
• Anna does not want to follow in her mother’s footsteps.
• Anna does not want to become a cook.
3. Instruct students to Think–Pair–Share to answer these questions:
What do you learn about medieval Europe from The Midwife’s Apprentice?
How might this knowledge connect to the narrator’s conflict in the writing model?
Differentiation Support
To help students identify the knowledge built from reading The Midwife’s Apprentice, ask this question: What have you learned from The Midwife’s Apprentice about gender, social class, education, or occupation?
Key Ideas
• The Midwife’s Apprentice: In medieval Europe, women’s opportunities and occupations were limited.
• The Midwife’s Apprentice: Girls like Alyce did not go to school.
• The Midwife’s Apprentice: Girls like Alyce received on-the-job training as apprentices.
• the writing model: Historical knowledge about gender and social class in the Middle Ages might explain why Anna did not want to insult or disappoint her mother but also why she wanted to chart her own course.
4. Introduce the learning task. Instruct students to revise a writing model passage in their journals, using knowledge from The Midwife’s Apprentice to enhance the problem.
Analyze Student Progress
Monitor: Do students apply knowledge of gender, social class, education, or occupation from The Midwife’s Apprentice to the writing model?
Offer Immediate Support: If students need additional support revising the problem in the writing model, direct them to revise this sentence: “The problem was, I didn’t want to be a cook or work in any part of the kitchen.”
Plan Future Practice: Students practice using knowledge from module texts to develop a narrative for the End-of-Module Task in lesson 35.
LAND
5 minutes
Reflect on Learning
1. Direct students to the Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about conflict?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 72–94 of The Midwife’s Apprentice before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.5.7 Vocabulary: MM.5.7.A, MM.5.7.A.d, MM.5.7.C
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A, CP.2.7.B
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.5.7 Language: CP.5.7.B
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 28
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students read a portion of the rising action of The Midwife’s Apprentice. They summarize significant events that affect the emotions Alyce experiences, which builds knowledge about learning during the Middle Ages. This work prepares students to describe how learning changes Alyce’s emotions. During writing instruction, students review examples of the way Alyce speaks about herself to analyze how a first-person narrator portrays their own growth. Students then write a paragraph from Alyce’s perspective, which prepares them to write an original, first-person narrative for the End-of-Module Task.
Learning Goals
Describe the rising action in The Midwife’s Apprentice.
LEARNING TASK: Describe how and why Alyce’s emotions evolve throughout the rising action of The Midwife’s Apprentice.
Examine how first-person point of view portrays character growth.
LEARNING TASK: Write a paragraph from Alyce’s point of view that portrays her character growth as she learns how to read.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Summarize Rising Action
• Respond: Describe Character Emotions
• Write: Analyze Point of View
LAND
Reflect on Learning
Materials
TEACHER
• The Midwife’s Apprentice
STUDENTS
• The Midwife’s Apprentice
• Narrative Organizer for The Midwife’s Apprentice (Learn book, lesson 24)
• journal
• Checklist for Module Task 2 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Before the next lesson, students read pages 95–122 of The Midwife’s Apprentice.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Midwife’s Apprentice, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will explain what happens during a portion of the rising action of The Midwife’s Apprentice.
LEARN
53 minutes
Read | Summarize Rising Action | 20 minutes
1. Assess and activate prior knowledge by asking this question: What does the term rising action describe?
Reinforce the correct response: Rising action refers to the events leading up to the climax of a story.
2. Tell students that the focus of today’s lesson will be the remainder of the rising action of The Midwife’s Apprentice.
3. Instruct students to read the portion of pages 72–76 of The Midwife’s Apprentice from “‘I am nothing’” to “nothing, belong nowhere” and to annotate Alyce’s thoughts and feelings.
4. Invite a few students to share the passages they annotated.
Sample Annotations
• “‘I am nothing.’” (72)
• “‘I am too stupid to be a midwife’s apprentice.’” (73)
• “grateful that she had found work that she was not too stupid to do” (74)
• “empty of heart” (75)
• “Her heart heavy, her eyes blank” (76)
5. Instruct students to Think–Pair–Share to answer this question:
What emotions does Alyce experience in this passage and why?
Key Ideas
• She experiences sadness because her chances of success are beginning to look unlikely.
• She experiences shame because she thinks she has failed as a midwife’s apprentice.
6. Instruct students to read the portion of pages 77–81 from “While they watched” to “turned to spring” and to annotate Alyce’s thoughts and feelings.
Sample Annotations
• “hoping to see what he was writing” (77)
• “her curiosity / overcame at last even her bleakest despair” (77–78)
• “I know what I want. A full belly, a contented heart, and a place in this world.” (81)
7. Ask this question: How does Alyce learn to read?
Reinforce the correct response: Alyce learns how to read by listening when Magister Reese pretends to teach her cat how to read.
8. Instruct students to Think–Pair–Share to answer these questions:
What emotions does Alyce experience as she learns to read?
What does Alyce say she wants?
Differentiation Support
To help students answer the second question above, tell them that Alyce states what she wants on page 81.
Key Ideas
• Alyce experiences pride in her abilities as she realizes she can read.
• Alyce experiences happiness as she begins to read on her own.
• Alyce wants “[a] full belly, a contented heart, and a place in this world.” (81)
• Alyce wants to feel like she is capable.
9. Direct students to the Narrative Organizer for The Midwife’s Apprentice, located in the Learn book. Instruct students to add moments of rising action from pages 72–81 to the narrative arc.
Key Ideas
• Alyce finds the inn and begins to work there.
• Magister Reese teaches Alyce to read.
10. Instruct students to read the portion of pages 84–88 from “Then on a” to “and was gone” with a partner. Tell them to add additional events to the rising action section of the organizer.
Key Ideas
• Alyce reunites with Will Russet.
• Jane Sharp visits the inn where Alyce works looking for an apprentice and tells Magister Reese about Alyce.
11. Invite a few students to share their additions to the narrative arc.
Respond | Describe Character Emotions | 15 minutes
1. Introduce the learning task. Direct students to their journals. Instruct students to use evidence from the text to write a brief description of how learning to read changes Alyce’s emotional state in the rising action of The Midwife’s Apprentice. Remind students to use prepositions, such as after, before, or during, to write prepositional phrases to describe how learning to read changes Alyce.
Analyze Student Progress
Monitor: Do students describe how learning to read leads to a positive change in Alyce’s emotional state?
Offer Immediate Support: If students need support describing Alyce’s emotions, direct them to review their annotations of Alyce’s feelings, looking for how her feelings change as Magister Reese teaches her to read.
Plan Future Practice: Students practice examining narrative elements in The Midwife’s Apprentice in lesson 29.
Key Ideas
• Alyce feels sad and hopeless when she begins working at the inn because she thinks she has failed as a midwife’s apprentice, but she starts to feel excited when Magister Reese offers to teach her to read.
• Alyce starts to feel curious as she learns how to read and then happy and proud once she realizes she has become literate.
Write | Analyze Point of View | 18 minutes
1. Direct students to the Checklist for Module Task 2, located in the Learn book. Direct attention to the second row of the Writing section: uses a first-person narrator to develop character and events.
Tell students that this portion of the checklist will be the focus of today’s work.
2. Ask this question:
How has Alyce grown so far in The Midwife’s Apprentice?
Key Ideas
• Alyce has grown from Brat to Beetle to Alyce.
• Alyce has slowly gained confidence, and then experienced a setback in her self-worth.
• Alyce has developed relationships with other people.
• Alyce has learned how to read.
3. Remind students that although Cushman wrote The Midwife’s Apprentice in third-person point of view, the first-person point of view still appears in the text. Tell students that Cushman uses first-person point of view when she includes dialogue in the text. Tell students that dialogue provides direct access to a character’s thoughts and feelings, even in a third-person point-of-view story.
Language Support
To help students understand the difference between first- and third-person points of view, tell students that the sentence “I am hungry” is written in first-person point of view, while the sentence “She is hungry” is written in third-person point of view.
4. Instruct students to review pages 72–88 of The Midwife’s Apprentice and to annotate examples of when Cushman uses first-person point of view for Alyce.
5. Invite a few students to share examples of Alyce’s point of view.
Sample Annotations
• “I am nothing.” (72)
• “I am too stupid to be a midwife’s apprentice.” (73)
• “I am nothing, have nothing, belong nowhere.” (76)
• “What do I, Alyce the inn girl, want?” (80)
• “A full belly, a contented heart, and a place in this world” (81)
6. Facilitate a brief discussion of this question:
How does first-person point of view in The Midwife’s Apprentice help illustrate Alyce’s character growth?
Key Ideas
• Alyce describes how she feels about herself.
• Readers see how Alyce’s feelings about herself and her future change over time.
7. Introduce the learning task. Instruct students to write in their journals a few sentences from Alyce’s point of view that portray her character growth as Magister Reese teaches her to read.
Analyze Student Progress
Monitor: Do students use first-person point of view to describe how Alyce’s confidence evolves as she learns how to read?
Offer Immediate Support: If students need additional support writing from first-person point of view, tell them the first-person point of view allows a character to speak directly about their thoughts and feelings, which helps the author portray their character growth. Ask this question: What might Alyce be thinking to herself as she realizes she can read?
Plan Future Practice: Students practice writing from a character’s first-person point of view for the End-of-Module Task in lesson 36.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about point of view?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 95–122 of The Midwife’s Apprentice before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A
MM.4.7 Individuals, Events, and Ideas: MM.4.7.A
MM.8.7 Point of View, Perspective, and Purpose: MM.8.7.B
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A
CP.3.7 Content: CP.3.7.A, CP.3.7.A.c
CP.5.7 Language: CP.5.7.B
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 29
Essential Question | How does society influence a person’s future?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students describe how narrative events lead to the resolution of The Midwife’s Apprentice. Students examine how Alyce confronts her greatest conflict during the novel’s climax. This work prepares students to summarize how the novel’s climax and falling action lead to a resolution for Alyce. During writing instruction, students write an alternate resolution that resolves Alyce’s conflict and reflects on her experiences. This work prepares them to write the resolution of a narrative in Module Task 2.
Learning Goals
Describe the resolution of The Midwife’s Apprentice.
LEARNING TASK: Summarize how Alyce resolves her internal conflict during the climax of The Midwife’s Apprentice.
Examine how the resolution of a narrative reflects on events that came before it.
LEARNING TASK: Write an alternate resolution for The Midwife’s Apprentice.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Narrative Elements
• Respond: Describe Narrative Elements
• Write: Write a Resolution
LAND
Reflect on Learning Materials
TEACHER
• The Midwife’s Apprentice
STUDENTS
• The Midwife’s Apprentice
• journal
• Narrative Organizer for The Midwife’s Apprentice (Learn book, lesson 24)
• Checklist for Module Task 2 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Midwife’s Apprentice, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will describe the climax, falling action, and resolution of The Midwife’s Apprentice.
LEARN
53 minutes
Read | Identify Narrative Elements | 18 minutes
1. Direct students to their journals. Instruct them to Jot–Pair–Share to respond to this prompt:
Name one major internal conflict and one major external conflict that Alyce faces throughout The Midwife’s Apprentice.
Differentiation Support
To help students respond to the prompt, explain that the word internal refers to something that is happening within a person’s mind, and external refers to something that is happening outside of oneself.
Key Ideas
• An internal conflict Alyce has faced is feeling like she is a failure.
• An external conflict Alyce has faced is not having support and encouragement from people who believe in her.
2. Instruct students to read the portion of pages 107–109 from “As night deepened” to “of his mother” and annotate details about Alyce’s thoughts and feelings with a partner.
3. Before students begin reading, remind them that when this excerpt begins, a pregnant woman (who did not know she was pregnant) and her husband have arrived at the inn, and the woman needs help delivering her baby.
Sample Annotations
• “the sounds and smells were all too familiar and spoke of her failure” (107)
• “sympathy and compassion” (107)
• “I tried before and failed. You must, said herself back to her.” (108)
4. Instruct students to Think–Pair–Share to answer these questions:
Why does Alyce feel conflicted on page 108?
Why does Alyce decide to help the woman in labor?
Language Support
To help students answer the first question, tell them that a person feels conflicted when they are struggling to decide between two options. For example, a recent high school graduate might feel conflicted about whether they want to live at home or live on their college’s campus.
Key Ideas
• Alyce feels conflicted because she wants to help the woman in labor but is afraid of failing.
• Alyce decides to help since she thinks she might be able to do so because of what she learned from Jane Sharp.
5. Instruct students to Jot–Pair–Share to answer these questions:
What has been Alyce’s most significant problem?
How does she solve that problem during this current conflict?
How does Alyce’s self-perception change because of this conflict?
How does her solution now compare with how she’s handled previous conflicts?
Key Ideas
• problem: Alyce is unable to recognize her own talent and potential. This is demonstrated when she runs away from being Jane’s apprentice.
• solution: She decides to trust herself and deliver the baby at the inn.
• self-perception: By delivering the baby herself, Alyce sees that she is a capable person and not a failure, as she had thought.
• previous conflicts: Alyce has run away from conflicts.
6. Facilitate a brief discussion of the following question:
Which narrative element of The Midwife’s Apprentice does this interaction narrate?
Reinforce the correct response: This is the climax of The Midwife’s Apprentice because Alyce is finally solving her most recent problem instead of running away.
7. Direct students to the Narrative Organizer for The Midwife’s Apprentice, located in the Learn book, and instruct them to complete the Climax section of the organizer.
Key Ideas
• Alyce sees the need of the woman in labor 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.
Respond | Describe Narrative Elements | 20 minutes
1. Instruct students to read chapter 17 of The Midwife’s Apprentice and annotate Alyce’s thoughts and feelings.
Sample Annotations
• “What do I want?” (113)
• “a newborn hope of being someday a midwife herself” (114)
• “her heart was content” (114)
• “despair and confusion” (116)
• “I know how to try and risk and fail and try again” (116–117)
2. Facilitate a brief discussion of the following question:
How does Alyce’s successful delivery of the baby change the course of her life?
Key Ideas
• After delivering the baby, Alyce believes that she can be a successful midwife.
• She now has hope for her future.
• She has the confidence and motivation to return to Jane Sharp.
Differentiation Challenge
To encourage students to think deeply about the importance of chapter 17, ask this question: Why might the title of chapter 17 be the same as the title of the novel?
3. Introduce the learning task. Instruct students to write a brief summary in their journals of how Alyce resolves her internal conflict in the climax of The Midwife’s Apprentice.
Analyze Student Progress
Monitor: Do students reference Alyce delivering the baby as a moment when she solves her internal conflict?
Offer Immediate Support: If students need additional support analyzing the climax, remind them that an internal conflict is a problem one experiences with themselves.
Plan Future Practice: There is no additional instruction on examining narrative elements in this level. Consider using volume of reading texts to provide more practice.
4. Facilitate a brief discussion of the following questions:
What events make up the falling action of The Midwife’s Apprentice?
What events make up the resolution of The Midwife’s Apprentice?
Key Ideas
• falling action: Alyce decides to leave the inn.
• falling action: Alyce goes back to the village she ran away from to return to Jane Sharp.
• resolution: Jane initially closes the door on Alyce.
• resolution: Alyce says she is willing to learn and fail, so Jane takes her back as her apprentice.
5. Instruct students to complete the Falling Action and Resolution sections of the Narrative Organizer for The Midwife’s Apprentice.
Write | Write a Resolution | 15 minutes
1. Direct students to this line from the Checklist for Module Task 2, located in the Learn book: uses falling action and resolution to logically reflect on a series of events or experiences.
2. Tell students that in addition to resolving or ending a character’s conflict, the resolution of a narrative should reflect on the events that came before it.
3. Direct students to Think–Pair–Share to answer this question:
What might have happened to Alyce had she not returned to Jane Sharp?
Key Ideas
• She might have continued working at the inn.
• She might have tried to go to a new village to find a different midwife to apprentice under.
4. Introduce the learning task. Instruct students to write an alternate resolution in their journals in which Alyce resolves her conflict without returning to Jane Sharp.
Analyze Student Progress
Monitor: Do students write a resolution where Alyce makes a different decision that affects her future?
Offer Immediate Support: If students need additional support writing a resolution, ask this question: How could Alyce have solved her conflict without returning to Jane Sharp?
Plan Future Practice: Students practice drafting a resolution for a narrative in lesson 31.
5. Invite a few students to share their alternate resolution and explain how it solves any of Alyce’s conflicts.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about climax, falling action, and resolution?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.I
CP.2.7 Planning: CP.2.7.A
CP.4.7 Structure: CP.4.7.B, CP.4.7.B.d, CP.4.7.C
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.B
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
Lesson 30
Essential Question | How does society influence a person’s future?
Content Framing Question | Reveal: What does a deeper look at setting reveal?
OVERVIEW
Preview
In this Reveal lesson, students analyze how the setting of The Midwife’s Apprentice reflects Alyce’s character development. They review select passages of the novel to determine the relationship between Alyce’s experiences and her setting. This work prepares students to analyze how Cushman’s imagery of seasons enhances understanding of Alyce’s growth. During writing instruction, students discuss how the falling action and resolution for The Midwife’s Apprentice might be different if told from another character’s point of view. This work prepares students to write the falling action and resolution from Jane Sharp’s point of view for Module Task 2.
A Prologue to lesson 30 is available for students who need additional support.
Learning Goals
Analyze how setting reflects character development in The Midwife’s Apprentice.
LEARNING TASK: Analyze how imagery of seasons enhances understanding of Alyce’s development.
For Module Task 2, plan the falling action and resolution of a first-person narrative.
LEARNING TASK: Draft the falling action and resolution sections of the Narrative Writing Planner for Module Task 2.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Setting
• Respond: Analyze Setting and Character Development
• Write: Plan Module Task 2
LAND
Reflect on Learning
Materials
TEACHER
• The Midwife’s Apprentice
STUDENTS
• The Midwife’s Apprentice
• journal
• Module Task 2 (Learn book, Writing)
• Checklist for Module Task 2 (Learn book, Writing)
• Determine how to display students’ work for the Gallery Walk. See the Respond section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Midwife’s Apprentice, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What does a deeper look at setting reveal?
3. Tell students that they will analyze how the setting of The Midwife’s Apprentice symbolizes Alyce’s development.
LEARN
53 minutes
Read | Examine Setting | 18 minutes
1. Direct students to their journals. Instruct them to answer the following question:
What images or emotions do you associate with each of the four seasons: winter, spring, summer, and fall?
Language Support
To support students with imagery and seasons, check which seasons occur in the home countries of students who speak a different language. For example, students may come from a country with no specific winter or with a monsoon season. Help students identify weather and emotions for different or comparable seasons in their home country.
Key Ideas
• winter: darkness, snow, sadness
• spring: flowers, rain, warming weather
• summer: sun, greenery, happiness
• fall: falling leaves, red and orange colors
2. Form small groups. Assign each group one of the following passages:
• fall—“As September turned” to “sing in the old oak tree” (pages 52–53)
• winter—“Soon it was” to “Alyce stayed, too” (pages 75–76)
• spring—“One showery afternoon” to “turned to spring” (pages 80–81)
• summer—“June burst into” to “girl to want” (pages 112–113)
3. Instruct students to read their assigned passage and discuss the following questions in their groups:
What details about seasons does this passage provide?
What details about Alyce does this passage provide?
Key Ideas
• fall: “But the villagers noticed, and as October turned to November and the ghosts walked on All Hallows’ Eve, they began to ask her how and why and what can I” (52).
• Alyce: “Alyce grew in knowledge and skills” (52).
• winter: During Christmas, many people leave their home and stay at local inns; January is “frosty and gray” and February is “black” (76).
• Alyce: Although Alyce engages in the work of Christmas, including hanging “holly and ivy from the charred beams in the hall” and listening to people and music, she feels like the weather, gray and cold (75).
• spring: “raindrops sparkled like fairy dew on the new green leaves” (80)
• Alyce: Alyce realizes what she wants—“A full belly, a contented heart, and a place in this world” (81).
• summer: “June burst into bloom” (112).
• Alyce: Alyce thinks about all that she has in the world: The merchant and his wife offer to employ her, Magister Reese offers to take her with him to employ her, and she had the job with Jennet at the inn; “From someone who had no place in the world, she had suddenly become someone with a surfeit of places” (113).
4. Instruct students to work with their groups and to use poster paper to draw an image or images that illustrate Alyce’s experiences and emotions during their assigned season. The poster paper should be illustrated to highlight both the season and Alyce’s state of mind during that season.
Differentiation Support
To help students understand the connection between Alyce’s emotions and the seasons, tell students to think of a time when they felt a specific emotion such as sadness. Invite them to think about the kind of weather or season they would use to represent those feelings. Display visual images associated with each of the four seasons.
Respond | Analyze Setting and Character Development | 20 minutes
1. Lead students in a Gallery Walk to respond to each group’s drawing by using the following questions:
In each season, how are the descriptions of Alyce connected to the descriptions of the season?
Why does Cushman use this season, as opposed to another season or image, to describe Alyce’s experience?
2. Close the Gallery Walk by inviting a few students to share their responses.
3. Facilitate a brief discussion of the following question:
How does Alyce change across the seasons?
Key Ideas
• As the weather becomes warmer, Alyce’s emotions and outlook become more positive.
• Alyce undergoes a low point during the winter, a confidence boost during the spring, and a new start in the summer.
4. Introduce the learning task. Instruct students to write a brief analysis in their journals of how imagery of seasons enhances understanding of Alyce’s development.
Analyze Student Progress
Monitor: Do students analyze how Alyce’s emotions change as the seasons change?
Offer Immediate Support: If students need additional support writing an analysis, direct them to look at the posters from the Gallery Walk.
Plan Future Practice: Students practice analyzing character development Code Talker in module 2.
5. Invite a few students to share their responses.
Key Ideas
• In the fall, Alyce is steadily learning and growing.
• In the winter, Alyce feels like a failure.
• In the spring, Alyce’s hope is renewed.
• In the summer, Alyce embarks on a new beginning with confidence.
Write | Plan Module Task 2 | 15 minutes
1. Direct students to Module Task 2 and the Checklist for Module Task 2, located in the Learn book.
2. Read aloud the prompt: Write a first-person narrative that develops the falling action and resolution of The Midwife’s Apprentice. Write from the point of view of Jane Sharp. Answer any questions students have.
3. Direct students to the Narrative Writing Planner for Module Task 2, located in the Learn book. Invite students to recall what the climax of The Midwife’s Apprentice is, and direct them to note responses in the Climax section of the narrative planner.
Reinforce the correct response: The climax of the novel occurs when a pregnant woman in labor enters the inn where Alyce works, and Alyce must face her fears to help deliver the baby.
4. Emphasize that The Midwife’s Apprentice is told in a third-person narration, but it highlights Alyce’s point of view.
5. Ask the following question: How might the novel’s falling action and resolution be different if they were told from another character’s point of view?
Key Ideas
• They might narrate experiences of other characters, such as Jane Sharp or Magister Reese.
• They might reveal how other characters feel while Alyce is at the inn.
6. Tell students that today they will use the Narrative Writing Planner for Module Task 2, located in the Learn book, to draft the falling action and resolution of The Midwife’s Apprentice from the point of view of Jane Sharp.
7. Introduce the learning task. Instruct students to draft the Falling Action and Resolution sections of the Narrative Writing Planner.
Analyze Student Progress
Monitor: Do students draft the Falling Action and Resolution sections?
Offer Immediate Support: If students need additional support drafting the falling action and resolution, direct them to the falling action and resolution of the writing model as an example.
Plan Future Practice: Students practice planning elements for a narrative for the End-of-Module Task in lesson 35.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about setting?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.H
CP.2.7 Planning: CP.2.7.A, CP.2.7.D
CP.3.7 Content
CP.4.7 Structure: CP.4.7.B, CP.4.7.B.d, CP.4.7.C
CP.5.7 Language: CP.5.7.B
BU Build Understanding
BU.2.7 Discovery and Evidence: BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.C
DM.3.7 Schema Building
Lesson 31
Essential Question | How does society influence a person’s future?
Content Framing Question | Distill: What is a theme in this text?
OVERVIEW Preview
In this Distill lesson, students determine themes based on Alyce’s development in The Midwife’s Apprentice. They collect evidence from the beginning, middle, and end of the novel and determine how topics such as agency, community, and growth relate to Alyce’s experiences. This work prepares students to discuss how the themes relate to Alyce’s development. During writing instruction, students draft Module Task 2, in which they write a first-person narrative that develops the falling action and resolution of The Midwife’s Apprentice from the point of view of Jane Sharp. This work prepares them to write a complete narrative for the End-of-Module Task.
A Prologue to lesson 31 is available for students who need additional support.
Learning Goals
Explain a theme in The Midwife’s Apprentice.
LEARNING TASK: During a class discussion, share and support with evidence one theme that develops throughout The Midwife’s Apprentice.
For Module Task 2, draft the falling action and resolution of a first-person narrative.
LEARNING TASK: For Module Task 2, draft a first-person narrative that develops the falling action and resolution of The Midwife’s Apprentice from the point of view of Jane Sharp.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Theme
• Write: Draft a Narrative
LAND
Reflect on Learning
Materials
TEACHER
• The Midwife’s Apprentice
• Knowledge Card: agency
STUDENTS
• The Midwife’s Apprentice
• journal
• Talking Tool (Learn book)
• Module Task 2 (Learn book, Writing)
• Narrative Writing Planner for Module Task 2
(Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display the quotations and questions for the Chalk Talk. See the Read section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Midwife’s Apprentice, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: What is a theme in this text?
3. Tell students that they will determine themes about personal development that appear in The Midwife’s Apprentice.
LEARN
53 minutes
Read | Prepare for a Discussion | 20 minutes
1. Read aloud the portion of pages v–vi from “The midwife’s apprentice” to “in the world.”
Instruct students to Think–Pair–Share to answer this question:
How do Alyce’s wants reflect what we all want?
Key Ideas
• Humans want to understand their purpose in life.
• Humans want to feel needed and valued.
• Like the midwife’s apprentice, humans want to learn and grow, no matter the circumstances.
2. Display these quotations from The Midwife’s Apprentice on chart paper around the room:
• “How old she was was hard to say. She was small and pale, with the frightened air of an ill-used child, but her scrawny, underfed body did give off a hint of woman, so perhaps she was twelve or thirteen.” (1–2)
• “What a day. She had been winked at, complimented, given a gift, and now mistaken for the mysterious Alyce who could read. Did she then look like someone who could read?” (31)
• “Everybody is somebody and so are you. Want some breakfast?” (63)
• “Alyce backed out of the cottage, then turned and ran up the path to the road, she didn’t know why or where. Behind her in that cottage was disappointment and failure.” (70)
• “So Alyce learned about the sometimes mighty distance between what one imagines and what is.” (97)
• “It is I, Alyce, your apprentice.” (116)
3. Tell students that they will follow the instructional routine Chalk Talk to engage in a silent, written discussion about topics in The Midwife’s Apprentice. Explain how this routine works. First, students choose a quotation and add an initial response based on one of the following questions:
• What do we learn about Alyce in this quotation?
• How does this quotation indicate how Alyce is changing?
Then, students have the freedom to move to the other quotations, responding directly to the quotation or another student’s contribution. Tell students that as they respond, they may draw a line to connect their responses to another student’s. Throughout the routine, students address all quotations and choose which question to respond to for each.
4. Begin the Chalk Talk. Look for students to address key ideas in their silent discussions.
Language Support
To help students engage in the Chalk Talk, if possible, pair students who speak the same home language, and instruct students to brainstorm ideas before adding them to the chart.
Key Ideas
• learn: Brat was orphaned early in her life.
• learn: Alyce learns how to support herself and how to rely on others.
• learn: Alyce learns to care for others.
• changing: Being recognized by those around her helps Alyce learn to see her own self-worth.
• changing: Alyce develops confidence.
5. Explain that the quotations are drawn from the beginning, middle, and end of The Midwife’s Apprentice.
6. Assess and activate prior knowledge by asking this question: What is a theme?
Reinforce the correct definition: a universal idea or message conveyed by a text. Remind students that readers can trace a theme from beginning to end in the same way they might follow a woven thread.
7. Display the Knowledge Card for agency, and direct attention to the image to spark students’ memory. Remind students that agency is a person’s ability to be responsible for their own actions or life events.
8. Ask these questions:
What theme related to agency does the author develop in the text?
How does the author use patterns in the novel to develop this theme?
Key Ideas
• theme: A person needs to know themselves to have agency.
• theme: Agency takes time to develop.
• development: As Brat gets to know herself, she takes a name and makes choices for her life, which shows her development of agency.
• development: Over the course of the novel, Alyce slowly develops agency by interacting with others and developing confidence.
9. Ask this question:
Based on your Chalk Talk responses about topics and patterns related to Alyce, what are some other possible themes in The Midwife’s Apprentice?
Language Support
To help students identify themes, instruct them to annotate patterns on the Chalk Talk posters.
Key Ideas
• growth
• learning
• womanhood
• change
• needing others
10. Direct students to their journals. Instruct students to work with a partner to pick one theme from The Midwife’s Apprentice and record quotations from the beginning, middle, and end of the novel that show how Cushman develops this theme.
Respond | Discuss a Theme | 18 minutes
1. Remind students that during a class discussion they should follow conversational norms or rules that make conversations productive.
2. Display and introduce the speaking and listening goals for today’s discussion:
• Elaborate on the evidence you use to make clear connections and explain its significance.
• Ask questions that require detailed responses from others.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
3. Direct students to the Talking Tool, located in the Learn book. Remind students that they can practice elaborating by using these sentence frames: In the text, . For example, .
4. Ask this question:
What kinds of questions require detailed responses?
Key Ideas
• questions that ask to what extent something is true
• questions that ask how something is or is not true
5. Introduce the learning task. Direct students to the evidence they collected. Facilitate a discussion of these questions:
Based on the evidence you collected, what is a theme of The Midwife’s Apprentice?
How does that theme develop across the text?
Analyze Student Progress
Monitor: Do students trace a theme across The Midwife’s Apprentice from beginning to middle to end?
Offer Immediate Support: If students need additional support tracing a theme, direct them to the Narrative Organizer for The Midwife’s Apprentice, and ask these questions: How has Alyce changed over the course of the narrative? What are some reasons why she has changed?
Plan Future Practice: Students practice discussing themes in module 2.
6. At the end of the discussion, reinforce key ideas.
Key Ideas Agency
• theme: A person must demonstrate agency in their lives to find fulfillment.
• development: At the start of the novel, Alyce has nothing in her life and controls nothing about her life. When Jane allows her to work, Jane makes decisions about Alyce’s worth, success, and even the amount of food she gets to eat. As Alyce interacts with other people, including Edward, she realizes she must make her own choices, such as deciding to help the woman in labor at the inn and returning to Jane to be her apprentice.
Community
• theme: An individual needs a community to survive and develop.
• development: At the start of the novel, Alyce is orphaned and alone and is barely able to survive. Jane’s choice to make Alyce an apprentice helps to save Alyce’s life. As Alyce grows, she realizes that the recognition from her community is an essential part of developing her confidence. When she successfully delivers the baby at the inn, she feels competent because of her abilities and the family’s gratitude. She also feels authentically happy, as seen when she lets out “a true laugh that came from deep in her gut” (111).
Growth
• theme: A person grows physically, emotionally, and intellectually.
• development: At the start of the novel, we learn that Alyce is either 12 or 13. As the story progresses, we see various references to seasons, which indicate that Alyce is literally getting older. We also see that Alyce is growing emotionally, as she develops affection for Edward, and intellectually, as she learns the skills to be a midwife.
Learning
• theme: Learning is an essential part of life.
• development: There is much Alyce needs to learn over the course of her story to become the confident character who chooses to be the midwife’s apprentice. At the start of the novel, she must learn to trust others, including Jane and Will. Through these connections with other people, she learns a great deal beyond midwifery. She learns to read, make songs, and be a good friend. All of these forms of learning help Alyce develop into a confident young woman who has the agency to make decisions about her life.
Write | Draft a Narrative | 15 minutes
1. Direct students to Module Task 2, located in the Learn book. Read aloud the prompt: Write a first-person narrative that develops the falling action and resolution of The Midwife’s Apprentice. Write from the point of view of Jane Sharp.
2. Direct students to the Narrative Writing Planner for Module Task 2, located in the Learn book. Instruct them to consult this resource as they write their responses to Module Task 2.
3. Introduce the learning task. For Module Task 2, instruct students to draft a first-person narrative that develops the falling action and resolution of The Midwife’s Apprentice from the point of view of Jane Sharp.
Analyze Student Progress
Monitor: Do students draft a relevant falling action and resolution?
Offer Immediate Support: If students need additional support writing the falling action and conclusion, direct them to the Narrative Organizer for The Midwife’s Apprentice and ask this question: During the resolution of Alyce’s conflicts, how might Jane feel?
Plan Future Practice: Students practice drafting a narrative for the End-of-Module Task in lesson 36.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about theme?
• What did you learn from The Midwife’s Apprentice?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B, BU.3.7.C, BU.3.7.D, BU.3.7.E
BU.4.7 Expression
DF Develop Foundations
DF.3.7 Phonics and Spelling: DF.3.7.A
DF.8.7 Punctuation: DF.8.7.A
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.D
DM.2.7 Comprehension Monitoring
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 32
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students build and apply knowledge gained from reading The Midwife’s Apprentice. Students read excerpts from the author’s note and make connections between Alyce’s and Jane’s experiences and the information about midwifery Cushman provides. This work prepares students to write a knowledge statement about midwifery in the Middle Ages. During writing instruction, students revise Module Task 2 by adding transitions to their narratives. This work prepares them to use transitions effectively when they write the End-of-Module Task.
Learning Goals
Build knowledge about midwifery from The Midwife’s Apprentice.
LEARNING TASK: Write a knowledge statement about midwifery.
Revise a draft of Module Task 2 by adding transitions.
LEARNING TASK: For Module Task 2, use transitions to revise a first-person narrative that develops the falling action and resolution of The Midwife’s Apprentice from the point of view of Jane Sharp.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Build Knowledge
• Respond: Apply Knowledge
• Write: Revise Module Task 2
LAND
Reflect on Learning
Materials
TEACHER
• The Midwife’s Apprentice
• Knowledge Cards: agency, apprentice
STUDENTS
• The Midwife’s Apprentice
• journal
• Sentence Strategies for Module 1 (Learn book, Writing)
• Module Task 2 (Learn book, Writing)
• Checklist for Module Task 2 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for The Midwife’s Apprentice, passage 2 (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Midwife’s Apprentice.
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will reflect on the knowledge they built from The Midwife’s Apprentice about midwifery.
LEARN
53 minutes
Read | Build Knowledge | 20 minutes
1. Instruct students to read the portion of page 118 from “Author’s Note” to “and clean hands” and annotate details about the history of midwifery.
Sample Annotations
• “there have been midwives” (118)
• “majority of women giving birth did so at home” (118)
• “Sometimes the midwife was the oldest woman in the village.” (118)
• “deep commitment, skill, and training” (118)
2. Assign half the class to read the portion of pages 118–120 from “Different times and” to “relief from pain” and the other half to read the portion of pages 120–122 from “Superstition included the” to “continue the tradition.”
3. Instruct students to annotate details in response to the following question:
What information about midwifery does this passage provide?
Sample Annotations
• “Medieval midwifery was a combination of common sense, herbal knowledge, and superstition.” (119)
• “This ‘women’s knowledge’ was considered reliable and valuable.” (119)
• “Herbs were the only medicines available to the medieval midwife.” (120)
• “a midwife was really only of help in a normal delivery” (121)
• “With the increased participation of doctors in the birth process, midwives fell into disrepute.” (121)
• “midwifery continues to exist” (122)
4. Instruct students to work with a partner who read a different section of the text. Tell them to share annotations and to discuss the following question:
In what ways do Alyce’s and Jane’s experiences reflect information about midwifery from the author’s note?
5. Listen for students to address key ideas in their discussions.
Key Ideas
• Alyce learns how to help women give birth from a midwife, Jane Sharp.
• Some of what Alyce learns is superstition rather than medical knowledge.
• Jane Sharp uses herbs to help women during labor.
• Jane Sharp’s community respects and values her as a midwife.
• Alyce gains respect as she learns how to help women give birth.
Respond | Apply Knowledge | 15 minutes
1. Display the Knowledge Cards: agency and apprentice, and direct attention to the images to spark students’ memory. Remind students that agency means “a person’s ability to be responsible for their own actions or life events”and apprentice means “a person who learns a job or a skill by working for a fixed period of time for someone who is very good at that job or skill.”
2. Direct students to their journals. Instruct them to Jot–Pair–Share to respond to this prompt:
Use the module terms to write a sentence describing how Alyce’s experiences reflect the information about midwifery from the author’s note.
Differentiation Support
To help students write a sentence about midwifery by using these module terms, instruct them to focus on the knowledge that midwifery was a valuable skill in the Middle Ages.
3. Remind students that learning about elements of language such as grammar and punctuation helps them articulate and expand their ideas in writing.
4. Display the following sentence and instruct students to identify the subject, verb, and adverb to activate prior knowledge:
• In the Middle Ages, midwives often worked under difficult conditions.
Reinforce the correct responses: The subject is midwives; the verb is worked; and the adverb is often because it describes the verb worked.
5. Explain that an adverbial phrase is a group of words that describes a verb, adjective, or adverb. Adverbial phrases function like adverbs and typically answer the questions how, where, why, or when something was done.
Tell students that there are adverbial phrases in the displayed sentence that answer the questions when and how about the verb worked
6. Ask the following questions:
What is the adverbial phrase that explains when midwives worked?
What is the adverbial phrase that explains how midwives worked?
Reinforce the correct responses: when—in the Middle Ages; how—under difficult conditions.
Teacher Note
Tell students that a prepositional phrase can also be an adverbial phrase, as shown in the example sentence.
7. Instruct students to work with their partner to experiment with adverbial phrases in this sentence. Direct students to Sentence Strategies for Module 1, located in the Learn book, and direct attention to Strategy 3: Adverbial Phrases.
8. Instruct students to orally practice adding another adverbial phrase to the sentence that explains why midwives worked.
9. Tell students to write their expanded sentence in the section labeled “additional sample sentence that uses an adverbial phrase.”
Key Ideas
• In the Middle Ages, midwives often worked under difficult conditions to help pregnant women.
• In the Middle Ages, midwives often worked under difficult conditions to increase the chances that the baby and mother would survive labor.
10. Introduce the learning task. Instruct students to write in Sentence Strategies for Module 1 a knowledge statement about midwifery that uses an adverbial phrase and at least one of the following terms: agency or apprentice.
Differentiation Challenge
To expand language use, prompt students to use multiple strategies from Sentence Strategies for Module 1, located in the Learn book, in their knowledge statements.
Analyze Student Progress
Monitor: Do students include an adverbial phrase in their knowledge statement?
Offer Immediate Support: If students need additional support writing a knowledge statement that uses an adverbial phrase, remind them that an adverbial phrase usually describes a verb.
Plan Future Practice: Students practice writing knowledge statements in module 2.
Write | Revise Module Task 2 | 18 minutes
1. Direct students to Module Task 2 and the Checklist for Module Task 2, located in the Learn book. Instruct them to review their draft of Module Task 2.
2. Remind students of the definition of transitions: words or phrases that connect ideas between sentences and paragraphs.
Language Support
To help students recall the function of transitions, provide the following examples of transition words: before, after, first, second, during, around, throughout.
3. Instruct students to exchange their drafts of Module Task 2 with a partner. Tell them to read their partner’s draft and to identify places where transitions would help a reader better understand the relationship between ideas.
4. Instruct students to share feedback with their partners.
5. Introduce the learning task. Instruct students to use transitions to revise their narratives for Module Task 2.
Analyze Student Progress
Following completion of Module Task 2, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and to plan future writing instruction.
6. Direct students to use the Checklist for Module Task 2 to continue revising their Module Task 2 responses.
LAND 5 minutes
Reflect on Learning
1. Remind students of the Essential Question and that they have been answering this question in different ways throughout the module. Ask the Essential Question: How does society influence a person’s future?
2. Use responses to reinforce these Knowledge Threads:
• 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.
Teacher Note
As needed, prompt students to reflect on what they learned throughout the module by asking questions such as these:
• What did you learn about midwifery?
• What did you learn from The Midwife’s Apprentice?
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.H
CP.3.7 Content
CP.4.7 Structure: CP.4.7.B, CP.4.7.B.e
CP.5.7 Language: CP.5.7.B, CP.5.7.F
CP.6.7 Revision
CP.7.7 Editing
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.B, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B, BU.3.7.F
BU.4.7 Expression
DF Develop Foundations
DF.13.7 Sentence Construction: DF.13.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.E
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 33
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
In this lesson, students complete Reading Comprehension Assessment 2. In the first section of the assessment, students demonstrate their fluency by reading aloud an excerpt from the assessment text. In the second section, students demonstrate their knowledge by answering questions about important words and concepts in the module. In the third section, students expand their knowledge by applying comprehension skills to the assessment text. In the fourth section, students evaluate their confidence about the assessment and identify challenges posed by the assessment text. After completing the assessment, students read from a volume of reading text.
Learning Goal
Demonstrate knowledge of the Middle Ages and apply reading comprehension skills to a new text related to the Middle Ages.
• text for Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
STUDENTS
• Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
Preparation
• Refer to the Assessment Guide for information on how to administer Reading Comprehension Assessment 2.
• Select volume of reading books for the Read section.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How does society influence a person’s future?
2. Tell students that in this lesson they will demonstrate and build what they know about the Middles Ages by completing an assessment. Reinforce that the text students read during the assessment will add to their understanding of the Essential Question.
LEARN
55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that the assessment is made of four sections. In the first section, students demonstrate fluency by reading aloud a new text related to the Middle Ages. In the second section, they answer questions related to important words and ideas in the module. In the third section, they closely reread the new text and answer questions about the text. In the fourth section, they evaluate their answers and identify challenges.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Reading Comprehension Assessment 2 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
As needed, adjust instruction in the next section to allow students time to complete the assessment.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Reading Comprehension Assessment 2. Use this information to plan responsive teaching for lesson 24.
Read | Read More About the Middle Ages | 15 minutes
1. Instruct students who completed the assessment to read a volume of reading book. Those who are still working on the assessment can read a volume of reading book during the regularly scheduled volume of reading time.
LAND 3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about the Middle Ages from the text for Reading Comprehension Assessment 2.
2. Tell students that they will continue to build knowledge about how society influences a person’s future during the module finale lessons.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.7 Schema Building
Lesson 34
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
In this Responsive Teaching lesson, students follow along and listen closely to another reading of the text for Reading Comprehension Assessment 2. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to engage in work with roots and module terms. Reviewing the assessment, roots, and module terms solidifies students’ understanding of the Middle Ages and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Reading Comprehension Assessment 2.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Reading Comprehension Assessment 2.
Vocabulary
all module 1 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Build Vocabulary
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
• all module 1 Knowledge Cards
STUDENTS
• Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Glossary for Module 1 (Learn book)
• Word Parts Web for arch (Learn book)
Preparation
• Use the student performance data from Reading Comprehension Assessment 2 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Use the student performance data from the second section of Reading Comprehension Assessment 2 to identify module terms to highlight for review. Then review the options in the Engage section. Depending on the option you choose, gather the necessary Knowledge Cards and materials.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: How does society influence a person’s future?
2. Tell students that they will listen to and follow along with the text for Reading Comprehension Assessment 2 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge, respond to the Essential Question, as well as strengthen their reading comprehension skills.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 10 minutes
1. Read aloud the text for Reading Comprehension Assessment 2, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Reading Comprehension Assessment 2. Explain that the class will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Reading Comprehension Assessment 2.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answer for items reviewed on Reading Comprehension Assessment 2?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in module 2.
Engage | Build Vocabulary | 20 minutes
1. Remind students that knowing the definition of a root can help readers understand the meanings of new words. Direct students to the term hierarchy in the Glossary for Module 1, located in the Learn book. Invite a few students to identify the root and share the root’s definition. Reinforce the correct response: arch means “first” or “leader.”
2. Direct students to the Word Parts Web for arch, located in the Learn book. Instruct students to work with a partner to brainstorm words that contain the root arch and then add those words to their webs. Tell students to use glossaries and dictionaries as needed.
3. Invite a few students to share their words. Students may generate words such as these: archaeology, monarch, patriarch. Correct any misunderstandings or misapplied affixes.
4. Instruct students to choose two or three words on their web and quickly sketch an image to illustrate each word. Tell students to add their images underneath or next to the words they represent.
5. Invite a few students to share one of their images. Ask these questions:
What do you notice about the illustrations?
How do they relate to the meaning of arch?
6. Remind students that there are other ways to build their knowledge of vocabulary. Use Knowledge Cards to review terms and definitions introduced in previous lessons. Select terms for students to use in one of the following vocabulary activities.
• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct students to write a knowledge statement containing the term and then share it with a partner. Invite pairs to share with the class. Repeat the activity by choosing another card.
• Create a Web: Display a Knowledge Card and instruct students to generate a web of words and phrases in their journal to express the knowledge they have gained about that term.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.
LAND
3 minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students that they will continue to discuss what they have learned about how society influences a person’s future during the module finale lessons.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A MM.5.7 Vocabulary: MM.5.7.A, MM.5.7.A.d MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A
BU Build Understanding
BU.2.7 Discovery and Evidence
DM Develop Metacognition
DM.4.7 Reflection and Evaluation
Lesson 35
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this Know lesson, students declaim a fluency passage of their choice. They learn about the elements of declamation: articulation, demeanor, and artistic gestures. They examine the effects of these elements in a recitation and use this understanding to declaim a passage in front of a peer audience. During writing instruction, students brainstorm ideas for a character, as well as for exposition and setting. This prepares them to compose an original, first-person narrative set in medieval Europe.
A Prologue to lesson 35 is available for students who need additional support.
Learning Goals
Declaim a text.
LEARNING TASK: Declaim a fluency passage with attention to articulation, demeanor, and artistic gestures.
Plan the elements of an original first-person narrative.
LEARNING TASK: Complete the exposition, setting, and character sections of the Narrative Writing Planner for the End-of-Module Task.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare to Declaim a Fluency Passage
• Respond: Declaim a Fluency Passage
• Write: Prepare for the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• all module texts
• End-of-Module Task
STUDENTS
• all module texts
• Fluency Practice for Good Masters! Sweet Ladies!, passages 1 and 2 (Learn book, Fluency)
• Fluency Practice for Castle Diary (Learn book, Fluency)
• Fluency Practice for The Midwife’s Apprentice, passages 1 and 2 (Learn book, Fluency)
• Declamation Feedback Organizer for Module 1 (Learn book)
• Checklist for the End-of-Module Task (Learn book, Writing)
• journal
• Narrative Writing Planner for the End-of-Module Task (Learn book)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display all module texts.
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will review elements of declamation and declaim a text to demonstrate their understanding of the relationship between content and fluent reading.
LEARN
53 minutes
Read | Prepare to Declaim a Fluency Passage | 15 minutes
1. Tell students that they will declaim a fluency passage of their choosing.
Assess and activate prior knowledge by asking this question: What is declamation?
Reinforce the correct response: recitation of a written text, articulating words clearly with the audience in mind.
2. Remind students that declamation, from the Latin declamatio, is a form of public speaking that originated in ancient Rome. Explain that declaimers focus on articulation, demeanor, and artistic gestures to create an interpretation of the passage being declaimed.
Invite students to define articulation, demeanor, and artistic gestures. Reinforce the correct responses:
• articulation—careful emphasis on particular words to emphasize meaning, with all words pronounced correctly and audibly
• demeanor—the way a person presents themselves while reading (tone, facial expressions, eye contact, posture, etc.)
Arts & Letters does not require students to memorize fluency and declamation passages. Add a memorization component to the performance at your discretion.
3. Direct students to the foreword to Good Masters! Sweet Ladies! Explain that you will read aloud the portion of page viii from “This is a” to “own sweet will” three times and, in each reading, emphasize a different element of declamation through a nonexample.
Teacher Note
To enhance student engagement with the nonexamples of declamation, invite a few students to perform these declamation nonexamples.
4. Read aloud the passage quickly, so that the endings and beginnings of words blend together to emphasize the effects of articulation.
Ask this question:
How did my performance of this element of declamation affect your understanding of the passage?
Reinforce the correct response: Not articulating makes the content of the passage difficult to comprehend.
5. Read aloud the passage while slouching or making unexpected facial expressions to emphasize the effects of demeanor.
Ask this question:
How did my performance of this element of declamation affect your understanding of the passage?
Reinforce the correct response: Poor demeanor creates confusion between the content and performance.
6. Read aloud the passage while making unexpected or random body movements to emphasize the importance of artistic gestures.
Ask this question:
How did my performance of this element of declamation affect your understanding of the passage?
Reinforce the correct response: Irrelevant artistic gestures distract from what is being declaimed.
7. Think aloud to model how to annotate this passage for articulation.
Ask these questions:
What would you annotate to declaim with attention to demeanor?
What would you annotate to declaim with attention to artistic gestures?
Key Ideas
• demeanor: a serious tone for the informative clause “why the book exists”
• demeanor: a playful tone for the sentence “And you can skip it, if you’re in a hurry,” which seems to be a joking contradiction of the first paragraph
• artistic gestures: pointing to the clause “This is the part of the book” while you read it, because the pronoun this typically refers to a noun
8. Direct students to the following fluency passages, located in the Learn book:
• Fluency Practice for Good Masters! Sweet Ladies!, passage 1
• Fluency Practice for Good Masters! Sweet Ladies!, passage 2
• Fluency Practice for Castle Diary
• Fluency Practice for The Midwife’s Apprentice, passage 1
• Fluency Practice for The Midwife’s Apprentice, passage 2
Instruct students to choose one passage to declaim.
Language Support
To engage students with beginning English proficiency, invite them to declaim a passage in their home language, focusing feedback on the performative aspects of declamation.
Sample Think Aloud I see several challenging words in this passage. To prepare for declaiming, I will annotate “miniature,” “monologues,” and “dialogues” and practice pronouncing them accurately. That way, I can read aloud the whole passage with articulation.
9. Form groups of students working on the same fluency passage.
Instruct students to annotate their passage to prepare to declaim with attention to articulation, demeanor, and artistic gestures.
Respond | Declaim a Fluency Passage | 18 minutes
1. Form groups of five that include one student representing each fluency passage.
2. Direct students to the Declamation Feedback Organizer for Module 1, located in the Learn book.
Tell students that they will write feedback for each declaimer in their group by answering these questions:
• Does the declaimer clearly pronounce words?
• Do the declaimer’s tone and posture support the passage?
• Do the declaimer’s gestures support the passage?
3. Instruct students to declaim their chosen fluency passage to their group.
Differentiation Support
To help students prepare for the performance, provide time for students to practice reading the fluency passage independently before performing for their group.
Instruct students to write feedback as their peers declaim. Prompt them to share feedback with each declaimer after their performance.
4. Introduce the learning task. Instruct students to declaim a fluency passage with attention to articulation, demeanor, and artistic gestures.
Analyze Student Progress
Monitor: Do students demonstrate an accurate understanding of their chosen passage through the elements of declamation?
Offer Immediate Support: If students need additional support demonstrating the elements of declamation, model how to declaim a passage different from theirs and articulate how your declamation choices reflect your understanding.
Plan Future Practice: Students practice declaiming a text in module 4.
5. Ask this question:
How did declaiming your passage change or enhance your knowledge of the Middle Ages?
Write | Prepare for the End-of-Module Task | 20 minutes
1. Tell students that they will continue to share what they have learned about how society influences a person’s future by completing the End-of-Module Task over the next few lessons.
2. Display the End-of-Module Task. Choral Read the prompt: Write a first-person narrative from the point of view of an adolescent in medieval Europe who encounters someone from a different social class.
Ask this question:
What is this prompt asking you to do?
Key Ideas
• write a first-person narrative
• demonstrate knowledge of two social classes in medieval Europe
• demonstrate knowledge of how parentage affected a person’s profession and quality of life in medieval Europe
• demonstrate knowledge of how social class affected a person’s profession and quality of life in medieval Europe.
3. Emphasize that the task requires students to write a first-person narrative in which characters of different social statuses interact and to demonstrate their knowledge of social status, parentage, and professions during the Middle Ages.
4. Remind students that they have been building knowledge about social status, parentage, and professions in the Middle Ages throughout the module. Explain that the End-of-Module Task lets students synthesize what they have learned by writing an original narrative set in this time period.
Tell students that synthesizing, or combining, their ideas and textual evidence into a formal piece of writing is another part of research. Remind students that they have completed this and other steps in the research process multiple times in this and other levels.
5. Direct students to the Checklist for the End-of-Module Task, located in the Learn book. Instruct them to review the checklist, and answer any questions they may have.
6. Direct students to their journals. Instruct them to brainstorm ideas for an original character who lives in medieval Europe from whose perspective their narrative will be told. Ask these questions:
What is your character’s name?
How old are they?
What do they look like?
What kind of family do they come from?
Of the many characters in the module 1 texts, with whom would your character be friends?
With whom would they not be friends?
Where would your character belong on the Medieval Social Hierarchy Organizer? Why?
7. Instruct students to share their character with a partner. Prompt them to discuss these questions: Does this character sound interesting? What might make them more interesting?
Is there anything else about my character I could think about for my narrative?
8. Introduce the learning task. Direct students to the Narrative Writing Planner for the End-of-Module Task, located in the Learn book. Instruct them to complete the Characters and Setting boxes in the Exposition section.
Analyze Student Progress
Monitor: Do students include ideas for an original character that lives in medieval Europe on their narrative writing planner?
Offer Immediate Support: If students need additional support drafting a character who lives in medieval Europe, direct them to the Narrative Organizer for the Writing Model for Module 1, located in the Learn book, to use as an example.
Plan Future Practice: Students practice drafting a narrative for the End-of-Module task in lesson 36.
LAND
5 minutes
Synthesize Learning
1. Remind students of the Essential Question and that they have been answering this question in different ways throughout the module. Ask the Essential Question: How does society influence a person’s future?
2. Use responses to reinforce this Knowledge Thread:
• 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.
Teacher Note
As needed, prompt students to reflect on what they learned throughout the module by asking questions such as these:
• What did you learn about declaiming a passage?
• What did you learn about drafting an original narrative?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a, MM.12.7.A.c
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.H
CP.2.7 Planning: CP.2.7.A, CP.2.7.C, CP.2.7.D
CP.3.7 Content
CP.4.7 Structure: CP.4.7.A, CP.4.7.A.c
CP.5.7 Language: CP.5.7.B
CP.8.7 Presentation: CP.8.7.C
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.A
BU.2.7 Discovery and Evidence: BU.2.7.A
BU.3.7 Conversation and Collaboration: BU.3.7.F
BU.4.7 Expression
DF Develop Foundations
DF.5.7 Fluency: DF.5.7.A, DF.5.7.B
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.E
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 36
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students revisit the module texts to reflect on social status during the Middle Ages. They collect evidence about the relationship between hierarchy and what a medieval person could experience, which builds knowledge about how status affected opportunity during the Middle Ages. This work prepares students to use evidence from all module texts to discuss how an individual’s social status during the Middle Ages informed their experiences, including opportunities and limitations for their future lives during a Socratic seminar. During writing instruction, students review rising action and climax of a narrative arc for their End-of-Module Task.
Learning Goals
Reflect on the role of social status during the Middle Ages.
LEARNING TASK: During a Socratic seminar, share how society dictates a person’s future in the module 1 texts.
For the End-of-Module Task, write an original first-person narrative.
LEARNING TASK: For the End-of-Module Task, complete the Rising Action and Conflict sections of a first-person narrative on the Narrative Writing Planner for the End-of-Module Task.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss Module Knowledge
• Write: Prepare to Write a Narrative
LAND
Synthesize Learning
Materials
TEACHER
• all module texts
• Knowledge Cards: agency, hierarchy, privilege
• Talking Tool (Learn book, Writing)
• Module 1 Speaking and Listening Goal Tracker (digital platform)
STUDENTS
• all module texts
• journal
• End-of-Module Task (Learn book, Writing)
• Checklist for the End-of-Module Task (Learn book, Writing)
• Narrative Writing Planner for the End-of-Module Task (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display the discussion question and the Talking Tool for the Socratic seminar.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display all module texts. Remind students that a finale is a big performance at the end of a concert or show, when the performers put all their talents together. In this set of finale lessons, students will put all their knowledge together to discuss and write about the Essential Question.
2. Display and Choral Read the Essential Question: How does society influence a person’s future?
3. Reinforce that students thought deeply about the Essential Question as they read each module text. Explain that in this lesson students will discuss what they have learned about how society influenced a person’s future during the Middle Ages.
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Tell students that they will participate in a Socratic seminar to share the knowledge they have gained from the module texts. Explain that a Socratic seminar is a discussion in which every student shares what they think about an important question and uses evidence from the text to support their thinking. Tell students that whether they agree or disagree with another person’s position, they can deepen their knowledge of a topic by listening closely to all ideas.
Teacher Note
If time allows, tell students that the phrase Socratic seminar refers to the ancient Greek philosopher Socrates. Explain that Socrates loved to teach by asking his students challenging questions and discussing them together.
2. Display and choral read the discussion question: How did social status affect opportunity in the Middle Ages?
3. Tell students that they will prepare for the Socratic seminar by analyzing the discussion question and gathering evidence to support their ideas. Ask this question:
What are some examples of how social status influenced what a person could experience during the Middle Ages?
Use responses to emphasize that social status dictated all parts of an individual’s life during the Middle Ages, including what a person would learn, what profession they could enter, and how they could interact with others.
4. Display the Knowledge Cards for agency, hierarchy, and privilege, and direct attention to the images to spark students’ memory.
Invite a few students to define the terms in their own words. Reinforce the correct responses:
• agency a person’s ability to be responsible for their own actions or life events
• hierarchy—a system in which people or things are placed in a series of levels with different importance or status
• privilege a right or benefit given to some but not to others
5. Emphasize that by reading fictional accounts of medieval people in different hierarchical positions, students have learned about how social status influenced individual experience during the Middle Ages.
6. Form eight small groups. Assign each group a text selection:
• Group 1—Good Masters! Sweet Ladies!, foreword and pages 2–9
• Group 2—Good Masters! Sweet Ladies!, pages 38–81
• Group 3—Castle Diary, pages 7–53 from “This Journal, being” to “and kind cousin”
• Group 4—Castle Diary, pages 53–112 from “June 9th, Saturday” to “vanished for ever”
• Group 5—The Midwife’s Apprentice, introduction and chapters 1–5
• Group 6—The Midwife’s Apprentice, chapters 6–12
• Group 7—The Midwife’s Apprentice, chapters 13–17 and author’s note
• Group 8—Virgin and Child in Majesty, “A Brief History of Bloodletting,” “Apprenticeship,” and “Sumer Is Icumen In”
Instruct students to work with their group to annotate details about how society influenced a person’s future and discuss what they learn.
7. Invite students from each group to share what they learned.
Key Ideas
• Group 1: Taggot must tend to her horses rather than go to a feast, which demonstrates that social status determined what luxuries a person could or could not experience.
• Group 2: Jacob and Petronella can interact only across a river, which demonstrates that status determined whom a child might befriend.
• Group 3: Tobias gets to train as a knight because his father is noble, which demonstrates that social status determined what profession a person could enter.
• Group 4: David is tried for stealing food, which demonstrates that a person’s status determined what obstacles they would face.
• Group 5: Alyce starts out orphaned, homeless, and hungry, which demonstrates a person of low status typically had few resources.
• Group 6: Alyce realizes she valued the connection she had with Edward, which demonstrates that an individual often relied on the support of their community.
• Group 7: Alyce creates a new role for herself by becoming Jane’s apprentice, which demonstrates that apprenticeship provided individuals a way to change their social status.
• Group 8: Medical procedures, apprenticeships, and celebrations were all opportunities for health, growth, and community that were afforded to some during the Middle Ages.
Respond | Discuss Module Knowledge | 20 minutes
1. Remind students of the five speaking and listening goals they have practiced during the module:
• Follow discussion norms.
• Speak at a volume and rate others can understand.
• Set goals to improve discussions.
• Elaborate on the evidence you use to make clear connections and explain its significance.
• Ask questions that require detailed responses from others.
2. Tell students that they will continue to practice these goals in their discussion. Display the Talking Tool, and encourage students to use the sentence frames as needed during the discussion.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals. Focus on monitoring the progress of students who have not yet met the speaking and listening goals for the module.
3. Introduce the learning task. If possible, arrange students into a circle. Instruct them to bring their journals and module texts. Begin the discussion by asking these questions:
What is the relationship between social status and what a person could experience during the Middle Ages?
Was agency always limited by the hierarchy of the Middle Ages?
Language Support
To support engagement in the Socratic seminar, direct students to the Talking Tool, located in the Learn book, and encourage them to use the sentence frames.
Teacher Note
Though the learning task focuses on students’ understanding of the content, it also provides students an opportunity to practice their oral language skills.
Conclude the Socratic seminar by asking this question:
How did medieval society influence a person’s future?
Analyze Student Progress
Monitor: Do students use the terms agency, hierarchy, and privilege?
Offer Immediate Support: If students need additional support using these terms, remind them of the definitions.
Plan Future Practice: Students practice participating in class discussions in module 2.
4. Invite students to reflect on the discussion by asking this question:
How has someone caused you to think differently about agency in the Middle Ages?
5. Tell students that they will engage in a Socratic seminar at the end of each module.
Write | Prepare to Write a Narrative | 15 minutes
1. Direct students to the End-of-Module Task and the Checklist for the End-of-Module Task, located in the Learn book.
Instruct students to read the checklist and identify any questions they have about the learning task and its requirements. Answer questions that arise.
2. Remind students that their End-of-Module Task narratives must include rising action and a climax.
Invite a few students to define rising action and climax. Reinforce the correct responses:
• rising action—the events that follow and complicate the exposition and eventually lead to the story’s climax
• climax the point in a story at which characters either face or solve their most important problem
Invite a few students to describe the rising action and climax of a module text or another narrative they know.
3. Direct students to the Narrative Writing Planner for the End-of-Module Task, located in the Learn book. Instruct students to use their planner to draft the rising action and conflict that could lead to the climax for their narrative.
Ask these questions:
What are your character’s internal and external conflicts?
How does the tension of these conflicts increase?
What would be your character’s most significant confrontation with these conflicts?
Differentiation Support
To ensure that students prepare a strong narrative for the End-of-Module Task, strategically pair them, and instruct them to provide feedback about their partners’ narrative entries.
Teacher Note
Explain that a character’s most significant confrontation with a conflict forms the narrative’s climax, not its rising action. Tell students that knowing what the narrative’s climax will be helps in writing action that rises toward it.
4. Introduce the learning task. For the End-of-Module Task, instruct students to complete the Rising Action and Conflict sections of their first-person narratives on their Narrative Writing Planner for the End-of-Module Task.
Analyze Student Progress
Monitor: Do students include ideas on their narrative writing planner that are relevant to a rising action and conflict for a medieval character?
Offer Immediate Support: If students need additional support writing the rising action and conflict for their first-person narratives, direct them to the Writing Model for Module 1 for an example of a short narrative that includes rising action and conflict set in the Middle Ages.
Plan Future Practice: Students continue drafting a narrative for the End-of-Module Task in lesson 37.
5. Tell students that they will share their completed narratives in lesson 39.
LAND 5
minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn by discussing how society influenced a person’s future during the Middle Ages?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from listening to your classmates’ ideas?
• How did the speaking and listening goals help you participate in the discussion?
2. Encourage students to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: MM.1.7.A, MM.1.7.B
MM.2.7 Theme and Central Idea: MM.2.7.B, MM.2.7.C, MM.2.7.D, MM.2.7.E MM.12.7 Complexity, Diversity, and Genre: MM.12.7.A, MM.12.7.A.a, MM.12.7.A.c, MM.12.7.B, MM.12.7.B.b, MM.12.7.C, MM.12.7.C.b, MM.12.7.C.c
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.H
CP.2.7 Planning: CP.2.7.D
CP.3.7 Content
CP.4.7 Structure: CP.4.7.B, CP.4.7.B.d
CP.5.7 Language: CP.5.7.B
CP.8.7 Presentation: CP.8.7.A, CP.8.7.B
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.A, BU.1.7.E
BU.2.7 Discovery and Evidence: BU.2.7.A, BU.2.7.C
BU.3.7 Conversation and Collaboration: BU.3.7.A, BU.3.7.B, BU.3.7.C, BU.3.7.D, BU.3.7.E
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.E
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 37
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students draft a narrative by using the Narrative Writing Planner. This work prepares students to complete a narrative for the End-of-Module Task.
Learning Goal
For the End-of-Module Task, prepare a narrative.
LEARNING TASK: For the End-of-Module Task, draft the narrative.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Prepare for the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• all module texts
STUDENTS
• Narrative Writing Planner for the End-of-Module Task (Learn book, Writing)
• End-of-Module Task (Learn book, Writing)
• Checklist for the End-of-Module Task (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display Good Masters! Sweet Ladies!, Castle Diary, and The Midwife’s Apprentice.
2. Display and Choral Read the Essential Question: How does society influence a person’s future?
3. Tell students that they will plan their narratives for the End-of-Module Task.
LEARN
53 minutes
Write | Prepare for the End-of-Module Task | 53 minutes
1. Direct students to the Narrative Writing Planner for the End-of-Module Task, located in the Learn book.
Tell students that today they will complete their narratives.
2. Direct students to the End-of-Module Task and the Checklist for the End-of-Module Task, located in the Learn book. Instruct students to review the task requirements. Answer any questions that arise.
3. Remind students that their End-of-Module Task narratives must include a climax, falling action, and resolution.
Invite students to share what they remember about climax, falling action, and resolution.
As students share, reinforce the correct definitions: Climax means “the point in a story at which characters face their most important problem”; falling action means “events that occur after a story’s climax and before the ending”; resolution means “the point in a story at which the main conflict is solved or ended.”
Invite a few students to share the climax, falling action, or resolution of a module text.
4. To help students complete the Narrative Writing Planner for the End-of-Module Task, ask these questions:
What is the final and most important conflict that your main character will face?
After they face this conflict in the climax, what is left for your main character to wrap up?
How is your character’s main problem solved at the end of your narrative?
Differentiation Support
To ensure that students have a strong narrative prepared, instruct them to work with a partner to review their narratives and provide feedback.
5. Introduce the learning task. Instruct students to complete the Narrative Writing Planner for the End-of-Module Task.
Analyze Student Progress
Monitor: Do students include an ending that connects to the first parts of their narrative?
Offer Immediate Support: If students need additional support completing their narratives, direct them to the writing model as an example of a short narrative that includes all five narrative elements.
Plan Future Practice: Students continue drafting a narrative for the End-of-Module Task in lesson 38.
6. Tell students that they will share their completed narratives in lesson 39.
LAND 5 minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn to do during this module?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn to do as a reader?
• What did you learn to do as a writer?
2. Encourage students to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.7 Genre: CP.1.7.C, CP.1.7.H
CP.2.7 Planning: CP.2.7.D
CP.3.7 Content
CP.4.7 Structure: CP.4.7.B, CP.4.7.B.d, CP.4.7.C
CP.5.7 Language: CP.5.7.B
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.A
BU.2.7 Discovery and Evidence
BU.4.7 Expression
DM Develop Metacognition
DM.1.7 Content Stages: DM.1.7.E
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Lesson 38
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students write a narrative from the perspective of an adolescent in medieval Europe who encounters someone from a different social class. Students use the Narrative Writing Planner for the End-of-Module Task and the Checklist for the End-of-Module Task to guide their work as they complete their drafts.
Learning Goal
For the End-of-Module Task, write a narrative.
LEARNING TASK: For the End-of-Module Task, write a narrative from the perspective of an adolescent in medieval Europe who encounters someone from a different social class.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Write a Narrative
LAND
Synthesize Learning
Materials
TEACHER
• all module texts
STUDENTS
• End-of-Module Task (Learn book, Writing)
• Checklist for the End-of-Module Task (Learn book, Writing)
• Narrative Writing Planner for the End-of-Module Task (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display Good Masters! Sweet Ladies!, Castle Diary, and The Midwife’s Apprentice.
2. Display and Choral Read the Essential Question: How does society influence a person’s future?
3. Tell students that they will write their narratives for the End-of-Module Task.
LEARN
53 minutes
Write| Write a Narrative | 53 minutes
1. Direct students to the End-of-Module Task and the Checklist for the End-of-Module Task, located in the Learn book.
Instruct students to review the checklist and identify any questions they have about the prompt or its requirements. Answer questions that arise.
2. Direct students to the Narrative Writing Planner for the End-of-Module Task, located in the Learn book. Encourage students to consult the checklist and their narrative planners as they expand their drafts into full narratives for the End-of-Module Task.
3. Introduce the learning task. Instruct students to write their narrative for the End-of-Module Task. Remind students that a complete narrative includes an exposition, rising action, climax, falling action, and resolution.
Analyze Student Progress
Monitor: Do students include each of the five narrative elements in their writing?
Offer Immediate Support: If students need additional support writing a complete narrative, direct them to the writing model as an example of a short narrative that includes all five narrative elements.
Plan Future Practice: Students practice revising a written response in module 2.
4. Instruct students to pause their work and to exchange drafts with a partner. Instruct students to tell their partners one challenge they are facing in writing their narratives. Tell students to keep their partners’ challenges in mind as they read their partners’ in-progress drafts so they can provide targeted feedback.
Language Support
To help students engage in peer feedback, if possible, pair students who speak the same home language, and instruct them to discuss writing goals and challenges.
Teacher Note
Allow no more than 10 minutes for this step. Students should spend the majority of the available class time drafting their narratives. Additionally, this step may be omitted if time does not permit.
5. Tell students that they will share their completed narratives in lesson 39.
LAND 5 minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of the following questions to help students articulate the knowledge they built during the lesson:
What important knowledge did you express in your writing?
What helped you communicate your ideas in writing?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn to do as a reader?
• What did you learn to do as a writer?
2. Encourage students to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Essential Question | How does society influence a person’s future?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students share and peer review narratives. Students then revise and submit the final draft of the End-of-Module Task.
Learning Goal
For the End-of-Module Task, revise a narrative.
LEARNING TASK: For the End-of-Module Task, revise a narrative from the perspective of an adolescent in medieval Europe who encounters someone from a different social class.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Revise the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• all module texts
STUDENTS
• Checklist for the End-of-Module Task (Learn book, Writing)
• End-of-Module Task (Learn book, Writing)
• journal
• Read Aloud Organizer for the End-of-Module Task (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display Good Masters! Sweet Ladies!, Castle Diary, and The Midwife’s Apprentice.
2. Display and Choral Read the Essential Question: How does society influence a person’s future?
3. Tell students that they will share their End-of-Module Tasks in groups and use peer feedback and the Checklist for the End-of-Module Task to make final revisions to their narratives.
LEARN
53 minutes
Write | Revise the End-of-Module Task | 53 minutes
1. Direct students to the Checklist for the End-of-Module Task and the End-of-Module Task, located in the Learn book.
2. Instruct students to use the checklist to review the draft of their End-of-Module Tasks.
3. Direct students to their journals, and instruct them to respond to these prompts:
Identify one area of your draft that you are proud of. Explain why.
Identify one area of your draft that you think needs revision. Explain why.
Differentiation Support
To help students identify an area of their narrative that could benefit from revision, ask these questions:
• Is there a place in your draft where a narrative element could use more detail?
• Is there a place where a reader may need more information about one or more of the characters?
• Is there a place where transition words or phrases would support cohesion?
Differentiation Challenge
To encourage students to further develop their narratives, instruct them to consider whether they can experiment with their narratives in certain places. Ask these questions:
• Is there a place in the narrative where you can elaborate on the internal and external conflicts of one or more of the characters?
• Is there a place in the narrative where you can vary the form of writing from prose to verse?
• Is there a place in the narrative where you can include a character from one of the module texts?
4. Explain that students will celebrate their work by reading their narratives in small groups.
Direct students to the Read Aloud Organizer for the End-of-Module Task, located in the Learn book. Explain that students will use this organizer to write feedback as their peers read aloud their original narratives.
5. Form small groups. Instruct students to take turns presenting their work by using the following steps:
• A student-writer shares one aspect of their draft that they are proud of and one area that they think needs revision.
• Next, the writer reads aloud their draft.
• Group members listen for the aspects of the story that the writer identified: what the writer is proud of and what the writer needs to revise.
• Group members note feedback on their Read Aloud Organizer for the End-of-Module Task. Encourage students to consider the aspects of the narrative that the writer identified as they note feedback.
• Finally, group members share feedback.
Teacher Note
Remind students of the fluency practice they completed during module 1. Encourage students to read aloud their drafts with attention to accuracy, phrasing, expression, and rate.
6. Tell students that they will submit their End-of-Module Tasks at the end of class.
Teacher Note
At the start of this lesson, students will be at different phases in completing their End-of-Module Task. Some students may require additional time to complete the learning task from the previous lesson. Take into account your students’ progress toward completion, and adjust the timing of this lesson as needed.
7. Introduce the learning task. Instruct students to use peer feedback and the Checklist for the End-of-Module Task to revise their narratives for submission.
Analyze Student Progress
Following the completion of the End-of-Module Task, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
LAND
5 minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of this question: Now that we’ve studied the Middle Ages, what are you interested in learning more about?
Teacher Note
As needed, prompt students to reflect on the questions in their Notice and Wonder Checklists and Charts from the module, located in the Learn book.
Essential Question | How does society influence a person’s future?
OVERVIEW
Preview
In this closing Bookend lesson, students reflect on the module topic and Essential Question. Students share what they learned about the Middle Ages. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a social hierarchy chart about a fictional society, experience a guest speaker, discuss a book about the Middle Ages, or engage in a teacher-created experience.
Learning Goals
• Share knowledge gained from the module about the Middle Ages.
• Reflect on the module topic.
Read the Essential Question LEARN
• Share: Discuss New Knowledge
• Engage: Create, Experience, or Read
LAND Revisit the Essential Question
Vocabulary
none
Materials and Preparation
• Prepare materials for the selected activity in the Engage section.
• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today is the final day of the first module.
2. Display and Choral Read the Essential Question: How does society influence a person’s future?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, languages, and experiences.
LEARN 53 minutes
Share | Discuss New Knowledge | 8 minutes
1. Tell students that they will share what they have learned about the module topic. Instruct students to Think–Pair–Share to answer the following questions:
What did you learn about the Middle Ages that you did not know before?
Which text or work of art in this module is most important to you? Why?
What did you learn about agency that you might apply to your own life?
Engage | Create, Experience, or Read | 45 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create Fictional Social Hierarchies
1. Tell students that they will create a social hierarchy chart for a television show, movie, or book of their choice.
Explain that social hierarchies exist outside of medieval Europe. For example, a business organization may have a social hierarchy among employees.
Tell students to think of a television show, movie, or book that they enjoy that includes a social hierarchy. Provide students with materials to draw a social hierarchy chart in whatever manner best suits the show, movie, or book they have chosen.
Instruct students to answer the following questions on their social hierarchy charts for their chosen television show, movie, or book:
How does the social hierarchy in your chosen television show, movie, or book affect the plot?
How might changing this social hierarchy affect the plot?
Teacher Note
Consider providing several examples of television shows, movies, or books that interest your students and contain social hierarchies.
2. Lead students in a Gallery Walk to view one another’s presentations.
3. Close the Gallery Walk by inviting students to share their reflections on how social hierarchies from certain television shows, movies, and books compare to the social hierarchy of the Middle Ages.
Option 2 | Experience a Guest Speaker
1. Invite a guest speaker to your classroom, either virtually or in person, to share their experiences demonstrating agency to overcome the challenges of a social hierarchy.
Teacher Note
Possible speakers could include someone who was the first person in their family to go to college or someone engaging in advocacy work for a local community organization.
2. After listening to the guest speaker, direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
How is today’s social hierarchy similar to and different from that of the Middle Ages?
Option 3 | Discuss a Book About the Middle Ages
1. Instruct students who chose the same volume of reading text to form groups.
2. Facilitate group discussions about the knowledge students gained from their selected text.
LAND 5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option from the Engage section, to initiate the discussion:
• Option 1—How do social hierarchies exist in and affect societies outside of the Middle Ages?
• Option 2—How has the social hierarchy we experience today changed from that of the Middle Ages?
• Option 3—What knowledge did you build from reading the volume of reading text about the Middle Ages?
2. Reinforce that students have built a lot of knowledge about the Middle Ages. Encourage students to continue seeking knowledge about the Middle Ages.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.7 Inquiry and Credibility: BU.1.7.C
BU.2.7 Discovery and Evidence
BU.4.7 Expression
DM Develop Metacognition
DM.3.7 Schema Building
DM.4.7 Reflection and Evaluation
Achievement Descriptors
Below is a list of the Achievement Descriptors by code and number. The following pages include a list of the specific grade-level Achievement Descriptors addressed in this module.
ACHIEVEMENT DESCRIPTOR NUMBERS BY STRAND
MM Make Meaning from Texts
MM.1 Comprehension and Evidence
MM.2 Theme and Central Idea
MM.3 Summary
MM.4 Individuals, Events, and Ideas
MM.5 Vocabulary
MM.6 Diction
MM.7 Structure
MM.8 Point of View, Perspective, and Purpose
MM.9 Media
MM.10 Argument
MM.11 Connections
MM.12 Complexity, Diversity, and Genre
CP Compose and Present Content
CP.1 Genre
CP.2 Planning
CP.3 Content
CP.4 Structure
CP.5 Language
CP.6 Revision
CP.7 Editing
CP.8 Presentation
BU
Build Understanding
BU.1 Inquiry and Credibility
BU.2 Discovery and Evidence
BU.3 Conversation and Collaboration
BU.4 Expression
DF Develop Foundations
DF.1 Print Concepts
DF.2 Phonemic Awareness
DF.3 Phonics and Spelling
DF.4 High-Frequency and Irregularly Spelled Words
DF.5 Fluency
DF.6 Foundational Writing
DF.7 Capitalization
DF.8 Punctuation
DF.9 Nouns and Pronouns
DF.10 Verbs
DF.11 Adjectives and Adverbs
DF.12 Prepositions
DF.13 Sentence Construction
DM Develop Metacognition
DM.1 Content Stages
DM.2 Comprehension Monitoring
DM.3 Schema Building
DM.4 Reflection and Evaluation
ACHIEVEMENT DESCRIPTORS IN MODULE 1
MM Make Meaning from Texts
MM.1.7 Comprehension and Evidence: Read, listen, or observe closely to comprehend a grade-level text, determining what it says explicitly, making logical inferences, and supporting observations, questions, and conclusions with textual evidence.
MM.1.7.A: Cite multiple pieces of textual evidence to support analysis of a literary text.
MM.1.7.B: Cite multiple pieces of textual evidence to support analysis of an informational text.
MM.2.7 Theme and Central Idea: Identify the themes and central ideas of a text and analyze their development.
MM.2.7.A: Determine a theme of a literary text.
MM.2.7.B: Determine a central idea of a literary text.
MM.2.7.C: Analyze the development of a theme or central idea in a literary text.
MM.2.7.D: Determine two or more central ideas of an informational text.
MM.2.7.E: Analyze the development of two or more central ideas in an informational text.
MM.3.7 Summary: Summarize a text, including its key ideas and details.
MM.3.7.A: Summarize a literary text objectively.
MM.3.7.B: Summarize an informational text objectively.
MM.4.7 Individuals, Events, and Ideas: Explain how and why key individuals, events, and ideas of a text develop, relate, and interact.
MM.4.7.A: Analyze how particular narrative elements interact and shape the plot in a literary text.
MM.4.7.B: Analyze how individuals, events, and ideas interact and influence each other in an informational text.
MM.5.7 Vocabulary: Determine the literal, connotative, and figurative meanings of words and phrases.
MM.5.7.A: Determine the literal meaning of unknown and technical words and phrases.
MM.5.7.A.a: Determine the literal meaning of unknown words and phrases as they are used in a literary text.
MM.5.7.A.b: Determine the literal meaning of unknown words and phrases as they are used in an informational text.
MM.5.7.A.c: Use context (e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) as a clue to meaning.
MM.5.7.A.d: Use common grade-level Greek and Latin affixes and roots as clues to meaning.
MM.5.7.A.e: Consult reference materials to determine, clarify, or verify pronunciation, part of speech, or precise meaning.
MM.5.7.B: Determine the connotative and figurative meanings of words and phrases.
MM.5.7.B.a: Determine the connotative and figurative meanings of words and phrases as they are used in a literary text.
MM.5.7.B.b: Determine the connotative and figurative meanings of words and phrases as they are used in an informational text.
MM.5.7.C: Apply vocabulary knowledge to determine when a word or phrase is important to comprehension.
MM.7.7 Structure: Explain a text’s structure, including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the whole.
MM.7.7.A: Analyze how a literary text’s overall form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
MM.8.7 Point Of View, Perspective, and Purpose: Explain how the point of view, perspective, and purpose of a text shape its content and style.
MM.8.7.A: Determine the narrative point of view of a text (e.g., first person, second person, third person).
MM.8.7.B: Analyze how an author contrasts different narrators’, characters’, or speakers’ points of view (perspectives) in a literary text.
MM.9.7 Media: Analyze and evaluate how diverse media develop meaning, present information, and represent content within a text or across texts.
MM.9.7.C: Explain how ideas presented in various media formats clarify a topic, text, or issue under study.
MM.11.7 Connections: Analyze multiple texts that address similar themes or topics to build knowledge or to compare the authors’ approaches.
MM.12.7 Complexity, Diversity, and Genre: Read and comprehend texts of appropriate grade-level complexity across diverse cultures and multiple genres.
MM.12.7.A: Literary
MM.12.7.A.a: Stories
MM.12.7.A.c: Drama
MM.12.7.B: Informational
MM.12.7.B.b: Informational
MM.12.7.C: Non-print
MM.12.7.C.b: Visual art
MM.12.7.C.c: Digital or multimedia
CP Compose and Present Content
CP.1.7 Genre: Compose texts in a variety of genres over various timeframes.
CP.1.7.C: Narrative
CP.1.7.H: Over a period of time
CP.1.7.I: In a single session
CP.2.7 Planning: Plan texts to respond to discipline-specific tasks for a variety of audiences and purposes.
CP.2.7.A: Unpack the task demands, purpose, and audience.
CP.2.7.B: Analyze a model to identify traits of an effectively written response.
CP.2.7.C: Brainstorm ideas, arguments, topics, events, or experiences to suit the task, purpose, and audience.
CP.2.7.D: Plan a response by gathering and organizing ideas, details, and information from texts or experience.
CP.3.7 Content: Develop ideas and describe experiences using details and evidence appropriate to the task, purpose, and audience.
CP.3.7.A: Develop the content of the text.
CP.3.7.A.c: Develop events and characters using techniques including dialogue, description, and pacing.
CP.3.7.A.f: Quote or paraphrase source evidence, data, and information while avoiding plagiarism.
CP.4.7 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
CP.4.7.A: Develop an introduction.
CP.4.7.A.c: Introduce a narrator or characters, the point of view, and context within which action occurs.
CP.4.7.B: Organize the content and create cohesion.
CP.4.7.B.d: Organize a sequence of events that unfolds naturally and logically.
CP.4.7.B.e: Use appropriate and varied transitional words, phrases, and clauses to create a clear sequence of events and to signal shifts from one timeframe or setting to another.
CP.4.7.C: Provide a conclusion that follows from and supports the content of the text.
CP.5.7 Language: Convey content with precise language appropriate to the task, purpose, and audience.
CP.5.7.B: Use with accuracy a variety of words and phrases, including academic and domain-specific words.
CP.5.7.D: Use sensory language, precise words and phrases, and relevant descriptive details to convey experiences and events.
CP.5.7.F: Choose words and phrases that express ideas concisely to avoid wordiness and redundancy.
CP.6.7 Revision: With some support, strengthen texts by revising, rewriting, or trying a new approach.
CP.7.7 Editing: Edit texts for conventions of academic English as appropriate to the task, purpose, and audience and for research style, including standard citation format. (Refer to Develop Foundations strand for grade-level language expectations.)
CP.8.7 Presentation: Present or perform effectively, adapting speech so that listeners can hear, understand, and appreciate what is being conveyed.
CP.8.7.A: Use appropriate eye contact, adequate volume, and clear pronunciation.
CP.8.7.B: Adapt speech to various contexts and tasks.
CP.8.7.C: Perform a declamation with clear articulation, proper demeanor, and an artful manner.
BU Build Understanding
BU.1.7 Inquiry and Credibility: Conduct inquiry-based research and determine the relevance, credibility, and accuracy of sources.
BU.1.7.A: Conduct short research projects, synthesizing information to answer a question.
BU.1.7.C: Use search terms effectively to refine research.
BU.1.7.E: Select information from multiple print and digital sources or experience.
BU.2.7 Discovery and Evidence: Use core practices to process textual evidence and information to support analysis, reflection, and research.
BU.2.7.A: Annotate a text to build understanding.
BU.2.7.B: Take notes, including quoting and paraphrasing.
BU.2.7.C: Prepare for discussions and collaborations by reading or researching the material under study.
BU.3.7 Conversation and Collaboration: Engage effectively in discussions and collaborations with diverse partners, expressing ideas clearly.
BU.3.7.A: Draw upon preparation during collaborative discussion to provide evidence for, to probe, and to reflect on ideas.
BU.3.7.B: Follow rules for discussions and participate in taking collective responsibility for tracking progress toward specific goals and deadlines and for defining roles as needed.
BU.3.7.C: Ask questions that require detailed responses.
BU.3.7.D: Respond to questions and comments with relevant ideas that keep the discussion on topic.
BU.3.7.E: Acknowledge new information expressed by others and when appropriate modify one’s own ideas or opinions based on the new information when appropriate.
BU.3.7.F: Engage in peer review.
BU.4.7 Expression: Write, draw, act out, or speak to respond, to build knowledge, and to demonstrate understanding of a concept, topic, task, or text.
DF Develop Foundations
DF.3.7 Phonics and Spelling: Know and apply grade-level phonics and word analysis skills to decode and encode words.
DF.3.7.A: Spell correctly.
DF.5.7 Fluency: Read grade-level texts with sufficient accuracy, phrasing, expression, and rate to support comprehension.
DF.5.7.A: Read with purpose and understanding.
DF.5.7.B: Read aloud with accuracy and appropriate phrasing, expression, and rate on successive readings.
DF.8.7 Punctuation: Use punctuation, following the conventions of academic English when writing.
DF.8.7.A: Use a comma to separate coordinate adjectives.
DF.13.7 Sentence Construction: Produce, expand, and rearrange complete sentences for meaning, interest, and style when writing or speaking.
DF.13.7.B: Explain the general function of phrases and clauses and their function in particular sentences.
DF.13.7.C: Place phrases and clauses correctly within a sentence, recognizing and correcting misplaced and dangling modifiers.
DM Develop Metacognition
DM.1.7 Content Stages: Engage in deep reading through a predictable, structured progression of questions via the five Content Stages.
DM.1.7.A: Wonder
DM.1.7.B: Organize
DM.1.7.C: Reveal
DM.1.7.D: Distill
DM.1.7.E: Know
DM.2.7 Comprehension Monitoring: Monitor understanding of a text during and after reading.
DM.3.7 Schema Building: Connect new and existing knowledge to expand and revise understanding of a topic.
DM.4.7 Reflection and Evaluation: Reflect on and assess cognitive processes and performance for engaging in a task or reaching criteria for success, including making a plan for improvement.
Vocabulary
agency (n.)
a person’s ability to be responsible for their own actions or life events
lesson 1
apprentice (n.)
a person who learns a job or skill by working for a fixed period of time for someone who is very good at that job or skill
lesson 9
discredit (v.)
to cause to seem dishonest or untrue
lesson 18
expectation (n.)
a belief that something will happen or is likely to happen
lesson 27
hierarchy (n.)
a system in which people or things are placed in a series of levels with different importance or status
lesson 3
external conflict
a problem or struggle between a character and an outside force
lesson 27
bloodletting (n.)
the former practice of taking blood out of the bodies of sick people to heal them
lesson 18
cross-contour lines
a series of parallel lines drawn across an object’s surface that show the object’s form and the way its surface curves
lesson 4
foreword (n.)
a section at the beginning of a book that introduces the book and is usually written by someone other than the book’s author
lesson 2
internal conflict
a problem or struggle between a character and their own thoughts or actions
lesson 27
manor (n.)
in the Middle Ages, an estate under a lord who controls the land and the people living on it
lesson 3
medieval (adj.)
of or relating to the Middle Ages, the period of European history from about 500 CE to 1500 CE
lesson 2
midwife (n.)
a person (usually a woman) who helps a woman when she is giving birth to a child
lesson 23
monologue (n.)
a long speech given by a character or a performer
lesson 2
omniscient (adj.)
1. knowing everything
2. having unlimited understanding or knowledge
lesson 26
originate (v.)
to begin to exist; to be produced or created
lesson 18
parentage (n.)
a person’s parents; used especially to describe the origins or social status of someone’s parents
lesson 4
peasant (n.)
a poor farmer or farm worker who has a low social status—used especially to refer to poor people who lived in Europe in the past
lesson 4
perspective (n.)
the way a character thinks about or understands something
lesson 7
poach (v.)
to catch or kill an animal illegally
lesson 19 point of view the perspective from which a story is told
lesson 6
privilege (n.)
a right or benefit given to some people but not to others
lesson 20
proportion (n.)
the relative size and scale of the different elements in an artwork
lesson 5
prose (n.)
1. writing that is not poetry
2. ordinary writing
lesson 10
scale (n.)
the size an artist makes a work of art and the components within it
lesson 5
status (n.)
the position or rank of someone or something when compared to others in a society, organization, group, etc.
lesson 3
theme (n.)
a universal idea or message conveyed by a text
lesson 11
verse (n.)
1. writing in which words are arranged in a rhythmic pattern
2. poetry lesson 10
About the Images
The Middle Ages, or the medieval period, took place between the Roman Empire’s fall in the fifth century and the beginning of the Renaissance in the fifteenth century. With the demise of a centralized Roman government, societal infrastructure collapsed, forcing Europeans to find their own way in education, security, and economic stability. This module’s images depict what life was like in the Middle Ages by using medieval art and design. These module images help guide students in answering the Essential Question: How does society influence a person’s future?
Since many medieval people could not read, the brightly colored images of illuminated manuscripts recorded information and relayed stories. Image 1 shows a detail from the Morgan Bible, a medieval illuminated manuscript portraying events from the Hebrew Bible.
Image 2 is a rubbing of a broken brass pediment and two finials. Common in architecture of the Middle Ages, a pediment made with this triangular design would traditionally reside on the upper front face of a building or above a door or a window. Finials, minaret-like ornaments, were commonly spotted on top of cathedral roofs in medieval Europe.
Image 3, a fourteenth-century stained glass window, captures a medieval knight in his armor. Although stained glass originated in ancient Rome, the art form gained widespread popularity in twelfth-century Europe by inspiring awe and introducing a narrative quality on massive cathedral windows.
Image 4 displays a segment of the Bayeux Tapestry, a massive textile that illustrates the story of England’s conquest by William, Duke of Normandy, in 1066. The conquest’s events unfold on embroidered cloth reaching nearly two hundred thirty feet.
Image 1. Manoah and Wife, Leaf 14 of The Morgan Bible, ca. 1250, Morgan Library and Museum, New York
Image 2. A 1922 rubbing of brass segments owned by Peter de Lacy, ca. 1375, Victoria and Albert Museum, London
Image 3. Stained glass figure of a knight, ca. fourteenth-century, Castle Arce, Norfolk, England
“Apprenticeship.” Britannica Kids, Encyclopedia 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.
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.
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.
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, Gift of J. Pierpont Morgan, 1916, Courtesy of the Metropolitan Museum of Art; page 1, Image Courtesy of Victoria and Albert Museum, Chronicle/Alamy Stock Photo; page 2, The Print Collector/ Alamy Stock Photo, North Wind Picture Archives/Alamy Stock Photo; page 3, British Library, London. Aldobrandino of Siena: Li Livres dou Santé. France, late 13th century. Scanned from Maggie Black’s The Medieval Cookbook; page 4, (clockwise from top left) Cushman, Karen. The Midwife’s Apprentice. Clarion Books, 2019, Jack Frog/Alamy Stock Photo, cenap refik ongan/Shutterstock.com, Nail Bikbaev/ Shutterstock.com, Schlitz, Laura Amy, and Robert Byrd. Good Masters! Sweet
Acknowledgments
Karen Aleo, Trevor Barnes, Anthony Bautista Ramil, Allie Beman, 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, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Goyette, Great Minds History Team, Lorraine Griffith, Tamara Griffith, Shelley Hampe, Elizabeth Haydel, Robin Hegner, Sarah Henchey, Liz Henkel-Lorenz, Patricia Huerster, Sara Hunt, Holli Jessee, Mica Jochim, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, 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, Dr. Elizabeth Patterson, Kelly Pau, Sierra Penrod, Katie Pierson, Eden Plantz, Lauren Ramsden, Natalie Rebentisch, Rachel Richards, Christina Rodriguez, Rachel Rood, Rachel Rooney, Miguel Salcedo, Tressa Sanders, Lori Sappington, Amy Schoon, Carolyn Scott, Danae Smith, Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Kati Valle, Terra Vetter, Tysha Vulcain-Murrell, Kara Waite, Katie Waters, Dr. Heather Waymouth, Sarah Webb, Erika Wentworth, Ashley Williams, Nicole Williams, Margaret Wilson, Eleanor Wolf
Ladies! Voices from a Medieval Village, Candlewick, 2011, Platt, Richard, and Chris Riddell. Castle Diary: The Journal of Tobias Burgess, Page. Candlewick, 2003; page 5, 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; page 6, North Wind Picture Archives/Alamy Stock Photo; page 17, Courtesy of the British Library; page 25, Master of the Codex Manesse (Additional Painter I) (fl. circa 1305–circa 1340); page 55, The Print Collector/Alamy Stock Photo; page 113, Scanned from Maggie Black’s “Den medeltida kokboken,” Swedish translation of The Medieval Cookbook. The Bodleian Library, Oxford; page 233, Chronicle/Alamy Stock Photo; page 265, North Wind Picture Archives/Alamy Stock Photo.
All other images are the 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, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Charmaine Whitman, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe
MORE MEANINGFUL ENGLISH
Knowledge rich. Students build enduring knowledge about important topics in history, science, and more.
Great books. Students enjoy award-winning books by authors from around the world.
Artful. Examining fine art invites all students into the conversation.
Engaging. Unique inquiry routines draw every student into every text.
For everyone. Built-in supports help each student, including multilingual learners and those with dyslexia, meet their full potential.
GRADE 7 MODULES
Module 1 | The Middle Ages
Module 2 | Navajo Code Talkers
Module 3 | Rise and Fall
Module 4 | Fever
ISBN 979-8-88811-224-3
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
