Grade 7 | Wit & Wisdom Prologue Supplemental Lessons

7 GRADE

Grade 7 Modules 1–4

1. Identity in the Middle Ages

2. Americans All

3. Language and Power

4. Fever Teacher Edition

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Wit & Wisdom Prologue: Grade 7

This book contains Modules 1–4 of Grade 7. Each module’s appendices directly follow the lessons before the next module begins. Access the module-level glossaries within the digital Prologue Teacher Resources (http://witeng.link/Prologue_Teacher_Resources).

Grade 7, Module 1

Identity in the Middle Ages

Table of Contents

INSTRUCTION

Focusing Question 1: How does society influence identity and experience?

Focusing Question 2: What do The Canterbury Tales reveal about identity and storytelling?

Focusing Question 3: In The Midwife’s Apprentice, how does the protagonist’s identity change over time?

Focusing Question 4: What elements make for an engaging historical narrative?

Appendix A: Prologue Module 1 Handouts

Appendix B: Prologue Module 1 Answer Keys and Suggested Student Responses

Module Summary

What did she want? No one had ever asked her that and she took it most seriously. What do I, Alyce the inn girl, want? She thought all that wet afternoon and finally, as she served Magister Reese his coldbeef-and-bread supper, she cleared her throat a time or two and answered: “I know what I want. A full belly, a contented heart, and a place in this world.”

Karen Cushman, The Midwife’s Apprentice

For an adolescent, perhaps no inquiry is more pressing than the question of the self. As we strive to figure out how we fit in and what our place might be, society’s impact is palpable, calling us to ask: How does society influence identity? Can a social hierarchy limit opportunity? To what extent are we free to shape the course of our lives?

Module 1 explores these questions of identity in society by taking students on a literary expedition across a famously inflexible social setting: Medieval Europe. Though it may seem distant, this medieval exploration illustrates the influence of societal forces on identity formation—an influence that remains undeniable in seventh graders’ modern setting.

Our students begin their literary journey with a stay in a lord’s castle, brought to life through Richard Platt’s historical fiction narrative, Castle Diary. Through the eyes of a curious young page, students observe the medieval social hierarchy’s power in action, meeting nobles, servants, knights, and poachers whose fates are tied to the rigid societal structure in which they live. Next, Chaucer whisks students away on a rollicking pilgrimage through his captivating classic anthology, The Canterbury Tales, retold by Geraldine McCaughrean. On the road to Canterbury, characters from disparate social classes swap stories and bond, revealing the power of narrative to transcend both social divisions and time. Karen Cushman’s novel, The Midwife’s Apprentice, then brings students to the foot of a dung heap, from which an orphaned girl emerges to make her way in the world. Her inspiring fight to carve a place for herself within medieval society illuminates the complexity and rewards of any quest to transform one’s life despite injustice, deepening students’ thinking about the relationship between society and the self.

For their End-of-Module (EOM) Task, students write their own narratives set in the Middle Ages. They apply historical fiction elements learned throughout their study—historical details supplied by Castle Diary, narrative techniques modeled by The Canterbury Tales, and writing experimentation supported by The Midwife’s Apprentice—to demonstrate how society can support and limit the development of identity.

Essential Question

How does society both support and limit the development of identity?

Suggested Student Understandings

ƒ The daily lives of medieval Europeans were shaped by a rigid social order, in which one’s birth determined much about one’s life.

ƒ Daily opportunities are influenced by social class, but it is possible to challenge the social order and construct personal identity.

ƒ Historical fiction explores how individuals may have experienced challenges created by society, offering a vivid sense of life in other times and places.

ƒ Authors purposefully use narrative elements and techniques to create strong characters, striking settings, and compelling stories.

Introduction

In Module 1, Wit & Wisdom Prologue™ lessons focus on helping students deepen their understanding of how the medieval social hierarchy influenced the development of the identity of the characters in the module texts.

ƒ Reading Prologue lessons support comprehension of the narrative module texts Castle Diary, The Canterbury Tales, and The Midwife’s Apprentice. Passages from the texts focus on the influence medieval European society has on the characters.

ƒ Writing Prologue lessons give students time to analyze and practice narrative techniques such as using dialogue and descriptive details. Students examine techniques used in the module texts and experiment using these techniques in their writing.

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars. The discussions prompt students to further analyze the influence medieval European society has on characters.

ƒ Language Prologue lessons guide students to analyze sensory language and word choice in relation to what the selected language reveals about the characters.

Please see the Prologue Implementation Guide for more information on planning, scaffolding instruction, and meeting the needs of multilingual learners and students with language-based disabilities.

English Language Development (ELD) Standards

Wit & Wisdom® core lessons engage students in many ways to interact with and through language and text that meet English Language Development (ELD) standards. Prologue lessons provide additional language support that meets ELD standards. Use your state’s English language development standards and proficiency descriptors to best support your multilingual learners in reaching the learning goals.

Prologue Module 1 Learning

Reading Prologue lessons support comprehension of the narrative module texts Castle Diary, The Canterbury Tales, and The Midwife’s Apprentice. Passages from the texts focus on the influence medieval European society has on the characters.

Writing Prologue lessons give students time to analyze and practice narrative techniques such as using dialogue and descriptive details. Students examine techniques used in the module texts and experiment using these techniques in their writing.

WIDA Standards

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by ƒ identifying a theme or central idea that develops over the course of a text and

ƒ analyzing how character attributes and actions develop in relation to events or dialogue.

ELD-LA.6–8.Narrate.Expressive Multilingual learners will construct language arts narratives that ƒ orient audience to context and point of view and

ƒ develop and describe characters and their relationships.

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 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

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.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars. The discussions prompt students to further analyze the influence medieval European society has on characters.

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by ƒ identifying a theme or central idea that develops over the course of a text.

ELD-SI.4–12.Argue

Multilingual learners will ƒ support or challenge an opinion, premise, or interpretation and ƒ clarify and elaborate ideas based on feedback.

ELD-SI.4–12.Narrate Multilingual learners will ƒ share ideas about one’s own and others’ lived experiences and previous learning and ƒ recount and restate ideas to sustain and move dialogue forward.

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 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.

Language Prologue lessons guide students to analyze sensory language and word choice in relation to what the selected language reveals about the characters.

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by ƒ evaluating impact of specific word choices about meaning and tone.

Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

Module Map

Prologue to Lesson # Lesson Type Summary

Focusing Question 1: How does society influence identity and experience?

2 Reading Students record key information about the social hierarchy during the Middle Ages. By gathering and organizing information, students develop background knowledge about life during the Middle Ages. This work prepares students to read Castle Diary in Lesson 2.

3 Reading Students engage with the Castle Diary text to answer text-dependent questions. Students develop an understanding of the text and strategies for taking notes as they read. This work prepares students to independently read the text in Lesson 3.

7 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing how medieval society influenced identity, which prepares them for the Socratic Seminar in Lesson 7.

Learning Goal

Describe the social hierarchy during the Middle Ages.

Summarize the important ideas in pages 7–15 of Castle Diary

Rehearse sharing evidence for the upcoming Socratic Seminar.

Focusing Question 2: What do The Canterbury Tales reveal about identity and storytelling?

10 Reading Students engage with the story “The Knight’s Tale: Chivalry and Rivalry” in The Canterbury Tales. They answer text-dependent questions to develop an understanding of the text. This work prepares them to discuss the text in Lesson 10.

12 Language Students deconstruct important sentences from The Canterbury Tales into words, phrases, and clauses. By focusing on word choice, students deepen their understanding of effective storytelling in complex text. This work prepares students to experiment with language in Lesson 12.

Analyze how the Knight’s tale reflects his character.

Describe how the tone and word choice of “The Knight’s Tale” and “The Miller’s Tale” match each character’s identity.

16 Reading Students closely read excerpts from The Canterbury Tales, pages 48–49, as a preview to “The Wife of Bath’s Tale: What Women Most Desire.” They answer text-dependent questions to develop an understanding of the text and characterization. This work prepares students to summarize and discuss this passage in Lesson 16.

18 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing how narrative techniques enhance a story, which prepares them for the Socratic Seminar in Lesson 18.

Analyze excerpts from The Canterbury Tales, pages 48–49, for text details that reveal the characterization of the widow.

Rehearse sharing evidence for the upcoming Socratic Seminar.

Focusing Question 3: In The Midwife’s Apprentice, how does the protagonist’s identity change over time?

21 Reading Students fluently read excerpts from chapter 2 of The Midwife’s Apprentice. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss key developments from the text in Lesson 21.

24 Reading Students closely read an excerpt from chapter 7 of The Midwife’s Apprentice. They answer text-dependent questions to develop an understanding of the text and how the protagonist’s identity has changed. This work prepares students to participate in the Socratic Seminar in Lesson 24.

27 Writing Students examine and experiment with snapshots and thoughtshots in narrative writing. By practicing these techniques, students develop an understanding of the purpose and application of narrative techniques. This work prepares students to experiment with narrative writing techniques in Lesson 27.

29 Reading Students practice fluently reading excerpts from The Midwife’s Apprentice. They answer text-dependent questions to develop an understanding of the text and how the protagonist’s identity changes. This work prepares students to discuss a central idea of The Midwife’s Apprentice in Lesson 29.

Summarize the important ideas in chapter 2 of The Midwife’s Apprentice.

Summarize the important ideas in chapter 7 of The Midwife’s Apprentice and identify emerging themes.

Write a thoughtshot as a narrative technique to enhance a writing piece.

Analyze character development in The Midwife’s Apprentice

Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing how Alyce’s identity changes throughout The Midwife’s Apprentice. This work prepares them for the Socratic Seminar and Focusing Question Task in Lesson 30.

33 Writing Students examine the structure and language of a model introduction in narrative writing. Students develop an understanding of the purpose of introductions in narrative writing and practice writing their own. This work prepares students to draft a narrative in the End-of-Module Task in Lesson 33.

34 Writing Students experiment with the structure and language of a model introduction in narrative writing. Students apply specific elements of the model to revise their narrative introductions. This work prepares students to revise their End-of-Module Task response in Lesson 34.

Rehearse sharing a response for the upcoming Socratic Seminar.

Write an introductory paragraph for a narrative.

Revise the introductory paragraph of a narrative.

Focusing Question 4: What elements make for an engaging historical narrative?

Talking Tool

Talking Tool

Share What You Think

I think because In my opinion, I noticed that . First, . Also, .

Support What You Say For example, According to the author, . In the text, . Another reason is .

Ask for More Information

What do you mean by ? What text evidence supports that idea?

Can you give an example?

How does that relate to ?

Build on Others’ Ideas

I hear you say that . That makes me think that . I agree and I will add that . I disagree because . Have you thought about ?

PROLOGUE TO LESSON 2: AT A GLANCE

Focusing Question: How does society influence identity and experience?

SUMMARY

Students record key information about the social hierarchy during the Middle Ages. By gathering and organizing information, students develop background knowledge about life during the Middle Ages. This work prepares students to read Castle Diary in Lesson 2.

LEARNING GOAL

Describe the social hierarchy during the Middle Ages.

✔ Compare life at the top of the social hierarchy with life at the bottom of the hierarchy.

VOCABULARY

hierarchy (n.): a system for organizing groups, such as people, based on ideas of their importance, power, or status

medieval (adj.): related to the period of time in European history known as the Middle Ages

MATERIALS

Prologue Glossary

Prologue Handout 2A: Social Hierarchy in the Middle Ages

Prologue Handout 2B: Social Groups in the Middle Ages

Assess and activate prior knowledge by asking this question:

“Who makes the important decisions at this school?”

Explain that in the organizational system of most schools the principal has more responsibility and power than the students.

Direct students to Prologue Handout 2A. Direct attention to the image of the pyramid at the top of the handout.

Explain that the principal is usually at the top of the pyramid, meaning they have more power, and students are usually at the bottom of the pyramid, meaning they have less power. Explain that this system for organizing people is called a hierarchy.

Direct students to the word hierarchy in their Prologue Glossaries. Echo Read the word and then define it.

hierarchy (n.): a system for organizing groups, such as people, based on ideas of their importance, power, or social standing

Introduce this lesson’s Learning Goal: Describe the social hierarchy during the Middle Ages. Explain that this knowledge will help students understand the texts they will read in this module.

Learn

20 MIN.

Explain that this module is about life in the Middle Ages, which is also called the medieval period.

Direct students to the word medieval in their Prologue Glossaries. Echo Read the word and then define it.

medieval (adj.): related to the period of time in European history known as the Middle Ages

Explain that students will learn more about life during the Middle Ages and find out who was at the top and bottom of the social hierarchy.

Direct students to Prologue Handout 2B. Explain that you will model how to identify important information about kings during the Middle Ages.

Read aloud the section titled “King.”

Direct attention to part 2 of Prologue Handout 2A, and model answering the questions about the king. Students record the modeled responses on their own handouts.

Instruct students to write king at the top of the hierarchy pyramid on Prologue Handout 2A.

Assign each student a social group from Prologue Handout 2B.

Give students five minutes to independently read their assigned social group and take notes on Prologue Handout 2A.

SCAFFOLD Students work with a partner or in small groups to read and identify key information about their assigned social group.

Guide students through the Mix and Mingle routine to discuss the social groups.

Instruct students to find a partner who read about a different social group. Give them two minutes to discuss their notes and record information about the new social group on Prologue Handout 2A.

Guide students in repeating this process until they have collected notes on all the social groups. Then facilitate a brief discussion about what students learned about each social group. Invite volunteers to share what they learned from listening to others’ responses. Instruct students to label the hierarchy pyramid with the social groups. Circulate and be sure students label correctly.

✔ Facilitate a brief discussion of this question: “How was life different for those on the bottom of the social hierarchy compared to those at the top?”

Reinforce that those at the top of the medieval social hierarchy had a lot of money and power and those at the bottom did not.

PROLOGUE TO LESSON 3: AT A GLANCE

Focusing Question: How does society influence identity and experience?

SUMMARY

Students engage with the Castle Diary text to answer text-dependent questions. Students develop an understanding of the text and strategies for taking notes as they read. This work prepares students to independently read the text in Lesson 3.

LEARNING GOAL

Summarize the important ideas in pages 7–15 of Castle Diary.

✔ Share a summary.

VOCABULARY

character (n.): a person who appears in a story, book, play, movie, or television show setting (n.): the time, place, and conditions in which a story, book, play, movie, or television show takes place plot (n.): a series of events in a story, book, play, movie, or television show

MATERIALS

Castle Diary: The Journal of Tobias Burgess, Richard Platt, pages 7–15

Prologue Glossary

Prologue Handout 2A: Social Hierarchy in the Middle Ages

Prologue Handout 3A: Story Map

Direct students to the text Castle Diary, and read aloud the back cover.

Explain that Tobias, or Toby, is sent to be a page for his uncle and that being a page means Tobias will learn how to work in a castle in hopes of one day becoming a knight.

Direct attention to the image of the castle on pages 4–5. Provide students with two minutes to study the image. Assess and activate prior knowledge by asking this question:

“Based on the back cover and the image of the castle, what do you notice? What do you wonder?”

Introduce this lesson’s Learning Goal: Summarize the important ideas in pages 7–15 of Castle Diary. Explain that summarizing parts of the text will help students track key events and important character developments as they read.

Learn

20 MIN.

Remind students that life was different during the Middle Ages and that some words and other information may be unfamiliar to them. Explain that taking notes about the characters, setting, and plot will help them summarize key information.

Direct students to the word character in their Prologue Glossaries. Echo Read the word and then define it.

character (n.): a person who appears in a story, book, play, movie, or television show

Ask: “Who are the characters in this book?”

ƒ Tobias

ƒ Tobias’s uncle

Direct students to the word setting in their Prologue Glossaries. Echo Read the word and then define it.

setting (n.): the time, place, and conditions in which a story, book, play, movie, or television show takes place

Ask: “What is the setting of the book?”

ƒ Tobias’s uncle’s castle

Direct students to the word plot in their Prologue Glossaries. Echo Read the word and then define it.

plot (n.): a series of events in a story, book, play, movie, or television show

Ask: “What do we know about the plot so far?”

ƒ Tobias is going to describe what happens when he is sent to his uncle’s castle to be a page.

Explain that you will read the text aloud. Instruct students to follow along and listen for information about the characters, setting, and plot.

Read aloud pages 7–8.

Think aloud to identify information about the characters, setting, and plot from this section of the text: “Tobias, his mother, his father, and his two sisters are the characters. The setting is a town called Saltington. The plot so far is that Tobias is preparing to leave home to train to become a page at his uncle’s castle.”

Emphasize that students do not need to understand every word to identify the characters, setting, and plot.

Direct students to Prologue Handout 3A, and explain that a story map is useful for tracking what is happening in the text. Direct attention to the section of the handout labeled Social Group. Explain that social hierarchy plays an important role in the story, so recording the social group of the character will help students understand the text.

Model how to record information about Tobias on Prologue Handout 3A.

Read aloud from “January 10th, Wednesday” on page 8 through the end of page 13. Tell students to listen for the characters, setting, and plot.

Instruct students to add notes to their handouts. Tell students they can skim their texts for details. Students may notice the following details to add to their notes:

ƒ Characters: Tobias’s cousins Simon, Abigail, and Beth; Tobias’s aunt Elizabeth; pages Mark, Oliver, and Humphrey

ƒ Setting: Tobias’s uncle’s castle

ƒ Plot: Tobias is exploring the castle and meeting the servants.

SCAFFOLD Direct students to specific sections of the text to gather information about the characters, setting, or plot.

Ask: “What have we learned about Tobias so far?”

Highlight that although he is a member of the nobility, Tobias seems to come from a family that may not have as much money as his uncle does. Direct attention to Tobias’s description of his father’s house on page 9: “my father’s manor house, and his stables, would fit easily in this huge courtyard” (Platt 9).

Read aloud pages 14–15.

Instruct students to add notes to their handouts.

Facilitate a discussion about the characters, setting, and plot so far. Reinforce that the main characters are Tobias, his aunt, his cousins, and the servants and that most of this part of the text is the description of Tobias’s first days at his uncle’s castle.

Ask: “What do you notice about the social hierarchy inside the castle?”

Facilitate a brief discussion of responses.

Highlight that there seems to be a social hierarchy even among the servants. Direct students to page 15, and reread the page aloud beginning with “‘Why, even a servant’s servants sometimes need servants!’”

Land

5 MIN.

Remind students that a summary tells important details about the characters, setting, and plot.

Model how to summarize Tobias’s first journal entry from pages 7–8: “Tobias is an eleven-yearold noble boy who lives with his mother, father, and two sisters in a place called Saltington. He is finally leaving to train to become a page after his mother delays him leaving for two years. It seems like he will be staying for a long time and that his family will not be able to visit him while he is away.”

Pair students.

✔ Instruct pairs to share a summary of pages 9–15 in Castle Diary by using their notes on Prologue Handout 3A.

Facilitate a brief discussion of responses.

TEACHER NOTE

Consider making additional copies of Prologue Handout 3A and instructing students to track the characters, setting, and plot each time they read a new section of text.

PROLOGUE TO LESSON 7: AT A GLANCE

Focusing Question: How does society influence identity and experience?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing how medieval society influenced identity, which prepares them for the Socratic Seminar in Lesson 7.

LEARNING GOAL

Rehearse sharing evidence for the upcoming Socratic Seminar.

✔ Share a response to the Socratic Seminar question.

VOCABULARY

identity (n.): the qualities and traits that define a person or group experience (n.): the process of doing and seeing things and of having things happen to you opportunity (n.): a chance for something better

MATERIALS

Castle Diary: The Diary of Tobias Burgess, Richard Platt

Prologue Glossary

Prologue Talking Tool

Student-created identity web for Tobias (from Lesson 3)

Assess and activate prior knowledge by asking this question:

“How do your identities, experiences, or opportunities define you as a person?”

Direct students to the word identity in their Prologue Glossaries. Echo Read the word and then define it.

identity (n.): the qualities and traits that define a person or group

Direct students to the word experience in their Prologue Glossaries. Echo Read the word and then define it.

experience (n.): the process of doing and seeing things and of having things happen to you

Direct students to the word opportunity in their Prologue Glossaries. Echo Read the word and then define it.

opportunity (n.): a chance for something better

Display and read aloud the Socratic Seminar question: “How did the medieval social order influence identity, experience, and opportunity?”

Instruct students to Think–Pair–Share: “What does this question mean?”

Give students one minute to silently think.

Then form pairs and instruct students to discuss their ideas. Listen as pairs discuss to identify students with responses that are likely to prompt a meaningful discussion.

Then facilitate a discussion and instruct the students you identified to share their ideas.

Introduce this lesson’s Learning Goal: Rehearse sharing evidence for the upcoming Socratic Seminar.

Learn

Explain that in an upcoming lesson, students participate in a self-directed discussion called a Socratic Seminar. Explain that they share their thoughts about a question and provide evidence from the text to support their thoughts.

Instruct students to review the identity webs they made for Tobias and to add additional information based on the text’s ending.

Explain that students will now create an identity web for the poacher to compare his identity, experiences, and opportunities with Tobias’s. SCAFFOLD

Model using information from the identity webs and Handout 6A to explain how the medieval social order influenced identity, experience, or opportunity.

Instruct students to create an identity web for the poacher. Tell them to include evidence from the text.

Facilitate a discussion of similarities and differences between Tobias and the poacher.

Ask: “What were the qualities and traits that you listed for the poacher? How do the qualities and traits compare to those you listed for Tobias?”

ƒ The poacher seems rude and aggressive when he first meets Tobias.

ƒ He smells of onions and ale.

ƒ He is a villager forced to work on Tobias’s uncle’s land.

ƒ He is a peasant and must live in the village, while Tobias is a noble who is allowed to live in the castle.

ƒ Although the poacher is very serious and gruff, he is friendly to Tobias.

Ask: “What was Tobias able to do that the poacher was not?”

ƒ Tobias is able to use his connection to his uncle to go on a hunt, while the poacher is not even allowed to catch fish to eat.

ƒ Tobias is able to move freely about the castle and the surrounding land, while the poacher has to sneak around to hunt for food.

ƒ Tobias volunteers to help with the boon, while the poacher and the other villagers are forced to do this hard work in the heat whenever the Reeve says it is time.

Prompt students to make connections to each character’s place in society.

Direct students to the Prologue Talking Tool. Review the sentence frames for sharing ideas and evidence.

Model a response to the Socratic Seminar question by using some of the sentence frames.

“I think that the medieval social order restricted people from being able to create their own identities and have similar experiences and opportunities regardless of their social ranking. For example, the poacher may have been a good knight but, because he was a peasant, he would never get an opportunity to become a knight.”

Instruct students to write their response to the Socratic Seminar question by using the sentence frames, their identity webs, and textual evidence.

Direct students to the Prologue Talking Tool and review the sentence frames for agreeing and disagreeing.

Have a volunteer share their response. Once the student shares, model using a sentence frame to agree and add more to what was shared.

Form groups of three.

✔ Instruct students to practice responding to the Socratic Seminar question and either agreeing or disagreeing with each other using the sentence frames.

PROLOGUE TO LESSON 10: AT A GLANCE

Focusing Question: What do The Canterbury Tales reveal about identity and storytelling?

SUMMARY

Students engage with the story “The Knight’s Tale: Chivalry and Rivalry” in The Canterbury Tales. They answer text-dependent questions to develop an understanding of the text. This work prepares them to discuss the text in Lesson 10.

LEARNING GOAL

Analyze how the Knight’s tale reflects his character.

✔ Explain what the Knight’s tale reveals about his identity.

VOCABULARY

chivalry (n.): an honorable and polite way of behaving, especially toward women rivalry (n.): a state or situation in which people or groups compete with each other

MATERIALS

The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean, “The Knight’s Tale: Chivalry and Rivalry,” pages 7–14

Prologue Glossary

Remind students that The Canterbury Tales is a collection of tales, or stories, and a different character tells each tale. Explain that the Knight tells the tale they will read today.

Introduce the title of the Knight’s story: “The Knight’s Tale: Chivalry and Rivalry.”

Direct students to the word chivalry in their Prologue Glossaries. Echo Read the word and then define it.

chivalry (n.): an honorable and polite way of behaving, especially toward women

Direct students to the word rivalry in their Prologue Glossaries. Echo Read the word and then define it.

rivalry (n.): a state or situation in which people or groups compete with each other

Ask: “Based on what you know about knights and the new vocabulary, what might the Knight’s tale be about?”

Introduce this lesson’s Learning Goal: Analyze how the Knight’s tale reflects his character.

Explain that students will work to summarize “The Knight’s Tale” and describe what his tale reveals about his identity. Emphasize that summarizing will be a useful strategy when they are reading the other tales.

Learn

20 MIN.

Assess and activate prior knowledge by asking this question: “What do we know about the Knight so far?”

Listen for these essential understandings:

ƒ He was dressed in traditional knight’s clothing. The narrator describes his clothing as chain mail that was shiny like “fishes’ scales in the half-light” (5).

ƒ The narrator seems to be trying to befriend him, and they have been chatting at the start of their journey.

Ensure that students identify the Knight as the character telling the story and that they include his social group as a knight. Remind students that the author refers to the characters by their jobs, not by first names.

Direct attention to page 5. Read aloud from “I could have kicked myself” to “the first unwilling entrant in our competition” on page 6.

Ask: “What can we infer about the Knight?”

Listen for these essential understandings:

ƒ He does not want to be the first to tell a story, so he may be shy or modest. Harry makes the pilgrims select straws because he says that they are all so modest and the Knight reddened with shyness when he drew the short straw.

ƒ The Knight may be older and more traditional because he says, “There’s far too much unnecessary killing among these ‘fashionable’ young knights.” Although he fights for a living, he thinks that fighting should only be “over matters of life and death” (6).

Emphasize how the Knight demonstrates chivalry and his belief in the knight’s code and that each story reveals more about the character’s identity.

SCAFFOLD

Make a list of important events from “The Knight’s Tale” to help students keep track of the story.

Direct attention to page 7. Read aloud from the beginning of page 7 to “for he was pining for Emily” on page 9.

Ask: “What is happening in ‘The Knight’s Tale’ so far?”

Listen for these essential understandings:

ƒ Cousins Arcite and Palamon are captured after a battle and sent to be prisoners in the Duke’s palace.

ƒ They soon discover a pretty young woman named Emily whom they both like.

ƒ After arguing about who loves her the most, Arcite is released and banished from Athens, leaving Palamon behind.

ƒ Arcite is upset that he will never be able to see Emily again and that Palamon will be able to watch her every day.

Continue reading on page 10 from “Just two hours after” to “for tomorrow you fight in the lists!” on page 12.

Ask: “How does the relationship between Arcite and Palamon change? What are they about to do?”

Listen for these essential understandings:

ƒ Arcite and Palamon used to be close, and now they are preparing to fight each other in a joust where one of them will die.

Continue reading from page 12 to “Arcite raised no argument, no argument whatsoever” on page 14.

Ask: “What happens?”

ƒ Palamon kills Arcite and will marry Emily.

Display and read aloud this quotation from the prologue:

“I could have kicked myself. The Knight had spent most of his life fighting in one war or another. But he smiled generously and said: ‘I agree, Master Chaucer. There’s far too much unnecessary killing nowadays among these “fashionable” young knights. Life’s too precious. Fights to the death ought to be over matters of life and death, that’s my opinion.’”

(McCaughrean 6)

Ask: “How does this quotation connect with the story that the Knight chose to share with the group?”

ƒ The Knight says that too many young knights are unnecessarily killing and then tells a story of two knights who kill each other over a woman. This seems like he may be trying to send a message about fighting and killing.

✔ Instruct students to Think–Pair–Share: “What does the Knight’s tale reveal about his identity?”

Give students one minute to silently think.

Then form pairs and instruct students to discuss their ideas. Listen as pairs discuss to identify students with responses that are likely to prompt a meaningful discussion.

Then facilitate a discussion and have the students you identified share their ideas. Listen for these essential understandings:

ƒ The Knight chose to tell a story about knights and fighting, which may show that being a knight is a big part of his identity.

ƒ He seems older and mature because he mentions young fashionable knights when he is talking to the narrator about fighting.

ƒ We learned that chivalry also refers to the beliefs and practices of knighthood, and the Knight’s story shows what happens when knights are not chivalrous.

PROLOGUE TO LESSON 12: AT A GLANCE

Focusing Question: What do The Canterbury Tales reveal about identity and storytelling?

SUMMARY

Students deconstruct important sentences from The Canterbury Tales into words, phrases, and clauses. By focusing on word choice, students deepen their understanding of effective storytelling in complex text. This work prepares students to experiment with language in Lesson 12.

LEARNING GOAL

Describe how the tone and word choice of “The Knight’s Tale” and “The Miller’s Tale” match each character’s identity.

✔ Complete a graphic organizer explaining how words and phrases contribute to tone and reveal each character’s identity.

VOCABULARY

characterization (n.): the way an author develops a character’s identity tone (n.): a quality, feeling, or attitude expressed by the words that someone uses in speaking or writing

MATERIALS

Prologue Glossary

Prologue Handout 12A: The Knight and Miller Comparison

Assess and activate prior knowledge by asking this question:

“What have we learned about the Knight and his tale so far?”

Listen for these essential understandings:

ƒ He believes in chivalry and disagrees with young “fashionable” (6) knights who fight without cause.

ƒ He does not want to be the first storyteller, showing that he may be shy or modest.

ƒ His tale is about two knights who are cousins and fight over a woman.

“What have we learned about the Miller and his tale so far?”

Listen for these essential understandings:

ƒ He is a little rude based on how the narrator describes him and his tale.

ƒ Some of the other pilgrims call him “low class” (23). He is a tradesman, so he is toward the bottom of the medieval social hierarchy.

ƒ He tells a tale of a lover’s quarrel involving a carpenter and his wife, a clerk, and a lodger.

Direct students to the word characterization in their Prologue Glossaries. Echo Read the word and then define it.

characterization (n.): the way an author develops a character’s identity

Ask: “How has the Knight been characterized?”

ƒ The Knight has been characterized as serious, chivalrous, polite, respectful, and friendly.

Ask: “How has the Miller been characterized?”

ƒ He has been characterized as rude, low class, large, smelly, and drunk.

Introduce this lesson’s Learning Goal: Describe how the tone and word choice of “The Knight’s Tale” and “The Miller’s Tale” match each character’s identity.

Explain that students will take a closer look at “The Knight’s Tale” and “The Miller’s Tale.” They will examine tone and word choice to make connections with what we know about the Knight and the Miller. Explain that this skill helps students with the writing they will do later in the module.

Explain that authors use certain words to characterize the people in their stories and create a tone for their writing.

Direct students to the word tone in their Prologue Glossaries. Echo Read the word and then define it.

tone (n.): a quality, feeling, or attitude expressed by the words that someone uses in speaking or writing

SCAFFOLD Facilitate a brief discussion about word choice that would convey funny or serious tones.

Ask: “How would you describe the tone of ‘The Knight’s Tale’?”

ƒ The tone of “The Knight’s Tale” is serious, formal, and straightforward.

Ask: “How would you describe the tone of ‘The Miller’s Tale’?”

ƒ The tone of “The Miller’s Tale” is supposed to be funny, slightly rude, and edgy.

Direct students to Prologue Handout 12A and explain that they will examine the author’s word choice and think about tone and characterization of “The Knight’s Tale” and “The Miller’s Tale.”

Model how to complete the first example on Prologue Handout 12A.

Read aloud the first excerpt, “Palamon took off his gauntlets and crawled across the grass to Arcite’s side. ‘Friend,’ he said, touching his cousin’s cheek. ‘What have we done?’” (14).

Draw students’ attention to the words crawled, friend, and touching and ask, “What tone do these words create?”

ƒ serious and sorrowful

Read aloud the question in the second column, “What tone do the bolded words and phrases create in this sentence?”

ƒ The words crawled, friend, and touching create a serious and sorrowful tone. This is the last conversation between Arcite and Palamon. It shows the seriousness of what could happen when people fight.

Pair students and instruct them to complete the next example. Remind them to read the excerpt and focus on the bolded words to highlight how the word choice creates the tone.

SCAFFOLD Provide synonyms for the words in bold.

Facilitate sharing and discussion of responses. Listen for these essential understandings:

ƒ The words and phrases, shrieking, end of the world, and swim for your lives create a funny tone. “The Miller’s Tale” is supposed to be funny, and describing the Carpenter’s reaction adds humor to his story. The author uses the word shrieking instead of yelling or screaming because it adds to the humor when imagining the Carpenter running frantically around screaming in a highpitched voice.

✔ Students complete the remainder of Prologue Handout 12A in pairs, explaining how words and phrases contribute to tone and reveal each character’s identity.

Facilitate sharing and discussion of responses.

Emphasize that the Knight uses formal words, such as gauntlets, flesh, and millstone, while the Miller uses informal words, such as shrieking and squirrel.

PROLOGUE TO LESSON 16: AT A GLANCE

Focusing Question: What do The Canterbury Tales reveal about identity and storytelling?

SUMMARY

Students closely read excerpts from The Canterbury Tales, pages 48–49, as a preview to “The Wife of Bath’s Tale: What Women Most Desire.” They answer text-dependent questions to develop an understanding of the text and characterization. This work prepares students to summarize and discuss this passage in Lesson 16.

LEARNING GOAL

Analyze excerpts from The Canterbury Tales, pages 48–49 for text details that reveal the characterization of the widow.

✔ Explain how details from the text reveal the widow’s identity.

VOCABULARY

characterization (n.): the way an author develops a character’s identity

MATERIALS

The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean, pages 48–49

Prologue Glossary

Assess and activate prior knowledge by asking this question:

“How does the tone of your voice affect what you say?”

Explain that an author may describe a character by including details about the tone of their voice. This is another example of characterization.

Direct students to the word characterization in their Prologue Glossaries. Echo Read the word and then define it.

characterization (n.): the way an author develops a character’s identity

Introduce this lesson’s Learning Goal: Analyze excerpts from The Canterbury Tales, pages 48–49 for text details that reveal the characterization of the widow.

This work will prepare students to read “The Wife of Bath’s Tale” in Lesson 16.

Learn

Read aloud the introduction to “The Wife of Bath’s Tale,” which comes at the end of “The Scholar’s Tale” on pages 48–49. Tell students to listen for details about how the Wife of Bath is characterized.

Read aloud The Canterbury Tales, page 48 from “You’re clearly” to page 49 “her man.” Tell students that a widow is a woman whose husband has died.

Model how to explain one example of characterization of the Wife of Bath: “On page 49, the text says, ‘Speak up, young man!’ she bawled at him. ‘Or is it young lady?’ and demands a response from the Pardoner. The dialogue shows that the widow is straightforward and says what is on her mind in her interactions with the other characters.”

Read aloud The Canterbury Tales, page 48 from “She eased” to “put together.” Ask: “What details describe the widow?”

Reinforce that the description of her fancy clothing is an example of characterization. Ask: “What does this detail show about the widow?”

Reinforce that this description shows that she is at the top of the social hierarchy and has money to be able to afford nice clothing.

Display the sentence frame:

On page the text says, “ .” This shows that .

Pair students. Instruct pairs to use the sentence frames to discuss how the clothing description characterizes the widow.

SCAFFOLD Display a response using the sentences frames. Echo Read each sentence.

Echo Read the first sentence in the second full paragraph on page 49 beginning with “Provided for.” Explain that incensed means to be very angry.

Read aloud the remainder of the paragraph. Tell students to listen for more details about the widow.

✔ Instruct students to Think–Pair–Share: “What details in this paragraph describe the widow? What do these details show about the widow’s identity?”

Give students one minute to silently think. Next form pairs and instruct students to discuss their ideas. Then facilitate a whole group discussion.

Students may use the sentence frame modeled above.

On page the text says, “ .” This shows that

Listen for these essential understandings:

ƒ On page 49, the text says, “I earned my own bacon.” This shows that the widow is independent. She earned her own living.

ƒ On page 49, the text says, “her looms producing the best woolen cloth in Bath.” This shows that the widow takes pride in her work. Her business produces a high-quality product.

Reinforce that the author includes all these details to help us understand the widow’s identity.

PROLOGUE TO LESSON 18: AT A GLANCE

Focusing Question: What do The Canterbury Tales reveal about identity and storytelling?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing how narrative techniques enhance a story, which prepares them for the Socratic Seminar in Lesson 18.

LEARNING GOAL

Rehearse sharing evidence for the upcoming Socratic Seminar.

✔ Share a response to the Socratic Seminar question.

VOCABULARY

characterization (n.): the way an author develops a character’s identity

MATERIALS

The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean

Prologue Glossary

Handout 9A: Narrative Elements

Handout 11A: Narrative Techniques—The Writer’s Toolbox

Assess and activate prior knowledge by asking this question: “What are some of the narrative techniques and elements used in The Canterbury Tales?”

ƒ characterization

ƒ sensory details

ƒ dialogue

ƒ figurative language

Display and read aloud the Socratic Seminar question: “What do The Canterbury Tales’ varied stories of medieval characters and society teach modern readers about strong storytelling and vivid characterization?”

Remind students that characterization is the way an author develops a character’s identity.

Explain that students will discuss the narrative techniques and elements used in The Canterbury Tales and how these techniques and elements enhanced the story or made it better.

Introduce this lesson’s Learning Goal: Use textual evidence to rehearse responses for the Socratic Seminar.

Explain that students will gather and discuss evidence to prepare a response for the upcoming Socratic Seminar.

Learn

20 MIN.

Direct students to Handout 11A and review the following techniques and their definitions: characterization, sensory details, figurative language, and dialogue.

Model how to locate an example of characterization in the Prologue to The Canterbury Tales.

ƒ Here is an example of characterization. On page 3, the text says, “Most of us cheered and stamped our feet (although the Scholar in the corner went on reading his book, hearing nothing).” This shows me more about the Scholar because I see how he stays focused on learning in a noisy crowd.

Tell students that enhance means to improve or make better. Explain how the description of the Scholar enhances the story:

ƒ This enhances the story because the author creates realistic characters.

Form small groups and assign each one of the narrative techniques—sensory details, figurative language, or dialogue.

Instruct students to find an example of their assigned technique, focusing on page 2 of the Prologue from “What a gallery” to “yearly pilgrimage.”

Display the following sentence frame for students to use in their response:

Here is an example of . On page , the text says “ .” This enhances the story because .

SCAFFOLD Assign a specific sentence for students to analyze.

Guide students through the Give One–Get One–Move On routine to discuss the examples they found.

Pair students. Give them two minutes to discuss their responses. Encourage students to use the sentence frame as they share.

Instruct students to exchange their written responses. Then instruct them to find a new partner. Give students two minutes to discuss the new responses.

Repeat this process as time permits.

✔ Students share a response they heard from the Give One–Get

On routine and use the sentence frame as they share aloud.

Listen for these essential understandings:

One–Move

ƒ Here is an example of sensory details. On page 2, the text says, “The door beside me opened, and a smell of onions burst in, closely followed by a fright of a man.” This enhances the story because it describes the odor of a character.

ƒ Here is an example of figurative language. On page 2, the text says, “They were about as many as the letters of the alphabet—each one equally different from his neighbor.” This enhances the story because it uses a simile to describe the number of people in the group.

ƒ Here is an example of dialogue. On page 2, the text says, “‘Do you know any of these people’ I asked the Knight. ‘The lad over there is my son. You see? The one playing the lute and singing to the barmaid. He wrote the song himself.’” This enhances the story by revealing the Knight’s relationship to someone else in the group, his son. It also shows that the Knight is proud of his son’s singing and songwriting.

PROLOGUE TO LESSON 21: AT A GLANCE

Focusing Question: In The Midwife’s Apprentice, how does the protagonist’s identity change over time?

SUMMARY

Students fluently read excerpts from chapter 2 of The Midwife’s Apprentice. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss key developments from the text in Lesson 21.

LEARNING GOAL

Summarize the important ideas in chapter 2 of The Midwife’s Apprentice.

✔ Think–Pair–Share: “How has Beetle changed since chapter 1?”

VOCABULARY

protagonist (n.): the main character in a story identity (n.): the qualities and traits that define a person or group

MATERIALS

The Midwife’s Apprentice, Karen Cushman, Chapter 2

Prologue Glossary

Assess and activate prior knowledge by asking this question: “What do we know about the protagonist in The Midwife’s Apprentice?”

Listen for these essential understandings:

ƒ She is a young orphan girl who has no real name.

ƒ She initially refers to herself as Brat; however, she soon becomes Beetle after meeting a woman in the first chapter.

Direct students to the word protagonist in their Prologue Glossaries. Echo Read the word and then define it.

protagonist (n.): the main character in a story

Ask: “Based on what you know so far about the protagonist, Beetle, which medieval social group do you think she belongs to?”

Listen for these essential understandings:

ƒ She is likely a peasant since she is described as not having a house or food to eat. If her family belonged to the nobility or the clergy, she would have lived either in a castle or on church property.

Introduce this lesson’s Learning Goal: Summarize the important ideas in chapter 2 of The Midwife’s Apprentice.

Explain that students will read much of the novel for homework and that they should track important ideas and information about the protagonist as they read.

20 MIN.

Explain that students will practice fluently reading an excerpt from chapter 2 to examine how Beetle’s identity changes.

Remind students that identity means the qualities and traits that make one person or group different from any other.

Explain that in this chapter Beetle adjusts to working with the midwife and soon meets a cat. Although she does not want to get close to the cat, she feeds and takes care of the cat. Beetle saves the cat from being drowned by village boys who taunt both her and the cat.

Direct students to page 9 of The Midwife’s Apprentice and model how to fluently read the last paragraph that begins with “If Beetle had known any prayer.” Emphasize effective phrasing.

Model how to identify details about how Beetle interacts with the cat that help students understand her identity: “I notice that the protagonist, Beetle, said, “If I have known any sweet songs.” This means that she does not know any sweet songs. What does this show me about her? Maybe she does not know sweet songs because she does not have a family who sings sweet songs.

Instruct students to identify other details that give information about Beetle’s identity in this excerpt.

ƒ The text also says that she does not know any prayers or nice words.

ƒ Although she saves the cat, she does not know how to be nice to the cat and curses it.

SCAFFOLD Provide the sentence frame:

On page the text says, “ .” This shows that

Direct students to page 10 and model how to fluently read the last paragraph that begins with “And two days later.” Emphasize effective phrasing.

Repeat words that students may struggle to pronounce.

Have the whole group Echo Read the excerpt and encourage them to mimic your phrasing.

Choral Read the excerpt.

Ask: “How does the protagonist, Beetle, treat the cat? What does this show you about Beetle?”

ƒ She cares for the cat and is starting to allow herself to get close to the cat.

Remind students that throughout this book we will see Beetle’s identity change.

✔ Instruct students to Think–Pair–Share: “How is the protagonist, Beetle, changing in chapter 2?”

Give students one minute to silently think. Next form pairs and instruct students to discuss their ideas. Then facilitate a whole group discussion.

Listen for these essential understandings:

ƒ Beetle is less afraid. Before, she would not get close to the cat and would only leave small treats for it to find. Now she is sitting down sharing a meal with the cat.

ƒ Beetle is also becoming nicer. Initially, she only said curse words to the cat and now she is saying nice things to the cat.

PROLOGUE TO LESSON 24: AT A GLANCE

Focusing Question: In The Midwife’s Apprentice, how does the protagonist’s identity change over time?

SUMMARY

Students closely read an excerpt from chapter 7 of The Midwife’s Apprentice. They answer text-dependent questions to develop an understanding of the text and how the protagonist’s identity has changed. This work prepares students to participate in the Socratic Seminar in Lesson 24.

LEARNING GOAL

Summarize the important ideas in chapter 7 of The Midwife’s Apprentice and identify emerging themes.

✔ Think–Pair–Share: “How do the words sin, punishment, and justice relate to the events in chapter 7?”

VOCABULARY

theme (n.): the central topic, subject, or message of a literary work sin (n.): an action that is considered to be bad punish (v.): to make someone suffer for a crime or bad behavior justice (n.): something that is fair, just, or right

MATERIALS

The Midwife’s Apprentice, Karen Cushman, Chapter 7 Prologue Glossary

Assess and activate prior knowledge by asking this question: “How has Alyce’s identity changed since the beginning of The Midwife’s Apprentice?”

Listen for these essential understandings:

ƒ At the beginning of the book, Alyce was a shy and scared girl without a name or place to live. Now she is the midwife’s apprentice and has a new name and place to live. Throughout the story she becomes more confident.

Explain that students will participate in a Socratic Seminar to discuss emerging themes and chapter 7 in an upcoming lesson.

Direct students to the word theme in their Prologue Glossaries. Echo Read the word and then define it.

theme (n.): the central topic, subject, or message of a literary work

Introduce this lesson’s Learning Goal: Summarize important ideas in chapter 7 of The Midwife’s Apprentice and identify emerging themes.

Explain that students will read only a portion of chapter 7 and think about some possible themes, which will be useful when they read the entire chapter for homework.

Learn

20 MIN.

Explain that chapter 7 is important because several themes emerge, and key events reveal significant changes in Alyce’s identity.

Explain that after a few strange events, the village believes that something terrible is going to happen. The people in the village are afraid to leave their houses after dark and send Alyce to deliver messages at night. After seeing mysterious footprints, the villagers believe that the Devil has come to their village.

Display and read aloud this sentence as students silently follow along: “It only took a few incautious words and fearful whispers to convince them that the Devil had found their village and was looking for souls to lead into sin.” (Cushman 42–43)

Explain that incautious means not careful.

Direct students to the word sin in their Prologue Glossaries. Echo Read the word and then define it.

sin (n.): an action that is considered to be bad

Read aloud the excerpt again.

Explain that all the villagers are talking about how the Devil has come to their village and will make people commit sins, or do bad things.

Direct students to the word punish in their Prologue Glossaries. Echo Read the word and then define it.

punish (v.): to make someone suffer for a crime or bad behavior

Explain that punishment is the act of punishing someone. Explain that during the Middle Ages, harsh punishments were usually given to those who committed sins.

SCAFFOLD

Facilitate a brief conversation about the vocabulary words sin and punish to ensure that students understand. Provide the example that the poacher in Castle Diary faced a harsh punishment of death for committing the sin of stealing fish from the lake.

Direct students to pages 44–45 of The Midwife’s Apprentice. Read aloud from “There was no sign” to “tricked the boys.”

Ask: “What is happening in the village?” Prompt students to use the words sin and punishment in their response.

ƒ The villagers find Wat and Jack and his friends committing sins, such as eating food belonging to someone else or being lazy. Those guilty of these sins do not receive harsh punishments because the villagers believe that the Devil is causing people to commit these sins.

Display and read aloud this sentence: “And so it was that all (except the fortunate midwife) who had taunted or tormented Alyce were punished for their secret sins.” (46)

Explain that taunt means to say insulting things to someone—the village boys taunt both Alyce and the cat.

Explain that torment means to treat someone badly—many of the villagers torment Alyce.

Direct students to the word justice in their Prologue Glossaries. Echo Read the word and then define it.

justice (n.): something that is fair, just, or right

Instruct students to Think–Pair–Share: “What does this sentence reveal about justice?”

ƒ The sentence shows me that justice was served for Alyce being treated so poorly by the villagers.

Land

5 MIN.

Explain that sin, punishment, and justice are all related to the emerging themes and events from chapter 7.

✔ Instruct students to Think–Pair–Share: “How do the words sin, punishment, and justice relate to the events in chapter 7?”

Give students one minute to silently think. Then form pairs and instruct students to discuss their ideas.

Next facilitate a whole group discussion. Listen as pairs discuss. Identify students with responses that are likely to prompt a meaningful discussion.

Facilitate a discussion and instruct the students you identified to share their ideas.

PROLOGUE TO LESSON 27: AT A GLANCE

Focusing Question: In The Midwife’s Apprentice, how does the protagonist’s identity change over time?

SUMMARY

Students examine and experiment with snapshots and thoughtshots in narrative writing. By practicing these techniques, students develop an understanding of the purpose and application of narrative techniques. This work prepares students to experiment with narrative writing techniques in Lesson 27.

LEARNING GOAL

Write a thoughtshot as a narrative technique to enhance a writing piece.

✔ Mix and Mingle to share a thoughtshot to an exploded moment.

VOCABULARY

none

MATERIALS

The Midwife’s Apprentice, Karen Cushman

Prologue Glossary

Handout 11A: Narrative Techniques—The Writer’s Toolbox

Assess and activate prior knowledge by asking this question: “What are snapshots?”

ƒ Snapshots are sensory details that are external. They describe what something sounds like, tastes like, or looks like. Snapshots also describe what the character is doing and the time and place of the event.

Ask: “What are thoug htshots?”

ƒ Thoughtshots are internal thoughts and feelings that tell what the characters are thinking, remembering, asking themselves, or feeling. These help us understand the characters.

Show students an image of a camera to represent a snapshot. Explain that the word snapshots refers to what we see when we take a photograph.

Show students an image of a person with a thought bubble. Explain that thoughtshots tell us the internal thoughts of characters, or what is going on inside their mind.

Introduce this lesson’s Learning Goal: Write a thoughtshot as a narrative technique to enhance a writing piece.

Explain that students will explore narrative techniques used in The Midwife’s Apprentice and practice using a thoughtshot in their writing. Practicing will help them prepare for an upcoming writing assessment.

Learn

20 MIN.

Read aloud pages 62–63 of The Midwife’s Apprentice, from “Early one cold” to “Want some breakfast?”

Ask: “How is this passage a snapshot that explodes that moment?”

ƒ This excerpt is a snapshot that describes how Alyce met the little boy.

ƒ We can picture the setting because the author says that it was “Early one cold November day.”

ƒ We know what the boy looks like because he is described as having blue lips, “frost in his hair,” “frozen tears on his dirty cheeks” (62).

Ask: “ What thoughtshots can we add to this moment?”

ƒ We could describe what Alyce or the boy is thinking or feeling as they meet each other.

Lead students in collaboratively adding thoughtshots to the moment.

ƒ The boy thought to himself, “I hope she is kind and not like all of the others who wouldn’t let me get a proper rest.”

ƒ Alyce smiled and looked at the boy. “Poor innocent little thing,” she thought to herself.

Explain that the group will use narrative techniques to explode a scene and create a snapshot of Alyce leaving the village.

Briefly review the events leading up to Alyce’s departure by reading aloud the last two sentences of chapter 11.

Lead students in collaboratively exploding the scene where Alyce leaves the village.

ƒ Hungry, tired, and cold, Alyce and the cat trekked along the dusty dirt road heading toward destinations unknown. They must have walked for hours because before long the sounds of the village gave way to the buzzing of insects and the grumbling of Alyce’s stomach. “Come on, cat. We mustn’t starve before we even get out of the village.” Alyce stooped down to stroke the cat’s soft fur before venturing off into the woods in search of something to quiet her rumbling belly.

Prompt students to create an image in their head by asking:

Where is the scene?

SCAFFOLD

What do you hear?

What do you see?

Who are the characters, and what are the characters doing?

Explain that students will add a thoughtshot to the exploded moment.

Remind students that thoughtshots reveal a character’s feelings or thoughts. This includes information about what the character is thinking, remembering, asking themselves, or feeling, such as the description at the end of chapter 11 of Alyce turning her back on the village that she had come to care about.

Instruct students to add a thoughtshot to the exploded moment.

✔ Students Mix and Mingle to share a thoughtshot to an exploded moment. Instruct students to find a partner. Give them two minutes to share their thoughtshots. Then instruct students to find a new partner. Give them two minutes to share their thoughshots.

PROLOGUE TO LESSON 29: AT A GLANCE

Focusing Question: In The Midwife’s Apprentice, how does the protagonist’s identity change over time?

SUMMARY

Students practice fluently reading excerpts from The Midwife’s Apprentice. They answer text-dependent questions to develop an understanding of the text and how the protagonist’s identity changes. This work prepares students to discuss a central idea of The Midwife’s Apprentice in Lesson 29.

LEARNING GOAL

Analyze character development in The Midwife’s Apprentice.

✔ Think–Pair–Share: “How has Alyce’s identity changed? How did society influence these changes?”

VOCABULARY

hierarchy (n.): a system for organizing groups, such as people, based on levels of their importance, power, or status

society (n.): a large community

MATERIALS

The Midwife’s Apprentice, Karen Cushman

Prologue Glossary

Assess and activate prior knowledge by asking this question: “How were people organized during the Middle Ages?”

Listen for these essential understandings:

ƒ There was a social hierarchy where the wealthy and powerful were at the top and the poor and less powerful were at the bottom.

ƒ People were born into their social ranking, and it was uncommon to move up in ranking.

Direct students to the word hierarchy in their Prologue Glossaries. Echo Read the word and then define it.

hierarchy (n.): a system for organizing groups, such as people, based on levels of their importance, power, or status

Introduce this lesson’s Learning Goal: Analyze character development in The Midwife’s Apprentice. Explain that this lesson will support students in their upcoming Socratic Seminar.

Learn

20 MIN.

Explain that students will examine a scene from the beginning, middle, and end of The Midwife’s Apprentice to take a closer look at how Alyce has changed and think about the role that society played in those changes.

Direct students to the word society in their Prologue Glossaries. Echo Read the word and then define it.

society (n.): a large community

Direct students to page 2. Model how to fluently read the last paragraph that begins “Tonight she settled.” Read aloud and emphasize effective phrasing as students silently follow along.

Repeat words that students may need support to pronounce.

Model how to use information from the excerpt to identify details about Alyce’s identity and insights into her society.

ƒ At the beginning of The Midwife’s Apprentice, I can tell that Alyce is hopeless because the text says that “she hoped for nothing and expected nothing” (2). This shows that Alyce does not have faith that anyone in her society will help her. She seems to be fine with only depending on herself for survival.

Direct students to page 81. Model how to fluently read the second paragraph that begins “She thought all.” Read aloud and emphasize effective phrasing as students silently read along.

Repeat words that students may need support to pronounce.

Echo Read the excerpt, and encourage students to mimic your phrasing.

Ask: “How has Alyce’s identity changed?”

ƒ Alyce now has hopes and dreams for herself that include a full belly, a contented heart, and a place in the world. This shows me that she enjoyed being the midwife’s apprentice. She has learned to be happy by helping others despite often not receiving help from others.

SCAFFOLD

Reread Alice’s statement beginning with “I know what I want.” Ensure that students understand each of the three items Alyce wants.

Direct students to page 116. Model how to fluently read the last paragraph that begins “Jane Sharp!” Read aloud and emphasize effective phrasing as students silently follow along.

Repeat words that students may need support to pronounce.

Echo Read the excerpt, and encourage students to mimic your phrasing.

Choral Read the excerpt.

✔ Instruct students to Think–Pair–Share: “How has Alyce’s identity changed? How did society influence these changes?”

Give students one minute to silently think. Then form pairs and instruct students to discuss their ideas.

Encourage students to use these sentence frames:

At the beginning of the The Midwife’s Apprentice, .

By the end of the text, .

This shows that .

Then facilitate a whole group discussion. Listen for these essential understandings:

ƒ At the beginning of The Midwife’s Apprentice, Alyce does not think that her life can improve for the better, and she has no hopes or dreams. By the end of the text, she is determined to be the midwife’s apprentice because she believes that this is her place in the world. This shows that Alyce believes that she should not be limited by society and that she can make a difference despite what some may think.

PROLOGUE TO LESSON 30: AT A GLANCE

Focusing Question: In The Midwife’s Apprentice, how does the protagonist’s identity change over time?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing how Alyce’s identity changes throughout The Midwife’s Apprentice. This work prepares them for the Socratic Seminar and Focusing Question Task in Lesson 30.

LEARNING GOAL

Rehearse sharing a response for the upcoming Socratic Seminar.

✔ Share a revised response to the Socratic Seminar question.

VOCABULARY

identity (n.): the qualities and traits that define a person or group

MATERIALS

The Midwife’s Apprentice, Karen Cushman

Prologue Glossary

Prologue Handout 30A: Stronger, Clearer Each Time

Assess and activate prior knowledge by asking this question: “What is an identity?”

Direct students to the word identity in their Prologue Glossaries. Echo Read the word and then define it.

identity (n.): the qualities and traits that make one person or group different from any other

Display and read the Socratic Seminar question: In The Midwife’s Apprentice, how does Alyce’s identity change over time? How does medieval society support and limit her identity?

Model rephrasing the Socratic Seminar question.

ƒ How do Alyce’s qualities and traits change in The Midwife’s Apprentice, and what role does medieval society play in these changes?

Introduce this lesson’s Learning Goal: Rehearse sharing a response for the upcoming Socratic Seminar. Explain that students will draft a response to the Socratic Seminar question and then receive feedback from their peers to revise and make their response stronger.

Learn

20 MIN.

Ask: “How has Alyce’s identity changed?”

Listen for these essential understandings:

ƒ At the beginning of the story, Alyce has no confidence in herself. By the end of the story, her selfconfidence grows and she is proud of who she has become.

ƒ She learns new skills by being the midwife’s apprentice, which helps improve her confidence and earns the respect of the villagers.

ƒ She also becomes more caring after her experiences in the village.

Ask: “What role did medieval society play in Alyce’s identity?”

Listen for these essential understandings:

ƒ Alyce did not have many opportunities and found life to be difficult because she was at the bottom of the medieval social ranking.

ƒ People treated Alyce poorly because she was at the bottom of the social hierarchy. Despite this treatment, Alyce was determined to be more than just a dung beetle.

ƒ Alyce gained marketable skills by serving as the midwife’s apprentice, allowing her to trade her services for money, food, and other items.

SCAFFOLD

Record important ideas about changes in Alyce’s identity for students to refer to as they complete Prologue Handout 30A.

Direct students to Prologue Handout 30A: Stronger, Clearer Each Time.

Lead students through the Stronger, Clearer Each Time routine to respond to the Socratic Seminar question on the handout.

Instruct students to write a response in the First Draft section of Prologue Handout 30A.

Pair students and instruct them to follow the directions in the Partner 1 section of Prologue Handout 30A. Give students three minutes to share their ideas and receive feedback.

Pair students with new partners and instruct them to follow the directions in the Partner 2 section of Prologue Handout 30A. Give students three minutes to share their ideas and receive feedback.

Instruct students to reflect on the feedback received and to write down a revised response in the Second Draft section of Prologue Handout 30A.

Land 5 MIN.

Instruct students to find a new partner.

✔ Students share their revised response.

PROLOGUE TO LESSON 33: AT A GLANCE

Focusing Question: What elements make for an engaging historical narrative?

SUMMARY

Students examine the structure and language of a model introduction in narrative writing. Students develop an understanding of the purpose of introductions in narrative writing and practice writing their own. This work prepares students to draft a narrative in the End-of-Module Task in Lesson 33.

LEARNING GOAL

Write an introductory paragraph for a narrative.

✔ Share an introductory paragraph for a narrative.

VOCABULARY

none MATERIALS

Prologue Glossary

Handout 32A: ESCAPE Plan

Handout 31A: EOM Task Models

Assess and activate prior knowledge by asking these questions:

“What is one way to begin a narrative or story?”

“Why is this important for readers?”

Listen for these essential understandings:

ƒ One way to begin a story is to establish a setting.

ƒ Provide information to engage the reader and let them know important information about the characters and setting of the story.

ƒ A strong introduction makes readers want to read the story and lets them know what the story will be about.

Introduce this lesson’s Learning Goal: Write an introductory paragraph for a narrative.

Explain that students will draft an introductory paragraph for their End-of-Module Task.

Learn

20 MIN.

Explain that students will focus on Establish and Setting in their ESCAPE plans.

Direct students to Handout 32A. Read aloud the description for Establish while students follow along.

Read aloud the description for Setting while students follow along.

Explain that students will revisit an End-of-Module Task model to examine how the author establishes the story and describes the setting in the introductory paragraph.

Direct students to Model A on Handout 31A.

Read aloud the first paragraph while students follow along.

Ask: “How does the author engage the reader and introduce the story?” Listen for these essential understandings:

ƒ The author provides information about the setting by describing the weather, the scenery, and what the narrator smelled.

ƒ The author lets the reader know that the narrator is a soldier who is lying in the sun to dry his clothes.

ƒ Details about the setting and character make me want to read the story and find out what happens to the soldiers.

Prompt students to notice specific information by asking these questions:

SCAFFOLD

1. During what time of year does the story take place? What details does the author provide about that time of year?

2. Where does the story take place? What details does the author provide about this location?

Emphasize how the author’s use of words such as crisp, fresh, and peaceful create the setting of a spring day.

Ask: “What words might the author have used if the soldiers were instead in a room in the castle?”

ƒ dark

ƒ smelly

ƒ stuffy

ƒ hot

ƒ crowded

ƒ terrible

ƒ gloomy

ƒ chaotic

Read aloud the second paragraph while students follow along.

Ask: “What words does the author use to show that the story takes place during the Middle Ages?”

ƒ estate

ƒ noble

ƒ Sir

ƒ Lord

ƒ castle

Explain that these words provide important information about when the story takes place.

Tell students that they will use Handout 32A to write an introductory paragraph that establishes their story and provides information about the setting.

Instruct students to write an introduction for their narrative.

To guide students’ writing, work with them in smaller groups to ask these questions:

SCAFFOLD

1. During what time of year does your story take place? What would you see, hear, smell, taste, and/or touch during this time of year?

2. Where does your story take place? What would you see, hear, smell, taste, and/or touch in this place?

Pair students and explain that they will share their introductions by reading them aloud to their partners.

Explain that partners will listen to determine whether the writer establishes the setting.

✔ Students share an introductory paragraph for a narrative.

PROLOGUE TO LESSON 34: AT A GLANCE

Focusing Question: What elements make for an engaging historical narrative?

SUMMARY

Students experiment with the structure and language of a model introduction in narrative writing. Students apply specific elements of the model to revise their narrative introductions. This work prepares students to revise their End-of-Module Task response in Lesson 34.

LEARNING GOAL

Revise the introductory paragraph of a narrative.

✔ Share an example of dialogue, descriptive details, or sensory language added to your story.

VOCABULARY

none

MATERIALS

Prologue Glossary

Handout 31A: EOM Task Models

Students’ drafts of the End-of-Module Task

Assess and activate prior knowledge by asking these questions:

“How does sensory language help readers understand the story?”

“How does dialogue help readers understand the story?”

“How do descriptive details help readers understand the story?”

Listen for these essential understandings:

ƒ Sensory details help readers create a picture in their minds.

ƒ Sensory details create a clear image of what the characters see, feel, smell, hear, taste, or touch.

ƒ Dialogue provides information about the characters and their relationships.

ƒ Descriptive details make the story interesting.

ƒ These details provide important information about what is happening in the story.

TEACHER NOTE

Definitions of sensory language, dialogue, and description appear on Handout 11A: Narrative Techniques—The Writer’s Toolbox.

Introduce this lesson’s Learning Goal: Revise the introductory paragraph of a narrative.

Explain that students will share their introductions with a partner to make improvements before sharing their stories in an upcoming lesson.

Remind students that on the End-of-Module Task the criteria for success include dialogue, descriptive details, and sensory language to develop setting, events, and characters.

Display and read aloud this paragraph:

Lucretia was excited for the wedding. Two noble families would soon be joined. She worked with the servants to prepare for the wedding. There was a lot to be done, and everyone pitched in to help. Maybe Lucretia’s dream would finally come true.

Give students three minutes to identify problems or weaknesses in the paragraph.

SCAFFOLD

Ask these questions:

1. Who is Lucretia and why is she excited?

2. Where does the story take place?

Invite volunteers to share what they found. Listen for these essential understandings:

ƒ This paragraph does not include any dialogue, descriptive details, or sensory language that helps readers understand the setting, events, or characters.

ƒ The paragraph does not make it clear who is getting married.

Direct students to Model B on Handout 31A. Read the first paragraph aloud while students follow along.

Highlight how this paragraph includes important dialogue, descriptive details, and sensory language that help readers understand what is happening in the story. Explain that in the previous example a reader would be confused and might think that Lucretia is getting married.

Direct students to their drafts of the End-of-Module Task. Instruct students to strengthen their introductions by adding dialogue, descriptive details, or sensory language.

Meet with students individually to help them with their revisions. During this revision time, tell students they may ask a partner for specific feedback.

✔ Students share an example of dialogue, descriptive details, or sensory language added to their stories.

TEACHER NOTE Before presenting to the class in Lesson 35, multilingual learners may benefit from additional practice reading their narratives aloud.

Appendix A: Prologue Module 1

Handouts

Social Hierarchy in the Middle Ages

Clergy Knights Nobility Peasants Tradesmen

Social Group

of the kingdom.

The king was in charge

What did they do?

had a good life.

He lived in a large castle. He was very wealthy and

Where did they live?

describe their life?

group. Work with your peers to get information about the other groups.

How would you

Directions: Read the paragraph about your assigned social group. Answer the questions to complete the row about the social

Social Hierarchy in the Middle Ages

Prologue Handout 2B

Social Groups in the Middle Ages King

Life was hard for many during the Middle Ages because this was a time of fighting among different groups of people. Invaders would try to take control of land that was not theirs during this period. The king was in charge, but there was no official system or rules to protect the people and the king was unable to keep everyone safe on his own. A social hierarchy soon formed to provide order and rules to keep communities safe. After the king, the hierarchy was the nobles, the knights, the clergy, the tradesmen, and the peasants.

The king was very wealthy and gave land to nobles in exchange for the nobles protecting the people. Only the first son of a king could become king.

Nobles

In exchange for the land and servants provided by the king, the nobles were responsible for keeping their communities safe from attacks. Members of the nobility had more money than many other people during the Middle Ages and lived in large fancy castles. Nobles were able to afford nice clothing and food, which was often enjoyed during parties and other celebrations. Young noble children had lots of toys and games and were taught to read and write. Young boys were sent to learn to become knights at the age of 7, while young girls were sent to learn to become ladies who would take care of the house and children.

Knights

It was a great honor to become a knight, and young noble boys would leave their castle at a young age to train for this role. Training to become a knight included learning to use weapons as well as learning to dance! This training lasted for many years, and a young noble would only become a knight after being knighted by the king. Every knight was expected to be honest, to be loyal to the king and his community, and to treat women respectfully. To prepare for real battles, knights would often have tournaments or jousts with each other. Knights wore shiny metal armor and rode on horseback during these tournaments where they tried to knock each other off the horse. Although knights often traveled and fought, they still enjoyed a good life and lived in castles with their families.

Clergy

Religion was important during the Middle Ages, and members of the church, also referred to as clergy, were viewed as important members of society. Clergy members were responsible for leading worship and praying for members of the community. All people, regardless of their social rank or access to money, would give money to the clergy in exchange for the promise of a better life after they died. Some members of the clergy lived as nicely as members of the nobility and wore fancy clothes; however, most lived in modest housing and wore strict uniforms based on their role in the church.

Peasants

Peasants were at the bottom of the social hierarchy, and life was hard for them. They were very poor and did not have any of the luxuries of the nobility. Because peasants were poor, their clothing was usually rough and cheaply made. Peasants often lived on land owned by the nobility and worked very hard to pay for this land. Some peasants were owned by members of the nobility and could not leave the land without permission. Their houses were generally small and did not contain a lot of furniture. Peasants ate whatever they could grow on their land, which usually included fruits, vegetables, and grains but no meat.

Adapted from: the PBS Western Reserve, The Middle Ages Teacher Guide

Social Group

Brief Description

Story Map Characters (Who is in this part of the story?)

•

What does this reveal about the character’s identity?

Class This page may be reproduced for classroom use only.

What tone do the words and phrases in bold type create in this sentence?

Prologue Handout 12A

From the Knight’s Tale

“Palamon took off his gauntlets and crawled across the grass to Arcite’s side. ‘Friend,’ he said, touching his cousin’s cheek. ‘What have we done?’” (14)

From the Miller’s Tale

“The Carpenter was shrieking , ‘It’s the end of the world ! Swim for your lives! ’” (23)

Name

Date Class

Prologue Handout 30A

Stronger, Clearer Each Time

First Draft

Directions: Develop a response to these questions: “In The Midwife’s Apprentice, how does Alyce’s identity change over time? How does medieval society support and limit her identity?”

Response: In The Midwife’s Apprentice, Alyce

Evidence: For example,

Elaboration 1: Medieval society supports Alyce’s identity by

Elaboration 2: Medieval society limits Alyce’s identity by

Partner 1

Directions: Read your first draft to your partner. Ask your partner these questions. Take notes on the responses.

What is confusing?

What needs more details?

Partner 2

Directions: Tell your second partner how Alyce’s identity has changed. Try not to read from your paper. Ask your partner these questions. Take notes on the responses.

What is confusing?

What needs more details?

Second Draft

Directions: Revise your draft to answer these questions: “In The Midwife’s Apprentice, how does Alyce’s identity change over time? How does medieval society support and limit her identity?”

Response: In The Midwife’s Apprentice, Alyce

Evidence: For example,

Elaboration 1: Medieval society supports Alyce’s identity by

Elaboration 2: Medieval society limits Alyce’s identity by

Appendix B: Prologue Module 1

Answer Keys and Suggested Student Responses

WIT

Class

Social Group

• nobility

• nobility

• unknown, but probably nobility

• unknown, but probably nobility

• nobility

• nobility

Brief Description

• main character, eleven-year-old boy

• Tobias’s cousin, full-grown, soon to be a knight

• one of the other pages, is nice to Tobias

• the two other pages that share a bed with Tobias, like to sleep late

• Tobias’s aunt, is nice to Tobias, is called “My Lady,” dresses in nice clothing

• Tobias’s younger cousin, shy

• Tobias’s older cousin

• companion and servant to Tobias’s aunt, dresses in nice clothing, also has a servant

• a prim and fussy man, in charge of all the servants in the castle

Map Characters (Who is in this part of the story?)

• Tobias

• Simon

• Mark

• Oliver & Humphrey

• Aunt Elizabeth

• Abigail

• Beth

• Isbel

• the steward

Plot: Tobias arrives at his uncle’s castle and meets various people. He begins to learn about his duties as a page for his aunt.

mattresses of straw with three other pages.

Setting: The setting is Tobias’s uncle’s castle, which is large and has many rooms; Tobias sleeps on a wooden pallet with

Class M1

This reveals that the Knight is mature and wants to emphasize the seriousness of what happens when knights fight for no reason.

12A

Prologue Handout 12A • WIT & WISDOM ® Prologue Handout

The Knight and the Miller Comparison

What tone do the words and phrases in bold type create in this sentence?

The words “crawled,” “friend,” and “touching” create a serious and sorrowful tone. This is the last conversation between Arcite and Palamon. It shows the seriousness of what could happen in the fights.

From the Knight’s Tale “Palamon took off his gauntlets and crawled across the grass to Arcite’s side. ‘Friend,’ he said, touching his cousin’s cheek. ‘What have we done?’” (14)

The Miller values making others laugh.

The words and phrases “shrieking,” “end of the world,” and “swim for your lives” create a funny tone. The Miller’s tale is supposed to be funny, and describing the Carpenter’s reaction in this way adds humor to his story.

From the Miller’s Tale “The Carpenter was shrieking , ‘It’s the end of the world ! Swim for your lives! ’” (23)

Grade 7, Module 2 Americans All

Table of Contents

INSTRUCTION

Focusing Question 1: What does being Navajo mean to the protagonist of Code Talker?

Focusing Question 2: How does Ned’s Navajo identity provide strength during times of challenge?

Focusing Question 3: What did the Wakatsukis experience during World War II and how did it affect them?

Focusing Question 4: How did World War II affect individuals?

Appendix A: Prologue Module 2 Handouts

Appendix B: Prologue Module 2 Answer Keys and Suggested Student Responses

Module Summary

The earth is the mother of all people, and all people should have equal rights upon it.

The history of the past is but one long struggle upward to equality.

—Chief Joseph

—Elizabeth Cady Stanton

By the late 1930s, the world was wracked by economic despair and facing rising fascist powers . Democracy looked weak, inadequate, and doomed . Hitler’s racially obsessed state loomed large over Europe, annexing Austria, allying with fascist Italy, and threatening to invade its neighbors Americans were suspicious of Nazi sympathizers, but many feared that Germany could not be stopped

In the Pacific, tensions were also mounting. An actively modernizing Japan emerged as a rising world power . Japan’s economy had suffered during the Great Depression, and in the 1930s, the nation increasingly came under military control Espousing doctrines of national and racial supremacy, Japan’s expansionism into China in 1937 further strained relations with the West

As relations with Japan deteriorated, the U .S . imposed embargoes on oil and other materials that Japan desperately needed . Japan viewed these measures as threats to its very existence, and in 1940, joined the Axis alliance with Germany and Italy, plotting massive invasions throughout East Asia Japan feared that America’s industrial resources and manpower would overwhelm Japan in a prolonged war and hoped to stun the U S into negotiating peace To that end, Japan launched a surprise air attack on the U.S. naval base at Pearl Harbor on December 7, 1941. America’s Pacific fleet was badly damaged—and America responded to the attack with fury and indignation . Hitler was convinced that the conflict with the U.S. was inevitable, and he was determined to stop American aid to Britain and Russia . Hitler declared war .

Japan’s attack on Pearl Harbor and Germany’s declaration of war instantly shattered America’s isolationist mood Through the draft and widespread voluntary enlistment, young men everywhere were swept into war . A shared patriotic purpose united Americans .

As the war expanded, Germany imposed tyrannical control in the territories it conquered—forcing people into slavery, stealing their wealth, and using its feared secret police to brutally suppress dissent An increasingly mechanized extermination system, centered on slave labor and death camps, ran ceaselessly until the war’s end Six million Jews were murdered, while millions of other Europeans were worked to death alongside them .

Meanwhile, the American military remained racially segregated . As the U .S . fought against racially bigoted regimes abroad, many Americans noted the blatant disconnect and argued for reform at home.

Populations linked to enemy nations were at the greatest risk of government discrimination . On the West Coast, Japanese Americans faced accusations—often founded on blatant prejudice and

encouraged by neighbors’ schemes to seize Japanese American property—of disloyalty and sabotage More than 100,000 Japanese living on the West Coast, more than half of whom were U S citizens, were interned in federal camps (although men could win release to join the U .S . military, and many served with distinction) .

Through the fictional account of Ned Begay, a Navajo teenager called to war, and the memoir of Jeanne Wakatsuki Houston, a former internee of Manzanar camp, students explore this world conflict by entering the lives of those who lived through it. In Code Talker, by Joseph Bruchac, the protagonist experiences assimilation and battlefield combat, yet his Navajo culture provides him strength, self-awareness, and language—all of which create a remarkable opportunity to serve his country . In Farewell to Manzanar, young Jeannie struggles to understand and come to terms with the effects of her family’s wartime internment . From these unforgettable stories, students gain insight into the World War II era .

The End-of-Module (EOM) Task is an informative/explanatory essay . In it, students detail how one individual encountered adversity and/or opportunity as a result of the war, and how he or she formed identity in a time marked by challenge on both a national and human scale .

Essential Question

How did World War II affect individuals?

Suggested Student Understandings

ƒ World War II presented new opportunities and challenges for Americans .

ƒ Navajo Americans and Japanese Americans have made indispensable contributions to American society throughout history

ƒ Cultural identity can be a source of strength and pride .

ƒ Stories about individuals can help us understand the larger forces that shaped a particular era .

Introduction

In Module 2, Wit & Wisdom Prologue™ lessons focus on helping students deepen their understanding of how World War II affected the characters in the module texts .

ƒ Reading Prologue lessons support comprehension of the module texts Code Talker and Farewell to Manzanar Passages from the texts focus on characters’ identities and how these identities were shaped by each character’s experiences during World War II

ƒ Writing Prologue lessons give students time to analyze and practice informative writing structures such as the HIT introduction structure and the ToSEEC paragraph structure .

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars . The discussions prompt students to further analyze the themes and character development in Code Talker and Farewell to Manzanar .

ƒ Language Prologue lessons guide students to analyze word choice and how these words reflect character development

Please see the Prologue Implementation Guide for more information on planning, scaffolding instruction, and meeting the needs of multilingual learners and students with language-based disabilities .

English Language Development (ELD) Standards

Wit & Wisdom® core lessons engage students in many ways to interact with and through language and text that meet English Language Development (ELD) standards Prologue lessons provide additional language support that meets ELD standards Use your state’s English language development standards and proficiency descriptors to best support your multilingual learners in reaching the learning goals .

Prologue Module 2 Learning

Reading Prologue lessons support comprehension of the module texts Code Talker and Farewell to Manzanar. Passages from the texts focus on characters’ identities and how these identities were shaped by each character’s experiences during World War II.

Writing Prologue lessons give students time to analyze and practice informative writing structures such as the HIT introduction structure and the ToSEEC paragraph structure.

WIDA Standards

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by

ƒ identifying a theme or central idea that develops over the course of a text and

ƒ analyzing how character attributes and actions develop in relation to events or dialogue.

ELD-LA.6–8.Inform.Expressive Multilingual learners will construct informational texts in language arts that

ƒ introduce and define topic and/or entity for audience;

ƒ establish objective or neutral stance;

ƒ add precision, details, and clarity about relevant attributes, qualities, characteristics, activities, and behaviors; and

ƒ develop coherence and cohesion throughout text.

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 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

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.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars. The discussions prompt students to further analyze the themes and character development in Code Talker and Farewell to Manzanar

ELD-LA.6–8.Narrate.Interpretive

Multilingual learners will interpret language arts narratives by ƒ identifying a theme or central idea that develops over the course of a text.

ELD-SI.4–12.Argue

Multilingual learners will ƒ support or challenge an opinion, premise, or interpretation and ƒ clarify and elaborate ideas based on feedback.

ELD-SI.4–12.Narrate

Multilingual learners will ƒ share ideas about one’s own and others’ lived experiences and previous learning and ƒ recount and restate ideas to sustain and move dialogue forward.

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 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.

Language Prologue lessons guide students to analyze how language is being used for different purposes in poems, speeches, and ads.

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by ƒ evaluating impact of specific word choices about meaning and tone.

Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

Module Map

Prologue to Lesson # Lesson Type Summary Learning Goal

Focusing Question 1: What does being Navajo mean to the protagonist of Code Talker?

3 Reading Students practice fluently reading excerpts from Code Talker. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss Code Talker in Lesson 3.

5 Reading Students practice fluently reading Code Talker. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the protagonist’s experience at boarding school in Lesson 5.

7 Writing Students experiment with elaboration sentences. They develop an understanding of the structure and purpose of elaboration sentences in informative writing. This work prepares students to complete Focusing Question Task 1 in Lesson 7.

Describe an aspect of Navajo culture based on an excerpt from Code Talker

Summarize the important ideas in chapter 3 of Code Talker

Write an elaboration sentence about Ned’s Navajo culture.

Focusing Question 2: How does Ned’s Navajo identity provide strength during times of challenge?

11 Reading Students closely read excerpts from chapter 10 of Code Talker. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the development of Code Talker’s deeper messages in Lesson 11.

14 Language Students deconstruct a sentence from Code Talker. By focusing on sentence structure, students deepen their understanding of complex language. This work prepares students to discuss the author’s craft and structure in Lesson 14.

16 Writing Students experiment with transitions. They develop an understanding of the structure and purpose of transitions in informative writing. This work prepares them to write an elaborated paragraph in Lesson 16.

Summarize the important ideas in chapter 10 of Code Talker

Analyze how the structure of a sentence from Code Talker conveys a deeper meaning.

Understand when to use transition words and phrases to show agreement or contradiction.

Speaking and Listening

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing themes from Code Talker, which prepares them to participate in the Socratic Seminar in Lesson 19.

20 Writing Students experiment with evidence and elaboration. They develop an understanding of the structure and purpose of evidence and elaboration in informative writing. This work prepares them to complete the Focusing Question Task in Lesson 20.

Rehearse a response related to the upcoming Socratic Seminar.

Write using evidence and elaboration in informative writing.

Focusing Question 3: What did the Wakatsukis experience during World War II and how did it affect them?

24 Reading Students practice fluently reading an excerpt from Farewell to Manzanar. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the Wakatsukis’ journey to Manzanar in Lesson 24.

29 Language Students closely read an excerpt from Farewell to Manzanar. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the effects of the internment on Jeanne in Lesson 29.

30 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing similarities and differences between Ned Begay and Jeanne, which prepares them to participate in the Socratic Seminar in Lesson 30.

Focusing Question 4: How did World War II affect individuals?

34 Writing Students experiment with the HIT introductory paragraph structure. They develop an understanding of the structure and purpose of introductory paragraphs. This work prepares them to draft their Endof-Module Task response in Lesson 34.

Summarize the important ideas in Farewell to Manzanar

Summarize the important ideas in Farewell to Manzanar

Rehearse a response related to the upcoming Socratic Seminar.

Write an introductory paragraph about how World War II affected an individual.

Talking Tool

Talking Tool

Share What You Think

I think because In my opinion, I noticed that . First, . Also, .

Support What You Say For example, According to the author, . In the text, . Another reason is .

Ask for More Information

What do you mean by ? What text evidence supports that idea?

Can you give an example?

How does that relate to ?

Build on Others’ Ideas

I hear you say that . That makes me think that . I agree and I will add that . I disagree because . Have you thought about ?

PROLOGUE TO LESSON 3: AT A GLANCE

Focusing Question: What does being Navajo mean to the protagonist of Code Talker?

SUMMARY

Students practice fluently reading excerpts from Code Talker . They answer text-dependent questions to develop an understanding of the text . This work prepares students to discuss Code Talker in Lesson 3 .

LEARNING GOAL

Describe an aspect of Navajo culture based on an excerpt from Code Talker

✔ Think–Pair–Share: “What did you learn about Navajo culture and traditions?”

VOCABULARY

culture (n .): the language, values, traditions, beliefs, and arts shared by members of a group tradition (n ): the beliefs and customs of a culture or group handed down from one generation to the next

MATERIALS

Code Talker, Joseph Bruchac

Prologue Glossary

Assess and activate prior knowledge by asking this question: “What traditions does your family celebrate?”

Direct students to the words culture and tradition in their Prologue Glossaries . Echo Read the words and then define them

culture (n .): the language, values, traditions, beliefs, and arts shared by members of a group tradition (n .): the beliefs and customs of a culture or group handed down from one generation to the next

Tell students that different cultures observe different traditions .

Introduce the Learning Goal: Describe an aspect of Navajo culture based on an excerpt from Code Talker .

Explain that this goal will prepare students to understand the module text Code Talker, which is about the experiences of a Navajo protagonist, beginning with his childhood on a Navajo reservation .

Learn

20 MIN.

Explain that students will read an excerpt from chapter 2 of Code Talker to learn about some Navajo traditions Tell students these traditions are important to Ned, the protagonist

Direct students to page 12. Read aloud part of the fifth paragraph, beginning with “There were many . ” SCAFFOLD

Display images of Navajo moccasins and turquoise jewelry to support comprehension of the description.

Next Echo Read the fifth paragraph .

Ask: “What did you notice about the children’s appearance?” Instruct students to share their thinking with a partner Listen for these essential understandings:

ƒ The children have long, black hair.

ƒ The children are wearing new moccasins and jewelry.

ƒ Their clothing is a sign of how much their family loved them.

SCAFFOLD Record key ideas for students to refer to throughout the lesson.

Direct students to page 13 . Read aloud the second paragraph, beginning with “Suddenly as if . ” Explain that the Navajo children are speaking in the Navajo language .

Next Echo Read the second paragraph

Ask: “What did you notice about the way the children introduced themselves?” Instruct students to share their thinking with a partner . Listen for these essential understandings:

ƒ The children shared their names and clans.

ƒ The clans represent their families and ancestors.

Instruct students to Partner Read the excerpt

✔ Instruct students to Think–Pair–Share: “What did you learn about Navajo culture and traditions?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ The Navajo have traditional clothing, including moccasins, jewelry, belts, and hair ornaments.

ƒ The Navajo introduce themselves by stating their clan and where they are from.

ƒ The clan system is an important part of Navajo culture.

Instruct students to record one thing that they learned about Navajo culture .

PROLOGUE TO LESSON 5: AT A GLANCE

Focusing Question: What does being Navajo mean to the protagonist of Code Talker?

SUMMARY

Students practice fluently reading Code Talker . They answer text-dependent questions to develop an understanding of the text . This work prepares students to discuss the protagonist’s experience at boarding school in Lesson 5

LEARNING GOAL

Summarize the important ideas in chapter 3 of Code Talker .

✔ Think–Pair–Share: “What does the excerpt from Code Talker reveal about marginalization?”

VOCABULARY

marginalized (adj ): to be excluded, powerless, or treated as unimportant

MATERIALS

Code Talker, Joseph Bruchac Prologue Glossary

Assess and activate prior knowledge by asking this question: “What have you learned about marginalization?”

Listen for these essential understandings:

ƒ Marginalized means “to not be included.”

ƒ People without power may be marginalized.

Direct students to the word marginalized in their Prologue Glossaries Echo Read the word and then define it .

marginalized (adj .): to be excluded, powerless, or treated as unimportant

Ask: “What are some examples of marginalization from Code Talker or from texts from Module 1?”

Listen for these essential understandings:

ƒ Alyce from The Midwife’s Apprentice was powerless, and the villagers treated her poorly.

ƒ When the Navajo children in Code Talker arrived at boarding school, they were told that “it was no good to speak Navajo or be Navajo.”

Explain that students will practice fluently reading a sentence from chapter 3 of Code Talker to learn more about how the protagonist, Kii Yázhí, experiences marginalization

Introduce the Learning Goal: Summarize the important ideas in chapter 3 of Code Talker .

Learn

20 MIN.

Remind students that Kii Yázhí is away from his family at boarding school where he will learn English

Tell students that they will read an excerpt from chapter 3 that describes Kii Yázhí’s experience having his hair cut . Explain that all the Navajo children received haircuts when they arrived at boarding school .

Direct students to chapter 3. Echo Read the first sentence while modeling effective phrasing and emotion .

Choral Read the first sentence of chapter 3 .

Ask: “What does this sentence tell you about Kii Yázhí’s feelings in this chapter?”

ƒ “Took away” implies this was a negative experience.

Model how to fluently read the first four paragraphs of chapter 3, ending with “had other beliefs ”

Echo Read paragraph 4, beginning with “I should explain . ” Encourage students to mimic your phrasing .

Choral Read paragraph 4

Ask: “What hair traditions are part of Navajo culture?”

ƒ Both men and women have long hair.

ƒ Cutting your hair is considered bad luck.

Read aloud paragraphs 5–7, ending with “out the door . ”

Echo Read paragraph 7, beginning with “instead, they pushed ” Encourage students to mimic your phrasing .

Choral Read paragraph 7 .

Tell students that shear means “to cut hair” and is usually used to describe the act on sheep or other animals .

Instruct students to Think–Pair–Share: “Why might the author compare Kii Yázhí to a sheep?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas .

Listen for these essential understandings:

ƒ The author may have wanted to show how the children were being treated like animals.

ƒ The author may have wanted to show how powerless Kii Yázhí felt.

Read aloud paragraph 8, ending with “naked and ashamed ”

Instruct students to Partner Read paragraph 8, beginning with “Both boys . ”

SCAFFOLD Echo Read the excerpt with students who are not comfortable Partner Reading.

Instruct partners to discuss this question: “How does Kii Yázhí feel in this part? Why?”

ƒ He feels naked without his hair because it is a special part of his culture.

ƒ He feels ashamed that he is no longer following Navajo traditions and could not stop this process.

5 MIN.

✔ Instruct students to Think–Pair–Share: “What does the excerpt from Code Talker reveal about marginalization?”

Instruct pairs to discuss their ideas .

Then facilitate a whole group discussion Listen for these essential understandings:

ƒ This paragraph reveals how the Navajo children experienced marginalization when they arrived at boarding school.

ƒ The children were powerless and treated like animals, which showed that the teachers viewed them as unimportant.

PROLOGUE TO LESSON 7: AT A GLANCE

Focusing Question: What does being Navajo mean to the protagonist of Code Talker?

SUMMARY

Students experiment with elaboration sentences . They develop an understanding of the structure and purpose of elaboration sentences in informative writing . This work prepares students to complete Focusing Question Task 1 in Lesson 7

LEARNING GOAL

Write an elaboration sentence about Ned’s Navajo culture .

✔ Share an elaboration sentence .

VOCABULARY

identity (n ): the qualities and traits that make one person or group different from any other culture (n ): the language, values, traditions, beliefs, and arts shared by members of a group

MATERIALS

Code Talker, Joseph Bruchac

Prologue Glossary

Handout 4B: Informative Essay Structure

Assess and activate prior knowledge by asking this question: “What does the word identity mean?”

Direct students to the words identity and culture in their Prologue Glossaries . Echo Read the words and then def ine them .

identity (n .): the qualities and traits that make one person or group different from any other culture (n .): the language, values, traditions, beliefs, and arts shared by members of a group

Ask: “How are Ned’s culture and identity connected?”

Emphasize that Ned’s Navajo culture is a large part of his identity .

Introduce the Learning Goal: Write an elaboration sentence about Ned’s Navajo culture .

Explain that practice will prepare students to write effective evidence and elaboration in their writing tasks .

Learn

20 MIN.

Direct students to Handout 4B . Remind students of the To-SEEC paragraph structure .

Display and read aloud this topic statement: “The Navajo language is one part of Navajo culture that is important to Ned’s identity ”

Direct students to pages 26–27 of Code Talker . Read aloud the last sentence in the last paragraph, starting with “If anything . ”

Model how to create an evidence sentence by using this information: “On page 27, Ned says that boarding school made him more determined to never forget his Navajo language . ”

Explain that an elaboration sentence should show why the evidence connects to the writer’s main point Remind students that the main point is explained in the topic statement

Think aloud to elaborate on the evidence: “I need to explain how this quote shows that the Navajo language is important to Ned . I know that students were punished for speaking Navajo, and some students eventually forgot how to speak the language . Ned continued to speak Navajo whenever possible, and he was determined to never forget it This means speaking Navajo was really important to him because he was willing to be punished for continuing to speak Navajo . ”

Model how to create an elaboration sentence for this piece of evidence: “Ned’s response shows how important the Navajo language is to him because he was determined to still speak Navajo so that he would never forget how to speak the language . ”

Explain that phrases such as “This evidence shows” or “This is important because” can helpfully introduce elaboration .

Tell students that they will independently write an elaboration sentence for another piece of evidence related to the same topic statement

Display and read aloud this evidence sentence: “On page 14, Ned says that he feels ‘happier and more peaceful’ after speaking Navajo to the other children . ”

Remind students that this sentence appears when the children first arrive at boarding school and feel nervous and scared because they do not know what is about to happen

Instruct students to think about this prompt: “Explain how this evidence demonstrates the importance of the Navajo language to Ned’s identity . ”

SCAFFOLD

Provide a sentence frame to guide students’ responses: Ned’s response shows that the Navajo language is an important part of his culture because he .

✔ Students share an elaboration sentence

Give students three minutes to write an elaboration sentence explaining the evidence that supports the Navajo language is important to Ned .

Facilitate a discussion of students’ responses

PROLOGUE TO LESSON 11: AT A GLANCE

Focusing Question: How does Ned’s Navajo identity provide strength during times of challenge?

SUMMARY

Students closely read excerpts from chapter 10 of Code Talker . They answer text-dependent questions to develop an understanding of the text . This work prepares students to discuss the development of Code Talker’s deeper messages in Lesson 11

LEARNING GOAL

Summarize the important ideas in chapter 10 of Code Talker .

✔ Think—Pair—Share: “Compare the role Ned’s culture and identity play at boarding school versus at boot camp . ”

VOCABULARY

culture (n ): the language, values, traditions, beliefs, and arts shared by members of a group identity (n .): the qualities and traits that make one person or group different from any other

MATERIALS

Code Talker, Joseph Bruchac

Prologue Glossary

Assess and activate prior knowledge by asking this question: “What steps did Ned take to join the Marines?” Listen for this essential understanding:

ƒ He convinced his parents to let him join. He went to the Marine Corps office and told the Sergeant that he was old enough to join the Marines.

Direct students to the words culture and identity in their Prologue Glossaries . Echo Read the words and then def ine them .

culture (n .): the language, values, traditions, beliefs, and arts shared by members of a group identity (n .): the qualities and traits that make one person or group different from any other

Ask: “What role did Ned’s culture and identity play in his ability to join the Marines?”

Listen for these essential understandings:

ƒ Ned’s parents insisted that he receive a Blessingway before they would grant permission for him to join the Marines.

ƒ The Sergeant was unable to tell that Ned was underage. On page 57, the text says, “It is difficult for white men to tell our age.”

Remind students that the Blessingway is a special Navajo ceremony that provides protection to a person .

Introduce the Learning Goal: Summarize the important ideas in chapter 10 of Code Talker .

Explain that students will continue to think about Ned’s culture and identity by comparing his experiences at boot camp with those that he had at boarding school .

Learn

20 MIN.

Direct students to page 58 of Code Talker. Read aloud the second paragraph . Instruct students to listen for details about Ned’s arrival at boot camp .

Ask: “What happens to Ned in this paragraph?”

ƒ Ned and the new Marines arrive at training camp.

Echo Read the sentence beginning with “The other Navajo men . . . ”

Pair students . Instruct pairs to Partner Read the sentence .

SCAFFOLD

Echo Read the sentence with students who are not comfortable Partner Reading.

Ask: “How is the experience described similar to or different from Ned’s experiences at boarding school?”

SCAFFOLD

Provide these sentence frames: Ned’s experiences at boot camp and boarding school were similar because . His experiences were different because

Listen for these essential understandings:

ƒ The Navajo men introduce themselves by using the Navajo language in the same way that the Navajo children introduced themselves at the beginning of boarding school.

ƒ They do not seem to have a fear of speaking Navajo at boot camp.

Ask: “What role did Ned’s culture and identity play in his arrival at boot camp?”

Listen for these essential understandings:

ƒ Introducing yourself by telling your name and clan is part of the Navajo tradition.

ƒ The Navajo Marines quickly build a sense of community.

SCAFFOLD Record student responses in a T-chart labeled Similarities and Differences to help students organize their ideas.

Read aloud the third paragraph starting on page 58 . Ask: “What happens to Ned in this paragraph?”

ƒ The Marine barbers shave his head.

Echo Read the second paragraph on page 59 beginning with “’I am a plucked turkey ” Explain that to pluck a turkey means to remove a turkey’s feathers and that this phrase is an example of figurative language .

Pair students Instruct pairs to Partner Read the paragraph

Ask: “How is the experience described similar to or different from Ned’s experiences at boarding school?” Listen for these essential understandings:

ƒ Ned also had to get his hair cut when he arrived at boarding school.

ƒ He doesn’t seem as upset this time because the text says that he and another Navajo recruit laughed after their hair was cut.

ƒ The author compares Ned to a plucked turkey in this excerpt, and when Ned was at boarding school, the author compared Ned to a sheep being shorn.

Ask: “What role did Ned’s culture and identity play in this event, describing having his hair cut?”

Listen for these essential understandings:

ƒ Ned doesn’t seem as upset with having his hair cut this time because another man had warned him that this would happen.

ƒ This instance shows us how Ned uses his ability to connect with others to get through what may be upsetting situations.

Land

✔ Instruct students to Think—Pair—Share: “Compare the role Ned’s Navajo culture and identity play at boarding school versus boot camp . ”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ Ned’s experiences at boot camp and boarding school are similar because he has to conform to expectations at the expense of his Navajo culture. For example, he receives a haircut in both places.

ƒ Ned’s experiences are different because at boot camp the Navajo Marines were allowed more freedom to speak their language and respect their traditions. At boarding school Ned was punished and made to feel bad for being Navajo.

PROLOGUE TO LESSON 14: AT A GLANCE

Focusing Question: How does Ned’s Navajo identity provide strength during times of challenge?

SUMMARY

Students deconstruct a sentence from Code Talker . By focusing on sentence structure, students deepen their understanding of complex language . This work prepares students to discuss the author’s craft and structure in Lesson 14

LEARNING GOAL

Analyze how the structure of a sentence from Code Talker conveys a deeper meaning .

✔ Think–Pair–Share: “What does sentence structure reveal about Ned’s first wartime experience?”

VOCABULARY

structure (n ): the way that something is built, arranged, or organized

MATERIALS

Code Talker, Joseph Bruchac

Prologue Glossary

Prologue Handout 14A: Chapter 17 Sentence Deconstruction

Assess and activate prior knowledge by asking this question: “What challenges does Ned experienced as a Marine?”

Listen for these essential understandings:

ƒ The insects are one challenge that Ned experiences in the Solomon Islands. The author describes a huge poisonous centipede that lands on Ned’s arm and leaves a painful sore.

ƒ Ned is physically challenged by having to carry heavy supplies and weapons in a new and unfamiliar area. On page 116, Ned says that the beach is not like the one where they trained during boot camp.

Introduce this lesson’s Learning Goal: Analyze how the structure of a sentence from Code Talker conveys a deeper meaning .

Direct students to the word structure in their Prologue Glossaries . Echo Read the word and then define it .

structure (n ): the way that something is built, arranged, or organized

Explain that students will look at the structure, or organization, of an excerpt from the text .

20 MIN.

Distribute Prologue Handout 14A .

Explain that this excerpt is from chapter 17 of Code Talker Tell students that Ned and the other Marines land in Bougainville and that this is one of Ned’s first wartime experiences .

Read aloud the excerpt . Ask: “What do you notice about the structure or organization of the excerpt?”

Highlight that the excerpt is one long sentence .

Tell students that they will look at parts of the sentence to better understand it and what it is describing .

Direct students to the beginning of the sentence . Ask: “Why might the author have chosen to write ‘Someone’s hand was on my shoulder’?”

Explain that this phrase signals how the Marines were all joining together as one Emphasize how the phrase suggests that there is no separation between the white and Navajo Marines now that they are on the battlefield .

Model how to identify the action word by underlining surged .

Explain that surged means “to move very quickly ”

Instruct students to listen for action words in the other parts of the sentence .

Read aloud the second part of the sentence

Pair students . Instruct pairs to share the action words they see in this part of the sentence .

ƒ leaping ƒ stumbling

Explain that stumbling means “tripping or almost falling when you walk . ” Ask: “Why might the Marines be stumbling?”

ƒ The Marines are moving quickly through sand, which may cause them to stumble.

Instruct students to act out what is happening in the first two parts of the sentence

Read aloud the third part, “firing our weapons” and the fourth part, “falling onto our bellies” of the sentence .

Instruct students to underline the action words in these parts of the sentence

Facilitate a brief conversation about how the words firing and falling convey the gravity of Ned’s situation .

Emphasize that Ned is in a life-or-death situation alongside his fellow soldiers

Read aloud the last part of the sentence .

Instruct students to underline the action words in this part of the sentence

Explain that confronted is an action word that means to forcefully challenge someone .

Instruct students to write or sketch an image of what is happening in the sentence .

Instruct students to read aloud the words that they underlined Listen for students to list these action words from the excerpt: surged, leaping, stumbling, firing, falling, crawling, confronted

SCAFFOLD Guide students’ responses by reading the list aloud and encouraging students to act out each word as it is read.

Ask: “Why might the author use this many action words to describe what is happening?”

ƒ The author may have wanted to show how much the soldiers were doing in a short amount of time.

Land

5 MIN.

Read aloud the sentence with an emphasis on expression . Echo Read the sentence .

✔ Instruct students to Think–Pair–Share: “What does sentence structure reveal about Ned’s first wartime experience?”

Tell students to think about why the author chose to organize or write the sentence the way that he did .

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion Listen for these essential understandings:

ƒ The sentence shows how busy and confusing this experience was because the author lists several different challenges that the Marines are facing.

ƒ This sentence shows that Ned’s first wartime experience was difficult and dangerous, which is something Ned probably didn’t fully understand during training.

ƒ The sentence shows how the Marines have come together to overcome all the obstacles of war.

PROLOGUE TO LESSON 16: AT A GLANCE

Focusing Question: How does Ned’s Navajo identity provide strength during times of challenge?

SUMMARY

Students experiment with transitions . They develop an understanding of the structure and purpose of transitions in informative writing . This work prepares them to write an elaborated paragraph in Lesson 16 .

LEARNING GOAL

Understand when to use transition words and phrases to show agreement or contradiction

✔ Select a transition word to show the relationship between sentences .

VOCABULARY

none

MATERIALS

Code Talker, Joseph Bruchac

Prologue Glossary

Prologue Handout 16A: Transition Words

Assess and activate prior knowledge by asking this question: “Why is using transitions in your writing important?”

Explain that transitions connect ideas and help readers follow ideas and important developments .

Introduce the Learning Goal: Understand when to use transition words and phrases to show agreement or contradiction .

Explain that students will look at sentences that include transitions and practice using transitions in their writing

20 MIN.

Direct students to Prologue Handout 16A . Read aloud the paragraph in Part 1 .

Ask: “What transition words do you notice?”

ƒ also

ƒ in addition

ƒ furthermore

Instruct students to underline the transition words

Ask: “What is the purpose of the transition words in this paragraph?”

ƒ The transition words connect the list of several dangers the Marines faced.

Explain that these transition words show agreement or introduce additional ideas . These transitions can be used to connect two ideas that work together Instruct students to copy the words into the first chart column on Prologue Handout 16A

Provide this sentence starter: “Ned had many problems at boarding school . For example, he had to leave his family when he went there . ”

Pair students Instruct pairs to list Ned’s additional problems at boarding school Tell students to begin their sentences with transition words from the chart .

Direct students to the paragraph in Part 2 of the handout. Read aloud the first sentence. Ask: “What transition word do you notice?”

ƒ however

Instruct students to underline the transition word .

Ask: “What is the purpose of this transition word?”

ƒ The transition however indicates that the sentences are opposite.

Explain that some transition words indicate contradiction or introduce opposite ideas

Ask: “What other transitions could have been used instead of however?”

Ensure that students include but and although in their responses

Instruct students to record in the second chart column however, but, although, and any other appropriate student-generated transitions .

Direct students to the second and third sentences in Part 2 Pair students Instruct pairs to complete the sentences with transition words besides the word however .

Emphasize that although introduces the first of two differing ideas, while but or however introduces the second reason .

Direct students to Part 3 of the handout . Read aloud the two pairs of sentences .

Pair students . Instruct them to add transition words to each set of sentences . Prompt students to refer to the chart for transitions .

SCAFFOLD

Prompt students to identify whether the two sentences talk about similar or different ideas. Direct them to the appropriate transitions in the chart.

✔ Students select a transition word to show the relationship between sentences

Instruct students to find a new partner .

Instruct partners to take turns reading aloud the sentences with their selected transition word Tell students to explain to their partners their reasoning for selecting that transition word .

Facilitate a brief discussion by having students share their partner’s sentence and reasoning .

PROLOGUE TO LESSON 19: AT A GLANCE

Focusing Question: How does Ned’s Navajo identity provide strength during times of challenge?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing themes from Code Talker, which prepares them to participate in the Socratic Seminar in Lesson 19

LEARNING GOAL

Rehearse a response related to the upcoming Socratic Seminar .

✔ Share a response to the Socratic Seminar question .

VOCABULARY

central idea (n ): the main idea theme (n ): a central topic, subject, or message of a literary work

MATERIALS

Code Talker, Joseph Bruchac

Prologue Glossary

Prologue Handout 19A: Socratic Seminar Planner

Assess and activate prior knowledge by asking this question: “What are some central ideas from Code Talker?”

Listen for these essential understandings:

ƒ Naming: The names and nicknames of the Navajo people and the Marines have significance.

ƒ Connecting: The Navajo children connected at boarding school. Ned and the other Marines connected in boot camp.

ƒ Mistreatment: The Navajo tribe has been mistreated by the government.

ƒ Culture: Ned’s cultural identity influenced his experiences at boarding school, in boot camp, and during the war.

Direct students to the words central idea and theme in their Prologue Glossaries . Echo Read the words and then define them

central idea (n .): the main idea theme (n .): a central topic, subject, or message of a literary work

Remind students that central ideas are what the text is mainly about and themes are messages or big ideas that can be shared by more than one text . Tell students that an example of a theme from Code Talker is that times of challenge, such as wartime, can connect people .

Introduce the Learning Goal: Rehearse a response related to the upcoming Socratic Seminar

Learn

20 MIN.

Explain that in an upcoming Socratic Seminar students will answer these questions: What themes does Bruchac convey in Code Talker? How does he develop these themes throughout the book?

Direct students to Prologue Handout 19A . Read aloud the event, central idea, and theme from the sample response in the first row. Identifying a central idea first helps students consider what message the author is trying to communicate about this central idea

Model how to develop a response to the Socratic Seminar question by using the sample response in Part 2 .

Emphasize that the sentence frames written in bold can assist students in developing a response .

Explain that students will continue to think about events, central ideas, and themes now that they have finished reading Code Talker .

Direct students to the second event in Part 1 Read aloud the event

TEACHER NOTE

In the text and module materials, inconsistent language is used to describe people native to America. This excerpt from Code Talker uses the term Indians to describe American Indians from different tribes. Explain that, throughout time and among native people, group names sometimes change based on the way groups define themselves or based on a group’s preferred name. For further information about each tribe, consider finding materials written by the tribe or tribal members.

Pair students Ask: “What central ideas does this event develop? Why?”

Listen for these essential understandings:

ƒ This event develops the central idea of connecting because it shows how the Indian American Marines were able to connect with each other even though they come from different tribes and have different traditions.

ƒ This event develops the central idea of culture because it shows how the Indian American Marines took pride in their culture and enjoyed sharing parts of their culture with others.

Instruct students to Think–Pair–Share: “What theme does this event convey?” Tell students to consider the author’s intended message about the central idea .

Give students two minutes to silently think Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ This event conveys the theme of the importance of connecting with others during times of challenge.

ƒ This event conveys the theme that one’s culture can be a source of pride and strength.

Instruct pairs to share a response to the Socratic Seminar question based on the theme they just identified. Tell students to use the sentence frame and the sample response .

Instruct pairs to work together to complete the third row in Part 1 .

SCAFFOLD

Provide an event for students to work with:

When Ned returns home from the war, he is thrown out of a bar after being shown a sign that reads, “No Indians Served Here.”

Ned decides to go to college and become a teacher so that he can help the next generation remember their language and culture.

Land

5 MIN.

Instruct students to find a new partner. Tell pairs to take turns sharing their responses and providing feedback Prompt students to listen to their partner’s response for a theme and at least one important event that supports the theme .

✔ Pairs share a response to the Socratic Seminar question .

Instruct students to record on Prologue Handout 19A their responses to refer to during the Socratic Seminar .

PROLOGUE TO LESSON 20: AT A GLANCE

Focusing Question: How does Ned’s Navajo identity provide strength during times of challenge?

SUMMARY

Students experiment with evidence and elaboration . They develop an understanding of the structure and purpose of evidence and elaboration in informative writing . This work prepares them to complete the

Focusing Question Task in Lesson 20

LEARNING GOAL

Write using evidence and elaboration in informative writing .

✔ Write a piece of evidence and elaboration to explain how one element of Navajo culture supports Ned throughout Code Talker .

VOCABULARY

culture (n ): the language, values, traditions, beliefs, and arts shared by members of a group

MATERIALS

Code Talker, Joseph Bruchac

Prologue Glossary

Handout 4B: Informative Essay Structure

Assess and activate prior knowledge by asking this question: “Which element of Ned’s culture do you think is most important? Why?”

Direct students to the word culture in their Prologue Glossaries . Echo Read the word and then define it

culture (n .): the language, values, traditions, beliefs, and arts shared by members of a group

Record students’ responses to the opening question in an accessible location .

Introduce the Learning Goal: Write using evidence and elaboration in informative writing .

Explain that this practice will prepare students to write an informative paragraph in an upcoming lesson .

Learn

20 MIN.

Explain that in an upcoming lesson students will complete the Focusing Question Task in which they consider one element of Navajo culture that is particularly helpful to Ned and explain how the author shows this element helping Ned over the course of the text .

Remind students that they have been learning about informative writing Direct students to Handout 4B to briefly review the To-SEEC paragraph structure

Explain that you will model how to plan a response to the Focusing Question Task by finding evidence showing how the Navajo language supports Ned over the course of the book . Tell students that the Navajo language is your selected element and topic

Display and read aloud this topic statement: “The Navajo language helps Ned throughout Code Talker by providing him with strength and opportunities to connect with others during challenging times . ”

Display and read aloud these sentences:

“Ned and the other code talkers used the Navajo language to develop an unbreakable code that only they could understand” (73) .

“During the battle for Iwo Jima, Ned described hearing the sacred Navajo language being spoken around him, which allowed his heart to grow calm” (186) .

Instruct students to Think–Pair–Share: “Which piece of evidence best supports the topic statement?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion

Think aloud to evaluate both pieces of evidence:

“I know that the code talkers used the Navajo language to create an unbreakable code, but that does not really show how the language provided Ned strength during times of challenge . ”

“I remember reading on page 186 that the Navajo Marines spoke to each other in their sacred language during a dangerous battle, and Ned said that hearing those words calmed his heart This is an example of how the Navajo language provided Ned with strength during challenging times . ”

Emphasize that both sentences talk about the Navajo language but only the second sentence provides information about how the language helped Ned through challeng ing times

Explain that you can now use what you just said to write an elaboration sentence .

Display and read aloud these sentences:

“This evidence shows that the Navajo language was powerful enough to help Ned get through dangerous situations by just hearing it spoken by other Navajos . ”

“This evidence shows that the Navajo language is very important to Ned . ”

Instruct students to Think–Pair–Share: “Which elaboration sentence best explains how the evidence supports the topic statement?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion. Emphasize that the first sentence explains the connection between the evidence and the topic sentence while the second sentence just repeats a main idea

Explain that if you were writing a complete paragraph you would include additional evidence and elaboration, but this example is just the beginning of your paragraph .

Tell students that they will prepare for the upcoming Focusing Question Task by discussing in small groups evidence and elaboration about one aspect of Navajo culture that is particularly helpful to Ned .

Remind students that they have discussed language, ceremonies, rituals, and history as important elements of Navajo culture

Instruct students to form groups of three with others who selected the same topic .

Give groups five minutes to use textual evidence to describe how their selected topic supports Ned

Provide sentence frames to guide students’ responses:

SCAFFOLD

The Navajo helped Ned throughout the book by . On page , it says that This evidence shows

Land

5 MIN.

Give students three minutes to independently write about an aspect of Navajo culture that supports Ned throughout Code Talker .

✔ Students write a piece of evidence and elaboration to explain how one element of Navajo culture supports Ned throughout Code Talker

Instruct students to find a partner with a different topic. Tell pairs to share what they wrote .

PROLOGUE TO LESSON 24: AT A GLANCE

Focusing Question: What did the Wakatsukis experience during World War II and how did it affect them?

SUMMARY

Students practice fluently reading an excerpt from Farewell to Manzanar . They answer text-dependent questions to develop an understanding of the text . This work prepares students to discuss the Wakatsukis’ journey to Manzanar in Lesson 24

LEARNING GOAL

Summarize the important ideas in Farewell to Manzanar .

✔ Think–Pair–Share: “How do the words prejudice, discrimination, and internment connect to Farewell to Manzanar?”

VOCABULARY

prejudice (n ): an unfair feeling or dislike for a person or group because of race, ethnicity, gender, relig ion, etc .

discrimination (n .): unfairly treating a person or group of people differently from other people or groups of people

internment (n.): the condition of being confined or imprisoned during wartime

MATERIALS

Farewell to Manzanar, Jeanne Wakatsuki Houston and James D Houston

Prologue Glossary

“World War II: Internment of Japanese Americans,” Alan Taylor (http://witeng .link/0069)

Handout 23A: “Relocation Camps” by Craig E . Blohm

Assess and activate prior knowledge by asking this question: “What have you learned about the Wakatsukis?”

Remind students that the Wakatsukis were a Japanese American family living in California during World War II

Display photo number 44 from “World War II: Internment of Japanese Americans . ” Instruct students to notice and wonder about the photo . Facilitate a brief discussion of students’ observations and questions .

Direct students to the words prejudice and discrimination in their Prologue Glossaries . Echo Read the words and then define them .

prejudice (n .): an unfair feeling or dislike for a person or group because of race, ethnicity, gender, relig ion, etc

discrimination (n .): unfairly treating a person or group of people differently from other people or groups of people

Instruct students to Turn and Talk: “How does prejudice or discrimination connect to the photo?”

Explain that during World War II some people were prejudiced toward individuals from certain races or cultures . Remind students that during this time the United States was at war with Japan and some Americans discriminated against Japanese Americans .

Tell students that they will think more about how prejudice and discrimination affected the Wakatsukis .

Introduce the Learning Goal: Summarize the important ideas in Farewell to Manzanar .

Learn

20 MIN.

Remind students that Papa was taken away at the end of chapter 1 and that at the start of chapter 2 the family moved several times as they tried to figure out life without him

Direct students to the top of page 15 in Farewell to Manzanar . Tell students that you will read aloud an excerpt about an experience Jeannie has with one of her teachers . Explain that students should think about the role prejudice and/or discrimination plays in this experience

Read aloud from “I was confused” to “enough to explain” (page 15) . Emphasize effective phrasing .

Echo Read the excerpt . Explain that hostility means being unfriendly or mean toward someone .

Instruct students to Think–Pair–Share: “What is happening in this excerpt?” Encourage students to use the vocabulary terms prejudice and/or discrimination in their responses .

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ The teacher seems to be prejudiced against Jeannie because she is Japanese American.

ƒ This shows discrimination because the teacher wants nothing to do with Jeannie and refuses to help her.

Ask: “How does Jeannie feel about this experience?”

Listen for these essential understandings:

ƒ She was shocked and confused.

ƒ She may have been hurt or sad.

Direct students to the second sentence of the second paragraph on page 15 .

Instruct students to Think–Pair–Share: “What does this sentence mean?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

SCAFFOLD

To guide students’ responses, break the sentence into two parts. Ask students to explain what the phrase “looking back” reveals about the sentence. Then ask students to discuss why Jeannie might say that this type of behavior was easy to explain now that she is an adult.

Then facilitate a whole group discussion

Remind students that the text is written by Jeannie as an adult . Tell students that this sentence reveals how Jeannie felt as a child and what she understands now as an adult .

Explain that the start of the war resulted in negative feelings, prejudice, and discrimination toward Japanese Americans, which is something Jeannie had not previously experienced but understands as an adult .

Ask: “What have you learned about internment?”

Direct students to the word internment in their Prologue Glossaries . Echo Read the word and then define it .

internment (n.): the condition of being confined or imprisoned during wartime

Remind students that they read an article about internment or relocation camps . Explain that Jeannie and her family are sent to an internment camp for Japanese Americans . Tell students that you will read aloud an excerpt from this article and that they should think about the role discrimination and/or prejudice played

Display and read aloud this excerpt from Handout 23A:

“Soon an ominous fear surfaced in the minds of many Americans: Could these Japanese Americans be spies? Might they try to sabotage our military installations?”

Echo Read the excerpt . Explain that ominous means feeling that something bad is about to happen . Explain that sabotage means to damage or destroy something .

Ask: “What were many Americans afraid of? Why?”

Explain that many Americans were afraid of Japanese Americans because they thought that Japanese Americans could be spies trying to help Japan in the war with the United States .

✔ Instruct students to Think–Pair–Share: “How do the words prejudice, discrimination, and internment connect to Farewell to Manzanar?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion

In Farewell to Manzanar, Jeannie and her family experience prejudice and discrimination for being Japanese Americans because America was at war with Japan. Some Americans were suspicious of Japanese Americans, which led to the internment of Japanese Americans at Manzanar.

If time allows, instruct students to Turn and Talk to discuss potential challenges that Jeannie and her family may face at Manzanar .

PROLOGUE TO LESSON 29: AT A GLANCE

Focusing Question: What did the Wakatsukis experience during World War II and how did it affect them?

SUMMARY

Students closely read an excerpt from Farewell to Manzanar . They answer text-dependent questions to develop an understanding of the text . This work prepares students to discuss the effects of the internment on Jeanne in Lesson 29

LEARNING GOAL

Summarize the important ideas in Farewell to Manzanar .

✔ Think–Pair–Share: “What does the sentence reveal about internment’s effect on the Wakatsukis?”

VOCABULARY

loyalty (n ): strong support for someone or something

MATERIALS

Farewell to Manzanar, Jeanne Wakatsuki Houston and James D Houston Prologue Glossary

Direct students to page 73 in Farewell to Manzanar Assess and activate prior knowledge by asking this question: “What was the purpose of the Loyalty Oath?”

Direct students to the word loyalty in their Prologue Glossaries . Echo Read the word and then define it

loyalty (n .): strong support for someone or something

Remind students that the Loyalty Oath caused tension among people at the internment camp . Tell students that those in favor of signing the Loyalty Oath felt that fighting in the US Army would prove their loyalty and hopefully end the internment . Explain that those against signing felt it was wrong to promise loyalty to a country where they faced prejudice and discrimination .

Introduce the Learning Goal: Summarize the important ideas in Farewell to Manzanar .

Tell students that they will explore the effects of the internment on Jeanne and her family .

TEACHER NOTE This lesson refers to the author as Jeanne instead of Jeannie to reflect her shift from childhood to adolescence and adulthood.

Learn

20 MIN.

Explain that in chapter 20 the Wakatsukis and the other Japanese Americans have been released from the internment camps and are adjusting to everyday life .

Tell students they will read an excerpt from chapter 20 about an experience Jeanne has after returning to school .

Direct students to the top of page 142 in Farewell to Manzanar .

Read aloud from “I smiled” to “seen at all.” Model fluent reading by emphasizing effective phrasing. Repeat words students may need help pronouncing .

Explain that overt means something that is easily seen

Echo Read the first sentence of the excerpt .

Ask: “What does Jeanne realize?”

Reinforce that Jeanne realizes being Japanese American will be difficult after World War II

Echo Read the next two sentences . Emphasize effective phrasing . Repeat words students may need help pronouncing .

Instruct students to Think–Pair–Share: “What do these sentences reveal about how Jeanne feels?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ Jeanne may feel scared or ashamed to be Japanese American. She knows that some Americans may have ill feelings toward Japanese Americans.

ƒ Jeanne does not think that anyone will try to physically harm her but knows that they will view her as an outsider even though she was born in the United States.

Display and read aloud this sentence: “While I was striving to become Miss America of 1947, he was wishing I’d be Miss Hiroshima of 1904” (147)

Explain that striving means trying very hard to do something .

Ask: “Who is the speaker in this sentence?”

ƒ Jeanne

Ask: “What does Jeanne want?”

ƒ To be Miss America

Tell students that being selected as Miss America is a great honor . Explain that only one woman is chosen each year and is considered a representative of American women by the panel of judges .

SCAFFOLD

Provide further explanation or images of pageants.

Tell students that the sentence is figurative—Jeanne probably does not really want to compete in the Miss America contest

Pair students . Ask: “What does Jeanne mean in this part of the sentence?”

Reinforce that this part of the sentence shows Jeanne’s strong desire to be seen as American .

Ask: “Who is the ‘he’ in this sentence?”

ƒ Jeanne’s dad

Direct students to the word while . Explain that this word signals a relationship between two ideas . Emphasize that Jeanne and her father want different things .

Ask: “What does Jeanne’s father want?”

ƒ For Jeanne to be Miss Hiroshima

Tell students that this part of the sentence is also figurative—Jeanne’s father does not really want her to be Miss Hiroshima .

Pair students . Instruct pairs to compare what Jeanne wants with what her father wants . Prompt students to use this sentence frame: While Jeanne wanted , her father wanted

ƒ While Jeanne wanted to be seen as an American, her father wanted her to be seen as Japanese.

Facilitate a brief discussion of this question: “What connections can you make between these different perspectives and the Loyalty Oath?”

Review the perspectives for and against the Loyalty Oath. Record them in a T-chart and ask students to identify which sides Jeanne and her dad align with.

Listen for these essential understandings:

ƒ Jeanne’s father remains loyal to Japan and is frustrated by the discrimination Japanese people face in the United States. This is similar to the Japanese who would not take the Loyalty Oath.

ƒ Jeanne wants to show she is loyal to the United States because she thinks this is necessary to move on to a better life. This is similar to the Japanese who did take the Loyalty Oath.

Land

5 MIN.

Display and read aloud this sentence: “While I was striving to become Miss America of 1947, he was wishing I’d be Miss Hiroshima of 1904 ”

✔ Instruct students to Think–Pair–Share: “What does the sentence reveal about internment’s effect on the Wakatsukis?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ After the internment, Jeanne does not want to be seen as a Japanese American because many Americans are prejudiced toward Japanese Americans and Japanese Americans are facing discrimination. Jeanne has a strong desire to be seen as an American.

ƒ Jeanne’s father is proud of being Japanese American but seems to miss the old days before the war when there was less prejudice and discrimination.

PROLOGUE TO LESSON 30: AT A GLANCE

Focusing Question: What did the Wakatsukis experience during World War II and how did it affect them?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing similarities and differences between Ned Begay and Jeanne, which prepares them to participate in the Socratic Seminar in Lesson 30

LEARNING GOAL

Rehearse a response related to the upcoming Socratic Seminar .

✔ Share a revised response to the Socratic Seminar question .

VOCABULARY

none

MATERIALS

Farewell to Manzanar, Jeanne Wakatsuki Houston and James D Houston

Code Talker, Joseph Bruchac

Prologue Handout 30A: Stronger, Clearer Each Time

Assess and activate prior knowledge by asking this question: “How are Ned Begay from Code Talker and Jeanne alike?”

Pair students . Instruct pairs to discuss their responses to this question .

Listen for these essential understandings:

ƒ Both Ned and Jeanne experienced challenges during World War II.

ƒ The challenges Jeanne and Ned experienced were due to their culture and identity.

Introduce the Learning Goal: Rehearse a response related to the upcoming Socratic Seminar .

Tell students that they will participate in a Socratic Seminar in an upcoming class Explain that during the discussion they will work to answer this question: “Like Ned Begay from Code Talker, Jeanne Wakatsuki Houston is an individual who was affected by World War II . How was her experience similar to and different from Ned’s?”

Learn

20 MIN.

Tell students that they will make a Venn diagram to compare Jeanne’s and Ned’s experiences . Display a Venn diagram in a visible location

Instruct students to create their own Venn diagrams .

Highlight the sections of the Venn diagram . Instruct students to label each section by writing similar in the middle section and the name of each character in each outside section

Model how to add a similarity that students discussed during the Launch . Record the similarity in the middle of the Venn diagram: “Both experienced discrimination during World War II . ”

Model how to identify a difference between Jeanne’s and Ned’s experiences Record each on the Venn diagram: “Jeanne and her family were forced to live in an internment camp during World War II . Ned volunteered to serve as a Marine during World War II . ”

Pair students . Instruct pairs to add additional similarities and differences to their Venn diagrams .

Facilitate a discussion about responses . Record responses on the shared Venn diagram .

Display and read aloud the Socratic Seminar question: “Like Ned Begay from Code Talker, Jeanne Wakatsuki Houston is an individual who was affected by World War II . How was her experience similar to and different from Ned’s?”

Model how to begin a response to the Socratic Seminar question by using the previously identified similarity: “Both Jeanne and Ned experienced discrimination during World War II because of their culture . ”

Model how to elaborate on the similarity: “For example, Ned and other Navajo Marines were often called ‘Chief’ instead of their given names or nicknames that were unique to who they were . Jeanne experienced discrimination when she was ignored by her teachers for being Japanese . ”

Tell students that they will independently plan their response to the Socratic Seminar question and then receive feedback from a partner .

Direct students to Prologue Handout 30A .

Lead students through the Stronger, Clearer Each Time routine to respond to the question on the handout .

Instruct students to write a response in the First Draft section of the handout .

SCAFFOLD

Pair students. Instruct pairs to collaboratively draft a response to the Socratic Seminar question.

Pair students Instruct pairs to follow the directions in the Partner 1 section of the handout Give students three minutes to share their ideas and receive feedback .

Pair students with new partners and instruct them to follow the directions in the Partner 2 section of the handout

Give students three minutes to share their ideas and receive feedback .

Instruct students to reflect on the feedback they received and write a revised response in the Second Draft section of the handout

✔ Students share a revised response to the Socratic Seminar question

Instruct students to listen to other responses to the Socratic Seminar question . Tell them to record at least one additional similarity and difference that they could discuss during the Socratic Seminar

PROLOGUE TO LESSON 34: AT A GLANCE

Focusing Question: How did World War II affect individuals?

SUMMARY

Students experiment with the HIT introductory paragraph structure They develop an understanding of the structure and purpose of introductory paragraphs . This work prepares them to draft their End-of-Module Task response in Lesson 34 .

LEARNING GOAL

Write an introductory paragraph about how World War II affected an individual .

✔ Plan an introductory paragraph

VOCABULARY

identity (n .): the qualities and traits that make one person or group different from any other

MATERIALS

Prologue Handout 34A: End-Of-Module Introductory Paragraphs

Assessment 32A: End-of-Module Task

Prologue Glossary

Identity webs (from Lesson 33)

Handout 33A: EOM Task Planner

Farewell to Manzanar, Jeanne Wakatsuki Houston and James D . Houston

Code Talker, Joseph Bruchac

Assess and activate prior knowledge by asking these questions:

“Was Ned’s identity strengthened or weakened by his wartime experiences?”

“Was Jeanne’s identity strengthened or weakened by her wartime experiences?”

Direct students to the word identity in their Prologue Glossaries . Echo Read the word and then define it .

identity (n .): the qualities and traits that make one person or group different from any other

Remind students that for the End-of-Module Task they will write an informative essay explaining how the war influenced either Ned’s or Jeanne’s identity development. Instruct students to think about the character they will write about .

Introduce the Learning Goal: Write an introductory paragraph about how World War II affected an individual .

Learn

20 MIN.

Remind students that they learned how to use the HIT structure to write an introductory paragraph for an informative essay .

Direct students to Part 1 on Prologue Handout 34A Reinforce the HIT introductory paragraph structure .

Direct students to Part 2 on Prologue Handout 34A . Explain that this is a sample introductory paragraph about Ned’s identity development for the End-of-Module Task

Read aloud the paragraph .

Give students two minutes to annotate each component of the HIT paragraph structure in the paragraph

Ask: “What is the hook in this paragraph?”

ƒ Tradition is not the enemy of progress!

Think aloud to evaluate this hook: “This is an important line from Code Talker and immediately catches my attention . I want to know why someone would think that tradition is bad . This hook also previews that the essay is going to talk more about how Ned’s identity and traditions were influenced by the war . ”

Ask: “What part of the paragraph did you annotate for introduce?”

ƒ World War II was an important historical event that affected many individuals and their traditions. One of these individuals is Ned Begay from the book Code Talker. Code Talker describes Ned’s wartime experiences and reveals how the war influenced his identity development. An increase in prejudice and discrimination of those from certain cultures forced many individuals to abandon important cultural traditions in the name of progress; however, Ned managed to hold on to his Navajo culture despite this.

Instruct students to Think–Pair–Share: “Why are these sentences important? What do these sentences provide the reader?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion Listen for these essential understandings:

ƒ These sentences introduce the reader to the topic and provide background information about World War II.

ƒ These sentences introduce World War II, Code Talker, and Ned, which is helpful for someone who has not read the book or may not know about how World War II affected individuals.

Ask: “If I were writing about Jeanne and Farewell to Manzanar, what background information should I provide?”

ƒ You should explain how World War II led to the internment of Jeanne and other Japanese Americans.

ƒ It may be helpful to explain that Farewell to Manzanar is a memoir written by Jeanne, who was a child during World War II.

Ask: “What is the thesis in this paragraph?”

ƒ Ned’s sense of self and identity as a Navajo are strengthened by his World War II experiences.

Remind students that the thesis statement answers the writing prompt and previews what the remainder of the essay will be about . Explain that the rest of this sentence previews the points supporting the author’s belief that the war strengthened Ned’s sense of self

Direct students to the writing organizer in Part 3 of Prologue Handout 34A . Explain that students can use this model as a sentence frame to write a thesis. Tell students they will fill in the name of their selected character, decide whether the war weakened or strengthened the character’s identity, and record two points that support this idea Explain that each point will expand to a paragraph with evidence and elaboration

Pair students with someone who is writing about the same character . Give students three minutes to brainstorm potential thesis statements and supporting points for the End-of-Module Task response Tell students to review Handout 33A and their identity webs from Lesson 33

Model how to find supporting points for the thesis statement by using Handout 33A and a student’s identity web.

SCAFFOLD

If students need more support with their identity webs, prompt them to think about their character’s sense of self, family members, activities, home, culture, traits, values, etc.

Facilitate a brief discussion about responses .

✔ Students plan an introductory paragraph .

Instruct students to draft the End-of-Module Task introductory paragraph by completing the writing organizer in Part 3 of Prologue Handout 34A

Appendix A: Prologue Module 2

Handouts

Handout 14A • WIT & WISDOM ®

Class

Sentence Deconstruction

Chapter 17

Sentence Part

Someone’s hand was on my shoulder as we all surged forward,

leaping or stumbling onto the beach,

firing our weapons in the directions that it seemed the bullets were coming from,

falling onto our bellies to get under the deadly crossfire,

crawling up that wall of sand to find ourselves confronted by the jungle’s thick walls of green .

1

2

3

4

5

Prologue Handout 16A

Lesson 16: Transition Words

Transition words that show agreement or introduce additional ideas

Transition words that show contradiction or introduce opposite ideas

In addition, additionally, Also, Furthermore however, although, but

Part 1

In the Pacific front of World War II, Navajo code talkers faced many dangers . The tropical jungles were full of poisonous insects and malaria-carrying mosquitoes . Also, the islands were located on fault lines, so earthquakes posed a threat to safety . In addition to these natural dangers, this was war, and so, of course, the enemy was ever present . Furthermore, the Japanese were a fearsome enemy who would fight to the death .

Part 2

1 . The American military tried various codes . , the Japanese proved to be expert at cracking codes .

2 . The American military tried various codes, the Japanese proved to be expert at cracking codes .

3 . the American military tried various codes, the Japanese proved to be expert at cracking codes .

Part 3

1 . The Japanese soldiers could understand the codes communicated in English. They could not understand the codes communicated in Navajo .

2 . The Navajo code talkers assigned a Navajo word to each letter in the English alphabet . They made separate code words for military terms .

• WIT & WISDOM ®

Name Date

Theme

Central Idea (Naming, Connecting, Mistreatment, Culture)

Socratic Seminar Planner

Part 1: Collecting Ideas (Evidence)

Event

Georgia Boy asked Ned to read his letter from home and Ned realized that they had something in common because they both miss their families .

Question : What themes does Bruchac convey in Code Talker ? How does he develop these themes throughout the book?

Part 2: Sharing Ideas

Prologue Handout 30A

Stronger, Clearer Each Time

First Draft

Directions: Develop a response to this question: “Like Ned Begay from Code Talker, Jeanne Wakatsuki Houston is an individual who was affected by World War II . How was her experience similar to and different from Ned’s?”

Response Part 1: Jeanne’s experience was similar to Ned’s because both

Elaboration:

Response Part 2: Jeanne’s experience was different from Ned’s because

Elaboration:

Partner 1

Directions: Read your first draft to your partner . Ask your partner these questions . Take notes on the responses .

What is confusing?

What needs more details?

Partner 2

Directions: Tell your second partner how Alyce’s identity has changed . Try not to read from your paper . Ask your partner these questions . Take notes on the responses .

What is confusing?

What needs more details?

Second Draft

Directions: Revise your draft to answer this question: “Like Ned Begay from Code Talker, Jeanne Wakatsuki Houston is an individual who was affected by World War II . How was her experience similar to and different from Ned’s?”

Response Part 1: Jeanne’s experience was similar to Ned’s because both

Elaboration:

Response Part 2: Jeanne’s experience was different from Ned’s because

Elaboration:

Prologue Handout 34A

End-of-Module Introductory Paragraph Planning

Part 1: Review the HIT paragraph structure

H Hook Catch your audience’s attention .

I Introduce Introduce your audience to the topic .

T Thesis State your essential idea about the topic . and preview your supporting points .

Part 2: Review the response

Underline each part of the HIT paragraph structure .

Tradition is not the enemy of progress! World War II was an important historical event that affected many individuals and their traditions . One of these individuals is Ned Begay from the book Code Talker . Code Talker describes Ned’s wartime experiences and reveals how the war influenced his identity development . An increase in prejudice and discrimination of those from certain cultures forced many individuals to abandon important cultural traditions in the name of progress; however, Ned managed to hold on to his Navajo culture despite this increase in sentiments against it . Ned’s sense of self and identity as a Navajo is strengthened by his World War II experiences as he discovers that his culture and traditions allow him to get through challenges and connect with others during these challenges .

Part 3: Plan your introduction

Prompt: Choose one of these individuals—Ned or Jeanne—and write a four- or five-paragraph informative essay explaining how the war influenced his or her identity development .

Hook

Introduce

Thesis

’s sense of self and identity is [strengthened/weakened] by the wartime experience because and .

Appendix B: Prologue Module 2

Answer Keys and Suggested Student Responses

Class M2

Theme

Times of challenge can bring people together.

Central Idea (Naming, Connecting, Mistreatment, Culture)

Connecting

19A • WIT & WISDOM ® Prologue Handout 19A

Prologue Handout

Socratic Seminar Planner

Event

Georgia Boy asked Ned to read his letter from home and Ned realized that they had something in common because they both miss their families .

The Indian Marines from different tribes came together for a special ceremony toward the end of their time on Pavavu.

miss their families. The friends continue to support each other throughout the war.

Georgia Boy asked Ned to read his letter from home and Ned realized that they had something in common because they both

this theme throughout Code Talker by describing the friendship between Ned and Georgia Boy. This friendship started when

Sample Response: One theme that Bruchac conveys is how times of challenge can b ring people together. The author develops

Question : What themes does Bruchac convey in Code Talker ? How does he develop these themes throughout the book?

Part 2: Sharing Ideas

Grade 7, Module 3

Language and Power

Focusing Question 1: How and why does language inspire?

Focusing Question 2: How and why does language persuade?

Focusing Question 3: How and why is language dangerous?

Focusing Question 4: How and why does language influence thought and action?

Appendix A: Prologue Module 3 Handouts

Module Summary

It is a paradox that every dictator has climbed to power on the ladder of free speech. Immediately on attaining power each dictator has suppressed all free speech except his own.

—Herbert Hoover

What is the power of language? Poets understand words’ power to inspire, advertisers understand words’ power to persuade, propagandists understand words’ power to manipulate, and leaders understand words’ power to sway the course of human events . In every facet of our lives, as we navigate an onslaught of information from myriad sources, we experience the power of language in personal, political, commercial, and civic arenas .

Those who fail to realize language’s power are powerless themselves The dictatorial society depicted in George Orwell’s Animal Farm becomes inevitable only when citizens surrender their commitment to critical literacy and thoughtful participation in government . Young people today have greater access to information than at any time in history, but they must be able to evaluate its validity, ask questions that will help them differentiate truth from falsehood, and stand up for their carefully considered beliefs .

Module 3 cultivates students’ abilities to analyze the logic and validity of arguments; to consider the perspectives of differing sources; to hold thoughtful, respectful discussions with others holding conflicting points of view; and to recognize language’s potential for both inspiration and manipulation . The texts compel a deep examination of rhetorical and propaganda techniques and appeals to logos, pathos, and ethos . Through this study, students learn to identify these techniques when they encounter them and to employ appropriate and logical reasoning in their own compelling arguments Ultimately, students build an understanding of the need to develop the critical reading and thinking skills that will enable them to recognize when others attempt to persuade or manipulate them with language

At the core of the module, Animal Farm, Orwell’s classic indictment of tyranny and corruption, provides a foundation for these lessons . However, because Orwell’s vision of language, class, and society is nearly as bleak as it is profound, poetry and speeches offer a vital, complementarily uplifting perspective Alongside Orwell’s whip-wielding pigs, students meet metaphorical birds who croon songs of hope, politicians who call citizens to help those less fortunate, and activists who spread human rights and freedom, illustrating language’s power to spark positive change . Taken together, Animal Farm and the supplementary texts enable a study honoring the multifaceted yet inextricable relationship between language and power .

By the time students encounter the End-of-Module (EOM) Task, they know language is powerful But, is language more powerful when used to uplift, or to control? Students weigh evidence from the array of texts and craft their own argument in response .

Essential Question

What is the power of language?

Suggested Student Understandings

ƒ Words carry power to inspire, uplift, persuade, manipulate, and control .

ƒ Language is a powerful tool for those seeking power or influence.

ƒ Failing to read and think critically about political content, media messages, and advertising can be dangerous

ƒ Writers and speakers can use many techniques to inspire, persuade, control, and argue a point

Introduction

In Module 3, Wit & Wisdom Prologue™ lessons focus on helping students deepen their understanding of how language can be used to inspire, persuade, and control .

ƒ Reading Prologue lessons support comprehension of two important module texts: Martin Luther King Jr ’s “I Have a Dream” speech and Animal Farm Passages from the texts focus on the use of language and its effect

ƒ Writing Prologue lessons give students time to analyze and practice argument-writing structures such as the HI-CREEA-C structure . Students receive support in developing claims, reasons, evidence, elaboration, and alternate claims .

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with creating claims and supporting them with reasoning

ƒ Language Prologue lessons guide students to analyze how language is being used for different purposes in poems, speeches, and ads

Please see the Prologue Implementation Guide for more information on planning, scaffolding instruction, and meeting the needs of multilingual learners and students with language-based disabilities

English Language Development (ELD) Standards

Wit & Wisdom® core lessons engage students in many ways to interact with and through language and text that meet English Language Development (ELD) standards Prologue lessons provide additional language support that meets ELD standards Use your state’s English language development standards and proficiency descriptors to best support your multilingual learners in reaching the learning goals .

Prologue Module 3 Learning WIDA Standards

Reading Prologue lessons support comprehension of two important module texts: Martin Luther King Jr.’s “I Have a Dream” speech and Animal Farm. Passages from the texts focus on the use of language and its effect.

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by

ƒ identifying a theme or central idea that develops over the course of a text and

ƒ analyzing how character attributes and actions develop in relation to events or dialogue.

ELD-LA.6–8.Argue.Interpretive Multilingual learners will interpret language arts arguments by

ƒ identifying and summarizing central idea distinct from prior knowledge or opinions;

ƒ analyzing how an author acknowledges and responds to conflicting evidence or viewpoints; and

ƒ evaluating relevance, sufficiency of evidence, and validity of reasoning that support claim(s).

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 6: An ELL can analyze and critique the arguments of others orally and in writing.

Writing Prologue lessons give students time to analyze and practice argument-writing structures such as the HI-CREEA-C structure. Students receive support in developing claims, reasons, evidence, elaboration, and alternate claims.

ELD-LA.6–8.Argue.Expressive

Multilingual learners will construct language arts arguments that

ƒ introduce and develop claim(s) and acknowledge counterclaim(s);

ƒ support claims with reasons and evidence that are clear, relevant, and credible;

ƒ establish and maintain formal style; and

ƒ logically organize claim(s) with clear reasons and relevant evidence; offer a conclusion.

Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

Standard 4: An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

Standard 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.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with creating claims and supporting them with reasoning.

ELD-SI.4-12.Argue

Multilingual learners will

ƒ generate questions about different perspectives;

ƒ support or challenge an opinion, premise, or interpretation;

ƒ clarify and elaborate ideas based on feedback;

ƒ evaluate changes in thinking, identifying trade-offs; and

ƒ refine claims and reasoning based on new information or evidence.

Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

Standard 4: An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.

Language Prologue lessons guide students to analyze how language is being used for different purposes in poems, speeches, and ads.

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by ƒ evaluating impact of specific word choices about meaning and tone.

ELD-LA.6–8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by ƒ evaluating the impact of author’s key word choices over the course of a text.

Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

Module Map

Prologue to Lesson # Lesson Type Summary Learning Goal

Focusing Question 1: How and why does language inspire?

1 Language Students deconstruct a stanza from “‘B’ (If I Should Have a Daughter).” By focusing on figurative language, students deepen their understanding of complex language. This work prepares students to discuss how and why language inspires in Lesson 1.

3 Writing Students experiment with argument writing. They develop an understanding of the structure and purpose of claims, reasons, and evidence in argument writing. This work prepares them to explore argument writing and writing claims in Lesson 3.

9 Reading Students practice fluently reading an excerpt of Martin Luther King Jr.’s “I Have a Dream” speech. They answer text-dependent questions to develop an understanding of the text. This work prepares students to analyze the speech in Lesson 9.

11 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing inspiring poems and speeches, which prepares them to participate in the Socratic Seminar in Lesson 11.

Focusing Question 2: How and why does language persuade?

14 Language Students analyze persuasive techniques used in three texts. By focusing on persuasive techniques, students deepen their understanding of complex language. This work prepares students to analyze ads and persuasive techniques in Lesson 14.

16 Writing Students experiment with evidence and elaboration. They develop an understanding of the structure and purpose of evidence and elaboration in argument writing. This work prepares them to discuss the importance of elaboration in Lesson 16.

Analyze the purpose and importance of figurative language in poetry.

Analyze the purpose and importance of the structure of argument writing.

Summarize the important ideas in an excerpt from Martin Luther King Jr.’s “I Have a Dream” speech.

Rehearse a response related to the most inspirational poem or speech.

Analyze the purpose and importance of the three types of appeals used in persuasive writing.

Analyze the purpose and importance of evidence and elaboration in argument writing.

Reading Students closely read excerpts from Animal Farm. They answer text-dependent questions to develop an understanding of the characters’ perspectives. This work prepares students to write from a character’s perspective in Lesson 18.

Focusing Question 3: How and why is language dangerous?

23 Writing Students examine alternate claims in argument writing. They develop an understanding of the structure and purpose of alternate claims in argument writing. This work prepares them to add an alternate claim to their writing in Lesson 23.

26 Reading Students closely read an excerpt from Animal Farm. They answer text-dependent questions to develop an understanding of themes developed in the text. This work prepares students to make connections between Napoleon and Joseph Stalin in Lesson 26.

29 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing themes about the power of language, which prepares them to participate in the Socratic Seminar in Lesson 29.

Focusing Question 4: How and why does language influence thought and action?

34 Speaking and Listening Students analyze key information from the module texts. By gathering and organizing information, students deepen their understanding of the power of language. This work prepares students to evaluate evidence in Lesson 34.

35 Writing Students experiment with argument writing. They develop an understanding of the structure and purpose of argument writing. This work prepares them to draft argument essays in Lesson 35.

Analyze how Orwell develops and contrasts the perspectives of different characters in excerpts from Animal Farm

Describe the purpose and importance of alternate claims in argument writing.

Analyze how a theme is developed in an excerpt from Animal Farm

Rehearse a response related to a theme from Animal Farm

Rehearse a claim related to the power of language.

Rehearse a claim, a reason, evidence, and elaboration for the End-of-Module Task.

Talking Tool

Talking Tool

Share What You Think

I think because In my opinion, I noticed that . First, . Also, .

Support What You Say For example, According to the author, . In the text, . Another reason is .

Ask for More Information

What do you mean by ? What text evidence supports that idea?

Can you give an example?

How does that relate to ?

Build on Others’ Ideas

I hear you say that . That makes me think that . I agree and I will add that . I disagree because . Have you thought about ?

PROLOGUE TO LESSON 1: AT A GLANCE

Focusing Question: How and why does language inspire?

SUMMARY

Students deconstruct a stanza from “‘B’ (If I Should Have a Daughter).” By focusing on figurative language, students deepen their understanding of complex language . This work prepares students to discuss how and why language inspires in Lesson 1 .

LEARNING GOAL

Analyze the purpose and importance of figurative language in poetry .

✔ Draw a picture to illustrate a figurative meaning of the stanza

VOCABULARY

figurative language (n .): language that is not meant to be interpreted in a literal way poem (n .): a piece of writing that is usually written in separate lines, which often have a repeated rhythm and sometimes rhyme personification (n ): giving human characteristics to nonhuman things

MATERIALS

“‘B’ (If I Should Have a Daughter),” Sarah Kay (http://witeng.link/0314)

Prologue Glossary

Prologue Handout 1A: “‘B’ (If I Should Have a Daughter)” Excerpt

Assess and activate prior knowledge by asking this question: “What do you know about poetry and poems?”

Direct students to the words poem and figurative language in their Prologue Glossaries . Echo Read the words and then define them

figurative language (n .): language that is not meant to be interpreted in a literal way poem (n .): a piece of writing that is usually written in separate lines, which often have a repeated rhythm and sometimes rhyme

Remind students that they learned about figurative language in Module 1. Remind them that in “The Miller’s Tale” the Miller compares other characters to squirrels and ducks . Explain that examples of figurative language are sometimes called figures of speech. Instruct students to share other examples of figurative language .

Introduce the Learning Goal: Analyze the purpose and importance of figurative language in poetry .

Explain that in this module students will read poems that contain figurative language. Tell students that this lesson will help them think about why authors use figurative language

20 MIN.

Direct students to Prologue Handout 1A . Tell students that this is a stanza from a poem called “‘B’ (If I Should Have a Daughter)” by Sarah Kay . Explain that a stanza is a group of lines in a poem . Tell students that Kay uses figurative language in the stanza .

Read aloud the stanza while emphasizing effective phrasing and expression

Echo Read the first four lines of the stanza .

Ask: “What are some of the actions in this stanza?”

Ask: “What is doing these actions in this stanza?”

ƒ life

Instruct students to underline the verbs that describe life’s actions .

Instruct students to Think–Pair–Share: “Why do you think Kay describes life as hitting and kicking you? What message is she sending?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion

ƒ She wants to show that life is hard and will sometimes beat you up.

Explain that this language in the stanza is an example of a type of figurative language called personification. Direct students to the word personification in their Prologue Glossaries . Echo Read the word and then define it .

personification (n ): giving human characteristics to nonhuman things

Ask: “How does the author use personification in this stanza?”

ƒ She gives human characteristics to life, saying that it hits and kicks you.

Direct students to the last two lines of the stanza . Tell students these lines describe what happens to your body after life kicks you in the stomach . Echo Read these lines .

Explain that “getting the wind knocked out of you” is a common figure of speech used to describe getting hit really hard in the stomach . Tell students that it can feel as if you can’t breathe when this happens . Explain that the literal meaning of this phrase is feeling as if you cannot breathe .

Ask: “Who or what has knocked the wind out of you in the poem?”

ƒ life

Ask: “According to the poem, how do your lungs respond to getting the wind knocked out of you?”

ƒ They remember how much they like the taste of air.

Ask: “How is this language another example of personification?”

ƒ Remembering and liking tastes are human characteristics that the lungs do not have.

Direct students to the bottom of Prologue Handout 1A . Instruct students to draw a picture of what the stanza describes literally .

SCAFFOLD Model how to draw a person named Life who performs the actions in the poem. Instruct students to draw what the person’s lungs are doing.

Tell students they will now consider the figurative meaning of the poem. Read aloud the stanza while emphasizing effective phrasing and expression .

Instruct students to Think–Pair–Share: “What central idea about life do you think the poet wants to communicate?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion Listen for these essential understandings:

ƒ When life knocks the wind out of you, it reminds you to appreciate the taste of air.

ƒ When times are difficult, it reminds you to appreciate the good times.

Ask: “Why do you think the poet uses figurative language instead of explaining her idea literally?”

Reinforce that Kay uses figurative language to help the reader understand how hard life can be and the sense of relief that good times bring

Land

Direct students to the bottom of Prologue Handout 1A Instruct students to draw a picture of what the stanza describes figuratively .

✔ Students draw a picture to illustrate a figurative meaning of the stanza . If time permits, facilitate sharing and discussion of students’ drawings .

PROLOGUE TO LESSON 3: AT A GLANCE

Focusing Question: How and why does language inspire?

SUMMARY

Students experiment with argument writing They develop an understanding of the structure and purpose of claims, reasons, and evidence in argument writing . This work prepares them to explore argument writing and writing claims in Lesson 3 .

LEARNING GOAL

Analyze the purpose and importance of the structure of argument writing .

✔ Write a claim

VOCABULARY

argument (n .): a way of expressing a position on an issue by using reason, logic, and evidence claim (n .): a debatable statement that can be proven by evidence and reasoning

MATERIALS

“‘B’ (If I Should Have a Daughter),” Sarah Kay (http://witeng.link/0314)

Prologue Glossary

Handout 3C: Argument Paragraph and Essay Structures

Assess and activate prior knowledge by asking: “Would you rather be able only to play video games or only to hang out with friends?”

Facilitate a brief discussion of responses .

Tell students that they just engaged in the first step of argument writing—taking a position .

Direct students to the words argument and claim in their Prologue Glossaries . Echo Read the words and then def ine them .

argument (n .): a way of expressing a position on an issue by using reason, logic, and evidence claim (n .): a debatable statement that can be proven by evidence and reasoning

Emphasize that an argument is different from an opinion because argument writing is based on evidence Explain that claims are the start of argument writing and begin with taking a position on a topic or question .

Introduce the Learning Goal: Analyze the purpose and importance of the structure of argument writing .

Explain that in this module students will learn more about argument writing and explore writing the beginning of an argument .

Learn

20 MIN.

Tell students that they will learn about a new writing structure in this module .

Direct students to the top of Handout 3C to examine the CREEA-C paragraph structure

Emphasize the CREE part of the structure . Explain that argument writing begins with a claim that is followed by reasons and evidence that support the claim . Tell students that elaboration connects the evidence back to the reason and claim

Remind students they learned about claims, reasons, evidence, and elaboration with informational writing . Explain that they will now learn how these terms relate to argument writing .

Tell students that the class will practice writing a claim Ask: “Does Code Talker or Farewell to Manzanar teach us more about World War II?”

Facilitate a brief discussion of responses . Remind students that there is evidence to support both claims .

Model how to create a claim by using students’ responses For example, write: “Code Talker is the more informative text about World War II Code Talker provides a complete story that follows the main character, Ned Begay, and shares his experiences first as a young adult and then later as an adult during World War II . For example, Code Talker describes the start of World War II, how it affected Ned at boarding school, and inspired him to join the Marines . Getting to read about how Ned fought and matured over the course of World War II provided readers with insider information about the war and its impact on people Some may say that Farewell to Manzanar was more informative; however, Farewell to Manzanar only described World War II’s impact on Jeanne, a child living in an internment camp . ”

Ask: “What is the reason in this paragraph?”

ƒ Code Talker provides a complete story that follows the main character, Ned Begay, and shares his experiences first as a young adult and then later as an adult during World War II.

Explain that evidence from the text supports the reasoning . Tell students that the phrase for example is often used to introduce evidence .

Explain that the elaboration connects evidence back to the reason: “Getting to read about how Ned fought and matured over the course of World War II provided readers with insider information about the war and its impact on people . ” Highlight that the paragraph continues the CREEA-C structure with an acknowledgment of an alternative claim .

SCAFFOLD

For more practice with argument writing, collaboratively draft an argument paragraph in response to the Launch question.

Tell students that they will now practice creating claims about the poem “‘B’ (If I Should Have a Daughter) ”

Ask: “What is the poem about?”

ƒ advice the author would give her daughter about life

Instruct students to turn and talk about which parts of the poem are the most inspiring .

Tell students that you will play a video of Kay performing the poem Instruct students to take notes that will help them write a claim Emphasize that students should record inspiring lines

Play the video of Kay .

Give students one minute to review their notes Next form pairs and instruct students to discuss their ideas about which part of the poem is the most inspiring

SCAFFOLD Direct students to two or three specific lines from the poem to choose from.

Model how to create a claim: “The most inspiring part of ‘“B” (If I Should Have a Daughter)’ is when Kay describes the ocean ‘kissing the shoreline no matter how many times it is sent away . ’”

Tell students that they will write a claim about which part of the poem is the most inspiring ✔ Students write a claim .

Give students two minutes to write their claims .

Facilitate a brief discussion of responses .

Emphasize that in a complete argument students would provide reasons and evidence to support their claim .

Tell students that in future lessons they will learn more about supporting claims with text-based reasons and evidence .

PROLOGUE TO LESSON 9: AT A GLANCE

Focusing Question: How and why does language inspire?

SUMMARY

Students practice fluently reading an excerpt of Martin Luther King Jr.’s “I Have a Dream” speech. They answer text-dependent questions to develop an understanding of the text . This work prepares students to analyze the speech in Lesson 9 .

LEARNING GOAL

Summarize the important ideas in an excerpt from Martin Luther King Jr .’s “I Have a Dream” speech .

✔ Think–Pair–Share: “What is King’s dream?”

VOCABULARY

inspire (v .): to excite or encourage someone to do something civil rights (n .): the rights that every person should have regardless of their sex, gender, race, sexuality, or religion

MATERIALS

“I Have a Dream,” Martin Luther King Jr (http://witeng.link/0284) Prologue Glossary

Assess and activate prior knowledge by asking this question: “What rights does every person have?”

Direct students to the term civil rights in their Prologue Glossaries . Echo Read the term and then define it

civil rights (n .): the rights that every person should have regardless of their sex, gender, race, sexuality, or religion

Tell students that examples of civil rights in the United States include voting, attending school through grade 12, accessing public places, and receiving a fair trial .

Explain that many people in the United States have been denied civil rights because of their race .

Display an image of Martin Luther King Jr Tell students that they will read part of an inspirational speech about civil rights that King gave in Washington, DC, in August 1963 .

Explain that King delivered this speech during the March on Washington for Jobs and Freedom where more than 250,000 people listened to him speak . Tell students that King inspired many people to work for change and that his speech became a defining moment of the civil rights movement .

Introduce the Learning Goal: Summarize the important ideas in an excerpt from Martin Luther King Jr .’s “I Have a Dream” speech .

Explain that this work will help students understand the speech and analyze it in an upcoming lesson .

20 MIN.

Display “I Have a Dream” from “Let us not” to “a dream today!” Read aloud the excerpt while emphasizing effective phrasing Repeat words students may need help pronouncing

Echo Read the paragraph beginning with “Let us not . ” Tell students that lie around is a synonym for wallow and sadness is a synonym for despair .

Ask: “What does King say in the first paragraph?”

ƒ We should not lie around in our sadness.

Echo Read the paragraph beginning with “And so even.” Ask: “What difficulties is King referring to?”

ƒ African Americans having their civil rights violated

Echo Read the first paragraph that begins with “I have a dream.” Explain that creed is a synonym for belief Ask: “Where does this creed come from?”

ƒ This creed comes from the Declaration of Independence.

Echo Read the next paragraph beginning with “I have a dream ” Emphasize the phrase “table of brotherhood.” Explain that this is an example of figurative language because King does not mean a literal table .

Pair students . Instruct pairs to discuss this question: “What does King mean by ‘the table of brotherhood’?”

ƒ People of all races can literally eat together, and they can also live and work together.

Echo Read the third paragraph beginning with, “I have a dream ” Tell students that hot is a synonym for sweltering and that oppression is a kind of injustice . Ask: “How does King want Mississippi to change?”

ƒ He wants it to become free and just.

Echo Read the next two paragraphs, each beginning with “I have a dream . ”

Instruct students to Partner Read the excerpt to practice fluency

SCAFFOLD

Omit the Partner Read and instruct students to follow along while listening to Martin Luther King Jr. deliver his speech.

Ask: “What phrase does King repeat throughout the text?”

ƒ I have a dream.

✔ Instruct students to Think–Pair–Share: “What is King’s dream?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ It is a wish for how he wants the future to be.

ƒ He hopes the United States will be more fair and just.

ƒ He dreams that his children will not be judged by the color of their skin.

PROLOGUE TO LESSON 11: AT A GLANCE

Focusing Question: How and why does language inspire?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud Students practice using academic language while discussing inspiring poems and speeches, which prepares them to participate in the Socratic Seminar in Lesson 11 .

LEARNING GOAL

Rehearse a response related to the most inspirational poem or speech .

✔ Share a response to the Socratic Seminar question

VOCABULARY

inspire (v .): to excite or encourage someone to do something

MATERIALS

“‘B’ (If I Should Have a Daughter),” Sarah Kay (http://witeng.link/0314)

Prologue Glossary

Handout 10A: Socratic Seminar Preparation

Prologue Handout 11A: Socratic Seminar Response Draft

Direct students to the word inspire in their Prologue Glossaries Echo Read the word and then define it .

inspire (v .): to excite or encourage someone to do something

Assess and activate prior knowledge by asking this question: “What inspires you to learn new things?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas

Then facilitate a brief sharing of responses .

Introduce the Learning Goal: Rehearse a response related to the most inspirational poem or speech

Explain that students will think more about what makes a poem or speech inspiring to prepare for an upcoming Socratic Seminar .

20 MIN.

Display and read aloud the Socratic Seminar question: “Out of all the poems and speeches we have studied, which text is the most inspiring?”

Explain that students will use what they discussed about argument writing to help them respond to the Socratic Seminar question .

Ask: “What poems and speeches have we studied in this module?”

ƒ “‘B’ (If I Should Have a Daughter)” by Sarah Kay

ƒ “Caged Bird” by Maya Angelou

ƒ “Dreams” by Langston Hughes

ƒ “‘Hope’ is the thing with feathers—” by Emily Dickinson

ƒ Dr. Martin Luther King Jr.’s “I Have a Dream” speech

ƒ Malala Yousafzai’s address to the United Nations Youth Assembly

ƒ President John F. Kennedy’s inaugural address

Model how to state a claim in response to the Socratic Seminar question: “Sarah Kay’s ‘“B (If I Should Have a Daughter)’ is the most inspiring poem from this module . ”

Display “‘B’ (If I Should Have a Daughter)” and read it aloud

Remind students that writers use different techniques to inspire their audience .

Ask: “What techniques does Kay use to inspire?”

ƒ imagery

ƒ figurative language

ƒ metaphor

ƒ personification

Model how to write a reason the poem is inspiring by using the techniques students identified: “This poem is inspiring because Kay uses imagery and personification to create an inspiring message for readers . ”

SCAFFOLD Provide this sentence frame: This poem is inspiring because

Direct students to the first four stanzas of the poem. Explain that students will find evidence that supports the claim and reason in these four stanzas .

Instruct students to Think–Pair–Share to find evidence of imagery and personification that support the claim

Give students two minutes to silently reread the poem and find evidence. Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion Listen for these essential understandings:

ƒ Kay uses imagery when she says that she is going to “paint the solar system on the backs of her” daughter’s hands. This shows how much knowledge is out there and may encourage readers to always seek out new knowledge.

ƒ Kay uses imagery and personification when she says that “life will hit you hard” and knock you down. This creates a strong image of the challenges of life and may let readers know that they are not the only ones experiencing life’s challenges.

Reread aloud the Socratic Seminar question: “Out of all the poems and speeches we have studied, which text is the most inspiring?”

Tell students that they will discuss with a partner a different poem or speech that they think is the most inspiring .

Give students one minute to silently think about which speech or poem they think is the most inspiring and why . Prompt students to use Handout 10A to provide evidence about what makes their selected poem or speech inspiring .

Next form pairs and give students three minutes to discuss their ideas

Give students five minutes to independently draft a response to the Socratic Seminar question by using Prologue Handout 11A .

✔ Students share a response to the Socratic Seminar question .

Pair students . Instruct pairs to share their responses .

Facilitate a brief discussion of responses .

Ask: “Did hearing others’ responses change your mind?”

Remind students that it is important to use the most convincing evidence in their responses .

If time permits, prompt students to add to or edit their evidence

PROLOGUE TO LESSON 14: AT A GLANCE

Focusing Question: How and why does language persuade?

SUMMARY

Students analyze persuasive techniques used in three texts By focusing on persuasive techniques, students deepen their understanding of complex language . This work prepares students to analyze ads and persuasive techniques in Lesson 14 .

LEARNING GOAL

Analyze the purpose and importance of the three types of appeals used in persuasive writing .

✔ Think–Pair–Share: “Which type of appeal is the most persuasive? Why?”

VOCABULARY

persuade (v .): to cause someone to do something by asking, arguing, or giving reasons

MATERIALS

Address to the United Nations Youth Assembly, Malala Yousafzai (http://witeng.link/0282)

“Serena Williams—Rise,” Andre Stringer, Advertisement (http://witeng.link/0347)

Soda Ad I, Advertisement (http://witeng.link/0348)

Prologue Glossary

Types of Appeals chart (http://witeng.link/07.03.L14_Display01)

Direct students to the word persuade in their Prologue Glossaries Echo Read the word and then define it .

persuade (v .): to cause someone to do something by asking, arguing, or giving reasons

Tell students that they will compare three different persuasive texts .

Display each text one at a time .

Assess and activate prior knowledge by posing this prompt: “Briefly summarize each text ”

ƒ Malala’s address to the United Nations is a speech in which she is advocating for equal rights and access to education.

ƒ The ad featuring Serena Williams is for Beats headphones.

ƒ The vintage ad is for Coca-Cola.

Instruct students to think about the goal, or purpose, of each text . Prompt students to think about how the texts are similar and how they are different Give students one minute to silently think Next form pairs and instruct students to discuss their ideas

Then facilitate a brief discussion of responses .

Emphasize that both the soda ad and the headphone ad are designed to persuade the audience to buy the products, while Malala’s words try to persuade the audience to fight for equal rights for all .

Introduce the Learning Goal: Analyze the purpose and importance of the three types of appeals used in persuasive writing

Explain that students will learn more about the techniques writers use to persuade, or convince, readers to do something, which will help students continue to think about the power of language .

Learn 20 MIN.

Remind students that they have been studying persuasive texts, including speeches and advertisements such as the ones that they just examined

Explain that three types of appeals are used to persuade . Tell students that appeal means “a way of trying to convince someone of something . ”

Display and read aloud the information for logos: “Logos: an appeal to logic or reason (e .g ., a political speech that tries to convince an audience to vote for a candidate by giving reasons and evidence of how the candidate would help the voters)”

Emphasize the similarity between the words logos and logic Explain that logos is the Greek root of logic .

Model how to identify which of the three texts most closely aligns with this type of appeal: “I don’t think that the ad for the headphones gives any reasons or evidence so that doesn’t align with logos So now I need to think about which of the two other ads includes logic and reasons Both Malala’s speech and the soda ad give reasons, but if I look closely at the words used in the soda ad, these words seem like they are reasons or evidence about why to buy this type of soda . ”

Direct students to the caption on the soda ad Read aloud the caption

Ask: “What reasons or evidence is provided to persuade the audience to buy the soda?”

Explain that the ad is trying to persuade the audience to buy Coca-Cola because it is “real refreshment for everybody any time of day ”

Display and read aloud the Types of Appeals information for pathos and ethos .

Explain that pathos is the Greek word meaning “emotion or suffering” and is the root of some English words related to emotions such as empathy and sympathy Explain that ethos is the Greek word meaning “character or credibility” and is the root of the English ethics, which means “rules of behavior based on ideas about what is morally good and bad . ”

SCAFFOLD Display and label an example of each type of appeal from current advertisements.

Instruct students to Think–Pair–Share about which ad best exemplifies pathos and which one best exemplif ies ethos

SCAFFOLD

To guide students’ responses, ask these questions: Which text uses a celebrity to demonstrate credibility? Which text uses words that appeal to your emotions?

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion .

TEACHER NOTE

Students may classify the advertisements differently. Prompt students to explain their reasoning to ensure that they identify the celebrity aspect of the ad that appeals to ethos and the emotional aspect of the ad that appeals to pathos.

Explain that all three texts may try to appeal to the audience’s emotions but that Malala’s speech is most closely related to pathos

Direct students to the fourth paragraph from the bottom and read it aloud .

Emphasize that the quote from Malala appeals to the audience’s emotions by reminding them that they are all a family and that some “brothers and sisters” are still waiting for a better future

Emphasize that Serena Williams is a professional tennis player, and the ad relies on her accomplishments and reputation for hard work to sell their product .

Remind students of each type of appeal and the text that aligns with each Emphasize that all three texts may include some parts that align with all three appeals but that each relies more heavily on one type of appeal .

TEACHER NOTE

Based on your students’ needs, display and review additional examples of more familiar persuasive texts, such as posters for school elections, notes students wrote in Lesson 12, or other familiar advertisements or speeches.

Land

Explain that students will think about which type of appeal they found the most persuasive

✔ Instruct students to Think–Pair–Share: “Which type of appeal is the most persuasive? Why?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas

If time permits, facilitate a whole group discussion .

Emphasize that none of the appeals is better than the others and that they all are useful for different purposes

PROLOGUE TO LESSON 16: AT A GLANCE

Focusing Question: How and why does language persuade?

SUMMARY

Students experiment with evidence and elaboration They develop an understanding of the structure and purpose of evidence and elaboration in argument writing . This work prepares them to discuss the importance of elaboration in Lesson 16 .

LEARNING GOAL

Analyze the purpose and importance of evidence and elaboration in argument writing .

✔ Write evidence and elaboration sentences for an argument paragraph

VOCABULARY

persuade (v .): to cause someone to do something by asking, arguing, or giving reasons

MATERIALS

Animal Farm, George Orwell, Chapter I

Prologue Glossary

Handout 3C: Argument Paragraph and Essay Structures

Assess and activate prior knowledge by asking this question: “What was old Major’s speech about?”

Pair students and instruct them to discuss their ideas .

Remind students that old Major is trying to persuade the animals to believe that humans are the enemy and that the animals should work together to get rid of the humans .

Direct students to the word persuade in their Prologue Glossaries . Echo Read the word and then define it persuade (v .): to cause someone to do something by asking, arguing, or giving reasons

Tell students that they will examine old Major’s speech to determine if it effectively persuades the animals Explain that this means that students will determine if old Major’s speech achieved his goal of convincing the animals that humans are the enemy .

Introduce the Learning Goal: Analyze the purpose and importance of evidence and elaboration in argument writing .

Explain that students will practice their argument writing by writing about old Major’s speech, which will help them learn more about old Major’s character and the argument that he is making .

Learn

20 MIN.

Ask: “Was old Major’s speech effective, or good, at persuading the animals?”

Instruct students to turn to a partner and respond to this question

Facilitate a whole group discussion .

Direct students to the top of Handout 3C Read aloud the CREEA-C structure for writing argument paragraphs

Tell students that they completed the first step in writing an argument paragraph— making a claim .

Ask: “If I wanted to write an argument paragraph about why old Major’s speech was effective at persuading his audience, what could be my claim sentence?”

ƒ Old Major’s speech was effective at persuading the animals to believe that humans are the enemy.

Record the claim sentence to begin drafting a sample argument paragraph .

Ask: “What is the next sentence in an argument paragraph?”

Reinforce that the reason sentence is next . Ask: “What reason could we give to explain why old Major’s speech was effective at persuading the animals?”

ƒ Old Major provides reasons and examples of how humans have mistreated the animals and made their lives harder.

Record the reason sentence to continue the sample argument paragraph: His speech is effective at persuading the animals because he includes several examples of how humans have mistreated the animals .

Explain that the next step is to provide evidence from the text . Tell students that you will read aloud part of old Major’s speech while they listen for evidence or examples of how humans have mistreated the animals according to old Major

Direct students to the middle of page 8 . Read aloud from “You cows that” to “of our enemies . ” Explain that calves are baby cows .

Tell students that as they listen they will record the evidence they hear and then share what they notice with a partner . After reading aloud, give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Remind students that each piece of evidence should also have an elaboration sentence that explains how the evidence supports the claim . Instruct pairs to restate their evidence with an elaboration sentence that explains how old Major is persuading the animals .

SCAFFOLD

Provide these sentence frames: For example, . This shows that .

Facilitate a discussion of students’ responses .

Model how to create evidence and elaboration sentences by using students’ responses: “For example, old Major says that every drop of milk from the cows has ‘gone down the throats of our enemies’ instead of going to the baby cows that need milk . This convinces the cows that humans are mistreating them because humans are taking important food from calves . ”

Emphasize that the two sentences work together to support the claim and reason Explain that it is important that students select good evidence and provide a clear explanation of how the evidence supports the claim .

Tell students that you will read the remainder of the paragraph while they listen for additional evidence that could be used in this argument paragraph Explain that students will write their own evidence and elaboration sentences by using evidence from this paragraph

Read aloud the remainder of the paragraph .

Give students one minute to independently select their evidence

Pair students and instruct them to share their ideas .

Prompt students to revise their evidence, if needed .

5 MIN.

✔ Students write evidence and elaboration sentences for an argument paragraph

Give students three minutes to independently write evidence and elaboration sentences .

If time permits, pair students and instruct them to share their sentences

PROLOGUE TO LESSON 18: AT A GLANCE

Focusing Question: How and why does language persuade?

SUMMARY

Students closely read excerpts from Animal Farm They answer text-dependent questions to develop an understanding of the characters’ perspectives . This work prepares students to write from a character’s perspective in Lesson 18 .

LEARNING GOAL

Analyze how Orwell develops and contrasts the perspectives of different characters in excerpts from Animal Farm .

✔ Compare the perspectives of two characters .

VOCABULARY

perspective (n .): a particular way of viewing things or events or a person’s point of view about a subject

MATERIALS

Animal Farm, George Orwell, Chapter II

Prologue Glossary

Mushroom Picture [[link]]

Forest Picture [[link]]

Display the mushroom and forest images

Assess and activate prior knowledge by asking these questions:

“What do you notice about the two pictures?”

“How are they alike and different?”

Give students one minute to silently observe the pictures . Next form pairs and instruct students to discuss their ideas .

Facilitate a brief discussion of responses .

Emphasize that the pictures could be of the same forest and that the differences exist because of who took the picture and where the picture was taken .

Direct students to the word perspective in their Prologue Glossaries . Echo Read the word and then define it .

perspective (n ): a particular way of viewing things or events or a person’s point of view about a subject

Explain that perspective and point of view are closely related and that students will think more about the perspectives of the characters from Animal Farm .

Introduce the Learning Goal: Analyze how Orwell develops and contrasts the perspectives of different characters in excerpts from Animal Farm .

Tell students that this analysis will help them develop a deeper understanding of life on the farm .

Learn

20 MIN.

Ask: “From whose perspective, or point of view, is Animal Farm told?”

Confirm that Animal Farm is not told from any of the characters’ perspectives but from that of a narrator outside of the story . Explain that students must examine characters’ words and actions to learn more about the characters’ perspectives .

Tell students that they will read excerpts from chapter II to better understand some characters’ perspectives on this chapter’s events .

Remind students that in chapter I old Major persuades the other animals to believe that humans are the enemy .

Ask: “What happened in chapter II?”

ƒ The Rebellion started when the animals attacked Mr. Jones and the other men for not feeding them. The animals successfully forced the humans to leave the farm.

Tell students that you will model how to examine an excerpt to learn more about Squealer and his perspective on the events in chapter II .

Direct students to the end of the first paragraph on page 16. Read aloud the last three sentences .

Think aloud to unpack what you know about Squealer from these sentences: “The text says that Squealer can be ‘very persuasive’ and is a brilliant speaker . I think Squealer will be happy the humans are gone because he can have more control over the other animals . ”

SCAFFOLD

To support students in imagining Squealer’s perspective, sketch a picture of Squealer with a thought bubble. Fill in ideas from Squealer’s point of view: “This Rebellion is great! I will be in charge!”

Tell students they will now study Boxer and Clover’s perspective Direct students to the second paragraph on page 18 Read aloud this paragraph while emphasizing effective phrasing

Explain that disciples are people who follow the teachings of a person .

Choral Read the second sentence of the paragraph

Pair students . Ask: “What do we learn about Boxer and Clover? What might be their perspective about the events in chapter II?”

ƒ The text says that Boxer and Clover do not think for themselves and they always believe the pigs. I think they are happy the humans are gone because the pigs tell them this is a great change.

Facilitate a brief discussion of responses

Emphasize that Squealer and the horses are both happy about the Rebellion but for different reasons because their perspectives are different .

Tell students they will now study one more character, Mollie Direct students to the bottom of page 22 . Read aloud from “They were” to “foolish manner” on page 23 .

Pair students . Ask: “How does Orwell describe Mollie? What might be her perspective of the events in chapter II?”

ƒ The text says that Mollie is described as foolish and she is more concerned about having nice ribbons than anything else. I think she is not interested in the Rebellion. She might think it won’t matter to her.

Facilitate a brief discussion of responses .

Instruct students to Think–Pair–Share: “Compare the perspectives of two of the discussed characters ” Prompt students to think about if these characters feel similarly or differently about the Rebellion .

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

SCAFFOLD

Lead students in collaboratively creating a list of details about one of the discussed characters. Then instruct pairs to select a different character and discuss details about this character and how the characters are similar and different.

5 MIN.

Explain that students will now complete a visual to compare two of the characters Tell students that they may choose to complete a Venn diagram, a T-chart, or pictures that include captions or other words to describe what is happening .

✔ Students compare the perspectives of two characters . If time permits, instruct students to conduct a Gallery Walk to view the visuals .

PROLOGUE TO LESSON 23: AT A GLANCE

Focusing Question: How and why is language dangerous?

SUMMARY

Students examine alternate claims in argument writing They develop an understanding of the structure and purpose of alternate claims in argument writing . This work prepares them to add an alternate claim to their writing in Lesson 23 .

LEARNING GOAL

Describe the purpose and importance of alternate claims in argument writing .

✔ Share an alternate claim

VOCABULARY

alternate (adj .): being one of two or more possibilities opposing (adj .): establishing an opposite position on an issue or belief

MATERIALS

Animal Farm, George Orwell, Chapter VII

Prologue Glossary

Assess and activate prior knowledge by asking this question: “Should students have school on weekends? Why or why not?”

Instruct students to Turn and Talk . Facilitate a brief discussion of responses .

Tell students that they will continue their work with the CREEA-C argument writing model by focusing on alternate claims .

Direct students to the words alternate and opposing in their Prologue Glossaries . Echo Read the words and then define them alternate (adj .): being one of two or more possibilities opposing (adj .): establishing an opposite position on an issue or belief

Explain that believing that students should go to school on weekends and believing that students should not go to school on weekends are opposing claims and that each claim is the alternate claim of the other .

Introduce the Learning Goal: Describe the purpose and importance of alternate claims in argument writing

Explain that this lesson will help students understand different ways to acknowledge alternate or opposing claims in their argument writing .

20 MIN.

Remind students that Squealer makes different arguments throughout the text and that in chapter VII he makes an argument about singing “Beasts of England ”

Tell students that they will examine Squealer’s argument to create an alternate or opposing claim .

Direct students to the fourth paragraph on page 88 Read aloud this paragraph while emphasizing effective phrasing and expression

Ask: “What is Squealer’s claim?”

Emphasize that Squealer’s claim is that the animals no longer need to sing “Beasts of England” because the Rebellion is complete .

Explain that the first step for including an alternate claim in your writing is to introduce the opposing claim .

Instruct students to Think–Pair–Share: “Discuss potential alternate or opposing claims that could be made against Squealer’s claim.” Prompt students to review the definitions of alternate and opposing, if needed .

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas

Then facilitate a brief discussion of responses . Record students’ ideas in a shared location .

Tell students that there are different ways to introduce an alternate or opposing claim in your writing

Display and Echo Read these sentence frames:

On the other hand, one could argue .

Although it is true that

Others might argue that

Model how to use one of the frames to present an alternate claim: “Others might argue that the animals should continue singing ‘Beasts of England’ because it is the song that brought them together to rebel ” Display the alternate claim in a shared location

Choral Read the alternate claim .

Explain that students must also disprove the alternate claim . Tell students that to do so they must explain why the alternate claim is wrong

Tell students that there are different ways to do this .

Display and read aloud these sentence frames:

However, the evidence suggests that .

The evidence clearly shows that .

Overall, though, a strong argument can be made that .

Model how to use one of these frames to disprove the alternate claim: “Overall, though, a strong argument can be made that the song is no longer needed since the Rebellion is over . ”

Emphasize how this sentence explains that the alternate claim was wrong because the song was a call to rebel

Display and Choral Read the completed alternate claim .

Instruct students to Think–Pair–Share: “What are other alternate claims and ways to disprove these claims?” Prompt students to use the list of ideas and sentence frames as needed

SCAFFOLD

Provide students with an alternate claim and instruct them to disprove this claim: “Although it is true that the Rebellion has been achieved, singing ‘Beasts of England’ honors old Major and the work he did to start the Rebellion.”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

5 MIN.

Tell students to choose one sentence frame and pair it with an alternate or opposing claim

Give students one minute to silently think .

✔ Students share an alternate claim .

Facilitate a whole group discussion

Ask: “Why are alternate claims important?”

Emphasize that alternate claims strengthen your writing and help convince readers to believe your argument by showing why other arguments are wrong .

PROLOGUE TO LESSON 26: AT A GLANCE

Focusing Question: How and why is language dangerous?

SUMMARY

Students closely read an excerpt from Animal Farm They answer text-dependent questions to develop an understanding of themes developed in the text . This work prepares students to make connections between Napoleon and Joseph Stalin in Lesson 26 .

LEARNING GOAL

Analyze how a theme is developed in an excerpt from Animal Farm .

✔ Think–Pair–Share: “How do Napoleon’s actions and words connect to a theme from Animal Farm?”

VOCABULARY

theme (n .): the central topic, subject, or message of a literary work

MATERIALS

Animal Farm, George Orwell

Prologue Glossary

Assess and activate prior knowledge by asking this question: “How would you describe Napoleon as a leader?”

ƒ Napoleon does not work on the farm like the other animals and has spent more time hidden away from the others. He is a cruel or mean leader.

Direct students to the word theme in their Prologue Glossaries . Echo Read the word and then define it .

theme (n .): the central topic, subject, or message of a literary work

Display and read aloud one of the themes from Animal Farm: “Controlling leaders might present themselves as the champions of the people but may actually be the people’s worst enemy ”

Tell students that they will examine Napoleon’s leadership of Animal Farm to determine how his actions support the theme .

Introduce the Learning Goal: Analyze how a theme is developed in an excerpt from Animal Farm

Explain that analyzing Napoleon’s leadership will prepare them to discuss qualities of a real historical leader in an upcoming lesson .

20 MIN.

Underline the first part of the displayed theme: Controlling leaders might present themselves as the champions of the people

Instruct students to listen for evidence of how Napoleon is described by the other animals .

Direct students to the last paragraph on page 93 . Read aloud this paragraph, ending with “this water tastes” on page 94. Model how to fluently read by emphasizing effective phrasing and expression .

Pair students . Ask: “How is Napoleon described in a positive way?”

ƒ He is now called “our Leader, Comrade Napoleon” or other formal titles.

ƒ Squealer reminds everyone of “Napoleon’s wisdom, goodness of his heart, and deep love.”

ƒ He is given credit for all the good things that happen on the farm.

Reinforce that Napoleon presents himself as a “champion of the people . ”

Instruct students to Think–Pair–Share: “Do Napoleon’s actions demonstrate that he deserves this type of praise? Why or why not?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas

SCAFFOLD

Provide an example of Napoleon’s actions, such as Napoleon staying hidden in the farmhouse while the other animals are out working on the farm. Ask: “Does this action demonstrate wisdom and goodness of heart?”

Then facilitate a whole group discussion .

ƒ Napoleon’s actions do not demonstrate that he is a kind, wise leader doing good things for the farm. Actually, he does not do any work or help the others in any way.

Tell students that they will look at another sentence from the Battle of the Windmill to examine Napoleon’s actions .

Underline the second part of the displayed theme: but may actually be the people’s worst enemy .

Remind students that the Battle of the Windmill occurred when Napoleon was trying to make deals with both farmers and the men from Frederick’s farm attacked Animal Farm, killing some of the animals and destroying the windmill

Direct students to the last two sentences on page 103, beginning with “A cow . ” Echo Read these sentences while emphasizing effective phrasing and expression .

Direct students to the phrase “who was directing operations from the rear . ” Explain that this means that Napoleon was behind the other animals during the fight .

Ask: “What does this sentence reveal about Napoleon?”

ƒ He isn’t really leading the animals and has positioned himself away from immediate harm.

SCAFFOLD Lead students in collaboratively discussing the traits of an ideal leader and how those compare with what Napoleon is doing.

Direct students back to the theme: Controlling leaders might present themselves as the champions of the people but may actually be the people’s worst enemy

✔ Instruct students to Think–Pair–Share: “How do Napoleon’s actions and words connect to a theme from Animal Farm?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

ƒ These two excerpts demonstrate how language has been used to convince the animals that Napoleon is their champion when the truth is that he has put them at risk and takes advantage of them.

Then facilitate a brief whole group discussion

PROLOGUE TO LESSON 29: AT A GLANCE

Focusing Question: How and why is language dangerous?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud Students practice using academic language while discussing themes about the power of language, which prepares them to participate in the Socratic Seminar in Lesson 29 .

LEARNING GOAL

Rehearse a response related to a theme from Animal Farm .

✔ Share a response to the Socratic Seminar question: “To what extent are the animals controlled, and to what extent do they allow themselves to be controlled?”

VOCABULARY

control (v .): to cause a person or animal to do what you want

MATERIALS

Animal Farm, George Orwell Prologue Glossary

Assess and activate prior knowledge by asking this question: “How do the pigs use language to control the other animals?”

Facilitate a brief discussion of responses . Listen for these essential understandings:

ƒ The pigs use language to convince the other animals that the pigs are actually trying to help them. For example, Squealer gives a speech to explain that the pigs eat only apples and drink only milk to stay healthy and protect the other animals.

ƒ The pigs revise the language of the commandments to support their own actions. For example, Commandment 4 changes from “No animal shall sleep in a bed” to “No animal shall sleep in a bed with sheets.” The pigs make this change because they want to sleep in the farmhouse in beds and be more comfortable.

Direct students to the word control in their Prologue Glossaries Echo Read the word and then define it .

control (v .): to cause a person or animal to do what you want

Remind students that at the beginning of the module they learned about the power of language to inspire and persuade and that they are currently examining how language can be dangerous .

Introduce the Learning Goal: Rehearse a response related to a theme from Animal Farm .

Tell students that during an upcoming Socratic Seminar, they will discuss central ideas and themes about the power of language in Animal Farm .

Learn

20 MIN.

Display and read aloud this question: “To what extent are the animals controlled, and to what extent do they allow themselves to be controlled?”

Draw a line on the board . Label one end Being Controlled and the other end Allowing Control .

Explain that some people think the animals in Animal Farm are being controlled by the pigs because the animals don’t understand what the pigs are doing and can’t change it . Emphasize that other people think the animals could make different decisions but choose to do what the pigs say, allowing themselves to be controlled .

Tell students that the Socratic Seminar question begins “To what extent are the animals being controlled,” which means the answer might be somewhere between two options .

Pair students and instruct them to discuss their initial ideas about the displayed question

Tell students that they will read text excerpts to find evidence that helps answer the question .

Direct students to the second paragraph on page 130 . Read aloud from “Sometimes the older” to “better and better ”

Ask: “What is happening in this excerpt?”

ƒ The animals are trying to recall what life was like before the Rebellion but cannot remember. Since they cannot remember life before the Rebellion, they believe Squealer’s list of figures, which says that everything is getting “better and better.”

Ask: “In this excerpt, do the animals understand they are being controlled? Do the animals allow the pigs to control them?”

ƒ The animals do not realize they are being controlled by Squealer and the other pigs. The animals could not prevent losing their memory, and Squealer takes advantage of the fact that the animals do not remember life before the Rebellion.

Tell students that this is just one piece of evidence and that they should consider the text as a whole when answering the question .

Direct students to the second paragraph on page 132 Read aloud from “In the evening” to “privacy was needed . ”

Ask: “What is happening in this excerpt?”

ƒ Squealer has led the sheep out to the waste ground to teach them a new song. The sheep do not leave this area and stay away from the other animals during this time because Squealer told them to stay there.

Ask: “In this excerpt, do the animals understand they are being controlled? Do the animals allow the pigs to control them?”

ƒ This is an example of the animals allowing themselves to be controlled because they follow Squealer’s directions even though they could have easily left the area.

Instruct students to Think–Pair–Share: “What are other examples of the animals being controlled or allowing themselves to be controlled?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas .

Facilitate a brief sharing of responses .

TEACHER NOTE

Based on your students’ needs, record examples in an accessible location for students to refer to as they determine where to stand for the Value Line-Up routine.

Guide students through the Value Line-Up routine to discuss whether the animals are being controlled or allowing themselves to be controlled .

Display the words Being Controlled and Allowing Control at opposite sides of the classroom or space

SCAFFOLD Add The animals had no choice under Being Controlled . Add The animals chose to follow the pigs under Allowing Control

Give students one minute to silently think about the extent to which they think the animals are being controlled . Remind students to think about the book as a whole and not just about the excerpts that were discussed .

SCAFFOLD

To support students in thinking about the text as a whole, prompt them to determine whether there are more examples of the animals allowing themselves to be controlled or more examples of them being controlled.

Then instruct students to move to or otherwise indicate a position along the line that best represents the extent to which they think the animals are being controlled .

Emphasize that students will have different opinions and that it is important to support these opinions with evidence from the text

Once each student takes a position, pair students who have different perspectives . Instruct students to discuss their opinions and reasoning .

Facilitate a discussion, and invite volunteers to share their reasoning

✔ Students share a response to the Socratic Seminar question: “To what extent are the animals controlled, and to what extent do they allow themselves to be controlled?”

Ask: “Has your position changed after listening to other opinions? What do you think now?”

PROLOGUE TO LESSON 34: AT A GLANCE

Focusing Question: How and why does language influence thought and action?

SUMMARY

Students analyze key information from the module texts By gathering and organizing information, students deepen their understanding of the power of language . This work prepares students to evaluate evidence in Lesson 34 .

LEARNING GOAL

Rehearse a claim related to the power of language .

✔ Share a response about the power of language

VOCABULARY

uplift (v .): to make someone happy or hopeful control (v .): to cause a person or animal to do what you want

MATERIALS

All module texts

Prologue Glossary

Prologue Handout 34A: Evidence Evaluation

Direct students to the words uplift and control in their Prologue Glossaries . Echo Read the words and then define them .

uplift (v ): to make someone happy or hopeful control (v .): to cause a person or animal to do what you want

Assess and activate prior knowledge by asking these questions:

“How can language be used to uplift?”

“How can language be used to control?”

Instruct students to turn to a partner to discuss their ideas .

Then facilitate a brief discussion .

Remind students that they have seen examples of both types of language in the module texts .

Introduce the Learning Goal: Rehearse a claim related to the power of language

Explain that students will gather evidence for the End-of-Module Task, which requires them to write an argument essay about whether language is more powerful when used to uplift or when used to control . Tell students that today they will determine their position, or claim, for this essay .

20 MIN.

Tell students that they will review evidence from the module texts to determine their position

Direct students to Prologue Handout 34A. Tell students that together you will complete the first two rows before they work in pairs to complete the handout .

Direct students to the first row and ask: “What was ‘“B” (If I Should Have a Daughter)’ about?”

ƒ It was a poem the author wrote to her daughter about the difficulties of life.

Read aloud the stanza in the first row .

Ask: “Does this piece of evidence show how language is used to uplift or how it’s used to control?”

ƒ Uplift

Remind students that Kay uplifts and inspires readers by reminding them that although life can be hard, it is important to appreciate the good times .

Direct students to the second row Explain that this excerpt is from an article about how Yousafzai’s address to the United Nations changed the world .

Read aloud the excerpt .

Instruct students to turn and talk to a partner to determine whether the excerpt shows how language is used to uplift or used to control .

Reinforce that this excerpt shows how Yousafzai’s words uplifted many and “took the world by storm . ”

Review the remaining rows to remind students of context for each text .

ƒ John F. Kennedy’s inaugural address was his first speech as President of the United States.

ƒ Martin Luther King Jr. delivered his “I Have a Dream” speech during the fight for equal rights.

ƒ In the article “How Advertising Targets Our Children,” Perri Klass explains how popular ads use language to influence children.

ƒ In Animal Farm, the pigs take over a farm and use language in a variety of ways to control the other animals.

Pair students and instruct pairs to complete the handout . Explain that students will need to record evidence in each row to show how each text uses language to uplift or to control .

SCAFFOLD Assign pairs one row to complete on Prologue Handout 34A. Then instruct pairs to share their responses with the group.

Give students 10 minutes to complete the handout

Facilitate a discussion . Listen for these essential understandings:

ƒ John F. Kennedy’s inaugural address shows how language can be uplifting as he uses language to encourage his “fellow Americans” to work together for “the freedom of man.”

ƒ Martin Luther King Jr.’s “I Have a Dream” speech shows how language can be uplifting as he tells the audience “not to wallow” in despair because he had a dream that things would improve.

ƒ “How Advertising Targets Our Kids” shows how language can be used to control kids by taking advantage of peer relationships to get them to share advertisements.

ƒ Old Major’s speech in Animal Farm shows how language can be uplifting because old Major convinces the animals that the Rebellion is possible.

ƒ Squealer’s speech in Animal Farm shows how language can be used to control because Squealer convinces the animals that Boxer’s last words were “Napoleon is always right.”

Explain that students will now use the evidence discussed along with their own ideas to respond to this question: “Is language more powerful when it is used to uplift, or is it more powerful when it is used to control?” Prompt students to use at least one piece of evidence in their responses .

SCAFFOLD

Provide these sentence frames: Language is more powerful when used to because . For example, in language is used to .

5 MIN.

Give students three minutes to independently evaluate the evidence and formulate a response

✔ Students share a response about the power of language .

Facilitate a discussion of responses .

Ask: “Has your thinking changed after hearing others’ responses?”

Remind students that they will need to select the best evidence when writing an End-of-Module Task response .

PROLOGUE TO LESSON 35: AT A GLANCE

Focusing Question: How and why does language influence thought and action?

SUMMARY

Students experiment with argument writing They develop an understanding of the structure and purpose of argument writing . This work prepares them to draft argument essays in Lesson 35 .

LEARNING GOAL

Rehearse a claim, a reason, evidence, and elaboration for the End-of-Module Task .

✔ Share a claim, reasons, evidence, and elaboration sentences

VOCABULARY

None

MATERIALS

All module texts

Prologue Glossary

Handout 30A: Argument Outline

Prologue Handout 35A: Sample Argument Essay Paragraph

Handout 34B: Argument Essay Outline

Assess and activate prior knowledge by asking this question: “What are the parts of an argument essay?” Listen for these essential understandings:

ƒ hook

ƒ introduction

ƒ claim

ƒ reasons

ƒ evidence

ƒ elaboration

ƒ alternate claim(s)

ƒ concluding statement(s)

Remind students that they previously learned about the HI-CREEA-CC essay structure . Display Handout 30A as an example Tell students that they will focus on the CREE portion of this structure today .

Introduce the Learning Goal: Rehearse a claim, a reason, evidence, and elaboration for the Endof-Module Task .

Explain that students will examine a model essay and discuss their ideas for the End-ofModule Task .

Learn

20 MIN.

Remind students that they are writing an argument essay about whether language is more powerful when it is used to uplift or when it is used to control

Tell students that they will read a sample paragraph from an essay on this topic to help them write their own essays .

Direct students to the top of Prologue Handout 35A and read aloud the claim

Explain that this claim previews the three things the author will write about in the following paragraphs .

Ask: “What are the three things the author will write about in the rest of the essay?”

ƒ Animal Farm, Joseph Stalin, and advertisers

Tell students that they will read the author’s paragraph about Animal Farm to identify the reason, evidence, and elaboration for why the author believes that language is more powerful when it is used to control .

Direct students to the paragraph on Prologue Handout 35A and read it aloud while emphasizing effective phrasing and expression .

Read aloud the first sentence and ask: “What part of the CREE structure is this?”

Reinforce that this is the reason because it explains the claim . Instruct students to label this sentence reason .

Highlight that the sentence begins with the phrase “One reason” and that the claim is restated before the author provides the reason

TEACHER NOTE

Display the sentence and underline each part to support students’ understanding.

Direct students to Handout 34B . Explain that the author of this sample essay would probably record can hide the truth as one of their reasons .

Tell students that they will use their claim and one reason from Handout 34B to create a reason sentence for one of their paragraphs .

Display and read aloud these sentence frames: “One reason that language is more powerful when it is used to control is that . One reason that language is more powerful when it is used to uplift is that ”

Give students two minutes to write a reason sentence .

Read aloud the third sentence and ask: “What part of the CREE structure is this?”

Reinforce that this is an evidence sentence that shows how language can hide the truth . Instruct students to label this sentence evidence .

Read aloud the next sentence and ask: “What part of the CREE structure is this?”

Explain that this is an elaboration sentence that explains how the previous evidence sentence supports the reason . Instruct students to label this sentence elaboration .

Instruct students to independently read aloud the fifth and sixth sentences and decide which parts of the CREE structure they are .

Give students three minutes to independently read and label the sentences .

Then facilitate a whole group discussion .

Reinforce that these are also evidence sentences that show what happens when language is used to hide the truth and elaboration sentences that explain how the evidence supports the reason . Instruct students to label the appropriate sentences evidence and elaboration

Explain that the author of the sample essay probably used the two pieces of evidence that they collected on Handout 34B to write their evidence and elaboration sentences .

SCAFFOLD

To help students understand how Handout 34B is used to create a paragraph, complete and display a copy of Handout 34B based on the model paragraph.

Highlight the author’s use of the phrase for example to introduce evidence Tell students that the author could have also used other phrases to introduce evidence

Display and read aloud these sentence frames: “For example, . One example of occurred when . ”

Instruct students to review Handout 34B and plan what they will write for their first evidence and elaboration sentences .

Give students three minutes to independently plan their evidence and elaboration sentences .

Form pairs and instruct students to discuss their ideas .

✔ Students share a claim, reasons, evidence, and elaboration sentences

If time permits, invite one or two volunteers to share their responses .

Appendix A: Prologue Module 3

Handouts

Name Date

Sarah Kay

by

Handout 1A “‘B’ (If I Should Have a Daughter)” Excerpt

Excerpt from “‘B’ (If I Should Have a Daughter)”

And she’s going to learn that this life will hit you, / hard, / in the face, / wait for you to get back up, just so it can kick you in the stomach / but getting the wind knocked out of you is the only way to remind your lungs how much they like the taste of air . (Kay, 2014)

Draw a picture to illustrate the literal meaning of the stanza .

Draw a picture to illustrate the figurative meaning of the stanza .

Handout 11A • WIT & WISDOM ®

Class

Name Date

Handout 11A

Prologue

Socratic Seminar Response Draft

Directions: Use the space below to draft a response to the Socratic Seminar prompt: “Out of all the poems and speeches

we have studied, which text is the most inspiring?”

Claim (State your belief about the topic . ) is the most inspiring text from this module .

Reason (Provide a reason this is true . ) is inspiring because

Evidence (Give evidence that supports your reason . )

For example, Elaboration (Explain your thinking . )

This shows that

Date

Does the text use language to uplift or to control?

Text examples “‘B’ (If I Should Have a Daughter),” Sarah Kay

And she’s going to learn that this life will hit you, hard, in the face, wait for you to get back up, just so it can kick you in the stomach but getting the wind knocked out of you is the only way to remind your lungs how much they like the taste of air .

John F . Kennedy

Inaugural Address,

World,” Alex Harris

Has Changed the

Top 3 Ways Malala

“Thanks to Malala:

to control?

Text

bumps and took the world by a storm .

speech to the UN in 2013 . It gave us goose

achievements without mentioning her

We simply can’t talk about Malala’s top

of universal education for all children .

leaders from around the world in support

Does the text use language to uplift or

brought together more than 600 young

first-ever UN youth takeover . The takeover

On Malala’s 16th birthday, she staged the

Text examples

Text examples

Does the text use language to uplift or to control?

Text

“I Have a Dream,” Martin Luther King Jr .

“How Advertising Targets Our Children,” Perri Klass

George Orwell

Animal Farm ,

to control?

Does the text use language to uplift or

Text examples

•

Prologue Handout 35A Sample Argument

Claim : George Orwell’s Animal Farm , Joseph Stalin’s dictatorship, and techniques used by advertisers demonstrate that although language can be used to lift people up, it is more powerful when used to control .

One reason language is more powerful when used to control is that it can hide the truth . In Animal Farm , Napoleon has the commandments secretly rewritten to support his decisions and actions . For example, when Napoleon and the other pigs decide to live in the farmhouse and sleep in beds, he violates the Fourth Commandment: “No animal shall sleep in a bed” (Orwell 67) . However, Napoleon hides the truth by adding the words “with sheets” to the commandments . Although Clover and Muriel did not remember the mention of sheets in the Fourth Commandment, they believe it because “it was there on the wall, it must have done so” (Orwell 67) . Napoleon’s manipulation of the Commandments prevents the other animals from seeing what is really happening and from criticizing Napoleon .

Class This page may be reproduced for classroom use only.

Grade 7, Module 4 Fever

Table of Contents

Focusing Question 1: In what context did the yellow fever epidemic of 1793 emerge?

Focusing Question 2: What were the effects of the unfolding crisis on Philadelphia and its citizens?

Focusing Question 3: What did the crisis reveal about Philadelphia’s citizens and society?

Focusing Question 4: How did people respond to the crisis?

Appendix A: Prologue Module 4 Handouts

Appendix B: Prologue Module 4 Answer Keys and Suggested Student Responses

Appendix C: Works Cited

Credits

Acknowledgments

Module Summary

How could the city have changed so much? Yellow fever was wrestling the life out of Philadelphia, infecting the cobblestones, the trees, the nature of the people. Was I living through another nightmare?

— Laurie Halse Anderson

How do people respond to a crisis? What factors contribute to an individual’s response? How can these responses affect a city, citizens, and government?

Students investigate these questions by traveling back to one of the pivotal crises in American history: the yellow fever epidemic of 1793 . As crises often do, this epidemic illuminated and altered realities of power, prejudice, and human fortitude, sparking transformation on both micro and macro levels . Study of this early American plague offers insight into the challenges crises can present to a society and a window into the many decisions, both small and large, that people must make to respond

Fittingly, the module features deeply researched fictional and informational accounts. They spotlight disparate responses to the fever and spur students’ own research, uncovering patterns of human behavior driven by fear, compassion, an impulse to understand the unknown, and the human drive to survive and thrive

In An American Plague, Jim Murphy develops content knowledge through a vividly detailed factual account of the epidemic . Students are immersed in eighteenth-century Philadelphia . They learn about medical practices that increased death rates, the young government’s panicked decision to adjourn, and the heroism of individuals like the Free African Society volunteers . Laurie Halse Anderson’s Fever 1793 intensifies the module’s historical immersion by fostering emotional investment Readers of this novel experience the epidemic through the point of view of Mattie, a fourteen-year-old girl whose motivation must shift from avoiding chores to survival Concurrent study of these texts cultivates meaningful understanding of the ways individuals can alleviate and exacerbate a crisis’s effects and of how writers of history and historical fiction use research to imbue their works with depth and truth .

By the time students encounter the End-of-Module (EOM) Task research essay, they are prepared to analyze and evaluate the ways Philadelphians responded to the epidemic, deepening their exploration of how times of crisis can affect citizens and society .

Essential Question

How can times of crisis affect citizens and society?

Suggested Student Understandings

ƒ A single cause can have a wide range of effects .

ƒ There are patterns of human behavior that can emerge in the midst of a crisis, driven by factors such as fear, compassion, an impulse to understand the unknown, and the will to survive

ƒ While each individual has the power to determine his or her own response to a crisis, social factors such as gender, race, and class can influence an individual’s experience of a crisis.

ƒ Scientific knowledge is essential to effectively addressing medical crises.

ƒ A crisis can serve as a catalyst for positive change in individuals, society, and medicine .

Introduction

In Module 4, Wit & Wisdom Prologue™ lessons focus on how the yellow fever epidemic of 1793 affected Philadelphia’s residents and society .

ƒ Reading Prologue lessons support comprehension of the module texts Fever 1793 and An American Plague Passages chosen from the texts focus on the effects of the yellow fever epidemic

ƒ Writing Prologue lessons give students time to analyze research writing and practice related strategies such as paraphrasing sources .

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars . Students discuss the causes and effects of the yellow fever crisis, as well as the perspectives of affected residents .

ƒ Language Prologue lessons guide students to analyze similarities and differences in literary and informational texts related to the same event

Please see the Prologue Implementation Guide for more information on planning, scaffolding instruction, and meeting the needs of multilingual learners and students with language-based disabilities .

English Language Development (ELD) Standards

Wit & Wisdom® core lessons engage students in many ways to interact with and through language and text that meet English Language Development (ELD) standards Prologue lessons provide additional language support that meets ELD standards Use your state’s English language development standards and proficiency descriptors to best support your multilingual learners in reaching the learning goals .

Prologue Module 4 Learning

Reading Prologue lessons ssupport comprehension of the module texts

Fever 1793 and An American Plague Passages chosen from the texts focus on the effects of the yellow fever epidemic.

WIDA Standards

ELD-LA.6-8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by language arts narratives by

ƒ identifying a theme or central idea that develops over the course of a text and

ƒ analyzing how character attributes and actions develop in relation to events or dialogue.

ELD-LA.6-8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by

ƒ identifying and/or summarizing main ideas and their relationship to supporting ideas;

ƒ analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors;

ƒ evaluating the impact of author’s key word choices over the course of a text.

ELP Standards

Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

Writing Prologue lessons give students time to analyze research writing and practice related strategies such as paraphrasing sources.

ELD-LA.6–8.Inform.Expressive Multilingual learners will construct informational texts in language arts that

ƒ introduce and define topic and/or entity for audience;

ƒ establish objective or neutral stance;

ƒ add precision, details, and clarity about relevant attributes, qualities, characteristics, activities, and behaviors; and

ƒ develop coherence and cohesion throughout text.

Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

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 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.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars. Students discuss the causes and effects of the yellow fever crisis, as well as the perspectives of affected residents.

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by ƒ identifying a theme or central idea that develops over the course of a text.

ELD-LA.6–8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by ƒ identifying and/or summarizing main ideas and their relationship to supporting ideas.

ELD-SI.4–12.Argue

Multilingual learners will ƒ support or challenge an opinion, premise, or interpretation and ƒ clarify and elaborate ideas based on feedback.

ELD-SI.4–12.Narrate

Multilingual learners will ƒ share ideas about one’s own and others’ lived experiences and previous learning and ƒ recount and restate ideas to sustain and move dialogue forward.

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 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.

Language Prologue lessons guide students to analyze similarities and differences in literary and informational texts related to the same event.

ELD-LA.6–8.Narrate.Interpretive Multilingual learners will interpret language arts narratives by

ƒ evaluating impact of specific word choices about meaning and tone.

ELD-LA.6–8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by

ƒ evaluating the impact of author’s key word choices over the course of a text.

Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

Module Map

Prologue to Lesson # Lesson Type Summary Learning Goal

Focusing Question 1: In what context did the yellow fever epidemic of 1793 emerge?

1 Reading Students record key information from Prologue Handout 1A. By gathering and organizing information, students develop background knowledge about the historical context, geographical context, and societal context of the yellow fever epidemic of 1793. This work prepares students to make observations and form questions about Fever 1793 in Lesson 1.

5 Reading Students closely read excerpts from Fever 1793. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss divisions in society in Lesson 5.

12 Language Students deconstruct sentences from An American Plague and Fever 1793. By focusing on word choice, students deepen their understanding of complex language. This work prepares students to complete Focusing Question Task 1 in Lesson 12.

Describe the context of the yellow fever epidemic of 1793.

Analyze how Anderson develops and contrasts the experiences of characters from different social groups.

Compare a fictional portrayal of Philadelphia in 1793 with a historical account of this time period.

Focusing Question 2: What were the effects of the unfolding crisis on Philadelphia and its citizens?

13 Reading Students closely read excerpts from Fever 1793. They answer text-dependent questions to develop an understanding of the text. This work prepares students to analyze character developments in Lesson 13.

17 Writing Students experiment with paraphrasing sources in informative writing. They develop an understanding of the structure and purpose of paraphrasing sources. This work prepares them to incorporate sources into a presentation in Lesson 17.

Analyze how the plot affects characters in Fever 1793.

Analyze the purpose and importance of paraphrasing sources.

Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing causeand-effect relationships, which prepares them to create an oral presentation in Lesson 20.

Focusing Question 3: What did the crisis reveal about Philadelphia’s citizens and society?

23 Language Students deconstruct an excerpt from Fever 1793. By focusing on figurative language, students deepen their understanding of complex language. This work prepares students to answer text-dependent questions about morale in Lesson 23.

27 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing Dr. Rush’s role in the crisis, which prepares them to participate in the Socratic Seminar in Lesson 27.

29 Reading Students closely read excerpts from Fever 1793. They answer text-dependent questions to develop an understanding of the text. This work prepares students to analyze the effects of the yellow fever crisis in Lesson 29.

31 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the perspectives of different groups of Philadelphians, which prepares them to participate in the Socratic Seminar in Lesson 31.

Rehearse a response related to a cause-and-effect relationship.

Analyze what figurative language reveals about morale in Philadelphia.

Rehearse an argument related to Dr. Rush’s role in the yellow fever crisis.

Analyze how a theme is developed in Fever 1793

Rehearse a response related to the perspective of a group of Philadelphians.

Focusing Question 4: How did people respond to the crisis?

35 Writing Students experiment with body paragraphs in research essays. They develop an understanding of the structure and purpose of body paragraphs in research essays. This work prepares them to draft the End-of-Module Task response in Lesson 35.

36 Writing Students examine a conclusion paragraph. They develop an understanding of the structure and purpose of conclusion paragraphs in informative essays. This work prepares them to complete their End-of-Module essays in Lesson 36.

Write a plan for a body paragraph about how a group responds to the yellow fever crisis.

Analyze the purpose and importance of conclusion paragraphs in informative essays.

Talking Tool

Talking Tool

Share What You Think

I think because In my opinion, I noticed that . First, . Also, .

Support What You Say For example, According to the author, . In the text, . Another reason is .

Ask for More Information

What do you mean by ? What text evidence supports that idea?

Can you give an example?

How does that relate to ?

Build on Others’ Ideas

I hear you say that . That makes me think that . I agree and I will add that . I disagree because . Have you thought about ?

PROLOGUE TO LESSON 1: AT A GLANCE

Focusing Question: In what context did the yellow fever epidemic of 1793 emerge?

SUMMARY

Students record key information from Prologue Handout 1A By gathering and organizing information, students develop background knowledge about the historical context, geographical context, and societal context of the yellow fever epidemic of 1793 . This work prepares students to make observations and form questions about Fever 1793 in Lesson 1 .

LEARNING GOAL

Describe the context of the yellow fever epidemic of 1793 .

✔ Share information about a specific context in Philadelphia, 1793 .

VOCABULARY

context (n .): the words, facts, or details that surround an event or piece of writing

MATERIALS

Prologue Glossary

Image of college students (http://witeng link/shutterstock_1937733925)

Image of elementary students (http://witeng link/shutterstock_1809906340)

Prologue Handout 1A: Philadelphia 1793

Direct students to the word context in their Prologue Glossaries . Echo Read the word and then define it .

context (n .): the words, facts, or details that surround an event or piece of writing

Explain that context provides additional information about an event .

Display the image of college students and the image of elementary students

Assess and activate prior knowledge by asking this question: “What is the context of each picture?”

Pair students Instruct them to discuss each picture

Then facilitate a brief discussion .

Explain that although both pictures show students in a classroom, each picture has a different context, such as the classroom’s location Tell students that in the lesson they will take a closer look at how the context of each picture is different .

Tell students that they will continue thinking about the importance of context in the lesson .

Introduce the Learning Goal: Describe the context of the yellow fever epidemic of 1793

Tell students that yellow fever is an illness that they will learn more about later . Explain that students will first learn about the context of the epidemic to help them understand what life was like during the time period

20 MIN.

Tell students that context often provides information about the when, where, and who of a situation .

Explain that information about when an event happened is called historical context . Prompt students to repeat this term

Direct students to the pictures and ask: “Why would it be important to know about the historical context of each picture, or when the pictures were taken?”

ƒ Knowing about the historical context helps you understand why certain things are happening. For example, the elementary students are wearing masks and using hand sanitizer because the picture was probably taken during the COVID-19 pandemic.

Explain that information about where an event happened is called geographical context . Prompt students to repeat this term .

Tell students that the geographical context may provide information about the country, city, or other location of an event . Explain that both pictures are taken in classrooms, but these classrooms could be in different states or even different countries .

Pair students . Instruct them to discuss this question: “What might be different for students attending schools in different countries?”

Facilitate a brief discussion .

TEACHER NOTE

Based on your students’ comfort levels, encourage them to share experiences they may have had learning in a different country, state, or city. Prompt students to compare those experiences with how they are currently learning.

Reinforce that students in different countries may learn and speak in different languages, may learn in a different type of classroom, or may learn about different topics .

Explain that information about who is involved in an event is called societal context Prompt students to repeat this term

Ask: “What do we know about the societal context of each picture?”

ƒ The people in the college picture are all adults who are listening to a teacher and taking notes. The people in the elementary picture are all children who are drawing and completing an assignment.

Explain that because the people in the college picture are adults, their teacher probably does not make them take notes, so they are instead taking notes about what they think is important

Emphasize that knowing about the historical context, geographical context, and societal context helps clarify why certain events happen the way that they do .

Explain that students will work in small groups to learn more about the historical context, geographical context, or societal context of the yellow fever epidemic that occurred in the city of Philadelphia .

Tell students that each group will read a short passage and then share important information about their assigned context with the whole group Highlight that the excerpts include questions that will help each group determine what to share

Explain that groups may decide whether one to two members read aloud for the group or each member reads on their own . Emphasize that all members of the group should highlight important information on their own handouts and work together to answer the questions after the passage has been read

Form small groups or pair students . Instruct students to complete Prologue Handout 1A . Tell students to first read the questions to identify what they should learn from the passage .

Give students ten minutes to complete the reading and answer the questions .

SCAFFOLD Collaboratively read one excerpt and answer the questions about it before instructing students to complete their assigned reading in their groups.

✔ Groups share information about a specific context in Philadelphia, 1793

Instruct students to record important details as each group shares .

If time permits, reinforce the key details about each context

PROLOGUE TO LESSON 5: AT A GLANCE

Focusing Question: In what context did the yellow fever epidemic of 1793 emerge?

SUMMARY

Students closely read excerpts from Fever 1793 They answer text-dependent questions to develop an understanding of the text . This work prepares students to discuss divisions in society in Lesson 5 .

LEARNING GOAL

Analyze how Anderson develops and contrasts the experiences of characters from different social groups .

✔ Compare Mother and Mrs Ogilvie

VOCABULARY

context (n ): the words, facts, or details that surround an event or piece of writing

MATERIALS

Fever 1793, Laurie Halse Anderson

Prologue Glossary

Assess and activate prior knowledge by asking this question: “What have you learned about what it was like to be a girl in 1793?”

Listen for these essential understandings:

ƒ Girls did not have a lot of freedom like boys, and girls had to live up to certain standards.

ƒ Women and girls were not allowed to be independent and needed a husband or father to take care of them.

Direct students to the word context in their Prologue Glossaries . Echo Read the word and then define it .

context (n ): the words, facts, or details that surround an event or piece of writing

Remind students that they learned about the societal context of the yellow fever epidemic, such as the differences in expectations for girls and boys .

Remind students that there was also a social division between the rich citizens and poor citizens of Philadelphia and that many of the rich citizens were leaving the city because of yellow fever .

Introduce the Learning Goal: Analyze how Anderson develops and contrasts the experiences of characters from different social groups

Explain that thinking about the different social groups will help students understand the context of the yellow fever epidemic and how the crisis affects people differently in Fever 1793 .

20 MIN.

Ask: “What happens in chapter 6 of Fever 1793?”

ƒ Mattie, Mother, and Grandfather are trying to figure out how to use their extra money.

ƒ Mattie and Mother are invited to tea with Mrs. Ogilvie. They try to find something nice to wear.

Pair students Instruct them to discuss this question: “What do we know about the Ogilvies?”

Facilitate a brief discussion

Listen for these essential understandings:

ƒ They seem like people that Mattie and Mother want to impress since they are trying to find special clothes to wear.

ƒ They seem to have money since they send a letter on a fancy “thick sheet of paper” with a messenger.

ƒ They may have money since they invited Mattie and Mother to tea in the middle of the day and don’t have to work during that time.

Reinforce that the Ogilvies are a wealthy family

Tell students that they will read a paragraph describing how Mattie and Mother are getting ready . Explain that students should consider what the scene reveals about Mother’s idea of what is important .

Direct students to page 44 . Read aloud the sixth paragraph, beginning with “Try this . ”

Explain that a spinster is an unmarried woman who is unlikely to marry .

Pair students Instruct them to discuss these questions:

“What is happening in this paragraph?”

“Why is this invitation important to Mother?”

Facilitate a whole group discussion

Reinforce that Mother is trying to convince Mattie that getting married is important, and Mother thinks Edward Ogilvie would be a good husband for Mattie .

Remind students of the Launch discussion and how women were not allowed to be independent during this time period .

Instruct students to create a list of words and phrases that describe Mother . Facilitate a brief discussion of responses Record responses in an accessible location

ƒ serious

ƒ strong

ƒ independent

Tell students that you will now read a paragraph from when Mattie and Mother have tea with Mrs . Ogilvie . Explain that students should consider what this scene reveals about Mrs . Ogilvie .

Direct students to page 50. Read aloud the fifth paragraph, beginning with “President Washington ”

Explain that a gala is a fancy party .

Instruct students to Think–Pair–Share: “What is happening in this paragraph? What does this paragraph reveal about Mrs Ogilvie?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion .

Listen for these essential understandings:

ƒ Mrs. Ogilvie name-drops by saying “President Washington and Martha” as she talks about how all of “society” has vanished.

ƒ She is desperate for company and probably only invited Mattie and Mother because members of high society have left town.

ƒ Mrs. Ogilvie thinks that her party is more important than fleeing the city and the yellow fever.

Instruct students to create a list of words and phrases that describe Mrs . Ogilvie .

Facilitate a brief discussion of responses Record responses in an accessible location

ƒ a gossip

ƒ self-absorbed

ƒ socialite

Tell students that they will now compare Mother and Mrs . Ogilvie .

Explain that students should consider what the paragraphs reveal about each character Prompt students to recall what they have learned about the societal context of Philadelphia in 1793

Guide students’ responses by posing these questions:

“What is Mother trying to do during the yellow fever outbreak?”

SCAFFOLD

“What is Mrs. Ogilvie trying to do during the yellow fever outbreak?”

“What type of people is Mother around most often?”

“What type of people does Mrs. Ogilvie mention coming to her party?”

Land 5

✔ Students compare Mother and Mrs . Ogilvie .

Instruct students to construct the comparison by using their description lists for each character

Tell students that they may complete a Venn diagram or T-Chart or may create images with captions to show the differences between the two characters .

Give students at least four minutes to independently finish this task

If time permits, instruct students to complete a Gallery Walk .

PROLOGUE TO LESSON 12: AT A GLANCE

Focusing Question: In what context did the yellow fever epidemic of 1793 emerge?

SUMMARY

Students deconstruct sentences from An American Plague and Fever 1793. By focusing on word choice, students deepen their understanding of complex language . This work prepares students to complete Focusing Question Task 1 in Lesson 12 .

LEARNING GOAL

Compare a fictional portrayal of Philadelphia in 1793 with a historical account of this time period .

✔ Think–Pair–Share: “What are some differences between the language used in a fictional text and the language in a historical account of the same event?”

VOCABULARY

None MATERIALS

An American Plague, Jim Murphy, Chapter 1 Fever 1793, Laurie Halse Anderson

Prologue Glossary

Assess and activate prior knowledge by asking these questions:

“How are Fever 1793 and An American Plague similar?”

“How are they different?”

Pair students . Instruct them to discuss the questions .

Remind students that An American Plague is a nonfiction text that provides factual details about the yellow fever epidemic . Explain that Fever 1793 is based on true events, but the story of Mattie and her family is made up by the author .

Introduce the Learning Goal: Compare a fictional portrayal of Philadelphia in 1793 with a historical account of this time period

Explain that students look closely at excerpts from each text to compare how each author describes factual details . Tell students that this will help them better understand how each author used research to write their book .

Learn

20 MIN.

Tell students that they will compare how one sentence from each text describes the same fact Prompt students to think about the words used in each text .

Direct students to page 1 of An American Plague . Read aloud the last sentence of the second paragraph

Echo Read the sentence .

Ask: “What does this sentence describe?”

ƒ where the mosquitoes were located and the sounds they made

Direct students to page 1 of Fever 1793. Read aloud the first sentence of the first paragraph

Echo Read the sentence .

Ask: “What does this sentence describe?”

ƒ Mattie being woken up by the sound of a mosquito in her ear

Emphasize that both sentences mention mosquitoes

Instruct students to Think—Pair—Share: “How is the information about mosquitoes in each text similar? How is the information different?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion .

Listen for these essential understandings:

ƒ Both texts show that mosquitoes were a problem in 1793.

ƒ Both texts mention the sound or noise that the mosquitoes were making.

ƒ Fever 1793 describes the sound of the mosquito as a “whining” while An American Plague describes the sound as a “high-pitched whirring.”

Direct students to the word whining in the sentence from Fever 1793 . Explain that whining means “to make a high and unpleasant sound that continues for a long time . ”

Highlight the word unpleasant in the definition. Emphasize that to describe something as whining is not a good thing .

Direct students to the word whirring in the sentence from An American Plague . Explain that whirring means “the sound made by something that is spinning very fast ”

Instruct students to Think—Pair—Share: “Why do you think the fictional text describes the sound of the mosquito as whining while the nonfiction text describes it as whirring?”

SCAFFOLD

To help students understand the connotation of these two words, instruct them to think of familiar sounds that might be described as whining and sounds that might be described as whirring. Prompt students to think about the differences between the items described as whining and those described as whirring.

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion

Reinforce that the author of Fever 1793 may have chosen the word whining to show Mattie’s annoyance with the mosquito while the author of An American Plague wanted to provide a more factual description of the sound made by a mosquito’s fast-moving wings .

Direct students to page 3 of An American Plague. Read aloud the second sentence in the first paragraph .

Explain that putrefied means “rotting and smelling bad . ”

Direct students to page 19 of Fever 1793 . Echo Read the last paragraph from “It’s that” to “killer yet” (20) .

Ask: “What do both excerpts discuss?”

ƒ the pile of coffee that is rotting on the wharf

5 MIN.

✔ Instruct students to Think–Pair–Share: “What are some differences between the language used in a fictional text and the language in a historical account of the same event?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion

Reinforce that Fever 1793 uses descriptive sensory language while the historical text uses formal technical language such as whirring and putrefied .

PROLOGUE TO LESSON 13: AT A GLANCE

Focusing Question: What were the effects of the unfolding crisis on Philadelphia and its citizens?

SUMMARY

Students closely read excerpts from Fever 1793 . They answer text-dependent questions to develop an understanding of the text . This work prepares students to analyze character developments in Lesson 13 .

LEARNING GOAL

Analyze how the plot affects characters in Fever 1793

✔ Describe a character’s response to the yellow fever crisis .

VOCABULARY plot (n .): the events that make up a story

MATERIALS

Fever 1793, Laurie Halse Anderson

Prologue Glossary

Assess and activate prior knowledge by asking this question: “What major events have happened so far in Fever 1793?”

Listen for these essential understandings:

ƒ Yellow fever is quickly spreading, and many Philadelphians are getting sick.

ƒ Mother gets very sick and sends Mattie and Grandfather to stay in the country with the Ludingtons.

ƒ Grandfather gets sick on the trip to the Ludingtons, so he and Mattie are left on the side of the road.

Direct students to the word plot in their Prologue Glossaries Echo Read the word and then define it .

plot (n .): the events that make up a story

Highlight that the plot of Fever 1793 is centered around the yellow fever crisis

Introduce the Learning Goal: Analyze how the plot affects characters in Fever 1793 .

Tell students that they will closely read excerpts from Fever 1793 to analyze the characters and their responses to the yellow fever crisis . Explain that this will help students as they work to answer the arc’s focusing question .

20 MIN.

Tell students they will read excerpts from Fever 1793 about Mattie, Mother, and Grandfather . Explain that students should consider what the excerpt reveals about their assigned character and the character’s response to the yellow fever crisis

Direct students to the middle of page 68 . Explain that this excerpt is about Mattie . Remind students that Mattie is trying to care for Mother, who is sick with yellow fever .

Read aloud the paragraph from “Tears threatened” to “stop it ”

Instruct students to identify words and phrases in the text that reveal information about Mattie and how she is responding to the crisis .

Pair students and give them two minutes to identify words and phrases

Facilitate a brief discussion of responses . Listen for these essential understandings:

ƒ “tears”

ƒ “sniffed”

ƒ “tried to control”

ƒ “needed to learn”

ƒ “didn’t listen”

ƒ “a tear slipped out”

Think aloud to model analyzing the paragraph and the identified words and phrases for what they reveal about Mattie . “This paragraph shows that Mattie is very emotional and trying to control her emotions like her mother would . Mattie says, ‘No one could ever tell what Mother thought or felt,’ and that she ‘needed to learn’ to be like Mother Mattie tries to control her face and emotions . However, Mattie is still a young girl going through an emotional experience and ‘a tear slipped out’ before she could stop it . ”

Tell students that they will work in small groups to read an excerpt about either Mother or Grandfather

Explain that groups will first review important context about each excerpt. Remind students that context means “the words, facts, or details that surround an event or piece of writing . ”

Form two small groups

Direct students who will read about Mother to the paragraph on page 71 beginning with “My mouth . . . ”

Explain that although this excerpt includes Mattie’s thoughts about Mother, it reveals information about Mother and how Mattie expects her to respond to the crisis .

Direct students who will read about Grandfather to the paragraph on page 57 beginning with “I didn’t ”

Explain that this excerpt from earlier in the text describes Grandfather discussing his decision not to leave Philadelphia when yellow fever first sickened people .

Instruct groups to first read the excerpt and then identify words or phrases that reveal information about their assigned character . Tell groups to then discuss what the excerpt reveals about the character and how the character is responding to the crisis .

SCAFFOLD

Lead students in collaboratively identifying words and phrases that reveal information about their assigned character. Then instruct groups to discuss what these words and phrases reveal about the character’s response to the crisis.

Provide these sentence frames: Mother/Grandfather responds by . This shows that she/he is .

Land

✔ Students describe a character’s response to the yellow fever crisis .

Pair students who worked on different excerpts . Instruct pairs to discuss the words and phrases that they identified and what the excerpt reveals about each of their characters

Listen for these essential understandings:

ƒ Mother is strong and did not let giving birth stop her from doing chores, such as cooking for 10 people. According to Mattie, Mother is not going to die because she is going to “beat back illness with a broom.”

ƒ Grandfather has experienced war and refuses to let a “dockside miasma” run him out of town. Grandfather does not believe that yellow fever is that serious.

If time permits, instruct pairs to compare their characters’ responses .

PROLOGUE TO LESSON 17: AT A GLANCE

Focusing Question: What were the effects of the unfolding crisis on Philadelphia and its citizens?

SUMMARY

Students experiment with paraphrasing sources in informative writing . They develop an understanding of the structure and purpose of paraphrasing sources . This work prepares them to incorporate sources into a presentation in Lesson 17

LEARNING GOAL

Analyze the purpose and importance of paraphrasing sources .

✔ Share a paraphrased paragraph .

VOCABULARY

paraphrase (v ): to put in your own words something someone else has said or written

MATERIALS

Prologue Glossary

Prologue Handout 17A: Paraphrasing Sources

Assess and activate prior knowledge by asking this question: “What have you learned about paraphrasing?”

Direct students to the word paraphrase in their Prologue Glossaries . Echo Read the word and then define it .

paraphrase (v .): to put in your own words something someone else has said or written

Explain that paraphrasing and summarizing are similar, but summaries are usually shorter and only include the most important points while paraphrasing tries to capture all the original information . Display and read aloud the characteristics of paraphrasing:

“Paraphrasing takes the original source and ”

“ . . . uses different words to restate ideas”

“ . . . uses a different word order”

“ . . . uses a different sentence structure”

“ . . . keeps a similar meaning”

“ includes a title, an author, and a page number”

Reinforce that including the title, author, and page number of the original source prevents accidentally plagiarizing . Remind students that plagiarizing means to “use someone else’s words as your own . ”

Introduce the Learning Goal: Analyze the purpose and importance of paraphrasing sources . Explain that paraphrasing will be useful as students are researching and then presenting their findings .

Learn

20 MIN.

Direct students to the Steps for Paraphrasing section at the top of Prologue Handout 17A: Paraphrasing Sources

Read aloud the steps and explain that students will practice paraphrasing a familiar source .

Direct students to the second row on the handout Remind students that they previously read this paragraph from chapter 7 of An American Plague

Read aloud the paragraph

Explain that inhabitants are the people who live in a particular place .

Ask: “What is the next step to paraphrase this source?”

ƒ List key points from the paragraph.

Pair students Instruct them to discuss this question: “What are the key points from the paragraph?”

Then facilitate a brief discussion . Record responses in an accessible location . Listen for these essential understandings:

ƒ Philadelphia’s fear spread to nearby states.

ƒ Nearby cities in New Jersey stopped allowing people from Philadelphia to visit.

ƒ Winchester, Virginia, used guards to stop people and packages from Philadelphia from entering.

Highlight that this list of key points is not copied directly from the orig inal text

Instruct students to add the points to their handouts .

Tell students that the next step is to write the key points in paragraph form

Direct students to the sample paraphrase on the handout . Explain that the sample is one possible way to paraphrase the original paragraph .

Choral Read the paragraph

Tell students that the last step in paraphrasing is to check the new paragraph against the original paragraph .

Ask: “Does this paragraph use different sentences to capture the key points from the original paragraph?”

ƒ yes

Highlight that the sample paragraph also includes some words, such as inevitably, that were used in the original paragraph but not captured in the key points . Explain that students may need to include additional words and information in their paraphrases because the key ideas are just a list of the important ideas to include while paraphrasing

Tell students they will now practice paraphrasing a different source

Direct students to the paragraph in the middle of Prologue Handout 17A . Tell students that this paragraph paraphrases encyclopedia .com’s page about yellow fever in recent years .

Read aloud the paragraph

Pair students . Instruct them to discuss this question: “What were the key points from the paragraph?”

Then facilitate a brief discussion Listen for these essential understandings:

ƒ Unvaccinated Brazilian tourists celebrated the New Year at a resort near the jungle.

ƒ Some were bitten by mosquitoes and infected with yellow fever.

ƒ Many people were sick and hospitalized but there was no yellow fever epidemic.

Remind students that the key points should not be copied directly from the original text and should be written in the writer’s own words .

Display these key points and instruct students to add them to Prologue Handout 17A

Explain that students will work with a partner to paraphrase the paragraph .

SCAFFOLD

Provide students additional words and phrases that may be added to the key points to create a paragraph. Provide these words and phrases to help students sequence key events: in 1999, at the end of 1999, unfortunately, and although.

Pair students. Give pairs five minutes to create a paraphrased paragraph .

✔ Students share a paraphrased paragraph .

Instruct students to find a new partner. Give pairs four minutes to share their paraphrased paragraphs and compare how they approached turning the key points into a paragraph .

If time permits, invite a volunteer to share their paraphrased paragraph .

Emphasize that paraphrasing is one way to capture sources’ important ideas

PROLOGUE TO LESSON 20: AT A GLANCE

Focusing Question: What were the effects of the unfolding crisis on Philadelphia and its citizens?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing cause-and-effect relationships, which prepares them to create an oral presentation in Lesson 20

LEARNING GOAL

Rehearse a response related to a cause-and-effect relationship .

✔ Describe a cause-and-effect relationship related to yellow fever .

VOCABULARY

cause (n ): a force or event that makes something happen effect (n ): a change that results when something is done or happens

MATERIALS

An American Plague, Jim Murphy

Fever 1793, Laurie Halse Anderson

Prologue Glossary

Image of people in the rain (http://witeng link/shutterstock_645072211)

Prologue Handout 20A: Effects of Yellow Fever

Display the image of people in the rain . Assess and activate prior knowledge by asking this question: “What is happening in this picture?”

Facilitate a brief discussion

ƒ It’s raining.

ƒ Some people are holding umbrellas to try and stay dry.

ƒ Some people are standing under a porch or building to try and stay dry.

Tell students that they just described a cause-and-effect relationship .

Direct students to the words cause and effect in their Prologue Glossaries Echo Read the words and then define them

cause (n .): a force or event that makes something happen effect (n .): a change that results when something is done or happens

Ask: “What is the cause and what is the effect in the picture?”

ƒ The rain is the cause and people standing under a building and using umbrellas is the effect.

Introduce the Learning Goal: Rehearse a response related to a cause-and-effect relationship . Tell students that for Focusing Question Task 2 they will identify effects of the yellow fever crisis and discuss how the crisis caused these effects . Explain that this lesson will help students rehearse ideas for the task .

Learn

20 MIN.

Direct students to Prologue Handout 20A

Ask: “What were some effects of the 1793 yellow fever crisis in Philadelphia?” Listen for these essential understandings:

ƒ People were getting sick and many were dying.

ƒ The streets of Philadelphia were empty.

ƒ Businesses shut down and important jobs went undone.

Explain that students will practice describing a cause-and-effect relationship related to one of these effects

Instruct students to add “people were getting sick and dying” to the effect column on their handouts .

Tell students that the next step is to explain what caused people to get sick and die during the yellow fever crisis .

Pair students . Instruct them to discuss this question: “Why were people getting sick and dying?” Facilitate a brief discussion

Reinforce that people were getting sick and dying because of yellow fever, but yellow fever was so bad because doctors did not understand how diseases, such as yellow fever, spread .

Instruct students to add “doctors did not understand how yellow fever was spread” to the cause column on their handouts .

Highlight students’ use of the word because in their previous responses, if applicable . Explain that the word because is often used to explain cause-and-effect relationships .

Instruct students to record “because” at the top of their handouts between the effect and cause columns .

Model how to form a complete sentence that explains the cause-and-effect relationship by using the information on the handout and the word because: “People were getting sick and dying because doctors did not understand how yellow fever was spread . ”

Pair students and instruct them to repeat the model sentence .

Explain that students will use evidence from An American Plague and Fever 1793 to explain how this cause-and-effect relationship affected Philadelphia and its citizens . Tell students that An American Plague will provide historical evidence while Fever 1793 will provide personal examples .

Direct students to the third paragraph on page 15 of An American Plague Read aloud this paragraph

Model how to summarize the paragraph: “This paragraph says that doctors did not know that bacteria and viruses caused illness and instead believed that having balanced body fluids would lead to good health (Murphy 15) ”

Instruct students to add this evidence to their handouts .

Tell students that they will also include examples from Fever 1793 .

Pair students and instruct them to skim pages 71 and 72 of Fever 1793 . Explain that pairs should summarize the passage’s event and think about how it relates to the cause-and-effect relationship

Give pairs three minutes to skim the text and summarize the event .

Then facilitate a brief discussion

ƒ This part of the text shows that Dr. Kerr believed that draining some of Mother’s blood would balance her body fluids and get rid of her yellow fever.

Instruct students to add “Dr . Kerr believed that draining some of Mother’s blood would balance her body fluids and get rid of her yellow fever” to the last column on the handout .

Remind students that they learned ways to introduce evidence in their writing . Explain that they can also use these phrases when speaking about evidence and examples

Display and read aloud these sentence frames: For example, An example of this includes

Model how to discuss the evidence from Fever 1793 by using one of these frames: “For example, in Fever 1793, Dr. Kerr believed that draining some of Mother’s blood would balance her body fluids and get rid of her yellow fever ”

Explain that students will now use the information from the handout to practice explaining the cause-and-effect relationship . Tell students that they will start by explaining the effect and using the word because to connect the effect to the cause . Prompt students to provide the historical evidence from An American Plague before providing an example from Fever 1793

Give students three minutes to independently draft a response at the bottom of the handout .

SCAFFOLD

Provide these sentence frames: [effect] because [cause] . [evidence from An American Plague ] . For example, [evidence from Fever 1793 ]

Pair students and instruct them to share their drafts

✔ Pairs describe a cause-and-effect relationship related to yellow fever .

Give pairs three minutes to practice describing the cause-and-effect relationship

Invite a volunteer to share their response .

ƒ In 1793, people were getting sick and dying from yellow fever because doctors did not understand how the disease was spread. Doctors did not know that bacteria and viruses caused illness and instead believed that having balanced body fluids would lead to good health. For example, in Fever

1793, Dr. Kerr believed that draining some of Mother’s blood would balance her body fluids and get rid of her yellow fever.

PROLOGUE TO LESSON 23: AT A GLANCE

Focusing Question: What did the crisis reveal about Philadelphia’s citizens and society?

SUMMARY

Students deconstruct an excerpt from Fever 1793. By focusing on figurative language, students deepen their understanding of complex language . This work prepares students to answer text-dependent questions about morale in Lesson 23

LEARNING GOAL

Analyze what figurative language reveals about morale in Philadelphia .

✔ Think–Pair–Share: “What does the sentence reveal about the effect of the crisis on citizens such as Mr . Brown?”

VOCABULARY

morale (n ): one’s mental condition, as indicated by level of enthusiasm or confidence

MATERIALS

Fever 1793, Laurie Halse Anderson, Chapter 20

Prologue Glossary

Figurative language image (http://witeng .link/shutterstock_1907978776)

Prologue Handout 23A: Sentence from Fever 1793 by Laurie Halse Anderson

Assess and activate prior knowledge by asking these questions:

“What was the mood of chapter 20?”

“What events contributed to this mood?”

Listen for these essential understandings:

ƒ The mood was very sad and somber because Mattie had to bury Grandfather.

ƒ The mood was depressing because Mattie realizes that the city is abandoned.

Explain that another way to describe the sad mood in Philadelphia is to say the city had low morale

Direct students to the word morale in their Prologue Glossaries . Echo Read the word and then define it .

morale (n ): one’s mental condition, as indicated by level of enthusiasm or confidence

Introduce the Learning Goal: Analyze what figurative language reveals about morale in Philadelphia .

Explain that students will examine a sentence from chapter 20 to determine how the author uses figurative language to reveal important information about morale in Philadelphia. Tell students that this will help them start considering what the crisis revealed about Philadelphia’s society .

Learn

20 MIN.

Ask: “What are examples of figurative language?”

Remind students that imagery, similes, metaphors, and personification are types of figurative language .

Emphasize that figurative language uses words and phrases to mean something other than what they usually mean

Display and read aloud this sentence: “Time is money . ” Tell students that this is a metaphor that some people use in the United States .

Display the figurative language image. Explain that this picture is a literal representation of the saying time is money. Tell students that representing figurative language visually can be useful when trying to determine meaning .

Pair students and instruct them to discuss these questions:

Is time really money?

What does this sentence mean?

Facilitate a brief discussion .

Reinforce that the saying means that time is valuable like money, and it is important not to waste time or money .

TEACHER NOTE

Based on your students’ comfort levels, invite volunteers to share examples of figurative language from their home language.

Tell students that they will read a sentence from Fever 1793 in which Mattie goes to the Federal Gazette office. Explain that the description of Mr. Brown provides clues about his morale. Remind students that Mr . Brown was a newspaper printer .

Distribute and display Prologue Handout 23A

Instruct students to underline from “The dark” to “his brow . ” Explain that this sentence can be difficult to understand because it contains a very long subject that is not a person .

Ask: “What might have caused the dark circles under Mr Brown’s eyes?” Listen for these essential understandings:

ƒ fatigue

ƒ lack of sleep

ƒ worry

Ask: “What do you think ‘lines of worry’ means?”

ƒ The concern and stress of the crisis is making wrinkles on the man’s forehead.

Instruct students to circle the word made . Explain that this verb explains what the subject of the sentence is doing . Ask: “What is the effect of the dark circles and worry lines?”

ƒ They made Mr. Brown look as if he had aged years in the course of a month.

Ask: “Is this an example of literal or figurative language?”

Reinforce that this is an example of figurative language

Pair students and instruct them to discuss this question: “What is the figurative meaning of the sentence?”

Facilitate a brief discussion Listen for these essential understandings:

ƒ This sentence means that Mr. Brown looks years older even though it has only been one month.

ƒ This sentence shows the effect of the yellow fever crisis on Mr. Brown. We can see that he is worn down and tired after only a month of dealing with the crisis.

Choral Read this sentence: “The dark circles under his eyes and lines of worry across his brow made him look as if he had aged years in the course of a month . ”

Instruct students to create a sketch to represent this sentence .

SCAFFOLD

To support students’ understanding of the difference between literal and figurative language, instruct them to draw two pictures. One picture should represent a literal interpretation of the sentence, and a second picture should represent a figurative interpretation of the sentence.

✔ Instruct students to Think–Pair–Share: “What does the sentence reveal about the effect of the crisis on citizens such as Mr . Brown?”

Give students one minute to silently think .

Next form pairs and instruct them to discuss their responses Then facilitate a whole group discussion .

Emphasize that the yellow fever crisis has damaged morale in Philadelphia and left the remaining citizens tired and run down

PROLOGUE TO LESSON 27: AT A GLANCE

Focusing Question: What did the crisis reveal about Philadelphia’s citizens and society?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing Dr . Rush’s role in the crisis, which prepares them to participate in the Socratic Seminar in Lesson 27

LEARNING GOAL

Rehearse an argument related to Dr . Rush’s role in the yellow fever crisis .

✔ Share a revised argument .

VOCABULARY

context (n ): the words, facts, or details that surround an event or piece of writing

MATERIALS

An American Plague, Jim Murphy

Prologue Glossary

Prologue Handout 27A: Stronger, Clearer Each Time

Assess and activate prior knowledge by asking this question: “What do you know about Dr . Rush?”

Pair students and instruct them to discuss their ideas Prompt students to use their research notes from Lesson 26 .

Facilitate a brief discussion . Listen for these essential understandings:

ƒ Dr. Rush believed in the healing power of nature and that unbalanced bodily fluids caused illnesses.

ƒ Dr. Rush used bloodletting to cure patients.

ƒ Many people believed in Dr. Rush’s methods and “flocked to his home for the cure” for yellow fever (Murphy 63).

Introduce the Learning Goal: Rehearse an argument related to Dr . Rush’s role in the yellow fever crisis .

Explain that students will participate in a Socratic Seminar in an upcoming lesson and that this Prologue lesson will help them draft a response for the discussion .

Learn

20 MIN.

Display and read aloud the Socratic Seminar question: “Considering what you know of the time period, was Dr . Rush a good doctor?”

Direct students to the beginning of the question . Explain that the phrase “considering what you know of the time period” indicates that students should consider context when answering the question .

Direct students to the word context in their Prologue Glossaries Echo Read the word and then define it .

context (n .): the words, facts, or details that surround an event or piece of writing

“What context do we know about the medical profession in 1793?”

ƒ Medical knowledge was limited in 1793 and doctors did not understand how diseases and illnesses spread.

Explain that keeping this context in mind will help students prepare a response to the Socratic Seminar question

Tell students that they will prepare a claim, a reason, and evidence to answer the question .

Direct students to Prologue Handout 27A

Lead students through the Stronger, Clearer Each Time routine to respond to the question on the handout .

Instruct students to write a response in the First Draft section of the handout Prompt them to use evidence discussed in Launch and notes from their prior research .

TEACHER NOTE

Students previously researched Dr. Rush’s role in the crisis by using An American Plague and at least one online source. Depending on students’ progress with this research, review relevant evidence prior to students’ completing Prologue Handout 27A.

SCAFFOLD

Collaboratively select one piece of evidence that Dr. Rush was a good doctor and one piece of evidence that he was not. Then instruct students to select the piece of evidence that matches their thesis from Lesson 26.

Pair students and instruct them to follow the directions in the Partner 1 section of the handout . Give students six minutes to share their ideas and receive feedback .

Pair students with new partners and instruct them to follow the directions in the Partner 2 section of the handout

Give students six minutes to share their ideas and receive feedback. Instruct students to reflect on the feedback they received and write a revised response in the Second Draft section of the handout .

Land

✔ Students share a revised argument .

If time permits, ask: “How did your argument get stronger during today’s lesson?” Prompt students to use claim, argument, and evidence in their responses as appropriate .

PROLOGUE TO LESSON 29: AT A GLANCE

Focusing Question: What did the crisis reveal about Philadelphia’s citizens and society?

SUMMARY

Students closely read excerpts from Fever 1793 . They answer text-dependent questions to develop an understanding of the text . This work prepares students to analyze the effects of the yellow fever crisis in Lesson 29

LEARNING GOAL

Analyze how a theme is developed in Fever 1793 .

✔ Think–Pair–Share: Compare the effects of the crisis on Mattie with its effects on Mother .

VOCABULARY

effect (n ): a change that results when something is done or happens

MATERIALS

Fever 1793, Laurie Halse Anderson

Prologue Glossary

Prologue Handout 29A: Character Analysis

Direct students to the word effect in their Prologue Glossaries . Echo Read the word and then define it .

effect (n .): a change that results when something is done or happens

Assess and activate prior knowledge by asking these questions:

“What were some of the negative effects of the crisis?”

“What were some of the positive effects of the crisis?”

Pair students and instruct them to discuss their ideas . Then facilitate a brief whole group discussion .

Explain that the yellow fever crisis had positive effects, such as the shifting of social expectations for women . Tell students that there were also negative effects, such as the loss of many lives .

Explain that students will examine the effects of the crisis on Mattie and Mother

Introduce the Learning Goal: Analyze how a theme is developed in Fever 1793 . Explain that this lesson will help students think about the effects of the crisis on two main characters and will also help them begin to determine themes and important messages from Fever 1793 .

20 MIN.

Tell students that the first excerpt they will read is about Mother before the crisis

Direct students to the middle of page 71 of Fever 1793 .

Read aloud the paragraph from “My mouth” to “a broom . ”

Think aloud to determine what this excerpt reveals about Mother: “The excerpt shows that Mother is strong and believes in hard work . She never stops working even after having Mattie . ”

Explain that students should record strong, hardworking, and determined on Prologue Handout 29A because these words describe Mother before the crisis

Tell students that they will now read an excerpt about Mother after the yellow fever crisis .

Direct students to the bottom of page 238

Read aloud the last paragraph from “Mother’s eyes” to the end of the chapter on page 239 .

Pair students and instruct them to discuss this question: “How would you describe Mother based on this excerpt?”

Facilitate a brief discussion .

ƒ She is worn down and too tired to work in the coffeehouse.

Explain that students should record worn down, tired, and fragile on the handout because these words describe Mother after the crisis .

Instruct students to Think–Pair–Share: “How has Mother changed as a result of the yellow fever crisis?”

SCAFFOLD

Provide these sentence frames: Before the crisis, Mother was . After the crisis, Mother is .

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a brief discussion

ƒ Before the crisis, Mother was a strong, hardworking woman who did not let anything keep her from completing important work. After the crisis, Mother is tired, worn down, and unable to do any work.

Tell students that they will work with a partner to read two excerpts about Mattie . Explain that students should first read each excerpt and then describe Mattie based on that excerpt. Tell students that they will then compare Mattie before and after the crisis

Direct students to the middle of page 2 . Instruct them to read from “I yawned” to “ropes break . ”

Direct students to the second paragraph on page 242 . Tell them to read from “The water” to “a smile ”

Give students eight minutes to work with their partner

Lead students in reading the excerpts and collaboratively identifying words that describe Mattie. Then instruct students to use these sentence frames for their comparison: Before the crisis, Mattie was . After the crisis, Mattie was Facilitate a brief discussion .

SCAFFOLD

ƒ Before the crisis, Mattie was a carefree young woman who would rather sleep than work in the coffeehouse. After the crisis, Mattie is more responsible and wakes up early to care for those she loves.

✔ Instruct students to Think–Pair–Share: Compare the effects of the crisis on Mattie with its effects on Mother .

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion .

Emphasize that the crisis positively affected Mattie by making her more responsible while it negatively affected Mother by making her more tired and fragile

Highlight that Mattie and Mother have switched roles and Mattie is the responsible one caring for her mother .

PROLOGUE TO LESSON 31: AT A GLANCE

Focusing Question: What did the crisis reveal about Philadelphia’s citizens and society?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the perspectives of different groups of Philadelphians, which prepares them to participate in the Socratic Seminar in Lesson 31

LEARNING GOAL

Rehearse a response related to the perspective of a group of Philadelphians .

✔ Share a response that conveys the perspective of a selected group .

VOCABULARY

perspective (n ): a particular way of viewing things or events or a person’s point of view about a subject

MATERIALS

An American Plague, Jim Murphy

Prologue Glossary

Handout 30A: Aftermath Analysis

Assess and activate prior knowledge by asking this question: “How did the yellow fever crisis affect groups of Philadelphians differently?”

Listen for these essential understandings:

ƒ Most wealthy Philadelphians were able to leave the city and avoided getting sick or dying.

ƒ Poorer Philadelphians remained in the city while struggling to survive, and many died from yellow fever.

ƒ Many Black Philadelphians remained in the city and offered help to fever victims.

Direct students to the word perspective in their Prologue Glossaries Echo Read the word and then define it

perspective (n .): a particular way of viewing things or events or a person’s point of view about a subject

Explain that it will be important to consider the perspectives of the different groups of Philadelphians since the epidemic affected each group differently .

Introduce the Learning Goal: Rehearse a response related to the perspective of a group of Philadelphians

Tell students that in an upcoming lesson they will participate in a mock town hall discussion where they will pretend to be a Philadelphian who survived the yellow fever crisis . Explain that this Prologue lesson will help students rehearse their ideas for this discussion .

Learn

20 MIN.

Explain that a town hall meeting is a meeting where members of a community come together to share their opinions and ideas .

Tell students that first they will refresh their memories on the perspectives of three groups— government leaders, poor Philadelphians, and Black Philadelphians .

Model how to explain the possible perspective of government leaders: “Many government leaders were also wealthy, so they were able to flee the city during the yellow fever epidemic. These leaders may not have fully understood how bad things were during the crisis because they did not

have to experience what those who stayed behind experienced I think that their perspective of the yellow fever epidemic would probably be that it was not a big deal and that everyone should just move on with their lives . ”

Instruct students to Think–Pair–Share: “What might be the perspective of poor Philadelphians who remained in the city?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas .

Then facilitate a whole group discussion Listen for these essential understandings:

ƒ Those who stayed behind likely consider the yellow fever a major crisis that revealed disparities between rich and poor Philadelphians.

ƒ Poor Philadelphians may blame government leaders or wealthy business owners for not helping during the crisis.

ƒ These residents may believe that there should be consequences for how the city handled the yellow fever crisis.

Instruct students to Think–Pair–Share: “What might be the perspective of Black residents who remained in Philadelphia?”

Give students one minute to silently think . Next instruct pairs to discuss their ideas .

Then facilitate a whole group discussion Listen for these essential understandings:

ƒ Black residents who stayed behind likely consider the yellow fever epidemic a major crisis.

ƒ Some Black Philadelphians may blame government leaders for not providing direction and assistance during the crisis.

ƒ Those Black Philadelphians who provided medical assistance, such as members of the Free African Society, may believe that they should be recognized by the government for their assistance during the crisis.

Tell students that they will consider changes the city should make to prepare for future epidemics now that students understand these three different perspectives, or points of view, of the epidemic’s effects .

Remind students that they read about life after yellow fever in chapter 10 of An American Plague and completed Handout 30A to analyze the aftermath of the crisis .

Tell students that they should use information from chapter 10 and Handout 30A as they think about the perspectives of their selected group and the recommendations that this group might

suggest during the town hall

Explain that these recommendations should be based on how the group was affected by the epidemic .

Model how to use information from Handout 30A and chapter 10 of An American Plague to respond like a government leader might during the town hall meeting: “I know that the government did not want to admit that they were wrong for fleeing Philadelphia and leaving the residents on their own . I also read that the government made special laws so that the governor would be in charge when other members of the government needed to leave town to avoid getting sick As a government leader in this town hall meeting, I might say, ‘We have learned some valuable lessons from this unfortunate tragedy We were unprepared for an epidemic and did the best we could at the time . In the event of a future epidemic, the governor will remain in the city and make important decisions that are in the best interest of all Philadelphians . ’”

Instruct students to select either government leaders, the lower class, or the Black community as the group that they want to represent during the town hall meeting

Form small groups of students who selected the same group of Philadelphians .

Instruct groups to use the text and Handout 30A to discuss these questions:

How was your group affected by the epidemic?

What suggestions might someone from your group recommend for improving their experience during the epidemic?

Give groups eight minutes to work together .

SCAFFOLD

To guide students’ responses, collaboratively lead each group in identifying how their group of Philadelphians was affected by the epidemic. Then instruct students to determine if these effects were negative or positive before they recommend specific improvements.

Land 5 MIN.

Prompt students to use information from their group’s discussion to form a response for the town hall meeting .

✔ Students share a response that conveys the perspective of a selected group .

Form groups of three, if possible, to ensure that each group of Philadelphians has a representative .

Give each student one minute to share their response .

PROLOGUE TO LESSON 35: AT A GLANCE

Focusing Question: How did people respond to the crisis?

SUMMARY

Students experiment with body paragraphs in research essays They develop an understanding of the structure and purpose of body paragraphs in research essays . This work prepares them to draft the End-ofModule Task response in Lesson 35 .

LEARNING GOAL

Write a plan for a body paragraph about how a group responds to the yellow fever crisis .

✔ Share a plan for a body paragraph

VOCABULARY

None MATERIALS

Prologue Glossary

Handout 33A: End-of-Module Task Evidence

Handout 34A: End-of-Module Task Evidence

Prologue Handout 35A: End-of-Module Task Body Paragraph Planner

Pair students . Assess and activate prior knowledge by asking this question: “How did the group you chose for your End-of-Module Task act or respond to the yellow fever crisis?”

Prompt pairs to refer to Handout 33A and Handout 34A for examples of the group’s actions .

Facilitate a brief sharing .

Tell students that many of the actions they just listed can be used as topics for the body paragraphs in their research essays .

Introduce the Learning Goal: Write a plan for a body paragraph about how a group responds to the yellow fever crisis .

Explain that students will draft a paragraph by using evidence from Handout 33A and 34A . Tell students that this will help them as they continue working on their End-of-Module essays .

Learn

20 MIN.

Direct students to Prologue Handout 35A .

Explain that this handout is a shorter version of Handout 33A and Handout 34A Tell students that they will practice using information from these handouts to create a body paragraph for a research essay .

Direct students to the top section of the handout and review the quotes from An American Plague

Ask: “Based on this information, what is the paragraph going to be about?”

ƒ wealthy residents leaving the city

Tell students that the quotes from An American Plague can be used as evidence that many wealthy people left the city Explain that the quotes also show the effects of the wealthy residents leaving

Display and read aloud this sample topic sentence:

“Most wealthy people left Philadelphia during the yellow fever crisis of 1793 . ”

Ask: “What piece of evidence supports this statement?”

ƒ 20,000 people abandoned the city during the fever.

Display and read aloud these sentence starters:

“For example . . . ” “Specifically . . . ”

Explain that either of these sentence starters could be used to introduce the related evidence Tell students that they could also include the selected evidence without using either of the sentence starters .

Display and Choral Read this sentence:

Specifically, “20,000 people abandoned the city during the fever” (Murphy 23) .

Tell students that next they should explain the effect of wealthy residents leaving the city, including whether this response was helpful or harmful

Instruct students to Think–Pair–Share: “How might we use the remaining information to explain the effects of wealthy residents leaving Philadelphia?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion .

Model how to use students’ responses to collaboratively draft a body paragraph

Most wealthy people left Philadelphia during the yellow fever crisis of 1793. Specifically, “20,000 people abandoned the city during the fever” (Murphy 23) . Government leaders who fled to their country homes were included in the 20,000 people who left. This response helped wealthy families because it was the only way to ensure their children and loved ones could survive . However, this response hurt those who stayed behind because there was no one to make important decisions and provide services since most of the important leaders and business owners left the city . The federal government eventually came to a “grinding halt” leaving thousands of Philadelphians to fend for themselves (Murphy 44) . This example shows how typical it was for people to protect themselves and flee if they had the resources to do so .

Explain that this is one possible way to turn the information into a body paragraph . Tell students

that they may choose different ways to introduce and explain their evidence when writing their essays

Tell students that they will use Handout 33A and Handout 34A to plan one body paragraph for their research essays .

Provide this formula for converting evidence into a paragraph:

SCAFFOLD

[Response]. [Evidence that demonstrates this response]. [Explanation of whether this response was helpful or harmful]. [Evidence that demonstrates this effect]. [Explanation of how the provided evidence proves that this response was helpful or harmful].

Give students ten minutes to independently plan one body paragraph for their research essays .

Pair students .

✔ Students share a plan for a body paragraph .

If time permits, invite a volunteer to share their plan for a body paragraph .

Reinforce that students will need to write additional paragraphs for their essays and that they can use this approach when writing their body paragraphs .

If time allows, instruct students to begin using the body paragraph planner to write a paragraph .

PROLOGUE TO LESSON 36: AT A GLANCE

Focusing Question: How did people respond to the crisis?

SUMMARY

Students examine a conclusion paragraph They develop an understanding of the structure and purpose of conclusion paragraphs in informative essays . This work prepares them to complete their End-of-Module essays in Lesson 36 .

LEARNING GOAL

Analyze the purpose and importance of conclusion paragraphs in informative essays .

✔ Share the most important thing readers should know and why readers need to know this

VOCABULARY

None MATERIALS

Prologue Glossary

Prologue Handout 36A: Conclusion Paragraph Plan

End-of-Module Informative Essay drafts

Assess and activate prior knowledge by asking this question: “What is the most important thing you think readers should know about how your group responded to the yellow fever crisis?”

Pair students and instruct them to share their responses .

Facilitate a brief sharing . Tell students that they will work on the conclusion for their research essays. Explain that the conclusion is the final part of the essay and that it reminds readers of what they read and why this information is important

Introduce the Learning Goal: Analyze the purpose and importance of conclusion paragraphs in informative essays .

Explain that this work will prepare students to complete their End-of-Module Task responses

20 MIN.

Display and read aloud this information:

“Restate your thesis . ”

“Summarize the key points ”

“What is the most important thing you want your reader to know, and why is it important for the reader to know this?”

Explain that these steps are helpful when writing conclusion paragraphs .

Tell students that they will first review the thesis statement from a sample research essay and then examine the conclusion paragraph .

Display and read aloud this thesis:

“Most of the upper class responded by fleeing, which allowed them to survive, but resulted in some harmful effects on the city . Still, some wealthy residents stayed behind and helped others . ”

Tell students that restating the thesis is the first step to writing the conclusion paragraph. Explain that there are different ways to do this .

Instruct students to Think–Pair–Share: “How would you restate this thesis?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas

Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ Most of the upper class fled the fever, but some wealthy people stayed behind and used their resources to help others access medical care and survive.

ƒ Many wealthy people survived because they left the city, while some others decided to stay behind and help.

ƒ The wealthy responded in different ways. Many left the city so they could survive, but others decided to stay and help their fellow Philadelphians.

Direct students to the top of Prologue Handout 36A . Tell students that this conclusion paragraph comes from the sample essay about how wealthy Philadelphians responded .

Read aloud the first two sentences. Tell students that this is the restated thesis as written by the essay’s author . Instruct students to compare this version with their suggestions for restating the thesis .

Remind students that the next step is to summarize the key details Instruct students to listen for the author’s key points while you continue to read aloud the conclusion paragraph .

Read aloud the conclusion paragraph .

Instruct students to reread the paragraph and underline the author’s key points

Ask: “What were the key points of this essay?”

ƒ Leaving was the only way the wealthy were able to protect themselves and their families. If they had not left, they probably would have died.

ƒ Poorer residents suffered because wealthy people left the city, and the poorer residents were unable to earn money.

ƒ Wealthy Philadelphians had more opportunities and were less affected by the crisis.

ƒ Understanding the options for responding to a crisis is important because people should know that how they respond can affect others.

Direct students to the last sentence . Reread the sentence aloud .

Tell students that the author believes this is the most important information readers should know about the yellow fever crisis and other future crises .

Explain that the last sentence in a conclusion paragraph may answer the question “so what?”

Emphasize that, after restating your thesis and key points, it is important to explain to readers why the topic is important

Direct students to the bottom of Prologue Handout 36A .

Tell students that they will use their End-of-Module essay drafts to plan their conclusion paragraphs. Remind students that they should first restate the thesis, then summarize the key points, and finally explain why the topic is important .

Give students eight minutes to independently complete Prologue Handout 36A .

5 MIN.

Pair students

✔ Students share the most important thing readers should know and why readers need to know this .

Instruct students to listen to their partner’s response and provide feedback about whether their partner clearly explained why it is important to know how their group responded to the yellow fever crisis .

Appendix A: Prologue Module 4

Handouts

Prologue Handout 1A

Philadelphia 1793

Directions: Read about the historical context, or the time, of the yellow fever epidemic of 1793 and answer the three questions .

In 1793 the United States was very different from the United States that you now know . First there were only 15 states compared to the current 50 states . One of those 15 states was Pennsylvania where the city of Philadelphia is located . Philadelphia was the original capital of the United States and where President George Washington and his family lived part time . Washington, D .C . did not become the capital until a few years later .

In addition to there being fewer states in 1793, daily life was much different back then . People often walked to where they needed to go and, if they needed to travel further than they could walk, they would hire a person with a horse and wagon to take them longer distances . Additionally, farmers would pack wagons with food to sell to people since there were no grocery stores back then . This food had to be eaten quickly and stored properly since there were no refrigerators either .

Medical care was also very different in 1793 . There were very few doctors and the doctors that were around did not have the medical knowledge that doctors today have . People did not understand how diseases spread and doctors used some drastic measures to cure common diseases . For example, one famous doctor, Dr . Benjamin Rush believed that cutting people and draining some of their blood was the best way to get rid of diseases . (Anderson 244-251; Murphy 3-4, 11-15, 57-66; “A Tested Government”)

1 . Why was Philadelphia important in 1793?

2 . What was daily life like in Philadelphia in 1793?

3 . What was medical care like in 1793?

Directions: Read about the geographical context, or the location, of the yellow fever epidemic of 1793 and answer the three questions .

In 1793 the United States was very different from the United States that you now know . First there were only 15 states compared to the current 50 states . One of those 15 states was Pennsylvania where the city of Philadelphia is located . In 1793 Philadelphia was the largest city in the United States . Philadelphia was very crowded with almost 51,000 people living there . Many people lived near the Delaware River since this was where many markets and shops were located . Philadelphia’s location on the Delaware River allowed ships to deliver important goods, such as coffee, sugar, and cocoa .

Philadelphia, and most of the other cities in the United States, did not look anything like they do today . Back then, there were very few paved roads, and the roads were filled with people on foot or in horse-drawn carriages . It was also not uncommon for the roads to be filled with dirty water, trash, or dead animals since there were no pipes or sewage systems in 1793 . These unwanted materials would often collect in the holes that were dug on the street corners to collect extra water and prevent flooding .

Staying safe from the weather was also a problem in 1793 . Philadelphia could get very hot in the summer and there was no air conditioning . During the summer, many people escaped the heat of their houses by going outdoors . Going to coffeehouses, taverns, or to the theater were ways that people entertained themselves in 1793 . Coffeehouses were especially popular, and people often met in these coffeehouses to talk about business, catch up on the latest news, or grab a quick meal . (Anderson 244-251; Murphy 1-10, 37-38, 113; “A Tested Government”)

1 . What was Philadelphia like in 1793?

2 . What were the streets like in Philadelphia in 1793?

3 . Where did people go for fun in Philadelphia in 1793?

Directions: Read about the societal context, or the people, of the yellow fever epidemic of 1793 and answer the three questions .

In 1793 the United States was very different from the United States that you now know . First there were only 15 states compared to the current 50 states . One of those 15 states was Pennsylvania where the city of Philadelphia is located . Philadelphia was very crowded with almost 51,000 people living there . This crowding was worse for people with less money who lived in areas with very little space and run-down houses .

Just as there is today, in 1793 there were differences in the lives of rich people and poor people . The rich citizens of Philadelphia often owned business and employed the working class and people with less money . Additionally, the rich citizens of Philadelphia often owned homes in more spacious areas which is where they went during the yellow fever crisis of 1793 . When the rich citizens left Philadelphia, they also closed their businesses which meant that the people who worked in these businesses were left with no way to earn money .

There were also differences in the daily lives of Black and White people back then . In 1793 slavery was legal and many enslaved Black people bought their freedom and moved North to places like Philadelphia . There were about 3,000 Black people who lived in Philadelphia, and more than half lived with and worked for the rich White citizens cooking, cleaning, and caring for the family’s children . Black people also worked as doctors and nurses and ran organizations such as the Free African Society . This organization helped many Black people and White people during the yellow fever crisis . (Anderson 244-251; Murphy 38, 47-55; 106107; “A Tested Government”)

1 . Where did people with little money live in Philadelphia?

2 . What did the rich citizen of Philadelphia do?

3 . How were the lives of Black and White citizens different in Philadelphia in 1793?

Prologue Handout 17A

Paraphrasing Sources

Steps for Paraphrasing:

1 . Read the passage .

2 . Cover the passage and make a list of key points from memory .

3 . Write the key points into sentence/paragraph form .

4 . Check the paraphrase against the original text, ensuring the words and sentence structure are different, but the ideas remain similar .

Original: Inevitably, as Matthew Carey realized, the fear in Philadelphia began to excite “the terror of the inhabitants of all neighboring states . ” In New Jersey the cities of Trenton and Lamberton resolved that “a total stop should be put to the landing of all persons from Philadelphia . ” The city of Winchester, Virginia, ordered “a guard at every avenue of the town leading from the Potomac, to stop all suspected persons, packages, etc ., coming from Philadelphia . ” (Murphy 76–77)

Key Points:

Sample Paraphrase:

Matthew Carey realized that Philadelphia’s fear was inevitably spreading to nearby states . Nearby cities in New Jersey stopped allowing people from Philadelphia to visit . Winchester, Virginia, used guards to stop people and packages from Philadelphia from entering . (Murphy 76–77)

Original: At the end of 1999, hundreds of Brazilian tourists went to celebrate the New Year at a popular resort at the edge of the jungle called Chapada de Veadeiros . Not all had been vaccinated against yellow fever . Some were bitten by infected jungle mosquitoes and returned home only to be hospitalized with the disease in the major cities of Rio de Janeiro, Sao Paulo, Brasilia, and Goiania . By some miracle, there was no epidemic, but we might not be so lucky next time . (Encylopedia .com)

Key Points: Sample Paraphrase:

Prologue Handout 20A

Effects of Yellow Fever Effect Cause Evidence

Draft your response explaining the relationship .

Prologue Handout 23A

Sentence from Fever 1793 by Laurie

Halse Anderson

Excerpt Notes/Sketch

“The dark circles under his eyes and lines of worry across his brow

made him look as if he had aged years in the course of a month . ”

(Anderson 157)

Name

Date Class

Prologue Handout 27A

Stronger, Clearer Each Time

First Draft

Directions: Develop an argument to answer this question: Considering what you know of the period, was Dr . Rush a good doctor?

Claim: Dr Rush was

Reason: He was because

Evidence: For example,

Partner 1

Directions: Read your first draft to your partner . Ask your partner these questions . Take notes on their responses .

What is confusing?

What needs more details?

Partner 2

Directions: Tell your second partner about which text you find more inspiring . Try not to read from your paper . Ask your partner these questions . Take notes on their responses .

What is confusing?

What needs more details?

Second Draft

Directions: Revise your argument to answer this question: Considering what you know of the period, was Dr . Rush a good doctor?

Claim: Dr . Rush was

Reason: He was because

Evidence: For example,

Prologue Handout 29A

Character Analysis

Character Excerpt

Mother Before the crisis (page 71)

How would you describe the character based on this excerpt?

Mother After the crisis (page 238)

How has Mother changed because of the crisis?

Mattie Before the crisis (page 2)

Mattie After the crisis (page 242)

How has Mattie changed because of the crisis?

Class

Was this action harmful? How so?

Yes, it was harmful because important leaders left the city and there was no one to make important decisions .

Paragraph Planner

Task Body

•

Was this action helpful? How so?

No, it only helped those who were able to leave the city .

Supporting quotation or paraphrase (with citation)

“20,000 people abandoned the city during the fever”

(Murphy 23)

“Without Congress to pass laws and appropriate money, the workings of the federal government would eventually come to a grinding halt ”. (Murphy 44)

Group: Wealthy Citizens Actions of your group members during the crisis

They left the city .

members during the crisis

Group: Actions of your group

or paraphrase (with citation)

Supporting quotation

How so?

Was this action helpful?

Was this action harmful? How so?

Prologue Handout 36A

Conclusion Paragraph Planner

Example:

Most of the upper class fled the fever, but some wealthy people used their resources to stay behind to help other citizens access medical care and survive . Escaping had both helpful and harmful effects on the city . Leaving Philadelphia was the only way wealthy citizens could protect themselves and their families . If wealthy people had not fled, a much higher percentage of Philadelphia’s population might have died . However, when the wealthy citizens fled, poorer citizens were unable to earn money and the most vulnerable citizens were left to suffer . It was fortunate that some wealthy people stayed to help others . Based on Murphy’s An American Plague, wealthy people had more opportunities and were less affected by crisis . In a crisis, most people are afraid, some take advantage of the sick, and some, like Stephen Girard, dedicate themselves to the greater good . It’s important to understand the variety of options for responding to a crisis because there will always be another one to face and people should know that their response can have a positive or negative impact on others .

Restate your thesis:

Summarize your key points:

What is the most important thing you want your reader to know, and why is it important for the reader to know this?

Appendix B: Prologue Module 4

Answer Keys and Suggested Student Responses

Prologue Handout 17A

Paraphrasing Sources

Steps for Paraphrasing:

1 . Read the passage .

2 . Cover the passage and make a list of key points from memory .

3 . Write the key points into sentence/paragraph form .

4 . Check the paraphrase against the original text, ensuring the words and sentence structure are different, but the ideas remain similar .

Original: Inevitably, as Matthew Carey realized, the fear in Philadelphia began to excite “the terror of the inhabitants of all neighboring states . ” In New Jersey the cities of Trenton and Lamberton resolved that “a total stop should be put to the landing of all persons from Philadelphia . ” The city of Winchester, Virginia, ordered “a guard at every avenue of the town leading from the Potomac, to stop all suspected persons, packages, etc ., coming from Philadelphia . ” (Murphy 76–77)

Key Points:

• Philadelphia’s fear spread to nearby states.

• Nearby cities in New Jersey stopped allowing people from Philadelphia to visit.

• Winchester, Virginia, used guards to stop people and packages from Philadelphia from entering.

Sample Paraphrase:

Matthew Carey realized that Philadelphia’s fear was inevitably spreading to nearby states . Nearby cities in New Jersey stopped allowing people from Philadelphia to visit . Winchester, Virginia, used guards to stop people and packages from Philadelphia from entering . (Murphy 76–77)

Original: At the end of 1999, hundreds of Brazilian tourists went to celebrate the New Year at a popular resort at the edge of the jungle called Chapada de Veadeiros . Not all had been vaccinated against yellow fever . Some were bitten by infected jungle mosquitoes and returned home only to be hospitalized with the disease in the major cities of Rio de Janeiro, Sao Paulo, Brasilia, and Goiania . By some miracle, there was no epidemic, but we might not be so lucky next time . (Encylopedia .com)

Key Points:

• Unvaccinated Brazilian tourists celebrated the New Year at a resort near the jungle.

• Some were bitten by mosquitoes and infected with yellow fever.

• Many people were sick and hospitalized but there was no yellow fever epidemic.

Sample Paraphrase:

In 1999, unvaccinated Brazilian tourists celebrated the New Year at a resort near the jungle. Some were unfortunately bitten by mosquitoes and infected with yellow fever. Thankfully, there was no yellow fever epidemic even though many people were sick and hospitalized.

Prologue Handout 20A

Effects of Yellow Fever

Effect Cause Evidence

People were getting sick and dying.

Doctors did not understand how yellow fever was spread.

• Doctors did not know that bacteria and viruses caused illness and instead believed that having balanced body fluids would lead to good health.

(Murphy 15)

• Dr. Kerr believed that draining some of Mother’s blood would balance her body fluids and get rid of her yellow fever.

(Anderson 72)

Draft your response explaining the relationship .

Prologue Handout 29A

Character Analysis

Character Excerpt

How would you describe the character based on this excerpt?

strong, hardworking, determined Mother After the crisis (page 238) worn down, tired, fragile

Mother Before the crisis (page 71)

How has Mother changed because of the crisis?

Before the crisis, Mother was a strong, hardworking woman who did not let anything keep her from completing important work. After the crisis, Mother is tired, fragile, and unable to do any work.

Mattie Before the crisis (page 2)

carefree, tired, not motivated to work

Mattie After the crisis (page 242)

caring, responsible, proud

How has Mattie changed because of the crisis?

Before the crisis, Mattie was a carefree young woman who would rather sleep than work in the coffeehouse. After the crisis, Mattie is more responsible and wakes up early to care for those she loves.

Appendix C: Works Cited

Anderson, Laurie Halse Fever 1793 Simon & Schuster, 2000

Blohm, Craig . “Relocation Camps . ” Cobblestone Dec . 1985 . Cricket Media . Web . 1 July 2016 .

Bruchac, Joseph . Code Talker: A Novel About the Navajo Marines of World War Two . New York: SpeakPenguin Random House, 2006 . Print .

Chaucer, Geoffrey The Canterbury Tales. 1475. Adapt. Geraldine McCaughrean. 1984. London: Puffin Classics, 1996 Print

Coca Cola advertising proofs . Duke University Libraries Digital Collection, Duke University Libraries, Web . Accessed 15 Sept . 2016 .

Council of Chief State School Officers (CCSSO). English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Common Core State Standards . CCSSO, 2017, Web .

Accessed May 16, 2021 .

Cushman, Karen The Midwife’s Apprentice New York: Sandpiper, 1995 Print

Kay, Sarah . “’B’ (If I Should Have a Daughter) . ” Words for the Year, 19 Feb . 2014, Web . Accessed 15 Sept . 2016 .

King, Martin Luther, Jr . “I Have a Dream . ” 1963 . American Rhetoric Online Speech Bank, American Rhetoric, Web . Accessed 15 Sept . 2016 .

Murphy, Jim An American Plague. Houghton Mifflin Harcourt, 2003.

Orwell, George . Animal Farm . 1956 . Signet Classics, 1996 .

Platt, Richard Castle Diary: The Journal of Tobias Burgess Illus Chris Riddell Somerville: Candlewick Press, 2003 . Print .

Stringer, Andre, director . “Serena Williams—Rise | Beats by Dre . ” YouTube, uploaded by Beats by Dre, 2 Sept 2015, Web 15 Sept 2016

Taylor, Alan . “World War II: Internment of Japanese Americans . ” The Atlantic Photo . The Atlantic Monthly Group, 21 Aug . 2011 . Web . 1 July 2016 .

Wakatsuki Houston, Jeanne, and James D Houston Farewell to Manzanar. 1973. Houghton Mifflin Harcourt, 2017

WIDA . English Language Development Standards Framework, Kindergarten through Grade 12 . WIDA, University of Wisconsin-Madison, 2020, Web Accessed May 16, 2021

Yousafzai, Malala Address to the United Nations Youth Assembly Youth Takeover, United Nations Youth Assembly, 12 July 2013, United Nations General Assembly, New York A World At School, Theirworld, Web Transcript and video Accessed 15 Sept 2016

Credits

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Acknowledgments

Sarah Brenner, Ann Brigham, English Learner Success Forum (ELSF), Lorraine Griffith, Robin Hegner, Sarah Henchey, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Maya Marquez, Auddie Mastroleo, Cathy McGath, Emily McKean, Andrea Minich, Lynne Munson, Carol Paiva, Eden Plantz, Rachel Rooney, Nicole Shivers, Rachel Stack, Sarah Turnage, Keenan Walsh, Michelle Warner, Katie Waters, Sarah Webb

Ana Alvarez, Lynne Askin-Roush, Trevor Barnes, Rebeca Barroso, Brianna Bemel, David Blair, Lynn Brennan, Adam Cardais, Christina Cooper, Kim Cotter, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Jen Forbus, Diana Ghazzawi, Laurie Gonsoulin, Dennis Hamel, Kristen Hayes, Cassie Hart, Marcela Hernandez, Abbi Hoerst, Libby Howard, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Cindy Medici, Ivonne Mercado, Brian Methe, Patricia Mickelberry, Christine Myaskovsky, Mary-Lise Nazaire, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Amy Schoon, Leigh Sterten, Mary Sudul, Tracy Vigliotti, Dave White, Charmaine Whitman, Glenda Wisenburn-Burke, Howard Yaffe

1. Identity in the Middle Ages

2. Americans All

3. Language and Power

4. Fever

LANGUAGE DEVELOPMENT FOR EVERY CHILD

Wit & Wisdom Prologue™ primes students for success in the English language arts classroom by previewing content and advancing language development. These supplementary lessons target vocabulary, syntax, and oral language practice. The result is that students, including multilingual learners and students with language-based disabilities, are confident and prepared to build enduring knowledge.

GREAT MINDS ® The uncompromising curricula from Great Minds assume that every child is capable of greatness. We bring teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. Our curricula—Wit & Wisdom ® , Eureka Math ®, and PhD Science ®—give schoolteachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the humanities, mathematics, and the sciences.

ON

Temple of Ramses II

Pharoah Ramses II, Egyptian, 1279-1213 BCE

Carving on sandstone cliff

Abu Simbel, Egypt

ISBN 978-1