• Determine the effect of repetition on a central idea in The Block
L6 | Know
• Reflect on the knowledge built about narrative poetry from “Exile.”
• Reflect on the knowledge gained from studying The Block
L7 | Know
• Reflect on the knowledge built about narrative poetry in “What Is a Narrative Poem?”
• Summarize the poem in the Writing Model for Module 1.
Arc B | The Crossover
L8 | Wonder
• Notice and wonder about The Crossover
• Develop a character by adding detail to the writing model.
L9 | Organize
• Summarize the exposition of The Crossover
• Write comparisons that use figurative language.
L10 | Organize
• Explain conflicts in the exposition of The Crossover.
• Write an explanation of a narrative choice.
L11 | Organize
• Summarize actions and events in the rising action of The Crossover
• Use knowledge from The Crossover to inform the content of an original poem.
L12 | Reveal
• Analyze poetic form in The Crossover
• Use a comma and ellipsis to indicate a pause or break.
L13 | Distill
• Explain emerging themes in The Crossover
• Gather transition words and phrases.
128
L14 | Know
• Reflect on the knowledge built about narrative poetry in The Crossover.
• Use a consistent point of view and perspective to develop an event.
L15 | Reading Comprehension Assessment 1
• Demonstrate knowledge of narrative poetry and apply reading comprehension skills to a new text related to narrative poetry.
L16 | Responsive Teaching
• Analyze relevant questions on Reading Comprehension Assessment 1.
Arc C | The Crossover
L17 | Organize
• Explain how Josh’s actions contribute to the rising action of The Crossover
• Develop sensory language that describes an event.
140
154
166
L18 | Organize
• Describe a supporting character’s influence on conflict development in The Crossover
• For Module Task 1, plan a narrative poem.
L19 | Reveal
• Analyze point of view in The Crossover
• For Module Task 1, draft a narrative poem.
L20
| Organize
• Explain how a supporting character affects conflicts and events in The Crossover
• For Module Task 1, revise a narrative poem draft.
192
196
202
L21 | Organize
• Explain how events build to a climax in The Crossover
• Use a consistent point of view to develop an event.
L22 | Reveal
• Analyze poetic form in The Crossover
• Use a poetic form to strengthen narrative content.
L23 | Know
• Reflect on the knowledge built about poetry from The Crossover
• Explain a poetic choice.
L24 | Organize
• Explain the falling action and resolution of The Crossover
• Use precise words and phrases in a narrative.
L25 | Reveal
• Analyze figurative language in The Crossover.
• Write dialogue that develops a character’s traits.
L26 | Distill
• Determine themes in The Crossover.
• Explain the use of commas and ellipses to indicate a pause or break.
L27 | Know
• Reflect on the knowledge The Crossover builds about narrative poetry.
• For Module Task 2, begin to plan a narrative poem.
292
Arc D | “The Raven”
L28 | Wonder
• Notice and wonder about “The Raven.”
• For Module Task 2, complete planning a narrative poem.
L29 | Organize
• Summarize the narrative arc of “The Raven.”
• For Module Task 2, begin to draft a narrative poem.
L30 | Reveal
• Analyze language in “The Raven.”
• For Module Task 2, complete drafting a narrative poem.
L31 | Distill
• Explain themes in “The Raven.”
• For Module Task 2, revise a narrative poem.
L32 | Know
• Reflect on the knowledge “Exile,” The Crossover, and “The Raven” build about narrative poetry.
• Brainstorm a life event for a narrative poem.
L33 | Know
• Apply knowledge of narrative poetry to declaim a module text.
• For the End-of-Module Task, plan a narrative poem.
L34 | Reading Comprehension Assessment 2
• Demonstrate knowledge of narrative poetry and apply reading comprehension skills to a new text related to narrative poetry.
L35 | Responsive Teaching
• Analyze relevant questions on Reading Comprehension Assessment 2.
Module Finale
L36 | Know
• Analyze how poetic elements enhance stories.
• For the End-of-Module Task, plan a personal narrative poem.
L37 | Know
• For the End-of-Module Task, draft a narrative poem.
L38 | Know
• For the End-of-Module Task, write an explanation of craft choices.
• For the End-of-Module Task, revise a narrative poem and explanatory paragraph.
L39 | Know
• For the End-of-Module Task, write a narrative poem and explanatory paragraph.
• For the End-of-Module Task, share strengths.
L40 | Closing Bookend
• Share knowledge gained from the module about narrative poetry.
• Reflect on the module topic.
408
426
Appendices
Achievement Descriptors
Vocabulary
Works Cited
Acknowledgments
What are the intersections between stories and poetry?
SUMMARY
Narrative poetry richly relates the human experience, and deep study of the genre highlights narrative poetry’s unique ability to communicate universal realities. Students examine texts that illuminate how authors merge stories and poetry to capture complex human experiences, convey universal truths, and highlight the relationship between external events and internal changes. Throughout the module, students explore the Essential Question: What are the intersections between stories and poetry?
The module opens with Julia Alvarez’s poem “Exile,” in which the speaker tells the story of one family’s late-night flight from the Dominican Republic and subsequent arrival in the United States. Students learn about figurative language and analyze Alvarez’s use of swimming-related metaphor. They then examine the poem to develop a working list of narrative poetry elements. As students read “Exile,” they also look closely at the collage The Block, created by artist Romare Bearden as a tribute to the historically Black neighborhood Harlem. Like “Exile,” The Block uses setting and characters to develop a story. Next, students read “What Is a Narrative Poem?” This text addresses narrative poetry’s origins in the oral tradition and the genre’s combination of narrative and poetic features, including plot, character, and meter.
Students continue their study of narrative poetry by reading Kwame Alexander’s The Crossover, a novel-in-verse about twelve-year-old basketball player Josh Bell and the obstacles he and his family face. After studying the exposition and rising action of this text, students examine recurring elements that illuminate emerging themes. They then deepen their knowledge about rising action and investigate the use of second-person point of view as Josh’s relationships shift and tensions among characters grow.
Students continue their study of narrative arc as Josh’s changing family dynamics heighten to a climax.
To deepen their understanding of the benefits that poetry offers both readers and writers, students engage with the interview “How Julia Alvarez Wrote Her Many Selves into Existence.” They explore the aspects of poetry that Alvarez highlights and connect them to The Crossover. Students examine the novel’s falling action and narrative resolution. They analyze how Alexander uses the Basketball Rule poems, which connect to Josh’s conflicts, to develop basketball and family motifs. This analysis elevates the external events that create internal changes in Josh.
Students conclude the module by reading “The Raven,” Edgar Allan Poe’s narrative poem about one person’s grief after the death of a loved one, which is as well known for its narrative content as it is for its linguistic and thematic complexity. Students examine repetition to determine what it reveals about the speaker’s emotional state. They then read the article “Poetry and Football” to identify connections between sports and poetry and synthesize their knowledge about narrative poetry across all the module texts.
During writing instruction, students analyze the Writing Model for Module 1 and selected poems from The Crossover. They rewrite stanzas in the model and poems to practice combining elements of stories and poetry, such as dialogue, descriptive details, point of view, and transitions. Students also develop figurative language about supporting characters in The Crossover and experiment with using different poetic forms to enhance content. At the end of the module, students write a narrative poem about a personal life event that they consider a crossover and a paragraph that explains their narrative and poetic choices.
Throughout the module, students build knowledge of narrative poetry, examine the connections between content and form, and probe the module’s Essential Question: What are the intersections between stories and poetry?
TEXTS
Book
Literary
• The Crossover, Kwame Alexander Poetry
• “Exile,” Julia Alvarez
• “The Raven,” Edgar Allan Poe
Art
• The Block, Romare Bearden
Articles
• “How Julia Alvarez Wrote Her Many Selves into Existence,” Carmen Molina Acosta
• “Poetry and Football: It’s Not as Strange as It Sounds,” Brandon Griggs
• “What Is a Narrative Poem? Definition and Examples,” Sean Glatch
Videos
• “The Human Soul Distilled,” Reading Rockets
• “Kwame Alexander Reads an Excerpt from The Crossover,” Reading Rockets
• “Visual Poetry in The Crossover,” Reading Rockets
KNOWLEDGE THREADS
• Writers of narrative poetry combine elements of storytelling, including characters, plot, and conflict, with the poetic form that best supports the content of their stories.
• Literary devices such as figurative language and point of view shape the meaning of narrative poems and readers’ responses.
• Narrative poets must use precise diction to convey complex emotions in condensed stories.
• Narrative poets consider how a poem will sound when it is read aloud and weave devices like rhyme and repetition into their stories.
• Poems that tell stories may preserve personal histories, convey life lessons, and reveal universal truths by describing external events that prompt internal changes in characters.
• The specific choices that writers and artists make about how to combine form with content shape the narratives they create.
MATERIALS AND PREPARATION
• Module 1 Knowledge Chart
• Module 1 Word Analysis Chart (digital platform)
• Module 1 Question Board
• Module 1 Speaking and Listening Goal Tracker (digital platform)
Determine how to display class versions of Learn book pages and lesson materials throughout the module. Use the slides available on the digital platform, or use another method of display, such as chart paper or a document camera. For a comprehensive list of all the materials used in the module, see the digital platform.
LEARNING GOALS
• Build understanding, through literary and informational texts, of the intersections between storytelling and poetry.
• Identify themes as they develop from the beginning of the text.
• Analyze how the use of perspective in poetry develops elements of a narrative.
• Write narrative poetry, and explain choices you make about elements of narrative poetry.
• Revise narrative poems by focusing on figurative language and dialogue to strengthen plot, characters, and universal messages.
• Participate in class discussions about narrative poetry and storytelling while speaking at an understandable rate and volume, setting discussion goals, supporting ideas with textual evidence, and using elaboration to make clear connections and to ask meaningful questions of others.
ASSESSMENTS
In every Arts & Letters™ module, students complete three types of formal assessments: module tasks, Reading Comprehension Assessments, and an End-of-Module Task. For the module tasks in this module, students write narrative pieces. Each module task prepares students for the End-of-Module Task.
For additional information about assessments, including texts, rubrics, achievement descriptors, scoring guidance, and report analysis, see the Assessment Guide on the digital platform.
End-of-Module Task | Narrative
For the End-of-Module Task, students write a narrative poem about an event from their own lives that could be considered a “crossover.” Students’ poems demonstrate the knowledge they gained throughout the module about combining elements of storytelling and poetry in narrative poetry. Students also write an informative paragraph to explain the writing choices they made in their narrative poems. Students engage in a Socratic seminar to discuss the intersection between stories and poetry. After students draft their narrative poems, they provide feedback in pairs. In their writing, students focus on using narrative elements to tell a story with poetry.
Summary of Assessments
Lesson 15 | Reading Comprehension Assessment 1
Students complete a four-section Reading Comprehension Assessment. The first section, Fluency, assesses rate, accuracy, phrasing, and expression. The second section, Show What You
Know, assesses content knowledge and vocabulary built during the first half of the module. The third section, Grow What You Know, assesses comprehension of a new narrative poem. The fourth section, Self-Reflection, gives students an opportunity to evaluate their own confidence about the assessment and identify challenges posed by the assessment text.
Lessons 18–20 | Module Task 1
Students choose from a selection of characters from The Crossover to write a narrative poem from that character’s perspective. Students also write an accompanying paragraph that explains one example of figurative language they included in their poem.
Lessons 27–31 | Module Task 2
Students choose from a selection of characters from The Crossover to write a narrative poem about a selected event in The Crossover from that character’s perspective. Students also write an accompanying paragraph that explains a poetic form they included in their poem.
Lesson 34 | Reading Comprehension Assessment 2
Students complete a four-section Reading Comprehension Assessment. The first section, Fluency, assesses rate, accuracy, phrasing, and expression. The second section, Show What You Know, assesses content knowledge and vocabulary built during the second half of the module. The third section, Grow What You Know, assesses comprehension of a new narrative poem. The fourth section, Self-Reflection, gives students an opportunity to evaluate their own confidence about the assessment and identify challenges posed by the assessment text.
Lessons 36–39 | End-of-Module Task
Students write a narrative poem about important events in their own lives. They also write an explanatory paragraph to explain their choices as an author.
ACHIEVEMENT DESCRIPTORS OVERVIEW
Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on instruction. ADs are written by using portions of various standards to form a clear, concise description of the work covered in each module. Grade-level ADs may appear in multiple modules.
Arts & Letters alignment to state standards is available on the digital platform.
The ADs are organized into five strands.
Each strand is composed of grade-level parent ADs. Some parent ADs are further divided into child ADs, and some child ADs are further broken down into grandchild ADs.
Each AD has a unique code, which indicates the strand, the AD number, and the grade to represent the parent AD. If applicable, the code may also include a capital letter to indicate a child AD and a lowercase letter to indicate a grandchild AD.
The example shows the relationship of parent, child, and grandchild ADs.
The first number in the code is the AD number, which corresponds to the list of Achievement Descriptor Numbers by Strand. The second number in the code is the grade-level number.
For a list of this module’s Achievement Descriptors, see the appendix.
Descriptor Strands
M Make Meaning from Texts
Compose and Present Content
Build Understanding
Develop Foundations
Develop Metacognition
Level 8 Achievement Descriptor
CP.4.8 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
Develop an introduction.
Introduce claim(s) and distinguish them from alternate or opposing claims.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS
By engaging students in a variety of language- and text-based activities, module 1 lessons align with the following English Language Development (ELD) standards. Arts & Letters Prologue™ lessons provide additional language support to develop ELD standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the digital platform for a lesson-by-lesson breakdown of ELD standards.
WIDA Standards
ELD-SI.4-12.Narrate: Multilingual learners will
• Share ideas about one’s own and others’ lived experiences and previous learning
• Connect stories with images and representations to add meaning
• Identify and raise questions about what might be unexplained, missing, or left unsaid
• Recount and restate ideas to sustain and move dialogue forward
• Create closure, recap, and offer next steps
ELD-SI.4-12.Inform: Multilingual learners will
• Define and classify facts and interpretations; determine what is known vs. unknown
• Report on explicit and inferred characteristics, patterns, or behavior
• Sort, clarify, and summarize relationships
• Summarize most important aspects of information
ELD-SI.4-12.Explain: Multilingual learners will
• Generate and convey initial thinking
• Compare changing variables, factors, and circumstances
• Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes
ELD-SI.4-12.Argue: Multilingual learners will
• Support or challenge an opinion, premise, or interpretation
• Clarify and elaborate ideas based on feedback
• Evaluate changes in thinking, identifying trade-offs
ELD-LA.6-8.Narrate.Interpretive: Multilingual learners will interpret language arts narratives by
• Identifying a theme or central idea that develops over the course of a text
• Analyzing how character attributes and actions develop in relation to events or dialogue
• Evaluating impact of specific word choices about meaning and tone
ELD-LA.6-8.Narrate.Expressive: Multilingual learners will construct language arts narratives that
• Orient audience to context and point of view
• Develop and describe characters and their relationships
• Develop story, including themes with complication and resolution, time, and event sequences
• Engage and adjust for audience
ELP Standards
Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.
Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.
Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.
Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.
Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.
MODULE PLAN
Essential Question | What are the intersections between stories and poetry?
Arc A | “Exile”
Lesson 1
Opening Bookend Lesson 2 Wonder “Exile” The Block Lesson 3 Organize “Exile” The Block Lesson 4
Reveal “Exile” The Block Lesson 5 Distill “Exile” The Block Lesson 6
KEY = assessment = Prologue lesson
Know “Exile” The Block Lesson 7
Know “What Is a Narrative Poem? Definitions and Examples”
Arc B | The Crossover
Lesson 8
Wonder The Crossover Lesson 9 Organize The Crossover Lesson 10 Organize The Crossover Lesson 11 Organize The Crossover Lesson 12 Reveal The Crossover Lesson 13 Distill The Crossover Lesson 14 Know The Crossover
Know “How Julia Alvarez Wrote Her Many Selves into Existence”
Lesson 27
Know The Crossover
Arc D | “The Raven”
Wonder “The Raven”
Organize “The Raven”
Reveal “The Raven”
Distill “The Raven”
Module Task 2 completed Lesson 32 Know “Poetry and Football” “The Raven” “Exile” The Crossover
Lesson 33 Know “Exile” The Crossover “The Raven” Lesson 34
Reading Comprehension Assessment 2
Lesson 1
Essential Question | What are the intersections between stories and poetry?
OVERVIEW
Preview
In this opening Bookend lesson, students explore the module topic and the Essential Question. Students share what they know about narrative poetry. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a found poem, experience the language of color commentary during a sporting event, read a book of narrative poetry, or engage in a teacher-created experience.
Learning Goals
• Share experiences about narrative poetry.
• Explore the module topic.
Agenda LAUNCH
Read the Essential Question LEARN
• Share: Discuss Prior Knowledge
• Engage: Create, Experience, or Read LAND
Revisit the Essential Question
Vocabulary found poem
Materials and Preparation
• Determine how to display the Essential Question. See the Launch section for details.
• Prepare materials for the selected activity in the Engage section.
• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today they are starting a new module about narrative poetry.
2. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, languages, and experiences.
LEARN 53 minutes
Share | Discuss Prior Knowledge | 10 minutes
1. Tell students that they will share what they know about the module topic. Ask these questions:
What do you know about the word narrative?
What do you know about the word poetry?
2. Display and read aloud these word parts and their definitions:
• narrate (root)—to tell or to recount
• -ive (suffix)—performing or causing an action
Ask this question:
Based on these word parts, what characteristics about narratives can you recall?
3. Tell students that in this module they will see many narrative traits in poems.
Instruct students to Think–Pair–Share to answer these questions:
What makes a piece of writing a poem?
How do you know that a piece of writing is not a poem?
4. Instruct students to think about narratives or poems that they found enjoyable or impactful. Ask these questions:
What did you find memorable about those narratives or poems?
How did they affect you?
Engage | Create, Experience, or Read | 43 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create Found Poetry
1. Display an example of a found poem.
Ask this question:
What do you notice about this poem?
2. Use responses to introduce the definition of found poem. Display the term and definition.
3. Instruct students to Think–Pair–Share to answer this question:
What can you infer is important to the process of making a good found poem?
4. Provide students with magazines, advertisements, newspapers, dictionaries, or other texts.
Instruct students to create a found poem about a topic of their choice. Tell them to include their own punctuation.
Teacher Note
To encourage engagement among students, pair students or form groups of three, and instruct them to work with their peers to create one found poem.
5. Instruct students to first share their found poems with peers and to then answer in their journals these questions:
What challenges did you encounter while creating this poem?
What ideas emerged in your poem? How are they different from or similar to the original source?
6. Facilitate a brief discussion of this question:
What did you learn about the impact of language from this activity?
Definition found poem: a poem consisting of words found in a nonpoetic context, such as a product label, and usually broken into lines that convey a verse rhythm
Option 2 | Experience the Language of Color Commentary
1. Instruct students to Think–Pair–Share to answer this question: What does a commentator do for a sporting event?
Teacher Note
Based on students’ needs, tell them that the word commentator means “a person who provides a description on a radio or television program of an event (such as a sports contest) as it is happening.”
Key Ideas
• evaluates the action
• gives background information
• reacts with emotion
2. Instruct students to watch, attend, or participate in a sporting event. Tell them to write in their journals examples of descriptive language that the commentator uses.
3. Instruct students to choose a word or phrase from the list and briefly write in response to this prompt: Explain what the word or phrase you chose contributed to the sporting experience.
4. Facilitate a brief discussion of this question: What connections did you notice between language and sports in this activity?
Option 3 | Read a Book of Narrative Poetry
1. Display and briefly introduce the volume of reading texts. Instruct students to select a text they want to read. Invite a few students to share their initial impressions of the books they have chosen.
2. Instruct students to begin reading their selected volume of reading text.
Teacher Note
If you do not choose option 3 during this lesson, be sure to complete these steps at another time near the beginning of the module so students can familiarize themselves with the volume of reading choices and make their selections.
LAND 5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option from the Engage section, to initiate the discussion:
• Option 1—How did your understanding of narrative affect the process of creating a found poem?
• Option 2—How can the use of descriptive language affect a viewer’s experience of a sporting event?
• Option 3—What connections can you make between narrative poetry and other works of literature you have read?
2. Tell students that throughout the module they will continue to build knowledge about narrative poetry.
Teacher Note
Arts & Letters student and teacher materials feature borders, header images, and other carefully chosen visuals to align with each module’s knowledge. Consult About the Images, located in the appendices, to learn more about how these elements connect to the module’s knowledge. As students progress through the module, share related information about the images and encourage them to make connections to what they are learning.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.3.8 Schema Building
Lesson 2
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Wonder: What do I notice and wonder about these texts?
OVERVIEW Preview
In this Wonder lesson, students begin their exploration of narrative poetry by engaging with the poem “Exile.” They first notice and wonder about the poem, which activates prior knowledge and sparks curiosity about the genre. Students develop questions that connect to what they notice. During visual art instruction, students notice and wonder about The Block, a mixed-media collage that connects to the module’s knowledge. They share what they notice and wonder about the work of art.
Learning Goals
Notice and wonder about “Exile.”
LEARNING TASK: Write at least two things you notice about “Exile” and at least two related questions.
Notice and wonder about The Block.
LEARNING TASK: Write at least one thing you notice about The Block and at least one related question.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Read “Exile”
• Respond: Notice and Wonder About the Text
• Observe: Notice and Wonder About The Block
LAND
Reflect on Learning
Materials
TEACHER
• “Exile” (digital platform)
• The Block (digital platform)
• class Notice and Wonder Checklist for “Exile” (Learn book)
• Module 1 Question Board
• class Notice and Wonder Chart for a Work of Art (Learn book)
• Module 1 Knowledge Chart
STUDENTS
• “Exile” (Learn book)
• Notice and Wonder Checklist for “Exile” (Learn book)
• Fluency Practice for “Exile” (Learn book, Fluency)
• Notice and Wonder Chart for a Work of Art (Learn book)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display the Module 1 Question Board. Students continue adding to the board throughout the module. If the class uses chart paper and sticky notes, ensure that students have access to sticky notes during each lesson.
• Determine how to display the knowledge chart. Students continue working with this chart throughout the entire module.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for “Exile” (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Exile.”
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about these texts?
3. Explain that during a Wonder lesson the class begins to read the text for the first time to spark their curiosity. Students share what they notice and wonder about the text. Introduce “Exile” by reading aloud the title and author. Tell students that in this lesson they will write about what they notice and wonder and practice an element of fluency.
LEARN
53 minutes
Read | Read “Exile” | 20 minutes
1. Ask this question:
What are some benefits of noticing and wondering about a text before you begin reading?
Key Ideas
• jump-starts curiosity about and interest in the text
• provides an opportunity to make predictions
• encourages informal discussion with peers
Display the class Notice and Wonder Checklist for “Exile,” and direct students to the page in their Learn book.
Think aloud to model how to notice and wonder about “Exile.”
Direct students to “Exile,” located in the Learn book. Instruct them to complete the Notice and Wonder Checklist.
2. Invite a few students to share what they notice and wonder, and add their responses to the class checklist.
Teacher Note
As students share, listen for what they already know about the topic. Note students’ prior knowledge to activate and incorporate into future discussions. Note misconceptions to correct in future instruction.
Tell students that they will follow the instructional routine Think–Pair–Share to discuss predictions about the text. Explain that this routine has three parts. First, students silently think about their response. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Instruct students to Think–Pair–Share to answer this question:
Based on the responses added to the class checklist, what do you think “Exile” might be about?
3. Instruct students to read “Exile” and annotate what they notice and wonder.
Teacher Note
Annotation is a core practice in Art & Letters. As students annotate texts throughout module 1, introduce a consistent annotation system. Use your own system, or see Implementation Resources for suggestions.
Read aloud “Exile,” and instruct students to annotate anything new they notice and wonder based on hearing the text.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., belying, consoling, superimposed).
Sample Think Aloud
As I skim lines 1–16, I notice that only lines 9, 11, and 15 include italics, so I will annotate them. I wonder why those parts of the text appear in italics.
Respond | Notice and Wonder About the Text | 18 minutes
1. Introduce the learning task. Direct attention to the Notice and Wonder Checklist. Instruct students to write at least two things they notice about “Exile” and at least two related questions.
Analyze Student Progress
Monitor: Do students write questions that clearly connect to what they notice?
Offer Immediate Support: If students need additional support noticing something and asking a related question, think aloud to develop a question that connects to one thing students noticed from the class Notice and Wonder Checklist for “Exile.”
Plan Future Practice: Students practice noticing things and asking questions about The Crossover in lesson 8.
2. Invite a few students to share what they notice and wonder. Add responses to the class checklist.
3. Facilitate a brief discussion of these questions:
What predictions did you make about the text? Were they correct?
What was the effect of hearing the text read aloud?
4. Display the Question Board. Explain that the class will use Question Boards throughout the year to track lingering questions about the texts and motivate themselves and their peers to work toward answering these questions as they continue to study the topic.
Instruct students to identify a question from the Wonder column of the class Notice and Wonder Checklist that they think is especially important to answer throughout the module. Invite a few students to share their responses, and add those responses to the Question Board.
Teacher Note
As questions emerge throughout the module, consider which should be answered immediately to remove comprehension roadblocks, and which might be answered naturally in subsequent lessons or through student curiosity. Invite students to add their questions to the Question Board during Land instruction.
5. Tell students that in addition to noticing and wondering about new texts, they will practice fluency throughout the module.
Instruct students to Think–Pair–Share to answer these questions:
What does it mean to read fluently?
Why might it be especially important to read narrative poetry fluently?
Key Ideas
• read fluently: the ability to read grade-level texts with accuracy, phrasing, and expression at an appropriate rate
• narrative poetry: is written to be read aloud
• narrative poetry: uses rhythm and rhyme
• narrative poetry: contains syntax that differs from prose
6. Direct students to Fluency Practice for “Exile,” located in the Learn book. Instruct students to read the fluency passage and annotate unknown words.
Sample Annotations
• “checkpoint” (line 29)
• “Mami” (line 31)
• “consoling” (line 31)
7. Direct attention to the Fluency Elements. Invite a student to read aloud the fluency term accuracy and its definition.
Ask these questions:
What are some things you can do when you encounter an unknown word? What strategies can you use to improve accuracy while reading aloud?
Key Ideas
• unknown: look for familiar word parts, look them up in a dictionary
• aloud: break words up into word parts, practice rereading complex words
Echo Read lines 29–32 of the fluency passage.
Instruct students to work with a partner to practice reading lines 29–32 with a focus on accuracy.
Teacher Note
As needed, remind students that they have learned in previous levels that self-correction is a useful way to improve accuracy.
Observe | Notice and Wonder About The Block | 15 minutes
1. Tell students that they will now view a work of art that connects to the knowledge of the module.
Display The Block without telling students the title of the painting or the name of the artist.
Teacher Note
To promote looking closely at the work of art, do not provide background information about it at this point. Rather, encourage students to share and expand on what they initially notice and wonder. Students revisit this work of art during the next few lessons and learn its title and more about its history.
2. Instruct students to look closely at the work of art in silence.
Teacher Note
During visual art instruction, students develop skills to examine and analyze art, which help them build stamina for looking closely at works of art. For this reason, lessons include specific amounts of time for examining works of art. The time for looking closely increases across modules and levels.
After at least three minutes, ask this question:
What do you notice and wonder about the work of art?
Direct students to the Notice and Wonder Chart for a Work of Art, located in the Learn book, and instruct them to write down what they notice and wonder.
Differentiation Support
To help students connect what they notice and wonder, think aloud to model how to develop a question based on something they notice: “I notice that the people in the work of art appear in black and white and look very realistic. I wonder if they were cut out of newspapers.”
3. Display the six panels of The Block for at least one minute each. Instruct students to write what they notice and wonder on their Notice and Wonder Chart.
Display the class Notice and Wonder Chart for a Work of Art. Invite a few students to share what they notice and wonder about the work of art. As students share, add responses to the class chart.
4. Introduce the learning task. Instruct students to write on their chart at least one thing they notice about the work of art and at least one related question.
Analyze Student Progress
Monitor: Do students refer to something they notice in the work of art and ask a related question?
Offer Immediate Support: If students need additional support noticing something and asking a related question, provide this sentence frame: I notice that , which makes me wonder if .
Plan Future Practice: Students practice noticing things and asking questions about a work of art in module 2.
Teacher Note
Students revisit this work of art during the next few lessons and learn more about its history. The title of the work of art will be revealed in lesson 3.
LAND 5 minutes
Reflect on Learning
1. Direct attention to the Module 1 Knowledge Chart, and read aloud each column heading. Explain that knowledge of the world is knowledge students gain from texts in the module. Explain that knowledge of English is knowledge students gain as they learn reading, writing, and speaking skills. Writing statements about new learning helps people remember and track the knowledge they gain.
2. Think aloud to model how to form a knowledge statement relevant to the lesson, and add it to the knowledge chart.
Sample Think Aloud
Today, I learned about reading with accuracy. Therefore, I will record this knowledge statement: Accuracy is an element of fluent reading that involves pronouncing words correctly.
3. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to form knowledge statements and add them to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from “Exile”?
• What did you learn to do?
4. Invite a few students to share their statements, and add them to the knowledge chart. As they share, encourage students to add new and intriguing statements to the page in their Learn book. Tell students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Teacher Note
Adding all students’ knowledge statements to the chart is not necessary. Encourage all students to share their knowledge statements, and then choose a few to add to the chart.
We do not include a prescribed list of student knowledge statements because the discussion should flow organically and the statements should represent the authentic learning of each class. As needed, ask follow-up questions to guide students toward key ideas from the lesson, world knowledge from the texts, or English knowledge related to the learning goals.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b, MM.12.8.C, MM.12.8.C.b
BU Build Understanding
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B
BU.3.8 Conversation and Collaboration: BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.5.8 Fluency: DF.5.8.B
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.A
DM.3.8 Schema Building
Lesson 3
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in these texts?
OVERVIEW
Preview
In this Organize lesson, students summarize events in “Exile.” They identify locations named in the poem to track the speaker’s move from Ciudad Trujillo to America. Based on the physical locations they identify, students write a summary of the speaker’s journey. During visual art instruction, students examine the people and locations in Romare Bearden’s collage The Block. Students summarize the work of art.
A Prologue to lesson 3 is available for students who need additional support.
Learning Goals
Describe the series of events in “Exile.”
LEARNING TASK: Write a summary of the speaker’s literal journey in “Exile.”
Describe The Block.
LEARNING TASK: Write a summary of what The Block depicts.
Vocabulary
exile (n.)
narrative arc
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Locations in “Exile”
• Respond: Summarize the Speaker’s Journey
• Observe: Describe The Block
LAND
Reflect on Learning Materials
TEACHER
• “Exile” (digital platform)
• excerpt from “Dominicans” (digital platform)
• The Block (digital platform)
• Knowledge Card: narrative arc
STUDENTS
• “Exile” (Learn book, lesson 2)
• excerpt from “Dominicans” (Learn book)
• journal
• Fluency Practice for “Exile” (Learn book, Fluency)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for “Exile” (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “Exile.”
2. Display and Choral Read the Content Framing Question: What is happening in these texts?
3. Explain that during an Organize lesson the class rereads sections of the poem and identifies what is happening to gain a basic understanding of the text. Tell students that in this lesson they will track locations to summarize the events in “Exile.”
LEARN 53
minutes
Read | Identify Locations in “Exile” | 16 minutes
1. Direct students to “Exile,” located in the Learn book.
Instruct them to read the poem’s dateline and lines 1–16, starting with “Ciudad Trujillo, New.” Prompt them to annotate each location mentioned.
Teacher Note
In this text, students encounter words in the Spanish language. Search reliable online sources for audio pronunciation guides. Alternatively, consider drawing on student knowledge as available and appropriate.
Invite a few students to share the passages they annotated.
Sample Annotations
• “New York City” (dateline)
• “the country” (line 1)
• “at a window” (line 4)
• “On the way to the beach” (line 9)
Ask this question:
What literary term refers to the locations in stories?
Reinforce the correct response: setting.
2. Direct attention to the poem’s dateline. Explain that students will learn what Ciudad Trujillo means by reading another text.
3. Direct students to the excerpt from “Dominicans,” located in the Learn book. Read aloud the text, and instruct students to annotate details about Trujillo.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., adaptation, constituent, dictator).
Sample Annotations
• “reign of dictator Molina Trujillo … constricted the migrant flow”
• “After the death of Trujillo in 1961 … Dominicans began leaving.”
Ask these questions: Who was Trujillo?
What did Trujillo do, and where?
Reinforce the correct responses:
• Trujillo was a dictator.
• He controlled people in the Dominican Republic.
4. Tell students that they will follow the instructional routine Jot–Pair–Share to respond to a question. Explain that this routine has three parts. First, students jot in their journals a short answer to the question. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
What connections can you make between the excerpt from “Dominicans” and lines 1–12 of “Exile”?
Key Ideas
• Both texts mention Trujillo.
• Both texts mention leaving a place.
• Both texts mention family.
Explain that ciudad is the Spanish word for “city.” Tell students that Ciudad Trujillo was a city in the Dominican Republic named after the dictator mentioned in the text “Dominicans.”
5. Direct attention to “Exile.” Instruct students to work with a partner to read lines 17–68, starting with “Something was off.” Prompt them to annotate the locations.
Sample Annotations
• “out on the highway, heading toward the coast” (line 28)
• “dark, deserted airport” (line 37)
• “stood awhile, marveling at America” (line 57)
6. Invite a few students to share the passages they annotated.
Respond | Summarize the Speaker’s Journey | 22 minutes
1. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
What are some ways you might categorize the locations you annotated?
Key Ideas
• in the Dominican Republic or in America
• on the land or in the water
• physical (seen by the speaker in reality) or imagined (pictured in the speaker’s mind)
Explain that to gain a literal understanding of the poem, students will focus on the categories of physical and imagined locations in “Exile.”
2. Invite a student to read aloud lines 19–21, starting with “So as we.”
Ask this question:
What do you notice about the locations in lines 19–21?
Differentiation Support
To help students recognize the difference between physical and imagined locations, ask this question: What two locations does the speaker mention?
Reinforce the correct response: The speaker describes lying in deep waters, which is an imagined location, as her family walks out of their home, which is a physical location.
3. Instruct students to organize their annotated locations into lists of physical locations and imagined locations.
Key Ideas
• physical: house, black Ford, highway, coast, checkpoint, airport, new city, display window at Macy’s
• imagined: beach, deep waters, deep end of the pool, island waters
Differentiation Challenge
To extend student thinking about the locations, ask this question: What can you infer about why the speaker’s imagined locations involve water?
4. Tell students that they will determine how the locations intersect with events that occur in the poem.
5. Introduce the vocabulary term narrative arc by displaying the Knowledge Card. Explain that the Vocabulary Exploration routine has four parts. First, you say the term and simultaneously clap once for each syllable. Then, students copy the action by repeating the term and clapping once for each syllable. Next, you identify and share word parts or challenging letter-sound correspondences that can help students accurately decode the word. Finally, you invite a student to read aloud the definition.
Ask this question:
What have you learned in previous levels about narrative arcs?
Key Ideas
• consist of a beginning, middle, and end
• specific names of each part, like exposition and climax
• are used to structure a story
Use responses to emphasize the correct definition of narrative arc.
Definition
narrative arc: the shape a story takes from exposition to resolution
Teacher Note
The Word Analysis Chart, located on the digital platform, identifies relevant word-part information for each vocabulary term defined in the module. Use the chart to inform additional phonics and word analysis support for students.
6. Introduce the learning task. Instruct students to write in their journals a summary of the speaker’s literal journey in “Exile.”
Analyze Student Progress
Monitor: Do students explain that the speaker travels from Ciudad Trujillo to America?
Offer Immediate Support: If students need additional support summarizing events, instruct them to reread lines 5–12, 37–44, and 57–64.
Plan Future Practice: Students practice summarizing events in The Crossover in lesson 10.
7. Direct attention to the poem’s title.
Facilitate a brief discussion of this question:
What does the speaker’s journey suggest about the meaning of the word exile?
Key Ideas
• that it means “leaving a place”
• that it means “having a tense and confusing experience”
8. Instruct students to list in their journals words that begin with the prefix ex-. Invite a few students to share their words.
Ask this question:
What do you think the prefix ex- means?
Reinforce the correct response: The prefix ex- means “out of.”
Ask this question:
What do you think the word exile means?
As students share, reinforce the correct definition.
Differentiation Support
To help students understand the literal and figurative meanings of the term exile, ask this question: How would you feel in an unwelcoming country?
9. Facilitate a brief discussion of this question:
How does the title “Exile” help to describe the speaker’s experience?
Key Ideas
• shows that she leaves her home and goes to a foreign country
• suggests that she is forced to leave by her parents
Definition exile (n.): the state of being barred from one’s native country, typically for political or punitive reasons
10. Direct students to Fluency Practice for “Exile,” located in the Learn book.
Ask this question:
Why should you pause when you encounter punctuation?
Key Ideas
• to take a breath
• to ensure listeners can understand you
• to convey meaning
Direct attention to the Fluency Elements. Invite a student to read aloud the fluency term phrasing and its definition.
Model how to fluently read lines 21–28, starting with “I let myself.” Focus on phrasing, using short pauses after commas and longer pauses after periods.
Teacher Note
As you model how to read fluently, consider emphasizing the pauses in lines 23–24 to highlight the speaker’s emotion upon realizing that she remains afloat.
11. Instruct students to work with a partner to read aloud lines 21–28 with a focus on phrasing.
Explain that in this passage punctuation already follows most meaningful phrases, so additional pauses are unnecessary.
Teacher Note
Encourage students to use both short pauses and long pauses and to discuss the differences in effect.
Observe | Describe The Block | 15 minutes
1. Tell students that they will view the work of art from the previous lesson again to further explore its connection to the knowledge of the module.
Display The Block.
Tell students that they will now use evidence they can see, rather than inferences they might make, to describe the work of art.
2. Instruct students to look closely at the work of art in silence.
After at least two minutes, explain that just as the physical locations in “Exile” help readers summarize the poem, locations can help viewers describe a work of art.
Ask this question:
What are some locations you see in the work of art?
Key Ideas
• a city street
• a barbershop
• apartment buildings
Teacher Note
Describing a work of art’s visual organization is a key component of art analysis. Encourage students to provide evidence from the work to support their thinking, just as they would use textual evidence when responding to questions about a story.
3. Form six groups, and assign to each group one panel of The Block.
Teacher Note
Incorporate strategic, flexible ways to form groups of students throughout the module. Bringing together students who have different levels of reading, writing, or English language proficiency can promote rich conversation and exchange of ideas. Also, grouping students with similar levels of reading, writing, or English language proficiency can help focus students on a specific task with teacher support. As applicable, complement any of these groups by pairing students who speak the same home language.
Instruct students to discuss and record in their journals their responses to this prompt:
Describe the locations and people in your assigned panel.
Invite a few students to share their responses.
Key Ideas
• first panel: a purple-and-yellow brick building; black-and-white people standing next to a lit streetlight and beige car; a man sitting on the stairs beside the purple building
• second panel: figures with yellow wings and halos floating high outside a gray building; a group gathering around a casket
• third panel: a green building with blue windows and doors; an angel in the top-floor window of a brown building
• fourth panel: a group gathering around a large blue light bulb in a green building with the words “Sunrise Baptist” above the entrance
• fifth panel: an orange-and-gray building between two buildings made of brick; people grouped together on the right-hand side
• sixth panel: people watching TV in a red brick building with a barbershop on the ground floor
4. Facilitate a brief discussion of this question:
What other details would help you describe your assigned panel?
Key Ideas
• blue sky across the top
• gray street across the bottom
• size of the people
Ask this question:
What other information about this work of art might help you describe it?
Use responses to explain that the work of art is a collage titled The Block that artist Romare Bearden created in 1971. Explain that the work of art measures 18 feet by 4 feet.
5. Introduce the learning task. Instruct students to write in their journals a summary of what The Block depicts.
Analyze Student Progress
Monitor: Do students include details that apply to the work of art as a whole?
Offer Immediate Support: If students need additional support including details that apply to the whole work of art, ask these questions: What colors and shapes appear frequently in the work of art? What images recur?
Plan Future Practice: Students practice describing what is happening in a work of art in module 2.
6. If time allows, invite a few students to share their summaries.
7. Facilitate a brief discussion of this question:
What connections can you make between The Block and “Exile”?
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the difference between physical and imagined locations?
• What did you learn from “Exile”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Teacher Note
Writing knowledge statements is a concrete way for students to self-assess how their learning has progressed. They reflect on their growing knowledge of the module topic and their own development as readers and writers. This reflection helps students identify what they may need to learn more about, including topic- and text-related knowledge and ELA knowledge related to the learning goals.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A, MM.1.8.B
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.5.8 Fluency: DF.5.8.B
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 4
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Reveal: What does a deeper look at language reveal?
OVERVIEW Preview
In this Reveal lesson, students explore how Julia Alvarez uses extended metaphor to describe the speaker’s feelings in “Exile.” They trace language related to swimming that the speaker uses to describe her experiences. Students analyze the meaning conveyed by comparing literal events to the figurative action of swimming. During visual art instruction, students examine juxtaposition in The Block. Students identify and describe examples of the techniques that appear in the collage.
Learning Goals
Analyze the effects of figurative language.
LEARNING TASK: Write an explanation of how metaphor reveals the speaker’s feelings in “Exile.”
Examine juxtaposition in The Block.
LEARNING TASK: Describe a juxtaposition example in the second panel of The Block.
Vocabulary
extended metaphor figurative language juxtaposition (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Language in “Exile”
• Respond: Analyze Metaphor
• Observe: Examine Juxtaposition in The Block
LAND
Reflect on Learning
Materials
TEACHER
• “Exile” (digital platform)
• The Block (digital platform)
• Knowledge Card: figurative language
• class Metaphor Chart for “Exile” (Learn book)
STUDENTS
• “Exile” (Learn book, lesson 2)
• Fluency Practice for “Exile” (Learn book, Fluency)
• Metaphor Chart for “Exile” (Learn book)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for “Exile” (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Exile.”
2. Display and Choral Read the Content Framing Question: What does a deeper look at language reveal?
3. Explain that during a Reveal lesson the class focuses on only a part of the text—a part that is particularly complex or important. The class closely rereads and discusses this part to gain a deeper understanding of it. Tell students that in this lesson they will analyze language in “Exile.”
LEARN
53 minutes
Read | Examine Language in “Exile” | 20 minutes
1. Direct students to Fluency Practice for “Exile,” located in the Learn book. Model how to fluently read lines 17–24, starting with “Something was off.” Emphasize reading with expression.
Ask these questions:
What did you notice about my expression as I read the passage?
Which events would you emphasize while reading the text aloud?
Key Ideas
• expression: changes in volume and speed for certain words and phrases, qualities of uncertainty and surprise
• events: “quietly filed out of the house,” “let myself lie back in the deep waters,” “magically, that night, I could stay up”
Direct attention to the Fluency Elements. Invite a student to read aloud the fluency term expression and its definition.
Language Support
To help students understand expression, ask these questions:
• Did my voice become louder or softer at any point?
• Did I use extra force with any words or phrases?
• Did you sense certain feelings or emotions in my voice?
2. Instruct students to work with a partner to practice reading aloud lines 29–36, starting with “Past the checkpoint.” Tell them to focus on reading with expression.
Prompt students to provide feedback to their partner in two ways:
• Identify important phrases they can emphasize by reading in a louder voice.
• Discuss what a person might feel in the situation that the text describes and how to best convey that emotion through pitch or pace.
3. Tell students that they will further explore the emotions present in “Exile” by examining the language in specific parts of the poem. Remind students that in the previous lesson, they identified locations that the speaker imagines.
Direct students to “Exile,” located in the Learn book.
4. Tell students that they will follow the Repeated Reading instructional routine to closely examine a part of the text. Explain that this routine has four parts. First, the teacher reads aloud to model fluent reading. Then, students participate in a shared reading, by Echo Reading, Choral Reading, or partner reading. Next, students ask questions about pronunciation and meaning of words. The teacher may read aloud again. Finally, students read independently, either silently or in a whisper.
5. Engage students in Repeated Reading of lines 17–28, starting with “Something was off.”
Ask this question:
What do you notice about the imagined locations?
Use responses to emphasize that the locations involve swimming and water.
Instruct students to revisit the passage and annotate details about water and swimming.
Sample Annotations
• “I let myself lie back in the deep waters” (line 21)
• “instead of sinking down … I could stay up” (lines 23–24)
• “floating out, past the driveway, past the gates” (line 25)
• “stroke by difficult stroke” (line 27)
Instruct students to Think–Pair–Share to answer this question: What literal actions does the speaker compare swimming to?
Reinforce the correct responses: leaving her home, riding in a car.
6. Ask this question: Does the speaker actually swim in the poem?
Instruct students to review their annotations to determine whether they think the speaker swims in real life.
Reinforce the correct response: No.
Explain that because the speaker doesn’t actually swim in the poem, the language that students annotated is figurative.
7. Introduce the vocabulary term figurative language by displaying the Knowledge Card.
8. Assess and activate prior knowledge by asking this question:
What types of figurative language have you already learned about?
Key Ideas
• metaphor
• simile
• hyperbole
• personification
Reinforce the correct definition of figurative language.
9. Ask this question:
Definition figurative language: language that expresses meaning in a nonliteral way to create an image or effect
How is the swimming metaphor in “Exile” different from other metaphors you have read?
Reinforce the correct response: It repeats or recurs throughout the work.
Explain that because comparisons to swimming appear throughout “Exile,” they form a specific kind of metaphor.
10. Introduce the vocabulary term extended metaphor by displaying the term and definition. Engage students in Vocabulary Exploration.
11. Pair students. Assign them to read either lines 29–48, starting with “Past the checkpoint,” or lines 49–68, starting with “We stopped before.” Instruct students to revisit their assigned passage and annotate language related to swimming.
Definition extended metaphor: a metaphor that is developed in detail over multiple sections of a literary work
12. Invite a few students to share the passages they annotated.
Sample Annotations
• lines 29–48: “I had already swum ahead” (line 34), “more danger than the deep end of the pool” (line 36), “as if you were trying to sight a distant swimmer” (line 41), “a part of both of us had been set adrift” (line 44)
• lines 49–68: “two swimmers looking down / at the quiet surface of our island waters” (lines 65–66), “seeing their faces right before plunging in” (line 67)
Respond | Analyze Metaphor
| 18 minutes
1. Display the class Metaphor Chart for “Exile,” and direct students to the page in their Learn book.
Think aloud to model how to complete each column of the Metaphor Chart, using lines 17–28 of “Exile,” starting with “Something was off.” Instruct students to add to their chart the examples you presented.
2. Instruct students to add to the first column the passages they annotated in their assigned section of the poem. Prompt them to use those annotations to complete the other two columns.
Reinforce the correct responses:
• lines 29–48 comparison—swimming ahead to leaving Ciudad Trujillo
Sample Think Aloud
• lines 49–68 comparison—preparing to plunge into water to being visitors in America
The chart divides the analysis of metaphor into three steps. In the first column, I add the swimming-related language I annotated in lines 17–28: “I let myself lie back in the deep waters” (line 21), “instead of sinking down … I could stay up” (lines 23–24). In the second column, I record that the speaker compares floating in water to leaving home. In the third column, I write the meaning that I think the comparison creates. For me, the image of floating suggests that the speaker feels relaxed about leaving Ciudad Trujillo and surrenders to being carried to an unknown destination.
3. Introduce the learning task. Instruct students to use their Metaphor Chart and annotations to write in their journals an explanation of how metaphor reveals the speaker’s feelings in “Exile.”
Analyze Student Progress
Monitor: Do students use information from their Metaphor Chart or annotations to describe a specific feeling that the speaker has about her family’s journey?
Offer Immediate Support: If students need additional support connecting metaphor to the speaker’s feelings, direct them to one example from their Metaphor Chart, and ask this question: Is this description of swimming positive, negative, or neutral?
Plan Future Practice: Students practice analyzing figurative language in module 2.
4. Invite a few students to share their explanations.
Key Ideas
• The speaker seems disconnected from her former self because, like a distant swimmer, a part of her was set adrift.
• The speaker may be conflicted about the changes in her life because she experiences them as easy, like floating, but also as dangerous, like swimming in the deep end.
• The speaker feels uncertain now that she lives in a new country, which is similar to not knowing what is underneath the surface of water.
5. Instruct each pair to form a group with a pair assigned to the other passage. Prompt them to share the comparisons they identified and what metaphor tells them about the speaker’s feelings.
Facilitate a discussion of these questions:
What comparisons does the speaker make?
What does the extended metaphor of swimming imply about the speaker’s feelings?
6. Tell students that the Dominican Republic, Julia Alvarez’s home country, is an island nearly 2,000 miles south of New York City.
Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question: Why does Alvarez choose swimming to represent the speaker’s emotions?
Key Ideas
• Swimming involves crossing a body of water, which often occurs during immigration to the United States.
• Swimmers often dive into unknown waters, which aligns with the speaker’s experience of leaving her home.
• Swimming captures how the speaker experiences the emotions caused by her physical journey.
Differentiation Challenge
To deepen student thinking about the metaphor’s relevance, instruct students to Jot–Pair–Share about this question: Based on what you know about the location of the Dominican Republic, what can you infer about why Alvarez chose swimming as a metaphor?
Observe | Examine Juxtaposition in The Block | 15 minutes
1. Display the second panel of The Block. Explain that Bearden uses contrast to influence the viewer, just as Alvarez uses comparison to shape the reader’s understanding. Tell students that they will now analyze contrast in The Block.
Teacher Note
As needed, remind students that the term contrast means “a principle of design; when an artist uses very different or opposite elements of art (e.g., red and green colors, thick and thin lines).”
Instruct students to look closely at the panel in silence.
Teacher Note
In the Reveal stage of visual art study, students move beyond a literal understanding of the work of art. They consider the artist’s creative choices and how these choices affect the work as a whole. Students learn more information about the work of art in the next lesson.
2. After at least two minutes, instruct students to work with a partner to brainstorm pairs of words that contrast with each other.
Invite a few students to share their responses, and add them to a class list.
Direct attention to the panel. Instruct students to work with their partner to discuss this question:
What contrasts do you notice in the panel?
Differentiation Support
To help students identify contrasts, direct attention to the face at the top-right corner of the panel, and ask these questions:
• What color contrasts do you notice within the face?
• How does the face contrast with the other people and objects?
Invite a few students to share their responses.
Key Ideas
• smooth black and purple windows versus patchy maroon windows
• one face bigger than the windows versus many small full-body figures
• large face in color versus full-body figures in black and white
• dark nose versus lighter skin on the large face
3. Introduce the vocabulary term juxtaposition by displaying the term and definition. Engage students in Vocabulary Exploration.
Remind students that The Block is a collage. Explain that a collage is a work of art made by attaching different materials to a surface.
Direct attention to the panel. Facilitate a discussion of this question:
How does the use of collage create juxtaposition in the panel?
Key Ideas
• allows some people to appear as large as the buildings and other people to appear much smaller
• gives buildings a smooth texture and the people a rougher one
• portrays people on the ground with photographic detail and the people floating in the sky more vaguely
4. Introduce the learning task. Instruct students to write in their journals an explanation of a juxtaposition example in the second panel of The Block.
Analyze Student Progress
Monitor: Do students describe a specific example of contrasting elements?
Offer Immediate Support: If students need additional support explaining a juxtaposition example, instruct them to identify two images that are opposites.
Plan Future Practice: Students practice examining a specific element in a work of art in module 2.
Key Ideas
• In the second panel, the face at the top is very large, and the full-body figures at the bottom are very small.
• The people in black and white look realistic, while the brightly colored purple and orange buildings look like cartoons.
Definition juxtaposition (n.): when an artist uses very different or opposite elements of art next to each other (e.g., red and green colors, thick and thin lines)
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about figurative language?
• What did you learn from “Exile”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B, BU.3.8.F
BU.4.8 Expression
DF Develop Foundations
DF.5.8 Fluency: DF.5.8.B
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.C
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 5
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Distill: What is a central idea in these texts?
OVERVIEW
Preview
In this Distill lesson, students examine central ideas in “Exile.” They identify emerging themes and then gather evidence to develop and refine them. Students share their ideas in a class discussion about the poem’s themes, each of which communicates a relatable life lesson— one of narrative poetry’s main functions. During visual art instruction, students explore the use of repetition in The Block to impart a central idea. They discuss important messages conveyed by the collage.
A Prologue to lesson 5 is available for students who need additional support.
Learning Goals
Explain refined themes in “Exile.”
LEARNING TASK: During a class discussion, share themes found in “Exile.”
Determine the effect of repetition on a central idea in The Block.
LEARNING TASK: Identify an important message The Block conveys through repetition.
Vocabulary
emerging theme refine (v.) theme (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Observe: Interpret the Meaning of The Block
LAND
Reflect on Learning
Materials
TEACHER
• “Exile” (digital platform)
• The Block (digital platform)
STUDENTS
• “Exile” (Learn book, lesson 2)
• Fluency Practice for “Exile” (Learn book, Fluency)
• journal
• Metaphor Chart for “Exile” (Learn book, lesson 4)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for “Exile” (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Exile.”
2. Display and Choral Read the Content Framing Question: What is a central idea in these texts?
3. Explain that during a Distill lesson the class puts together what they learned from different parts of the text. The class uses the evidence they gathered from the poem to discuss a central idea. Tell students that in this lesson they will trace themes in “Exile.”
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Tell students that they will now practice fluency.
Direct students to Fluency Practice for “Exile,” located in the Learn book. Direct attention to the Fluency Elements. Invite a student to read aloud the fluency term rate and its definition.
Explain that reading with accuracy, meaningful phrasing, and expression helps readers achieve an appropriate rate.
2. Read aloud lines 29–36, starting with “Past the checkpoint.” Instruct students to follow along and annotate character actions.
Sample Annotations
• “we raced towards the airport” (line 29)
• “my sisters crying when we turned” (line 30)
• “I had already swum ahead” (line 34)
Ask this question:
Which actions might you read aloud quickly or slowly?
Reinforce the correct responses:
• quickly—“we raced towards the airport” (line 29)
• slowly—“I had already swum ahead” (line 34)
Instruct students to work with a partner to practice reading aloud lines 29–36 with a focus on rate.
Teacher Note
Encourage students to read at slower and quicker speeds, and then compare the effects.
3. Direct students to “Exile,” located in the Learn book. Tell students that they will now focus on the poem’s themes.
Introduce the vocabulary term theme by displaying the term and definition. Explain that authors often communicate themes early in their texts.
Direct students to their journals. Instruct them to write responses to the following questions:
What are the most important details in “Exile”?
What details or words repeat?
What character details seem important?
What other details stand out?
Differentiation Support
To help students reflect on important details in the poem, ask these questions:
• What is significant about the speaker’s journey?
• Does the speaker’s journey change her? If so, in what way?
• How does the speaker feel about her new home compared to how she feels about her homeland?
Definition theme (n.): a universal idea or message conveyed by a text
4. Tell students that they will categorize the details they recorded in their journals. Think aloud to model how to combine details into groups.
Instruct students to categorize the details they recorded. Explain that grouping details helps readers identify emerging themes.
5. Introduce the term emerging theme by displaying the term and definition. Engage students in Vocabulary Exploration.
Explain that authors leave breadcrumbs, or hints, that form a pathway to help readers find themes. The term breadcrumbs comes from the fairy tale “Hansel and Gretel,” in which the children leave a trail of breadcrumbs that helps them find their way home. When readers find a breadcrumb, they can view it as a theme that’s beginning, or emerging. Each breadcrumb contributes to or constitutes an emerging theme.
Ask this question:
Based on the details you combined, what emerging themes are present?
Key Ideas
• change
• family relationships
• uprooting
• rejection
• separation
• homeland
Instruct students to choose an emerging theme and gather related evidence in their journals.
Sample Think Aloud
As I read the poem, I am drawn to the words “fled,” “worried,” and “discovered.” All three words evoke fear and uncertainty in me, so I would put them into the same group. I will label the group “unexpected change” because that is what the words make me think about.
Definition emerging theme: a broad umbrella theme from which more detailed and complex themes develop across a text
6. Think aloud to model how to develop an emerging theme into a more specific theme after gathering evidence.
Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
Based on your evidence, what theme do you think the author is attempting to convey?
Teacher Note
This lesson provides themes only for the emerging themes of change, family relationships, and uprooting. However, students may identify a variety of emerging themes to develop into more specific themes.
Key Ideas
• change: Children sometimes don’t understand the changes taking place around them.
• family relationships: Parents attempt to protect their children from harsh realities.
• uprooting: Leaving home behind for the unknown is unsettling.
7. Introduce the vocabulary word refine by displaying the term and definition. Engage students in Vocabulary Exploration.
Explain that the language of a theme can be refined by analyzing an element in the text.
Ask this question:
What two types of language has the class already analyzed?
Reinforce the correct responses:
• literal—physical locations, real actions
• figurative—imagined locations, extended metaphor of swimming
Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
How does figurative language help refine the theme?
Sample Think Aloud
According to the details I gathered, the poem’s speaker experiences a major life change as she and her family leave their home country for a foreign one. At the end of the poem, the speaker compares herself and her father to swimmers “seeing their faces right before plunging in, / eager, afraid, not yet sure of the outcome.” The juxtaposition of the contrasting words eager and afraid suggests that the speaker has mixed feelings about being in a new country. Therefore, I could develop the emerging theme of change into the following theme: How we should feel about a big change is not always clear.
Definition
refine (v.): to improve something by making small changes; in writing, to make small changes to an idea to make it more nuanced
Language Support
To help multilingual learners develop proficient language models for refining their themes, pair them with students who fluently speak and read English.
Teacher Note
This lesson provides revised themes only for the emerging themes of change, family relationships, and uprooting. However, students may identify a variety of themes to refine.
Key Ideas change
• original theme: Children sometimes don’t understand the changes taking place around them.
• revision: In times of change, children might use their imaginations to transform the unknown and comfort themselves.
• rationale: Figurative language emphasizes the interplay between reality and imagination.
family relationships
• original theme: Parents attempt to protect their children from harsh realities.
• revision: Parents can attempt to protect their children from harsh realities but often are unable to when they are disappointed by reality themselves.
• rationale: Figurative language emphasizes the contrast between the fluid water the speaker imagines swimming in and the plastic beach she and her father see in the window display.
uprooting
• original theme: Leaving home behind for the unknown is unsettling.
• revision: To cope with an uncertainty like leaving home, a person’s mind may seek to comfort them by imagining alternative situations.
• rationale: Figurative language highlights how an imagined scenario can serve as a coping mechanism.
8. Display the discussion questions:
• What is a theme present in “Exile”?
• How do literal and figurative language help refine the theme?
Respond | Discuss a Central Idea | 20 minutes
1. Display and introduce the speaking and listening goals for today’s discussion:
• Follow discussion norms.
• Speak at a volume and rate others can understand.
2. Tell students that during a class discussion, they should follow conversational norms, or rules that make the conversation productive.
Instruct students to Think–Pair–Share to answer this question: What class norms support productive discussions?
Key Ideas
• Speak and listen respectfully.
• Focus on ideas and content.
• Use textual evidence.
Teacher Note
Creating, displaying, and frequently returning to class discussion norms will help students feel invested in classroom conversations. Establish norms that best meet the needs of your students, which may include but are not limited to the following: speak clearly, listen carefully, agree and disagree respectfully, support ideas with evidence, include everyone, debate ideas and not people.
Emphasize that students should follow these discussion norms in all class conversations.
3. Invite two students to model speaking at a volume and rate that is hard to understand.
Ask this question:
Why should you consider your volume and rate when participating in a class discussion?
Reinforce the correct idea: to ensure that your classmates can hear and understand you so they can respond to your ideas.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals. As students practice their speaking and listening skills throughout the module, continue to use the tracker to monitor students’ progress toward each goal.
4. Introduce the learning task. Direct students to the evidence they collected in their journals and on the Metaphor Chart. Instruct students to share themes found in “Exile.” Facilitate a discussion of these questions:
What is a theme present in “Exile”?
How do literal and figurative language help refine the theme?
Language Support
Remind students that literal language directly addresses what happens in reality, while figurative language uses devices such as metaphors and similes to compare, exaggerate, or understate.
Analyze Student Progress
Monitor: Do students articulate themes that reflect a deeper understanding based on Alvarez’s use of figurative language?
Offer Immediate Support: If students need additional support refining a theme, ask these questions: How does the speaker respond to leaving her home? What does the extended metaphor of swimming help to portray about the speaker’s response?
Plan Future Practice: Students practice distilling themes in The Crossover in lesson 13.
Observe | Interpret the Meaning of The Block | 15 minutes
1. Tell students that just as readers look for cues to determine themes in a text, viewers can trace specific elements to determine important messages in a work of visual art.
Display The Block. Explain that during a Distill lesson the class explores the overall impact of the work of art. Tell students that they will discuss what the artist helps them to see through his use of repetition.
Facilitate a brief discussion of this question:
How does repetition affect a viewer, listener, or reader of a work?
Key Ideas
• draws attention to something
• makes something easy to remember
• creates meaning
2. Instruct students to look closely at The Block in silence. After at least two minutes, ask this question:
What repeating elements do you see in The Block?
Key Ideas
• squares and rectangles
• people in black and white
• angels with wings and halos
• incomplete human faces
• shades of blue
Instruct students to Think–Pair–Share to answer these questions:
What does the use of repetition draw your attention to in The Block?
What ideas does the repetition make you think about?
What meaning do these ideas convey about the people or places depicted?
3. Remind students that The Block was created in 1971. Present the following artist biography:
Teacher Note
Romare Bearden was an African American visual artist born in North Carolina in 1911. Like many African Americans who, escaping violence and seeking economic mobility, moved from the South to the North during what is now known as the Great Migration, Bearden moved to Harlem in 1920. Inspired by music, especially jazz, he incorporated repetition into his work. He created The Block as a tribute to Harlem, a predominantly African American neighborhood in New York City. From that neighborhood emerged the Harlem Renaissance, an artistic and cultural movement that took place from 1918 to 1937 and centered Black identity.
Facilitate a discussion of this question:
How does this information about Bearden and Harlem affect your understanding of The Block?
4. Introduce the learning task. Instruct students to share an important message that The Block conveys. Facilitate a discussion of this question:
What is an important message The Block conveys through repetition?
Analyze Student Progress
Monitor: Do students identify an important message based on examples of repetition in The Block?
Offer Immediate Support: If students need additional support identifying an important message based on examples of repetition, ask these questions: What example of repetition most stands out to you? What does that example suggest about the people or places shown?
Plan Future Practice: Students practice determining the effect of an art element on an aspect of a work of art in module 2.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about revising themes?
• What did you learn from “Exile”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Teacher Note
We do not include a prescribed list of student knowledge statements because the discussion should flow organically and the statements should represent the authentic learning of each class. As needed, ask follow-up questions to guide students toward key ideas from the lesson, world knowledge from the texts, or English knowledge related to the learning goals.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.2.8 Theme and Central Idea: MM.2.8.A, MM.2.8.C
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b, MM.12.8.C, MM.12.8.C.b
CP Compose and Present Content
CP.5.8 Language: CP.5.8.B
CP.8.8 Presentation: CP.8.8.A, CP.8.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B, BU.3.8.C, BU.3.8.D, BU.3.8.E
BU.4.8 Expression
DF Develop Foundations
DF.5.8 Fluency: DF.5.8.B
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.D
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 6
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students build and reflect on knowledge gained about narrative poetry from “Exile.” They reexamine the poem to identify and record its narrative poetry elements. Students synthesize and articulate their knowledge by crafting a knowledge statement using a participle to express a narrative poetry feature. During visual art instruction, students reflect on what they have learned from The Block. They make connections between “Exile” and the work of art.
A Prologue to lesson 6 is available for students who need additional support.
Learning Goals
Reflect on the knowledge built about narrative poetry from “Exile.”
LEARNING TASK: Write a revised knowledge statement that uses a participle to express the features of narrative poetry.
Reflect on the knowledge gained from studying The Block.
LEARNING TASK: Write a statement about how The Block builds knowledge of stories.
Vocabulary
narrative poetry participle (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Synthesize Knowledge from “Exile”
• Respond: Use Participles to Express Knowledge
• Observe: Share Knowledge About The Block
LAND
Reflect on Learning
Materials
TEACHER
• “Exile” (digital platform)
• The Block (digital platform)
• class Narrative Poetry Elements Organizer for Module Texts (Learn book)
• Knowledge Card: narrative poetry
STUDENTS
• “Exile” (Learn book, lesson 2)
• Fluency Practice for “Exile” (Learn book, Fluency)
• journal
• Narrative Poetry Elements Organizer for Module Texts (Learn book)
• Sentence Strategies for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for “Exile” (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Exile.”
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Explain that during a Know lesson the class reflects on the knowledge they built and makes connections among texts to share what they know now. Tell students that in this lesson they will identify and use examples of narrative poetry elements in “Exile” to articulate their knowledge about the genre.
LEARN 53 minutes
Read | Synthesize Knowledge from “Exile” | 20 minutes
1. Direct students to Fluency Practice for “Exile,” located in the Learn book. Invite a student to read aloud all four elements of fluency and definitions.
Instruct students to Think–Pair–Share to answer these questions: Why should you incorporate all four elements when fluently reading aloud?
How would a reading suffer if you ignored one or more elements?
Key Ideas
• reason to incorporate: to sound clear, to be engaging, to honor how the writer wrote the text
• if ignored: may be hard for others to follow or understand, may bore listeners
2. Tell students that they will use what they have learned about accuracy, phrasing, expression, and rate to perform a fluent reading of the passage.
Instruct students to take turns performing the passage with a partner.
Language Support
To support multilingual learners with beginning and intermediate English proficiency, group them with students who fluently speak and read English.
Teacher Note
After this arc of explicit instruction on the elements of fluency (accuracy, phrasing, expression, and rate), students have numerous opportunities to practice fluent oral and silent reading during lessons. Encourage students to apply what they have learned about fluent reading when they read in class, and reinforce these skills with the fluency passages assigned for follow-up. See Implementation Resources for additional fluency resources and advice on identifying readers who need regular fluency support, setting goals, and tracking progress.
3. Tell students that they will now focus on articulating what they have learned from “Exile.”
Remind students of the Essential Question: What are the intersections between stories and poetry?
Facilitate a brief discussion of these questions:
Is “Exile” a poem or a story? Why?
Key Ideas
• a poem because it is written with line breaks
• a poem because it uses very few words
• a story because it has a beginning, middle, and end
• a story because it contains characters and dialogue
Instruct students to Think–Pair–Share to answer these questions:
Which common features of stories and poems are present in “Exile”?
Reinforce the correct response: characters, conflict, plot, verse, metaphor, and mood.
Explain that when story and poetry characteristics combine, they form a new genre.
5. Introduce the vocabulary term narrative poetry by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
6. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
Based on your observations, why might you consider “Exile” an example of narrative poetry?
Language Support
To leverage students’ home languages as resources to support learning, encourage students who share the same home language to discuss questions like this together, especially in preparation for larger class discussions.
Definition
narrative poetry: a genre of literature that combines the elements of poetry with the elements of storytelling
Key Ideas
• tells a story
• has a beginning, middle, and end
• contains an extended metaphor
• has line breaks
7. Display the class Narrative Poetry Elements Organizer for Module Texts, and direct students to the page in their Learn book.
Model and instruct students to add the words character, narrative arc, and figurative language to the Element column of the organizer.
8. Invite a student to share the definition of setting based on their prior knowledge. Model adding the definition to the organizer.
9. Direct students to “Exile,” located in the Learn book. Instruct pairs to reread the text and annotate examples of narrative poetry elements (e.g., character, narrative arc, figurative language).
Model how to use annotations to add a setting from “Exile” to the Examples column of the organizer.
Instruct students to add definitions for and examples of the other elements to the organizer.
Key Ideas
• character: a person or creature who appears in a story, book, play, movie, or television show; examples: the speaker, Papi, Mami
• narrative arc: the shape a story takes from exposition to resolution; examples: escapes Ciudad Trujillo, boards the plane, reflects on future in America
• figurative language: language that expresses meaning in a nonliteral way to create an image or effect; example: extended metaphor of swimming
Instruct pairs to form groups of four and share their examples.
10. Think aloud to model how to use the organizer to develop a knowledge statement.
Direct students to their journals. Instruct students to draft a knowledge statement about narrative poetry.
Respond | Use Participles to Express Knowledge | 18 minutes
1. Explain that learning about elements of language, like grammar, helps readers articulate and expand ideas when speaking or writing.
Instruct students to Think–Pair–Share to answer this question: What is the difference between a verb and an adjective?
Reinforce the correct response: A verb is an action word that is usually one of the main parts of a sentence and that expresses an action, an occurrence, or a state of being. An adjective is a word that describes a noun or pronoun.
Differentiation Support
To help students understand the difference between verbs and adjectives, provide examples of complete sentences using each part of speech.
2. Direct attention to “Exile.” Invite a student to read aloud lines 3–6, starting with “hurried me to.”
Instruct students to annotate verbs as they silently follow along.
Sample Annotations
• “hurried” (line 3)
• “darkened” (line 5)
• “speaking” (line 6)
Sample Think Aloud
In the class organizer, I included setting as an element, and New York City is an example of it. Therefore, I will develop a knowledge statement that says: Narrative poems include a setting so that readers know where events occur, such as New York City in “Exile.”
Instruct students to Jot–Pair–Share to answer these questions:
In lines 3–6, which verbs describe an action performed by someone in the poem?
Which verbs describe nouns and function as adjectives?
Reinforce the correct responses:
• verbs as actions—hurried, dressed, posted, looked, speaking
• verbs as adjectives—darkened, worried
3. Introduce the vocabulary term participle by displaying the term and definition. Engage students in Vocabulary Exploration.
Direct attention to “Exile.” Instruct students to read lines 37–48, starting with “At the dark.” Prompt them to annotate participles and the nouns they describe.
Sample Annotations
• “deserted airport” (line 37)
• “moving belts” (line 47)
Ask this question:
What do the participles “deserted” and “moving” add to Julia Alvarez’s writing?
Key Ideas
• detailed description
• useful information
• depth
Definition participle (n.): a form of a verb that is used to indicate past or present action and that can also be used like an adjective
4. Display Sentence Strategies for Module 1, and direct students to the page in their Learn book. Read aloud Strategy 1.
Teacher Note
Throughout the year, students practice combining, expanding, and condensing sentences, which allows them to express their knowledge in a variety of ways. They practice on the Sentence Strategies pages, located in the Learn book. This resource grows in subsequent modules as students learn new strategies.
Instruct students to review the examples and complete the Your Turn section of Strategy 1.
Invite a few students to share their responses.
5. Tell students that they will practice incorporating participles into their knowledge statements to strengthen their writing. Think aloud to model how to enhance an existing knowledge statement with a participle.
Pair students, and instruct them to orally rehearse correctly incorporating participles into the knowledge statements they drafted earlier.
Teacher Note
Oral rehearsal helps developing writers process their ideas and try different ways of saying those ideas before writing them. Based on your students’ needs, have students rehearse with a partner or whisper to themselves.
Sample Think Aloud
The knowledge statement I developed earlier was: Narrative poems include a setting so that readers know where events occur, such New York City in “Exile.” I want to add a participle to make my statement more descriptive. Therefore, I will rewrite it as: Narrative poems may include a setting, such as New York City in “Exile,” so that readers know where the life-changing events speakers describe occur.
6. Direct students to Knowledge Statements for Module 1, located in the Learn book.
Introduce the learning task. Instruct students to write a revised knowledge statement that uses a participle to express narrative poetry features.
Analyze Student Progress
Monitor: Do students use their organizer to help them describe a feature of narrative poetry?
Offer Immediate Support: If students need additional support drafting a knowledge statement that uses a participle, direct them to the narrative poetry elements on their organizer and ask this question: What is something you learned about one of these words from reading “Exile”?
Plan Future Practice: Students practice forming knowledge statements about narrative poetry in lesson 14.
Key Ideas
• Narrative poetry combines engaging features of stories and poems, such as characters and metaphors.
• Narrative poetry includes a setting, which creates immersed readers who are able to visualize where and when the poem’s events take place.
• Narrative poetry often uses revealing figurative language, such as a metaphor, to help describe characters.
Observe | Share Knowledge About The Block | 15 minutes
1. Explain that students will continue to reflect on the knowledge they built and make connections between the work of art and module texts and topics. Tell students that they will consider how The Block builds their knowledge of stories.
Display The Block. Instruct students to look closely at The Block in silence.
After at least two minutes, prompt students to share topics learned about by studying The Block. Add their responses to a class list.
Key Ideas
• juxtaposition
• Romare Bearden
• Harlem
• repetition
• collage
2. Remind students that works of art complement their knowledge of texts in each module. Facilitate a brief discussion of this question:
What are similarities between The Block and “Exile”?
Key Ideas
• about people who moved
• include New York City as location
• made up of parts (panels and stanzas) that comprise a whole
Ask this question:
Which elements of narrative poetry are also present in The Block?
Reinforce the correct responses: setting and character.
Instruct students to Think–Pair–Share to answer this question:
What do the setting and characters in The Block teach you about stories?
3. Introduce the learning task. Direct attention to Knowledge Statements for Module 1. Instruct students to write a knowledge statement about how The Block builds knowledge of stories.
Analyze Student Progress
Monitor: Do students connect a feature of The Block to a specific story element?
Offer Immediate Support: If students need additional support articulating their knowledge, provide this sentence frame: The collage The Block shows that stories .
Plan Future Practice: Students practice forming knowledge statements about a work of art in module 2.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about narrative poetry?
• What did you learn from “Exile”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b, MM.12.8.C, MM.12.8.C.b
CP Compose and Present Content
CP.5.8 Language: CP.5.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B
BU.3.8 Conversation and Collaboration: BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.5.8 Fluency: DF.5.8.B
DF.10.8 Verbs: DF.10.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 7
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students read and synthesize information from the informational article “What Is a Narrative Poem?” They identify features that characterize the genre of narrative poetry. This prepares students to answer questions about the genre and builds knowledge about how narrative poetry combines elements of storytelling and poetry. During writing instruction, students identify significant events in the Writing Model for Module 1. Students summarize the writing model.
A Prologue to lesson 7 is available for students who need additional support.
Learning Goals
Reflect on the knowledge built about narrative poetry in “What Is a Narrative Poem?”
LEARNING TASK: Write a brief description of narrative poetry.
Summarize the poem in the Writing Model for Module 1.
LEARNING TASK: Write a summary of the beginning, middle, and end of the poem in the Writing Model for Module 1.
Vocabulary
verse (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Narrative Poetry Features in “What Is a Narrative Poem?”
• Respond: Synthesize New Knowledge
• Write: Summarize the Writing Model
LAND
Synthesize Learning
Materials
TEACHER
• “What Is a Narrative Poem?” (digital platform)
• Knowledge Card: verse
STUDENTS
• “What Is a Narrative Poem?” (Learn book)
• Notice and Wonder Checklist for “What Is a Narrative Poem?” (Learn book)
• journal
• Narrative Poetry Elements Organizer for Module Texts (Learn book, lesson 6)
• Writing Model for Module 1 (Learn book, Writing)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for “Exile” (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “What Is a Narrative Poem?”
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Explain that during a Know lesson the class reflects on the knowledge they built and makes connections among texts to share what they know now. Tell students that in this lesson they will extend their study of narrative poetry by reading an informational article about the genre.
LEARN 53 minutes
Read | Identify Narrative Poetry Features in “What Is a Narrative Poem?” |
22 minutes
1. Direct students to “What Is a Narrative Poem?” and the Notice and Wonder Checklist for “What Is a Narrative Poem?,” located in the Learn book. Instruct students to complete the checklist.
Invite a few students to share what they notice and wonder.
Ask these questions:
What are the benefits of bold subtitles?
Based on your responses in the checklist, what is the topic of this article?
Key Ideas
• benefits: organizes the text into topics, makes information easier to find
• topic: narrative poetry
2. Read aloud paragraphs 1–5, starting with “Writers who want,” and instruct students to annotate details about narrative poetry.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., mnemonic, poesy, syllabic).
Sample Annotations
• “puts plot to poesy” (par. 1)
• “combines elements of storytelling … with elements of poetry” (par. 2)
• “is the oldest form of poetry” (par. 3)
Facilitate a discussion of these questions:
What did you learn from “Exile” about narrative poetry that this article reinforces?
What new knowledge about narrative poetry is in this article?
Key Ideas
• reinforced knowledge: combines elements of stories and poetry
• new knowledge: oldest form of poetry, uses verse, has evolved over time
3. Introduce the vocabulary term verse by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Direct attention to the word’s restatement in the first sentence in paragraph 4, starting with “There are several.” Instruct students to work with a partner to infer the word’s meaning based on the restatement.
Invite a few students to share their ideas. As students share, reinforce the correct definition. Emphasize that readers can use restatement to determine the meaning of an unknown word.
Instruct students to Think–Pair–Share to answer this question:
Based on paragraph 4, what are some ways that using verse can affect a story?
Key Ideas
• increases entertainment due to rhythmic quality
• helps storytellers remember their narratives
4. Form small groups. Instruct students to read the remainder of the text and annotate details about narrative poetry.
Differentiation Support
To help students collect key details, direct them to the subheading “Characteristics of Narrative Poetry,” and instruct them to annotate key details about narrative poetry in this section of the text.
Sample Annotations
• “measurable flow of time is central to the poem itself” (par. 7)
• “goal of telling great stories through the power of verse” (par. 9)
• “the novel in verse rules” (par. 10)
Definition
verse (n.): writing in which words are arranged in a rhythmic pattern
Respond | Synthesize New Knowledge | 15 minutes
1. Direct students to their journals.
Instruct students to work with their groups to answer these questions:
What elements of stories and poems combine in narrative poems?
What focus of narrative poems is not a focus of lyric poems?
What examples of narrative poetry characteristics have you encountered while reading “Exile”?
• examples: story of the family’s journey, internal thoughts the speaker has about leaving her home, use of free verse
2. Introduce the learning task. Instruct students to write in their journals a brief description of narrative poetry.
Analyze Student Progress
Monitor: Do students refer to their annotations to describe narrative poetry?
Offer Immediate Support: If students need additional support describing narrative poetry, direct attention to paragraphs 2, 3, and 7 of “What Is a Narrative Poem?”
Plan Future Practice: Students practice forming knowledge statements about narrative poetry in lesson 27.
Look for students to address key ideas in their responses.
Key Ideas
• combines elements of stories with those of poetry
• is written in verse
• is concerned with the order of events
3. Direct students to the Narrative Poetry Elements Organizer for Module Texts, located in the Learn book.
Facilitate a brief discussion about which characteristics of narrative poetry mentioned in “What Is a Narrative Poem?” already appear in the organizer.
Ask this question:
What new elements of narrative poetry did you learn about?
Use responses to prompt students to add verse and its definition to the organizer.
Write | Summarize the Writing Model | 16 minutes
1. Explain that in this module students will practice writing narrative poetry. Tell students that they will now examine a writing model and its narrative arc because strong writers study models of what exemplary writing looks like.
Direct students to the Writing Model for Module 1, located in the Learn book. Read aloud the prompt, and instruct students to annotate what they notice and wonder.
Invite a few students to share what they notice and wonder.
Teacher Note
Students use the writing model throughout the module. The on-target writing model is an example of a narrative that fully meets the on-target criteria from the End-of-Module Task rubric. The advanced writing model is an example of a narrative that exceeds some criteria for the End-of-Module Task. See the Assessment Guide for more information. Examples in lessons and key ideas align with the on-target writing model.
The Learn book also includes a checklist for the writing model. This checklist can be used to clarify expectations for narrative writing.
Differentiation Challenge
Some students may be able to write advanced responses. For example, they may be able to include extended metaphor or additional examples of figurative language or poetic forms. Use the advanced writing model to support instruction for these students.
2. Read aloud lines 1–26, starting with “I YAWN, / GROAN,” and instruct students to annotate details about the speaker’s actions.
Sample Annotations
• “I YAWN, / GROAN” (lines 1–2)
• “I get dressed to perfection.” (line 14)
• “I grab my new pink ones.” (line 18)
Ask this question:
What significant events occur in lines 1–26 of the writing model?
Teacher Note
As needed, tell students that the writing model focuses on Alexis, a supporting character who appears in The Crossover. Key Ideas
• wakes up for first day at a new school
• gets dressed but cannot find green shoes
• puts on pink shoes instead
3. Instruct students to work in small groups to read the remainder of the writing model and annotate details about the speaker’s actions.
Sample Annotations
• “sit alone” (line 28)
• “walk up to the twins” (line 34)
• “We talk some more.” (line 68)
• “I smile.” (line 85)
Instruct students to discuss with their groups what the speaker experiences in the writing model.
4. Introduce the learning task. Instruct students to write in their journals a summary of the beginning, middle, and end of the poem in the writing model.
Analyze Student Progress
Monitor: Do students name key details based on their annotations of the writing model?
Offer Immediate Support: If students need additional support summarizing, provide these sentence frames: In the writing model, the speaker first . Next, she . Finally,
Plan Future Practice: Students practice examining a writing model in lesson 8.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question:
What are the intersections between stories and poetry?
2. Use responses to reinforce these Knowledge Threads:
• Writers of narrative poetry combine elements of storytelling, including characters, plot, and conflict, with the poetic form that best supports the content of their stories.
• Narrative poets consider how a poem will sound when it is read aloud and weave devices like rhyme and repetition into their stories.
• The specific choices writers and artists make about how to combine form with content shape the narratives they create.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about narrative poetry?
• What did you learn from “What Is a Narrative Poem?”
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.B, MM.12.8.B.b
CP Compose and Present Content
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 8
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW
Preview
In this Wonder lesson, students articulate what they notice and wonder about The Crossover. They analyze text features and read the poem “cross·o·ver” to activate prior knowledge and build curiosity about the relationship between poetic language and basketball. Students use their responses to write about the text. During writing instruction, students explore how description develops Alexis’s character in the Writing Model for Module 1. Students add descriptive language to develop Alexis’s character in the writing model.
Learning Goals
Notice and wonder about The Crossover.
LEARNING TASK: Write a short response about how the definition of crossover affects something you noticed or wondered about the text.
Develop a character by adding detail to the writing model.
LEARNING TASK: Add to the Writing Model for Module 1 a description that develops Alexis’s character.
Vocabulary
crossover (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Read The Crossover
• Respond: Notice and Wonder About the Text
• Write: Draft a Character Description
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• class Notice and Wonder Checklist for The Crossover (Learn book)
• Knowledge Card: crossover
• Checklist for Module Task 1 (Learn book, Writing)
STUDENTS
• The Crossover
• Notice and Wonder Checklist for The Crossover (Learn book)
• Terms to Know for The Crossover (Learn book)
• annotated Writing Model for Module 1 (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 3–20 of The Crossover.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Crossover, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce The Crossover by reading aloud the title and author. Tell students that in this lesson they will examine text features and a passage from the book to write about what they notice and wonder.
LEARN 53 minutes
Read | Read The Crossover | 20 minutes
1. Display the class Notice and Wonder Checklist for The Crossover, and direct students to the page in their Learn book. Instruct students to complete the checklist.
Differentiation Support
Based on your students’ needs, think aloud to model how to notice and wonder about a text: “I see that the title is The Crossover and includes a picture of a boy with a basketball. What does crossover mean in basketball?”
Invite a few students to share their responses, and add them to the class checklist.
2. Direct students to The Crossover. Instruct students to read the poem “cross·o·ver” (page 29) and annotate additional things they notice and wonder.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., dribbles, opponent, podiatry).
Ask this question:
What do you notice and wonder about “cross·o·ver”?
Invite a few students to share their responses, and add them to the class checklist.
3. Explain that crossover is a word with multiple meanings to explore. Tell students that they will explore one meaning today and investigate other meanings later in the module.
Introduce the vocabulary term crossover by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Direct students to Terms to Know for The Crossover, located in the Learn book. Instruct them to locate the word crossover and Think–Pair–Share to answer this question:
What do you notice about the player’s movements in the image?
Teacher Note
Based on your students’ needs, provide a ball, and invite a few students to demonstrate the movement of a crossover.
Definitions crossover (n.):
1. a simple basketball move in which a player dribbles the ball quickly from one hand to the other
2. a change from one style or type of activity to another
Respond | Notice and Wonder About the Text | 11 minutes
1. Introduce the learning task. Instruct students to write in their journals a short response about how the definition of crossover affects something they noticed or wondered about.
Analyze Student Progress
Monitor: Do students connect something in their checklist to the definition of the term crossover?
Offer Immediate Support: If students need additional support creating responses connected to the definition, think aloud to model how to use a question from the class checklist and generate a response.
Plan Future Practice: Students practice noticing things in “How Julia Alvarez Wrote Her Many Selves into Existence” in lesson 23.
2. Instruct students to review the class checklist.
Ask this question:
Based on the class checklist, what additional things do you notice or wonder about the text?
Instruct students to add additional things they notice and wonder to their checklist.
Write | Draft a Character Description | 22 minutes
1. Tell students that they will now learn about writing a character description.
Direct students to the annotated Writing Model for Module 1, located in the Learn book. Instruct students to read lines 1–32, starting with “I YAWN, / GROAN,” and annotate language Alexis uses to describe herself.
Teacher Note
Based on your students’ needs, remind students that Alexis, who is a character introduced later in The Crossover, is the narrator of the writing model.
Sample Annotations
• “the MVP” (line 12)
• “dressed to perfection” (line 14)
• “going to be sick” (line 16)
• “sigh as I lace them” (line 20)
• “guard attitude” (line 23)
2. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
How do these descriptions develop Alexis’s character?
What kind of information about Alexis do the descriptions include?
Key Ideas
• develop: make Alexis seem athletic, confident, assertive
3. Display the Checklist for Module Task 1, and instruct students to read this line: uses description to develop characters and events.
4. Instruct students to read lines 33–87 of the writing model with a partner, starting with “I stop, take,” and annotate language that describes how Alexis feels being new.
Sample Annotations
• “strange, frightened Alexis” (line 31)
• “my breath and body are shaking” (line 49)
• “struggled to be herself too” (line 71)
• “I’m still Alexis the starter, / even if I have different shoes” (lines 81–82)
5. Instruct students to use their annotations to label the beginning, middle, and end of the writing model with a character trait that describes Alexis.
Language Support
To leverage students’ home languages as resources to support learning, allow students to brainstorm and draft by using all their linguistic knowledge.
Key Ideas
• beginning: confident, assertive
• middle: lonely, self-doubting
• end: adaptable, confident
Ask this question:
What is the effect of description in the writing model?
Key Ideas
• reveals Alexis’s character traits
• emphasizes how Alexis changes from the beginning to the end of the narrative
• creates a visual image for the reader
6. Think aloud to model how to add description to lines 76–80 to further develop Alexis’s character.
7. Introduce the learning task. Instruct students to rewrite in their journals lines 81–86 of the Writing Model for Module 1, adding description that develops Alexis’s character.
Analyze Student Progress
Monitor: Do students add description that shows Alexis’s changing character from the middle to the end?
Offer Immediate Support: If students need additional support adding description to develop Alexis’s character, ask these questions: How would you describe Alexis’s character based on the writing model? What descriptive words or phrases can depict her character?
Plan Future Practice: Students practice developing character through dialogue in lesson 25.
8. Invite a few students to share their responses. Use the responses to emphasize the connections between character and description.
Sample Think Aloud
I want to add description that shows how Alexis is now adaptable. Alexis says in line 79 that she rebounded. To show how adaptable she is, I will add to the line: “but I rebounded and kept playing.” Phrases that would capture adaptability are: “shooting, dribbling, running, / always moving and always changing, / flexing my way to the top.” So, I’ll rewrite the lines as: “but I rebounded, / shooting, dribbling, running, / always moving and always changing, / flexing my way to the top / and kept playing.” This demonstrates Alexis is willing to change and is now more adaptable in life.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book.
2. Instruct students to work with a partner to form knowledge statements and add them to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from The Crossover?
• What did you learn to do?
3. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
4. Assign the follow-up work to read pages 3–20 of The Crossover before the next lesson.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
CP.3.8 Content: CP.3.8.A, CP.3.8.A.c
CP.4.8 Structure
CP.5.8 Language
BU Build Understanding
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B
BU.3.8 Conversation and Collaboration: BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.A
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 9
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students examine the exposition of The Crossover. They identify details about the novel’s setting and the Bell family to summarize aspects of the exposition. Students use their annotations of character interests and actions to create biographies that describe characters and their traits. During writing instruction, students explore the use and intended effect of figurative language in character development. They revisit poems from The Crossover to practice drafting comparisons that develop a character, which prepares them to develop poetic elements in Module Task 1.
A Prologue to lesson 9 is available for students who need additional support.
Learning Goals
Summarize the exposition of The Crossover.
LEARNING TASK: Add a summary of characters and their traits to the Narrative Organizer for The Crossover.
Write comparisons that use figurative language.
LEARNING TASK: Add into an assigned poem from The Crossover a metaphor or simile that highlights a character’s traits.
Vocabulary
exposition (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Elements of Exposition in The Crossover
• Respond: Summarize Characters
• Write: Write Figurative Language
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Knowledge Card: exposition
• Checklist for Module Task 1 (Learn book, Writing)
STUDENTS
• The Crossover
• Narrative Organizer for The Crossover (Learn book)
• chart paper
• sticky notes
• annotated Writing Model for Module 1 (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display students’ work for the Gallery Walk. See the Respond section for details.
Follow-Up
• Before the next lesson, students read pages 23–51 of The Crossover.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Crossover, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will describe the setting and characters to determine what is happening in The Crossover.
LEARN
53 minutes
Read | Identify Elements of Exposition in The Crossover | 18 minutes
1. Assess and activate prior knowledge by asking this question: What details generally appear at the beginning of a narrative?
Use responses to emphasize that details about characters and setting appear at the beginning of a narrative.
2. Direct students to The Crossover. Instruct them to read “On the way to the game” (page 13) with a partner and annotate details about the setting.
Sample Annotations
• “to the game” (13)
• “back / seat” (13)
3. Explain that the setting is an element of story exposition.
Display and read aloud these word parts:
• ex-
• posit
• -tion
Ask this question:
Based on your previous work with the word exile, what is the meaning of the prefix ex-?
Reinforce the correct response: out of.
Ask this question:
What might the root posit and the suffix -tion mean?
Language Support
To help students identify the meaning of the root posit, ask this question: What does the word position mean?
Reinforce the correct responses:
• posit to place
• -tion—action
Introduce the vocabulary term exposition by displaying the Knowledge Card. Ask this question:
What might exposition mean?
Use responses to reinforce the correct definition of exposition.
Definition exposition (n.): the beginning of a story, in which background information about characters or setting is presented
4. Direct students to The Crossover. Read aloud “Mom tells Dad” (page 16), and instruct students to annotate additional details about the setting.
Teacher Note
Based on student needs, explain that setting includes location and time of events in the exposition.
Sample Annotations
• “top row / of the bleachers / during the game” (16)
• “We’re almost in high school.” (16)
Direct students to the Narrative Organizer for The Crossover, located in the Learn book. Instruct them to add a summary of the setting using their annotations from “On the way to the game” (page 13) and “Mom tells Dad” (page 16).
Key Ideas
• The story occurs during basketball season of Josh’s middle-school years.
• The story takes place at a basketball gym, at school, and at the family home.
Invite a few students to share their summaries.
5. Tell students that they will now explore another aspect of exposition: character.
Form five groups, and assign each group one of the following characters and poems from The Crossover:
• Josh (actions), “Josh Bell” (pages 4–5)
• Josh (internal feelings), “Five Reasons I Have Locks” (pages 14–15)
• JB, “Jordan Bell” (pages 11–12)
• Mom, “Mom tells Dad” (page 16)
• Dad, “Conversation” (pages 17–19)
Teacher Note
Two groups will study Josh to ensure his actions and feelings are fully addressed because he is the narrator and the text focuses on his experiences.
Instruct groups to annotate details about their character.
Differentiation Support
To help students determine what to annotate, ask these questions:
• What does your character do?
• What are your character’s interests?
• What does your character say?
Sample Annotations
• Josh (actions): “I’d burn mad as a flame” (5), “See, when I play ball, / I’m on fire” (5).
• Josh (internal feelings): “They make me feel / like a king” (14), “helps people know / that I am … not JB” (14).
• JB: “twin brother” (11), “baller” (11), “The only thing he loves / more than basketball / is betting” (11).
• Mom: “Mom tells Dad / that he has to sit” (16), “And she wasn’t the assistant school principal either” (16).
• Dad: “sitting / around the house all day” (17), “I saved my basketball money” (17), “your championship ring” (18).
Respond | Summarize Characters | 22 minutes
1. Instruct groups to create a poster for their character. Prompt them to include a character biography (information about their assigned character’s name, personality, and interests) and a word or phrase from their annotations that conveys the most important information about their character.
Key Ideas
• Josh (actions): basketball player; “I’m on fire” (5)
• Josh (internal feelings): locks and looks; “feel / like a king” (14)
• JB: fan of bets and Michael Jordan; “basketball” (11), “betting” (11)
• Mom: assistant principal; “Mom tells Dad” (16)
• Dad: retired professional basketball player; “coaching this house” (18)
2. Tell students that they will follow the instructional routine Gallery Walk to review details on the character posters. Explain how this routine works. First, you assign each student a starting point. Then, students silently observe the character posters. Then on your cue, students move to the next character poster.
Teacher Note
Depending on the needs of your class, you may allow students to move and respond at their own pace rather than cueing them.
3. Begin the Gallery Walk by assigning starting points. Instruct students to use sticky notes to add adjectives that describe each character based on what appears on the posters.
Language Support
To help students understand the definition of adjective, provide a word bank of character traits students can use to explain what each character’s words and actions reveal about their personality. You may include words such as assertive, caring, driven, funny, playful, serious, thoughtful
4. Close the Gallery Walk by inviting a few students to share their responses.
Key Ideas
• Josh: athletic, confident, dedicated
• JB: athletic, fun-loving, daring
• Mom: authoritative, courageous, supportive
• Dad: comical, loving, reflective
5. Ask this question: How can you use the character traits you identified on sticky notes to create a more complete summary?
Use responses to emphasize a connection between the characters’ interests and traits.
6. Introduce the learning task. Instruct students to use pages 3–20 to add a summary of each character and their traits to the Narrative Organizer for The Crossover.
Analyze Student Progress
Monitor: Do students use information from the posters in their character summaries?
Offer Immediate Support: If students need additional support summarizing characters, refer to the posters and ask these questions: What does this character like to do? What type of person is this character? What does that show about this character?
Plan Future Practice: Students practice summarizing elements of exposition in The Crossover in lesson 10.
Write | Write Figurative Language | 13 minutes
1. Tell students that they will now learn a poetic way to further describe a character’s traits.
Direct students to the Writing Model for Module 1, located in the Learn book.
Instruct students to work with a partner to read lines 76–77, starting with “I know that,” and annotate nouns.
Sample Annotations
• “day” (line 77)
• “game” (line 77)
Ask these questions:
What nouns does the poem compare?
What word does the author use to make the comparison?
Reinforce the correct responses:
• nouns—“day at school,” “game of basketball”
• comparison word—“like”
2. Assess and activate prior knowledge by asking this question: What kind of comparison uses like or as?
Reinforce the correct response: simile.
3. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
What does “like a game of basketball” suggest about how Alexis felt about her day?
What does the comparison suggest about Alexis’s character traits?
How does this affect your understanding of Alexis?
Key Ideas
• day: that she enjoyed it, that she learned from it, that she will keep playing basketball
• traits: adaptable, positive, resilient
• understanding: paints a fuller picture, deepens understanding of Alexis
4. Display the Checklist for Module Task 1, located in the Learn book, and instruct students to read this line: shows knowledge of how figurative language creates comparisons and images.
Invite a student to share the definition of figurative language.
Remind students that similes and metaphors are types of figurative language.
5. Think aloud to model using a character trait to develop a metaphor about Alexis.
I want to develop Alexis’s positivity by using a metaphor. I see in lines 13–20 that she has to wear her pink sneakers when she wants her green ones. In line 18, she grabs her new pink sneakers. A player who tries to stay positive during a game might tell themselves to keep their head in the game, which is a metaphor for maintaining positive focus. So I will create this line: I grab my new pink ones, my head in the game.
6. Instruct students to return to the groups they worked with for The Crossover and to discuss these questions about their assigned poems:
What actions does the character take?
What are some events to which you could compare those actions?
What character traits would that comparison highlight?
Key Ideas
• Josh: shoots basketball, plays ball, loves locks; a rocket launching, a ballerina leaping, a fan adoring; passionate, playful, devoted
• JB: places bets, makes jokes; a skydiver jumping, a hyena laughing; daring, comical
• Mom: tells Dad to sit, goes to all the games; a sergeant ordering, a tree standing; authoritative, constant
• Dad: misses playing basketball, keeps up with Josh and JB; a grandparent reminiscing, a hawk watching; reflective, caring
7. Introduce the learning task. Direct students to write in their journals. Instruct them to add to their assigned poem a metaphor or simile that highlights a character’s traits.
Analyze Student Progress
Monitor: Do students use figurative language to convey a key character trait in their comparison?
Offer Immediate Support: If students need additional support developing a comparison, ask these questions: What is the character’s trait? What comparison can you make to develop this trait?
Plan Future Practice: Students practice developing poetic elements to incorporate into their writing in lesson 22.
Differentiation Challenge
To expand students’ use of figurative language, instruct them to incorporate into their assigned poem both a simile and a metaphor that highlight a character’s traits.
8. Invite a few students to share their responses. Use responses to emphasize the many uses and effects of figurative language.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about exposition?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 23–51 of The Crossover before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.4.8 Individuals, Events, and Ideas: MM.4.8.A
MM.5.8 Vocabulary: MM.5.8.A, MM.5.8.A.d, MM.5.8.C
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
CP.3.8 Content: CP.3.8.A, CP.3.8.A.c
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 10
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students summarize the external and internal conflicts established in the exposition of The Crossover. They read poems about Josh’s unexpected haircut and Dad’s health to identify how new events and information contribute to Josh’s developing struggles. Students categorize the conflicts and determine which are the most significant. During writing instruction, students examine how authors explain their narrative choices. Students practice drafting explanations of the figurative language they created in the previous lesson and the effect they intended, which prepares them to explain a craft choice for Module Task 1.
A Prologue to lesson 10 is available for students who need additional support.
Learning Goals
Explain conflicts in the exposition of The Crossover.
LEARNING TASK: Add a summary of Josh’s conflicts from pages 23–51 to the Narrative Organizer for The Crossover.
Write an explanation of a narrative choice.
LEARNING TASK: Write an explanation of the figurative language example previously developed to describe a character in The Crossover.
• Checklist for Module Task 1 (Learn book, Writing)
STUDENTS
• The Crossover
• note cards
• Narrative Organizer for The Crossover (Learn book, lesson 9)
• annotated Writing Model for Module 1 (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 52–85 of The Crossover.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Crossover, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will determine the conflicts in the exposition of The Crossover.
LEARN
53 minutes
Read | Categorize Conflicts in The Crossover | 22 minutes
1. Ask this question:
Why are Josh’s locks important to him?
Key Ideas
• They remind him of his dad.
• He thinks they are cool.
• They make him distinct from JB.
• They are an important part of who he is.
2. Direct students to The Crossover. Instruct students to work with a partner to read “Cut” (page 38) and “ca·lam·i·ty” (pages 39–40) and annotate JB’s actions.
Sample Annotations
• “laughing / and waving / the scissors” (38)
• “He opens the scissors, / grabs my hair / to slash a strand.” (38)
• “he would have cut / one lock / instead of five” (39)
Ask this question:
Why might Josh view the loss of his locks as a calamity?
Reinforce the correct response: Locks are important to Josh’s identity; they make him unique from JB.
3. Instruct students to work with a partner and to use their annotations to infer what conflicts the loss of Josh’s locks creates. Prompt students to record their responses on note cards.
Differentiation Support
To help students identify conflicts, ask these questions:
• Which characters have disagreements in the poems?
• What are the disagreements about?
• Do the poems contain other emotional conflicts?
4. Reinforce the correct responses: Josh feels anger toward JB for cutting five locks of his hair. Mom feels anger toward JB and Josh for ruining Josh’s locks. Josh feels confused about how losing his locks changes his sense of identity.
Instruct students to arrange their note cards into various categories as they discuss the following question with their partner:
What are some different ways you can categorize these conflicts?
Key Ideas
• between family members
• external
• internal
Invite a few students to share their categories with the class.
5. Explain that readers can categorize conflicts in many ways.
Introduce the vocabulary terms external conflict and internal conflict by displaying the Knowledge Cards. Engage students in Vocabulary Exploration.
Facilitate a brief discussion to help students label the conflicts on their note cards as external or internal.
Reinforce the correct responses:
• external—Josh’s anger at JB for cutting five of his locks, Mom’s anger at Josh and JB for ruining Josh’s locks
• internal—Josh feeling like a different person after losing his locks
Definitions
external conflict: a problem or struggle between a character and an outside force
internal conflict: a conflict a character faces within their mind
6. Tell students that they will now investigate other conflicts that Josh experiences.
Form groups of three. Assign each member of the group a role: Josh (narration), Josh (dialogue), and JB (dialogue). Instruct each group member to annotate details about Dad in “The inside of Mom and Dad’s bedroom closet” (pages 44–47) and “pa·tel·lar ten·di·ni·tis” (pages 48–49).
Sample Annotations
• “a bunch of articles about / Dad’s triple-doubles, three-point records, / … he made fifty free throws” (46)
• “you may not be able to play / again” (47)
• “my dad has jumper’s knee” (48)
• “my dad / never had surgery” (49)
Ask these questions:
What do Josh and JB learn?
Which annotation best displays how learning new information makes Josh feel? Why?
Differentiation Support
To help students organize the events of the poem, ask these questions:
• Who has patellar tendinitis?
• What does Josh wonder about Dad?
• How might someone feel to learn that a parent or close family member withheld information about their life?
Reinforce the correct responses:
• learn—Dad did not continue his basketball career because he had patellar tendinitis, which he declined to treat.
• evidence and why—“I wonder why my dad never had surgery” (49) demonstrates that Josh questions what he knows and elevates Josh’s sense of confusion.
7. Instruct students to work with a partner to write on note cards new conflicts that appear in pages 44–49.
Differentiation Challenge
To encourage students to share knowledge creatively, instruct them to create visual depictions of the new conflicts and share them during the discussion.
Reinforce the correct responses: Josh and JB disagree over whether to open Dad’s box. Josh feels confused and concerned after he learns new information about Dad’s health.
Facilitate a brief discussion to help students label the conflicts on their note cards as external or internal.
Reinforce the correct responses:
• external—Josh and JB disagree over whether to open Dad’s box.
• internal—Josh feels confused and concerned after he learns new information about Dad’s health.
Respond | Summarize Conflicts | 16 minutes
1. Instruct students to arrange their note cards in order from the most to the least important conflict.
Ask this question:
What are the most important external and internal conflicts?
Prompt students to use their annotations to provide a rationale for their choices.
2. Introduce the learning task. Direct students to the Narrative Organizer for The Crossover, located in the Learn book. Instruct them to add to the organizer a summary of Josh’s conflicts from pages 23–51.
Analyze Student Progress
Monitor: Do students identify Josh’s conflicts with JB and with his own emotions?
Offer Immediate Support: If students need additional support summarizing conflicts, direct them to their note cards, and instruct them to identify which internal and external conflicts they recorded as most important.
Plan Future Practice: Students practice organizing Josh’s conflicts in The Crossover in lesson 11.
Key Ideas
• Josh has an external conflict with JB due to the outcome of a bet.
• Josh has an internal conflict about his changing identity due to the loss of his locks.
• Josh experiences an internal conflict regarding what to believe about Dad’s health.
3. Ask this question:
How might Josh having an internal conflict affect the narrative arc of The Crossover?
Key Ideas
• may impact his emotions
• may impact and create further external conflicts with other characters
Write | Explain a Narrative Choice | 15 minutes
1. Tell students that they will now learn how to explain narrative choices in writing.
Direct students to the Writing Model for Module 1, located in the Learn book. Instruct students to read the explanatory paragraph and annotate details the author includes to explain the use of figurative language.
Sample Annotations
• “metaphor ‘alone, a benchwarmer’”
• “show how Alexis feels left out”
• “how important basketball is to Alexis”
2. Display the Checklist for Module Task 1, and instruct students to read this line: shows knowledge of figurative language and refers to specific examples.
Facilitate a brief discussion of these questions:
What comparison does the author identify in the explanation?
What purpose does the author identify for the use of the comparison?
Reinforce the correct responses:
• comparison—eating lunch alone to sitting on a bench and not playing in a basketball game
• purpose—to show Alexis’s emotions and emphasize her love of basketball
3. Direct students to the figurative language example in their journals they created in the previous lesson.
Instruct students to find a partner who has a different character from the one they have. Prompt them to explain why they chose their comparisons.
Language Support
To help students explain their comparisons, provide additional examples of explanations of figurative language in the writing model.
4. Introduce the learning task. Instruct students to write in their journals an explanation of the figurative language example they previously developed to describe a character in The Crossover.
Analyze Student Progress
Monitor: Do students connect their comparison to a related character trait?
Offer Immediate Support: If students need additional support explaining their figurative language with reasoning, model explaining how Alexis uses a metaphor to compare her nervousness to a live wire.
Plan Future Practice: Students practice writing an explanation of craft in lesson 23.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and to form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about conflicts?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 52–85 of The Crossover before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 11
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students explore the evolution of character relationships in The Crossover. They identify how new events complicate Josh’s feelings and his relationships with JB and Dad. Students consider how Josh’s changing emotions connect to events in the rising action. During writing instruction, students explore how knowledge of The Crossover contributes to the narrative in the Writing Model for Module 1. Students practice using events and characters from a poem in the novel to expand on a similar event in the writing model.
Learning Goals
Summarize actions and events in the rising action of The Crossover.
LEARNING TASK: Write a summary of how Josh’s emotions develop during the rising action on pages 52–85 of The Crossover.
Use knowledge from The Crossover to inform the content of an original poem.
LEARNING TASK: Rewrite lines 33–38 of the Writing Model for Module 1 to use knowledge from pages 52–53 of The Crossover.
Vocabulary
rising action
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Describe Character Relationships in The Crossover
• Respond: Summarize Events in the Rising Action
• Write: Use Knowledge from The Crossover
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Knowledge Card: rising action
• Checklist for Module Task 1 (Learn book, Writing)
STUDENTS
• The Crossover
• “Girls” Script (Learn book)
• Narrative Organizer for The Crossover (Learn book, lesson 9)
• journal
• annotated Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Crossover, passage 1 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will examine character relationships and actions in The Crossover.
LEARN
53 minutes
Read | Describe Character Relationships in The Crossover | 25 minutes
1. Direct students to the “Girls” Script, located in the Learn book.
Instruct students to read the script, and then invite them to choose parts.
Lead the class in performing the script two times.
Ask this question:
What does hearing the lines spoken by “ALL” convey about the experience?
Key Ideas
• singles out Josh
• emphasizes the scrutiny Josh and JB are under
• highlights that a group of students engage in the actions
2. Direct students to The Crossover. Read aloud the portion of page 52 from “I walk into” to “both get laughs.”
Think aloud to model how to annotate words and phrases you can use to infer how Josh feels.
Sample Annotations
• “Heads turn.” (52)
• “do double-takes” (52)
• “We both get laughs.” (52)
Facilitate a brief discussion of this prompt:
Based on your annotations, describe Josh’s relationship with JB.
Key Ideas
• playful
• loving
• supportive
3. Instruct students to read the remainder of “Girls” (pages 52–53) and “pul·chri·tu·di·nous” (page 55) and annotate words and phrases they can use to infer how Josh feels.
Sample Annotations
• “embarrassing” (52)
• “never had a girlfriend” (55)
• “Wait a minute— / why” (55)
Invite a few students to share emotions Josh experiences in the poems.
Sample Think Aloud
As Josh and JB enter the lunchroom, “heads turn” and people “do double-takes” in shock when they see Josh’s haircut. If people stared at me, I would feel isolated or self-conscious, so I will underline these phrases as they suggest Josh feels these emotions. JB and Josh tell jokes about the differences between them, and “both get laughs.” Josh makes people laugh, which suggests he feels playful, so I will underline this line as well.
Key Ideas
• embarrassed by JB’s actions
• disturbed by JB’s crush
• sad he has not had a girlfriend
• shocked and confused by JB and the new girl talking
Differentiation Challenge
To encourage students to think deeper about Josh’s emotions, ask this question: Why might Josh feel uncomfortable about how JB reacts to the new girl?
4. Tell students that they will follow the instructional routine Jigsaw to closely study something about the text and share their learning with students who studied something different. Explain how this routine works. First, you assign each student to an expert group to study their assigned text. Next, students work in their expert groups to gain a deep understanding of their assigned text. Then, you form new groups that include at least one student from each expert group. Finally, students take turns sharing their learning about their assigned text.
5. Begin the Jigsaw by assigning each student to an expert group to study one of these text sections:
• pages 58–59, 62
• pages 69–71
• pages 74–77
• pages 82–85
6. Instruct students to annotate words and phrases they can use to infer how Josh feels.
Sample Annotations
• pages 58–59, 62: “we’ll win / if you stop missing free throws” (58), “You shoulda gone with your GIRLFRIEND” (59), “like he tries / to do with me” (62).
• pages 69–71: “Vondie giggles. / … he mocks” (69), “I Missed Three Free Throws Tonight” (70), “you will pay / in the end” (71).
• pages 74–77: “I’m serious about this, Chuck” (75), “my grandfather / died of hypertension” (76), “I count / and recount” (77).
• pages 82–85: “this is all JB and Miss Sweet Tea’s fault” (83), “JB will have to squash his lips / on some dummy’s sweaty mouth” (85).
Instruct students to use their annotations to label their assigned poems with feelings Josh experiences.
Language Support
To help students label Josh’s feelings, display an emotions wheel and instruct students to select words that precisely express what Josh experiences in each poem.
Key Ideas
• pages 58–59, 62: left out, alone, wistful
• pages 69–71: embarrassed, stupid
• pages 74–77: curious, confused, nervous
• pages 82–85: angry, jealous
7. Instruct students to discuss how events in their poems develop or complicate Josh’s feelings and relationships. Listen for students to address key ideas in their discussions.
Key Ideas
• pages 58–59, 62: The new girl and JB flirt, which shocks Josh.
• pages 69–71: JB and the new girl develop a relationship, which leaves Josh out.
• pages 74–77: Josh realizes Dad is in poor health and is not taking it seriously, which makes Josh confused and upset.
• pages 82–85: As JB and the new girl’s relationship develops, Josh feels jealous of them.
8. Form new groups that include at least one student from each expert group. Instruct students to take turns sharing their learning about each text section. Listen for students to share the key ideas they distilled from their expert groups.
9. Ask this question: How do Josh’s feelings change?
Language Support
To help students describe Josh’s changing emotions, ask this question: How does Josh feel at the beginning, middle, and end of pages 58–85?
Reinforce the correct response: Josh goes from feeling surprised by changes in JB’s life to feeling angry at and jealous of him. Josh goes from feeling concerned and confused about Dad’s health to feeling worried about it.
Respond | Summarize Events in the Rising Action | 15 minutes
1. Invite a few students to describe the conflicts they summarized on the Narrative Organizer for The Crossover.
Facilitate a brief discussion of these questions:
What new events affect character relationships on pages 52–85?
What are Josh’s feelings about these new events?
How do the events build on and complicate the existing conflicts?
Key Ideas
• new events: JB and Josh meet a new girl; JB flirts with the new girl and then develops a relationship with her.
• feelings: Josh feels angry, alone, and ostracized by JB.
• conflicts: JB’s new relationship builds on existing conflicts between the brothers, surprising Josh and separating him from JB.
• new events: Dad’s health deteriorates; Josh learns about Dad’s hypertension.
• feelings: Josh feels worried about Dad.
• conflicts: The deterioration in Dad’s health intensifies Josh’s feelings of concern.
Differentiation Challenge
To encourage critical thinking, ask this question: What might JB and Dad feel in these pages that influences their actions?
2. Introduce the vocabulary term rising action by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Ask this question: What events on pages 52–85 contribute to the rising action?
Key Ideas
• JB becomes closer to the new girl.
• JB spends less time with and pays less attention to Josh.
• Josh learns about issues he wasn’t told regarding Dad’s health.
• Dad acts unconcerned about his poor health.
Direct students to the Narrative Organizer for The Crossover, located in the Learn book.
Instruct students to add to the Rising Action section of the organizer a summary of the most significant events.
Key Ideas
• JB becomes closer to the new girl and spends less time with Josh.
• Josh learns about issues he wasn’t told regarding Dad’s health while Dad seems unconcerned.
Definition rising action: the events that follow and complicate the exposition and eventually lead to the story’s climax
3. Introduce the learning task. Instruct students to write in their journals a summary of how Josh’s emotions change during the rising action on pages 52–85 of The Crossover.
Analyze Student Progress
Monitor: Do students connect an event in the rising action to Josh’s emotions?
Offer Immediate Support: If students need additional support connecting emotions to rising action, ask these questions: How do Josh and JB feel at the beginning of “Girls”? How does Josh feel about JB in “Gym class”? What change happens to complicate Josh’s feelings?
Plan Future Practice: Students practice organizing events in the rising action of The Crossover in lesson 17.
4. Ask this question:
How might Kwame Alexander deepen character conflicts as the novel’s action continues to rise?
Write | Use Knowledge from The Crossover | 13 minutes
1. Tell students that they will now learn how to use knowledge gained from The Crossover to enhance another narrative poem.
Direct students to the Writing Model for Module 1, located in the Learn book. Instruct students to read lines 27–38 of the writing model, starting with “But at lunch,” and annotate details about setting and characters.
Sample Annotations
• setting: “at lunch” (line 27)
• characters: “twins from English class” (line 34), “say, / Hey” (lines 34–35)
2. Direct attention to The Crossover. Read aloud “Girls” (pages 52–53), and guide students in annotating details that correspond to events in lines 27–38 of the writing model.
Sample Annotations
• “girl who we’ve never seen before” (52)
• “tight jeans and pink Reeboks” (52)
• “twins / know what each other are thinking” (53)
3. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question: How does the author of the writing model use events in The Crossover to develop the narrative?
Key Ideas
• uses same character and setting
• uses pieces of the same conversation
• uses similar character actions
4. Display the Checklist for Module Task 1, and instruct students to read this line: uses ideas from “Warm Up” and “First Quarter” to inform narrative choices.
Display the following example and nonexample of using knowledge from The Crossover.
• example: My game plan was so simple: New school, same me.
• nonexample: I walk up to the twins from English class and say / Hey, JB. You look cool. I think you should date me.
Ask this question: What about the example and nonexample make them effective or ineffective at using knowledge from The Crossover?
Differentiation Support
To help students identify effective or ineffective characteristics, ask these questions:
• How are the displayed sentences and “Girls” the same?
• How are the displayed sentences and “Girls” different?
• How might the differences and similarities you identified support or confuse the reader in understanding each text?
Key Ideas
• example: effective because it draws from knowledge in the text that Alexis is new at school; builds new information (“New school, same me”) in a way that doesn’t contradict events in The Crossover
• nonexample: ineffective because it offers dialogue that contradicts what Alexis says and what happens next; makes Alexis seem brash or thoughtless, which contradicts her characteristics in the text
5. Think aloud to model how to use knowledge from pages 52–53 to add details to lines 33–38 of the writing model.
6. Instruct students to work with a partner to discuss this question:
How else might you revise lines 33–38 of the writing model to show knowledge from The Crossover?
Listen for students to address key ideas in their discussions.
Key Ideas
• include information about Josh and JB’s appearances
• include information about Josh and JB’s interests
• connect logically to events that occur in “Girls”
Sample Think Aloud
In the writing model, line 34 says, “I walk up to the twins from English class.” I know from The Crossover that the twins are Josh and JB. On page 52, the boys explain how to tell them apart by their shooting styles. So I will revise the line as follows: I walk up to the twins, JB and Josh—Mr. Free Throws and the Dunker—from English class.
7. Introduce the learning task. Instruct students to rewrite in their journals lines 33–38 of the Writing Model for Module 1 to use knowledge from pages 52–53 of The Crossover.
Analyze Student Progress
Monitor: Do students use details from “Girls” in their revision to the writing model?
Offer Immediate Support: If students need additional support using knowledge from The Crossover in their revision, ask these questions: What are the main events in lines 33–38 of the writing model? How might you add details from “Girls” to enhance the description of those events? How will the words and phrases used to describe the events in “Girls” change when told from Alexis’s perspective?
Plan Future Practice: Students practice using knowledge from The Crossover to write a narrative poem in lesson 19.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about rising action?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.4.8 Individuals, Events, and Ideas: MM.4.8.A
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 12
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Reveal: What does a deeper look at structure reveal?
OVERVIEW
Preview
In this Reveal lesson, students explore how Kwame Alexander uses form to enhance content in The Crossover. They examine the appearance of three poems that express the importance Josh places on basketball and his hair. Students connect the unique features of these poems to the meaning each conveys, which builds knowledge of the choices narrative poets make to support the stories they want to tell. During writing instruction, students review Alexander’s use of commas and ellipses to indicate a break or pause in The Crossover. Students practice integrating commas and ellipses into the Writing Model for Module 1.
Learning Goals
Analyze poetic form in The Crossover.
LEARNING TASK: Write an explanation on the Poetic Form Organizer for The Crossover of how Alexander’s use of form affects meaning.
Use a comma and ellipsis to indicate a pause or break.
LEARNING TASK: Write an explanation of why a comma and ellipsis were added to a specific location of the Writing Model for Module 1.
Vocabulary
form (n.)
free verse
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Analyze the Appearance of Poems in The Crossover
• Respond: Determine the Effect of Poetic Form
• Write: Incorporate Commas and Ellipses
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Knowledge Card: form
• class Poetic Form Organizer for The Crossover (Learn book)
• Checklist for Module Task 1 (Learn book, Writing)
• class annotated Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• The Crossover
• “Crossover” Paragraph (Learn book)
• Poetic Form Organizer for The Crossover (Learn book)
• annotated Writing Model for Module 1 (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for The Crossover, passage 1 (Learn book, Fluency).
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What does a deeper look at structure reveal?
3. Tell students that they will examine the effect of structure on narrative poetry in The Crossover.
LEARN
53 minutes
Read | Analyze the Appearance of Poems in The Crossover | 19 minutes
1. Direct students to the “Crossover” Paragraph, located in the Learn book.
Instruct students to read aloud the “Crossover” Paragraph with a partner.
Ask this question:
How did the placement of this text on the page affect the way you read it aloud?
Key Ideas
• paused when encountering period or comma
• grouped thoughts together as a paragraph
• grouped ideas as a sentence
Tell students that they will focus on how the appearance of a poem impacts its meaning.
2. Direct students to page 29 of The Crossover, and instruct them to number the stanzas on the page. Explain that numbering stanzas is a helpful way to navigate and discuss the words and phrases in a poem.
Read aloud page 29, starting with “cross·o·ver / [KRAWS-OH-VER] noun.” Instruct students to pay attention to how the appearance of the poem relates to how it sounds as they read along silently.
Ask these questions:
What do you notice about the relationship between how I read aloud the poem and its appearance on the page?
What similarities do you notice between how the two versions of “cross·o·ver” were read aloud?
Key Ideas
• relationship: The features in the text’s appearance such as punctuation, line length, and text format can inform the pace, pauses, and emphasis on certain words or phrases when reading aloud.
• similarities: The content is the same, but without punctuation and formatting, the version in the Learn book is read aloud differently because the pauses and expression change.
Think aloud to model how to annotate and label the appearance of the poem.
3. Assess and activate prior knowledge by asking this question:
How do the appearance and sound of this poem compare to that of other poems you’ve read before this module?
Key Ideas
• Other poems have a rhyming pattern.
• Other poems have a rhythm.
• Other poems have consistent stanza lengths.
Use responses to elevate that many poems contain rhyme or specific rhythm patterns.
Sample Think Aloud
The first thing I notice about the appearance is the title; it reminds me of the way that words are formatted in the dictionary. The title includes dots between syllables, a pronunciation, and a part of speech. I will annotate that and label it: dictionary format. I also notice that the word crossover is written in italics every time it appears in the body of the poem, so I will annotate and label the word: italicized font. Each stanza has a different number of lines, so I’ll add a label in the margins that says: different line lengths. Several stanzas start with the phrase “As in.” I will annotate that and label it: repetition.
4. Introduce the vocabulary term free verse by displaying the term and definition. Engage students in Vocabulary Exploration.
Teacher Note
Based on your students’ needs, remind them of the definition of verse they learned previously. Prompt students to consider the role of verse as they examine the appearance of other poems.
5. Instruct students to read “Man to Man” (page 59) and “To fall asleep” (page 77). Tell students to annotate and label features of the poems’ appearances with a partner.
Differentiation Support
To help students determine what to annotate, ask these questions:
• How many stanzas are in the poem?
• How many lines are in each stanza?
• Which words, phrases, or sounds are repeated in the poem?
• Which words are formatted differently in the poem?
Invite students to use their annotations to describe the appearance of the poems.
Key Ideas
• page 59: one continuous stanza, rhyming words, large font
• page 77: one sentence, one stanza, title begins sentence
6. Assess and activate prior knowledge by asking this question:
To what does a person or object’s form refer?
Key Ideas
• the position of a body in relation to other objects
• the position of body parts
• the shapes in a work of art
Definition free verse: verse that does not have a consistent rhyme scheme, rhythm, or rhetorical pattern
Introduce the vocabulary term form by displaying the Knowledge Card and definition. Engage students in Vocabulary Exploration.
Language Support
To reinforce the idea that form is about physical appearance and structure, display a picture of a basketball player executing a layup or dunk, and ask students how they would describe the player’s form.
Respond | Determine the Effect of Poetic Form | 20 minutes
1. Display the class Poetic Form Organizer for The Crossover, and direct students to the page in their Learn book.
Think aloud to model how to complete “Title of Poem” and “Description of Form” based on the annotations and labels from page 29. Ask this question:
How does the poem’s form impact its meaning?
Differentiation Support
To help students determine the connection between the poem’s form and its meaning, ask these questions:
• What is unique about this poetic form?
• What type of information or content does the author provide by using this form?
• How does that impact the poem’s meaning?
Key Ideas
• Dictionary format deepens understanding and use of crossovers.
Definition
form (n.): the shape or structure used in a story or poem to express knowledge or meaning
• Examples of professional basketball players labeled “as in” characterize Josh as knowledgeable and passionate.
• Repetition elevates the crossover’s importance in the narrative.
Instruct students to use their responses to complete the remaining column on the first row of the poetic form organizer.
Sample Think Aloud
The first column asks for the title and page number of the poem, so I will record: “cross·o·ver” and page 29. The second column asks for a description of the appearance of the poem, so I will review my annotations and labels and record the most important features of the poem’s appearance. Because this poem provides a definition of a word, I will write in “Description of Form”: dictionary format with pronunciation and part of speech, italicized font, different line lengths, repetition of “as in.”
2. Direct students to their annotations on page 59 of The Crossover. Instruct students to complete the second row of the poetic form organizer with a partner.
Invite students to share their responses.
Key Ideas
• Title of Poem: “Man to Man” (page 59)
• Description of Form: one continuous stanza, rhyming words, large font
• How Form Impacts the Poem’s Meaning: emphasizes characters’ communication styles through unique size and format of words, develops joking characterization of Josh and JB
Differentiation Challenge
To encourage students to creatively share their knowledge, instruct them to work with a partner to rewrite “Man to Man” in a different form. Then tell students to compare and contrast the new form’s and the old form’s effects on the poem’s meaning.
3. Introduce the learning task. Instruct students to complete the third row of the organizer to explain how the author’s use of form affects meaning on page 77 of The Crossover.
Analyze Student Progress
Monitor: Do students use details from their annotations to explain how form affects meaning in the poem?
Offer Immediate Support: If students need additional support connecting the author’s use of form and meaning, ask these questions: How does Josh feel about the loss of his locks? How does the appearance of the poem relate to those feelings?
Plan Future Practice: Students practice analyzing poetic form in The Crossover in lesson 22.
Key Ideas
• Title of Poem: “To fall asleep” (page 77)
• Description of Form: one sentence, one stanza, title begins sentence
• How Form Impacts the Poem’s Meaning: short simple structure emphasizes how Josh feels incomplete without his locks, highlights how Josh misses “his past,” implies large changes, mirrors the shortness of Josh’s hair
4. Facilitate a discussion about how Alexander uses form to tell a story.
Key Ideas
• communicates specific or unique types of information
• develops characters, events, or actions
• emphasizes specific patterns or structures to help readers access content
Write | Incorporate Commas and Ellipses | 14 minutes
1. Ask this question: What effect does punctuation have on a poem’s form?
Key Ideas
• can affect where a line or stanza breaks
• can indicate emphasis of certain words or phrases
Use responses to emphasize that the many effects of punctuation make it an important part of structuring a poem’s form.
Tell students that they will now learn about the uses of specific punctuation in writing.
2. Read aloud the portion of pages 44–45 from “What are you” to “old flyers / and,” and instruct students to annotate ellipses as they read along silently.
Instruct students to Think–Pair–Share to answer this question:
When and why in the narrative does Alexander use ellipses?
Reinforce the correct responses:
• when—a pause in a character’s words or conversation
• why—characters interrupt one another, are hesitant to say something, or refuse to talk
3. Read aloud the portion of pages 46–47 from “We already know” to “just too much.” Instruct students to annotate commas as they read along silently.
Instruct students to Think–Pair–Share to answer this question:
When and why in the narrative does Alexander use commas?
Reinforce the correct responses:
• when—ideas, words, or lines in a poem need a break or pause between them
• why—to address another character, to pause between ideas or content
4. Display the Checklist for Module Task 1, and instruct students to read this line: uses commas and ellipses to indicate pauses or breaks.
Display the class Writing Model for Module 1, and direct students to the page in their Learn book. Invite a student to read aloud lines 1–26.
Ask this question:
How does Alexis feel in these lines?
Key Ideas
• sad because she can’t find her shoes
• nervous because she has to wear new shoes at a new school
Think aloud to model how to add a comma and ellipsis in lines 1–26 to indicate a pause or break and further develop Alexis’s feelings.
5. Form small groups. Instruct groups to add a comma and ellipsis to lines 27–45 of the writing model, adjusting words and phrases as needed.
Invite groups to share where they added a comma and ellipsis.
6. Introduce the learning task. Instruct students to write in their journals an explanation of why they added a comma and ellipsis to lines 27–45 of the Writing Model for Module 1.
Analyze Student Progress
Monitor: Do students connect the use of commas and ellipses to developing Alexis’s character?
Offer Immediate Support: If students need additional support explaining the use of punctuation, ask these questions: What is Alexis thinking and feeling in the stanza where you added punctuation? How does the placement of a comma or ellipsis emphasize this feeling?
Plan Future Practice: Students practice using commas and ellipses in lesson 20.
Sample Think Aloud
I know that the pause created by an ellipsis can indicate a character’s hesitance or uncertainty. When Alexis describes how she can’t find her shoes, that probably makes her feel uncertain. I can add an ellipsis after “and sigh” to demonstrate this uncertainty when she laces her shoes. A comma is used to help set apart a unique idea or to address a character by name. In line 25, when Alexis calls herself a champion, I can add a comma after “Alexis.” This would further separate her old idea of herself as a champion and her name.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about poetic form?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.7.8 Structure: MM.7.8.A
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.8.8 Punctuation: DF.8.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.C
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 13
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW
Preview
In this Distill lesson, students discuss ideas to determine emerging themes in The Crossover. They gather evidence from the text to support their interpretation of emerging themes. Students then use this evidence to participate in a class discussion, which illuminates how narrative poetry can reveal universal truths. During writing instruction, students examine transition words and phrases in the Writing Model for Module 1. Students practice identifying transitions in the writing that signal shifts in time or place.
A Prologue to lesson 13 is available for students who need additional support.
Learning Goals
Explain emerging themes in The Crossover.
LEARNING TASK: During a class discussion, share emerging themes in The Crossover.
Gather transition words and phrases.
LEARNING TASK: Create a list of transition words or phrases that indicate a shift in time, place, or sequence of events.
Vocabulary
transition (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Develop a List of Transitions
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Checklist for Module Task 1 (Learn book, Writing)
STUDENTS
• The Crossover
• journal
• Details and Themes Organizer for The Crossover (Learn book)
• Talking Tool (Learn book)
• annotated Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display the questions for the Chalk Talk. See the Read section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Crossover, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is a central idea in this text?
3. Tell students that they will determine emerging themes in The Crossover.
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Direct students to their journals. Instruct students to Jot–Pair–Share to answer this question: What is a theme?
Reinforce the correct answer by reminding students that a theme is a universal idea or message conveyed by a literary text.
2. Explain that an author often communicates themes early in a text.
3. Display these questions around the room.
• What words or details are repeated?
• What character details seem important?
• What details might be symbols?
• What titles could be important?
• What words are more important than other words?
• What details from pages 3–85 stand out to you?
4. Tell students that they will follow the instructional routine Chalk Talk to engage in a silent, written discussion about a topic or text. Explain how this routine works. First, students choose a question and add an initial response. Then, students have the freedom to move to the other questions, responding directly to the question or another student’s contribution. Tell students that as they respond, they may draw a line to connect their responses to another student’s. Throughout the routine, students address all questions.
5. Begin the Chalk Talk. Look for students to address key ideas in their silent discussions.
Key Ideas
• repeat: crossover, twins, food the family eats, Basketball Rule poems
• important: Josh’s locks, JB’s different behavior around Alexis, Dad’s laid-back attitude, Mom’s authoritativeness
• symbols: locks, crossover basketball move, Dad’s ring
6. Invite a few students to share some of their responses. Explain that these kinds of details are often evidence of emerging themes. Remind students that authors often leave breadcrumbs, or details, so the reader can identify a larger meaning or message.
7. Think aloud to model explaining how details could be organized.
Sample Think Aloud
The Crossover includes many important details about Josh’s locks. I think that could be a group. It’s almost as if Josh uses his locks to distinguish himself from his brother. I wonder if he uses his hair as a way to identify himself. Therefore, I’m going to name that group of details “identity.”
8. Instruct students to Think–Pair–Share to answer these questions: How could these details be grouped or organized?
What would the title of each group be?
Key Ideas
• learning: definition poems
• family as a team: Basketball Rule poems, twins, Mom’s authoritativeness
• life as a game: chapter titles, Basketball Rule poems
Explain that the group titles are emerging themes. Tell students that they can use repeated or significant details to help recognize patterns of emerging themes. Ask this question: What emerging themes have you identified?
Language Support
To help students understand how to articulate emerging themes, provide a student-friendly definition, visual, and example of emerging themes (e.g., coming of age, courage, family, love, nature, perseverance).
Key Ideas
• detail: repeated mention of Josh’s locks
• emerging theme: identity
• detail: vocabulary definitions
• emerging theme: learning
• detail: Basketball Rule poems
• emerging theme: family as a team
• detail: chapter titles such as “Warm-Up”
• emerging theme: life as a game
9. Direct students to the Details and Themes Organizer for The Crossover, located in the Learn book. Instruct students to use the organizer to gather evidence related to one emerging theme on which they want to focus.
Display and Echo Read today’s discussion questions:
• How do the structures of Josh’s poems help you understand an emerging theme in The Crossover?
• How do emerging themes help you determine the possible ending of Josh’s narrative arc?
Explain that during the lesson’s discussion, students will trace emerging themes across the text and examine their development. Tell students that they will determine themes and refine them later in the module.
Respond | Discuss a Central Idea | 20 minutes
1. Remind students that during a class discussion, they should follow conversational norms, or rules that make the conversation productive. Review class discussion norms.
2. Display and introduce the speaking and listening goals for today’s discussion:
• Set goals to improve discussions.
• Support what you say with relevant evidence from the text, including quotations.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
3. Ask this question:
What can the class do to improve our discussions?
Teacher Note
Based on your students’ needs, record and display class goals for students to refer to during discussion.
Instruct students to draft in their journals an additional personal goal for discussion.
Differentiation Support
To support students in creating personal goals, ask these questions:
• What are you great at doing during discussions?
• What might you want to improve upon?
• What goal can you set to help you?
4. Explain that students can practice supporting what they say by using a sentence frame. Direct students to the Talking Tool, located in the Learn book.
Echo Read these sentence frames:
• In the text, .
• For example, .
• According to the author, .
Think aloud to model how to use the sentence frames.
5. Introduce the learning task. Direct students to the evidence they collected in the Details and Themes Organizer. Instruct students to share emerging themes in The Crossover. Facilitate a discussion of these questions:
How do the structures of Josh’s poems help you understand an emerging theme in The Crossover?
How do emerging themes help you determine the possible ending of Josh’s narrative arc?
Instruct students to use evidence from pages 1–85 of The Crossover to support their answers.
Analyze Student Progress
Monitor: Do students use evidence from pages 1–85 of The Crossover to support an emerging theme of the text?
Offer Immediate Support: If students need additional support identifying details, instruct them to reread page 50 and discuss Josh’s family dynamic. Then have students read pages 74–75 and 84–85 and identify how the family dynamic changes.
Plan Future Practice: Students practice distilling themes in The Crossover in lesson 26.
Sample Think Aloud
In the text, definition poems appear throughout. For example, the poem “cross·o·ver” is written in a dictionary format. According to the author, Dad also taught Josh how to execute a crossover. This elevates the emerging theme of learning.
Key Ideas
• detail: the title The Crossover
• emerging theme: crossing boundaries
• detail: chapter titles such as “Warm-Up”
• emerging theme: life as a game
• detail: the significance of Josh’s haircut
• emerging theme: unexpected change, loss
• detail: JB and Josh’s relationship shifting
• emerging theme: the value of family, brotherhood
Write | Develop a List of Transitions | 15 minutes
1. Tell students that they will now work on transitions in writing. Introduce the vocabulary term transition by displaying the term and definition.
2. Direct students to the Writing Model for Module 1, located in the Learn book. Instruct students to read lines 33–38 of the writing model, starting with “I stop, take,” and annotate transition words and phrases.
Sample Annotations
• “Next, I walk up.” (line 34)
• “then I walk away” (line 36) Instruct students to Think–Pair–Share to answer these questions:
What is the purpose of these transition words?
How do they affect the narrative?
Key Ideas
• purpose: to sequence events
• effect: makes Alexis’s actions clear, creates cohesion
Definition transition (n.): a word or phrase that connects ideas between sentences and paragraphs
3. Instruct students to read the remaining stanzas in small groups and annotate transition words and phrases.
Sample Annotations
• “In the locker room” (line 40)
• “Then I’m on the court.” (line 48)
• “During dinner” (line 70)
Ask this question:
What is the purpose of each transition you identified?
Key Ideas
• signal shift in place
• signal shift in time
Display the Checklist for Module Task 1, and instruct students to read this line: uses transition words and phrases to sequence events and signal shifts in time and place.
4. Direct students to The Crossover. Instruct them to work with a partner to read “Mom doesn’t like us eating out” (pages 41–42) and annotate transition words and phrases.
Sample Annotations
• “In the Golden Dragon” (41)
• “And while Dad is telling us another story / for the hundredth time” (42)
Instruct students to Think–Pair–Share to answer this question:
How do these transitions function in the poem?
Reinforce the correct responses: The first phrase puts the Bell family in the specific place of the restaurant, and the second phrase adds details about what Dad does during a specific time in the dinner.
5. Tell students that they will follow the instructional routine Mix and Mingle to [XXX]. Explain how this routine works. First, you ask a question and students silently think about their response. Next, students find a partner and share their response. On your cue, they find a new partner and share their response. This process repeats until you end the routine. Tell students that for their first practice, they will discuss their responses with two partners. Instruct students to Mix and Mingle to answer this question:
What additional transition words or phrases can you think of?
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
6. Introduce the learning task. Instruct students to create in their journals a list of transition words and phrases that indicate a shift in time, location, or sequence of events.
Analyze Student Progress
Monitor: Do students accurately identify transition words and phrases with specific functions?
Offer Immediate Support: If students need additional support generating transition words or phrases, direct them to page 70 of The Crossover to identify transition words in the poem that they can add to their lists.
Plan Future Practice: Students practice using transition words in Module Task 1.
Key Ideas
• time: finally, about, tonight, tomorrow
• location: within, next to, nearby, close to
• sequence: next, last, first
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about emerging themes?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
CP.4.8 Structure: CP.4.8.B, CP.4.8.B.e
CP.5.8 Language: CP.5.8.B
CP.8.8 Presentation: CP.8.8.A, CP.8.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B, BU.3.8.C, BU.3.8.D, BU.3.8.E
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.D
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 14
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students examine elements of narrative poetry in The Crossover. They reflect on how Alexander merges narrative arc and poetic elements to depict Josh’s story. Students work with infinitives to better articulate their knowledge. During writing instruction, students identify the points of view and perspectives used in the Writing Model for Module 1 and The Crossover. Students practice writing poetry in third-person point of view from a character’s perspective, which prepares them for Module Task 1.
A Prologue to lesson 14 is available for students who need additional support.
Learning Goals
Reflect on the knowledge built about narrative poetry in The Crossover.
LEARNING TASK: Write an explanation of how infinitives affect meaning in your knowledge statement.
Use a consistent point of view and perspective to develop an event.
LEARNING TASK: Rewrite stanza 2 on page 39 of The Crossover by using third-person point of view from JB’s perspective.
Vocabulary
infinitive (n.) perspective (n.) point of view
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Articulate Knowledge from The Crossover
• Respond: Use Infinitives to Express Knowledge
• Write: Use a Consistent Point of View
LAND
Synthesize Learning
Materials
TEACHER
• The Crossover
• “Excerpt from The Crossover” (digital platform)
• Checklist for Module Task 1 (Learn book, Writing)
• Knowledge Card: point of view
STUDENTS
• The Crossover
• Narrative Poetry Elements Organizer for Module Texts (Learn book, lesson 6)
• Glossary for Module 1 (Learn book)
• journal
• Knowledge Statements for Module 1 (Learn book)
• Sentence Strategies for Module 1 (Learn book, Writing)
• annotated Writing Model for Module 1 (Learn book, Writing)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Crossover, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will articulate the knowledge they have built about narrative poetry from reading The Crossover.
LEARN
53 minutes
Read | Articulate Knowledge from The Crossover | 20 minutes
1. Play “Excerpt from The Crossover.” Instruct students to take notes about the decisions Kwame Alexander made when writing the poems “While Vondie and JB” and “pul·chri·tu·di·nous.”
Key Ideas
• to use precise language
• to define complex language
• how to keep the story moving forward
Play “Excerpt from The Crossover” again.
Ask this question:
According to Alexander, how do poem and story elements interact in narrative poetry, such as in The Crossover?
Key Ideas
• Poems move the plot forward.
• Choices about language or poetic form develop characters or events.
2. Tell students that they will explore elements that elevate the relationship between stories and poetry in The Crossover.
Direct students to the Narrative Poetry Elements Organizer for Module Texts, located in the Learn book. Invite them to share elements of narrative poetry they identified in previous lessons.
Ask this question:
What examples of the narrative poetry elements in your organizer appear in The Crossover?
Key Ideas
• characters: Josh, JB, Dad
• setting: middle school, basketball season
• narrative arc: exposition that introduces the Bell family, rising action that involves tense interactions between JB and Josh
• figurative language: an extended metaphor across poems that compares basketball to life
• verse: use of free verse, no consistent meter or rhyme
Instruct students to add examples from The Crossover to their organizer.
Ask this question:
Based on pages 3–85 of The Crossover and the video, what other elements could you add?
Key Ideas
• form
• internal conflict
• external conflict
Instruct students to use their responses to add new elements to their organizer.
Direct students to the Glossary for Module 1, located in the Learn book.
Instruct them to work with a partner to add each new element’s definition from the glossary to the Definition column of the organizer.
Teacher Note
Based on your students’ needs, provide dictionaries so students can look up additional elements that have not been defined in instruction.
Reinforce the correct responses:
• form—the shape or structure used in a story or poem to express knowledge or meaning
• internal conflict—a conflict a character faces within their mind
• external conflict—a problem or struggle between a character and an outside force
3. Collaborate with students to add examples of form from The Crossover to the Examples column on the class organizer, and prompt students to do the same on their organizer.
Key Ideas
• The poem “cross·o·ver” uses a dictionary format, an italicized font, and different line lengths.
• The poem “Man to Man” uses one continuous stanza, rhyming words, and a large font.
4. Instruct students to add examples from The Crossover to the remaining elements on their organizer.
Key Ideas
• internal conflict: Josh wrestles with new information about Dad’s health; Josh struggles with his identity after he loses his locks.
• external conflict: Josh is angry at JB for cutting Josh’s locks and growing closer to the new girl, which leaves Josh feeling isolated.
5. Direct students to their journals. Instruct students to work with a partner to draft two or three knowledge statements about narrative poetry features in The Crossover by using information from their organizer.
Differentiation Challenge
To expand students’ vocabulary use, instruct students to write knowledge statements that incorporate a few of these module words: external conflict, figurative language, form, internal conflict, narrative arc.
Respond | Use Infinitives to Express Knowledge | 19 minutes
1. Explain that learning about language elements (e.g., grammar) helps readers articulate and expand their ideas when speaking and writing.
Display the following quotations from The Crossover:
• “Remember the greats, / my dad likes to gloat: / I balled with Magic and the Goat.” (4)
• “I know what I have to do.” (81)
• “so downright dirty, it’ll put you to shame” (4)
Ask this question:
What kind of phrase do these quotations have in common?
Reinforce the correct response: All have a phrase that begins with the word to.
2. Introduce the vocabulary term infinitive by displaying the term and definition. Engage students in Vocabulary Exploration. Explain that an infinitive can add detail or description to a sentence by functioning as a noun, adjective, or adverb.
Language Support
Based on your students’ needs, provide students with examples of infinitives that function as nouns, adjectives, and adverbs.
Think aloud to model how to determine an infinitive’s function.
3. Direct students to Sentence Strategies for Module 1, located in the Learn book. Invite a student to read aloud Strategy 2.
Instruct students to work with a partner to review the examples and to complete the Your Turn section of Strategy 2.
Invite a few students to share their responses.
Instruct students to Think–Pair–Share to answer this question:
How do infinitives add meaning to the sentences you created?
Key Ideas
• add description to explain what poems develop and communicate
• add details of specific elements narrative poems include
4. Direct attention to the knowledge statements students drafted in their journals.
Model how to enhance an existing knowledge statement to incorporate an infinitive. Emphasize the importance of oral rehearsal before writing, and then revise a knowledge statement.
Instruct students to work with a partner to orally rehearse adding infinitives to their knowledge statements.
Definition
infinitive (n.): the basic form of a verb, usually used with the word to (e.g., to think, to read, to write)
Sample Think Aloud
I see in the first quotation that the infinitive belongs with this clause: “my dad likes to gloat.” In this clause, my dad is the subject, and likes is the verb. The infinitive to gloat names the action of what the dad would like to do, but the action does not happen. The sentence simply discusses the idea of gloating, which makes gloat a noun.
In the second quotation, the infinitive belongs with this clause: “what I have to do.” In this clause, I is the subject, and have is the verb. The infinitive to do describes what I has, which makes it function as an adjective.
In the third quotation, the infinitive belongs with this clause: “it’ll put you to shame.” In this clause, it is the subject, and will put is the verb. You explains who will be put, and to shame describes where you will be put. This makes the infinitive function as an adverb.
5. Direct students to Knowledge Statements for Module 1, located in the Learn book.
Instruct students to write a revised knowledge statement that uses an infinitive to express narrative poetry features in The Crossover
6. Introduce the learning task. Direct students to their journals. Instruct students to write an explanation of how an infinitive affects their knowledge statement’s meaning.
Analyze Student Progress
Monitor: Do students correctly identify an outcome of adding an infinitive to a sentence?
Offer Immediate Support: If students need additional support identifying an effect of using infinitives, ask these questions: How would the sentence be different if you removed the infinitive? What information does the infinitive add to the sentence’s content?
Plan Future Practice: Students practice forming knowledge statements about narrative poetry in lesson 27.
7. Invite a few students to share their explanations.
Key Ideas
• illuminates knowledge about narrative poetry
• adds description about the function of a narrative poetry feature
• provides important details about narrative poetry
Write | Use a Consistent Point of View | 14 minutes
1. Tell students that they will now learn about the impact of point of view on narrative poetry.
Display the Checklist for Module Task 1, and read aloud this line: uses a consistent point of view from which to develop characters and events.
Direct students to the annotated Writing Model for Module 1, located in the Learn book. Read aloud lines 27–32, starting with “But at lunch.”
Ask these questions:
What is the point of view of this stanza? How can you tell?
Reinforce the correct responses: first-person point of view; the use of pronouns my, me, and I.
2. Introduce the vocabulary term point of view by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
3. Remind students that first-person point of view means “narration written from the perspective of an individual (using I, me, etc.).”
4. Ask these questions:
Whose perspective is the writing model written from? How do you know?
Differentiation Support
Definition
point of view: the narrative perspective from which a story is told
To help students identify the correct perspective, direct attention to stanzas 1 and 2, and ask these questions:
• Whose experiences do these stanzas focus on?
• Who expresses their thoughts and feelings in these stanzas?
Reinforce the correct responses: Alexis’s perspective; Dad yells her name, and her experiences and knowledge inform the story.
Introduce the vocabulary term perspective by displaying the term and definition. Engage students in Vocabulary Exploration.
perspective (n.): the way a character looks at or thinks about something
5. Direct students to The Crossover. Read aloud “Cut” (page 38).
Ask these questions:
What point of view is this poem written in?
Whose perspective is it written from?
What information is an author able to provide using this point of view?
Key Ideas
• point of view: first-person
• perspective: Josh
• information: dialogue and actions of other players as Josh experiences them, Josh’s thoughts and feelings
6. Direct attention to stanza 3 of “Cut.”
Ask this question:
How could you rewrite this stanza in third-person point of view?
Reinforce the correct response: use the pronouns he and his or the noun Josh instead of I and my.
Remind students that third-person point of view means “narration that depicts characters’ actions by using their names or third-person pronouns.”
Think aloud to model how to change the stanza from first-person to third-person point of view.
Ask this question:
What information does third-person point of view provide that first-person point of view does not?
Reinforce the correct response: objective details about events as they unfold.
Sample Think Aloud
To change to third-person point of view, I know I will need to change the pronoun I to the noun Josh. I know that JB’s perspective allows him to immediately see that he has cut five locks, unlike Josh, who is not aware until Vondie screams. JB may see the locks fall in slow motion because he knows his actions will upset Josh as he takes great pride in his hair. So I will change the lines as follows: Josh doesn’t see anything as / JB turns back, / watches five of the glorified strands / s / l / o / w / l / y / fall to the ground / hitting the tile floor / as Vondie’s voice reverberates / OH SNAP!
7. Read aloud “Cut” (page 38) and “ca·lam·i·ty” (pages 39–40).
Ask these questions:
What might JB see that Josh does not?
What might JB do when he cuts Josh’s hair?
What might JB see and do as everyone screams and the locker room descends into “calamity”?
Use responses to collaborate with students to rewrite stanza 3 of “Cut” in third-person point of view from JB’s perspective in their journals.
8. Read aloud the portion of page 39 from “As in: If” to “avoided / this calamity.”
Instruct students to work with a partner to brainstorm how rewriting stanza 2 of “ca·lam·i·ty” in third-person point of view from JB’s perspective might change the poem’s content.
9. Introduce the learning task. Instruct students to rewrite stanza 2 of “ca·lam·i·ty” (page 39) of The Crossover in third-person point of view from JB’s perspective in their journal.
Analyze Student Progress
Monitor: Do students include third-person pronouns and content that specifies what JB might see and do?
Offer Immediate Support: If students need additional support developing events in third-person point of view from JB’s perspective, ask these questions: What are third-person pronouns? What language in this poem is unique to Josh’s perspective? How might events unfold differently when relayed from JB’s perspective?
Plan Future Practice: Students practice using point of view in a personal narrative in lesson 21.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question:
What are the intersections between stories and poetry?
2. Use responses to reinforce these Knowledge Threads:
• Writers of narrative poetry combine elements of storytelling, including characters, plot, and conflict, with the poetic form that best supports the content of their stories.
• Literary devices such as figurative language and point of view shape the meaning of narrative poems and readers’ responses.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• How does The Crossover tell a story with poetry?
• How do poems and stories work together in narrative poetry?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.5.8 Vocabulary: MM.5.8.A, MM.5.8.A.e, MM.5.8.C
MM.7.8 Structure: MM.7.8.A
MM.8.8 Point of View, Perspective, and Purpose: MM.8.8.A
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b, MM.12.8.C, MM.12.8.C.c
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
CP.3.8 Content: CP.3.8.A, CP.3.8.A.c
CP.4.8 Structure
CP.5.8 Language: CP.5.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.B
BU.3.8 Conversation and Collaboration: BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.10.8 Verbs: DF.10.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 15
Essential Question | What are the intersections between stories and poetry?
OVERVIEW
Preview
In this lesson, students complete Reading Comprehension Assessment 1. In the first section of the assessment, students demonstrate their fluency by reading aloud an excerpt from the assessment text. In the second section, students demonstrate their knowledge by answering questions about important words and concepts in the module. In the third section, students expand their knowledge by applying comprehension skills to the assessment text. In the fourth section, students evaluate their confidence about the assessment and identify challenges posed by the assessment text. After completing the assessment, students read from a volume of reading text.
Learning Goal
Demonstrate knowledge of narrative poetry and apply reading comprehension skills to a new text related to narrative poetry.
• text for Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
STUDENTS
• Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
Preparation
• Refer to the Assessment Guide for information on how to administer Reading Comprehension Assessment 1.
• Select volume of reading books for the Read section.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Crossover, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
2. Tell students that in this lesson they will demonstrate and build what they know about narrative poetry by completing an assessment. Reinforce that the text students read during the assessment will add to their understanding of the Essential Question.
LEARN
55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that the assessment includes four sections. In the first section, students demonstrate fluency by reading aloud a new text related to narrative poetry. In the second section, they answer questions related to important words and ideas in the module. In the third section, they closely reread the new text and answer questions about the text. In the fourth section, they evaluate their answers and identify challenges.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Reading Comprehension Assessment 1 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
As needed, adjust instruction in the next section to allow students time to complete the assessment.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Reading Comprehension Assessment 1. Use this information to plan responsive teaching for lesson 16.
Read | Read More About Narrative Poetry | 15 minutes
1. Instruct students who completed the assessment to read a volume of reading book. Those who are still working on the assessment can read a volume of reading book during the regularly scheduled volume of reading time.
LAND 3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about narrative poetry from the text for Reading Comprehension Assessment 1.
2. Tell students that they will continue to build knowledge about narrative poetry as they read additional module texts.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.8 Schema Building
Lesson 16
Essential Question | What are the intersections between stories and poetry?
OVERVIEW
Preview
In this Responsive Teaching lesson, students follow along and listen closely to another reading of the text for Reading Comprehension Assessment 1. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to engage in work with roots and module terms. Reviewing the assessment, roots, and module terms solidifies students’ understanding of narrative poetry and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Reading Comprehension Assessment 1.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Reading Comprehension Assessment 1.
Vocabulary
selected module 1 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Build Vocabulary
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Reading Comprehension Assessment 1 (Assessment Guide or digital platform)
• Glossary for Module 1 (Learn book)
• Word Parts Web for con (Learn book)
Preparation
• Use the student performance data from Reading Comprehension Assessment 1 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Use the student performance data from the second section of Reading Comprehension Assessment 1 to identify module terms to highlight for review. Then review the options in the Engage section. Depending on the option you choose, gather the necessary Knowledge Cards and materials.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Crossover, passage 2 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
2. Tell students that they will listen and follow along with the text for Reading Comprehension Assessment 1 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge, respond to the Essential Question, and strengthen their reading comprehension skills.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 10 minutes
1. Read aloud the text for Reading Comprehension Assessment 1, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Reading Comprehension Assessment 1. Explain that the class will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Reading Comprehension Assessment 1.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answers for items reviewed on Reading Comprehension Assessment 1?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in lesson 35.
Engage | Build Vocabulary | 20 minutes
1. Explain that knowing the definition of a root can help readers understand the meanings of new words. Direct students to the term external conflict in the Glossary for Module 1, located in the Learn book. Invite a few students to identify the root and share the root’s definition. Reinforce the correct response: con means “together” or “with.”
2. Direct students to the Word Parts Web for con, located in the Learn book. Instruct students to work with a partner to brainstorm words that contain the root con and then add those words to their webs. Tell students to use glossaries and dictionaries as needed.
Language Support
To leverage students’ home languages as resources to support learning, prompt students to make cross-linguistic connections between their home languages and English through cognates and morphology.
3. Invite a few students to share their words. Students may generate words such as these: conclude, connect, convince. Correct any misunderstandings or misapplied affixes.
4. Instruct students to choose two or three words on their web and quickly sketch an image to illustrate each word. Tell students to add their images underneath or next to the words they represent.
5. Invite a few students to share one of their images. Ask these questions:
What do you notice about the illustrations?
How do they relate to the meaning of con?
6. Tell students that there are other ways to build their knowledge of vocabulary. Use Knowledge Cards to review terms and definitions introduced in previous lessons. Select terms for students to use in one of the following vocabulary activities.
• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct students to write a knowledge statement containing the term and then share it with a partner. Invite a few students to share their statements with the class. Repeat the activity by choosing another card.
• Create a Web: Display a Knowledge Card and instruct students to generate a web of words and phrases in their journal to express the knowledge they have gained about that term.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.
LAND 3 minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students they will continue to build their knowledge about narrative poetry as they read more module texts.
3. Assign the follow-up work to read pages 89–112 of The Crossover before the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.5.8 Vocabulary: MM.5.8.A, MM.5.8.A.d
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A
BU Build Understanding
BU.2.8 Discovery and Evidence
DM Develop Metacognition
DM.4.8 Reflection and Evaluation
Lesson 17
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students explore how a character’s response to change influences conflicts in The Crossover. Students examine how Josh’s actions differ from his thoughts and feelings about Dad’s deteriorating health and JB’s relationship with Sweet Tea. Students articulate how these differences deepen conflicts in the rising action. During writing instruction, students examine sensory language that develops Alexis’s morning on the first day of school in the writing model and The Crossover. Students practice creating their own sensory language to write about a personal experience.
A Prologue to lesson 17 is available for students who need additional support.
Learning Goals
Explain how Josh’s actions contribute to the rising action of The Crossover.
LEARNING TASK: Write an explanation of how Josh’s actions and feelings deepen conflicts on pages 89–112 of The Crossover.
Develop sensory language that describes an event.
LEARNING TASK: Write a stanza of poetry that uses sensory language to depict the beginning of class.
Vocabulary
sensory details
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Josh’s Responses in The Crossover
• Respond: Analyze Josh’s Actions, Thoughts, and Feelings
• Write: Create Sensory Language
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Checklist for Module Task 1 (Learn book, Writing)
STUDENTS
• The Crossover
• journal
• annotated Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display the questions for the Chalk Talk. See the Respond section for details.
Follow-Up
• Before the next lesson, students read pages 113–134 of The Crossover.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for The Crossover, passage 2 (Learn book, Fluency).
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will read The Crossover to determine how Josh’s relationships with JB and Dad complicate conflicts.
LEARN
53 minutes
Read | Identify Josh’s Responses in The Crossover | 18 minutes
1. Direct students to The Crossover. Instruct them to read “I’m on Free Throw Number Twenty-Seven” (pages 101–102) and annotate details about Dad.
Sample Annotations
• “And suddenly he bowls over, / a look of horror on his face.” (101)
• “starts coughing / while clutching his chest” (101)
• “His mouth is curled up / like a little tunnel.” (102)
• “he’s moving / toward the hose, and laughing” (102)
Ask this question: What happens to Dad?
Reinforce the correct response: He collapses while the boys practice basketball, possibly because he overheats or has a heart problem.
Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
How does Josh appear to feel to JB and Dad?
What does Josh mean in the last stanza on page 102?
Key Ideas
• appears: happy, untroubled, playful
• means: covers up true feelings with a laugh
2. Tell students that they will now examine Josh’s interactions with JB.
Instruct students to work with a partner to read “JB and I” (pages 110–111) and “Boy walks into a room” (page 112) and annotate details about JB.
Sample Annotations
• “JB and I / eat lunch / together / every day.” (110)
• “strut / into the cafeteria / with Miss Sweet Tea” (111)
• “he snickers, / she does too, / like it’s some inside joke” (112)
Ask these questions:
What happens in these poems?
What does Josh mean when he states that his nickname sounds like “some dirty / punch / line” (112) when JB says it?
Key Ideas
• events: Josh eats lunch alone and wonders where JB is, only to see JB enter the room with Miss Sweet Tea; JB calls Josh by his nickname and then laughs with Miss Sweet Tea.
• nickname: Josh thinks JB is making fun of him.
3. Facilitate a brief discussion of these questions:
What changes do Dad and JB experience in these poems?
How does Josh seem to feel about these changes?
How does he express these feelings?
Key Ideas
• changes: Dad’s health declines, and JB begins to officially date Alexis.
• feelings: Josh feels isolated, upset, worried, and sad.
• expression: Josh does not discuss or show his feelings.
1. Instruct students to work in small groups to review pages 89–112 and answer this question:
During what other moments can you infer that Josh’s actions differ from his thoughts or feelings?
Differentiation Support
To help students locate specific moments, provide a list of these page numbers: 89, 97, 99, and 109.
Key Ideas
• when he tells JB about his pickup game (89)
• when he pretends to not understand why Mom tells him about Grandpop (97)
• when he tells Dad he’s not hungry (99)
• when he pretends to be JB on the phone with Alexis (109)
2. Display the following questions around the room, and instruct students to begin a Chalk Talk.
• Why might Josh’s actions not reflect his feelings during the moments you identified?
• How might this impact Josh’s conflicts?
Differentiation Challenge
To encourage critical thinking, add this question to the Chalk Talk: If Josh expressed his true thoughts and feelings to Dad or JB, what effect might that have on Josh’s conflicts?
3. Look for students to address key ideas in their silent discussions.
Key Ideas
• why: Josh doesn’t want to get into a conflict with JB or Dad, so he hides his true feelings.
• how: Josh’s family does not know he is angry because he does not express himself, which builds tension.
4. Introduce the learning task. Instruct students to write in their journals an explanation of how Josh’s actions and feelings deepen conflicts on pages 89–112 of The Crossover.
Analyze Student
Progress
Monitor: Do students identify contradictions between what Josh does and feels in his interactions with Dad and JB?
Offer Immediate Support: If students need additional support describing how Josh’s responses develop conflicts, direct students to their Narrative Organizer for The Crossover and instruct them to consider how current actions build upon previously recorded conflicts.
Plan Future Practice: Students practice describing how characters contribute to the rising action in The Crossover in lesson 18.
5. Invite a few students to share their explanations.
Key Ideas
• Josh feels worried about Dad’s health yet laughs at Dad’s joking behavior.
• Josh feels lonely at lunch without JB, but he sits and eats his fruit cup.
• Josh feels like JB makes fun of his nickname, but he does not admit that to his brother.
Write | Create Sensory Language | 20 minutes
1. Tell students that they will now learn about sensory language.
Read aloud the portion of page 102 of The Crossover from “Then I hear” to “both of us.”
Ask this question:
What do you notice about the language that describes Dad’s and JB’s actions?
Use responses to emphasize that the language includes words and phrases that appeal to the five senses to create a picture.
Invite a student to define sensory details. Reinforce the correct definition.
Display the Checklist for Module Task 1, and instruct students to read this line: uses descriptive details including precise words and phrases and/or sensory language to convey action, events, and experiences.
2. Direct students to the Writing Model for Module 1, located in the Learn book. Instruct them to read lines 1–34, starting with “I YAWN, / GROAN” and annotate examples of words or phrases that appeal to the senses.
Sample Annotations
• “Dad yells” (line 10)
• “aroma of scrambled eggs and toast” (line 13)
• “green kicks” (line 15)
• “take a deep breath” (line 33)
Definition
sensory details: words or phrases that relate to the five senses
Ask this question:
What do these sensory words and phrases convey about character and setting?
Key Ideas
• character: Dad is authoritative.
• character: Alexis feels stressed.
• character: Alexis loves sneakers.
• setting: Alexis is at her house in the morning.
3. Tell students that they will practice using sensory language to describe the beginning of class.
Ask this question:
What sights, smells, tastes, touches, or sounds do you experience at the beginning of class?
Use responses to model how to use sensory language to draft a few lines of poetry about the beginning of class.
4. Instruct students to brainstorm additional ways they could use sensory language to convey how they experience the beginning of class.
Language Support
To help students develop additional examples of sensory language, direct them to their annotations of stanzas 1–5 of the writing model, located in the Learn book.
5. Introduce the learning task. Direct students to their journals. Instruct them to write a stanza of poetry that uses sensory language to depict the beginning of class.
Analyze Student Progress
Monitor: Do students use words or phrases that appeal to at least one of the five senses?
Offer Immediate Support: If students need additional support developing sensory language, ask these questions: What do you hear at the beginning of class? What do you see at the beginning of class? How can you use words and phrases to help a reader see or hear these things?
Plan Future Practice: Students practice writing descriptive details in lesson 21.
6. If time allows, invite a few students to share their stanzas.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about conflicts?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 113–134 of The Crossover before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
CP.3.8 Content
CP.4.8 Structure
CP.5.8 Language: CP.5.8.D
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 18
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students examine how changing dynamics affect Josh’s actions in The Crossover. They analyze rising action events to understand Josh’s inner turmoil, which illuminates the knowledge that complex emotions can be developed in condensed stories. Students explain Josh’s motivations for his heightening conflict with JB. During writing instruction, students review expectations for Module Task 1. They develop a plan of which information they will include and expand upon from The Crossover in their narrative poems to prepare for completing the task.
Learning Goals
Describe a supporting character’s influence on conflict development in The Crossover.
LEARNING TASK: Summarize the motivations for Josh’s actions on pages 113–134 of The Crossover.
For Module Task 1, plan a narrative poem.
LEARNING TASK: Plan a poem on the Narrative Poem Planner for Module Task 1.
Vocabulary motivation (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Josh’s Motivations in The Crossover
• Respond: Explain Character Motivations
• Write: Plan a Narrative Poem
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• class Timeline for The Crossover (Learn book)
STUDENTS
• The Crossover
• Timeline for The Crossover (Learn book)
• journal
• Narrative Organizer for The Crossover (Learn book, lesson 9)
• Module Task 1 (Learn book, Writing)
• Checklist for Module Task 1 (Learn book, Writing)
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Crossover, passage 3 (Learn book, Fluency), and focus on a fluency element or summarizing.
• Students complete their Module Task 1 plan, as needed.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will determine motivations that complicate Josh’s conflict with JB in The Crossover.
LEARN
53 minutes
Read | Identify Josh’s Motivations in The Crossover | 15 minutes
1. Direct students to The Crossover. Instruct students to read “Before” (pages 133–134) and annotate details about Josh’s reactions.
Language Support
Based on your students’ needs, pause to define the basketball words double-teamed and the roll.
Differentiation Support
To help students identify Josh’s reactions, ask these questions:
• What does JB do in this poem that Josh seems to dislike?
• What does Josh do that is different from what Coach showed Josh and JB during practice?
Sample Annotation
• “Instead I dribble, trying to get out of the trap” (133)
• “fire a pass / so hard, / it levels him” (134)
Ask this question:
Which reaction from your annotations relates to a conflict identified in the previous lesson?
Reinforce the correct response: Josh throws the ball hard at JB because he feels mocked by JB’s use of his nickname in “Boy walks into a room.”
2. Instruct students to read “The main reason I can’t sleep” (pages 120–121) and annotate details about what could have led to Josh’s reaction in “Before.”
Sample Annotations
• “Jordan is on the phone.” (120)
• “I’m still hungry.” (121)
• “I wish I had / an apple / of my own.” (121)
Ask this question:
What other event may have caused Josh to feel angry at JB?
Differentiation Support
To help students identify another event that angers Josh, ask these questions:
• What problems does Josh say are not keeping him awake?
• What does Josh say is the main reason he can’t sleep?
• What does Josh mean when he says he wishes he had an apple of his own?
Reinforce the correct response: JB talks on the phone to Alexis while Josh tries to sleep.
3. Form groups, and assign each group one of these poems:
• “Second-Person” (114–115)
• “Surprised” (122)
• “This is my second year” (128)
Instruct students to work with their group to read their assigned poem and annotate details about what could have led to Josh’s reaction in “Before.”
Sample Annotations
• “Second-Person”: “After practice, you walk home alone” (114), “JB has your copy” (114), “JB will not eat lunch / with you tomorrow” (115)
• “Surprised”: “JB is jumping / into a car / with Miss Sweet Tea and her dad, / ruining my plan.” (122)
• “This is my second year”: “I’ve started every game / until tonight” (128), “find a seat / on the bench” (128), “all of whom are pointing / and laughing, / at me” (128)
4. Instruct students to continue working with their assigned group and poem. Tell them that they will follow the instructional routine Tableau, and explain how this routine works. First, students work in groups to recreate a scene or represent an idea by silently freezing their bodies and faces in a specific position. Next, each group presents their Tableau. A student within or outside the group may narrate the scene for the viewers.
5. Instruct groups to create a Tableau of an event that causes Josh’s reaction in “Before.”
Teacher Note
Based on your students’ needs, have students present their Tableaus in chronological order to highlight how motivations build in this section of the text.
Ask this question:
Which annotations informed your decisions when creating your Tableau?
Respond
| Explain Character Motivations | 23 minutes
1. Ask this question:
What do the Tableaus show about what motivates Josh to hurt JB?
Key Ideas
• Josh’s reaction is the result of several actions that build up over time.
• JB spends increasingly more time with Alexis and less time with Josh.
• JB makes several jokes at Josh’s expense.
• Josh does not have a chance to communicate his feelings to JB.
Introduce the vocabulary term motivation by displaying the term and definition. Engage students in Vocabulary Exploration.
2. Display the class Timeline for The Crossover, and direct students to the page in their Learn book.
Definition motivation (n.): a force or influence that causes someone to do something
3. Ask this question:
What initially motivates Josh to make his decision in “Before”?
Use responses to model how to add details to the beginning of the class timeline.
Instruct students to complete the remainder of the timeline by adding events that motivate Josh to injure JB.
Key Ideas
• JB takes Josh’s book when he goes to the library with Alexis.
• JB rides to the game with Alexis and doesn’t have time to talk to Josh.
• JB makes fun of Josh in front of their friends at the game.
• Josh has to sit on the bench during the game.
• JB yells, “FILTHY, / give me the ball.” (134)
• Josh throws the ball to JB so hard that it causes blood to gush from JB’s nose.
Differentiation Challenge
To extend student thinking about motivation, ask this question: What might motivate JB on pages 113–134 of the text?
4. Introduce the learning task. Direct students to their journals. Instruct students to summarize the motivations for Josh’s actions on pages 113–134 of The Crossover.
Analyze Student Progress
Monitor: Do students write summaries that include accurate, text-based responses from the previous instruction?
Offer Immediate Support: If students need additional support summarizing Josh’s motivations, direct attention to the timeline and ask this question: Which of JB’s actions isolate him from Josh?
Plan Future Practice: Students practice summarizing Josh’s changing relationships in The Crossover in lesson 21.
5. Direct students to the Narrative Organizer for The Crossover, located in the Learn book.
Ask this question:
What events on pages 113–134 of the text heighten conflicts and contribute to the rising action?
Key Ideas
• JB begins to date Alexis.
• Josh throws a ball at JB during a game, which seriously injures him.
Instruct students to use their responses to add details to the Rising Action section of the organizer.
Write | Plan a Narrative Poem | 15 minutes
1. Direct students to Module Task 1, located in the Learn book. Read aloud the prompt: Write a narrative poem about The Crossover, and then write an explanatory paragraph about your poem.
Step 1: Write a narrative poem about the beginning of The Crossover from a character’s perspective. Choose one character from the list.
• JB
• Dad
• Mom
Step 2: Write an explanation of how you incorporated specific examples of figurative language into your poem.
2. Invite a student to identify the verbs in the prompt.
Reinforce the correct responses: write, choose, and incorporated.
Ask this question: What will you write, choose, and incorporate to complete the task?
Key Ideas
• write: narrative poem about beginning of The Crossover and an explanation
• choose: character from list
• incorporate: specific examples of figurative language
Tell students that Module Task 1, the Checklist for Module Task 1, and the Narrative Poem Planner for Module Task 1 all include details about how to complete the module task.
3. Direct students to the Checklist for Module Task 1, located in the Learn book.
Instruct students to read the checklist and annotate details about narrative elements, poetic elements, and information that they should include in the task.
Facilitate a brief discussion about what students’ poems should include.
Key Ideas
• exposition and rising action
• figurative language
• poetic form
• details about the beginning of the text, knowledge from “Warm-Up” and “First Quarter”
4. Introduce the learning task. Direct students to the Narrative Poem Planner for Module Task 1, located in the Learn book. Instruct students to plan their narrative poem.
Analyze Student Progress
Monitor: Do students generate ideas in their plans that connect to content in The Crossover?
Offer Immediate Support: If students need additional support outlining the exposition and rising action of the poem’s narrative arc, direct students to the Narrative Organizer for The Crossover, located in the Learn book.
Plan Future Practice: Students practice planning a narrative poem in lesson 29.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about character motivation?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.4.8 Individuals, Events, and Ideas: MM.4.8.A
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Reveal: What does a deeper look at point of view reveal?
OVERVIEW
Preview
In this Reveal lesson, students consider the role of point of view in The Crossover. Students examine how Alexander’s use of point of view conveys Josh’s emotions about JB and, in turn, shapes readers’ responses. Students analyze how second-person point of view contributes to the mood of a poem. During writing instruction, students begin to draft Module Task 1. This work prepares students for the End-of-Module Task, in which they write a narrative poem that consists of a complete narrative arc and incorporates figurative language.
A Prologue to lesson 19 is available for students who need additional support.
Learning Goals
Analyze point of view in The Crossover.
LEARNING TASK: Write an explanation of how Alexander uses second-person point of view on pages 110–117 of The Crossover to affect the reader.
For Module Task 1, draft a narrative poem.
LEARNING TASK: Draft a poem by using the Narrative Poem Planner for Module Task 1.
Vocabulary
mood (n.)
second-person point of view
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Point of View in The Crossover
• Respond: Analyze the Effect of Point of View
• Write: Draft a Narrative Poem
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
STUDENTS
• The Crossover
• journal
• Mood Words List for The Crossover (Learn book)
• Module Task 1 (Learn book, Writing)
• Checklist for Module Task 1 (Learn book, Writing)
• Determine how students will complete Module Task 1. See the Write section for details.
Follow-Up
• Before the next lesson, students read pages 137–172 of The Crossover.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Crossover, passage 3 (Learn book, Fluency), and focus on a fluency element or summarizing.
• Students complete their Module Task 1 draft, as needed.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What does a deeper look at point of view reveal?
3. Tell students that they will analyze how point of view affects readers of The Crossover.
LEARN
53 minutes
Read | Examine Point of View in The Crossover | 22 minutes
1. Facilitate a brief discussion of these questions:
What is one thing you know about Josh’s relationship with JB?
What is one question you have about Josh and JB’s relationship?
2. Instruct students to work with a partner to annotate pronouns as they read “JB and I” (pages 110–111) and “Second-Person” (pages 114–115).
Language Support
Provide a word bank of pronouns to help students understand what they are. You may include pronouns such as I, me, we, you, he, she, they, them
• “JB and I” uses “I,” and “Second-Person” uses “you.”
• Josh sits alone in “JB and I”; he walks alone in “Second-Person.”
• Josh seems more accepting of JB’s absence in “JB and I” than he seems in “Second-Person.”
3. Ask this question: Whom might “you” refer to in “Second-Person”?
Differentiation Support
To help students determine whom the pronoun you addresses, read aloud page 115, and ask these questions:
• Who walks home alone?
• To whom is the story of The Crossover being told?
Key Ideas
• Josh
• a confidant
• the reader
4. Invite a student to define second-person point of view. Reinforce the correct definition.
Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question: What can you infer about Josh from Kwame Alexander’s use of second-person point of view?
Key Ideas
• wants or needs someone to talk to
• feels as if he watches himself experience the events he describes
5. Instruct students to work with their partner to read the portion of page 114 from “After practice, you” to “a second person.” Prompt them to rewrite these lines in first-person point of view.
Invite a student to read aloud the first-person revision and another student to read aloud the same section of the original poem.
Ask this question: How does the first-person rewrite convey Josh’s experience differently than the original version?
Key Ideas
• In the first-person rewrite, the experience appears more personal to Josh.
• In the first-person rewrite, Josh doesn’t appear to seek empathy.
Definition
second-person point of view: narration that directly addresses the reader as “you”
6. Instruct students to Think–Pair–Share to answer this question:
What does Alexander’s use of second-person point of view reveal about how Josh feels?
Key Ideas
• feels even more separate from JB than before
• feels a separation from himself
• wants to express his feelings about the separation
• feels uncomfortable speaking as himself
7. Direct attention to the title “Second-Person.”
Ask this question:
Why might Alexander have chosen “Second-Person” as the title of the poem?
Invite a few students to share their responses.
Key Ideas
• to highlight that Josh and JB are twins
• to emphasize the closeness of Josh and JB’s relationship up to this point
• to draw attention to the sudden change in attention JB gives Josh
8. Instruct students in groups of three to read “Third Wheel” (pages 116–117) and answer these questions:
How does the use of second-person point of view align with events in the poem?
How do Josh’s feelings progress across the three poems you have read?
Invite a few students to share their responses, and reinforce the correct responses:
• align—By referring to himself as “you,” Josh captures the loneliness and disconnect he experiences when he finds JB in the library with Alexis.
• progress—Josh’s feelings start with connection and camaraderie, and then transition to loneliness and disconnection before finally arriving at a sense of having been replaced and abandoned.
Respond | Analyze the Effect of Point of View | 13 minutes
1. Ask this question:
Imagine that in class Josh tells you the story from “Third Wheel.” How might this affect the atmosphere in the room?
Use responses to emphasize that listening to an emotional story may heighten tension or emotion in an atmosphere.
Ask this question:
How does Alexander’s use of second-person point of view affect you?
Invite a few students to share their responses.
Key Ideas
• draws me further into the plot
• creates feelings of sympathy or empathy for Josh
2. Facilitate a brief discussion of this question:
How does your experience change when Alexander uses second-person point of view?
3. Introduce the vocabulary term mood by displaying the term and definition. Invite a student to read aloud the definition.
Direct students to the Mood Words List for The Crossover, located in the Learn book.
Ask this question:
Based on the list, what type of words describe mood?
Reinforce the correct response: adjectives or words that describe emotions.
4. Facilitate a brief discussion of these questions:
Based on the mood words list, what words might you use to describe the mood in “Second-Person”?
How might second-person point of view contribute to the mood?
What piece of evidence best supports your responses?
Key Ideas
• mood: anxious, frustrated, lonely, tense
• contribution: involves the reader in action, distances Josh from the action
• evidence: “you walk home alone” (114), “But he’s with her. / Not here with you. / Which is unfair” (114), “you are walking home / by yourself / and your brother owns the world” (115)
Definition
mood (n.): the reader’s emotional response or the story’s atmosphere created by the author’s word choices in a text
5. Introduce the learning task. Direct students to their journals. Instruct them to write an explanation of how Alexander uses second-person point of view on pages 110–117 of The Crossover to affect the reader.
Analyze Student Progress
Monitor: Do students explain a specific mood that second-person point of view creates?
Offer Immediate Support: If students need additional support explaining the mood, read aloud the portion of “Second-Person” (page 114) from “And JB has” to “Which is unfair” and ask what mood it creates.
Plan Future Practice: Students practice analyzing craft in The Crossover in lesson 22.
6. Invite a few students to share their explanations.
Key Ideas
• to elicit understanding of and compassion for Josh from the reader
• to convey a lonely and depressed mood
• to portray Josh as relatable to the reader
7. Facilitate a brief discussion of this question:
How might the use of second-person point of view in “Second-Person” and “Third Wheel” develop the emerging theme of identity?
Differentiation Challenge
To extend student thinking, ask this question: What other emerging themes might the use of second-person point of view help develop?
Write | Draft a Narrative Poem | 18 minutes
1. Direct students to Module Task 1, located in the Learn book, and read aloud the prompt.
Direct students to the Checklist for Module Task 1 and the Narrative Poem Planner for Module Task 1, located in the Learn book. Instruct them to review the checklist and the planner.
Language Support
To help students understand the expectation for the module task, direct them to the Writing Model for Module 1, located in the Learn book.
Facilitate a brief discussion of this question:
How can you turn the ideas in your Narrative Poem Planner for Module Task 1 into a poem?
2. Introduce the learning task. Instruct students to use the Narrative Poem Planner for Module Task 1 to draft a poem.
Analyze Student Progress
Monitor: Do students expand on the ideas recorded in the narrative poem planner in their drafts?
Offer Immediate Support: If students need additional support expanding their ideas, model drafting a stanza based on a plan you create.
Plan Future Practice: Students practice drafting exposition and rising action in lesson 37.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about second-person point of view?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 137–172 of The Crossover before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.4.8 Individuals, Events, and Ideas: MM.4.8.A
MM.8.8 Point of View, Perspective, and Purpose: MM.8.8.A, MM.8.8.B
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.3.8 Phonics and Spelling: DF.3.8.A
DF.8.8 Punctuation: DF.8.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.C
DM.3.8 Schema Building
Lesson 20
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students examine a supporting character’s influence on events in The Crossover. They read poems to identify how Mom affects the conflicts and events within her family. Then students write an explanation of the influence Mom has, which reinforces the knowledge that narrative poems contain elements of storytelling, such as characters and conflict. During writing instruction, students peer review their Module Task 1 drafts, focusing on how figurative language is incorporated. This review highlights the importance of figurative language in narrative poetry, which prepares students to use figurative language in the End-of-Module Task.
Learning Goals
Explain how a supporting character affects conflicts and events in The Crossover.
LEARNING TASK: Write an explanation of how Mom affects conflicts and events on pages 137–172 of The Crossover.
For Module Task 1, revise a narrative poem draft.
LEARNING TASK: For Module Task 1, revise a narrative poem draft to include figurative language.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Mom’s Actions in The Crossover
• Respond: Explain Mom’s Influence
• Write: Revise a Narrative Poem
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• class Mom’s Influence Organizer for The Crossover (Learn book)
• Checklist for Module Task 1 (Learn book, Writing)
STUDENTS
• The Crossover
• journal
• Mom’s Influence Organizer for The Crossover (Learn book)
• Module Task 1 (Learn book, Writing)
• annotated Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Before the next lesson, students read pages 173–196 of The Crossover.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Crossover, passage 3 (Learn book, Fluency), and focus on a fluency element or summarizing.
• Students complete their Module Task 1 revision, as needed.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will write an explanation of events in The Crossover, focusing on how Mom affects Josh’s conflicts.
LEARN
53 minutes
Read | Identify Mom’s Actions in The Crossover | 20 minutes
1. Ask this question:
How can supporting characters affect a narrative arc?
Key Ideas
• show other angles of the narrative
• affect existing conflicts
• provide counsel to main character
Direct students to The Crossover. Instruct them to work with a partner to read “Suspension” (pages 138–141) and annotate words and phrases Mom uses to describe Josh.
Sample Annotations
• “You’ve been just what? DERANGED?” (139)
• “When did you / become a thug?” (139)
• “Don’t you get smart with me.” (140)
• “You’re suspended.” (141)
2. Direct students to their journals. Instruct them to use their annotations to Jot–Pair–Share to answer this question:
How do Mom’s actions affect Josh?
Reinforce the correct response: In her capacity as assistant principal, Mom suspends Josh from the basketball team. Therefore, he cannot practice or play games with the team.
3. Tell students that now they will investigate how Mom affects other conflicts and events.
Pair students. Instruct one student to annotate Mom’s actions in “Storm” (pages 151–152). Instruct the other student to annotate references to Mom in “I run into Dad’s room” (pages 165–167).
Sample Annotations
• “Storm”: “Mom shoots me a look / that says, Stay out of the rain” (152), “she and Coach chase / Dad’s tornado” (152), “she slowly brings him back / to wind and cloud” (152)
• “I run into Dad’s room”: “Dad, Mom thinks you should / take it easy, for your health, right?” (166), “I’m gonna take it … / if your mother lets me” (167), “watching Dad with eyes / full of panic” (167)
4. Instruct students to Think–Pair–Share to answer this question:
How does Mom affect conflicts in these poems?
Key Ideas
• chases Dad to calm him down because she is concerned about his health
• worries about Dad’s coaching offer, but wants to protect Josh from the severity of Dad’s health issues
Respond | Explain Mom’s Influence | 18 minutes
1. Display the class Mom’s Influence Organizer for The Crossover, and direct students to the page in their Learn book. Model how to complete the organizer for “Suspension” (pages 138–141).
Reinforce the correct responses:
• Conflict or Event—Josh throws the basketball at JB’s face.
• Mom’s Influence—Mom suspends Josh from the team for breaking JB’s nose.
• Textual Evidence—“You’re suspended. … / From the team.” (141)
2. Instruct students to complete the organizer for “Storm” (pages 151–152) and “I run into Dad’s room” (pages 165–167).
Differentiation Support
To help students complete the organizer, ask these questions:
• What does Dad do in the poem?
• How does Mom respond to Dad’s actions?
Invite a few students to share their responses, and reinforce the correct responses: “Storm”
• Conflict or Event—Dad approaches and yells at the referee at JB’s basketball game.
• Mom’s Influence—Mom prevents Dad from taking actions that could lead to physical complications.
• Textual Evidence—“she wraps her arms / around Dad’s waist” (152), “she slowly brings him back / to wind and cloud” (152), “take a tissue from / her purse to wipe her tears, / and the sudden onset of / blood from Dad’s nose” (152)
“I run into Dad’s room”
• Conflict or Event—Dad throws up and tells Josh that he wants to start a new coaching job.
• Mom’s Influence—Mom affects decisions about Dad’s coaching job offer.
• Textual Evidence—“Mom thinks you should / take it easy” (166), “I’m gonna take it … / if your mother lets me” (167), “Well, I will talk to her about / this job thing” (167)
3. Introduce the learning task. Instruct students to write in their journals an explanation of how Mom affects conflicts and events on pages 137–172 of The Crossover.
Analyze Student Progress
Monitor: Do students include details from the organizer?
Offer Immediate Support: If students need additional support explaining Mom’s influence on the narrative, ask this question: How does Mom worsen Josh’s conflict with JB?
Plan Future Practice: Students practice explaining how a character affects events in “The Raven” in lesson 29.
4. Invite a few students to share their explanations.
Key Ideas
• makes Josh angrier at JB by suspending Josh from the team
• prevents Dad from aggravating his health issues
• causes Josh and Dad to consider how the coaching job could affect Dad’s health
• shields Josh from discussions about Dad’s health issues
Write | Revise a Narrative Poem | 15 minutes
1. Tell students that they will now revise the narrative poem they drafted. Direct students to their drafts of Module Task 1, located in the Learn book.
Display the Checklist for Module Task 1. Read aloud this line: shows knowledge of how figurative language creates comparisons and images.
Facilitate a discussion of this question:
How can figurative language enhance a poem’s meaning?
Invite a few students to share their responses.
Key Ideas
• draw readers into a sensory experience
• create images in readers’ minds that remind them of personal experiences
2. Direct students to the annotated Writing Model for Module 1, located in the Learn book. Instruct a student to read aloud line 33, starting with “I stop, take.”
Ask this question:
What aspects of Alexis’s deep breath could we describe more vividly for readers?
Invite a few students to share their responses.
Key Ideas
• how it sounds
• what her stomach looks like
Think aloud to model how to revise line 33 to include figurative language.
Language Support
To help students understand the figurative language in the Sample Think Aloud, provide students with an image of a hot-air balloon.
Sample Think Aloud
I want to maintain the meaning of line 33 and include language that paints a more vivid picture in the reader’s mind. When people take deep breaths, I can see how it affects their bodies. Therefore, I will revise like this: I stop, take a deep breath that turns my belly into a hot-air balloon.
3. Instruct students in groups of three to exchange their narrative poem drafts so that each student has a peer’s poem to review.
Instruct students to read the first peer’s draft and underline two or three phrases where figurative language could enhance the poem.
Instruct students to exchange drafts again so each student has their other peer’s poem. Tell them to repeat the review process on the second peer’s draft.
Instruct students to discuss the following question in their group:
What are some ways to revise the underlined phrases with figurative language?
Teacher Note
Based on your students’ needs, determine whether pairs or larger groups might be more supportive for peer review.
4. Introduce the learning task. Instruct students to revise their narrative poem draft to include figurative language.
Direct students to Module Task 1. Instruct students to complete Step 2.
Analyze Student Progress
Following completion of Module Task 1, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about supporting characters?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Assign the follow-up work to read pages 173–196 of The Crossover before the next lesson.
4. Conclude the lesson by inviting students to add their questions to the Question Board.
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B, BU.3.8.F
BU.4.8 Expression
DF Develop Foundations
DF.3.8 Phonics and Spelling: DF.3.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 21
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students learn how Alexander builds tension toward a climax in The Crossover. They examine how Josh’s interactions with Mom and Dad reveal events that lead to a turning point in Josh’s life. Students use this knowledge to explain how rising action leads to a climax, as Dad’s health deteriorates to the point of his collapse. During writing instruction, students explore how the writing model uses first-person point of view to convey what Alexis experiences during her first day at a new school. Students rewrite what Alexis describes from the perspective of a supporting character in third-person point of view, which prepares them to craft a climax in their End-of-Module Task.
Learning Goals
Explain how events build to a climax in The Crossover.
LEARNING TASK: Write an explanation of how rising action leads to a climax on pages 173–196 of The Crossover.
Use a consistent point of view to develop an event.
LEARNING TASK: Rewrite the events in lines 60–71 of the writing model in a consistent point of view from your perspective as an observer.
Vocabulary
climax (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Changes in Dad in The Crossover
• Respond: Determine the Significance of Events
• Write: Use a Consistent Point of View
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Knowledge Card: climax
• Checklist for Module Task 2 (Learn book, Writing)
STUDENTS
• The Crossover
• journal
• Narrative Organizer for The Crossover (Learn book, lesson 9)
• annotated Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Crossover, passage 3 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will examine character communications and actions to determine the importance of events in Josh’s story.
LEARN
53 minutes
Read | Examine Changes in Dad in The Crossover | 12 minutes
1. Direct students to The Crossover. Instruct students to work in small groups to develop a list of moments when Josh sees Dad experience physical problems.
Invite a few students to share their responses.
Key Ideas
• when Dad clutches his chest while Josh and JB practice
• when Dad’s nose starts to bleed during a game
• when Dad vomits in his bedroom
2. Instruct students to read “Text Messages from Mom, Part One” (pages 179–180) and annotate details that refer to Dad.
Differentiation Support
To help students determine what to annotate, ask these questions:
• How does Mom describe Dad?
• What actions does Mom take because of Dad’s health?
• What words does she use that indicate uncertainty about Dad’s health?
Sample Annotations
• “Dad wasn’t feeling / well.” (179)
• “Dad’s okay. / I think.” (179)
• “He’s fine, just tired.” (180)
Instruct students to work with their group to answer these questions:
What events do Mom’s text messages convey?
What details suggest that Dad is feeling okay? What details suggest that he isn’t?
If Josh’s responses were included in the poem, what might he have said?
How does the form of this poem add to its meaning?
Key Ideas
• events: Dad is not feeling well. Mom and Dad step outside and then decide to go home.
• details: Mom conveys a joke that Dad makes. She texts, “Dad’s okay” (179) and “I think” (179), but then she corrects herself.
• Josh’s responses: Because Mom says, “Yes, Dad’s okay” (179), Josh probably asked if Dad was okay.
• form: The short three lines mirror the timing and concision of text messaging.
3. Tell students that they will now read a poem about an event that occurs after Mom sends the text messages during the game.
Read aloud “At Noon, in the Gym, with Dad” (pages 194–196), and instruct students to annotate Josh’s and Dad’s actions.
4. Invite a few students to share their annotations.
Respond | Determine the Significance of Events | 21 minutes
1. Facilitate a discussion of these questions:
What happens in “At Noon, in the Gym, with Dad”?
How does it affect the plot?
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss the important events in “At Noon, in the Gym, with Dad.”
Key Ideas
• what happens: Dad collapses; Josh performs CPR.
• effects: It shows the outcome of Dad’s refusal to address his health; it forces Josh to face just how sick Dad really is.
Prompt students to support their responses with evidence from their annotations.
Ask this question:
What makes this incident with Dad different from those Josh witnesses earlier in the novel?
Reinforce the correct responses:
• Dad doesn’t recover quickly or joke around.
• They call an ambulance.
2. Instruct students to Mix and Mingle to answer these questions:
How do Mom’s descriptions of events in “Text Messages from Mom, Part One” compare to Josh’s in “At Noon, in the Gym, with Dad”?
What is the effect of Josh’s description of Dad?
Key Ideas
• compare: Mom is vague, but Josh provides concrete details about Dad.
• compare: Mom seems calm, while Josh seems distraught.
• effect: Josh’s description creates a sense of urgency and the feeling that something is dangerously wrong with Dad.
• effect: Josh’s description heightens the reader’s concern about Dad.
3. Introduce the vocabulary term climax by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
4. Introduce the learning task. Direct students to their journals. Instruct them to write an explanation of how rising action leads to a climax on pages 173–196 of The Crossover.
Analyze Student Progress
Monitor: Do students clearly connect the rising action to the climax?
Definition climax (n.): the point in a story at which characters either face or solve their most important problem
Offer Immediate Support: If students need additional support explaining how the rising action leads to the climax, ask this question: What is the difference between the events surrounding Dad in “Text Messages from Mom, Part One” and those in “At Noon, in the Gym, with Dad”?
Plan Future Practice: Students practice identifying the climax of a narrative poem in “The Raven” in lesson 29.
5. Invite a few students to share their explanations.
Key Ideas
• Mom sends texts that suggest Dad’s not feeling well is not serious, but he later loses his pulse.
• Dad’s smaller health scares progress to Dad collapsing.
6. Direct students to the Narrative Organizer for The Crossover, located in the Learn book. Instruct them to add details to the Rising Action, based on the previous lesson, and Climax sections of the organizer.
Invite a few students to share their answers, and reinforce the correct responses:
• rising action—Mom suspends Josh from the basketball team; JB stops speaking to Josh; Dad’s health worsens.
• climax—During a game of basketball, Dad experiences a heart problem that causes him to fall and lose his pulse; Josh performs CPR on Dad while they wait for an ambulance to arrive.
Write | Use a Consistent Point of View | 20 minutes
1. Ask this question:
Why are the descriptions of Dad’s health in both poems so different?
Key Ideas
• because Dad isn’t as sick in the first poem
• because the first poem consists only of short text messages
• because they are written from two different perspectives
Remind students that perspective is the way a character looks at or thinks about something.
2. Assess and activate prior knowledge by asking this question:
What are the differences among first-, second-, and third-person points of view?
Reinforce the correct responses:
• first person—uses I; narrator is usually main character, shares personal thoughts and feelings
• second person—uses you; narrator usually addresses reader directly
• third person—uses he, she, or they; narrator usually limits internal thoughts and feelings of characters
3. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
What is the relationship between perspective and point of view?
Reinforce the correct response: Point of view directly affects the type of perspective that the narrator will have on the events of the story; a change in the point of view may also change the narrator’s perspective and what information they share.
Language Support
To help students understand the relationship between point of view and perspective, provide this example from The Crossover: In “At Noon, in the Gym, with Dad,” the point of view is first person, so the events are described entirely from the speaker’s (Josh’s) perspective.
4. Display the Checklist for Module Task 2, and read aloud this line: uses a consistent point of view from which to develop characters and events.
Direct students to the annotated Writing Model for Module 1, located in the Learn book.
Instruct students to annotate the actions of the “girl on the court” as you read aloud lines 60–71, starting with “A girl on.”
5. Invite a few students to share the passages they annotated.
Sample Annotations
• “smiles” (line 60)
• “Love the sneakers, she says.” (line 61)
• “talk some more” (line 70)
6. Ask these questions:
What does the use of first-person point of view allow the writer to include about the event?
How might the content of these stanzas differ if the writer were to use third-person point of view?
Key Ideas
• first person: what Alexis thinks, what both girls say to each other
• third person: narrator might know the name of the “girl on the court,” might include the perspectives of characters other than Alexis, might not recount word for word what both girls say
7. Think aloud to model how to rewrite lines 60–71 in third-person point of view from the perspective of the “girl on the court.”
Facilitate a discussion of this question:
How does a change in point of view affect the development of a character or event?
Use responses to emphasize that a change in point of view can affect what readers learn and how they feel about characters and events.
Sample Think Aloud
First, I know that what takes place according to Alexis is that she and the girl talk about their shoes. I also know that third-person point of view uses pronouns such as she. Therefore, I might rewrite what happens in these stanzas as follows: The new girl pouts / but another girl approaches her, / decides to smile / and compliment her on her sneakers. / A friendly back-and-forth / between the two begins. / There’s hope they’ll become friends.
8. Form small groups. Prompt students to imagine that they stand on the sidelines and observe Alexis playing basketball.
Ask this question:
How would a poem about the game of basketball differ if you were to tell it in first-person or third-person point of view from your perspective?
Invite students to share their responses.
Key Ideas
• first person: would not contain Alexis’s thoughts or feelings
• third person: would have a wider scope, might be more objective
9. Introduce the learning task. Instruct students to rewrite in their journals the events that take place in lines 60–71 of the writing model. Prompt them to use a consistent point of view from their perspective as an observer.
Analyze Student Progress
Monitor: Do students include content that aligns with a clear point of view?
Offer Immediate Support: If students need additional support determining what content to include, ask these questions: Where do you stand on the court? What do you know about the two girls in the poem? What do you not know about them?
Plan Future Practice: Students practice writing from a consistent point of view in lesson 30.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the climax of a narrative arc?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
CP.3.8 Content: CP.3.8.A, CP.3.8.A.c
CP.4.8 Structure: CP.5.8
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 22
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Reveal: What does a deeper look at structure reveal?
OVERVIEW Preview
In this Reveal lesson, students continue to examine why and how Alexander uses poetic form in The Crossover. They read poems that use form to emphasize Josh’s conflicts with his family. Students then analyze how form contributes to meaning, which builds the knowledge that writers of narrative poetry use the poetic form that best supports the content of their stories. During writing instruction, students examine the relationship between narrative content and poetic form in the writing model. Students use form to rewrite a writing model stanza, which prepares them to draft an original narrative poem for the End-of-Module Task.
A Prologue to lesson 22 is available for students who need additional support.
Learning Goals
Analyze poetic form in The Crossover.
LEARNING TASK: Explain how poetic form contributes to meaning on pages 144–145 and 172 of The Crossover.
Use a poetic form to strengthen narrative content.
LEARNING TASK: Rewrite lines 27–32 of the writing model with different poetic form elements.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Poetic Form in The Crossover
• Respond: Analyze the Effect of Poetic Form
• Write: Use Poetic Form
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• “Visual Poetry in The Crossover” (digital platform)
• class Poetic Form Organizer for The Crossover (Learn book, lesson 12)
• Checklist for Module Task 2 (Learn book, Writing)
• class annotated Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• The Crossover
• journal
• Poetic Form Organizer for The Crossover (Learn book, lesson 12)
• annotated Writing Model for Module 1 (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Crossover, passage 4 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What does a deeper look at structure reveal?
3. Tell students that they will identify poetic form elements and analyze their effect on Josh’s conflicts in The Crossover.
LEARN
53 minutes
Read | Identify Poetic Form in The Crossover | 18 minutes
1. Play “Visual Poetry in The Crossover.” Direct students to their journals, and instruct them to take notes about how Kwame Alexander chose to portray conversations in The Crossover.
Ask these questions:
According to Alexander, what poetic forms go well with back-and-forth conversations?
What are couplets and tercets?
Language Support
To help students understand couplet and tercet, instruct them to highlight the word parts and infer the meaning of both words.
Reinforce the correct responses:
• conversations couplets and tercets
• couplets and tercets—two-line and three-line stanzas
2. Direct students to The Crossover. Instruct them to read “Suspension” (pages 138–141) and to annotate and label what they notice about form.
3. Look for students to annotate appropriate passages.
Sample Annotations
• couplets: “Have you lost your mind, son? / No.” (138)
• italicized dialogue: “Then what was it? I’m waiting.” (139)
• ellipses: “…” (139)
• uppercase text: “DERANGED?” (139)
4. Instruct students to Think–Pair–Share to answer this question:
How might form enhance understanding of Josh’s and Mom’s words and actions?
Key Ideas
• Couplets allow readers to visualize the tense back-and-forth.
• Uppercase text and ellipses illustrate Mom’s volume and Josh’s lack of response.
• Italic text makes it clear when Mom speaks and emphasizes the separation of Mom and Josh.
5. Invite two students to read aloud “Dear Jordan” (page 159). Instruct one student to read the poem vertically and the other student to read it horizontally.
Instruct students to work with a partner to annotate and label what they notice about form in “Dear Jordan.”
6. Invite a few students to share the passages they annotated.
Sample Annotations
• letter format: “Dear Jordan,” “PS. I’m sorry.”
• two columns: “without u,” “i am empty”
• short lines: “the goal,” “with no net”
• lowercase font: “i can no longer fit”
• white space after every line
7. Ask this question:
What does form suggest about Josh’s feelings toward JB?
Key Ideas
• letter format: doesn’t feel like he can talk to JB
• columns: feels split in two because of the disconnect
• short lines: feels unsure of what to say to JB
• white space: feels likes parts of himself are empty
8. Instruct students to read “At Noon, in the Gym, with Dad” (pages 194–196) and to annotate and label what they notice about form.
9. Look for students to annotate appropriate passages.
• capitalized first letters: “People watching” (194), “Players boasting” (194)
10. Read aloud “At Noon, in the Gym, with Dad,” and instruct students to pay attention to the poem’s pace.
Teacher Note
Set a timer that audibly ticks while you read to elevate how quickly multiple actions in the poem occur.
Differentiation Support
To help students understand the impact of form, have students tap out the rhythm of the poem and compare it to a heartbeat.
11. Facilitate a discussion of these questions:
How might form contribute to the poem’s pace?
What does this suggest about how Josh feels?
How does the pace of “At Noon, in the Gym, with Dad” compare to that of “Suspension”?
Key Ideas
• form: Short lines with few words hurry the pace; limited punctuation makes events seem to happen in quick succession.
• feels: The hurried pace suggests that Josh feels anxious, overwhelmed, and frantic; Josh feels like he cannot catch his breath.
• comparison: “At Noon, in the Gym, with Dad” has a fast pace, while “Suspension” has a slower, drawn-out pace.
Respond | Analyze the Effect of Poetic Form | 15 minutes
1. Display the class Poetic Form Organizer for The Crossover, and direct students to the page in their Learn book. Collaborate with students to add an entry for “Suspension” (pages 138–141) to the class organizer.
Key Ideas
• Title of Poem: “Suspension”
• Description of Form: couplets, italicized dialogue, ellipses, uppercase text
• How Form Impacts the Poem’s Meaning: The use of couplets makes back-and-forth conversation more vivid for the reader. Ellipses highlight the tension between Josh and Mom.
Instruct students to add to their organizer the class entry for the poem.
2. Instruct students to work with a partner to add entries for “Dear Jordan” (page 159) and “At Noon, in the Gym, with Dad” (pages 194–196).
Invite a few students to share their responses.
Key Ideas page 159
• Title of Poem: “Dear Jordan”
• Description of Form: letter format, two columns that can be read horizontally or vertically, few words per line, white space after every line
• How Form Impacts the Poem’s Meaning: The two columns emphasize Josh’s conflicted feelings. The white space after every line mirrors Josh’s feelings of emptiness and loneliness. pages 194–196
• Title of Poem: “At Noon, in the Gym, with Dad”
• Description of Form: two words per line, minimal punctuation, frequent subject and verb sequences
• How Form Impacts the Poem’s Meaning: Short lines and minimal punctuation elevate the swiftness of events and Josh’s feelings of helplessness and despair. The frequent subject and verb sequences highlight that Josh does not have time to think about or process what happens.
Facilitate a brief discussion of this question:
How can form uniquely convey events and experiences in narratives?
3. Introduce the learning task. Instruct students to write in their journals an explanation of how poetic form contributes to meaning in “This week, I” (pages 144–145) and “Things I Learn at Dinner” (page 172).
Analyze Student Progress
Monitor: Do students describe the relationship between specific form elements and meaning in each poem?
Offer Immediate Support: If students need additional support identifying specific form elements, ask these questions: What unique characteristics of “Dear Jordan” did you identify in the poetic form organizer? How do those characteristics help convey meaning?
Plan Future Practice: Students practice analyzing craft in The Crossover in lesson 25.
Differentiation Challenge
To extend student thinking about multiple uses of the same form, instruct students to write an explanation that compares Alexander’s use of couplets in “Ode to My Hair” (page 33) and “Suspension” (pages 138–141).
4. Invite a few students to share their explanations.
Key Ideas
“This week, I”
• White space highlights the distance in Josh and JB’s relationship.
• The use of couplets draws attention to JB’s lack of response to Josh.
“Things I Learn at Dinner”
• The use of punctuation at the end of each line emphasizes the long list of things that Josh learns about Alexis.
• The capitalization of an entire line highlights Josh’s interest in that particular detail about Alexis.
5. Facilitate a discussion of these questions:
What unique form elements did you identify?
How do those elements help to convey Josh’s conflicts with himself or with Mom, Dad, or JB?
Prompt students to use the poetic form organizer to support their responses.
Write
| Use Poetic Form | 20 minutes
1. Facilitate a brief discussion of this question:
Which form element in your poetic form organizer do you think best develops a narrative?
Display the Checklist for Module Task 2, and read aloud this line: uses one or more of the poetic forms in The Crossover.
2. Direct students to the annotated Writing Model for Module 1, located in the Learn book.
Read aloud lines 1–12, starting with “I YAWN, / GROAN,” and instruct students to annotate important actions.
3. Invite a few students to share the passages they annotated.
Sample Annotations
• “YAWN” (line 1)
• “GROAN” (line 2)
• “S / T / R / E / T / C / H” (lines 3–9)
• “get out of bed” (line 10)
Ask this question:
How do typographic choices convey meaning in these lines?
Key Ideas
• YAWN and GROAN: Uppercase letters show the sounds are loud.
• S / T / R / E / T / C / H: Letters extend across lines in the same way that someone extends their body when they stretch.
• get out of bed: Italic text indicates dialogue from Dad.
4. Think aloud to model how to rewrite stanza 1 to incorporate different form elements.
5. Facilitate a discussion of this question:
How does the rewrite affect the stanza’s content and meaning?
Key Ideas
• adds new information, which includes the phonetic spelling, part of speech, and definition
• uses different methods to convey events (replaces Dad’s dialogue with a statement that Dad yells)
6. Instruct students to work with a partner to read lines 21–32, starting with “My game plan,” and discuss how rewriting them with different form elements could support the content.
Differentiation Support
To help students generate ideas, ask these questions:
• What are Alexis’s actions?
• What does Alexis feel?
• What does Alexis say?
• Based on your notes in the poetic form organizer, which form elements would best convey Alexis’s actions, feelings, and words in lines 21–32?
7. Introduce the learning task. Instruct students to rewrite in their journals lines 27–32 of the writing model with different poetic form elements.
Analyze Student Progress
Monitor: Do students use form in a way that effectively conveys the meaning of Alexis’s experience?
Offer Immediate Support: If students need additional support writing in a poetic form, direct students to the poetic form organizer to identify a form that will convey meaning about Alexis’s experience.
Plan Future Practice: Students practice incorporating form elements into a poem in lesson 30.
Sample Think Aloud
To use form differently in lines 1–12, I first identify a major action: Alexis wakes up. Then I review my poetic form organizer for a form element that I can apply to the action. The word stretch has multiple meanings, so I will draw from the form of the poem “cross·o·ver.” After using the word crossover as the title, the poem presents the phonetic spelling, part of speech, and definition. It proceeds to list examples of the word in context, introducing each with “As in.”
So I will use the title “stretch,” add “[STRETCH] verb,” and start the first stanza with the definition “to put your body in positions that make the muscles long and tight.” Now, I will add examples that begin with “As in,” preserving the original content by grounding my version in Alexis waking up—As in: I sit up in bed / and stretch my arms / as Dad yells. / As in: I think about / stretching into an even better player / on the new court. / As in: It’s no stretch of the imagination / that I am and always will be the MVP.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about poetic form?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.I
CP.2.8 Planning: CP.2.8.A, CP.2.8.B
CP.3.8 Content: CP.3.8.A, CP.3.8.A.c
CP.4.8 Structure
CP.5.8 Language
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.C
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 23
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students reflect on what poetry can offer to writers and readers of the genre. Students read “How Julia Alvarez Wrote Her Many Selves into Existence” and determine what benefits Alvarez believes poetry can provide. Students then connect those benefits to poems in The Crossover, which builds the knowledge that poems can reveal universal truths. During writing instruction, students learn how writers use poetic form to support narrative content. This prepares students to write an explanation of how they incorporate poetic form into Module Task 2.
Learning Goals
Reflect on the knowledge built about poetry from The Crossover.
LEARNING TASK: Explain which benefit of poetry
The Crossover best demonstrates.
Explain a poetic choice.
LEARNING TASK: Write an explanation of how the use of form in the stanza you drafted in the previous lesson supports the narrative content.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Determine the Benefits of Poetry
• Respond: Connect Alvarez’s Ideas to The Crossover
• Write: Explain a Poetic Choice
LAND
Synthesize Learning
Materials
TEACHER
• “How Julia Alvarez Wrote Her Many Selves into Existence” (digital platform)
• The Crossover
• class Poetry Benefits Organizer for “How Julia Alvarez Wrote Her Many Selves into Existence” (Learn book)
• Checklist for Module Task 2 (Learn book, Writing)
• “Visual Poetry in The Crossover” (digital platform)
• class annotated Writing Model for Module 1 (Learn book, Writing)
STUDENTS
• “How Julia Alvarez Wrote Her Many Selves into Existence” (Learn book)
• The Crossover
• Notice and Wonder Checklist for “How Julia Alvarez Wrote Her Many Selves into Existence” (Learn book)
• Poetry Benefits Organizer for “How Julia Alvarez Wrote Her Many Selves into Existence” (Learn book)
• journal
• annotated Writing Model for Module 1 (Learn book, Writing)
Preparation
• none
Follow-Up
• Before the next lesson, students read pages 199–237 of The Crossover.
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Crossover, passage 4 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “How Julia Alvarez Wrote Her Many Selves into Existence.”
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will build knowledge about the benefits of poetry by reading “How Julia Alvarez Wrote Her Many Selves into Existence.”
LEARN
53 minutes
Read | Determine the Benefits of Poetry | 20 minutes
1. Direct students to “How Julia Alvarez Wrote Her Many Selves into Existence” and the Notice and Wonder Checklist for the text, located in the Learn book.
Instruct students to complete the checklist.
Invite a few students to share their responses.
Ask these questions:
What do the bold headings indicate about the format of this article? What might we learn from an author speaking about their work?
Key Ideas
• headings: that it’s an interview
• learn: why they wrote something, about their writing process, how they became writers
Explain that the writer Carmen Molina Acosta posed questions to Julia Alvarez, the author of the poem “Exile.”
2. Read aloud paragraphs 1–5, starting with “Growing up, there,” and instruct students to annotate details about poetry.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., enlightenment, liberation, perpetually).
Sample Annotations
• “Every time I want to touch bottom in myself, I return to poetry.” (par. 5)
• “poems are where I am meeting up against the silence” (par. 5)
• “moments when there’s a little enlightenment or a little awareness” (par. 5)
3. Instruct students to Think–Pair–Share to determine what Alvarez means by one of the following phrases:
• “touch bottom in myself”
• “meeting up against the silence”
• “a little enlightenment or a little awareness”
Key Ideas
• touch bottom: express herself most fully; know herself deeply
• the silence: complex feelings or thoughts for which she has no words; feelings or subjects that are taboo
• a little enlightenment: moments when understanding occurs; small moments of self-expression
Ask this question:
What does Alvarez say poetry can offer?
4. Display the class Poetry Benefits Organizer for “How Julia Alvarez Wrote Her Many Selves into Existence,” and direct students to the page in their Learn book.
Think aloud to model how to synthesize paragraph 5 to articulate what Alvarez says poetry can offer. Add your responses to the Annotations About Poetry and Benefits of Poetry columns of the class organizer, and instruct students to add the same responses to their organizers.
5. Pair students, and instruct them to read the rest of the article and annotate details about writing and reading poetry.
Sample Annotations
• “naming is a kind of liberation” (par. 7)
• “Writing … is a way of self creation.” (par. 13)
• “Writing … was a kind of protection.” (par. 16)
• “they connect with what I’ve worked on” (par. 20)
Sample Think Aloud
I want to articulate what Alvarez states poetry can offer in this paragraph. In looking at my annotations and thinking about the meanings I discussed, I notice that Alvarez mentions wanting to understand her feelings and her selves. Therefore, I can infer that she believes poetry offers a way to understand one’s feelings and self.
Instruct students to use their annotations to complete the Annotations About Poetry and Benefits of Poetry columns of their organizer.
Key Ideas
• paragraphs 6–11: freedom, connection, courage
• paragraphs 12–14: sense of self, creation of self
• paragraphs 15–18: protection
• paragraphs 19–20: connection, bravery
Invite a few students to share their responses.
Respond | Connect Alvarez’s Ideas to The Crossover | 15 minutes
1. Tell students that they will now examine the connections between Alvarez’s views on poetry and poems in The Crossover.
Direct students to The Crossover. Read aloud “Fast Break” (pages 149–150), and instruct students to annotate words and phrases that praise JB’s moves.
Sample Annotations
• “SHOOTING STAR” (149)
• “CLIMBing sky.” (149)
• “Explodes the lane” (149)
Ask this question:
What does Josh do with these words and phrases?
Reinforce the correct response: Josh uses these words and phrases to describe JB’s greatness as he plays basketball.
2. Collaborate with students to add to the Parallels in The Crossover column of the organizer by asking this question:
Of the benefits Alvarez describes, which one might “Fast Break” offer to Josh or the reader?
Prompt students to support their responses with evidence from both texts as needed. Use responses to add to the class organizer for the appropriate paragraph.
Key Ideas
• creation of Josh’s sense of self as a basketball phenom through description of JB’s performance
• connection to Josh for readers who see themselves as similarly great at something
3. Instruct pairs to form groups of four. Assign each group one of the following poems:
• “Conversation” (pages 91–92)
• “Third Wheel (pages 116–117)
• “es·tranged” (page 187)
Instruct students to read their assigned poem and add to the Parallels in The Crossover column of their organizers.
Differentiation Support
To help students determine which benefit their poem demonstrates, direct them to specific paragraphs in “How Julia Alvarez Wrote Her Many Selves into Existence” based on their assigned poem.
• “Conversation”: paragraph 5, starting with “Every Time I”
• “Third Wheel”: paragraph 16, starting with “Writing in English”
• “es·tranged”: paragraph 13, starting with “Writing for me”
Differentiation Challenge
To encourage students to synthesize their knowledge across texts, instruct them to complete the Parallels in The Crossover column of their organizer with “Exile” or a poem of their own choosing from pages 3–196 of The Crossover.
Invite a few students to share what benefits their assigned poem demonstrates and why they think so.
Key Ideas
• It might give the reader courage to speak up about personal concerns.
• The reader might connect to the experience of changing family relationships.
• Josh seeks understanding of his own feelings.
• Josh distances and protects himself from feelings by referring to “you.”
4. Introduce the learning task. Direct students to their journals. Instruct them to write an explanation about which of Alvarez’s benefits of poetry The Crossover best demonstrates.
Analyze Student Progress
Monitor: Do students use specific examples from The Crossover to support their reasoning?
Offer Immediate Support: If students need additional support connecting The Crossover to Alvarez’s ideas, provide these sentence frames: The Crossover best demonstrates Alvarez’s idea that poetry . She explains . The Crossover does this by . Plan Future Practice: Students practice forming knowledge statements about narrative poetry in lesson 27.
Write | Explain a Poetic Choice | 18 minutes
1. Facilitate a brief discussion of this question:
What can you learn from authors when they speak or write about their specific craft choices?
Display the Checklist for Module Task 2, located in the Learn book.
Read aloud these lines:
• shows knowledge of how narrative poetry combines elements of storytelling with poetic form
• shows knowledge of form and refers to specific examples
Tell students that writers are often asked to explain why they made specific choices in their writing.
2. Play “Visual Poetry in The Crossover.”
Instruct students to take notes in their journals about how Kwame Alexander uses form in The Crossover.
Key Ideas
• haiku for text messages
• couplets and tercets for conversation
• visual placement of words for trash talking
Facilitate a discussion of this question: What did you learn about form from Alexander?
Key Ideas
• Certain forms are particularly well suited to conveying certain types of events.
• Visual layout can affect how a poem sounds.
• The size and orientation of words can emphasize emotions.
3. Direct students to the Writing Model for Module 1, located in the Learn book.
Instruct students to read the writing model’s explanatory paragraph and annotate details about form.
Sample Annotations
• “I wrote the poem in free verse.”
• “I used couplets.”
• “conversation was like passing a basketball back and forth”
Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
What does this explanation convey about form in narrative poetry?
Key Ideas
• can enhance the content
• chosen intentionally by narrative poets
4. Remind students of the poem you wrote in the previous lesson. Think aloud to model how to develop a paragraph that explains how you used form to support narrative content.
5. Direct students to the poem they drafted in the previous lesson. Instruct them to work with a partner to discuss why they chose to use form in the way they did.
6. Introduce the learning task. Instruct students to write in their journals an explanation of how they used form in their poem to support the narrative content.
Analyze Student Progress
Monitor: Do students use specific examples to explain how form connects to what happens in their poem?
Offer Immediate Support: If students need additional support explaining form’s relationship to the content, provide these sentence frames: My poem is about . Therefore, the way I used form was to . This shows
Plan Future Practice: Students practice writing an explanation of craft in Module Task 2.
Sample Think Aloud
Yesterday, I rewrote stanza 1 of the writing model. I focused on the word stretch, incorporating a definition layout and repetition. In my poem “stretch,” Alexis gets ready for her first day at a new school. My explanation will be “I chose to emphasize the word stretch to highlight that Alexis’s first day of school requires her to be flexible about the possible outcomes. By repeating ‘As in,’ I show how important it is for Alexis to stretch herself in different ways. Alexis stretches when she wakes up and does so again when she prepares to showcase her skills on the court.”
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question:
What are the intersections between stories and poetry?
2. Use responses to reinforce this Knowledge Thread:
• Poems that tell stories may preserve personal histories, convey life lessons, and reveal universal truths by describing external events that prompt internal changes in characters.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
What did you learn about reading and writing poetry?
• What did you learn from “How Julia Alvarez Wrote Her Many Selves into Existence”?
• What did you learn to do?
3. Assign the follow-up work to read pages 199–237 of The Crossover before the next lesson.
ACHIEVEMENT
DESCRIPTORS
MM Make Meaning from Texts
Compose and Present Content
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 24
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students examine the falling action and resolution of The Crossover. They describe how Josh’s conversations with Mom and JB affect conflicts developed earlier in the text, which illuminates how a complete narrative arc can be crafted in poetry. Students use their annotations and discussion of conflict to summarize the falling action and resolution of the text. During writing instruction, students examine the use of descriptive details to develop events and experiences in The Crossover. They practice writing with precise words and phrases to develop their personal experiences of arriving at lunch.
A Prologue to lesson 24 is available for students who need additional support.
Learning Goals
Explain the falling action and resolution of The Crossover.
LEARNING TASK: Explain why the events on pages 204 and 234–237 in The Crossover belong in the falling action and resolution of the narrative.
Use precise words and phrases in a narrative.
LEARNING TASK: Write a stanza of narrative poetry that uses precise words and phrases to develop the experience of attending lunch.
Vocabulary
falling action resolution (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Categorize Conflict and Resolution in The Crossover
• Respond: Explain Falling Action and Resolution
• Write: Use Precise Words and Phrases
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Knowledge Cards: falling action, resolution
• Checklist for Module Task 2 (Learn book, Writing)
STUDENTS
• The Crossover
• “Mom, since you asked” Handout for The Crossover (Learn book)
• Narrative Organizer for The Crossover (Learn book, lesson 9)
• journal
• “Free Throws” Stanza (Learn book)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to ensure all students have access to scissors to cut the handout.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Crossover, passage 4 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will review how Josh’s interactions with Mom and JB show the progression of conflicts that leads to a conclusion in The Crossover.
LEARN
53 minutes
Read | Categorize Conflict and Resolution in The Crossover | 20 minutes
1. Tell students that you will read aloud “Mom, since you asked, I’ll tell you why I’m so angry” (page 204). Instruct students to join you in reading aloud any words that are repeated, are italicized, or contain all capitalized letters.
Read aloud page 204, starting with “Mom, since you.”
Ask this question: What happens in this poem?
Reinforce the correct response: Josh tells his mother all the reasons he is angry as they sit at the hospital with his sick father.
2. Direct students to the “Mom, since you asked” Handout for The Crossover, located in the Learn book. Instruct them to cut out each sentence on the handout and work with a partner to categorize the sentences according to what makes Josh angry. Prompt students to label their categories.
Differentiation Support
To help students determine categories for the sentences, instruct them to write out each of Josh’s conflicts on note cards and then connect the sentences from the poem to the appropriate conflict.
Invite a few students to share their categories with the class.
Key Ideas
• family changes: Our backboard is splintered. Dad tried to dunk.
• family members: Jordan cut my hair and didn’t care. Dad told you he’d be here forever.
• Josh’s feelings: I feel empty with no hair. I don’t have anybody to talk to now.
3. Direct students to the Narrative Organizer for The Crossover, located in the Learn book.
Ask this question:
How do your categories relate to the conflict on the narrative organizer?
Key Ideas
• Josh still expresses anger at Jordan and how the loss of his hair is affecting his identity.
• Josh’s concern for Dad’s health has intensified as Dad is in the hospital after refusing to seek medical help and suffering a heart attack.
• Josh’s identity continues to change as he experiences distance from his brother and sadness about Dad’s illness.
4. Tell students that they will now investigate how the reasons for Josh’s anger that relate to Dad appear later in the narrative.
Instruct students to read “Free Throws” (pages 234–237) and annotate references to Dad.
Sample Annotations
• “Dad once made / fifty free throws / IN A ROW.” (234)
• “A year with my father.” (235)
• “out here / in the driveway / shooting free throws / I feel closer to Dad.” (235)
• “he told me to give you this. / You earned it, Filthy, he says.” (236)
Ask these questions:
What are Josh and JB doing?
Why are they engaged in this activity?
Reinforce the correct responses:
• what—attempting to shoot fifty free throws in a row
• why—because Dad previously made fifty free throws in a row
5. Direct students to the sentences they sorted into categories.
Ask these questions:
How do the events in “Free Throws” relate to the conflicts you categorized?
Key Ideas
• Many of the conflicts seem resolved.
• Josh is no longer angry at so many people.
• Josh and JB play basketball, which indicates they now are getting along.
6. Facilitate a brief discussion in which students classify the major conflicts of The Crossover as resolved or ongoing. Invite a few students to use their annotations to explain their rationales.
Use responses to emphasize that all major conflicts are resolved by the end of “Free Throws.”
Respond | Explain Falling Action and Resolution | 15
minutes
1. Direct attention to the narrative organizer.
Instruct students to work with a partner to review their entries for Exposition, Rising Action, and Climax.
Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
How has the way Josh handles conflict changed?
What does Josh’s interaction with JB in “Free Throws” suggest about Josh’s conflicts with JB?
Reinforce the correct responses:
• changed directly shares how he feels with the relevant member of his family
• interaction—that the friendly game and talk about Dad resolves issues between brothers
2. Introduce the vocabulary terms falling action and resolution by displaying the Knowledge Cards. Engage students in Vocabulary Exploration.
Language Support
To help students understand the terms falling action and resolution, direct them to the Narrative Organizer for The Crossover, and ask this question: How does the placement of the Falling Action and Resolution sections on the narrative organizer relate to the meanings of the words?
Definitions falling action: events that occur after a story’s climax and before the conclusion resolution (n.): the point in a story at which the main conflict is solved or ended
3. Introduce the learning task. Instruct students to write in their journals an explanation of why the events on pages 204 and 234–237 in The Crossover belong in the falling action and resolution of the narrative.
Analyze Student Progress
Monitor: Do students connect events in the poems to Josh’s changed feelings?
Offer Immediate Support: If students need additional support connecting events to Josh’s changed feelings, direct them to their annotations of “Free Throws” (pages 234–237), and ask this question: Which events in your annotations indicate a conflict is resolved?
Plan Future Practice: Students practice determining falling action and resolution in “The Raven” in lesson 29.
Key Ideas
• Josh’s description of why he’s angry in “Mom, since you asked, I’ll tell you why I’m so angry” occurs after the climax of Dad’s heart attack. However, Josh’s description does not indicate that his conflicts have been resolved, which positions this poem in the falling action.
• Josh shoots fifty free throws to feel connected to Dad, and he tosses the ball to JB as an invitation to play. Both actions demonstrate that his conflicts have moved to resolution.
4. Instruct students to add a summary of the falling action and resolution to the narrative organizer.
Invite a few students to share their answers, and reinforce the correct responses:
• falling action—Josh directly expresses his emotions to his mother, which allows him to grapple with his anger; Dad passes away.
• resolution—Josh shoots free throws to feel close to Dad; Josh and JB reconcile.
Write | Use Precise Words and Phrases | 18 minutes
1. Direct students to the “Free Throws” Stanza, located in the Learn book.
Instruct students to read the adapted “Free Throws” stanza and the portion of page 234 from “It only takes” to “the free-throw line.” Instruct students to annotate words or phrases in the first stanza of “Free Throws” that add specificity to the narrative.
Sample Annotations
• “wedged between / rim and backboard” (234)
• “trying / and failing / to dunk” (234)
• “free-throw line” (234)
2. Ask these questions:
What is similar about both stanzas?
What is different?
What do the differences highlight?
Key Ideas
• similar: Both stanzas describe the same events. Both stanzas develop the same story.
• different: The adapted version is difficult to visualize. The original version uses more words and phrases to describe events and actions.
• highlights: The use of basketball-related words emphasizes Josh’s love of the sport. Words like “wedged” and phrases like “trying and failing” add specificity to actions.
3. Display the Checklist for Module Task 2, and read aloud this line: uses descriptive details, including precise words and phrases and/or sensory language, to convey action, events, and experiences.
Remind students that they practiced writing sensory language in a previous lesson. Tell them that they will now focus on precise words and phrases.
Ask this question:
Based on your annotations, what precise words and phrases appear in the first stanza on page 234?
Language Support
To help students accurately identify precise words and phrases, explain that precise means “very accurate and exact.”
Key Ideas
• “rim” (234)
• “backboard” (234)
• “failing / to dunk” (234)
4. Instruct students to read “Free Throws” (pages 234–237) with a partner and annotate precise words and phrases.
Sample Annotations
• “fifty free throws” (234)
• “orange orb” (235)
• “to the hoop” (235)
• “crossover / was wicked” (236)
Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
What information do the words and phrases you annotated provide?
Key Ideas
• specific number of shots
• detailed description of ball’s visual appearance
• location of the shot
• name and description of a specific type of play
5. Tell students that they will use precise words and phrases to write a stanza of poetry about a personal experience.
Instruct students to brainstorm ways to use precise words and phrases to describe their experiences of arriving at lunch.
Differentiation Support
To help students brainstorm precise words and phrases that develop an event, ask these questions:
• What do you do at the beginning of lunch?
• How can you add more specific or exact language to describe this occurrence?
6. Introduce the learning task. Instruct students to write in their journals a stanza of poetry that uses precise words and phrases to develop the experience of attending lunch.
Analyze Student Progress
Monitor: Do students use specific language to describe what they do during lunch?
Offer Immediate Support: If students need additional support generating specific details to describe their experiences of attending lunch, direct them to the types of information they identified in their
Jot–Pair–Share, and ask this question: How can you integrate similar information into your description of lunch?
Plan Future Practice: Students practice using precise words and phrases in the End-of-Module Task in lesson 36.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about falling action and resolution?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.H
CP.5.8 Language: CP.5.8.D
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 25
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Reveal: What does a deeper look at language reveal?
OVERVIEW Preview
In this Reveal lesson, students examine the basketball motif in The Crossover. They determine the relationship between figurative language and Josh’s conflicts. Students then analyze the literal and figurative meanings of basketball-specific language, which prepares them to further explore how the basketball motif connects to Josh’s conflicts. During writing instruction, students examine what dialogue shows about characters in The Crossover. They add to their stanza about lunch an example of dialogue that develops a character, which prepares them to integrate dialogue into Module Task 2.
A Prologue to lesson 25 is available for students who need additional support.
Learning Goals
Analyze figurative language in The Crossover.
LEARNING TASK: Write an explanation of how the basketball motif relates to the resolution of Josh’s conflicts.
Write dialogue that develops a character’s traits.
LEARNING TASK: Add to your stanza about lunch an example of dialogue that develops a character’s traits.
Vocabulary
motif (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Analyze Figurative Language in The Crossover
• Respond: Discuss Effects of Motif
• Write: Create Dialogue
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• class Figurative Language Organizer for The Crossover (Learn book)
• Checklist for Module Task 2 (Learn book, Writing)
STUDENTS
• The Crossover
• Figurative Language Organizer for The Crossover (Learn book)
• chart paper
• sticky notes
• Narrative Organizer for The Crossover (Learn book, lesson 9)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display students’ work for the Gallery Walk. See the Respond section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Crossover, passage 4 (Learn book, Fluency), and focus on a fluency element or summarizing.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What does a deeper look at language reveal?
3. Tell students that they will examine what figurative language throughout The Crossover reveals about Josh’s conflicts.
LEARN
53 minutes
Read | Analyze Figurative Language in The Crossover | 20 minutes
1. Instruct students to read aloud “For Dad” (pages 219–220) with a partner and annotate basketball-specific language.
Sample Annotations
• “hard drive, a fast break” (219)
• “ref could stop / the clock of my life” (219)
• “out of bounds” (220)
• “clock running down” (220)
Ask this question: What basketball terms have multiple meanings in the poem?
Key Ideas
• “the clock of my life” (219)
• “out of bounds” (220)
• “clock running down” (220)
2. Read aloud the portion of page 219 from “Coach calls time-out” to “of my life.”
Ask this question:
What literal and figurative meanings might these lines have?
Reinforce the correct responses:
• literal meaning—Josh wants the game referee to push pause and freeze time to keep time from passing.
• figurative meaning—Josh worries about losing Dad and wants to pause time so that they can have more experiences together.
Invite a student to define figurative language. Reinforce that figurative language expresses meaning in a nonliteral way to create an image or effect.
3. Display the class Figurative Language Organizer for The Crossover, and direct students to the page in their Learn book.
Ask this question:
How does the figurative language “stop / the clock of my life” relate to Josh’s conflicts?
Collaborate with students to complete all four columns of the class organizer.
Key Ideas
• Basketball-Specific Language: “stop / the clock of my life” (219)
• Literal Meaning: to freeze time
• Josh’s Meaning: Josh is concerned about Dad’s health complications, so he wishes that the referee could pause time and stop Dad’s health crisis.
• Relationship to Josh’s Conflict: Josh wants to deny or postpone dealing with Dad’s health to avoid losing him and experiencing life changes. However, Josh knows that he must come to terms with the possibility that he may lose Dad, which will cause his life to drastically change.
4. Lead students through a Jigsaw to study these text sections.
• Group 1: page 204 from “Because Dad told” to “backboard is splintered”
• Group 2: page 211 from “Don’t you see” to “done to mine?”
• Group 3: page 235 from “The orange orb” to “to the hoop”
• Group 4: page 220 from “I think my” to “out of bounds”; page 227 from “I am unprepared” to “I cannot play”
• Group 5: page 228 from “A great father” to “crossed / over. Amen”; page 237 from “I watch / the” to “crossing over / us”
Instruct students to complete an entry in their organizer for the figurative language in their text section. Listen for students to address key ideas in their discussions.
Key Ideas
Group 1
• Basketball-Specific Language: “our backboard is splintered” (204)
• Literal Meaning: The basketball backboard is physically cracked and broken.
• Josh’s Meaning: Josh’s family is broken by Dad’s illness.
• Relationship to Josh’s Conflict: Josh struggles internally with his changing family dynamic, which Dad’s death complicates.
Group 2
• Basketball-Specific Language: “damage that’s been done” (211)
• Literal Meaning: Hypertension has caused damage to Dad’s heart.
• Josh’s Meaning: Josh has developed emotional problems because of Dad’s heart attack.
• Relationship to Josh’s Conflict: Dad’s refusal to see a doctor sooner increases Josh’s concern.
Group 3
• Basketball-Specific Language: “orange orb has wings” (235)
• Literal Meaning: The basketball is a circular orange object that moves through the air when thrown.
• Josh’s meaning: The basketball is like a heavenly angel.
• Relationship to Josh’s Conflict: The basketball becomes a symbol of Dad and, therefore, provides a way for Josh to understand and navigate Dad’s death.
Group 4
• Basketball-Specific Language: “out of bounds” (220)
• Literal Meaning: Josh has stepped out of the physical playing area of the basketball game.
• Josh’s Meaning: Life now includes experiences that Josh did not expect.
• Relationship to Josh’s Conflict: As Dad grows increasingly sick, Josh feels like his life is out of control.
• Literal Meaning: A crossover is a basketball move in which a player shifts the ball from one hand to the other.
• Josh’s Meaning: Dad is no longer alive and with the family.
• Relationship to Josh’s Conflict: Josh’s fiftieth free throw crossing over the brothers is a sign of Dad’s continued presence in the relationship between Josh and JB and in their lives.
Differentiation Challenge
To help students understand figurative language, instruct them to independently find an additional example of figurative language to include in their organizer.
5. Ask this question:
What do the examples of figurative language have in common?
Use responses to emphasize that multiple examples relate to basketball and family.
6. Introduce the vocabulary term motif by displaying the term and definition. Engage students in Vocabulary Exploration.
7. Ask this question: What poem titles are repeated in The Crossover?
Reinforce the correct response: Multiple poems are titled “Basketball Rule” followed by the number sign and a number.
Respond | Discuss Effects of Motif | 20 minutes
1. Tell students that they will continue to examine the basketball motif in The Crossover.
Form five groups. Assign each group one of these poems:
• Group 1: “Basketball Rule #1” (page 20)
• Group 2: “Basketball Rule #4” (page 71)
• Group 3: “Basketball Rule #6” (page 129)
• Group 4: “Basketball Rule #9” (page 214)
• Group 5: “Basketball Rule #10” (page 230)
Instruct students to create a Basketball Rule poster by developing a written or pictorial representation of the literal and figurative meanings of their poem.
Definition motif (n.): something (such as an important idea, subject, or image) that repeatedly appears in a text or work of art
Key Ideas
• Group 1: “Basketball Rule #1” literally means that living life requires the use of your physical heart; figuratively, it means that you have to give love and care to your family to live your life to the fullest degree.
• Group 2: “Basketball Rule #4” literally means that if you miss free throws, you will lose points; figuratively, it means that missing opportunities in life has consequences.
• Group 3: “Basketball Rule #6” literally means that a great basketball team includes both players who score and players who support; figuratively, it means that you need to have supportive people in your life if you want to be great.
• Group 4: “Basketball Rule #9” literally means that when the game is close, you should grab the basketball and take a shot; figuratively, it means that when your life is difficult, you must take chances.
• Group 5: “Basketball Rule #10” literally means that you will lose some basketball games but must continue to play to win others; figuratively, it means that when you experience losses, you must continue to live your life to the fullest.
2. Lead students in a Gallery Walk to examine examples of literal and figurative language on the Basketball Rule posters. Instruct them to use sticky notes to comment on how each poem relates to a conflict that Josh experiences in The Crossover.
Differentiation Support
If students need additional support connecting conflicts to a basketball rule, ask these questions:
• What does the basketball rule mean?
• When might Josh have needed that advice?
• Which conflict might Josh have navigated by following that advice?
Language Support
To help students articulate conflicts so that they can discuss the basketball motif, direct students to review the conflicts they noted in the Narrative Organizer for The Crossover.
3. Close the Gallery Walk by inviting a few students to share their observations.
Key Ideas
• “Basketball Rule #1” relates to Josh’s personal struggle with the changing dynamic of his family and his struggle to give them his best efforts in the face of those changes.
• “Basketball Rule #4” connects to Josh’s conflict with JB and his desire to reconcile, which will require Josh to take the opportunity to reach out to his brother.
• “Basketball Rule #6” applies to Josh’s conflict with JB and the need for Josh to be supportive of his brother.
• “Basketball Rule #9” connects to Josh’s decision to play in the championship game, which he takes as an opportunity to affirm basketball as an important part of his identity.
• “Basketball Rule #10” connects to Josh’s need to move on and live life despite the loss of Dad.
4. Direct students to the Narrative Organizer for The Crossover, located in the Learn book. Instruct them to review how Josh’s conflicts resolve at the end of the text.
5. Introduce the learning task. Direct students to their journals. Instruct them to write an explanation of how the basketball motif relates to the resolution of Josh’s conflicts.
Analyze Student Progress
Monitor: Do students connect the advice in the Basketball Rule poems to something that Josh does at the end of The Crossover?
Offer Immediate Support: If students need additional support connecting the motif to the resolution of Josh’s conflicts, direct them to “Basketball Rule #10” (page 230), and ask this question: How does this poem relate to the resolution of one of Josh’s conflicts?
Plan Future Practice: Students practice analyzing language in “The Raven” in lesson 30.
Key Ideas
• “Basketball Rule #1” suggests that family is the most important focus in life, and Josh uses that advice as he shoots free throws with his brother at the end of the text and declares that they are now both “Da Man.” (237)
• “Basketball Rule #4” suggests that Josh should not miss free throws or life’s opportunities. Josh follows this advice when he takes a first step to resolve his conflicts with JB by writing him a letter. Josh comes to accept the changes in his life that occur due to JB’s new relationship, and he reaches out to JB to initiate a new, changed version of their relationship.
• “Basketball Rule #6” expresses the importance of giving and receiving support in the face of life’s trials. Josh heeds this advice by rekindling his friendship with JB and supporting JB’s romantic relationship while managing his own feelings about its effect on their brotherhood.
• “Basketball Rule #9” recommends taking chances in the game. Josh takes this advice by deciding to participate in the championship game, which affirms an important part of his identity and allows him to become a championship player like Dad.
• “Basketball Rule #10” advises continuing to play in the face of defeat. Josh embraces this approach as a way to find resolution and seek peace after the death of Dad.
Write | Create Dialogue | 13 minutes
1. Tell students that they will now practice writing dialogue that effectively develops a character’s traits.
Instruct students to read “Free Throws” (pages 234–237) and annotate dialogue.
Sample Annotations
• “Then he told me to give you this. / You earned it, Filthy.” (236)
• “Why? / I guess you Da Man now, Filthy.” (236)
• “Hey, I shout. / We Da Man.” (237)
Ask this question:
What is the effect of this dialogue in these pages?
Key Ideas
• shows connection between Josh and JB
• develops conclusion of narrative as JB names Josh “Da Man”
2. Display the Checklist for Module Task 2, and read aloud this line: uses dialogue and reflection to develop characters and events.
Tell students that they will now focus on the effect of dialogue.
3. Read aloud the portion of page 237 from “Hey, I shout” to “him the ball.”
Ask this question:
What do these lines depict about Josh’s or JB’s character traits?
Use responses to emphasize that the lines show that Josh and JB are loving.
Think aloud to model how to add to the stanza an example of dialogue between Josh and JB that develops their character traits.
4. Direct students to the stanza about lunch that they wrote in their journal in the previous lesson.
Instruct students to ask the following questions to brainstorm how to add to their stanza an example of dialogue that would develop a character’s traits:
• What trait would you like to develop in this character?
• What might a person with this trait say?
• What type of language might they use to say it?
• What type of sentences would they use?
Differentiation Support
To help students brainstorm dialogue that develops a character’s traits, ask these questions:
• Whom might you talk to at lunch?
• What might you say that would give details about your character?
• How could dialogue help develop your character’s traits?
Sample Think Aloud
To further develop the trait of being loving, I can have JB echo Josh’s statement that they are both now “Da Man.” I will add this line: You’re right, WE Da Man. I can have Josh further show his love for JB and Dad by inviting JB to play in honor of their father. To signal this, before Josh throws JB the basketball, I will add this line: For Dad.
5. Introduce the learning task. Direct students to their journals. Instruct them to add dialogue that develops a character’s traits to their stanza of poetry about an experience at lunch.
Analyze Student Progress
Monitor: Do students include dialogue that connects to clear character traits?
Offer Immediate Support: If students need additional support writing dialogue, direct them to other examples of dialogue on pages 199 and 210–211 of The Crossover.
Plan Future Practice: Students practice writing dialogue for the End-of-Module Task in lesson 36.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about motifs?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.H
CP.3.8 Content: CP.3.8.A, CP.3.8.A.c
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.C
DM.3.8 Schema Building
Lesson 26
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Distill: What is a theme in this text?
OVERVIEW
Preview
In this Distill lesson, students discuss themes in The Crossover. They gather evidence from the text about emerging themes that they previously identified—such as crossing over, change, and family— and use their evidence to articulate the novel’s themes. Students participate in a class discussion about the subject of the text and its themes, which illuminates how authors use narrative poetry to reveal universal truths. During writing instruction, students explore the use of commas and ellipses to indicate a character’s emotions in The Crossover. They explain how their integration of punctuation into their stanza of poetry about lunch develops a character’s emotion.
A Prologue to lesson 26 is available for students who need additional support.
Learning Goals
Determine themes in The Crossover.
LEARNING TASK: During a class discussion, share themes in The Crossover.
Explain the use of commas and ellipses to indicate a pause or break.
LEARNING TASK: Write an explanation of why you added punctuation to a specific location within your stanza about lunch.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss Themes
• Write: Explain the Effects of Commas and Ellipses
LAND
Reflect on Learning
Materials
TEACHER
• The Crossover
• Checklist for Module Task 2 (Learn book, Writing)
STUDENTS
• The Crossover
• Details and Themes Organizer for The Crossover (Learn book, lesson 13)
• Theme and Evidence Organizer for The Crossover (Learn book)
• journal
• Figurative Language Organizer for The Crossover (Learn book, lesson 25)
• Talking Tool (Learn book)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for The Crossover, passage 4 (Learn book, Fluency).
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: What is a theme in this text?
3. Tell students that they will determine themes in The Crossover.
LEARN
53 minutes
Read | Prepare for a Discussion | 15 minutes
1. Direct students to the Details and Themes Organizer for The Crossover, located in the Learn book. Instruct them to review their ideas and evidence.
Instruct students to Think–Pair–Share in response to this question:
Based on the text’s ending, what emerging themes do you think have become more significant?
Key Ideas
• crossing boundaries
• unexpected change, loss
• the value of family, brotherhood
2. Direct students to the Theme and Evidence Organizer for The Crossover, located in the Learn book.
Instruct students to select an emerging theme and then complete the Emerging Theme and Evidence columns of the organizer.
After they have gathered several pieces of evidence from pages 89–237 of The Crossover, instruct students to complete the Theme column.
Language Support
To help students articulate themes, instruct them to reread the Basketball Rule poems on pages 20, 71, 129, 214, and 230 of The Crossover, and then ask this question: What theme do these poems convey about the value of family?
3. Facilitate a brief discussion of this question:
What is a theme present in The Crossover?
Key Ideas
• Growing up consists of moving from childhood to adolescence.
• Parents have a big influence on who their children will become.
• Basketball and other sports provide a way for people to learn about life.
• Sports can provide insight into and guidance for how people should live.
• Loss often causes people to reflect on their lives.
• Nothing can prepare people for life’s most significant losses.
Instruct students to continue gathering evidence to support their theme.
4. Direct students to their journals. Instruct them to respond to this question:
Is The Crossover about basketball or about life?
Tell students that their responses can help them express themes they identify in The Crossover.
5. Explain that considering craft can also help students create a more nuanced and complex expression of the theme.
Direct students to the Figurative Language Organizer for The Crossover, located in the Learn book. Instruct them to review their organizer.
6. Instruct students to write in their journals to respond to this question:
How does the basketball motif help to deepen your understanding of themes in The Crossover?
Differentiation Support
To help students add further complexity and detail to themes, direct them to the Basketball Rule poems on pages 20, 71, 129, 214, and 230 of The Crossover, and ask this question: What is the connection among these poems?
7. Display and Echo Read today’s discussion questions:
• Is The Crossover about basketball or about life?
• How does the basketball motif help to deepen your understanding of themes in The Crossover?
Respond | Discuss Themes | 20 minutes
1. Remind students that during a class discussion, they should follow norms, or rules that make the conversation productive. Review class discussion norms.
2. Display and introduce the speaking and listening goals for today’s discussion:
• Ask questions that connect ideas from multiple speakers.
• Answer questions with relevant elaboration.
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
3. Explain that students can practice asking questions that connect ideas by using a sentence frame.
Direct students to the Talking Tool, located in the Learn book.
Echo Read these sentence frames:
• Can you elaborate on ?
• What evidence supports your idea?
• How does your idea relate to ?
Model how to use the sentence frames by thinking aloud.
Instruct students to work with a partner to brainstorm ways they might use the sentence frames in a class discussion.
4. Introduce the learning task. Facilitate a discussion of these questions:
Is The Crossover about basketball or about life?
How does the basketball motif help to deepen your understanding of themes in The Crossover?
Analyze Student Progress
Monitor: Do students share themes that reflect a deeper understanding based on motif in The Crossover?
Offer Immediate Support: If students need additional support distilling themes, ask these questions: How does Dad crossing over into death affect Josh’s behavior and attitude? How does Josh change because of his conflict with JB?
Plan Future Practice: Students practice distilling themes in “The Raven” in lesson 31.
Sample Think Aloud
Can you elaborate on what you mean by saying the book is about the relationship between basketball and life? What evidence supports your idea?
Key Ideas
life or basketball
• life because it addresses moments of crossing over: from loss to victory, from loneliness to falling in love, from childhood to adolescence, from life to death
• basketball because it demonstrates how sports provide insight and guidance
• both basketball and life because it shows how to navigate the difficulties of life through the lens of basketball how motif deepens themes
• by highlighting that both basketball and life require individuals to accept changes and act accordingly, which develops the theme that growing up consists of moving through the changes that take place from childhood to adolescence
• by exploring ideas about leadership and teamwork that further develop the theme that parents provide comfort through the lessons they share and have a big influence on who their children will become
• by exploring how loss in basketball and life can be handled similarly, revealing that loss often causes people to reflect on their experiences
• by showing that the most important things in life bring joy, make people realize the value of family and connection, and push people to improve
5. Direct students to their journals. Instruct them to briefly write in response to this question:
How did the discussion with your peers affirm or change your ideas about The Crossover?
Write | Explain the Effects of
Commas
and Ellipses | 18 minutes
1. Tell students that they will now learn more about how to incorporate punctuation into their writing.
2. Instruct students to read the portion of pages 138–139 from “Sit down, Mom” to “and answer me” and annotate commas and ellipses.
Sample Annotations
• “Eat up, because this may be your last meal.” (138)
• “Here it comes … ” (138)
• “men behind bars. / …” (138)
• “So, what’s been wrong” (138)
Ask this question:
When does Alexander use ellipses and commas in this poem?
Reinforce the correct response: Alexander uses ellipses or commas when he wants to indicate a break or pause in conversations.
3. Display the Checklist for Module Task 2, and read aloud this line: uses commas and ellipses to indicate pauses or breaks.
Instruct students to take turns reading aloud with a partner the portion of pages 138–139 from “Sit down, Mom” to “and answer me,” paying attention to when punctuation indicates silence or pauses.
4. Ask these questions:
How does Alexander use punctuation to indicate silence?
How does he use punctuation to show pauses?
What might be the reason for silence or pauses in this conversation?
Reinforce the correct responses:
• silence—Ellipses indicate Josh doesn’t respond verbally to his mother during their conversation.
• pauses—Commas after words and phrases show that Josh and Mom pause or hesitate as they think of what to say as they discuss difficult topics.
• reason—Both Mom and Josh experience heightened emotions during the conversation, which causes them to respond with silence or take time to speak.
5. Facilitate a brief discussion of this question:
What emotions does the use of ellipses evoke?
Key Ideas
• tenseness
• uneasiness
• isolation
Prompt students to use their annotations to support their responses.
6. Direct students to the stanza of poetry about lunch that they wrote in their journals.
Instruct students to work with a partner to add to their stanzas an ellipsis and a comma, using the break and the pause to develop a character’s emotions.
7. Introduce the learning task. Instruct students to write in their journals an explanation of why they added punctuation to a specific location within their stanza.
Analyze Student Progress
Monitor: Do students connect the use of a comma and an ellipsis to the development of an emotional response?
Offer Immediate Support: If students need additional support explaining how their use of punctuation conveys emotion, instruct them to read aloud their stanza, and ask this question: How does the new punctuation affect the reading?
Plan Future Practice: Students practice using commas and ellipses in the End-of-Module Task in lesson 36.
8. Invite a few students to share their stanzas and responses.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about themes?
• What did you learn from The Crossover?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.2.8 Theme and Central Idea: MM.2.8.A, MM.2.8.C
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.5.8 Language: CP.5.8.B
CP.8.8 Presentation: CP.8.8.A, CP.8.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B, BU.3.8.C, BU.3.8.D, BU.3.8.E
BU.4.8 Expression
DF Develop Foundations
DF.8.8 Punctuation: DF.8.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.D
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 27
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students articulate knowledge about the connections between stories and poetry in The Crossover. They review narrative poetry elements in The Crossover to consider what makes poetry a powerful tool to tell stories. Students use gerunds to add specific details to their knowledge statements. During writing instruction, students determine what content to include in a poem they will write about basketball. They brainstorm related ideas, which prepares them to write a complete narrative poem for Module Task 2.
A Prologue to lesson 27 is available for students who need additional support.
Learning Goals
Reflect on the knowledge The Crossover builds about narrative poetry.
LEARNING TASK: Revise a knowledge statement about the elements of narrative poetry in The Crossover to include a gerund.
For Module Task 2, begin to plan a narrative poem.
LEARNING TASK: Add ideas to the Narrative Poem Planner for Module Task 2.
Vocabulary
gerund (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Elements of Narrative Poetry in The Crossover
• Respond: Use Gerunds to Express Knowledge
• Write: Plan a Narrative Poem
LAND
Synthesize Learning
Materials
TEACHER
• The Crossover
• “The Human Soul Distilled” (digital platform)
• all module 1 Knowledge Cards
STUDENTS
• The Crossover
• journal
• Knowledge Statements for Module 1 (Learn book)
• Sentence Strategies for Module 1 (Learn book, Writing)
• Module Task 2 (Learn book, Writing)
• Checklist for Module Task 2 (Learn book, Writing)
• Determine how to display all module 1 Knowledge Cards simultaneously. See the Read section for details.
• Determine how to display and add to a class list of narrative poetry elements. See the Read section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for The Crossover, passage 4 (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will explore how The Crossover builds their knowledge about the relationship between stories and poetry.
LEARN
53 minutes
Read | Identify Elements of Narrative Poetry in The Crossover | 20 minutes
1. Play “The Human Soul Distilled.” Direct students to their journals, and instruct them to take notes about what Kwame Alexander says makes poetry unique.
Teacher Note
If time allows, explain why carefully selecting video sources is an important part of gathering information online. Tell students to use trusted sources, prioritize accuracy, and be cautious of sharing any personal data.
Instruct students to Jot–Pair–Share in response to this question:
According to Alexander, what makes poetry a powerful tool to tell stories?
Key Ideas
• Concision in poetry forces authors to consider the weight of each word on the page.
• Poetic language has a momentum that authors can draw from to propel a story through a beginning, middle, and end within a few lines.
• Literary devices, such as metaphors, allow poetry to communicate deep emotions.
• Poetry is a building block of all writing.
Differentiation Challenge
To extend student thinking, ask these questions: How do The Crossover and “Exile” illustrate the power of poetry that Alexander describes? Which do you find more effective, and why?
2. Display the module 1 Knowledge Cards, and ask this question:
Which of these words connect to what Alexander mentions in his discussion of why poetry is so powerful?
Reinforce the correct responses:
• narrative poetry
• narrative arc
• figurative language
Tell students that they will review how Alexander employs these elements as well as form, point of view, and verse.
Form small groups. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with their group to review their knowledge statements and notes in their journal.
Instruct students write in their journal a response to this question:
How do you see each element reflected in The Crossover?
Differentiation Support
To help students articulate how Alexander uses narrative poetry elements in The Crossover, instruct them to focus on their knowledge statements about narrative arc, figurative language, and form.
3. Invite a few students to share their responses for each element, and add them to a class list of narrative poetry elements.
Key Ideas
• narrative poetry: Individual poems like “Second-Person” and “Third Wheel” tell a contained story and also work together to convey the larger story of The Crossover.
• verse: Most poems in The Crossover are written in free verse, which allows Alexander to convey ideas in poetry without structures like rhyme or meter.
• narrative arc: “Dear JB,” “At Noon, in the Gym, with Dad,” and “Free Throws” develop the narrative arc of The Crossover; Alexander establishes the rising action, climax, and resolution of the story through poetry.
• figurative language: Alexander uses metaphor in “Storm” to show how upset Dad is; metaphors, imagery, and other figurative language help Alexander create fuller pictures of characters, actions, and events as he develops the story.
• point of view: The use of second-person in “Second-Person” and “Third Wheel” elevates Josh’s feelings of disconnection; Alexander uses point of view to develop Josh’s internal life while keeping the poem concise.
• form: The use of poetic form creates structures that enhance the content of the narrative; form allows Alexander to convey unique information about Josh’s experiences that furthers the story.
4. Instruct students to work with a partner to use the class list to draft in their journals two or three knowledge statements about the elements of narrative poetry in The Crossover.
Respond | Use Gerunds to Express Knowledge | 15 minutes
1. Explain that learning about elements of language, like grammar, helps readers articulate and expand ideas in speaking and writing.
Read aloud “I don’t think I’ll ever get used to” (page 213), starting with “I don’t think.” Instruct students to annotate words that end in -ing.
Sample Annotations
• “walking” (213)
• “listening” (213)
• “shooting” (213)
Ask this question:
What do you notice about the function of these words in this poem?
Use responses to emphasize that the words that end in -ing function as nouns because they refer to an activity that Josh engages in.
Language Support
To help students understand how the words function as nouns, model how to determine the function of words.
2. Introduce the vocabulary term gerund by displaying the term and definition.
3. Direct students to Sentence Strategies for Module 1, located in the Learn book. Invite a student to read aloud Strategy 3.
Instruct students to work with a partner to review the examples and complete the Your Turn section of Strategy 3.
Invite a few students to share their responses.
Definition gerund (n.): an English noun formed from a verb by adding -ing
4. Think aloud to model how to enhance an existing knowledge statement by incorporating a gerund.
Instruct students to work with a partner to orally rehearse revising their knowledge statement to correctly incorporate a gerund.
Language Support
To support multilingual learners with beginning and intermediate English proficiency, group them with students who fluently speak and read English.
5. Introduce the learning task. Direct students to their journals. Instruct them to revise a knowledge statement about the elements of narrative poetry in The Crossover to include a gerund.
Analyze Student Progress
Monitor: Do students use a gerund to add details about narrative poetry elements in The Crossover that are based on the class list?
Offer Immediate Support: If students need additional support incorporating a gerund into their knowledge statement, direct them to Sentence Strategies for Module 1 to review examples.
Plan Future Practice: Students practice forming knowledge statements about narrative poetry in lesson 32.
Sample Think Aloud
Using the class list of narrative poetry elements that is based on Alexander’s work, I will write this knowledge statement: Authors use elements of storytelling and elements of poetry to support the content of their stories. I want to add a gerund to be more specific about what the author does; therefore, I will rewrite the knowledge statement as follows: Merging elements of storytelling with elements of poetry allows authors to support the content of their stories.
Key Ideas
• Crafting figurative language can help to shape the meaning of narrative poems.
• Writing narrative poetry requires authors to make choices about how to combine form and content to develop a story.
6. Direct attention to Knowledge Statements for Module 1. Instruct students to add their revised knowledge statement to the page.
Write | Plan a Narrative Poem | 18 minutes
1. Tell students that they will now brainstorm ideas for Module Task 2, which focuses on events in two poems in The Crossover. Read aloud “Fast Break” (pages 149–150) and “Storm” (pages 151–152).
Ask this question:
What happens in these poems?
Reinforce the correct response: Because of his suspension from the team, Josh sits on the sidelines and watches a basketball game. Someone fouls JB as he attempts to make a shot. Dad reacts angrily to the referee’s call, and Mom tries to calm Dad down due to his health issues.
2. Direct students to Module Task 2, located in the Learn book. Invite a student to read aloud the prompt: Write a narrative poem about The Crossover, and then write an explanatory paragraph about your poem.
Step 1: Write a narrative poem that develops the beginning, middle, and end of the basketball game in “Fast Break” and “Storm” from one character’s point of view. Incorporate one of the poetic forms that appears in The Crossover. Choose one character from the list.
• JB
• Dad
• Mom
Step 2: Write an explanation of how you incorporated one or more specific examples of a poetic form used in The Crossover into your poem.
3. Ask these questions:
What content from these poems should you include in a response to this prompt?
What additional information will you need to create to respond to the prompt?
Reinforce the correct responses:
• poem content—the incident when Dad becomes upset
• additional information—a beginning and end to the game, details from a different character’s perspective and point of view, a poetic form, and an explanation of the use of poetic form
4. Direct students to the Checklist for Module Task 2 and the Narrative Poem Planner for Module Task 2, located in the Learn book.
Instruct students to annotate the checklist for narrative elements, poetic elements, and information that also appears in the planner.
Facilitate a brief discussion about what students’ poems should include based on student annotations.
Key Ideas
• exposition, rising action, climax, falling action, and resolution
• poetic form, descriptive details
• explanation of narrative choices
5. Introduce the learning task. Instruct students to brainstorm ideas on the Narrative Poem Planner for Module Task 2.
Analyze Student Progress
Monitor: Do students generate narrative arc ideas in their plans that connect to the content of The Crossover?
Offer Immediate Support: If students need additional support planning the narrative arc for a poem, direct them to the Narrative Organizer for The Crossover, located in the Learn book.
Plan Future Practice: Students practice planning a narrative poem for the End-of-Module Task in lesson 33.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question. Tell them that they will answer this question in different ways throughout the module. Ask the Essential Question:
What are the intersections between stories and poetry?
2. Use responses to reinforce these Knowledge Threads:
• Writers of narrative poetry combine elements of storytelling, including characters, plot, and conflict, with the poetic form that best supports the content of their stories.
• Literary devices such as figurative language and point of view shape the meaning of narrative poems and readers’ responses.
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• How do elements of stories and poetry combine?
• What devices do narrative poets use to tell stories?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.8.8 Point of View, Perspective, and Purpose: MM.8.8.A
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b, MM.12.8.C, MM.12.8.C.c
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.H
CP.2.8 Planning: CP.2.8.A, CP.2.8.C, CP.2.8.D
CP.3.8 Content
CP.4.8 Structure
CP.5.8 Language: CP.5.8.B
BU Build Understanding
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.B, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.10.8 Verbs: DF.10.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 28
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students read Edgar Allan Poe’s “The Raven.” They notice and wonder about the poem. Students develop questions that connect to what they notice and then make predictions about the poem. During writing instruction, students review what they have learned about poetic form and figurative language, adding to their planners ideas about how to include both. They finish planning a narrative poem, which prepares them for Module Task 2.
Learning Goals
Notice and wonder about “The Raven.”
LEARNING TASK: Write a prediction based on what you noticed and wondered about what will happen in the rest of “The Raven.”
For Module Task 2, complete planning a narrative poem.
LEARNING TASK: Add ideas to the Narrative Poem Planner for Module Task 2.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Read “The Raven”
• Respond: Notice and Wonder About the Text
• Write: Plan a Narrative Poem
LAND
Reflect on Learning
Materials
TEACHER
• “The Raven” (digital platform)
• The Crossover
• class Notice and Wonder Checklist for “The Raven” (Learn book)
STUDENTS
• “The Raven” (Learn book)
• The Crossover
• Notice and Wonder Checklist for “The Raven” (Learn book)
• journal
• Checklist for Module Task 2 (Learn book, Writing)
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for “The Raven” (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “The Raven.”
2. Display and Choral Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce “The Raven” by reading aloud the title and author. Tell students that in this lesson they will identify what they notice and wonder about the text.
LEARN 53 minutes
Read | Read “The Raven” | 15 minutes
1. Display the class Notice and Wonder Checklist for “The Raven,” and direct students to the page in their Learn book.
Direct students to “The Raven,” located in the Learn book. Instruct them to complete the checklist. Remind students that according to the checklist, they should skim the text, or look it over quickly. Tell them that they will read and annotate the text later in the lesson.
Invite a few students to share what they notice and wonder, and add their responses to the class checklist.
2. Read aloud lines 1–24, starting with “Once upon a,” and instruct students to annotate what they notice and wonder based on hearing the text.
Invite a few students to share what they notice and wonder.
Respond | Notice and Wonder About the Text | 18 minutes
1. Tell students that they can use what they notice and wonder about a text to make predictions about what will happen next.
Instruct students to underline on their checklist one thing they noticed and one related question that they can use to make a prediction about the text.
Differentiation Support
Think aloud to model how to make a prediction based on what you notice and wonder: I notice that the speaker describes Lenore as lost, which makes me wonder where she is. I predict that the person knocking at the door will tell the speaker where Lenore has been found.
2. Introduce the learning task. Direct students to their journals. Instruct them to write a prediction about what will happen in the rest of “The Raven” based on what they notice and wonder.
Language Support
To help students write a prediction based on what they noticed and wondered, provide this sentence frame: I noticed that , so I predict that
Analyze Student Progress
Monitor: Do students write a prediction that clearly connects to what they notice and wonder?
Offer Immediate Support: If students need additional support connecting a prediction to what they notice and wonder, model how to make a prediction by answering a question from the class checklist.
Plan Future Practice: Students practice noticing things and asking questions about a text in module 2.
3. Invite a few students to share their predictions.
4. Instruct students to Think–Pair–Share to answer these questions:
What similarities are there between what you and your partner predicted?
What differences are there?
Use responses to emphasize that many of the students’ predictions show that lines 1–24 create suspense for readers.
5. Direct attention to “The Raven.” Read aloud lines 25–108, starting with “Deep into that,” and instruct students to annotate what they notice and wonder based on hearing the text.
Invite a few students to share what they notice and wonder.
6. Direct students to their journals. Instruct students to Jot–Pair–Share to answer these questions: How accurate was your prediction?
What new questions do you have based on the outcome of your prediction?
Write | Plan a Narrative Poem | 20 minutes
1. Tell students that they will now finish the narrative poem plans that they began in the previous lesson.
Direct students to the Checklist for Module Task 2 and the Narrative Poem Planner for Module Task 2, located in the Learn book.
Instruct students to review the checklist and determine which items they have not yet addressed in their planners. Prompt them to complete the Narrative Structure sections of the planner.
2. Direct students to Module Task 2, located in the Learn book. Invite a student to read step 2 of the prompt.
Ask these questions:
What types of poetic form have you encountered in The Crossover?
What types of figurative language have you encountered in The Crossover?
How can the use of form and figurative language improve a narrative poem?
Key Ideas
• poetic form: dictionary format, couplets, large font, ellipses, repetition
• figurative language: simile, metaphor, motif
• improve: by emphasizing character traits and conflicts, by making conversations and events more vivid, by deepening the theme
3. Form small groups. Direct attention to the narrative poem planner, and instruct students to answer these questions:
What poetic form from The Crossover would best support the conflict in your planner?
What characters or actions could you make more vivid by using figurative language?
4. Introduce the learning task. Instruct students to complete the Poetic Form and Devices section of their planners.
Analyze Student Progress
Monitor: Do students use poetic elements to support elements of the narrative arc?
Offer Immediate Support: If students need additional support generating poetic ideas that connect to their narratives, ask these questions: How might font size enhance something that occurs in the narrative arc? To what object might you compare your chosen character?
Plan Future Practice: Students practice planning a narrative poem for the End-of-Module Task in lesson 33.
LAND
5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book.
2. Instruct students to work with a partner to form knowledge statements and add them to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from “The Raven”?
• What did you learn to do?
3. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students summarize events in “The Raven” from beginning to end. To track events in the poem, they examine the speaker’s and the Raven’s actions. Students use those character actions to organize the narrative arc of the poem. During writing instruction, students discuss how to transform their ideas into poetry. They then begin to draft a narrative poem about The Crossover.
A Prologue to lesson 29 is available for students who need additional support.
Learning Goals
Summarize the narrative arc of “The Raven.”
LEARNING TASK: Summarize the poem’s rising action, climax, falling action, and resolution on the Narrative Organizer for “The Raven.”
For Module Task 2, begin to draft a narrative poem.
LEARNING TASK: For Module Task 2, begin to draft a narrative poem about The Crossover.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Character Actions in “The Raven”
• Respond: Summarize the Narrative Arc
• Write: Draft a Narrative Poem
LAND
Reflect on Learning
Materials
TEACHER
• “The Raven” (digital platform)
• class Narrative Organizer for “The Raven” (Learn book)
• Checklist for Module Task 2 (Learn book, Writing)
STUDENTS
• “The Raven” (Learn book, lesson 28)
• journal
• Narrative Organizer for “The Raven” (Learn book)
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for “The Raven” (Learn book, Fluency) and focus on a fluency element or summarizing.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “The Raven.”
2. Display and Choral Read the Content Framing Question: What is happening in this text?
3. Tell students that they will track character actions to summarize the narrative arc of “The Raven.”
LEARN
53 minutes
Read | Identify Character Actions in “The Raven” | 15 minutes
1. Direct students to “The Raven,” located in the Learn book. Read aloud lines 1–18, starting with “Once upon a.”
Think aloud to model how to annotate details about character actions in lines 1–6, and instruct students to annotate their poems based on your modeling.
Sample Annotations
• “I pondered.” (line 1)
• “I nodded, nearly napping.” (line 3)
• “some one gently rapping” (line 4)
• “‘’Tis some visitor,’ I muttered.” (line 5)
• “I stood repeating / ‘’Tis some visitor.’” (lines 15–16)
Sample Think Aloud
In line 1, I notice the use of the word I, which signals that the speaker in “The Raven” is a character in the poem. As I read, I refer to the sidebar to help me understand difficult words. I see that ponder means “to think about,” which is an action. Therefore, I’ll annotate “I pondered.”
Ask this question:
What is happening in these lines?
Reinforce the correct response: The speaker is reading old books when he hears a tapping noise on the door. He thinks a visitor wants to come into his chamber.
2. Instruct students to work with a partner to read lines 19–108, starting with “Presently my soul,” and annotate characters actions.
Differentiation Support
To help students determine what to annotate, ask these questions:
• What does the speaker do?
• What does the Raven do?
Sample Annotations
• “here I opened wide the door” (line 23)
• “In there stepped a stately Raven.” (line 38)
• “the Raven … sitting lonely … spoke only / That one word” (lines 55–56)
• “‘Wretch,’ I cried.” (line 81)
• “the Raven … still is sitting” (line 103)
Respond | Summarize the Narrative Arc | 20 minutes
1. Lead students through a Jigsaw to study the following text sections.
• Group 1: lines 19–30, starting with “Presently my soul”
• Group 2: lines 37–54, starting with “Open here I”
• Group 3: lines 55–72, starting with “But the Raven”
• Group 4: lines 73–90, starting with “This I sat”
• Group 5: lines 91–108, starting with “‘Prophet!’ said I”
Language Support
To support multilingual learners with beginning and intermediate English proficiency, group them with students who fluently speak and read English.
2. Direct students to their journals. Instruct them to add responses to these questions.
• Group 1: What does the darkness and stillness behind the door cause the speaker to do? What does the speaker say to calm himself about the tapping?
• Group 2: Who is the visitor that steps into the speaker’s chamber? How does the visitor respond when the speaker demands to know its name?
• Group 3: How does the speaker react to the Raven’s silence? What explanation does the speaker give for the Raven repeating “Nevermore”?
• Group 4: What does the speaker hope will come from drinking nepenthe? What does the speaker want to know when he asks the Raven whether there is “balm in Gilead” (line 89)?
• Group 5: What does the speaker want the Raven to tell him? How does the speaker respond to the Raven’s answer?
3. Listen for students to determine the correct responses in their discussions.
• Group 1: call out to Lenore; that the tapping sound is the wind
• Group 2: the Raven; “Nevermore”
• Group 3: becomes discouraged and mentions that other friends have left him before; that the Raven is mimicking what it heard a previous master say
• Group 4: the ability to forget Lenore and gain relief from his sadness about losing her; whether he will ever experience hope or comfort
• Group 5: whether he will reunite with Lenore; by commanding the Raven to return to where it came from
4. Facilitate a discussion of these questions:
Is the speaker’s conflict internal or external?
Which events contribute to the rising action?
Which moment is the turning point for the speaker? How can you tell?
Reinforce the correct responses:
• conflict—internal (with his own grief) and external (with the Raven)
• rising action—the Raven repeatedly responding “Nevermore” to the speaker’s different questions
• turning point—the Raven confirming that the speaker will never see Lenore again; the speaker is now at his most emotional and vulnerable and the poem takes a darker, more hopeless turn after this moment
5. Display the class Narrative Organizer for “The Raven,” and direct students to the page in their Learn book.
Collaborate with students to add information to the Exposition section of the class organizer.
Reinforce the correct responses:
• Characters—the speaker, the Raven, Lenore
• Setting—speaker’s library; dark, cold December midnight
• Conflict the speaker’s internal struggle with the loss of his love, Lenore; the speaker’s external conflict with the Raven, who will not leave him alone
6. Introduce the learning task. Instruct students to summarize the poem’s rising action, climax, falling action, and resolution on the Narrative Organizer for “The Raven.”
Analyze Student Progress
Monitor: Do students use peer responses to the Jigsaw questions to complete the organizer?
Offer Immediate Support: If students need additional support using peer responses to complete the organizer, direct them to review responses from the Jigsaw.
Plan Future Practice: There is no additional instruction on mapping a narrative arc in this level. Consider using volume of reading texts to provide more practice.
7. Invite a few students to share their responses, and reinforce the correct responses:
• rising action—The speaker hears a tapping sound. When the speaker opens the window, the Raven enters. The speaker asks for the Raven’s name, to which the Raven replies, “Nevermore.” The speaker demands from the Raven the ability to forget Lenore.
• climax—The speaker asks whether he will ever see Lenore again, and the Raven replies, “Nevermore.”
• falling action—The speaker commands the Raven to return to where it came from. The Raven refuses to leave and remains sitting in the room.
• resolution—The speaker feels the Raven as a shadow over his soul. The speaker realizes that his grief over Lenore will never end.
Write | Draft a Narrative Poem | 18 minutes
1. Tell students that they will now begin to draft Module Task 2 and will complete their drafts in the next lesson.
Direct students to Module Task 2 and to the Narrative Poem Planner for Module Task 2, located in the Learn book.
Instruct students to review the prompt and their planner to determine any remaining questions they have about the task. Answer any questions.
Teacher Note
In this lesson, students begin drafting a narrative poem for Module Task 2. They may complete the assessment on paper or on the digital platform. Using the platform gives students experience engaging in the writing process digitally. Alternatively, to support peer review, students may draft using shared digital documents and then transfer their work to the digital platform before submitting their assignment.
2. Display the Checklist for Module Task 2, and read aloud this line: uses narrative elements to logically propel a single event in The Crossover through climax, falling action, and resolution. Tell students that today they will draft the parts of their poem that lead up to the climax.
Facilitate a discussion of these questions:
How can you transform the ideas on your planner into stanzas of poetry?
How can you use descriptive language that evokes an emotional response in readers?
3. Introduce the learning task. Direct students to their journals. Instruct them to use their ideas on the Narrative Poem Planner for Module Task 2 to begin to draft their narrative poem.
Analyze Student Progress
Monitor: Do students expand upon the ideas they wrote in the Narrative Poem Planner for Module Task 2?
Offer Immediate Support: If students need additional support expanding their ideas, direct them to review the structure of the Writing Model for Module 1, located in the Learn book.
Plan Future Practice: Students practice drafting a narrative poem for the End-of-Module Task in lesson 36.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about narrative arc?
• What did you learn from “The Raven”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.3.8 Phonics and Spelling: DF.3.8.A
DF.8.8 Punctuation: DF.8.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.B
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 30
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Reveal: What does a deeper look at language reveal?
OVERVIEW
Preview
In this Reveal lesson, students explore what Poe’s use of language conveys in “The Raven.” They examine the speaker’s thoughts and feelings about Lenore and the Raven. Students analyze what the author’s use of repetition reveals about the speaker’s emotional state; this connects to the knowledge that narrative poets may use poetic devices to intentionally align with the content of their stories. During writing instruction, students complete drafting the ending and reflection of a narrative poem. This work prepares them to write a poem that contains a complete narrative arc for the End-of-Module Task.
Learning Goals
Analyze language in “The Raven.”
LEARNING TASK: Write an explanation of what the repetition in lines 97–108 of “The Raven” reveals about the speaker’s emotions.
For Module Task 2, complete drafting a narrative poem.
LEARNING TASK: For Module Task 2, draft the ending and reflection of a narrative poem.
Vocabulary
reflection (n.)
repetition (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine Language in “The Raven”
• Respond: Analyze Repetition
• Write: Draft a Narrative Poem
LAND
Reflect on Learning
Materials
TEACHER
• “The Raven” (digital platform)
• Checklist for Module Task 2 (Learn book, Writing)
STUDENTS
• “The Raven” (Learn book, lesson 28)
• journal
• index cards
• annotated Writing Model for Module 1 (Learn book, Writing)
• Determine how students will complete Module Task 2. See the Write section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for “The Raven” (Learn book, Fluency) and focus on a fluency element or summarizing.
• Students complete their Module Task 2 draft, as needed.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “The Raven.”
2. Display and Choral Read the Content Framing Question: What does a deeper look at language reveal?
3. Tell students that they will analyze language in “The Raven.”
LEARN
53 minutes
Read | Examine Language in “The Raven” | 18 minutes
1. Direct students to “The Raven,” located in the Learn book. Invite a student to read aloud line 26, starting with “Doubting, dreaming dreams.”
Ask this question:
What do you notice about the sounds in this line of text?
Reinforce the correct response: The d sound repeats at the beginning of multiple words.
Instruct students to read lines 19–30, starting with “Presently my soul,” and annotate words that share repeating sounds.
Sample Annotations
• “napping,” “rapping,” “tapping”
• “implore,” “door,” “Lenore,” “more,” “before”
• “unbroken,” “token,” “spoken”
2. Instruct students to Think–Pair–Share to answer this question:
How would you describe the effect that the repeating sounds create?
Language Support
To help multilingual learners with beginning and intermediate English proficiency understand the repetition of sounds, pair them with students who fluently speak and read English.
Key Ideas
• hypnotic
• predictable
• dreamy
• memorable
3. Review the term repetition by displaying the term and definition. Read aloud, or invite a student to read aloud, the definition.
4. Facilitate a brief discussion of this question:
Why do individuals repeat themselves?
Key Ideas
• to seek attention
• to make sure their message gets across
• to emphasize the importance of something
Explain that a poet may use repeating sounds to intentionally emphasize a poem’s content.
Definition repetition (n.): the act of saying or doing something again; the act of repeating something
5. Instruct students to read lines 67–84, starting with “But the Raven,” with a partner and annotate examples of repetition.
Sample Annotations
• “fancy” (lines 67 and 70)
• “ominous bird of yore” (lines 70 and 71)
• “velvet lining” (lines 76 and 77)
• “nevermore” (lines 72 and 78)
• “Lenore” (lines 82 and 83)
6. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
Which name repeats in this portion of the poem?
Why might the speaker continue to repeat himself?
What does the speaker do during the repeated words and phrases you annotated?
Key Ideas
• repeats: Lenore
• continue: experiences never-ending sadness and longing, feels unheard and ignored, becomes frustrated
• speaker: thinks a lot, becomes increasingly confused by the Raven while he looks at it, becomes fixated on the reality that Lenore will never again sit on the cushioned seat
Facilitate a brief discussion of this question:
What does the repetition emphasize for the reader?
Differentiation Support
To help students understand the impact of the repetition of the word “Lenore,” think aloud to model how to analyze repetition: I know the speaker repeats the word “Lenore” multiple times. The speaker also repeats that he wants to stop thinking about the memory of Lenore. I can infer that if someone constantly repeats references to someone else, they cannot move on from them and long to return to the past.
Key Ideas
• The speaker sees a connection between the Raven and his lost Lenore.
• The speaker becomes obsessed with understanding the Raven’s presence.
• The speaker remembers Lenore when he sees the velvet seat.
• The speaker is unable to move on from the loss of Lenore.
7. Instruct students to read lines 85–96, starting with “‘Prophet!’ said I,” with a partner and annotate examples of repetition.
Sample Annotations
• “Prophet” (lines 85 and 91)
• “Quoth the Raven ‘Nevermore.’” (lines 90 and 96)
• “if bird or devil” (lines 85 and 91)
• “I implore.” (lines 88 and 89)
Respond | Analyze Repetition
| 17 minutes
1. Tell students that they will follow the instructional routine Give One–Get One–Move On to hear a variety of reactions to the effect of repetition in the text. Explain how this routine works. First, you ask a question and students jot responses on index cards. Next, students find a partner and discuss their responses. On your cue, students trade their cards with their partner and find a new partner. Then, in their new pairs, students discuss the responses they received from their previous partner. This process repeats until you end the routine. Tell students that for their first practice, they will discuss their responses with two partners.
2. Ask these questions:
What emotions does the speaker experience in lines 67–96?
What do the repetitions in lines 67–96 help convey about the speaker’s emotions?
Differentiation Support
To help students determine what the repetitions show, direct them to lines 70–71, 85, and 91 and ask this question: How does the repetition the speaker uses to refer to the Raven change?
3. Listen for students to address key ideas in their discussions.
• “Nevermore”: feels trapped by his grief, feels despair about Lenore
• “Prophet”: could be delirious because he thinks the Raven is a messenger, feels longing for guidance and comfort from someone
• “bird or devil”: feels confused by the Raven’s presence, might be mad because he thinks a bird is evil
• “implore”: feels desperate for answers, becomes angrier as he hears the same response
4. Facilitate a discussion of these questions:
How do your peers’ responses affect your understanding of the speaker?
Does Poe’s use of repetition succeed in emphasizing the effects of grief? Why or why not?
5. Introduce the learning task. Instruct students to write in their journals an explanation of what the repetition in lines 97–108 of “The Raven” reveals about the speaker’s emotions.
Analyze Student Progress
Monitor: Do students explain how at least one repeated word or phrase in the poem connects to the speaker’s feelings of loss?
Offer Immediate Support: If students need additional support explaining how repetition depicts the speaker’s emotions, instruct students to refer to the index cards from their Give One–Get One–Move On discussions.
Plan Future Practice: Students practice analyzing the effects of language in module 2.
Key Ideas
• The word “leave” emphasizes the speaker’s anger.
• The phrase “still is sitting” emphasizes the speaker’s hopelessness.
• The phrase “on the floor” emphasizes the speaker’s isolation.
Differentiation Challenge
To extend student thinking, instruct students to compare and contrast the repetition in lines 97–102 with the repetition in lines 103–108.
Write | Draft a Narrative Poem | 18 minutes
1. Tell students that they will now continue to work on their drafts for Module Task 2.
Direct students to the annotated Writing Model for Module 1, located in the Learn book. Instruct students to read lines 70–86 of the writing model and annotate what Alexis learns about herself.
Sample Annotations
• “I’m still Alexis the champion.” (line 84)
• “I can still get to the goal / even if I travel to it a different way.” (lines 85–86)
2. Ask this question:
What external events lead Alexis to this understanding of herself?
Key Ideas
• wears shoes different from the ones she normally likes
• experiences her first day at a new school
• makes a new friend
3. Display the Checklist for Module Task 2, and read aloud this line: shows knowledge of how external events can prompt an internal change.
4. Direct students to their journals. Instruct them to respond to these questions: What does your chosen character learn? How do they change internally because of their external experiences?
5. Introduce the vocabulary term reflection by displaying the term and definition. Engage students in Vocabulary Exploration.
Direct attention to the Checklist for Module Task 2, and read aloud this line: uses dialogue and reflection to develop characters and events.
Ask this question: How is reflection connected to internal change?
Use responses to emphasize that internal changes may become clearer to individuals after they engage in personal reflection about their experiences.
Definition
reflection (n.): a narrative technique used to express the understanding a character gains from an experience; typically concludes a story
6. Instruct students to brainstorm how the character in their draft for Module Task 2 changed and what the character may have learned from their experience.
7. Introduce the learning task. Direct students to the Narrative Poem Planner for Module Task 2, located in the Learn book. Instruct them to draft the ending and reflection for their narrative poems.
Analyze Student Progress
Monitor: Do students expand on the ideas they wrote in the Narrative Poem Planner for Module Task 2 to articulate what their chosen character learns from their experience?
Offer Immediate Support: If students need additional support expanding their ideas about what the character learned, ask this question: What understanding did the character have at the end of the poem that they didn’t at the beginning?
Plan Future Practice: Students practice drafting a narrative poem for the End-of-Module Task in lesson 37.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about repetition?
• What did you learn from “The Raven”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.4.8 Individuals, Events, and Ideas: MM.4.8.A
MM.6.8 Diction
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DF Develop Foundations
DF.3.8 Phonics and Spelling: DF.3.8.A
DF.8.8 Punctuation: DF.8.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.C
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
Lesson 31
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Distill: What is a theme in this text?
OVERVIEW
Preview
In this Distill lesson, students identify and discuss themes in “The Raven.” They determine emerging themes based on details in the text. Students then discuss whether the Raven is real or imaginary and how repetition enhances the existing themes. During writing instruction, students explain their use of form in their narrative poems and then revise their poems to include transitional clauses. This work prepares them to develop a complete narrative arc for the End-of-Module Task.
A Prologue to lesson 31 is available for students who need additional support.
Learning Goals
Explain themes in “The Raven.”
LEARNING TASK: During a class discussion, share themes about “The Raven.”
For Module Task 2, revise a narrative poem.
LEARNING TASK: For Module Task 2, revise a narrative poem to include transitional clauses.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Theme
• Write: Revise a Narrative Poem
LAND
Reflect on Learning
Materials
TEACHER
• “The Raven” (digital platform)
• Checklist for Module Task 2 (Learn book, Writing)
STUDENTS
• “The Raven” (Learn book, lesson 28)
• The Crossover
• journal
• Module Task 2 (Learn book, Writing)
• Talking Tool (Learn book)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for “The Raven” (Learn book, Fluency) and focus on a fluency element or summarizing.
• Students complete their Module Task 2 revision, as needed.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “The Raven.”
2. Display and Choral Read the Content Framing Question: What is a theme in this text?
3. Tell students that they will gather evidence and discuss themes in “The Raven.”
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Direct students to “The Raven,” located in the Learn book. Direct students to their journals, and instruct them to respond to these questions about “The Raven”:
• character details: the speaker is filled with sorrow, misses Lenore, thinks the Raven is evil; the Raven taps at the door, repeats “Nevermore,” will not leave the speaker alone
• symbols: knocking at the door, the Raven
• more important: “Lenore,” “Nevermore”
2. Instruct students to look for patterns and categorize their responses.
Remind students that grouping details helps readers identify emerging themes.
Ask this question:
Based on the details you combined, what emerging themes are present?
Key Ideas
• loss: filled with sorrow, misses Lenore
• madness: taps at the door, the Raven repeats “Nevermore,” “beguiling,” speaker thinks the Raven is evil
• death: misses Lenore, “angels name Lenore,” “ominous bird”
• denial: “Nevermore,” “nepenthe”
3. Instruct students to choose an emerging theme and gather evidence to support it.
4. Think aloud to model how to gather evidence to develop an emerging theme into a more specific theme.
Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question:
Based on your evidence, what theme do you think the author is attempting to convey?
Language Support
To help multilingual learners hear proficient language models of how to describe theme, pair groups of students with a variety of English proficiency levels.
Key Ideas
• hopelessness: The permanent lack of hope caused by losing a loved one is difficult to cope with.
• madness: Rational thoughts can succumb to madness caused by grief.
• death: Death is inescapable; the memory of loss is ever-present for loved ones.
• denial: People are often denied what they most desire.
Instruct students to gather additional evidence to support their chosen theme.
Sample Think Aloud
I focused on the emerging theme of madness. In the beginning stanzas, the speaker mentions he is “weak and weary” and “wondering, fearing, doubting”; this begins to show that the narrator feels uncertain. Throughout the poem, the speaker repeatedly questions the Raven, and his tone becomes more and more frantic after each “Nevermore.” The poem concludes when the speaker admits that his soul “Shall be lifted—nevermore!” which signals an acceptance of his current state. Based on this evidence, I can infer that the grief caused by the loss of Lenore causes the speaker to think and act irrationally. Therefore, my more specific theme is “rational thoughts can succumb to madness caused by grief.”
5. Direct students to their journals. Instruct them to write an answer to this question:
Is the Raven real or imaginary?
Differentiation Support
To help students choose a side, ask these questions:
• What details support the Raven being real?
• What details support it being imaginary?
• Which detail would the other side find hard to dismiss?
Tell students that their responses can help them express themes of “The Raven.”
6. Remind students that they analyzed repetition in “The Raven” in the previous lesson.
Direct students to write in their journals to answer this question:
How does repetition contribute to a theme in “The Raven”?
7. Display and Echo Read today’s discussion questions:
• Is the Raven real or imaginary?
• How does repetition contribute to a theme in “The Raven”?
Respond | Discuss a Theme | 20 minutes
1. Remind students that during a class discussion, they follow norms, or rules, that make the conversation productive. Review class discussion norms.
2. Display and introduce the speaking and listening goals for today’s discussion:
• Elaborate on the evidence you use to make clear connections and explain its significance.
• Adjust your speech to match your audience, setting, and purpose.
3. Explain that students can practice elaborating on evidence by using sentence frames.
Direct students to the Talking Tool, located in the Learn book.
Echo Read these sentence frames:
• This evidence illustrates .
• This evidence proves .
Think aloud to model how to use the sentence frames.
4. Instruct students to Think–Pair–Share to answer this question:
Why should you speak in a way that matches your audience, setting, and purpose?
5. Introduce the learning task. Facilitate a discussion of these questions:
Is the Raven real or imaginary?
How does repetition contribute to a theme in “The Raven”?
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
Sample Think Aloud I noticed the repetition of the word “Nevermore” by the Raven. Birds that speak often simply repeat what the people around them say. The speaker is the only person in his room, but he never actually says “nevermore.” Therefore, he must simply imagine the word in his head. This evidence illustrates that the Raven is imaginary.
Analyze Student Progress
Monitor: Do students articulate themes that reflect a deeper understanding based on repetition in “The Raven”?
Offer Immediate Support: If students need additional support distilling themes, ask these questions: How does the speaker react to the Raven? What do you learn about death at the end of “The Raven”?
Plan Future Practice: Students practice distilling themes in module 4.
Key Ideas
real or imaginary
• real: makes a knocking sound on the speaker’s door; remains in the speaker’s chamber and casts a shadow on the floor
• imaginary: is a creation of the speaker’s mind that results from the depth of the grief he feels about the loss of Lenore; is a dream the speaker has because he says he “nodded, nearly napping” (line 3) repetition
• shows that to cope with lack of hope when losing a loved one, individuals often resort to repeating familiar phrases for comfort
• suggests people cannot find respite from death by forgetting, moving on, or seeking reunion in the afterlife
• shows obsessive behavior can eventually lead an individual to madness, such as repetition of “Lenore” and “Nevermore”
Write | Revise a Narrative Poem | 15 minutes
1. Tell students that now they will complete and revise their drafts for Module Task 2.
Direct students to Module Task 2, located in the Learn book. Invite a student to read aloud step 2 of the prompt.
Ask this question:
What must you explain in the paragraph?
Reinforce the correct response: the use of form in the poem.
2. Display the Checklist for Module Task 2, and read aloud this line: shows knowledge of form and refers to specific examples.
Direct students to their drafts of Module Task 2.
3. Instruct students to Think–Pair–Share to answer these questions:
What poetic form did you include in your draft of the poem?
How does that form connect to the content of your poem?
4. Instruct students to draft their explanatory paragraphs for Module Task 2.
5. Tell students that they will now revise their poem to ensure that the sequence of events is clear for readers.
Ask this question:
What are some examples of transition words that signal the sequence of events?
Key Ideas
• first
• next
• then • finally
6. Explain that transitions that contain a subject and a verb are called transitional clauses.
Direct students to The Crossover. Read aloud the portion of page 152 from “I watch / as” to “wind and cloud.” Ask these questions:
What transition word could replace the clause “I watch as” while maintaining the meaning of the sentence?
What does the transitional clause “I watch as” add to the sentence that a transition word does not?
Key Ideas
• transition words: next, then
• transitional clause adds: an image of Josh, detailed description
Direct attention to the Checklist for Module Task 2, and read aloud this line: uses transition words and phrases to sequence events and signal shifts in time and place.
7. Instruct students to review their drafts of a narrative poem and annotate each shift in time or place. Ask this question:
Which shifts in your poem could you clarify with the addition of transitions?
8. Introduce the learning task. Instruct students to include transitional clauses in their final revision of the poem for Module Task 2.
Analyze Student Progress
Following completion of Module Task 2, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about theme?
• What did you learn from “The Raven”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
3. Conclude the lesson by inviting students to add their questions to the Question Board.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.2.8 Theme and Central Idea: MM.2.8.A, MM.2.8.C
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B, BU.3.8.C, BU.3.8.D, BU.3.8.E
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.D
DM.2.8 Comprehension Monitoring
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 32
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students reflect on what different types of narrative poetry convey about the human experience. They examine “Poetry and Football” to identify how readers, writers, and athletes use poetry to achieve wholly different purposes with a range of audiences. Students then create posters about how narrative poetry elements enhance the content of each module poem. During writing instruction, students brainstorm personal life events to write about in a narrative poem. This work prepares them to begin drafting a poem for the End-of-Module Task.
Learning Goals
Reflect on the knowledge “Exile,” The Crossover, and “The Raven” build about narrative poetry.
LEARNING TASK: Draft a knowledge statement that compares how the authors of two or more module texts use narrative poetry elements.
Brainstorm a life event for a narrative poem.
LEARNING TASK: Explain why narrative poetry will be effective for writing about a personal event.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify the Relationship Between Poetry and Football
• Respond: Express Knowledge of Narrative Poetry
• Write: Brainstorm Personal Life Events
LAND
Reflect on Learning
Materials
TEACHER
• “Poetry and Football” (digital platform)
• “The Raven” (digital platform)
• “Exile” (digital platform)
• The Crossover
STUDENTS
• “Poetry and Football” (Learn book)
• “The Raven” (Learn book, lesson 28)
• “Exile” (Learn book, lesson 2)
• The Crossover
• Narrative Poetry Elements Organizer for Module Texts (Learn book, lesson 6)
• journal
• chart paper
• markers
• End-of-Module Task (Learn book)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display students’ work for the Gallery Walk. See the Respond section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for “The Raven” (Learn book, Fluency).
LAUNCH 5
minutes
Read the Content Framing Question
1. Display “Poetry and Football.”
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will compare module texts to articulate the power and versatility of narrative poetry.
LEARN
53 minutes
Read | Identify the Relationship Between Poetry and Football | 20 minutes
1. Remind students that in previous lessons they studied the basketball motif in The Crossover
Ask this question:
How are poetry and sports similar?
2. Direct students to “Poetry and Football,” located in the Learn book.
Read aloud paragraphs 1–14, starting with “Poetry and football.” Instruct students to annotate details about poetry and football.
Language Support
Based on your students’ needs, pause to define select words with a synonym (e.g., enraptured, rhapsodizing, sublime).
Sample Annotations
• “something that large numbers of people can be enraptured by” (par. 9)
• “football and poetry both reach sort of a state of grace” (par. 9)
• “But yes, there is poetry in football. There’s the graceful arc of a perfectly thrown spiral.” (par. 12)
• “The Baltimore Ravens are named for ‘The Raven.’” (par. 14)
3. Facilitate a brief discussion of this question:
Based on your annotations, what similarities can you infer exist between poetry and football?
Key Ideas
• Both have many fans.
• Both require special skills.
• Both may be enjoyed by the same people.
4. Instruct students to read the rest of the article and annotate details about poetry.
Sample Annotations
• “If I’m feeling stress or anxiety, I’ll escape into another world.” (par. 17)
• “When you’re a poet, or reading poems, you feel every single word.” (par. 17)
• “Tyler Lockett, wrote a poem, ‘Reality vs. Perception,’ about social injustice and the prejudices Black men face in America.” (par. 19)
• “Even Tom Brady has been known to share poetry as a way of getting fired up for a game.” (par. 22)
Instruct students to Think–Pair–Share to answer this question:
Based on your annotations, why do football players engage with poetry?
Key Ideas
• to convey a message to their communities
• to have space to feel and express their emotions
• to take a break from certain aspects of their lives
• to inspire and excite others
Differentiation Challenge
Instruct students to Think–Pair–Share to answer this question: In what ways are these football players and the authors of the module texts similar?
5. Read aloud the portion of paragraph 17 from “With books, you’re” to “every single word.”
Ask this question:
What do you think Myles Garrett means when he says “you feel every single word?”
Key Ideas
• Words in poems have more power than words in prose.
• Readers have strong emotional responses to poetry.
• Poetry draws the reader closer to reality.
Tell students that they will examine an excerpt from “The Raven” to explore whether readers feel the words in poetry as intensely as Garrett describes.
6. Direct students to “The Raven,” located in the Learn book. Instruct them to read from line 97, starting with “Be that word,” to the end of the poem, and annotate words and phrases that might elicit strong feelings in readers.
Sample Annotations
• “Leave my loneliness unbroken!” (line 100)
• “Take thy beak from out my heart.” (line 101)
• “my soul … lies floating on the floor” (line 107)
Facilitate a brief discussion of these questions:
What human experiences do these words and phrases convey?
How do the poetic elements that Poe uses help to create a connection with readers?
Key Ideas
• experiences: isolation, grief, loss
• how: repetition, line breaks, and imagery used to convey the speaker’s grief more vividly than a simple statement about the speaker’s sadness would
Respond | Express Knowledge of Narrative Poetry | 23
minutes
1. Tell students that they will identify other narrative poetry elements Poe uses to effectively convey human experiences.
Direct students to the Narrative Poetry Elements Organizer for Module Texts, located in the Learn book. Instruct students to add narrative poetry elements and examples from “The Raven.”
Key Ideas
• characters: the speaker, Lenore, the Raven
• setting: speaker’s dark and dreary chamber
• internal and external conflict: speaker driven to madness due to the grief caused by his lost Lenore
• devices: repetition of words such as “Lenore” and “Nevermore”
2. Remind students that they have identified narrative poetry elements for “The Raven.” Tell them that they will now compare all of the narrative poems in this module.
Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
What similarities are there between the narrative poems in this module?
What differences are there?
Differentiation Support
To support students in identifying similarities and differences between the narrative poems, ask these questions:
• What experience are all of the texts about?
• How are the structures of the texts different?
Key Ideas
• similarities: All are about major life changes; “Exile” and The Crossover are about experiences of teenagers; The Crossover and “The Raven” both deal with death.
• differences: The Crossover is a novel-in-verse, while “Exile” and “The Raven” are shorter narrative poems; “Exile” and The Crossover are free verse, while “The Raven” has a specific rhyme scheme; “Exile” and The Crossover express growth and change after loss, while “The Raven” expresses only loss.
3. Form small groups, and assign each group one of these texts:
• “Exile,” lines 49–64
• The Crossover, “star·less” (page 229)
• “The Raven,” lines 97–108
Instruct students to review their assigned text to identify how the author conveys the human experience.
EXILE
4. Instruct students to work with their group to create posters about their assigned text that include the text title, a representative image, and answers to these questions:
What does the use of narrative poetry emphasize that might be lost in prose?
What narrative poetry elements in your text elevate what might be lost?
What emotions do these elements help convey?
Key Ideas
“Exile”
• emphasizes: detailed description of the speaker’s journey and her emotional experience
• emphasizes: description of a teenager coping with loss
• elements: form, figurative language
• emotions: sorrow, desolation
“The Raven”
• emphasizes: the regression of the speaker’s state of mind
• elements: rhyme and repetition
• emotions: hopelessness, grief
5. Lead students in a Gallery Walk to take notes on answers to the three questions.
6. Close the Gallery Walk by inviting a few students to share their observations.
7. Introduce the learning task. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct them to draft a knowledge statement that compares how the authors of two or more module texts use narrative poetry elements.
Analyze Student Progress
Monitor: Do students use information from the posters to articulate a relationship between the use of narrative poetry elements in at least two texts?
Offer Immediate Support: If students need additional support expressing the relationship between two texts, ask these questions: How do the elements of narrative poetry in “Exile” and The Crossover differ? What do these differences highlight about narrative poetry?
Plan Future Practice: Students practice forming knowledge statements about a topic in module 2.
Key Ideas
• “Exile” and The Crossover, “star·less” both contain figurative language that emphasizes the difficulties that life changes can bring.
• Alvarez and Poe, the authors of “Exile” and “The Raven,” use different poetic elements—metaphor and repetition, respectively—to convey the speakers’ feelings as they cope with loss.
• Both “star·less” and “The Raven” show that the form an author uses in a narrative poem can help to depict complex emotions, such as the grief and sorrow an individual may experience when coping with the loss of a loved one.
Write | Brainstorm Personal Life Events | 10 minutes
1. Tell students that they will now brainstorm personal experiences that narrative poetry could effectively convey to readers.
Direct students to the End-of-Module Task, located in the Learn book. Invite a student to read aloud step 1.
Prompt: Write a personal narrative poem, and then write an explanatory paragraph about your poem.
Step 1: Write a narrative poem about an event or series of events in your life that could be considered a crossover. In your poem, incorporate one of the poetic forms that appears in The Crossover.
Step 2: Write an explanation of how you incorporated the following elements of narrative poetry into your poem: narrative arc, figurative language, a poetic form used in The Crossover.
Instruct students to review the prompt and annotate key details about what they should write.
Sample Annotations
• “event or series of events in your life”
• “considered a crossover”
• “one of the poetic forms”
2. Facilitate a discussion of these questions:
What are some examples of events in the module texts that are crossovers?
What are some examples of other events that you might refer to as crossovers?
Key Ideas
• “Exile”: flight from the Dominican Republic, arrival in the United States
• The Crossover: Dad’s experiences of health problems, JB’s detachment from Josh
• “The Raven”: death of Lenore, arrival of the Raven
3. Instruct students to brainstorm events in their lives that they consider crossovers and to create a list in their journals.
Differentiation Support
To help students brainstorm events, prompt them to think about events that may have resulted in one of these outcomes: a lesson learned after encountering an obstacle, a discovery about an important part of their identity, or a change in understanding of their relationship with their friends or family.
Teacher Note
Writing personal content presents students with an opportunity to express themselves authentically and explore emotions they have about certain experiences. Because some students may write about sensitive subjects, create a supportive learning environment that fosters respect, empathy, and confidentiality.
4. Introduce the learning task. Instruct students to choose one of the events from the list of life events they brainstormed. Prompt them to explain in their journals why narrative poetry would be effective for writing about that event.
Analyze Student Progress
Monitor: Do students explain why the event they chose is well-suited to the unique qualities of narrative poetry?
Offer Immediate Support: If students need additional support explaining why narrative poetry would effectively convey their chosen event, ask these questions: Can you describe the event by using a complete narrative arc? What details about the event could you enhance by the use of form?
Plan Future Practice: Students practice brainstorming ideas in response to a prompt in module 2.
LAND 5 minutes
Reflect on Learning
1. Direct students to Knowledge Statements for Module 1. Instruct them to work with a partner to discuss what they learned today and form knowledge statements to add to the page in their Learn book. To spark discussions, ask this question: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about narrative poetry?
• What did you learn from “The Raven”?
• What did you learn to do?
2. Invite a few students to share their statements. As they share, remind students that they do not need to add every statement to their page. Encourage them to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A, MM.1.8.B
MM.4.8 Individuals, Events, and Ideas: MM.4.8.A, MM.4.8.B
MM.5.8 Vocabulary: MM.5.8.B, MM.5.8.B.b
MM.7.8 Structure: MM.7.8.A
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b, MM.12.8.B, MM.12.8.B.b
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.H
CP.2.8 Planning: CP.2.8.A, CP.2.8.C, CP.2.8.D
CP.5.8 Language: CP.5.8.B
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.F
BU.2.8 Discovery and Evidence: BU.2.8.A, BU.2.8.C
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 33
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students select a module 1 fluency passage to declaim. They learn about articulation and demeanor, which are elements of declamation, and use them to declaim a passage in front of a small group. Students then perform the passage for the class and illuminate how poets consider sound when crafting narrative poems. During writing instruction, students plan a personal narrative poem. This work prepares them for the End-of-Module Task, in which they write a personal narrative poem.
A Prologue to lesson 33 is available for students who need additional support.
Learning Goals
Apply knowledge of narrative poetry to declaim a module text.
LEARNING TASK: Declaim a fluency passage with attention to articulation and demeanor.
For the End-of-Module Task, plan a narrative poem.
LEARNING TASK: Begin to plan the narrative arc of a personal experience on the Narrative Poem Planner for the End-of-Module Task.
Vocabulary
articulation (n.) declamation (n.) demeanor (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Declaim: Prepare to Declaim a Text
• Declaim: Declaim a Text
• Write: Plan a Narrative Poem
LAND
Synthesize Learning
Materials
TEACHER
• The Crossover
STUDENTS
• The Crossover
• Declamation Peer Feedback Checklist for Module 1 (Learn book)
• all module 1 fluency passages (Learn book, Fluency)
• journal
• Narrative Poem Planner for the End-of-Module Task (Learn book, Writing)
Preparation
• Determine peer review groupings and how students will access their peer’s feedback.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for “The Raven” (Learn book, Fluency).
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Crossover.
2. Display and Choral Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will learn about elements of declamation and declaim a text to demonstrate their knowledge of narrative poetry.
LEARN
53 minutes
Declaim | Prepare to Declaim a Text | 15 minutes
1. Explain that historically, declamation (from the Latin declamatio) is a form of public speaking that originated in ancient Rome. Tell students that declaimers focus on articulation, demeanor, and artful manner to present an interpretation of a text.
Introduce the vocabulary terms declamation, articulation, and demeanor by displaying the terms and definitions. Engage students in Vocabulary Exploration.
Language Support
To help students understand the term demeanor, display images of people with varied postures and facial expressions. Ask these questions: Which words would you use to describe this person’s demeanor? What makes these good or bad examples of appropriate demeanor for declamation?
Definitions
declamation (n.): a recitation of a piece of writing, articulating words clearly with your audience in mind articulation (n.): careful emphasis on particular words to emphasize meaning, with all words pronounced correctly and audibly demeanor (n.): the way one presents themselves while reading (tone, facial expressions, eye contact, posture, etc.)
2. Direct students to The Crossover. Read aloud the portion of page 151 from “Like a strong” to “hard as ice.”
Think aloud to model how to annotate the lines in preparation to declaim them with accurate articulation and appropriate demeanor.
Model how to declaim the lines with an emphasis on articulation and demeanor.
3. Direct students to the Declamation Peer Feedback Checklist for Module 1, located in the Learn book.
Instruct students to review the elements of declamation with a partner.
Instruct students to Think–Pair–Share to answer this question:
How can you be sure to meet all the elements on the checklist in your declamation?
Key Ideas
• accurately pronounce all words in the text
• pronounce words in a way that others understand
• stand up straight
• make eye contact with everyone in the room
• speak loudly enough for everyone to hear
Sample Think Aloud
I see some italicized words that I will annotate to remind myself to pronounce these slightly louder and with emphasis. Specifically, “Flagrant foul, ref!” needs emphasis as it ends with an exclamation point.
4. Direct students to the module 1 fluency passages, located in the Learn book. Instruct students to select a fluency passage to declaim from this list:
• Fluency Practice for “Exile”
• Fluency Practice for The Crossover, passage 1
• Fluency Practice for The Crossover, passage 2
• Fluency Practice for The Crossover, passage 3
• Fluency Practice for The Crossover, passage 4
• Fluency Practice for “The Raven”
Form groups of students who chose the same fluency passage. Instruct students to annotate their passage to prepare to declaim with accurate articulation and appropriate demeanor.
5. Instruct students to find a partner in their group. Tell them that they will use the feedback checklist to provide feedback on their partner’s declamation in the group.
Instruct students to declaim their passage in front of their group. Remind students to write notes on the checklist during their partner’s declamation.
Differentiation Support
To support student preparation for the performance, provide time for students to practice reading their passage independently before they perform for their groups.
Instruct students to use their notes from the checklist to share feedback with their partner.
Declaim | Declaim a Text | 25 minutes
1. Review this speaking and listening goal: Adjust your speech to match your audience, setting, and purpose.
2. Explain that declamation gives students another opportunity to practice this goal other than in a class discussion. Tell students that declamation differs in that students perform a passage alone, with no input or conversation from others.
Teacher Note
During the declamation, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal.
3. Introduce the learning task. Instruct students to declaim their fluency passage with attention to articulation and demeanor.
Analyze Student Progress
Monitor: Do students correctly pronounce words while maintaining appropriate tone?
Offer Immediate Support: If students need additional support determining appropriate demeanor, provide them with examples that show different postures and facial expressions while declaiming.
Plan Future Practice: Students practice declaiming a text in module 4.
Teacher Note
To ensure that all students have adequate time to declaim their passage before the whole class, space the performances out over the next few days of instruction.
4. Direct students to their journals. Instruct them to reflect on their own performance and answer this question:
How does performing the poem aloud enhance or alter your understanding of the text?
Invite a few students to share their reflections.
1. Tell students that they will now prepare to write a personal narrative poem.
Direct students to their journal entry from the previous lesson. Instruct them to review the life event they selected to write a narrative poem about.
Instruct students to Jot–Pair–Share to answer this question:
In what ways is the event you selected a crossover?
2. Direct students to the Narrative Poem Planner for the End-of-Module Task, located in the Learn book.
Ask this question:
How can this planner help you tell the story of the event you have chosen to write about?
3. Introduce the learning task. Instruct students to begin to plan the narrative arc of a personal experience on the Narrative Poem Planner for the End-of-Module Task.
Analyze Student Progress
Monitor: Do students include narrative elements in their planners?
Offer Immediate Support: If students need additional support including narrative elements, direct them to the Narrative Organizer for “The Raven,” located in the Learn book, to find examples of these elements.
Plan Future Practice: There is no additional instruction on planning a narrative poem in this level.
LAND 5 minutes
Synthesize Learning
1. Remind students of the Essential Question and that they have been answering this question in different ways throughout the module. Ask the Essential Question:
What are the intersections between stories and poetry?
2. Use responses to reinforce these Knowledge Threads:
• Narrative poets consider how a poem will sound when it is read aloud and weave devices like rhyme and repetition into their stories.
• Narrative poets must use precise diction to convey complex emotions in condensed stories.
Teacher Note
As needed, prompt students to reflect on what they learned throughout the module by asking questions such as these:
• How does declaiming a poem build your knowledge of narrative?
• How does reading with attention to articulation and demeanor build your knowledge of poetry?
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
CP Compose and Present Content
CP.1.8 Genre: CP.1.8.C, CP.1.8.D, CP.1.8.H
CP.2.8 Planning: CP.2.8.D
CP.3.8 Content
CP.4.8 Structure: CP.4.8.B, CP.4.8.B.d
CP.5.8 Language: CP.5.8.B
CP.8.8 Presentation: CP.8.8.B, CP.8.8.C
BU Build Understanding
BU.2.8 Discovery and Evidence: BU.2.8.A
BU.3.8 Conversation and Collaboration: BU.3.8.B, BU.3.8.F
BU.4.8 Expression
DF Develop Foundations
DF.5.8 Fluency: DF.5.8.A, DF.5.8.B
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 34
Essential Question | What are the intersections between stories and poetry?
OVERVIEW
Preview
In this lesson, students complete Reading Comprehension Assessment 2. In the first section of the assessment, students demonstrate their fluency by reading aloud an excerpt from the assessment text. In the second section, students demonstrate their knowledge by answering questions about important words and concepts in the module. In the third section, students expand their knowledge by applying comprehension skills to the assessment text. In the fourth section, students evaluate their confidence about the assessment and identify challenges posed by the assessment text. After completing the assessment, students read from a volume of reading text.
Learning Goal
Demonstrate knowledge of narrative poetry and apply reading comprehension skills to a new text related to narrative poetry.
• text for Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
STUDENTS
• Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
Preparation
• Refer to the Assessment Guide for information on how to administer Reading Comprehension Assessment 2.
• Select volume of reading books for the Read section.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for “The Raven” (Learn book, Fluency).
LAUNCH 2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
2. Tell students that in this lesson they will demonstrate and build what they know about narrative poetry by completing an assessment. Reinforce that the text students read during the assessment will add to their understanding of the Essential Question.
LEARN
55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that the assessment includes four sections. In the first section, students demonstrate fluency by reading aloud a new text related to narrative poetry. In the second section, they answer questions related to important words and ideas in the module. In the third section, they closely reread the new text and answer questions about the text. In the fourth section, they evaluate their answers and identify challenges.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Reading Comprehension Assessment 2 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
As needed, adjust instruction in the next section to allow students time to complete the assessment.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Reading Comprehension Assessment 2. Use this information to plan responsive teaching for lesson 35.
Read | Read More About Narrative Poetry | 15 minutes
1. Instruct students who completed the assessment to read a volume of reading book. Those who are still working on the assessment can read a volume of reading book during the regularly scheduled volume of reading time.
LAND 3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about narrative poetry from the text for Reading Comprehension Assessment 2.
2. Tell students that they will continue to build knowledge about narrative poetry as they read additional module texts.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.8 Schema Building
Lesson 35
Essential Question | What are the intersections between stories and poetry?
OVERVIEW
Preview
In this Responsive Teaching lesson, students follow along and listen closely to another reading of the text for Reading Comprehension Assessment 2. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to engage in work with roots and module terms. Reviewing the assessment, roots, and module terms solidifies students’ understanding of narrative poetry and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Reading Comprehension Assessment 2.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Reading Comprehension Assessment 2.
Vocabulary
all module 1 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Build Vocabulary
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Assessment Guide (digital platform)
• all module 1 Knowledge Cards
STUDENTS
• Reading Comprehension Assessment 2 (Assessment Guide or digital platform)
• Glossary for Module 1 (Learn book)
• Word Parts Web for trans (Learn book)
Preparation
• Use the student performance data from Reading Comprehension Assessment 2 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Use the student performance data from the second section of Reading Comprehension Assessment 2 to identify module terms to highlight for review. Then review the options in the Engage section. Depending on the option you choose, gather the necessary Knowledge Cards and materials.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
• In small groups, students rehearse and perform the passage on Fluency Practice for “The Raven” (Learn book, Fluency).
LAUNCH
2 minutes
Read the Essential Question
1. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
2. Tell students that they will listen and follow along with the text for Reading Comprehension Assessment 2 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge, respond to the Essential Question, and strengthen their reading comprehension skills.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 10 minutes
1. Read aloud the text for Reading Comprehension Assessment 2, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Reading Comprehension Assessment 2. Explain that the class will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Reading Comprehension Assessment 2. Analyze Student Progress
Monitor: Do students explain how to identify the correct answers for items reviewed on Reading Comprehension Assessment 2?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in module 2.
Engage | Build Vocabulary | 20 minutes
1. Remind students that knowing the definition of a root can help readers understand the meanings of new words. Direct students to the term transition in the Glossary for Module 1, located in the Learn book. Invite a few students to identify the root and share the root’s definition. Reinforce the correct response: trans means “across, beyond, or through.”
2. Direct students to the Word Parts Web for trans, located in the Learn book. Instruct students to work with a partner to brainstorm words that contain the root trans and then add those words to their webs. Tell students to use glossaries and dictionaries as needed.
3. Invite a few students to share their words. Students may generate words such as these: transfer, transform, translate. Correct any misunderstandings or misapplied affixes.
4. Instruct students to choose two or three words on their web and quickly sketch an image to illustrate each word. Tell students to add their images underneath or next to the words they represent.
5. Invite a few students to share one of their images. Ask these questions:
What do you notice about the illustrations?
How do they relate to the meaning of trans?
6. Remind students that there are other ways to build their knowledge of vocabulary. Use Knowledge Cards to review terms and definitions introduced in previous lessons. Select terms for students to use in one of the following vocabulary activities.
• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Direct students to Knowledge Statements for Module 1, located in the Learn book. Instruct students to write a knowledge statement containing the term and then share it with a partner. Invite pairs to share with the class. Repeat the activity by choosing another card.
• Create a Web: Display a Knowledge Card and instruct students to generate a web of words and phrases in their journal to express the knowledge they have gained about that term.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.
3 minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students that they will continue to discuss what they have learned about narrative poetry during the module finale lessons.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.5.8 Vocabulary: MM.5.8.A, MM.5.8.A.d
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A
BU Build Understanding
BU.2.8 Discovery and Evidence
DM Develop Metacognition
DM.4.8 Reflection and Evaluation
Lesson 36
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this module finale lesson, students revisit “Exile,” The Crossover, and “The Raven” to identify how elements of stories and poetry intersect in these texts. During the Socratic seminar, students use evidence from the texts to discuss narrative poetry and crossovers. During writing instruction, students review and complete their Narrative Poem Planner for the End-of-Module Task. This work prepares students to write a narrative poem and explain their use of narrative poetry elements.
Learning Goals
Analyze how poetic elements enhance stories.
LEARNING TASK: During a Socratic seminar, share ideas about narrative poetry and crossovers in module texts.
For the End-of-Module Task, plan a personal narrative poem.
LEARNING TASK: Plan the narrative arc of a personal experience on the Narrative Poem Planner for the End-of-Module Task.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss Module Knowledge
• Write: Prepare for the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• specified texts
STUDENTS
• specified texts
• journal
• Narrative Poetry Elements Organizer for Module Texts
(Learn book, lesson 6)
• Talking Tool (Learn book)
• Narrative Poem Planner for the End-of-Module Task
(Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Prepare to use the following texts: “Exile,” The Crossover, and “The Raven.”
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display The Crossover. Remind students that a finale is a big performance at the end of a concert or show, when the performers put all their talents together. In this set of finale lessons, students will put all their knowledge together to discuss and write about the Essential Question.
2. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
3. Reinforce that students thought deeply about the Essential Question as they read each module text. Explain that in this lesson students will discuss what they have learned about narrative poetry.
LEARN
53 minutes
Read | Prepare for a Discussion | 13 minutes
1. Tell students that they will participate in a Socratic seminar to share the knowledge they have gained from the module texts. Explain that in a Socratic seminar students share what they think about a meaningful question and use evidence from the text to support their thinking. Tell students that they may agree or disagree with another’s position. Emphasize that they can deepen their knowledge about a topic by listening closely to all ideas.
Teacher Note
If time allows, briefly note that the name of the Socratic seminar comes from the ancient Greek philosopher Socrates. Explain that Socrates loved to teach by asking his students challenging questions and discussing them together.
2. Invite a student to define crossover as it applies to basketball.
Ask these questions:
What makes a crossover such an effective move in basketball?
What else can crossover mean?
Key Ideas
• why effective: Changing directions surprises an opponent; misdirection transforms an expected move into a new and unexpected move on the court.
• other meanings: surprise, change, transformation, new possibilities
3. Tell students that in preparation for the discussion they will collect evidence from the module texts to support their responses to the discussion questions.
Display and read aloud the discussion questions:
• What examples of crossovers can you find in narrative poetry?
• Why do you think this concept is so prevalent?
Language Support
To help students understand the kinds of crossovers they will discuss, explain that these questions specifically reference the crossover as something that surprises or transforms.
4. Form five groups, and assign each one a text. Direct students to their journals, and instruct them to gather evidence of examples of crossovers that transform stories and poetry.
• Group 1: “Exile” and The Crossover (pages 1–37)
• Group 2: “The Raven” and The Crossover (pages 38–65)
• Group 3: The Crossover (pages 66–124)
• Group 4: The Crossover (pages 125–180)
• Group 5: The Crossover (pages 181–237)
Direct students to the Narrative Poetry Elements Organizer for Module Texts, located in the Learn book. Instruct them to consult their organizer to gather additional evidence of examples of crossovers.
5. Invite a student from each group to share their responses.
Key Ideas
Group 1
• “Exile” uses extended metaphor to tell a story and develops settings in both real and imaginary locations (Ciudad Trujillo and deep waters), blending elements of narrative and poetry.
• The Crossover uses the basketball language of a warm-up to frame the introduction of Josh’s family members in a unique way.
Group 2
• “The Raven” uses repetition and rhyme to emphasize the speaker’s feelings of being trapped within his grief.
• The Crossover uses poetic form, such as the dictionary layout, to elevate words and phrases that are important to the development of Josh’s character.
Group 3
• Italicized formatting highlights how Josh inwardly wrestles with learning new information about his dad’s health.
• In poems such as “Second-Person,” the shift from first-person to second-person point of view captures Josh’s internal conflict as he and JB grow apart.
Group 4
• Using elements of poetic form, such as the three-line stanzas in “Text Messages from Mom, Part One,” can create tension, effectively transforming poetry and narrative.
• Metaphors compare the story of Dad’s deteriorating health to a storm, blending poetic language and stories.
Group 5
• Josh navigates grief by reflecting on how he handles losing a game, thus blending life with the motif of basketball to express ideas about universal human experiences.
• The use of dialogue within a poetic form, such as in the poem “Questions,” shows that narrative poetry can capture conflict in unique ways.
6. Instruct students to review their evidence and write in their journal a brief response to this prompt: Explain why crossovers are so prevalent in narrative poetry.
Differentiation Support
To help students explain the prevalence of crossovers in narrative poetry, ask these questions:
• Which characteristics of the crossover basketball move do the poems in this module share?
• What examples demonstrate these characteristics?
• How do they affect you as a reader?
Respond | Discuss Module Knowledge | 25 minutes
1. Remind students of the eight speaking and listening goals they have practiced during the module:
• Follow discussion norms.
• Speak at a volume and rate others can understand.
• Set goals to improve discussions.
• Support what you say with relevant evidence from the text, including quotations.
• Ask questions that connect ideas from multiple speakers.
• Answer questions with relevant elaboration.
• Elaborate on the evidence you use to make clear connections and explain its significance.
• Adjust your speech to match your audience, setting, and purpose.
2. Direct students to the Talking Tool, located in the Learn book.
Remind students that they can practice these goals by using these sentence frames:
• Can you elaborate on ?
• How does your idea relate to ?
• In the text, .
• For example, .
• According to the author, .
• What evidence supports your idea?
• This evidence illustrates .
• This evidence proves .
Teacher Note
During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
3. Introduce the learning task. If possible, arrange students in a circle for discussion, and instruct them to bring their journals and module texts. Begin the discussion by asking these questions:
What examples of crossovers can you find in narrative poetry?
Why do you think the concept of the crossover is so prevalent?
Analyze Student Progress
Monitor: Do students provide evidence from module texts as they identify types of crossovers in narrative poetry?
Offer Immediate Support: If students need additional support identifying types of crossovers in narrative poetry, direct them to their journals to review the evidence they collected.
Plan Future Practice: Students practice participating in class discussions in module 2.
4. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
How are crossovers and intersections similar? How are they different?
Use responses to emphasize that while an intersection is where things meet, a crossover leads to something unexpected or different.
Conclude the Socratic seminar by asking the broader question:
What are the intersections between stories and poetry?
5. Direct students to the responses they wrote in their journals before the discussion. Instruct them to Think–Pair–Share to answer these questions:
What specific examples support your position?
Did the discussion strengthen or challenge your initial ideas?
6. Instruct students to explain whether the discussion strengthened or challenged their initial ideas and to provide specific examples as support.
7. Tell students that they will engage in a Socratic seminar at the end of each module.
Write | Prepare for the End-of-Module Task | 15 minutes
1. Direct students to the Narrative Poem Planner for the End-of-Module Task, located in the Learn book.
Tell students that they will receive peer feedback on the ideas in their planner and then complete their plan.
2. Instruct students to exchange their planner with a partner.
Teacher Note
Due to variability in the pace at which students write, particularly about personal topics, they may be at different points in the process of completing the planner. Based on students’ needs, pair students who have completed a similar number of planner sections.
Instruct students to read their partner’s planner and to write in their journals responses to these questions:
What is the focus of the narrative?
What parts of the narrative arc does the plan include? What parts does your partner need to add?
What images and sensory details in the plan are relevant to the narrative? How might your partner include other images or sensory details?
Instruct students to use their responses to provide verbal feedback to their partner.
3. Introduce the learning task. Instruct students to use their partner’s feedback to complete planning the narrative arc of a personal experience on their planner.
Analyze Student Progress
Monitor: Do students expand on the narrative arc in their planners?
Offer Immediate Support: If students need additional support expanding their plans, direct them to the Narrative Organizer for The Crossover, located in the Learn book. Instruct students to use the organizer as a model to plan their own writing.
Plan Future Practice: Students practice planning to respond to a prompt in module 2.
4. Direct students to the Poetic Form and Devices section of the planner. Instruct them to complete that section based on the ideas in their narrative arc.
Teacher Note
Based on student needs, provide additional time to complete the Poetic Form and Devices section of the planner.
LAND 5 minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn by discussing narrative poetry?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from listening to your classmates’ ideas?
• How did the speaking and listening goals help you participate in the discussion?
2. Encourage students to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: MM.1.8.A
MM.2.8 Theme and Central Idea: MM.2.8.A, MM.2.8.C
MM.12.8 Complexity, Diversity, and Genre: MM.12.8.A, MM.12.8.A.b
BU.3.8 Conversation and Collaboration: BU.3.8.A, BU.3.8.B, BU.3.8.C, BU.3.8.D, BU.3.8.E, BU.3.8.F
BU.4.8 Expression
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 37
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students begin to draft a narrative poem about a personal experience for the End-of-Module Task. Students use the Narrative Poem Planner for the End-of-Module Task to guide their work as they develop their drafts.
Learning Goal
For the End-of-Module Task, draft a narrative poem.
LEARNING TASK: For the End-of-Module Task, begin to draft a narrative poem about a personal crossover.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Draft the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• The Crossover
STUDENTS
• annotated Writing Model for Module 1 (Learn book, Writing)
• Narrative Poem Planner for the Writing Model (Learn book, Writing)
• journal
• Narrative Poem Planner for the End-of-Module Task (Learn book, Writing)
• End-of-Module Task (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• none
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display The Crossover.
2. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
3. Tell students that they will use their narrative poem plans to begin drafting the End-of-Module Task.
LEARN
53 minutes
Write | Draft the End-of-Module Task | 53 minutes
1. Assess and activate prior knowledge by asking this question:
How can you use a planner to draft a response to a prompt?
2. Direct students to the annotated Writing Model for Module 1 and the Narrative Poem Planner for the Writing Model, located in the Learn book.
Direct students to their journals. Instruct them to Jot–Pair–Share to respond to these questions:
How does the information on the planner relate to the contents of the writing model?
How did the author use the planner to create the poem?
Differentiation Support
To help students identify the relationship between the poem planner and writing model, ask these questions:
• What is similar about the planner and model?
• What is different about the planner and model?
Key Ideas
• relate: The narrative arc in both contains the same content; images and sensory details in the planner appear in the model.
• create: Content in the planner is developed in the model; the model expands ideas into a poem that elevates the content in the planner; the model incorporates poetic form into the narrative arc.
3. Direct students to the Narrative Poem Planner for the End-of-Module Task, located in the Learn book. Instruct them to brainstorm a process for using their planners to draft a narrative poem.
Invite a few students to share their ideas.
Use responses to emphasize that while each student may complete their planner differently, creating a plan before beginning to draft is helpful for everyone.
Teacher Note
In this lesson, students begin the End-of-Module Task. They may complete the assessment on paper or on the digital platform. Using the platform gives students experience engaging in the writing process digitally. Alternatively, to support peer review, students may draft using shared digital documents and then transfer their work to the digital platform before submitting their assignment.
4. Introduce the learning task. Direct students to the End-of-Module Task, located in the Learn book, and instruct them to draft a narrative poem about a personal crossover. Prompt students to refer to their planners as they draft.
Analyze Student Progress
Monitor: Do students develop narrative poems that build on the work in their planners?
Offer Immediate Support: If students need further support developing their planner ideas, direct them to the planner for the writing model to identify additional examples of how the model expands on ideas.
Plan Future Practice: Students practice drafting to respond to a prompt in module 2.
LAND
5 minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of the following questions to help students articulate the knowledge they built during the lesson:
What important knowledge did you build about narrative poetry?
What helped you communicate your ideas in writing?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn to do as a reader?
• What did you learn to do as a writer?
• What did you learn from orally rehearsing before writing?
2. Encourage students to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this module finale lesson, students complete drafting their narrative poem and explanatory paragraph for the End-of-Module Task. Students use the Checklist for the End-of-Module Task to peer review the drafts and then revise their own drafts based on the feedback they receive.
Learning Goals
For the End-of-Module Task, write an explanation of craft choices.
LEARNING TASK: For the End-of-Module Task, write an explanation of the craft choices you made in your personal narrative poem.
For the End-of-Module Task, revise a narrative poem and explanatory paragraph.
LEARNING TASK: For the End-of-Module Task, use the checklist to revise your narrative poem and explanatory paragraph.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Draft the End-of-Module Task
• Write: Revise the End-of-Module Task
LAND
Synthesize Learning
Materials
TEACHER
• The Crossover
STUDENTS
• End-of-Module Task (Learn book, Writing)
• Checklist for the End-of-Module Task (Learn book, Writing)
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine peer review assignments and how students will access their peers’ writing and checklist. See the second Write section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display The Crossover.
2. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
3. Tell students that they will complete and revise their narrative poem and explanatory paragraph.
LEARN
53 minutes
Write | Draft the End-of-Module Task | 18 minutes
1. Direct students to the End-of-Module Task, located in the Learn book. Invite a student to read aloud step 2: Write an explanation of how you incorporated the following elements of narrative poetry into your poem: narrative arc, figurative language, a poetic form used in The Crossover.
Instruct students to review the prompt and annotate key details about what they should write.
Sample Annotations
• “explanation of how you incorporated”
• “narrative arc, figurative language, a poetic form”
2. Direct students to their narrative poem draft for the End-of-Module Task.
Instruct students to review their draft and Think–Pair–Share to answer these questions: How does each part of your draft correspond to the narrative arc?
What figurative language and poetic form did you choose to incorporate into your poem? Why?
3. Introduce the learning task. Instruct students to write an explanation of their craft choices and to include specific examples from their narrative poem draft.
Analyze Student Progress
Monitor: Do students explain their craft choices by referring to specific elements of their draft?
Offer Immediate Support: If students need additional support referring to specific elements when writing their explanation, ask these questions: What poetic form did you use in your draft? How does it enhance the content?
Plan Future Practice: There is no additional instruction on explaining craft choices in this level.
Write | Revise the End-of-Module Task | 35 minutes
1. Tell students that they will revise their poem and explanation by integrating feedback from their peers.
Ask this question:
What are some possible narrative poetry writing mistakes that revision can help to improve?
Key Ideas
• vague word choice and phrasing
• lack of imagery, figurative language, and other poetic elements
• lack of clarity about the sequence of events
Use responses to emphasize that revision will help writers develop more coherent and compelling poems.
2. Direct students to the Checklist for the End-of-Module Task, located in the Learn book.
Ask this question:
What feedback can you give your peers about their narrative poems?
Key Ideas
• what makes a poetic element effective
• why and how to improve the use of a poetic element
• whether the narrative arc feels complete
• whether the content appeals to the reader’s senses
Explain that feedback may vary and that, as writers, students determine what feedback resonates and how to best implement it.
3. Direct attention to the End-of-Module Task. Instruct students to exchange drafts with a partner.
Instruct students to use the checklist to review each other’s drafts and write feedback in the margins of the draft in response to these questions: Does the draft include each item on the checklist?
What revisions would you suggest to help your peer improve their poem?
What revisions might your peer make to the explanatory paragraph if they decide to implement your suggested revisions to the poem?
Teacher Note
Determine how to best group students to ensure that each student receives feedback from two peers.
Instruct students to share their peers’ feedback.
4. Instruct students to review their poem, paragraph, and checklist feedback and identify three to five suggestions to implement in their revisions.
5. Introduce the learning task. Instruct students to use the checklist feedback to revise their narrative poem and explanatory paragraph.
Analyze Student Progress
Monitor: Do students revise their tasks with attention to a specific item on the Checklist for the End-of-Module Task?
Offer Immediate Support: If students need additional support revising their task with attention to a specific checklist item, ask these questions: What is one element of your poem that your peers have suggested needs revision based on the checklist? Do you agree that it needs revision? How can you improve that section of the text?
Plan Future Practice: Students practice revising their writing in module 2.
5 minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of the following questions to help students articulate the knowledge they built during the lesson:
What important knowledge did you build about English language arts?
How did reviewing someone else’s writing help you grow as a writer?
Teacher Note
As needed, prompt students to reflect on what they learned by asking this question: How did your peers’ feedback guide the revision of your narrative poem?
2. Encourage students to add statements that build their knowledge, and prompt them to pursue lines of inquiry.
Essential Question | What are the intersections between stories and poetry?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students edit and complete the End-of-Module Task. After finalizing their narrative poem and explanatory paragraph, they share their work in small groups. Students identify strengths in each other’s writing and then reflect on the writing process.
Learning Goals
For the End-of-Module Task, write a narrative poem and explanatory paragraph.
LEARNING TASK: For the End-of-Module Task, edit and complete a narrative poem and explanatory paragraph.
For the End-of-Module Task, share strengths.
LEARNING TASK: For the End-of-Module Task, share strengths of your peers’ poems.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Write: Edit the End-of-Module Task
• Write: Share Writing
LAND
Synthesize Learning
Materials
TEACHER
• all module texts
STUDENTS
• End-of-Module Task (Learn book, Writing)
• journal
• Knowledge Statements for Module 1 (Learn book)
Preparation
• Determine how to display all the module texts simultaneously. See the Launch section for details.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Display the module texts.
2. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
3. Tell students that they will complete a narrative poem and explanatory paragraph.
LEARN
53 minutes
Write | Edit the End-of-Module Task | 30 minutes
1. Direct students to the End-of-Module Task, located in the Learn book.
Facilitate a discussion of this question: What additional edits do you want or need to make to your narrative poem or explanatory paragraph?
2. Introduce the learning task. Instruct students to edit and complete their narrative poem and explanatory paragraph for the End-of-Module Task.
Analyze Student Progress
Following completion of the End-of-Module Task, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
Write | Share Writing | 23 minutes
1. Ask this question:
Why should you and your peers share the final version of your written work?
Key Ideas
• to develop a sense of pride in your work
• to see the impact your writing can have on others
• to learn from others’ writing styles and techniques
• to receive recognition and celebrate success
2. Form small groups. Instruct students to read aloud their narrative poem in their small group.
Teacher Note
Sharing personal content invites students to express themselves authentically and explore their emotions about certain experiences. Because some students may write about sensitive subjects, cultivate an environment that respects students who may not feel comfortable sharing.
3. Introduce the learning task. Instruct students to share strengths of each peer’s poem.
Analyze Student Progress
Monitor: Do students identify at least one strength in each peer’s poem?
Offer Immediate Support: If students need additional support identifying strengths, ask these questions: Which poetic element stands out in each peer’s poem? Why? Which section of the narrative arc did you most enjoy? Why?
Plan Future Practice: Students practice sharing feedback in module 2.
4. Direct students to their journals. Instruct them to Jot–Pair–Share to answer these questions:
What most challenged you when writing this poem? How did you overcome that challenge?
What major feedback did you receive? How did it affect the final version of the task?
LAND 5 minutes
Synthesize Learning
1. Direct students to Knowledge Statements for Module 1, located in the Learn book, and facilitate a brief discussion of this question:
Now that we’ve studied narrative poetry, what are you interested in learning more about?
Teacher Note
As needed, prompt students to reflect on the questions in their Notice and Wonder Checklists and Charts from the module, located in the Learn book.
BU.3.8 Conversation and Collaboration: BU.3.8.B, BU.3.8.F
BU.4.8 Expression
DF Develop Foundations
DF.3.8 Phonics and Spelling: DF.3.8.A
DF.8.8 Punctuation: DF.8.8.A
DM Develop Metacognition
DM.1.8 Content Stages: DM.1.8.E
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Lesson 40
Essential Question | What are the intersections between stories and poetry?
OVERVIEW
Preview
In this closing Bookend lesson, students reflect on the module topic and Essential Question. Students share what they learned about narrative poetry. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a list of tips for writing narrative poetry, experience an open mic night, discuss a book of narrative poetry, or engage in a teacher-created experience.
Learning Goals
• Share knowledge gained from the module about narrative poetry.
• Reflect on the module topic.
Read the Essential Question
Materials and Preparation
• Prepare materials for the selected activity in the Engage section.
• Share: Discuss New Knowledge
• Engage: Create, Experience, or Read LAND
Revisit the Essential Question
Vocabulary none
• Depending on the Engage option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students read a volume of reading text. They add to their reading log and respond to assigned volume of reading questions. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today is the final day of the first module.
2. Display and Choral Read the Essential Question: What are the intersections between stories and poetry?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, languages, and experiences.
LEARN
53 minutes
Share | Discuss New Knowledge | 8 minutes
1. Tell students that they will share what they have learned about the module topic. Instruct them to Think–Pair–Share to answer these questions:
What did you learn about narrative poetry that you didn’t know before?
What text or work of art in this module is most important to you? Why?
What did you learn about literal and figurative crossovers that you might apply to your own life?
Engage | Create, Experience, or Read | 45 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create Tips for Writing Narrative Poetry
1. Direct students to their journals. Instruct them to Jot–Pair–Share to answer this question: How did the knowledge you built about narrative poetry throughout the module inform your writing of a personal narrative poem?
2. Instruct students to use their response to generate a list of tips for writing narrative poetry.
3. Instruct students to use their list to write a poem about narrative poetry in the style of Dad’s Basketball Rule poems in The Crossover.
Invite a few students to share their poem with the class.
Option 2 | Experience an Open Mic Night
1. Invite parents and community members to attend an open mic night where students perform the poem they wrote for the End-of-Module Task.
2. Instruct students to listen to their peers’ poems and to write in their journal a response to this question: How can hearing a poem read aloud affect a listener?
Option 3 | Discuss a Book of Narrative Poetry
1. Instruct students who chose the same volume of reading text to form groups.
2. Instruct students to discuss the knowledge they gained from their selected text.
LAND 5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option from the Engage section, to initiate the discussion:
• Option 1—What did you learn about how to write narrative poetry?
• Option 2—What did you learn about narrative poetry from attending the open mic event?
• Option 3—What did you learn about narrative poetry as a result of reading the book?
2. Reinforce that students have built a lot of knowledge about narrative poetry. Encourage students to continue seeking knowledge about narrative poetry.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.8 Inquiry and Credibility: BU.1.8.B
BU.2.8 Discovery and Evidence
BU.4.8 Expression
DM Develop Metacognition
DM.3.8 Schema Building
DM.4.8 Reflection and Evaluation
Achievement Descriptors
Below is a list of the Achievement Descriptors by code and number. The following pages include a list of the specific grade-level Achievement Descriptors addressed in this module.
ACHIEVEMENT DESCRIPTOR NUMBERS BY STRAND
MM Make Meaning from Texts
MM.1 Comprehension and Evidence
MM.2 Theme and Central Idea
MM.3 Summary
MM.4 Individuals, Events, and Ideas
MM.5 Vocabulary
MM.6 Diction
MM.7 Structure
MM.8 Point of View, Perspective, and Purpose
MM.9 Media
MM.10 Argument
MM.11 Connections
MM.12 Complexity, Diversity, and Genre
CP Compose and Present Content
CP.1 Genre
CP.2 Planning
CP.3 Content
CP.4 Structure
CP.5 Language
CP.6 Revision
CP.7 Editing
CP.8 Presentation
BU
Build Understanding
BU.1 Inquiry and Credibility
BU.2 Discovery and Evidence
BU.3 Conversation and Collaboration
BU.4 Expression
DF Develop Foundations
DF.1 Print Concepts
DF.2 Phonemic Awareness
DF.3 Phonics and Spelling
DF.4 High-Frequency and Irregularly Spelled Words
DF.5 Fluency
DF.6 Foundational Writing
DF.7 Capitalization
DF.8 Punctuation
DF.9 Nouns and Pronouns
DF.10 Verbs
DF.11 Adjectives and Adverbs
DF.12 Prepositions
DF.13 Sentence Construction
DM Develop Metacognition
DM.1 Content Stages
DM.2 Comprehension Monitoring
DM.3 Schema Building
DM.4 Reflection and Evaluation
ACHIEVEMENT DESCRIPTORS IN MODULE 1
MM Make Meaning from Texts
MM.1.8 Comprehension and Evidence: Read, listen, or observe closely to comprehend a grade-level text, determining what it says explicitly, making logical inferences, and supporting observations, questions, and conclusions with textual evidence.
MM.1.8.A: Cite the strongest pieces of textual evidence to support analysis of a literary text.
MM.1.8.B: Cite the strongest pieces of textual evidence to support analysis of an informational text.
MM.2.8 Theme and Central Idea: Identify the themes and central ideas of a text and analyze their development.
MM.2.8.A: Determine a theme of a literary text.
MM.2.8.C: Analyze the development of a theme or central idea in a literary text, including its relationship to the characters, setting, and plot.
MM.3.8 Summary: Summarize a text, including its key ideas and details.
MM.3.8.A: Summarize a literary text objectively.
MM.4.8 Individuals, Events, and Ideas: Explain how and why key individuals, events, and ideas of a text develop, relate, and interact.
MM.4.8.A: Analyze how particular lines of dialogue or incidents propel the action, reveal aspects of character, or provoke a decision in a literary text.
MM.4.8.B: Analyze how individuals, events, and ideas are connected and distinct in an informational text.
MM.5.8 Vocabulary: Determine the literal, connotative, and figurative meanings of words and phrases.
MM.5.8.A: Determine the literal meaning of unknown and technical words and phrases.
MM.5.8.A.a: Determine the literal meaning of unknown words and phrases as they are used in a literary text.
MM.5.8.A.b: Determine the literal meaning of unknown words and phrases as they are used in an informational text.
MM.5.8.A.c: Use context (e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) as a clue to meaning.
MM.5.8.A.d: Use common grade-level Greek and Latin affixes and roots as clues to meaning.
MM.5.8.A.e: Consult reference materials to determine, clarify, or verify pronunciation, part of speech, or precise meaning.
MM.5.8.B: Determine the connotative and figurative meanings of words and phrases.
MM.5.8.B.a: Determine the connotative and figurative meanings of words and phrases as they are used in a literary text.
MM.5.8.B.b: Determine the connotative and figurative meanings of words and phrases as they are used in an informational text.
MM.5.8.B.c: Interpret figures of speech (e.g., verbal irony, puns).
MM.5.8.C: Apply vocabulary knowledge to determine when a word or phrase is important to comprehension.
MM.6.8 Diction: Analyze how word choice shapes meaning and tone in a text.
MM.7.8 Structure: Explain a text’s structure, including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the whole.
MM.7.8.A: Compare the structure of two or more literary texts, explaining how differing structures contribute to each text’s meaning and style.
MM.8.8 Point of View, Perspective, and Purpose: Explain how the point of view, perspective, and purpose of a text shape its content and style.
MM.8.8.A: Determine the narrative point of view of a text (e.g., first person, second person, third person).
MM.8.8.B: Analyze how differences in the characters’, reader’s, or audience’s points of view (perspectives) create effects such as suspense, humor, or dramatic irony in a literary text.
MM.12.8 Complexity, Diversity, and Genre: Read and comprehend texts of appropriate grade-level complexity across diverse cultures and multiple genres.
MM.12.8.A: Literary
MM.12.8.A.b: Poetry
MM.12.8.B: Informational
MM.12.8.B.b: Informational
MM.12.8.C: Non-print
MM.12.8.C.b: Visual art
MM.12.8.C.c: Digital or multimedia
CP Compose and Present Content
CP.1.8 Genre: Compose texts in a variety of genres over various timeframes.
CP.1.8.B: Informative or explanatory
CP.1.8.C: Narrative
CP.1.8.D: Poetry
CP.1.8.H: Over a period of time
CP.1.8.I: In a single session
CP.2.8 Planning: Plan texts to respond to discipline-specific tasks for a variety of audiences and purposes.
CP.2.8.A: Unpack the task demands, purpose, and audience.
CP.2.8.B: Analyze a model to identify traits of an effectively written response.
CP.2.8.C: Brainstorm ideas, arguments, topics, events, or experiences to suit the task, purpose, and audience.
CP.2.8.D: Plan a response by gathering and organizing ideas, details, and information from texts or experience.
CP.3.8 Content: Develop ideas and describe experiences using details and evidence appropriate to the task, purpose, and audience.
CP.3.8.A: Develop the content of the text.
CP.3.8.A.c: Develop events and characters using techniques including dialogue, description, pacing, and reflection.
CP.4.8 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
CP.4.8.A: Develop an introduction.
CP.4.8.A.c: Introduce a narrator or characters, a perspective, and the specific context within which action occurs.
CP.4.8.B: Organize the content and create cohesion.
CP.4.8.B.d: Organize an event sequence that unfolds naturally and logically.
CP.4.8.B.e: Use appropriate and varied transitional words, phrases, and clauses to create a clear sequence of events, to signal shifts from one timeframe or setting to another, and to show relationships among experiences and events.
CP.4.8.C: Provide a conclusion that follows from and supports the content of the text.
CP.5.8 Language: Convey content with precise language appropriate to the task, purpose, and audience.
CP.5.8.B: Use with accuracy a variety of words and phrases, including academic and domain-specific words.
CP.5.8.C: Use precise words and phrases and domain-specific vocabulary to accurately convey information and ideas.
CP.5.8.D: Use sensory language, precise words and phrases, and relevant descriptive details to convey experiences and events.
CP.6.8 Revision: With some support, strengthen texts by revising, rewriting, or trying a new approach.
CP.7.8 Editing: Edit texts for conventions of academic English as appropriate to the task, purpose, and audience and for research style, including standard citation format. (Refer to Develop Foundations strand for grade-level language expectations.)
CP.8.8 Presentation: Present or perform effectively, adapting speech so that listeners can hear, understand, and appreciate what is being conveyed.
CP.8.8.A: Use appropriate eye contact, adequate volume, and clear pronunciation.
CP.8.8.B: Adapt speech to various contexts and tasks.
CP.8.8.C: Perform a declamation with clear articulation, proper demeanor, and an artful manner.
BU Build Understanding
BU.1.8 Inquiry and Credibility: Conduct inquiry-based research and determine the relevance, credibility, and accuracy of sources.
BU.1.8.B: Develop a self-generated research question.
BU.1.8.F: Select information from multiple print and digital sources or experience.
BU.2.8 Discovery and Evidence: Use core practices to process textual evidence and information to support analysis, reflection, and research.
BU.2.8.A: Annotate a text to build understanding.
BU.2.8.B: Take notes, including quoting and paraphrasing.
BU.2.8.C: Prepare for discussions and collaborations by reading or researching the material under study.
BU.3.8 Conversation and Collaboration: Engage effectively in discussions and collaborations with diverse partners, expressing ideas clearly.
BU.3.8.A: Draw upon preparation during collaborative discussion to provide evidence for, to probe, and to reflect on ideas.
BU.3.8.B: Follow rules for discussions and participate in collective decision-making, tracking progress toward specific goals and deadlines and defining roles as needed.
BU.3.8.C: Ask questions that clarify connections between ideas.
BU.3.8.D: Respond to questions and comments with relevant evidence, observations, and ideas.
BU.3.8.E: Acknowledge new information expressed by others and justify or modify one’s own ideas or opinions based on the new information when appropriate.
BU.3.8.F: Engage in peer review.
BU.4.8 Expression: Write, draw, act out, or speak to respond, to build knowledge, and to demonstrate understanding of a concept, topic, task, or text.
DF Develop Foundations
DF.3.8 Phonics and Spelling: Know and apply grade-level phonics and word analysis skills to decode and encode words.
DF.3.8.A: Spell correctly.
DF.5.8 Fluency: Read grade-level texts with sufficient accuracy, phrasing, expression, and rate to support comprehension.
DF.5.8.A: Read with purpose and understanding.
DF.5.8.B: Read aloud with accuracy and appropriate phrasing, expression, and rate on successive readings.
DF.8.8 Punctuation: Use punctuation, following the conventions of academic English when writing.
DF.8.8.A: Use a comma, an ellipsis, or a dash to indicate a pause or break.
DF.10.8 Verbs: Form and use verbs, following the conventions of academic English when writing or speaking.
DF.10.8.A: Explain the general function of gerunds, participles, and infinitives and their function in particular sentences.
DM Develop Metacognition
DM.1.8 Content Stages: Engage in deep reading through a predictable, structured progression of questions via the five Content Stages.
DM.1.8.A: Wonder
DM.1.8.B: Organize
DM.1.8.C: Reveal
DM.1.8.D: Distill
DM.1.8.E: Know
DM.2.8 Comprehension Monitoring: Monitor understanding of a text during and after reading.
DM.3.8 Schema Building: Connect new and existing knowledge to expand and revise understanding of a topic.
DM.4.8 Reflection and Evaluation: Reflect on and assess cognitive processes and performance for engaging in a task or reaching criteria for success, including making a plan for improvement.
Vocabulary
articulation (n.)
careful emphasis on particular words to emphasize meaning, with all words pronounced correctly and audibly
lesson 33
climax (n.)
the point in a story at which characters either face or solve their most important problem
lesson 21
demeanor (n.)
the way one presents themselves while reading (tone, facial expressions, eye contact, posture, etc.)
lesson 33
emerging theme
a broad umbrella theme from which more detailed and complex themes develop across a text
lesson 5
crossover (n.)
1. a simple basketball move in which a player dribbles the ball quickly from one hand to the other
exile (n.)
the state of being barred from one’s native country, typically for political or punitive reasons
lesson 3
2. a change from one style or type of activity to another
lesson 8
declamation (n.)
a recitation of a piece of writing, articulating words clearly with your audience in mind
lesson 33
extended metaphor
a metaphor that is developed in detail over multiple sections of a literary work
lesson 4
exposition (n.)
the beginning of a story, in which background information about characters or setting is presented
lesson 9
external conflict
a problem or struggle between a character and an outside force
lesson 10
falling action events that occur after a story’s climax and before the conclusion
lesson 24
figurative language language that expresses meaning in a nonliteral way to create an image or effect
lesson 4
form (n.)
the shape or structure used in a story or poem to express knowledge or meaning
lesson 12
found poem
a poem consisting of words found in a nonpoetic context, such as a product label, and usually broken into lines that convey a verse rhythm
lesson 1
free verse
verse that does not have a consistent rhyme scheme, rhythm, or rhetorical pattern
lesson 12
gerund (n.)
an English noun formed from a verb by adding -ing
lesson 27
infinitive (n.)
the basic form of a verb, usually used with the word to (e.g., to think, to read, to write)
lesson 14
internal conflict
a conflict a character faces within their mind
lesson 10
juxtaposition (n.)
when an artist uses very different or opposite elements of art next to each other (e.g., red and green colors, thick and thin lines)
lesson 4
mood (n.)
the reader’s emotional response or the story’s atmosphere created by the author’s word choices in a text
lesson 19
motif (n.)
something (such as an important idea, subject, or image) that repeatedly appears in a text or work of art
lesson 25
motivation (n.)
a force or influence that causes someone to do something
lesson 18
narrative arc
the shape a story takes from exposition to resolution
lesson 3
narrative poetry
a genre of literature that combines the elements of poetry with the elements of storytelling
lesson 6
participle (n.)
a form of a verb that is used to indicate past or present action and that can also be used like an adjective
lesson 6
perspective (n.)
the way a character looks at or thinks about something
lesson 14
point of view
the narrative perspective from which a story is told
lesson 14
refine (v.)
to improve something by making small changes; in writing, to make small changes to an idea to make it more nuanced
lesson 5
reflection (n.)
a narrative technique used to express the understanding a character gains from an experience; typically concludes a story
lesson 30
repetition (n.)
the act of saying or doing something again; the act of repeating something
lesson 30
resolution (n.)
the point in a story at which the main conflict is solved or ended
lesson 24
rising action
the events that follow and complicate the exposition and eventually lead to the story’s climax
lesson 11
second-person point of view
narration that directly addresses the reader as “you”
lesson 19
sensory details words or phrases that relate to the five senses
lesson 17
theme (n.)
a universal idea or message conveyed by a text
lesson 5
transition (n.)
a word or phrase that connects ideas between sentences and paragraphs
lesson 13
verse (n.)
writing in which words are arranged in a rhythmic pattern
lesson 7
About the Images
The Block by artist Romare Bearden, a collage students will study in this module, inspired the illustrative style in these module images. The art of collage brings together seemingly disparate forms, shapes, or colors to make a cohesive image. Similarly, poetry and storytelling bring together various pieces of information to build a narrative. These module images help guide students in answering the Essential Question: What are the intersections between stories and poetry?
At first glance, the Image 1 illustration looks like a brownstone building, a landmark piece of urban architecture that appears in the module texts. Looking closely, eight of the windows feature imagery hinting at content students will explore in this module. Image 2 depicts a repeated neighborhood landmark—a street sign. Street signs serve as guideposts when embarking on a journey and arriving home. Students will explore related ideas of identity and belonging as they read the module text “Exile,” a poem by Julia Alvarez.
Images 3 and 4 connect to the module text The Crossover by Kwame Alexander and the main character’s love for basketball. Image 3 collages sections of wooden flooring from an indoor basketball court with a variety of red colors, forming a basketball shape. Image 4 represents the main character’s transformation in The Crossover. The green and blue hues evoke recycling symbols present throughout the city, furthering the idea of renewal.
The bird in Image 5 juxtaposes dark and light colors to form the shape of a raven. Snippets of written word interweave with darker imagery representing another poem students will explore in this module: “The Raven” by Edgar Allen Poe.
Artist and illustrator Shelley Hampe illustrated the images for this module. She incorporates paper from dictionaries and magazines with illustrations to form each image. Hampe finds inspiration in the way each individually cut shape resembles the way each word in a poem comes together to form one idea. She lives in Texas with her family and two dogs.
Works Cited
Acosta, C. M. “How Julia Alvarez Wrote Her Many Selves into Existence.” NPR, 21 Aug. 2021, www.npr.org/sections/codeswitch /2021/08/21/1019340096/julia-alvarez-the-woman-i-kept-to -myself-code-switch-poetry-identity.
Alexander, Kwame. The Crossover. Clarion Books, 2014.
—. The Crossover. 2014. Houghton Mifflin Harcourt, 2019.
Alvarez, Julia. “Exile.” The Other Side/El Otro Lado. Plume/Penguin, 1996.
Àlvarez Jr., Robert R. “Dominicans.” The Hispanic American Almanac: A Reference Work on Hispanics in the United States. Gale/Cengage Learning, 2022.
Craven, Jackie. “What Is Narrative Poetry? Definition and Examples.” ThoughtCo, 17 Feb. 2021, thoughtco.com/narrative -poetry-definition-examples-4580441.
Glatch, Sean. “What Is a Narrative Poem? Definition and Examples.” Writers.com, 20 Sept. 2022, writers.com/narrative-poem-definition
Griggs, Brandon. “Poetry + Football: It’s Not as Strange as It Sounds.” CNN, 8 Feb. 2021, www.cnn.com/2021/02/07/us/football-poetry-amanda -gorman-trnd/index.html
Poe, Edgar Allan. “The Raven.” The Raven and Other Poems. New York City, 1845.
Reading Rockets. “Kwame Alexander and the Human Soul Distilled.” YouTube, 21 Mar. 2016, www.youtube.com/watch?v=tAGz92LmETM.
—. “Kwame Alexander Reads an Excerpt from The Crossover.” YouTube, 21 Mar. 2016, www.youtube.com/watch?v=IbMj6lG4shM
—. “Visual Poetry in The Crossover.” YouTube, 21 Mar. 2016, www.youtube .com/watch?v=bsFy8XAIJW0.
WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, wida.wisc.edu/sites/default/files/resource /WIDA-ELD-Standards-Framework-2020.pdf
Credits
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.
