Grade 6 | Wit & Wisdom Prologue Supplemental Lessons

6 GRADE

Grade 6 Modules 1–4

1. Resilience in the Great Depression

2. Hero’s Journey

3. Narrating the Unknown

4. Courage in Crisis

Teacher Edition

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Wit & Wisdom Prologue: Grade 6

This book contains Modules 1–4 of Grade 6. Each module’s appendices directly follow the lessons before the next module begins. Access the module-level glossaries within the digital Prologue Teacher Resources (http://witeng.link/Prologue_Teacher_Resources).

Grade 6, Module 1

Resilience in the Great Depression

Focusing Question 1: What makes Bud a survivor?

Focusing Question 2: What hardships did people face during the Great Depression?

Focusing Question 3: How is Bud transformed by his journey?

Focusing Question 4: What sustained people’s spirits during the Great Depression?

Focusing Question 5: How does hardship alter the characters’ perspectives in Out of the Dust?

24

Focusing Question 6: What makes the characters in Out of the Dust survivors?

Focusing Question 7: How can enduring tremendous hardship contribute to personal transformation? Prologue to Lesson 31

Appendix A: Prologue Module 1 Handouts

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

Module Summary

The way I see it, hard times aren’t only About money, Or drought, Or dust, Hard times are about losing spirit, And hope, And what happens when dreams dry up.

—Karen Hesse, Out of the Dust

For many, the Great Depression—if understood as a story—has a well-known plot. It begins with two main failures that wreaked economic havoc in the 1930s: a lack of regulation that led to the collapse of banks and a lack of diversification in farming techniques that created the Dust Bowl. In this story, the climax of these failures was the widespread loss of jobs, life savings, homes, and farms. Everyone suffered, and so ends this bleak story. But behind these visible large-scale losses, a different story exists. In this version, the Great Depression tested whether ordinary people would lose something much more vital and much less visible—their hopes, dreams, and spirits. This conflict with the heart resulted in certain individuals finding a way to endure the seemingly unbearable. Their resilient stories are peopled with the first union organizers, resourceful Hooverville migrants, and countless poor families who gave strangers a seat at their tables. This uplifting narrative of the Great Depression supports powerful themes of transcendence and transformation: people who weathered hard times, and broke in some ways because of them, but nevertheless picked themselves up.

The story of human transformation is ageless for a reason. We are drawn irresistibly to stories of redemption, featuring characters who start off figuratively or literally crippled in some way, but who manage through will, wits, and maybe a dash of luck, to not let life destroy their spirits. We follow these characters’ journeys as if they are our own, and when the characters confront and conquer their demons, we rejoice. The two anchor texts of this module—the novel Bud, Not Buddy by Christopher Paul Curtis and the free-verse novel Out of the Dust by Karen Hesse—are set during the Great Depression, but their stories transcend this period and speak to the human condition of suffering, struggle, and survival. The Great Depression merely acts as the frame for each novel; the picture inside is less about bank failures and the Dust Bowl, and more about the power of love, acceptance, and forgiveness that the protagonists Bud and Billie Jo learn to harness.

However, the frame of this story—its era—is important for students to understand if they are to grasp the extremity of the hardships that Bud and Billie Jo experience. To that end, the module includes engaging supplemental materials about the Great Depression and the Dust Bowl. These materials historicize the novels’ themes of persevering in times of difficulty. They also help students envision life during this period. To these ends, students read about Hoovervilles and study firstperson accounts of young people’s experiences as migrants riding the rails. They examine Dorothea Lange’s iconic photograph “Migrant Mother” and analyze the powerful poem “Mother to Son” by Langston Hughes. They listen to jazz music and watch a fictionalized video about a General Motors labor strike. The anchor texts, complemented by these materials, press students to analyze the ways in which ordinary people responded to and transcended the extreme hardships of the Great Depression.

Referencing these additional materials, the module primarily explores what makes the young protagonists in the anchor texts resilient in the face of crushing despair. Bud and Billie Jo’s journeys are different in terms of geography and details, but they are similar in that both characters endure hardships that threaten their hopes, dreams, and spirits. The arc of their stories follows their struggle to redefine who they are and what they want after heartbreak and hardship irreversibly change their lives. Employing figurative language and symbolism to signal the transformation the characters experience, Curtis and Hesse create dynamic, resilient protagonists who search for joy, hope, and a sense of home during this troubled period in our history and who ultimately find where their roots can grow—and with whom—by making peace with their pasts and re-envisioning their futures.

For their End-of-Module (EOM) Task, students write an explanatory essay in which they examine how Bud or Billie Jo’s responses to hardships result in his or her transformation. This task captures students’ understanding of how hardship can, ironically, contribute to the human spirit’s resilience.

Essential Question

How can enduring tremendous hardship contribute to personal transformation?

Suggested Student Understandings

ƒ Enduring hardship can result in positive personal transformation.

ƒ Generosity, hope, and forgiveness sustain the human spirit.

ƒ People adapt the ideas of home, family, and community to fit their needs during times of hardship.

ƒ Persevering through hardship requires a person to accept his or her new situation and identity and make peace with the past.

ƒ People rely upon dreams and determination to persevere in the face of hardship.

ƒ Authors use devices and techniques, such as figurative language and symbolism, to help develop characters and themes.

Introduction

In Module 1, Wit & Wisdom Prologue™ lessons focus on helping students deepen their understanding of how the hardships during the Great Depression led to transformation in the characters from the module texts.

ƒ Reading Prologue lessons support comprehension of both the novels and the backgroundbuilding informational texts. The informational texts develop knowledge about hardships during the Great Depression. Passages from the novels focus on evidence of character change.

ƒ Writing Prologue lessons give students time to analyze and practice informative writing structures, such as the ToSEEC model. Students also examine the language of cause-andeffect writing.

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with drafting a thesis for their End-of-Module Task.

ƒ Language Prologue lessons guide students to analyze complex sentences, focusing on word choice and figurative language. This analysis helps students examine metaphorical language in detail to discover rich description and meaning.

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

English Language Development (ELD) Standards

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

Prologue Module 1 Learning WIDA Standards ELP Standards

Reading Prologue lessons support comprehension of both the novels and the backgroundbuilding informational texts. The informational texts develop knowledge about hardships during the Great Depression. Passages from the novels focus on evidence of character change.

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

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

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

ELD-LA.6-8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by

ƒ identifying and/or summarizing main ideas and their relationship to supporting ideas.

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

Writing Prologue lessons give students time to analyze and practice informative writing structures, such as the ToSEEC model. Students also examine the language of cause-andeffect writing.

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

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

ƒ establish objective or neutral stance;

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

ƒ develop coherence and cohesion throughout text.

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

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

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

Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with drafting a thesis for their End-ofModule Task.

ELD-LA.6-8.Narrate.Interpretive

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

ELD-SI.4-12.Argue

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

ELD-SI.4-12.Narrate

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

Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

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

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

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

Language Prologue lessons guide students to analyze complex sentences focusing on word choice and figurative language. This analysis helps students examine metaphorical language in detail to discover rich description and meaning.

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

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

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

Module Map

Prologue to Lesson # Lesson Type Summary Learning Goal

Focusing Question 1: Focusing Question 1: What makes Bud a survivor?

1 Reading Students practice fluently reading an excerpt from Bud, Not Buddy. They answer text-dependent questions to develop an understanding of Bud’s hardships and what makes him a survivor. This work prepares students to analyze this section of text in Lesson 1.

2 Writing Students examine the structure and language of an explanatory ToSEEC paragraph. By studying the model, students develop an understanding of the purpose and structure of explanatory writing. This work prepares students to experiment with the ToSEEC model in Lesson 2.

4 Language Students deconstruct important sentences from Bud, Not Buddy into words, phrases, and clauses. By focusing on word choice, literary devices, and literal and figurative meaning, students deepen their understanding of complex language. This work prepares students to read chapter 5 in Lesson 4.

Focusing Question 2: What hardships did people face during the Great Depression?

7 Speaking and Listening Students practice fluently reading an excerpt from “Hoovervilles.” They answer text-dependent questions to develop an understanding of the Life in a Hooverville section and the hardships people endured during the Great Depression. This work prepares students to discuss this text in Lesson 7.

10 Language Students deconstruct important sentences from Bud, Not Buddy into words, phrases, and clauses. By focusing on word choice, description, and figurative language, students deepen their understanding of complex language. This work prepares students to write about hardships people faced during the Great Depression in the Focusing Question Task in Lesson 10.

Summarize the important ideas in an excerpt from Bud, Not Buddy

Identify the parts of the explanatory ToSEEC paragraph and their function.

Analyze the author’s use of figurative language in an excerpt from Bud, Not Buddy.

State the important ideas in an excerpt from “Hoovervilles.”

Analyze the use of language in an excerpt from Bud, Not Buddy

Focusing Question 3: How is Bud transformed by his journey?

13 Writing Students examine the HIT model of an introductory paragraph. By studying the hook, introduction, and thesis of an introductory paragraph and how each part connects to the body paragraphs, students develop an understanding of the purpose and structure of explanatory writing as they build toward writing a complete essay. This work prepares students to experiment with HIT introductions in Lesson 13.

15 Speaking and Listening Students orally process the content they have studied and rehearse sharing ideas aloud. Students practice using academic language while discussing characters who help Bud transform. This work prepares them for Socratic Seminar 2 and Focusing Question Task 3 in Lesson 15.

Describe the purpose and importance of the parts of the HIT introductory paragraph and their functions.

Rehearse sharing evidence for Socratic Seminar 2 and Focusing Question Task 3.

Focusing Question 4: What sustained people’s spirits during the Great Depression?

19 Reading Students practice fluently reading an excerpt from Out of the Dust. They answer text-dependent questions to develop their comprehension of the hardships Billie Jo and her family experience and the ways they sustain their spirits. This work prepares students to analyze characters in Lesson 19.

20 Language Students deconstruct important sentences from Out of the Dust into words, phrases, and clauses. By focusing on word choice, symbolism, and figurative language, students deepen their understanding of complex language. This work prepares students to analyze the text in Lesson 20.

21 Reading Students practice fluency with excerpts from “Hoover’s Prodigal Children: Hungry Times on Mean Streets.” Students answer text-dependent questions to develop an understanding of how compassion helped sustain people’s spirits during the Great Depression. This work prepares students to analyze the text in Lesson 21.

Summarize the important ideas in an excerpt from Out of the Dust.

Analyze how an excerpt from Out of the Dust uses symbolism.

Summarize the important ideas in excerpts from “Hoover’s Prodigal Children: Hungry Times on Mean Streets.”

Focusing Question 5: How does hardship alter the characters’ perspectives in Out of the Dust?

24 Writing Students experiment with the structure and language of a cause-and-effect paragraph. Through shared writing, students develop an understanding of the purpose and structure of cause-and-effect writing. This work prepares students to write a cause-andeffect paragraph in Lesson 24.

25 Writing Students experiment with the structure and language of a ToSEEC essay model. Through shared writing, they develop an understanding of the structure and function of a concluding paragraph. This work prepares them to write an essay in Focusing Question Task 5 in Lesson 25.

Focusing Question 6: What makes the characters in Out of the Dust survivors?

27 Reading Students practice fluently reading an excerpt from the poem “Met.” They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss figurative language in Lesson 27.

29 Speaking and Listening

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the hardships Billie Jo and her father endure, which prepares them for Socratic Seminar 3 and Focusing Question Task 6 in Lesson 29.

Write a cause-and-effect paragraph about how the dust storms affect Billie Jo.

Describe the function of the ToSEEC concluding paragraph.

Analyze how the author uses figurative language in Out of the Dust to show the characters’ resilience.

Rehearse sharing evidence that shows how Billie Jo and her father survive emotionally in Out of the Dust

Focusing Question 7: How can enduring tremendous hardship contribute to personal transformation?

31 Speaking and Listening

Students orally process the content they have studied and rehearse sharing ideas aloud and in writing. Students practice using academic language while discussing and writing about Bud’s and Billie Jo’s transformations. This work prepares students for the End-of-Module Task in Lesson 31.

Rehearse sharing evidence that shows Bud’s or Billie Jo’s transformation.

Talking Tool

Talking Tool

Share What You Think

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

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

Ask for More Information

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

Can you give an example?

How does that relate to ?

Build on Others’ Ideas

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

PROLOGUE TO LESSON 1: AT A GLANCE

Focusing Question 1: What makes Bud a survivor?

SUMMARY

Students practice fluently reading an excerpt from Bud, Not Buddy. They answer text-dependent questions to develop an understanding of Bud’s hardships and what makes him a survivor. This work prepares students to analyze this section of text in Lesson 1.

LEARNING GOAL

Summarize the important ideas in an excerpt from Bud, Not Buddy

✔ Think–Pair–Share: “What hardships has Bud had so far? What makes him a survivor?”

VOCABULARY

depression (n.): a period of time when the country faces economic problems and many people experience poverty and unemployment hardship (n.): great difficulty survivor (n.): someone who is able to keep living or succeeding despite a lot of problems

MATERIALS

Bud, Not Buddy, Christopher Paul Curtis, Chapter 1 Prologue Glossary

Assess and activate prior knowledge by asking this question:

“Think of a difficult time you have had in your life. What helped you overcome it?”

TEACHER NOTE Students may share a story of someone else who has lived through a difficult time.

Direct students to the words depression, hardship, and survivor in their Prologue Glossaries. Echo Read the words and then define them.

depression (n.): a period of time when the country faces economic problems and many people experience poverty and unemployment

hardship (n.): great difficulty

survivor (n.): someone who is able to keep living or succeeding despite a lot of problems

Display the module cover. Remind students that the text they are reading—Bud, Not Buddy—is set during a time called the Great Depression. Explain that the photograph on the cover is also from this time of hardship.

Explain that depression can also mean “sadness,” but in the term Great Depression, it refers to a period of time when the country was having economic problems so people did not have jobs or money. Explain that the word great in the same term does not mean “good.” Here, great means “extreme or widespread.” So Great Depression refers to a long time when many people in the country suffered extreme poverty.

Introduce this lesson’s Learning Goal: Summarize the important ideas in an excerpt from Bud, Not Buddy

Explain that fluency practice will help students comprehend the text excerpt and prepare them to deeply analyze the text as a whole.

Learn

Direct students to pages 2 and 3 of Bud, Not Buddy.

Model fluent reading by reading aloud from “The woman said” (2) to “don’t cry no more” (3). While you read, emphasize effective phrasing. After you read, repeat words students may need help pronouncing.

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

Choral Read from “The woman said” to “‘for everybody.’” Explain that a synonym for glum is sad. Direct attention to the word depression, and explain that the word depression in this excerpt means “poverty,” like in the term Great Depression. Explain that difficult times is a synonym for hardships

TEACHER NOTE The word glum is one of the words Focusing Question Task 2 recommends that students use. Consider spending more time discussing this word.

Choral Read from “‘We’ve been lucky’” to “and mumbled.”

Ask: “What does the term foster families tell you about Bud? How does this relate to the word hardship?”

ƒ Bud has had to live with other families because he does not have his parents with him.

ƒ Having to live with foster families who are not his own family is difficult for Bud.

Choral Read from “She smiled” to “cry no more.” Explain that jim-jammed means that the boys’ beds are crowded into the room.

Ask: “What does this tell us about the orphanage—that the beds are jammed, or crowded, in?”

Listen for these essential understandings:

ƒ There are many children in the orphanage.

ƒ Many children are without their parents during this difficult time.

Instruct students to Partner Read the paragraph on page 3, beginning with “Here we go again.”

SCAFFOLD Read aloud the text and use Echo Reading with key phrases.

Pair students. Instruct students to discuss the question: “What do the words ‘Here we go again’ and ‘third foster home’ tell us?”

Listen for these essential understandings:

ƒ This has happened many times before. The book starts with “Here we go again” on page 1 and the author repeats the words here because they’re important. They show that Bud has been through a lot.

ƒ Bud has been to two foster families before and for some reason things did not work out.

Land

Direct students to their Prologue Glossaries, and reread the definitions for the words hardship and survivor.

✔ Instruct students to Think–Pair–Share: “What hardships has Bud had so far? What makes him a survivor?”

To encourage students to practice using this lesson’s vocabulary words, model responses with these sentence frames: “Some of the hardships Bud has are . Bud is a survivor because he .”

ƒ Some of the hardships Bud has are not having parents and living in an orphanage. He has had to go to different foster homes, which hasn’t worked out.

ƒ Bud is a survivor because he acts brave. Maybe part of him is trying to be hopeful.

ƒ Bud has learned not to show his feelings. Even when he feels like he will cry, no tears come out anymore.

If students are comfortable using the word survivor, model how to use the forms survive, survives, survived, and surviving to describe Bud’s experiences.

PROLOGUE TO LESSON 2: AT A GLANCE

FOCUSING QUESTION 1: WHAT MAKES BUD A SURVIVOR?

SUMMARY

Students examine the structure and language of an explanatory ToSEEC paragraph. By studying the model, students develop an understanding of the purpose and structure of explanatory writing. This work prepares students to experiment with the ToSEEC model in Lesson 2.

LEARNING GOAL

Identify the parts of the explanatory ToSEEC paragraph and their function.

✔ Think–Pair–Share: “How does each part of the ToSEEC paragraph relate to the topic?”

VOCABULARY

concluding (adj.): at the end of something elaboration (n.): more details about something topic (n.): someone or something that people talk or write about

MATERIALS

Prologue Glossary

Prologue Handout 2A: ToSEEC Paragraph Model

Assess and activate prior knowledge by asking this question:

“Think of a time you explained something. How did you explain it?”

Clarify that you can explain something by speaking, writing, drawing, or using motions—like pointing the way for someone who asks for directions. Explain that a type of writing that explains something is called explanatory writing.

Direct students to the words concluding, elaboration, and topic in their Prologue Glossaries. Echo Read the words and then define them. Explain that each of these words is part of the writing type they will analyze today.

concluding (adj.): at the end of something elaboration (n.): more details about something topic (n.): someone or something that people talk or write about

Display an elaborate object, or an image of one, such as a painting, tapestry, or sculpture. Explain that when something is elaborate, it has a lot of detail. Explain that someone can also elaborate on something, which is an action that means “to add details to something, such as an object, a conversation, or a piece of writing.” Those additional details are the elaboration.

Introduce this lesson’s Learning Goal: Identify the parts of the explanatory ToSEEC paragraph and their function.

Explain that students will use explanatory writing to write paragraphs and essays in this module.

Learn

20 MIN.

Direct students to Prologue Handout 2A and display it. Read aloud the abbreviation and name for each part of the ToSEEC paragraph. Explain that letters from each part form the acronym ToSEEC

Echo Read the name of each part.

Direct attention to the Function section of Prologue Handout 2A, and explain that function means “what something does.” Read aloud the sentence frames for each part under the Function section.

Think aloud about the purpose of each part as you model filling in the sentence frames, instructing students to do the same on their handout.

Echo Read the completed sentence frames. Repeat words students may need help pronouncing.

The topic statement is usually at the beginning of the paragraph. It states an idea about the topic.

The evidence is from the text. It supports the topic statement. The elaboration tells more about the evidence. It provides more details.

The concluding statement is always at the end. It restates the topic statement in a different way.

SCAFFOLD Guide students through the Shared Writing routine to write an explanatory ToSEEC paragraph about a familiar topic.

Read aloud the sample paragraph on Prologue Handout 2A. Repeat words students may need help pronouncing.

Read aloud each completed sentence frame again from the Function section, directing attention to the connection between each part and the labeled parts of the sample paragraph.

Facilitate a discussion about the connection between each sentence frame in the Function section and each labeled part of the sample paragraph.

Direct attention to the two blanks in the paragraph, and ask: “What should these parts of the paragraph be labeled?”

Direct students to independently fill in the second evidence and elaboration labels, explaining that the next set of sentences provides more evidence and elaborates on that evidence with more detail. Explain that sometimes elaboration includes more than one sentence, but for these examples, there is only one elaboration sentence for each evidence sentence.

✔ Instruct students to Think–Pair–Share: “How does each part of the ToSEEC paragraph relate to the topic?”

Give students one minute to silently think.

Then form pairs and instruct students to discuss their thinking. Listen as pairs discuss to identify students with responses that are likely to prompt a meaningful discussion about how the parts of the ToSEEC paragraph explain Bud’s hardships.

Listen for these essential understandings:

ƒ The explanatory paragraph explains Bud’s hardships.

ƒ The topic statement states a main hardship from chapter 1.

ƒ The evidence and elaboration give examples and details about Bud’s hardships.

ƒ The concluding statement wraps up the paragraph by saying the topic statement in a different way.

Facilitate a discussion, and encourage students to use the vocabulary words concluding, elaboration, and topic

PROLOGUE TO LESSON 4: AT A GLANCE

Focusing Question 1: What makes Bud a survivor?

SUMMARY

Students deconstruct important sentences from Bud, Not Buddy into words, phrases, and clauses. By focusing on word choice, literary devices, and literal and figurative meaning, students deepen their understanding of complex language. This work prepares students to read chapter 5 in Lesson 4.

LEARNING GOAL

Analyze the author’s use of figurative language in an excerpt from Bud, Not Buddy

✔ Explain the meaning of Bud’s name.

VOCABULARY

bud (n.): a small plant part that grows into a flower, leaf, or branch metaphor (n.): language that describes someone or something by comparing them to something else

MATERIALS

Prologue Glossary

Prologue Handout 4A: Excerpt from Bud, Not Buddy, Chapter 5

Assess and activate prior knowledge by asking these questions:

“Does your name have a special meaning?”

“Have you ever had a nickname?”

Display the cover of Bud, Not Buddy. Ask: “What does this title mean? What do we know about Bud’s name?”

Listen for these essential understandings:

ƒ Bud tells people not to call him Buddy. People often add the letter y to names to create nicknames— especially when a person is young.

ƒ His mother named him Bud and told him many times not to let people call him Buddy.

ƒ Bud’s name is special because his mom chose it to mean something.

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

bud (n.): a small plant part that grows into a flower, leaf, or branch metaphor (n.): language that describes someone or something by comparing them to something else

Display a flower bud or an image of one. Encourage students to remember this image as they read together an excerpt from Bud, Not Buddy

Introduce this lesson’s Learning Goal: Analyze the author’s use of figurative language in an excerpt from Bud, Not Buddy.

Explain that studying a few sentences from the text will help students understand more about Bud, as well as the language devices the author uses.

Learn

20 MIN.

Direct attention to Prologue Handout 4A.

Model fluent reading by reading aloud the excerpt, emphasizing effective phrasing. Repeat words students may need help pronouncing.

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

Choral Read the first section on Prologue Handout 4A.

Ask: “Why does Bud’s mother use the word bud? Is the character Bud a part of a plant?”

Listen for these essential understandings:

ƒ Bud’s mother uses the word bud to describe him and to explain why she gave him that name. She compares him to a f lower bud.

ƒ Bud is not actually a part of a plant.

Explain that the comparison of the character Bud to a flower bud is an example of figurative language. The character Bud is not literally a flower bud. Explain that this is a metaphor, and draw attention again to the definition in the Prologue Glossary.

SCAFFOLD

Provide examples of metaphors by using objects familiar to students. Students may also add to Prologue Handout 4A helpful cues, such as notes in their home language, images, or symbols.

Instruct students to write the word metaphor on Prologue Handout 4A next to the first section.

Ask: “What do you notice about the phrases flower-to-be and flower-in-waiting?”

Listen for these essential understandings:

ƒ They both start with the word flower.

ƒ There are hyphens or little lines between the words.

ƒ They are both three words.

Explain that these phrases are an example of repetition, which is a device authors use to express or emphasize an idea.

Echo Read the second section on Prologue Handout 4A.

Ask: “What does this section mean? What does a flower bud need to open?”

ƒ A flower bud waits for just the right time to open.

ƒ A flower bud needs sun.

ƒ A flower bud needs care, like good soil and someone to water it and keep pests away.

Instruct students to Partner Read the third section on Prologue Handout 4A. Make a fist with your hand to demonstrate the word fist. Tell students the word open is a synonym for unfold. Open your fist, or show an image of an open hand, to demonstrate the meaning of unfold.

Instruct students to Think–Pair–Share: “What do you think fist of love means? How does this connect to the word unfold and to Bud?”

Listen for these essential understandings:

ƒ A fist is a hand that is tightly closed. This is like a flower bud before it opens, or unfolds.

ƒ Bud is like a closed fist or flower bud, but with love he will unfold like a beautiful flower. He also has love to give others.

ƒ A fist is strong. Just like a flower bud may go through storms and still survive, Bud goes through many hardships but keeps going.

5 MIN.

Ask: “Why did Bud’s mother name him Bud?” Direct students to write their response on Prologue Handout 4A.

✔ Students explain the meaning of Bud’s name.

Guide students through the Mix and Mingle routine to share their responses. Monitor students as they share to ensure understanding.

Instruct students to find a partner. Give pairs one minute to discuss their thinking.

Instruct students to find a new partner. Give pairs one minute to discuss their thinking.

Facilitate a class discussion. Invite volunteers to share their thinking with the whole group.

PROLOGUE TO LESSON 7: AT A GLANCE

Focusing Question 2: What hardships did people face during the Great Depression?

SUMMARY

Students practice fluently reading an excerpt from “Hoovervilles.” They answer text-dependent questions to develop an understanding of the Life in a Hooverville section and the hardships people endured during the Great Depression. This work prepares students to discuss this text in Lesson 7.

LEARNING GOAL

State the important ideas in an excerpt from “Hoovervilles.”

✔ Complete a written response: “What hardships did people experience in Hoovervilles?”

VOCABULARY

depression (n.): a period of time when the country faces economic problems and many people experience poverty and unemployment

hardship (n.): great difficulty

MATERIALS

“Hoovervilles” (http://witeng.link/0691)

Prologue Glossary

Assess and activate prior knowledge by asking these questions:

“How have you helped others during a difficult time?”

“How have others helped you?”

TEACHER NOTE

Students may share a story of someone else who helped or received help during a hardship.

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

depression (n.): a period of time when the country faces economic problems and many people experience poverty and unemployment hardship (n.): great difficulty

Remind students that the characters in Bud, Not Buddy live during the Great Depression. Remind students that this was a time of great difficulty, or hardship, for many people; there were few jobs, and many people suffered through extreme poverty.

Explain that students will read an excerpt from an article that explains more about the hardships people experienced during the Great Depression.

Introduce this lesson’s Learning Goal: Summarize the important ideas in an excerpt from “Hoovervilles.”

Explain that summarizing important ideas will help students understand the nonfiction article excerpt and prepare them to continue analyzing the novel Bud, Not Buddy

Learn

Direct students to the Life in a Hooverville section of the article “Hoovervilles.”

Model fluently reading the entire second paragraph of the section, beginning with “Whenever possible” and ending with “Hoovervilles were tolerated.” Emphasize effective phrasing. Repeat words students may need help pronouncing.

Direct attention to the section heading: Life in a Hooverville.

Echo Read the excerpt from “Whenever possible” to “their former home,” and encourage students to mimic your phrasing.

Choral Read the heading and the same excerpt.

Ask: “What does the heading tell us?”

Listen for these essential understandings:

ƒ The heading tells us what the section of the article is about.

ƒ It tells us this section is about living in a Hooverville.

Ask: “What does the word eviction tell you? Did people want to leave their homes to live in a Hooverville?”

Listen for these essential understandings:

ƒ People were forced to leave their homes. Some were able to take some furniture with them.

ƒ No, people did not want to leave. The Hoovervilles became their new home for a time.

Echo Read the excerpt from “However, Hoovervilles were” to “agencies could do.” Explain that grim means dark or gloomy, unsanitary means dirty, and inhabitants are people who lived there.

Ask: “What do the words grim and unsanitary tell you about the Hoovervilles?”

Listen for these essential understandings:

ƒ They were dark and gloomy.

ƒ Even though they were near water, the Hoovervilles were hard to keep clean. People could become sick.

SCAFFOLD Display images of Hoovervilles to help students visualize the conditions some people experienced during the Depression.

Instruct students to Think–Pair–Share: “If the Hoovervilles were so grim and unsanitary, why did people live there?”

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

Listen for these essential understandings:

ƒ People had nowhere else to go. They had no choice during the Great Depression.

ƒ Living near other people can be helpful when you need something.

ƒ Being alone can be hard. Sometimes it’s easier to survive a hardship if you experience it with other people.

Then facilitate a whole group discussion. Guide students to make connections to the words depression and hardship to help explain why people lived in Hoovervilles.

Choral Read the rest of the paragraph, from “Hooverville residents” to “Hoovervilles were tolerated.”

Ask: “Why did some of the authorities regret raiding the Hoovervilles?”

ƒ They knew the people had nowhere else to go.

ƒ They felt bad about making others leave the only home they had.

✔ Students write one or two sentences to answer the following question: “What hardships did people experience in Hoovervilles?”

Encourage students to use the vocabulary words depression and hardship in their responses.

PROLOGUE TO LESSON 10: AT A GLANCE

Focusing Question: What hardships did people face during the Great Depression?

SUMMARY

Students deconstruct important sentences from Bud, Not Buddy into words, phrases, and clauses. By focusing on word choice, description, and figurative language, students deepen their understanding of complex language. This work prepares students to write about hardships people faced during the Great Depression in the Focusing Question Task in Lesson 10.

LEARNING GOAL

Analyze the use of language in an excerpt from Bud, Not Buddy

✔ Write two sentences to describe how people in the Hoovervilles coped with and endured hardships during the Great Depression.

VOCABULARY

cope (v.): to overcome challenges endure (v.): to experience something difficult for a long time

MATERIALS

Prologue Glossary

Prologue Handout 10A: Excerpt from Bud, Not Buddy, Chapter 8

Assess and activate prior knowledge by asking this question:

“Bud has had to deal with being alone for a long time. What has helped him keep going?”

Listen for these essential understandings:

ƒ Bud’s suitcase with his belongings has helped him keep going.

ƒ Bud holds on to the memories of his mother and the hope of maybe finding his father.

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

cope (v.): to overcome challenges endure (v.): to experience something difficult for a long time

Explain that when you cope with something, you find ways to help get through it, such as drinking water to cool your body during a long run or slowing your pace to catch your breath. When you endure something, you persist even when it’s hard, like finishing a long run.

Introduce this lesson’s Learning Goal: Analyze the use of language in an excerpt from Bud, Not Buddy

Explain that studying a few sentences from the text will help students understand how people coped with and endured hardships for many years during the Great Depression.

Learn

20 MIN.

Direct students to Prologue Handout 10A. Tell students they will read an excerpt from Bud, Not Buddy about the Hooverville that Bud and Bugs visit.

Model fluent reading by reading aloud the excerpt, emphasizing effective phrasing. As you read, repeat words students may struggle to pronounce.

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

Choral Read the first sentence of the excerpt on Prologue Handout 10A. Explain that a mouth organ is a harmonica, a musical instrument you blow into with your mouth.

SCAFFOLD Show a harmonica or an image of a harmonica as an example of a mouth organ.

Ask: “How does the man with the harmonica describe the people in the Hooverville?”

Listen for these essential understandings:

ƒ He says they are just like Bud and Bugs.

ƒ They are tired, hungry, and nervous about what might happen.

Explain that nervous means “worried” or “afraid.” Instruct students to underline the word nervous and write “worried” or “afraid” in the rig ht column.

Ask: “Why are people in Hoovervilles tired, hungry, and nervous?”

Listen for these essential understandings:

ƒ Many people in the Hoovervilles lost their homes. They’re afraid of what might happen.

ƒ People lost their jobs and homes because of the Great Depression. They are tired because they keep moving to try to find food and a place to stay.

Echo Read the second sentence of the excerpt on Prologue Handout 10A, and encourage students to mimic your phrasing. Explain that y’all means “you all” and ‘cause is short for because

Instruct students to Think–Pair–Share: “What do you think the man with the harmonica means when he says they are ‘all in the same boat’?”

Give students one minute to silently think. Then form pairs and instruct pairs to discuss their ideas. Finally, facilitate a discussion.

Listen for these essential understandings:

ƒ All the people in the Hooverville are going through a hard time together.

ƒ They are not in a real boat, but they feel a similar way or have a similar hardship.

Facilitate a discussion. Instruct the students you identified to share their ideas. Emphasize that in the same boat is figurative language that means they are in the same situation together. Instruct students to underline this phrase on the handout and write “figurative language” and “in the same situation together” in the rig ht column.

Echo Read the third sentence of the excerpt on Prologue Handout 10A, and encourage students to mimic your phrasing.

Instruct students to Partner Read the third sentence. Tell them to underline the word home.

Ask: “Why do you think the man with the harmonica calls this place a home for Bud and Bugs?”

Listen for these essential understandings:

ƒ In the Hooverville, Bud and Bugs can eat, rest, and be with people who understand what they’re experiencing.

ƒ Even though it is not their real home, the Hooverville is a place where they can feel safe for a time. They haven’t felt safe in many places.

ƒ Coming together helps people cope with hard times. In some ways, this can feel like a family.

✔ Students write two sentences to describe how people in the Hoovervilles coped with and endured hardships during the Great Depression.

Encourage students to use the forms coped and endured by providing sentence frames: “People coped with hardships by . They endured because .”

Invite several volunteers to share their completed sentence frames with the group.

Listen for these essential understandings:

ƒ People coped with hardships by sticking together. They endured because they were “in the same boat” and did not feel as alone.

ƒ People coped with hardships by being with people who understood their situation. They endured because they helped each other.

PROLOGUE TO LESSON 13: AT A GLANCE

Focusing Question: How is Bud transformed by his journey?

SUMMARY

Students examine the HIT model of an introductory paragraph. By studying the hook, introduction, and thesis of an introductory paragraph and how each part connects to the body paragraphs, students develop an understanding of the purpose and structure of explanatory writing as they build toward writing a complete essay. This work prepares students to experiment with HIT introductions in Lesson 13.

LEARNING GOAL

Describe the purpose and importance of the parts of the HIT introductory paragraph and their functions.

✔ Think–Pair–Share: “What is the function of each part of the HIT paragraph?”

VOCABULARY

transform (v.): to change in form, shape, character, or nature undergo (v.): to experience or endure something

MATERIALS

Prologue Glossary

Handout 13B: Exemplary Explanatory Essay (page 2)

Prologue Handout 13A: HIT Introductory Paragraphs

Display a picture of a caterpillar and a picture of a cocoon, chrysalis, moth, or butterfly. Assess and activate prior knowledge by asking this question:

“What is happening to the caterpillar in these pictures?”

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

transform (v.): to change in form, shape, character, or nature undergo (v.): to experience or endure something

Explain that when something transforms, it changes in an obvious way. Tell students that a caterpillar must undergo, or go through, changes as it becomes a moth or butterfly. Explain that another word for this change is transformation

Introduce this lesson’s Learning Goal: Describe the purpose and importance of the parts of the HIT introductory paragraph and their functions.

Explain that students will expand their knowledge of the ToSEEC explanatory model to prepare to write about how Bud transforms, or changes.

Learn

20 MIN.

Direct students to the ToSEEC Explanatory Essay model on page 2 of Handout 13A. Point to the Introductory Paragraph and read aloud the three parts: hook, introduction, and thesis.

Explain the function of each: The hook quickly gets the reader’s attention, the introduction briefly provides information about the topic, and the thesis presents the essential idea about the topic.

Tell students they can use the acronym HIT to remember the three parts.

Direct students to Prologue Handout 13A. Read aloud the Sample 1 introductory paragraph, repeating words students might struggle to pronounce.

Choral Read the Sample 1 introductory paragraph.

Ask: “How does the hook catch the reader’s attention?”

Listen for these essential understandings:

ƒ The first sentence is short, so it is easier to begin reading.

ƒ Crying is something we all do, so the reader can connect to it.

SCAFFOLD Display an image of a hook to help students understand the figurative meaning of hooking readers’ attention.

Ask: “What information does the introduction give the reader?”

Listen for these essential understandings:

ƒ The introduction reminds the reader about what has happened so far in the text.

ƒ It reminds the reader that Bud has not been able to cry, even when he felt sad or scared.

ƒ It gives the background information that Bud has been through many hardships.

Instruct students to Think–Pair–Share: “What do you think the body paragraphs will be about?”

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

Listen for these essential understandings:

ƒ The paragraphs will have something to do with crying.

ƒ They will be about how Bud transforms, or undergoes change.

ƒ I think Bud’s tears are a big part of his transformation, or change.

Then facilitate a discussion and invite volunteers to share their ideas.

Confirm understanding, directing attention to the thesis in the Sample 1 introductory paragraph and reminding students that this is the essential idea about the topic. Explain that this thesis has two parts—one for each body paragraph.

Direct students’ attention to Sample 2.

Read aloud the Sample 2 introductory paragraph, pausing before each blank and repeating words students might struggle to pronounce.

Echo Read the Sample 2 introductory paragraph.

Instruct students to fill in the blanks in the Sample 2 paragraph with the labels for each part. Prompt them to underline the two parts of the thesis.

TEACHER NOTE

The Sample 2 introductory paragraph is adapted from the Focusing Question Task 3 exemplar in Appendix C of the Teacher Edition. You may share the two body paragraphs from Appendix C to illustrate the connection between the two parts of the thesis and the two topic statements.

✔ Instruct students to Think–Pair–Share: “What is the function of each part of the HIT paragraph?”

Listen for these essential understandings:

ƒ The hook gets the reader’s attention. We are all humans who undergo change.

ƒ The information reminds the reader about what has happened so far in the text. Bud has lost his mother and feels alone, so he copes by keeping his suitcase close to him.

ƒ The thesis states the essential idea about the topic. Bud transforms as he learns that he needs to trust people and start to let go of his suitcase.

PROLOGUE TO LESSON 15: AT A GLANCE

Focusing Question: How is Bud transformed by his journey?

SUMMARY

Students orally process the content they have studied and rehearse sharing ideas aloud. Students practice using academic language while discussing characters who help Bud transform. This work prepares them for Socratic Seminar 2 and Focusing Question Task 3 in Lesson 15.

LEARNING GOAL

Rehearse sharing evidence for Socratic Seminar 2 and Focusing Question Task 3.

✔ Discuss how Bud transforms with help from other characters.

VOCABULARY

transform (v.): to change in form, shape, character, or nature undergo (v.): to experience or endure something

MATERIALS

Bud, Not Buddy, Christopher Paul Curtis

Prologue Glossary

Prologue Handout 15A: Rehearsal for Socratic Seminar 2 and Focusing Question Task 3

Display: four categories of characters from Prologue Handout 15A (one category in each corner of the room)

Assess and activate prior knowledge by asking this question:

“Who helps you go through changes in your life?”

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

transform (v.): to change in form, shape, character, or nature undergo (v.): to experience or endure something

Explain that over time, Bud changes, or transforms, in many ways as he meets people and has experiences. Because he starts to feel safe around certain people, Bud begins to undergo changes. Tell students that another word for this change is transformation.

Introduce this lesson’s Learning Goal: Rehearse sharing evidence for Socratic Seminar 2 and Focusing Question Task 3.

Explain that students will review textual evidence to help them discuss and write about ways that Bud transforms, or changes, with the help of others.

Learn

20 MIN.

Tell students they are going to think about the adults who help Bud as he undergoes, or goes through, change. Remind students that Bud has mistrusted adults because of his past experiences but that he starts to transform as he meets people who prove to be kind.

Remind students that librarians are kind to Bud throughout the story. Write “librarian” on the board or chart paper. Think aloud as you find evidence on pages 89–91 of Bud, Not Buddy of how the librarian helps Bud on his journey. Read aloud a few sentences that show how the librarian is kind to Bud, such as the following:

“And when you’re done with the book bring it back and I have something special for you!” She had a huge smile on her face. (Curtis 89)

“Now I know that knowledge is a food, but I couldn’t help noticing you never went to eat. You must be very hungry.” (91)

Model writing how this character helps Bud in his transformation: “Bud undergoes change with help from the librarian. On page 91, the text says, ‘Now I know that knowledge is a food, but I couldn’t help noticing you never went to eat. You must be very hungry.’ This helps Bud transform because he learns he can trust her.”

Direct students to Prologue Handout 15A. Read aloud the four categories of characters who help Bud. Remind students that the characters are displayed in the four corners of the room:

People in the Hooverville

Lefty Lewis and his family

Band members

Miss Thomas

Guide students through the Question Corners routine to discuss this question: “How does Bud transform with help from other characters?”

Give students one minute to silently think about which character or characters to choose, and instruct students to move to the corresponding corner of the room. Explain that the students in each corner will work as a group.

Echo Read the three sentence frames under the chart. Refer to the sentences about the librarian that you modeled as examples of this format.

Instruct students to complete the sentence frames to help them discuss their choice and to use textual evidence and vocabulary while sharing. Point out that the handout specifies page numbers that students can use to find evidence for each character.

Provide students time to discuss their thinking. Monitor discussions to ensure understanding, and assist students with finding page numbers and evidence as needed.

SCAFFOLD

Direct students to a specific piece of evidence for their chosen character, and help them form a clear response.

Facilitate a discussion by inviting a representative from each group to share their group’s reasoning, encouraging representatives to use the vocabulary words transform and undergo. Remind students to use the sentence frames on Prologue Handout 15A.

✔ Students discuss how Bud transforms with help from other characters.

PROLOGUE TO LESSON 19: AT A GLANCE

Focusing Question: What sustained people’s spirits during the Great Depression?

SUMMARY

Students practice fluently reading an excerpt from Out of the Dust. They answer text-dependent questions to develop their comprehension of the hardships Billie Jo and her family experience and the ways they sustain their spirits. This work prepares students to analyze characters in Lesson 19.

LEARNING GOAL

Summarize the important ideas in an excerpt from Out of the Dust

✔ Mix and Mingle: “How does the piano help sustain Billie Jo’s and her family’s spirits during hardships?”

VOCABULARY

spirit (n.): a person’s mental or emotional state sustain (v.): to support or keep up

MATERIALS

Out of the Dust, Karen Hesse, Pages 24–25

Prologue Glossary

Sticky notes

Assess and activate prior knowledge by asking this question:

“Think about a time you have felt low, or sad. What helped you feel better?”

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

spirit (n.): a person’s mental or emotional state sustain (v.): to support or keep up

Remind students that during the Great Depression people went through many hardships, which made them feel horrible. Remind students that the characters in Out of the Dust suffer because of all the dust from the drought, or lack of rain. This makes it difficult for them to grow food for themselves and their animals. Explain that Billie Jo and her family try to find ways to sustain, or keep up, their spirits during this difficult time.

Introduce this lesson’s Learning Goal: Summarize the important ideas in an excerpt from Out of the Dust.

Explain that this fluency practice will help students comprehend the text excerpt and prepare them to deeply analyze the text as a whole.

20 MIN.

Direct attention to the poem “Dazzled” on pages 24–25 of Out of the Dust. Remind students that this is a free-verse novel, which means it is written in poetic form.

Model fluency by reading aloud “Dazzled,” emphasizing effective phrasing. Direct attention to each section. Tell students the sections are called stanzas. Repeat words students might need support to pronounce.

Echo Read the first stanza, and encourage students to mimic your phrasing. Explain that a parlor is a room where people sit together, sometimes with guests.

Ask: “Why does Billie Jo see Ma differently when she is in the parlor rather than other places?”

Listen for these essential understandings:

ƒ The parlor seems like a special place where Ma can be more like herself.

ƒ Ma is like Billie Jo’s mother in the kitchen, maybe because that is where she cooks for her.

ƒ Ma is like a wife in the barn and fields, maybe because that is where she helps Daddy.

ƒ Billie Jo describes Ma as kind of plain, but when Ma is in the parlor playing the piano, she changes in a good way.

Point to the title and the word dazzled in the first stanza.

Instruct students to Think–Pair–Share: “What do you think dazzled means?”

Give students one minute to silently think. Then form pairs and instruct pairs to discuss their ideas. Finally, facilitate a discussion.

Listen for these essential understandings:

ƒ Dazzled seems to describe something good. Billie Jo likes the way Ma looks when she plays the piano.

ƒ I think dazzled means shining, like a diamond.

ƒ Billie Jo loves the way Ma plays the piano and wants to play like her. Dazzled seems like an important word because Billie Jo wants people to be dazzled by her piano playing too.

Clarify that dazzled means to be impressed by something bright, like a light or a star, or by someone’s talent, intelligence, or beauty. Instruct students to draw a star on a sticky note and place it next to the title or the word dazzled in the poem.

Echo Read the second and third stanzas, and encourage students to mimic your phrasing. Repeat words students might struggle to pronounce. Point out that Cramer is capitalized because it is the brand name of the piano.

Ask: “How is the word gleaming like the word dazzled?”

Listen for these essential understandings:

ƒ I think gleaming also means something that is bright.

ƒ The piano sticks out as something special in the run-down house.

Clarify that gleaming and dazzled both refer to something that is shining, as if it is catching light. Instruct students to draw a star on another sticky note and place it next to gleaming

SCAFFOLD Display objects or images of things that dazzle or gleam, such as jewels or stars .

Echo Read the fourth and fifth stanzas, and encourage students to mimic your phrasing. Repeat words students might struggle to pronounce. Explain that “started me to reading” and “started me to playing” are ways of saying “taught me to start reading” or “helped me to start playing,” respectively. Explain that fingerwork refers to the way Ma’s fingers move over the piano keys.

Ask: “What words in the fifth stanza show the hardship Daddy has and the importance of the piano?”

Listen for these essential understandings:

ƒ The words “he’s so beat” and “he barely knows his own name” show how hard Daddy works.

ƒ The words “all he wants is a mattress under his bones” show how tired he is from all the work.

ƒ Daddy stays up to hear Ma play instead of going to bed. This shows how important the piano is to him.

Ask: “Why is this poem titled ‘Dazzled’?”

Listen for these essential understandings:

ƒ The word dazzled describes how the piano can make things brighter, even in hard times.

ƒ Dazzled describes how impressed Billie Jo is by Ma and her piano playing.

Land

5 MIN.

✔ Students Mix and Mingle: “How does the piano help sustain Billie Jo’s and her family’s spirits during hardships?”

Encourage students to use the vocabulary words spirit and sustain by providing this sentence frame: “The piano helps sustain their spirits by .”

Guide students through the Mix and Mingle routine to discuss how the piano helps sustain Billie Jo’s and her family’s spirits.

Instruct students to find a partner they haven’t worked with yet. Provide them two minutes to discuss their completed sentence frames.

Facilitate a brief discussion about how the piano helps sustain Billie Jo’s and her family’s spirits during hardships. Remind students to use the sentence frames. Invite volunteers to share what they learned from listening to others’ responses.

PROLOGUE TO LESSON 20: AT A GLANCE

Focusing Question: What sustained people’s spirits during the Great Depression?

SUMMARY

Students deconstruct important sentences from Out of the Dust into words, phrases, and clauses. By focusing on word choice, symbolism, and figurative language, students deepen their understanding of complex language. This work prepares students to analyze the text in Lesson 20.

LEARNING GOAL

Analyze how an excerpt from Out of the Dust uses symbolism.

✔ Mix and Mingle: “How does this sentence use plants as symbols for hope?”

VOCABULARY

symbolism (n.): the use of objects to represent ideas

MATERIALS

Out of the Dust, Karen Hesse, Pages 57–59

Prologue Glossary

Prologue Handout 20A: Excerpt from “Wild Boy of the Road,” Out of the Dust

Draw a heart on the board or on chart paper. Assess and activate prior knowledge by asking these questions:

“What is this?”

“What does it mean?”

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

symbolism (n.): the use of objects to represent ideas

Explain that the drawing of the heart is a concrete symbol that represents the idea of love.

Tell students to draw a box around the word symbol inside symbolism. Explain that symbol is the base word that means “an object,” and -ism is the suffix that means “the use of.”

Model using the words symbol and symbolism with these sentences:

The heart is a symbol for love.

The symbolism of hearts is used on romantic greeting cards.

Demonstrate a thumbs-up and a thumbs-down gesture, and ask what the gestures symbolize. Consider asking students what different emojis symbolize.

Introduce this lesson’s Learning Goal: Analyze how an excerpt from Out of the Dust uses symbolism.

Explain that studying a sentence from “Wild Boy of the Road” will help students understand how the author uses symbols to reflect people’s experiences during the Great Depression.

Learn

20 MIN.

Explain that the poem “Wild Boy of the Road” describes the experience of many boys who walked across the country during the Great Depression looking for a better life.

Model fluent reading by reading aloud “Wild Boy of the Road” (Hesse 58–59). Emphasize effective phrasing, and repeat words students may struggle to pronounce.

Direct students to the excerpt on Prologue Handout 20A. Reread aloud the sentence. Instruct students to circle the commas in the sentence, and explain that the commas divide the long sentence into clauses. Tell students that reading one clause at a time will help them make sense of the whole sentence.

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

Ask: “What do the mothers wish for?”

Explain that the word that refers to the previous line. The mothers wish their sons would come home.

Echo Read the second and third lines of the excerpt, and encourage students to mimic your phrasing. Tell students to underline where and to draw an arrow between the word where and the word California. Explain that “where rain comes” describes the state of California. Tell students that this gives the reader important information about why some boys are walking west to California. Display a map that shows the long distance from Oklahoma to California.

Instruct students to draw a picture in the second column of Prologue Handout 20A that illustrates what happens in California.

Echo Read the fourth line of the excerpt, and encourage students to mimic your phrasing. Tell students this line also describes things that happen in California.

Tell students to write “amazing thing” next to the word miracle.

Ask: “What does ‘the color green doesn’t seem like such a miracle’ mean?”

Listen for these essential understandings:

ƒ In California there are a lot of green, healthy plants.

ƒ In Oklahoma it seems like a miracle to see a green plant since there are so few of them.

Instruct students to add more detail to their drawing in the second column.

Echo Read the fifth line of the excerpt. Instruct students to circle the word like. Explain that this line uses a simile: a type of figurative language that compares one thing to something else.

SCAFFOLD

Share additional examples of similes that use familiar concepts and comparisons.

Guide students to notice that the two things the simile compares are hope and sap in a stem. Explain that sap is liquid food inside a plant that rises from the roots through the stem to feed the rest of the plant to help keep it alive.

SCAFFOLD Display plant roots and stems or images of these items.

Instruct students to Think–Pair–Share: “Why does the simile compare hope to sap in a stem?”

Give students one minute to silently think.

Form pairs and instruct students to discuss their ideas. Listen to pairs’ discussions to identify responses that are likely to prompt a meaningful discussion.

Then facilitate a whole group discussion.

Listen for these essential understandings:

ƒ They are similar because they can both rise.

ƒ They are similar because plants need sap and people need hope.

ƒ They are both found in California.

Instruct students to add more detail to their drawing in the second column of Handout 20A.

Choral Read the entire sentence on Handout 20A.

Land

✔ Students Mix and Mingle: “How does this sentence use plants as symbols for hope?”

Instruct students to find a partner they haven’t worked with yet. Give them two minutes to discuss the question.

To encourage students to practice using the word symbol, display this sentence frame: Plants are a symbol of hope because .

Instruct students to repeat this process with a new partner. Monitor discussions and guide students as needed.

Facilitate a brief discussion about symbols in the poem. Invite volunteers to share what they learned from listening to others’ responses.

Listen for these essential understandings:

ƒ Plants are a symbol of hope because they are living things that are still growing.

ƒ Plants are a symbol of hope because the sap in their stems gives the plants enough food to keep them living and growing for that day.

PROLOGUE TO LESSON 21: AT A GLANCE

Focusing Question: What sustained people’s spirits during the Great Depression?

SUMMARY

Students practice fluency with excerpts from “Hoover’s Prodigal Children: Hungry Times on Mean Streets.” Students answer text-dependent questions to develop an understanding of how compassion helped sustain people’s spirits during the Great Depression. This work prepares students to analyze the text in Lesson 21.

LEARNING GOAL

Summarize the important ideas in excerpts from “Hoover’s Prodigal Children: Hungry Times on Mean Streets.”

✔ Write one sentence to explain how compassion helped people sustain their spirits during the Great Depression.

VOCABULARY

compassion (n.): the feeling of sharing the suffering of another and wanting to help sustain (v.): to support or keep up

MATERIALS

“Hoover’s Prodigal Children: Hungry Times on Mean Streets,” Errol Lincoln Uys (http://witeng.link/0699) Prologue Glossary

Assess and activate prior knowledge by asking these questions:

“How do Billie Jo’s parents help the boy who comes to their house?”

“How does this show that they care?”

Listen for these essential understandings:

ƒ Billie Jo’s parents give the boy food, a haircut, and some clothes.

ƒ They agree to let him work and let him take a bath.

ƒ Their kindness shows that they care and want to help the boy.

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

compassion (n.): the feeling of sharing the suffering of another and wanting to help sustain (v.): to support or keep up

Tell students to try using these words by rephrasing the opening questions:

“How do Billie Jo’s parents show compassion for the boy who comes to their house?”

“How does this sustain his spirits?”

Guide students to understand that showing compassion to others helps sustain spirits.

Introduce this lesson’s Learning Goal: Summarize the important ideas in excerpts from “Hoover’s Prodigal Children: Hungry Times on Mean Streets.”

Explain that this fluency practice will help students comprehend parts of the article and prepare them to discuss and write about how people sustained their spirits during the Great Depression.

Learn

20 MIN.

Direct students to the article “Hoover’s Prodigal Children: Hungry Times on Mean Streets” (http://witeng.link/0699).

Tell students to listen for how this excerpt is like the poem “Wild Boy of the Road” from Out of the Dust. Model fluent reading by reading aloud the first five paragraphs, from “In October, 1929” to “old lady’s cornbread.”

Think aloud as you summarize the beginning of the article: “An 18-year-old named Edgar Bledsoe rode the train with his cousins for two years, looking for work and food. When they returned to Oklahoma, the boys met a man on their long walk who helped them.”

Reread aloud the fifth paragraph of the article, beginning with “She set out” to “old lady’s cornbread.” Emphasize effective phrasing, and repeat words students may struggle to pronounce.

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

Choral Read the first sentence of the paragraph. Explain that set out indicates that the woman put the items in front of the boys. Explain that a gallon crock is a large pot or jar, a pone is a cake or loaf, and sorghum molasses is a sweet syrup made from grassy plants.

SCAFFOLD Display images of a crock, a loaf of cornbread, and a jar of molasses.

Ask: “What does this sentence tell us about the woman?”

Listen for these essential understandings:

ƒ The woman is kind and giving. She has compassion.

ƒ She helps the boys. She sees that they are hungry.

Instruct students to Partner Read the second sentence, beginning with “The milk” and ending with “tiny ants.”

Instruct students to Think–Pair–Share: “What do the descriptions in this sentence show about the man and woman and what they have?”

Give students one minute to silently think.

Form pairs and instruct students to discuss their ideas. Then facilitate a whole group discussion.

Listen for these essential understandings:

ƒ The milk is turning sour, or bad, and the molasses has ants in it. I don’t think the man and woman have very much if this is what they are eating and offering to the boys.

ƒ The man and woman offer what they have to the boys, even though they have little themselves. This shows how much compassion they have.

Echo Read the third sentence, beginning with “We were hungry” and ending with “on the food.” Explain that lit on means the boys moved quickly to eat the food.

Ask: “What do you think picky means?”

Pair students and instruct them to briefly share an idea with their partner.

Explain that picky means “careful in choosing something.” People who are picky can be hard to please. Explain that the boys were too hungry to be picky, or choosy, so they ate what was given to them.

Read aloud the third sentence in the Good Place for a Handout section of “Hoover’s Prodigal Children: Hungry Times on Mean Streets”: “Many were deeply touched by seeing their parents’ compassion toward total strangers” (Uys).

Instruct students to Think–Pair–Share: “Why do you think children were moved by their parents’ compassion during this time?”

Give students one minute to silently think.

Form pairs and instruct students to discuss their ideas. Then facilitate a whole group discussion. Listen for these essential understandings:

ƒ Children knew it was a hard time for everyone. Some children didn’t have homes, food, or parents.

ƒ Even families who didn’t have a lot of food gave to those in need. Seeing their parents’ compassion was a positive thing for some children during this difficult time.

✔ Students write one sentence to explain how compassion helped people sustain their spirits during the Great Depression.

To encourage students to practice using this lesson’s vocabulary word compassion and a form of the vocabulary word sustain, model responses with this sentence frame:

During the Great Depression, compassion sustained people’s spirits because Invite a few volunteers to share their responses as time allows.

Listen for these essential understandings:

ƒ During the Great Depression, compassion sustained people’s spirits because they were able to help others in need.

ƒ During the Great Depression, compassion sustained people’s spirits because it gave them hope.

PROLOGUE TO LESSON 24: AT A GLANCE

Focusing Question: How does hardship alter the characters’ perspectives in Out of the Dust?

SUMMARY

Students experiment with the structure and language of a cause and effect paragraph. Through shared writing, students develop an understanding of the purpose and structure of cause and effect writing. This work prepares students to write a cause and effect paragraph in Lesson 24.

LEARNING GOAL

Write a cause and effect paragraph about how the dust storms affect Billie Jo.

✔ Write a concluding statement for a cause and effect paragraph.

VOCABULARY

cause (n.): a force or event that makes something happen effect (n.): a result

MATERIALS

Out of the Dust, Karen Hesse, Pages 143, 149

Prologue Glossary

Prologue Handout 24A: Cause and Effect ToSEEC Paragraph

Assess and activate prior knowledge by asking this question:

“Why are many people in Billie Jo’s town leaving?”

Affirm that the dust storms make it difficult to live in the area.

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

cause (n.): a force or event that makes something happen effect (n.): a result

Model using the words cause and effect with these sentences:

The dust storms are a hardship that cause many effects. The dust storms cause people to leave town. One effect of the dust storms is that people leave town.

Clarify that a cause always comes before an effect. Write cause on the board or on chart paper and then effect, drawing an arrow between them.

Introduce this lesson’s Learning Goal: Write a cause and effect paragraph about how the dust storms affect Billie Jo.

Explain that this task will help students understand how to write about causes and effects and prepare them to use this kind of writing in their Focusing Question Tasks and End-ofModule Task.

Guide students through the Shared Writing routine to respond to this displayed prompt: Complete a cause and effect paragraph about the effects of the dust storms on Billie Jo in Out of the Dust.

Direct students to Prologue Handout 24A. Explain that together they will use the ToSEEC structure to complete this cause and effect paragraph.

TEACHER NOTE

Students examine the ToSEEC paragraph model in the Prologue to Lesson 2.

Ask: “What is the first sentence in a ToSEEC paragraph?”

ƒ The first sentence is the topic statement.

Echo Read the topic statement on Prologue Handout 24A, and remind students that its first sentence tells the main idea of the paragraph. Explain that the wording of the topic statement came from the prompt.

Instruct students to underline the important word cause

Ask: “What does the next sentence do?”

Refer students to the model label on Handout 24A as needed.

Confirm that the next sentence provides evidence from the text. This evidence describes the cause, or the dust storm.

In Out of the Dust, direct students to the last stanza on page 143 of “Dust Storm,” beginning with “Brown earth.” Tell students to listen for the details Billie Jo uses to describe the dust storm. Read aloud the stanza.

Think Aloud to show the details from the text that provide the basis for the evidence sentence: “Here is a detail that shows how difficult the dust storm is for Billie Jo. She says, ‘I could not catch my breath / the way the dust pressed on my chest and wouldn’t stop’ (143). The evidence sentence says, ‘Billie Jo describes how the dust causes her physical pain when she says . . .’”

Echo Read the evidence sentence. Instruct students to underline the word causes on Prologue Handout 24A.

Explain that the next sentence is the elaboration sentence, which explains what this evidence shows about the dust storm. Remind students that elaboration gives more information in their own words.

Echo Read the elaboration sentence. Point out the cause and effect transition word because, and instruct students to underline it.

Explain that because this is a cause and effect paragraph, it must also include evidence for the effect of the dust storm.

Direct students to page 149 of Out of the Dust. Read aloud the poem “Following in His Steps” while students follow along.

Ask: “In this poem, what details describe how the dust affects Billie Jo?” Point out the difference between the noun effect and the verb affect

SCAFFOLD

Direct students to specific lines of the poem to consider how the dust affects Billie Jo.

Invite volunteers to share their ideas. Choose a strong response or combine and rephrase several students’ ideas into a single sentence that begins with “The effect of the dust is . . . ”

Write the evidence sentence on the board or on chart paper. Echo Read it. Instruct students to record the sentence on Prologue Handout 24A and to underline the word effect.

Remind students that the next sentence will elaborate on what this evidence shows about the effect of the dust on Billie Jo. Remind students that elaboration provides more information in their own words and can comprise more than one sentence.

Instruct students to Think–Pair–Share: “What effect does the dust have on Billie Jo?”

Give students one minute to think silently.

Form pairs and instruct students to discuss their ideas. Then facilitate a whole group discussion.

Listen for these essential understandings:

ƒ The dust and the dust storms cause problems among Billie Jo’s family. They especially have an effect on her relationship with her dad.

ƒ The dust storms make it difficult to live a normal life because of the dust and dirt everywhere.

ƒ The dust storms cause problems with the farm, so the family does not have enough food.

ƒ Because of the dust storms, many people leave town. Billie Jo wants to leave too.

Choose a strong response or combine and rephrase several students’ ideas into a single sentence. Model using transition words and phrases that relate to causes and effects, such as because, since, or as a result.

Write the elaboration sentences on the board or on chart paper. Echo Read them. Instruct students to record the sentences on Prologue Handout 24A and to underline the cause and effect transition words.

Direct students to the space on Prologue Handout 24A for the concluding statement. Remind students that the concluding statement summarizes the main ideas of the paragraph and often restates the topic statement in a new way.

✔ Students write a concluding statement for a cause and effect paragraph. Some students might benefit from using a sentence frame, such as the following:

In conclusion, the dust causes , and the effect is . Invite volunteers to share their concluding statements if time allows.

PROLOGUE TO LESSON 25: AT A GLANCE

Focusing Question: How does hardship alter the characters’ perspectives in Out of the Dust?

SUMMARY

Students experiment with the structure and language of a ToSEEC essay model. Through shared writing, they develop an understanding of the structure and function of a concluding paragraph. This work prepares them to write an essay in Focusing Question Task 5 in Lesson 25.

LEARNING GOAL

Describe the function of the ToSEEC concluding paragraph.

✔ Think–Pair–Share: “What is the function of a concluding paragraph?”

VOCABULARY

alter (v.): to change perspective (n.): a way of seeing or thinking about something

MATERIALS

Prologue Glossary

Prologue Handout 25A: ToSEEC Concluding Paragraph

Assess and activate prior knowledge by asking these questions:

“Have you ever changed your mind about something?”

“How or why did this happen?”

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

alter (v.): to change perspective (n.): a way of seeing or thinking about something

Explain that another form of alter is altered.

Display and read aloud the following example sentences to model the use of vocabulary words and forms:

“In life, things happen that can alter people’s perspectives.”

“In Out of the Dust, Billie Jo’s perspective is altered by things that happen to her.”

Tell students that these words can describe causes and effects. Explain that the things that happen in life are the causes, and the ways causes alter perspectives are effects.

Introduce this lesson’s Learning Goal: Describe the function of the ToSEEC concluding paragraph.

Explain that students will expand their knowledge of the ToSEEC explanatory model to prepare to write a full essay about how hardships alter Billie Jo’s perspective.

Learn

20 MIN.

Remind students that they have been learning about the parts of the ToSEEC essay. So far, they wrote an introduction and two body paragraphs. Today, they will examine the last part of the essay—the concluding paragraph—to prepare for Focusing Question Task 5.

Tell students that the concluding paragraph always comes at the end of an essay, just like a concluding statement comes at the end of a paragraph. The concluding paragraph has a few functions, or jobs. It restates the thesis and supporting points of the introductory paragraph in a different way, and it wraps up the essay. Explain that the concluding paragraph should leave the reader with something to think about—the “so what?” of the essay.

TEACHER NOTE

Students examine a ToSEEC introductory paragraph in Prologue to Lesson 13 and a concluding statement in Prologues to Lessons 2, 13, and 24. In Prologue to Lesson 24, the concluding statement restates the thesis and wraps up a cause and effect paragraph.

Direct students to Prologue Handout 25A. Read aloud the introductory paragraph. Explain that a relationship describes how two or more people or things are connected.

Think aloud as you label the thesis: “This sentence is the thesis. It tells the reader the topic, or what the essay will be about. This thesis includes two supporting points: one about the loss of Billie Jo’s mother and one about the loss of Billie Jo’s ability to use her hands.”

Instruct students to underline the thesis of the introductory paragraph on Prologue Handout 25A.

Ask: “What will this cause and effect essay be about?”

Listen for these essential understandings:

ƒ The essay will be about the accident that causes Billie Jo to lose her mother and injure her hands.

ƒ The essay will be about how Billie Jo’s perspective changes toward the piano because of her hardships and guilt.

SCAFFOLD

List the key words and phrases from the thesis that students should include in the concluding sentences.

Tell students that they are going to complete a shared writing of a concluding paragraph. Remind students that the concluding paragraph reinforces the introductory paragraph, which is why they reviewed that piece first. Explain that the introductory and concluding paragraphs are like the bookends of the essay, which hold it together.

Think aloud as you write the first sentence: “I want to restate the thesis and supporting points in a different way, so I need to write about the accident, Ma’s death, and the injury to Billie Jo’s

hands—and how each of these things alters, or changes, Billie Jo’s perspective. I will start with the phrase in conclusion so my reader knows this is the concluding paragraph.”

Display and read aloud the first sentence of the concluding paragraph. Instruct students to write it on their handout:

“In conclusion, Billie Jo loses not only her mother but also her love of playing the piano as a result of the accident.”

Continue to think aloud for the second sentence: “Rather than writing Billie Jo’s ‘positive perspective of the piano,’ I will write ‘her love of playing the piano,’ and then I will use the opposite word, negative, to show the change.”

Display and read aloud the second sentence. Instruct students to write it on their handout:

“After losing Ma and the use of her hands, Billie Jo’s perspective of the piano becomes negative.”

Remind students that the last sentence of the conclusion answers the question “So what?,” as in “So what is important about this point?” This sentence often leaves the reader with a bigger idea to think about, such as how Billie Jo changes or how people generally respond to hardships.

Ask: “How do you think we should end the concluding paragraph? What can we give the reader to think about?”

Pair students and instruct them to share brief responses.

Invite a few students to share ideas. Collaborate with students to combine effective ideas to create a concluding sentence to answer “so what?” Encourage students to consider the overarching theme of guilt and its effects. Draw attention to cause and effect words and phrases such as since, because, or as a result.

Listen for these essential understandings:

ƒ Billie Jo feels less hope without the piano in her life.

ƒ Billie Jo suffers physical and emotional pain as a result of the accident.

ƒ Guilt is a powerful force.

Record and read aloud the third sentence. Instruct students to write it on their handout.

Choral Read the completed concluding paragraph.

TEACHER NOTE

The introductory and concluding paragraphs on the answer key are modified versions of the Focusing Question Task 5 exemplar from Appendix C of the Teacher Edition. To illustrate the connection between the introductory and concluding paragraphs, consider sharing the two body paragraphs from Appendix C in this lesson or at another time.

Land

✔ Students Think–Pair–Share: “What is the function of a concluding paragraph?”

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

Listen for these essential understandings:

ƒ The concluding paragraph restates the thesis and supporting points of the introductory paragraph in a different way.

ƒ The concluding paragraph wraps up the essay.

ƒ The concluding paragraph gives the reader something to think about as the “so what?”

PROLOGUE TO LESSON 27: AT A GLANCE

Focusing Question: What makes the characters in Out of the Dust survivors?

SUMMARY

Students practice fluently reading an excerpt from the poem “Met.” They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss figurative language in Lesson 27.

LEARNING GOAL

Analyze how the author uses figurative language in Out of the Dust to show the characters’ resilience.

✔ Write two sentences to explain why the author uses the phrase out of the dust for the title of the text.

VOCABULARY

resilience (n.): the ability to endure and overcome hardships

MATERIALS

Out of the Dust, Karen Hesse, Pages 205–206

Prologue Glossary

Assess and activate prior knowledge by asking this question:

“How do the storms affect Billie Jo and her father?”

Listen for these essential understandings:

ƒ Billie Jo and her father are affected by the dust because they can’t grow crops on their farm like they used to. Many people are also leaving town.

ƒ Billie Jo and her father have trouble seeing and breathing because of all the dust storms.

ƒ Because the dust is constantly blowing into the house, Billie Jo is always cleaning.

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

resilience (n.): the ability to endure and overcome hardships

Display and read aloud the following example sentences to demonstrate the meanings of resilience and resilient:

“Billie Jo and her father show resilience because they work hard to survive the literal dust storms.”

“Billie Jo and her father are resilient as they work hard to survive hardships such as the accident and the deaths of Ma and Baby Franklin.”

Introduce this lesson’s Learning Goal: Analyze how the author uses figurative language in Out of the Dust to show the characters’ resilience.

Explain that studying the title of Out of the Dust and sentences from the poem “Met” will help students understand how figurative language shows the resilience of Billie Jo and her father as they work hard to survive.

Learn

20 MIN.

Direct students to “Met” on pages 205–206 of Out of the Dust

Model fluent reading by reading aloud the poem, emphasizing effective phrasing and repeating

words students might struggle to pronounce.

Ask: “What is happening in this poem?”

Listen for these essential understandings:

ƒ Billie Jo’s father meets her at the train station, and she returns home after running away.

ƒ Billie Jo is learning to open up to her father to tell him what she needs. She is also learning to forgive him and herself.

ƒ Billie Jo and her father are trying to be hopeful and move forward together.

Tell students that words can have literal and figurative meanings. Remind students that Billie Jo uses figurative language when she describes her mother as dazzling: Her mother was impressive, not shiny.

SCAFFOLD Provide additional examples of literal and figurative language.

Echo Read this sentence on page 205 of Out of the Dust: “I tell him about getting out of the dust / and how I can’t get out of something / that’s inside me” (Hesse).

Ask: “What does this sentence mean literally?”

ƒ Billie Jo wanted to get away from the dust storms, but she still feels the dust inside her lungs.

Ask: “What does this sentence mean figuratively?”

ƒ Billie Jo wanted to get away from all of her problems, but she couldn’t escape them. She still carried the guilt and sadness with her when she left.

Tell students that Billie Jo and her father demonstrate resilience by surviving in the dust, literally and figuratively.

Explain that the author uses another example of figurative language in the next sentence; Echo

Read the sentence on page 205 of Out of the Dust starting with “I tell him he is like” and ending with “a little luck.” Encourage students to mimic your phrasing. Explain that sod is the upper layer of soil.

SCAFFOLD Display images of sod and wheat.

Direct attention to the two uses of the word like. Remind students that this word is used in similes, a type of figurative language that makes comparisons.

Ask: “What do these similes compare Billie Jo and her father to?”

ƒ The simile compares Billie Jo’s father to the sod, or soil.

ƒ The simile compares Billie Jo to the wheat that grows in the soil.

Instruct students to Think–Pair–Share: “Why does the author compare Billie Jo and her father to sod and wheat?”

Give students one minute to silently think. Then form pairs and instruct students to discuss their ideas. Finally, facilitate a discussion.

Listen for these essential understandings:

ƒ Billie Jo and her father suffered during the dust storms, just like how the sod and wheat endured harsh and severe conditions.

ƒ Billie Jo’s father is like sod because he works hard to provide her with a place to heal and grow.

ƒ Billie Jo is like wheat because to grow and survive she needs her father.

Echo Read this phrase: “I can’t grow everywhere, but I can grow here.”

Ask: “How does this line show Billie Jo’s resilience?”

ƒ Billie Jo thought she had to get out of the dust to survive. She shows that she can overcome hardship and grow in the dust.

Point out the three uses of the phrase with a little (Hesse 205).

Ask: “Why do you think the author repeats the phrase with a little?”

Listen for these essential understandings:

ƒ Maybe Billie Jo doesn’t need much. She is asking for a little bit of each thing after going through a time when she felt like she had nothing.

ƒ The little bit of rain and the little bit of care represent the attention she needs from her father to heal and survive—both physically and emotionally.

Explain that authors often repeat words for emphasis and for sound, especially in a poem.

Choral Read the two sentences on page 205 starting with “I tell him about getting” and ending with “a little luck.”

✔ Students write two sentences to explain why the author uses the phrase out of the dust for the title of the text.

Invite a few volunteers to share their responses, as time allows.

Listen for these essential understandings:

ƒ The text is set in Oklahoma during the Great Depression, where literal dust is everywhere. Some people leave town to get away from the dust; others stay but try to keep it out of their homes.

ƒ The figurative use of dust represents the darkness and loss that many people experienced during this time. It was the opposite of a place like California, where things were green and alive.

ƒ The phrase out of the dust shows the resilience of Billie Jo and her father as they work to make it through the literal dust and hardships—and come out together as survivors in the end.

PROLOGUE TO LESSON 29: AT A GLANCE

Focusing Question: What makes the characters in Out of the Dust survivors?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the hardships Billie Jo and her father endure, which prepares them for Socratic Seminar 3 and Focusing Question Task 6 in Lesson 29.

LEARNING GOAL

Rehearse sharing evidence that shows how Billie Jo and her father survive emotionally in Out of the Dust.

✔ Describe the hardships Billie Jo and her father endure and how they survive emotionally.

VOCABULARY

endure (v.): to experience something difficult for a long time

hardship (n.): great difficulty

survivor (n.): someone or something that keeps going even amid difficulty

MATERIALS

Out of the Dust, Karen Hesse

Prologue Glossary

Prologue Handout 29A: Cause and Effect—Hardship and Survival

Assess and activate prior knowledge by asking these questions:

“What hardships has Billie Jo endured?”

“What hardships has Billie Jo’s father endured?”

Listen for these essential understandings:

ƒ Billie Jo and her father have both dealt with the dust and the difficulty of growing food.

ƒ They both have lost Ma and baby Franklin.

ƒ They both have felt grief and guilt.

ƒ Billie Jo’ hands are hurt and she cannot play the piano as she once did.

ƒ Billie Jo’s father has been lost in his grief and has not been present for Billie Jo.

Direct students to the words endure, hardship, and survivor in their Prologue Glossaries. Echo Read the words and then define them.

endure (v.): to experience something difficult for a long time hardship (n.): great difficulty survivor (n.): someone or something that keeps going even amid difficulty

TEACHER NOTE Students examine the vocabulary words hardship and survivor in Prologue to Lesson 1 and endure in Prologue to Lesson 5.

Share other forms of survivor, such as the verb survive and the noun survival.

Display and read aloud example sentences to model the use of the vocabulary words and forms:

“Billie Jo and her father are survivors. They survive together.”

“Billie Jo and her father’s survival shows that people can endure many hardships.”

Introduce this lesson’s Learning Goal: Rehearse sharing evidence that shows how Billie Jo and her father survive emotionally in Out of the Dust.

Remind students that they are looking for evidence of emotional survival, not physical survival. Tell them to think about what gave the characters hope and courage to endure difficult situations.

Explain that this discussion will prepare students for Socratic Seminar 3 and Focusing Question Task 6.

Learn

20 MIN.

Direct students to Prologue Handout 29A. Point out the headings, Causes and Effects, and remind students that causes always come before effects. Remind students that they will write a cause and effect paragraph for Focusing Question Task 6.

TEACHER NOTE

Students examine a cause and effect paragraph in Prologue to Lesson 24 and a cause and effect essay in Prologue to Lesson 25.

Echo Read the sentence frames in the chart, pointing out the place to record page numbers from the text.

Read aloud the example that describes how Ma endured and survived a hardship.

Assign small groups one character—Billie Jo or Bayard Kelby. Instruct students to work together to find textual evidence that discusses the hardships the character endures and how they emotionally survive those hardships.

Tell students to use the sentence frames from Prologue Handout 29A in their discussion and to include the page numbers of where they find their evidence. Monitor discussions and guide students as needed.

SCAFFOLD

Direct students to specific sections of the text to make finding evidence more accessible and time efficient.

Guide students through the Mix and Mingle routine to discuss the hardships the character endures and how they emotionally survive those hardships. Instruct students to find a partner who chose the other character. Give students five minutes to discuss their notes and record information about the other characters on Prologue Handout 29A. Tell students they must share their ideas orally, without showing their handouts to their partners.

5 MIN.

✔ Students describe the hardships Billie Jo and her father endure and how they survive.

Invite volunteers to share what they learned from listening to others’ responses. Remind students to use the sentence frames on Prologue Handout 29A to guide their sharing.

Listen for these essential understandings:

ƒ One hardship Billie Jo endures is hurting her hands and losing her ability to play the piano. Billie Jo emotionally survives by continuing to try to play the piano, even when it hurts.

ƒ A hardship Billie Jo endures is losing her mother and brother and feeling guilty. Billie Jo emotionally survives by eventually forgiving herself for the accident.

ƒ One hardship Billie Jo’s father endures is losing his wife and son. Billie Jo’s father emotionally survives by eventually forgiving himself for the accident.

ƒ A hardship Billie Jo’s father endures is feeling unable to protect and care for his family. Billie Jo’s father emotionally survives by eventually accepting his losses and taking care of himself so he can take care of his daughter.

Tell students to write additional details on Prologue Handout 29A as they listen. Explain that they may use this information for Socratic Seminar 3 or Focusing Question Task 6.

PROLOGUE TO LESSON 31: AT A GLANCE

Focusing Question: How can enduring tremendous hardship contribute to personal transformation?

SUMMARY

Students orally process the content they have studied and rehearse sharing ideas aloud and in writing. Students practice using academic language while discussing and writing about Bud’s and Billie Jo’s transformations. This work prepares students for the End-of-Module Task in Lesson 31.

LEARNING GOAL

Rehearse sharing evidence that shows Bud’s or Billie Jo’s transformation.

✔ Share one sentence that describes how Bud or Billie Jo changes.

VOCABULARY

process (n.): a step-by-step completion of some sort of task transformation (n.): a major change in form, shape, character, or nature

MATERIALS

Prologue Glossary

Assess and activate prior knowledge by asking these questions:

“How do Bud and Billie Jo change?”

“Do these changes happen quickly or slowly?”

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

process (n.): a step-by-step completion of some sort of task transformation (n.): a major change in form, shape, character, or nature

Explain that transformation is a major change, so it is a process that takes a long time.

Remind students that they have been talking and writing about causes and effects. Write the following three words on the board or on chart paper, with arrows after the first two to show the causal relationship:

hardships → responses → transformation

Explain that first, Bud and Billie Jo experience hardships. Then, they choose how to respond, or react. As a result, they transform, or change, over time.

Introduce this lesson’s Learning Goal: Rehearse sharing evidence that shows Bud’s or Billie Jo’s transformation.

Explain that this work will prepare students for the End-of-Module Task.

Learn

20 MIN.

Review the End-of-Module Task: Write a cause and effect ToSEEC essay in which you explain how Bud’s or Billie Jo’s responses to hardships (the cause) contribute to their transformations (the effect).

Display the following words on the board or on chart paper, and direct students to find the words in their g lossaries:

compassion

cope

hardship process

resilience

spirit

survivor

transformation (or transform, or transforms)

Echo Read the words and their definitions.

TEACHER NOTE

Except for transformation , all the listed words are words students can choose for their End-of-Module Task.

Tell students that they will use these words to describe Bud’s or Billie Jo’s process of transformation.

Model using these words with Billie Jo’s father as an example: “Bayard Kelby endures a lot of hardship, but eventually he transforms into the father Billie Jo needs when he lets himself go through the grieving and healing process.”

Ask: “Which character would you like to write about for your End-of-Module Task: Bud or Billie Jo? Why?”

Pair students who want to write about the same character for the End-of-Module Task. Give students five minutes to brainstorm a sentence about their character’s transformation process. Instruct students to use three of the words from the glossary list in their sentence.

Instruct student pairs to collaborate to write one sentence. Each student should write down the sentence.

SCAFFOLD

For each character, provide sentence frames that use one or two of the most accessible vocabulary words for students.

Instruct students to find a new partner who also wants to write about the same character. Give pairs five minutes to share their sentences with their partners and to compare the words they used. Encourage students to share ideas and revise their sentences based on peer feedback or new ideas.

✔ Students share one sentence that describes how Bud or Billie Jo changes.

Invite volunteers to share with the class their sentences, as well as what they learned from listening to others’ responses and how they then revised their sentences.

Tell students to take notes as they listen because they may use this information in their End-ofModule Task. Finally, ask students whether anyone changed their mind about which character they want to write about after hearing others’ sentences.

Appendix A: Prologue Module 1

Handouts

.

the topic statement.

. It E

The elaboration tells more about the

The evidence is from the E

laboration

. C

. It provides more C

. It the topic statement in a

way.

ToSEEC Sample

[Topic Statement]: One of Bud’s main hardships in chapter 1 of Bud, Not Buddy is being on his own. [Evidence]: Bud lost his mom when he was six and is trying to be brave as he goes to his third foster home. (Curtis 3, 6). [Elaboration]: He used to cry, but now his “eyes don’t cry no more” (3). [ ]: Even though he thinks he is “in a lot of trouble” (4), Bud doesn’t show his feelings. [ ]: He acts brave in front of Jerry and even jokes to makes him smile (4). [Conclusion]: Even though Bud does not have parents, he works hard to hide his feelings and be brave.

Handout 4A

Prologue

Excerpt from Bud, Not Buddy , Chapter 5

Analysis

bud: small part of a plant that has not yet bloomed

unfold: open

Class Page 1 of 1 This page may be reproduced for classroom use only.

Sentence Parts

A bud is a flower-to-be. A flower-in-waiting. Waiting for just the right warmth and care to open up. It’s a little fist of love waiting to unfold and be seen by the world. And that’s you.

From page 42 of Bud, Not Buddy , Christopher Paul Curtis

Why did Bud’s mother name him Bud?

Analysis

Handout 10A

Excerpt from Bud, Not Buddy , Chapter 8

Sentence Parts

“All these people,” the mouth organ man said, “are just like you, they’re tired, hungry and a little bit nervous about tomorrow.”

“This here is the right place for y’all to be ’cause we’re all in the same boat.”

“And you boys are nearer to home than you’ll ever get.”

From page 68 of Bud, Not Buddy , Christopher Paul Curtis

Prologue Handout 13A

HIT Introductory Paragraphs

Sample 1 Introductory Paragraph

[Hook] People cry for different reasons. [Introduction] In Bud, Not Buddy, Bud has been unable to cry for a long time. Because of many hardships, Bud has learned to cope by hiding his feelings and not trusting anyone. [Thesis] Eventually, Bud transforms as he lets his emotions show and opens up to people.

Sample 2 Introductory Paragraph

[ ] As humans, we undergo change as things happen to us. [ ] After losing his mother, Bud feels very alone. Going through hardships makes Bud distrust others and cling to his suitcase as a way to cope.[ ] But Bud transforms as he begins to understand that trust is needed to build relationships and people are more important than belongings.

Handout 15A

Prologue

Question Task 3

Seminar 2 and Focusing

Rehearsal for Socratic

Guiding Question: How does Bud transform with help from other characters?

Band members (pages 144–236)

People in the Hooverville (pages 63–87)

Miss Thomas (pages 163–236)

Class Page 1 of 2 This page may be reproduced for classroom use only.

Lefty Lewis and his family (pages 98–143)

This helps Bud transform because

On page , the text says

Bud undergoes change with help from

Handout 20A

Excerpt from Out of the Dust , “Wild Boy of the Road”

Analysis “Lots of mothers wishing that these days, while their sons walk to California, where rain comes, and the color green doesn’t seem like such a miracle, and hope rises daily, like sap in a stem.”

Sentence Parts

From page 59 of Out of the Dust

Prologue Handout 25A

Class Page 1 of 1 This page may be reproduced for classroom use only.

ToSEEC

Introductory Paragraph

Guilt can ruin any relationship. In Out of the Dust , Billie Jo’s relationship with the piano is altered because of the guilt and injury she feels after Ma’s tragic accident. Billie Jo’s positive perspective of the piano changes because the piano reminds her of two painful losses: the loss of her mother and the loss of her hands.

Body Paragraph 1

Body Paragraph 2

Concluding Paragraph

This page may be

Bayard Kelby

Billie Jo

Ma

Character

for

Another hardship Billie Jo’s father endures is .

One hardship Billie Jo’s father endures is .

Page numbers:

Page numbers: He survives by .

He survives by .

Another hardship Billie Jo endures is .

One hardship Billie Jo endures is .

Page numbers: 40

One hardship Ma endures is the drought ruining the crops.

Page numbers:

Page numbers: She survives by .

She survives by .

for the family. Page 43, 45

apple trees, growing some fruit

She survives by taking care of two

Causes Effects

Guiding Question: What makes Billie Jo and her father survivors?

Cause and Effect—Hardship and Survival

29A

Name Date Class

Appendix B: Prologue Module 1

Answer Keys and Suggested Student Responses

Handout 15A

Prologue

Class

Rehearsal for Socratic Seminar 2 and Focusing Question Task 3

Guiding Question: How does Bud transform with help from other characters?

Band members (pages 144–236)

Bud undergoes change with help from Steady Eddie, who makes him feel welcome in the group .

On page 158 , the text says, “Man, leave the kid alone, you got no call to go prying into his life.”

This helps Bud transform because he feels like he has someone on his side when Thug and Herman act tough toward him .

Miss Thomas (pages 163–236)

Bud undergoes change with help from Miss Thomas when she is kind to him and accepts him into the group .

On page 186 , the text says, “I believe the child. . . . Until we’ve heard otherwise from Flint, he’s staying right here.”

This helps Bud transform because he learns to trust Miss Thomas and begins to show his emotions again .

People in the Hooverville (pages 63–87)

Bud undergoes change with help from the woman who watches over his suitcase .

On page 70 , the text says, “We all look out for each other.”

This helps Bud transform because he learns he can trust this woman and the people in the Hooverville, unlike the Amoses .

Lefty Lewis and his family (pages 98–143)

Bud undergoes change with help from Lefty Lewis and his family when they bring him to their home .

On page 118 , the text says, “ Come on, sweetie, I’ve got a nice breakfast waiting for you.”

This helps Bud transform because he learns to let go of his fear and accept kindness from others .

This helps Bud transform because

On page , the text says .

Bud undergoes change with help from .

Class

Name Date

Handout 24A

Prologue

Paragraph

Cause-and-Effect ToSEEC

In Out of the Dust , the dust storms cause problems for the land and the people, including Billie Jo.

Billie Jo describes how the dust causes her physical pain when she says, “I could not catch my breath / the way the dust pressed on my chest and wouldn’t stop” (Hesse 143).

Because of the dust, Billie Jo feels like she can’t breathe.

The effect of this dust is that Billie Jo says, “I just want to go, away, out of the dust” (149).

The dust is ruining her land and her home, and it is making it hard for her family to work and eat. Since she can’t live happily, she wants to leave.

In conclusion, the dust causes many problems for Billie Jo, and the effect is that she wants to leave her home.

S tatement

T opic

E vidence (cause)

E laboration (cause)

E vidence (effect)

E laboration (effect)

C oncluding Statement

Grade 6, Module 2

Hero’s Journey

Table of Contents

INSTRUCTION

Focusing Question 1: How does Ramayana: Divine Loophole exhibit the genre expectations of the monomyth?

Focusing Question 2: How does The Odyssey exhibit the genre expectations of the monomyth?

Focusing Question 3: How do translations of The Odyssey and Ramayana expand our understanding of these texts?

Focusing Question 4: How does the monomyth genre persist in and influence the stories we tell?

Appendix A: Prologue Module 2 Handouts

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

Module Summary

“A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from this mysterious adventure with the power to bestow boons on his fellow man.”

—Joseph Campbell

“There are only two or three human stories, and they go on repeating themselves as fiercely as if they had never happened before.”

—Willa Cather

What are the few ancient stories repeated in each new generation? Why has the mythological hero’s journey been recycled over thousands of years and retold by every culture? What powerful lesson does that journey teach us about the value of struggle and the relationship between failure and transformation?

Students encounter these questions and others throughout Module 2 as they read contemporary versions of the Indian epic The Ramayana and Homer’s poem The Odyssey . These myths offer more than simple adventure; they expose students to an eternal, ubiquitous story that captures humankind’s fundamental values and shared human experience. This narrative—identified as the monomyth by the American scholar Joseph Campbell—includes timeless archetypes and a structural framework that both play essential roles in the growth of a hero Though they are ancient myths, The Ramayana and The Odyssey offer students a relevant and deeply human model of this hero: an extraordinary, but flawed individual who endures hard-fought struggle, experiences hard-earned transformation, and as a result, changes the world for the better .

The structure of the monomyth is one of personal alchemy, leading the hero down a difficult, but necessary path The path differs from one hero to the next, but the transformative journey is the same . Students examine the purpose and phases of this timeless hero’s journey, as well as the various archetypes that support or impede the hero’s progress and move the plot forward: characters such as the mentor, ally, and shadow . They consider how the order of theses stages—and their deletion or replacement in a particular myth—does not change the essence of the monomyth . The monomyth’s structure is surprisingly flexible, but the underlying values it supports stay the same regardless of what time period or culture gives birth to the hero’s story .

The module begins with students examining the genre of the monomyth by first reading Ramayana: Divine Loophole, a stunningly illustrated retelling of the Hindu story of Rama, told in words and vivid pictures by Sanjay Patel . This ancient myth is organized in three phases typical of the hero’s journey: we meet the hero Rama in his ordinary world; then he embarks on an epic journey to defend what is good and defeat what is evil; and finally he returns home able to become a king after overcoming the obstacles of his quest Students examine this structure again in Gillian Cross’s retelling of The Odyssey, which chronicles Odysseus’s transformation through tests and trials from an extraordinary mortal to an epic hero They complete their study of these two myths by deeply exploring other translations and the texts’ illustrations to build their knowledge of the hero’s journey

and the archetypes it develops . By contrasting prose, verse, and illustrated translations of the myths, students examine the impact of word choice on meaning and characterization, eventually transferring these understandings into their own writing

After exposure to these classic monomyths, students connect ancient archetype to the contemporary world: Where, for example, do we also see circular journeys of transformation? Although he was invented thousands of years after Odysseus, doesn’t Harry Potter follow the same basic archetypal path of a hero? Doesn’t Luke Skywalker’s story boil down to a young man reluctantly leaving home to defeat what is evil and becoming a courageous Jedi in the process? In fact, aren’t all of our lives, in some sense, following this basic path? The monomyth speaks to the way we view the world: personal transformation, if it is powerful, is often painful and necessary . Becoming a hero in our own lives requires work, but it is worth it—both for ourselves and others .

Finally, students complete an End-of-Module (EOM) Task. Having begun the module by focusing on the structure, characters, and themes of the monomyth, students use their knowledge of this genre to create an original hero’s journey In this culminating narrative writing assignment, students outline their story, compose two scenes that each showcase a stage from different phases of the hero’s journey, and present their idea to their peers. Their story reflects an understanding that the monomyth is less about the adventures the hero undertakes and more about the vital, personal growth the hero experiences that collectively benefits all people.

Essential Question

What is the significance and power of the hero’s journey?

Suggested Student Understandings

ƒ The monomyth genre is relevant to contemporary society because it captures a fundamental human experience that is timeless and universal .

ƒ The monomyth has a long history and persistent influence in storytelling through its common stages and archetypal characters

ƒ The main values the genre supports are consistent across cultures and time periods, even as the monomyth’s structure is flexible.

ƒ The archetypal hero experiences transformation because of struggle and uses this personal growth to benefit others.

ƒ Archetypes—such as the mentor, ally, and shadow—play an essential role in the hero’s growth .

ƒ Building knowledge about cultural beliefs—such as the Indian belief of following one’s dharma or the Greek belief that man should perfect his arête—helps clarify stories produced by that culture

ƒ Writers use narrative techniques, such as dialogue and descriptive details, to help develop characters, setting, and themes .

Introduction

In Module 2, Wit & Wisdom Prologue™ lessons focus on helping students deepen their understanding of the characteristics of the hero and the monomyth and how some myths may diverge from the genre expectations

ƒ Reading Prologue lessons support comprehension of two monomyths that exemplify the genre characteristics . Students also focus on the images in each myth and how they convey information about the characters, setting, and plot

ƒ Writing Prologue lessons prepare students to develop their own hero and monomyth Students examine the structure of the hero’s journey to incorporate archetypal characters, phases, and events in their own stories .

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with creating their own monomyth for their End-of-Module Task.

ƒ Language Prologue lessons guide students to analyze complex sentences, focusing on figurative language, dialogue, word choice, and point of view. Students also examine how illustrations deepen the readers’ understanding of language

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

English Language Development (ELD) Standards

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

Prologue Module 2 Learning

Reading Prologue lessons support comprehension of two monomyths that exemplify the genre characteristics. Students also focus on the images in each myth and how they convey information about the characters, setting, and plot.

WIDA Standards

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

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

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

ELP Standards

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

Writing Prologue lessons prepare students to develop their own hero and monomyth. Students examine the structure of the hero’s journey to incorporate archetypal characters, phases, and events in their own stories.

ELD-LA.6-8.Narrate.Expressive Multilingual learners will construct language arts narratives that

ƒ orient audience to context and point of view;

ƒ develop and describe characters and their relationships;

ƒ develop story, including themes with complication and resolution, time, and event sequences; and

ƒ engage and adjust for audience.

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

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

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

Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with creating their own monomyth for their End-of-Module Task.

ELD-LA.6-8.Narrate.Interpretive

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

ELD-SI.4-12.Argue

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

ELD-SI.4-12.Narrate

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

ELD-SI.4-12.Explain

Multilingual learners will ƒ act on feedback to revise understandings of how or why something is or works in particular ways.

Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

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

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

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

Language Prologue lessons guide students to analyze complex sentences focusing on figurative language, dialogue, word choice, and point of view. Students also examine how illustrations deepen the readers’ understanding of language.

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

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

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

Module Map

Prologue to Lesson # Lesson Type Summary Learning Goal

Focusing Question 1: How does Ramayana: Divine Loophole exhibit the genre expectations of the monomyth?

1 Reading Students watch and discuss the video “What Makes a Hero?” to develop background knowledge about the hero’s journey. This work prepares students to read and discuss Ramayana in Lesson 1.

4 Writing Students examine the ESCAPE narrative writing model. They develop an understanding of the structure and purpose of context and sequence. This work prepares them to write the beginning of a narrative scene in Lesson 4.

7 Reading Students practice fluently reading an excerpt from Ramayana. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss and write about monomyth archetypes in Lesson 7.

9 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the archetypes, stages, and events of Ramayana, which prepares them to complete charts and write an explanatory essay in Lesson 9.

Describe the hero in a monomyth.

Describe the purpose and importance of the beginning of the ESCAPE narrative writing model.

Summarize the important ideas in an excerpt from Ramayana

Rehearse a discussion of events in Ramayana related to the monomyth structure.

Focusing Question 2: How does The Odyssey exhibit the genre expectations of the monomyth?

11 Reading Students practice fluently reading an excerpt from The Odyssey. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss Odysseus as the hero archetype in Lesson 11.

14 Language Students deconstruct an excerpt of dialogue from The Odyssey. By focusing on punctuation, word choice, and point of view, students deepen their understanding of complex language. This work prepares students to discuss and apply the principles of dialogue in Lesson 14.

Summarize the important ideas in an excerpt from The Odyssey.

Analyze the use of dialogue in an excerpt from The Odyssey

17

Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the archetypes, events, and themes of The Odyssey, which prepares them to discuss themes in the Socratic Seminar in Lesson 17.

Rehearse a discussion of the events and themes related to The Odyssey.

Focusing Question 3: How do translations of The Odyssey and Ramayana expand our understanding of these texts?

20 Reading Students practice fluently reading an excerpt and analyzing illustrations from The Odyssey. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss Penelope and art elements in Lesson 20.

24 Language Students deconstruct an excerpt and analyze an illustration from Ramayana By focusing on word choice, figurative language, and art elements, students deepen their understanding of complex language. This work prepares students to discuss how art elements reveal information about characters, settings, and events in Lesson 24.

27 Writing Students experiment with narrative techniques to complete a shared writing of a narrative scene. They develop an understanding of the structure and purpose of narrative writing. This work prepares them to write a narrative scene in Lesson 27.

Summarize the important ideas in an excerpt from The Odyssey.

Analyze the language and art elements in an excerpt from Ramayana

Write a shared narrative scene about an illustration.

Focusing Question 4: How does the monomyth genre persist in and influence the stories we tell?

28 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing hero and ally archetypes, which prepares them to plan the ally character for their own monomyths in Lesson 28.

32 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the shadow archetype and some key stages of the hero’s journey, which prepares them to plan their own monomyths and begin drafting their narrative scenes in Lesson 32.

Rehearse a discussion of hero and ally archetypes related to a narrative writing piece.

Rehearse ideas related to key monomyth stages.

Talking Tool

Talking Tool

Share What You Think

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

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

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

Can you give an example?

How does that relate to ?

Build on Others’ Ideas

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

PROLOGUE TO LESSON 1: AT A GLANCE

Focusing Question: How does Ramayana: Divine Loophole exhibit the genre expectations of the monomyth?

SUMMARY

Students watch and discuss the video “What Makes a Hero?” to develop background knowledge about the hero’s journey This work prepares students to read and discuss Ramayana in Lesson 1

LEARNING GOAL

Describe the hero in a monomyth .

✔ Predict the hero in Ramayana .

VOCABULARY

hero (n ): a story’s main character who is tested by a challenging adventure that results in a change monomyth (n ): a universal classic story about a hero who goes on a journey and meets certain character types

MATERIALS

“What Makes a Hero?” Matthew Winkler (http://witeng .link/0098)

Ramayana: Divine Loophole, Sanjay Patel (one per student pair) Prologue Glossary

Assess and activate prior knowledge by asking these questions:

“Who is your favorite hero from a book, show, or movie?”

“Why are they your favorite?”

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

hero (n ): a story’s main character who is tested by a challenging adventure that results in a change monomyth (n .): a universal classic story about a hero who goes on a journey and meets certain character types

Explain that the monomyth, or hero’s journey, is a structure used in literature to tell a certain type of story . Highlight a few common literary heroes that students mentioned . Emphasize how these characters fit into the monomyth structure .

Introduce the Learning Goal: Describe the hero in a monomyth .

Explain that to prepare for reading a monomyth students will view and discuss a video with background information about a hero and the hero’s journey .

Learn

20 MIN.

Play the video “What Makes a Hero?” Instruct students to write notes about what they notice and wonder

TEACHER NOTE

Students view and discuss “What Makes a Hero?” in Lesson 8. Showing the video at the outset of the module helps students make connections to familiar heroes and themes. Students begin to form an understanding of the hero’s journey. You may highlight that the use of o’clock in the video refers to each stage, not to hours of time.

Ask: “What did you notice and wonder?”

Listen for these essential understandings:

ƒ I noticed that the hero is a human who goes on a journey. I wondered what hero we will read about.

ƒ I noticed that the journey has several stages, half in the ordinary world and half in a place that feels like another world. I wondered what each of these stages is like.

ƒ I noticed that there is a monster, or some kind of dark force, in the hero’s journey. I wondered what that will be in the story we read.

ƒ I noticed that the hero receives help along the way and returns with some kind of reward. I wondered what the reward will be.

Instruct students to Think–Pair–Share: “After watching the video, did your idea of a hero change? Why or why not?”

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

SCAFFOLD

Replay the video and pause at key points to reinforce understanding. Use closed captioning.

Tell students that they will rewatch this video later but in the meantime they will learn more about the hero and hero’s journey as they read their first monomyth, Ramayana: Divine Loophole

Explain that Ramayana is a story from India that includes characters from the Hindu tradition . Remind students that the monomyth follows a hero who goes on a quest, or a journey with a specific purpose. Through the journey’s stages, the hero meets different character types. Tell students that the quest, character types, and stages are all part of the monomyth structure

Pair students . Instruct pairs to look over the text and illustrations on the front and back covers and the illustrations on the interior pages .

Ask: “How can you tell that this is a monomyth?”

Listen for these essential understandings:

ƒ There seems to be a lot of fighting and battles in this story. I think the hero and a dark force are fighting on the cover. There are some other monsters or dark characters in this story.

ƒ The characters seem to go on an adventure or a journey. There are a lot of different settings.

ƒ There are animals and other characters in this story who seem like they are part of a different world.

TEACHER NOTE

You may create anchor charts modeled after Handouts 9A and 9B. Use the charts to track the archetypes and stages as students read Ramayana and The Odyssey . The charts will provide context and prepare students for Focusing Question Tasks 1 and 2.

✔ Students predict the hero in Ramayana . Instruct pairs to share their predictions and reasoning

To encourage students to practice using this lesson’s vocabulary words hero and monomyth, model a response with this sentence frame: In the monomyth Ramayana, I predict that the hero will be because .

PROLOGUE TO LESSON 4: AT A GLANCE

Focusing Question: How does Ramayana: Divine Loophole exhibit the genre expectations of the monomyth?

SUMMARY

Students examine the ESCAPE narrative writing model . They develop an understanding of the structure and purpose of context and sequence This work prepares them to write the beginning of a narrative scene in Lesson 4 .

LEARNING GOAL

Describe the purpose and importance of the beginning of the ESCAPE narrative writing model .

✔ Think–Pair–Share: “Why is context important in a narrative?”

VOCABULARY

context (n ): the situation in which something happens sequence (n .): the order in which things happen or should happen

MATERIALS

Ramayana: Divine Loophole, Sanjay Patel

Prologue Glossary

Handout 4C: Narrative Writing Graphic Organizer

Assess and activate prior knowledge by asking this question:

“What do you think of when you hear the phrase beginning, middle, and end?”

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

context (n .): the situation in which something happens sequence (n ): the order in which things happen or should happen

Explain that the monomyth students are reading is a narrative, or story . Tell students that most stories have a beginning, a middle, and an end . Direct students to the table of contents on page 8 of Ramayana . Explain that the three acts are arranged in a sequence, or an order, that tells the story Act One sets the stage and gives the reader context, or details about the situation Many events happen in Act Two, which is the middle of the story . During Act Three, everything resolves and concludes . Explain that each act in a story also has a beginning, a middle, and an end .

Introduce the Learning Goal: Describe the purpose and importance of the beginning of the ESCAPE narrative writing model

Explain that students will analyze the ESCAPE model to prepare to write narrative scenes with a beginning, a middle, and an end .

Learn

20 MIN.

Direct students to Handout 4C Highlight the Beginning, Middle, and End sections on the left Remind students that this is the sequence, or order, of events

TEACHER NOTE

Students will need copies of the back of Handout 4C to practice recording entries for a narrative scene. Students will use this handout for another character in Lesson 4.

Direct students’ attention to the acronym ESCAPE and the corresponding sections: Establish, Setting, Characters, Action, Problem, and Ending . Explain that establish means “to set something up . ”

Explain that this organizer shows how a scene can be structured . Tell students they will focus on the Beginning section of the ESCAPE model, which includes Establish, Setting, and Characters .

Echo Read the questions for these three sections on Handout 4C

Tell students you will model how to complete the beginning of the ESCAPE organizer . Explain that you will use Ravana because he is the first character in the story .

SCAFFOLD

Provide a copy of the back of Handout 4C with Ravana’s information already recorded. Students may refer to the chart as you model. You may also include a sample first paragraph such as the example on the back of Handout 4B.

Read aloud Ravana’s profile on page 159 of Ramayana .

Ask: “What did you learn about Ravana?”

Think aloud to complete the Establish section for Ravana on Handout 4C:

“The author establishes the context by telling us that Ravana is the son of a priest and a demon— to show us that in the beginning he had both good and bad qualities This helps us understand that Ravana is intelligent and that he could have chosen to do good instead of bad . This is also related to the sequence because at first he wasn’t all bad, but then he changed as time went on. In the Establish section, I’ll write ‘Ravana, son of priest and demon; intelligent; not all bad in the beginning’ . ”

Instruct students to record this entry on their copies of Handout 4C .

Instruct students to review page 13 of Ramayana .

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

Think aloud to complete the Setting section: “From reading the beginning of the book on page 13, I know that this story is from thousands of years ago, so I’ll write in the Setting section ‘thousands of years ago in India’ ”

Instruct students to record the entry on their copies of Handout 4C .

Ask: “What should we write about Ravana’s character?”

Invite volunteers to share some details about Ravana . In the Characters section, record a few important details, such as Ravana’s ambition to rule the universe or his shadow taking over his good qualities

Instruct students to record an entry on their copies of Handout 4C .

Reinforce that the details at the beginning of the story establish the context .

Explain that to expand this context and sequence information into a scene you could focus on the story’s beginning, during which Brahma grants Ravana’s wish to never be defeated by a god or a demon . Tell students you could expand on how the wish leaves open a loophole for humans and animals to defeat Ravana .

Pair students . Instruct pairs to share ideas for a scene about Ravana .

5 MIN.

✔ Instruct students to Think–Pair–Share: “Why is context important in a narrative?”

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

ƒ Context is important in a narrative because it gives the reader details about the characters and situation. Without this background information, the reader does not know what is going on or why the characters are doing certain things.

To encourage students to practice using this lesson’s vocabulary words context and sequence, model responses with this sentence frame: Context is important in a narrative because

PROLOGUE TO LESSON 7: AT A GLANCE

Focusing Question: How does Ramayana: Divine Loophole exhibit the genre expectations of the monomyth?

SUMMARY

Students practice fluently reading an excerpt from Ramayana. They answer text-dependent questions to develop an understanding of the text This work prepares students to discuss and write about monomyth archetypes in Lesson 7 .

LEARNING GOAL

Summarize the important ideas in an excerpt from Ramayana .

✔ Identify one archetype from a Ramayana excerpt .

VOCABULARY

ally (n ): one who supports and helps another archetype (n.): a recognizable, repeated character type with specific traits

MATERIALS

Ramayana: Divine Loophole, Sanjay Patel

Prologue Glossary

Assess and activate prior knowledge by asking this question:

“Which characters have helped Rama?”

Listen for these essential understandings:

ƒ Lakshman

ƒ Sita

ƒ Vishvamitra

ƒ Agastya

ƒ Hanuman

ƒ Jambavan and his family

ƒ Sugriva and his family

ƒ Jatayu

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

ally (n .): one who supports and helps another archetype (n .): a recognizable, repeated character type with specif ic traits

Remind students that the characters who have helped Rama are allies Tell students these allies are one of the archetypes, or repeated character types, in the story—just like the hero

Introduce the Learning Goal: Summarize the important ideas in an excerpt from Ramayana .

Explain that students will read an excerpt from Ramayana to prepare to discuss and write about the monomyth’s archetypes

20 MIN.

Read aloud the first paragraph on page 85 of Ramayana while students follow along. Model fluent reading by emphasizing effective phrasing and repeating words students may need support to pronounce . Direct attention to elements of the illustration that support comprehension .

Echo Read the first paragraph. Instruct students to mimic your phrasing .

Ask: “What is happening in this part of the story?”

Listen for these essential understandings:

ƒ Rama’s ally Hanuman has just returned from Lanka, where he uses his burning tail to set the city on fire and escape.

ƒ Hanuman discovers that Sita is being held captive in Lanka by Ravana, and Rama feels hopeful that he and his allies can rescue her.

Read aloud the second paragraph on page 85. Explain that stalled and stymied mean “stopped” or “stuck . ”

Echo Read the sentence beginning with “Stymied by yet . ” Instruct students to mimic your phrasing .

Ask: “What is stopping Rama and his allies? Which archetype is this?”

Listen for these essential understandings:

ƒ The ocean is blocking Rama and his allies from going to Lanka.

ƒ The animals don’t know how to swim, so they can’t cross the ocean.

ƒ The ocean is the threshold guardian archetype because it blocks Rama from crossing.

Ask: “What do you think the phrase to no avail means?”

Pair students. Instruct pairs to briefly share responses .

Listen for these essential understandings:

ƒ I think the phrase to no avail means that something isn’t working.

ƒ Rama tries but is unable to figure out a solution.

Read aloud page 87 of Ramayana while students follow along. Model fluent reading by emphasizing effective phrasing and repeating words students may need support to pronounce . Direct attention to elements of the illustration that support comprehension .

Echo Read the first two sentences on page 87. Instruct students to mimic your phrasing

Ask: “How does Jambavan’s idea help Rama and the other allies?”

Listen for these essential understandings:

ƒ Rama’s ally Jambavan remembers that stones float if they have a god’s name written on them.

ƒ Rama and his allies use the floating stones as a bridge to cross the ocean to get to Lanka.

Instruct students to Think–Pair–Share: “Why is the ocean god Varuna unable to help Rama in his fight against the shadow Ravana? Why is Jambavan the monkey able to help?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas . Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ Varuna is a god, and gods and demons cannot help Rama in his fight against Ravana because of the wish Brahma granted.

ƒ Only animals and humans can be allies to Rama in his fight against Ravana. This is the loophole, or way around the rule.

Direct students to the section “Oceans Apart” on pages 85 and 87 of Ramayana Instruct students to choose one archetype and the character that fits that archetype

SCAFFOLD

Provide this list of possible archetypes from which students can choose: hero, shadow, ally, and threshold guardian. Add character names to the archetypes as needed. You may also create a chart with two columns and guide students to match the archetype to the character.

TEACHER NOTE

If you created an anchor chart modeled after Handout 9A, add to the chart examples for the archetypes in this section.

Land

✔ Students identify one archetype from a Ramayana excerpt .

Pair students. Instruct pairs to share the archetypes they identified in the Ramayana excerpt .

To encourage students to practice using this lesson’s vocabulary word archetype, model responses with these sentence frames: In this part of Ramayana, one archetype is . This archetype is the character because

Listen for these essential understandings:

ƒ In this part of Ramayana, one archetype is the hero. This archetype is the character Rama because he is the one trying to stop Ravana.

ƒ In this part of Ramayana, one archetype is the shadow. This archetype is the character Ravana because he is fighting back against Rama and has kidnapped Sita.

ƒ In this part of Ramayana, one archetype is the ally. This archetype is the characters Hanuman, Jambavan and family, and Sugriva and family because they help Rama cross the ocean and rescue Sita.

ƒ In this part of Ramayana, one archetype is the threshold guardian. This archetype is the ocean because it temporarily stops Rama from moving forward in his quest.

PROLOGUE TO LESSON 9: AT A GLANCE

Focusing Question: How does Ramayana: Divine Loophole exhibit the genre expectations of the monomyth?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the archetypes, stages, and events of Ramayana, which prepares them to complete charts and write an explanatory essay in Lesson 9 .

LEARNING GOAL

Rehearse a discussion of events in Ramayana related to the monomyth structure .

✔ Present an event from one monomyth stage of Ramayana .

VOCABULARY

genre (n ): the kind, style, or type of something monomyth (n .): a classic story found in all cultures about a hero who goes on a journey and meets certain character types

MATERIALS

Ramayana: Divine Loophole, Sanjay Patel

Prologue Glossary

Prologue Handout 9A: Stages and Events in Ramayana

Archetype Anchor Chart (optional)

Assess and activate prior knowledge by asking this question: “What archetypes, or familiar types of characters, have we seen in Ramayana?”

Listen for these essential understandings:

ƒ We have seen the hero, shadow, mentor, ally, threshold guardian, herald, and shape-shifter archetypes in Ramayana.

ƒ There is one hero, Rama; one shadow, Ravana; and one herald, Kaikeyi.

ƒ The other archetypes are represented by more than one character: Vishvamitra and Agastya as mentors; Lakshman, Hanuman, Jatayu, Sugriva, and Jambavan as allies; Soorpanaka, Maricha, and the ocean as threshold guardians; and Soorpanaka and Maricha as shape-shifters.

TEACHER NOTE

If you created an Archetype Anchor Chart, display it during discussion to ensure that students match the correct archetypes with the correct characters in their notes. To help students prepare for writing an explanatory essay in Focusing Question Task 1, you may refer to the To-SEEC writing model and instruction in Module 1.

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

genre (n .): the kind, style, or type of something

monomyth (n .): a classic story found in all cultures about a hero who goes on a journey and meets certain character types

Remind students that Ramayana is a monomyth—a genre, or type, of literature . Explain that monomyths follow certain structures but may contain some exceptions, or ways they differ from what is expected .

Introduce the Learning Goal: Rehearse a discussion of events in Ramayana related to the monomyth structure .

Explain that discussing the stages and events from Ramayana will help students understand more about the story, the monomyth genre, and how to complete their Focusing Question Task

Direct students to Prologue Handout 9A

Explain that the monomyth stages are listed on the left under the three phases . Remind students that departure means “the act of leaving” and initiation means “the act of beginning something new ”

Echo Read the phases and stages . Repeat words students may need help pronouncing . Direct students to the Archetype Anchor Chart as needed to refresh their memory about the characters .

Explain that the events from Ramayana are out of order on the right side within each section Tell students they will work with a partner to match each event to the correct stage within that phase .

Model how to complete the activity by drawing a line from the first event (“Rama leaves home and goes into the jungle”) to the stage Crossing the Threshold . Explain that Tests, Allies, and Enemies will have will more than one event listed in that section

Give pairs ten minutes to match the events to the stages .

SCAFFOLD

Echo Read each event on the right side of Prologue Handout 9A. Assign small groups one phase only. Then instruct groups to share their responses for each section.

TEACHER NOTE

The Refusal of the Call stage is not on Prologue Handout 9A as it is not represented in Ramayana . You may remind students that this is an exception to the monomyth structure because Rama obeys the call right away. To prepare students for the Focusing Question Task, you may highlight other exceptions, such as Rama not receiving Sita right away in the Rewards stage or Rama not facing any trials on his return trip. You may have students discuss these exceptions in Land as they present their event.

Assign each pair one event Instruct pairs to discuss why that event belongs in the stage they selected .

To help students organize their thinking, model a response with these sentence frames: One stage of the hero’s journey monomyth is This stage occurred in Ramayana when This is an example of the stage because

Land

5 MIN.

Instruct each pair to present to the class their assigned event and explain why it belongs in its stage . Tell students to use the sentence frames to help them .

✔ Students present an event from one monomyth stage of Ramayana

Ensure that students understand the stages and events . Instruct students as they listen to check and correct their responses to prepare for the Focusing Question Task .

TEACHER NOTE

See the Prologue Handout 9A answer key for page numbers from Ramayana for each event. You may instruct students to refer to the text and reread excerpts of the events as an additional review.

PROLOGUE TO LESSON 11: AT A GLANCE

Focusing Question: How does The Odyssey exhibit the genre expectations of the monomyth?

SUMMARY

Students practice fluently reading an excerpt from The Odyssey. They answer text-dependent questions to develop an understanding of the text This work prepares students to discuss Odysseus as the hero archetype in Lesson 11 .

LEARNING GOAL

Summarize the important ideas in an excerpt from The Odyssey .

✔ Mix and Mingle to discuss this question: “How does Odysseus show arete?”

VOCABULARY

arete (n ): excellence; living up to one’s potential odyssey (n .): an extended journey or quest

MATERIALS

The Odyssey, Gillian Cross, Pages 20–22

Prologue Glossary

Arete Anchor Chart

Assess and activate prior knowledge by asking this question: “How does The Odyssey seem similar to Ramayana?”

Listen for these essential understandings:

ƒ So far, there is a hero and a shadow in The Odyssey, just like in Ramayana.

ƒ Odysseus has left home and is on a challenging adventure, just like Rama.

ƒ Odysseus makes some good decisions and some bad, as Rama does.

ƒ There are other characters and changing settings in both stories.

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

arete (n .): excellence; living up to one’s potential odyssey (n .): an extended journey or quest

Explain that when Odysseus leaves home to go on his odyssey, or long journey, he does so to fulfill his duty—like when Rama leaves home and follows his dharma Tell students that the Greek word arete is similar to the Hindu term dharma . Emphasize that both words express the idea that the hero must follow a calling and become the best person they can be .

Introduce the Learning Goal: Summarize the important ideas in an excerpt from The Odyssey

Explain that reading the excerpt will help students understand how Odysseus demonstrates arete while on his odyssey and that this understanding will support students in completing the Focusing Question Task .

Learn

20 MIN.

Direct students to page 20 of The Odyssey Ask: “What has happened so far in this monomyth?”

Listen for these essential understandings:

ƒ Odysseus leaves his home in Ithaca to fight in a war because the kings ask him to. He has to leave his wife and baby son behind.

ƒ After ten years of fighting against the city of Troy, Odysseus starts the trip home with twelve ships.

ƒ On the way, Odysseus and his men attack the city of Cicones for food and kill many men and sheep. Some soldiers on the island fight back and kill many of Odysseus’s men.

ƒ After leaving Cicones, Odysseus and his men face an ocean storm for nine days until it finally stops and they reach a new shore.

Model fluent reading of the excerpt from “On the tenth day” at the top of page 20 to “stupid, vacant smiles” at the end of page 22 . Emphasize effective phrasing . Repeat words that students may need help pronouncing . Explain that vegetation means “plants” and uninhabited means “without people . ”

SCAFFOLD

Highlight illustrations or provide additional images to support understanding of unfamiliar words.

Ask: “How does Odysseus proceed differently when he and his men land on a new shore?”

Listen for these essential understandings:

ƒ Odysseus sends only three men inland instead of all of them. They are being more cautious.

ƒ Odysseus warns the men to be polite and ask peacefully for food and water.

ƒ The rest of the men keep watch by the boats in case of trouble.

Echo Read from “Where were” to “to know” (page 21) Explain that abandon means “to leave and not return . ”

Ask: “What does this decision show about Odysseus?”

Pair students Instruct pairs to discuss and then to share brief responses

Listen for these essential understandings:

ƒ Odysseus will not leave his men. This shows he is a good person who cares about his men. He feels responsible for them.

ƒ Even though he is suffering in the heat, Odysseus waits and then goes to find the men.

Echo Read from “‘What are’” to “vacant smiles” (page 22) . Explain that if you are idling, you are just lying around doing nothing Explain that vacant means “empty ” Emphasize that it seems as if the men are no longer there since they are under the fruit’s spell

Ask: “Are Odysseus’s men showing arete? Why or why not?”

Listen for these essential understandings:

ƒ The men are not showing arete because they are not acting like they should.

ƒ The men are not living up to their potential. They are lying around eating fruit instead of finding food and water for their trip home.

Instruct students to Think–Pair–Share: “How does Odysseus act like a leader in this scene?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas Then facilitate a whole group discussion Listen for these essential understandings:

ƒ Odysseus is forceful with his men because they are in danger. He is protecting them.

ƒ Odysseus reminds the men that they need to get food and water and get back on the boats to go home.

✔ Students Mix and Mingle to discuss this question: “How does Odysseus show arete?”

Guide students through the Mix and Mingle routine to discuss the ways Odysseus shows arete .

To encourage students to practice using this lesson’s vocabulary words arete and odyssey, model a response with this sentence frame: Odysseus shows arete on his odyssey by .

Then instruct students to find a partner. Give them two minutes to discuss their responses and to record information about how Odysseus shows arete

Instruct students to repeat this process with new partners until they have collected several examples .

Then facilitate a brief discussion about the ways Odysseus demonstrates arete Invite volunteers to share what they learned from listening to others’ responses .

Listen for these essential understandings:

ƒ Odysseus shows arete on his odyssey by learning from his mistakes and trying to do and be better.

ƒ Odysseus shows arete on his odyssey by fulfilling his duty as a strong leader who warns and protects his men.

ƒ Odysseus shows arete on his odyssey by remembering his home and family.

ƒ Odysseus shows arete on his odyssey by having self-control and calling his men back to their responsibilities.

TEACHER NOTE

You may create an Arete Anchor Chart to record the examples of arete. Students will return to these examples when discussing themes to prepare for the Socratic Seminar and Focusing Question Task.

PROLOGUE TO LESSON 14: AT A GLANCE

Focusing Question: How does The Odyssey exhibit the genre expectations of the monomyth?

SUMMARY

Students deconstruct an excerpt of dialogue from The Odyssey . By focusing on punctuation, word choice, and point of view, students deepen their understanding of complex language This work prepares students to discuss and apply the principles of dialogue in Lesson 14 .

LEARNING GOAL

Analyze the use of dialogue in an excerpt from The Odyssey .

✔ Think–Pair–Share: “What does an excerpt of dialogue from The Odyssey show about Poseidon?”

VOCABULARY

hubris (n ): too much pride or confidence

humility (n .): modest view of oneself

MATERIALS

The Odyssey, Gillian Cross, Page 110

Prologue Glossary

Prologue Handout 14A: Excerpt from The Odyssey

Assess and activate prior knowledge by asking these questions:

“Who is the shadow archetype in The Odyssey?”

“How does this character compare to Ravana in Ramayana?”

Listen for these essential understandings:

ƒ The shadow archetype in The Odyssey is Poseidon, god of the sea.

ƒ Poseidon and Ravana are similar because they both fight against the hero of the story.

ƒ Poseidon and Ravana are different because Poseidon is introduced later in The Odyssey, but Ravana is introduced at the beginning of Ramayana.

ƒ Poseidon is a god, while Ravana is part demon.

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

hubris (n ): too much pride or confidence

humility (n ): modest view of oneself

Ask: “Which do Poseidon and Ravana show—hubris or humility? How?”

Listen for these essential understandings:

ƒ Poseidon and Ravana show hubris.

ƒ They are both too proud and want to rule over everyone else.

Explain that these words are opposites . Emphasize that in a hero’s journey the hero usually learns the importance of having humility, not hubris .

Introduce the Learning Goal: Analyze the use of dialogue in an excerpt from The Odyssey

Explain that studying dialogue, or the conversation between characters, will help students understand more about the shadow archetype in The Odyssey .

Learn

Direct students to Prologue Handout 14A. Model fluent reading by reading aloud the excerpt. Emphasize effective phrasing . Repeat words students may need help pronouncing .

Ask: “What punctuation reveals that this is dialogue, or words a character is saying?”

ƒ The quotation marks around some of the words show that this is dialogue.

Instruct students to circle the quotation marks throughout the excerpt . Tell students to write dialogue in the right-hand column on the handout

Echo Read the first line of the excerpt .

Ask: “Who speaks this dialogue and to whom?”

ƒ Poseidon is speaking to Odysseus.

Ask: “What does Poseidon call Odysseus?”

ƒ Miserable wretch

Explain that a wretch is a very unhappy or unlucky person

Ask: “Which punctuation marks reveal that Poseidon is shouting?”

ƒ The exclamation marks show that Poseidon is shouting.

Instruct students to circle the two exclamation marks in the excerpt . Explain that bellowed means “shouted . ” Tell students to write shouted in the right-hand column .

SCAFFOLD

Model how to read the excerpt in different tones. Then instruct students to practice reading in different tones. Encourage students to use vocal expression to demonstrate their understanding of bellowed and the exclamation marks.

Ask: “Why is the shadow Poseidon offended, or angered, by the hero Odysseus?”

Listen for these essential understandings:

ƒ Odysseus tricked Poseidon’s son, Polyphemus the Cyclops.

ƒ Because of his hubris, Odysseus bragged about tricking Polyphemus, and Poseidon heard him.

Remind students that on his hero’s journey Odysseus learns the importance of having humility, not hubris .

Echo Read the remainder of the excerpt

Instruct students to Think–Pair–Share: “What do you notice about the way Poseidon speaks about himself, and what does this reveal?”

Give students one minute to silently think Next form pairs and instruct students to discuss their ideas . Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ I noticed that Poseidon uses his own name instead of saying “me.”

ƒ You can tell from the way Poseidon speaks that he thinks he is very important. He is full of hubris.

ƒ I think many people have offended Poseidon and have been punished. This shows how powerful Poseidon is and why he is so proud.

Choral Read the entire excerpt on Prologue Handout 14A

✔ Instruct students to Think–Pair–Share: “What does an excerpt of dialogue from The Odyssey show about Poseidon?”

Listen for these essential understandings:

ƒ This dialogue shows that Poseidon is angry. He is shouting at Odysseus.

ƒ This dialogue shows that Poseidon is full of hubris. He thinks he is very important.

ƒ This dialogue shows that Poseidon is a god. He is used to watching and ruling over people and punishing them when they offend him.

As time allows, instruct students to share their responses .

PROLOGUE TO LESSON 17: AT A GLANCE

Focusing Question: How does The Odyssey exhibit the genre expectations of the monomyth?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the archetypes, events, and themes of The Odyssey, which prepares them to discuss themes in the Socratic Seminar in Lesson 17 .

LEARNING GOAL

Rehearse a discussion of the events and themes related to The Odyssey .

✔ Discuss events in The Odyssey and how they connect to themes related to arete .

VOCABULARY

arete (n ): excellence; living up to one’s potential theme (n .): a message of a literary work

MATERIALS

The Odyssey, Gillian Cross Prologue Glossary

Prologue Handout 17A: Stages, Events, and Themes in The Odyssey Archetype Anchor Chart

Arete Anchor Chart (from Prologue to Lesson 11)

Assess and activate prior knowledge by asking this question: “What archetypes, or familiar types of characters, have we seen in The Odyssey?”

Listen for these essential understandings:

ƒ We have seen the hero, shadow, mentor, ally, threshold guardian, herald, and shape-shifter archetypes in The Odyssey.

ƒ There is one hero, Odysseus; one shadow, Poseidon; one mentor, Athena; and one shapeshifter, Odysseus.

ƒ The other archetypes are represented by more than one character: Hermes, Circe, Ino, King Alcinous, Tiresias, and the Phaeacians as allies; Polyphemus the Cyclops, the Underworld, Calypso, the Sirens, Scylla, Charybdis, and Circe as threshold guardians; and the King of Sparta and other kings of Greece as heralds.

TEACHER NOTE

If you created an Archetype Anchor Chart, display it during discussion to ensure that students match the correct archetypes with the correct characters in their notes.

Tell students that themes repeat throughout the story . Direct students to the words arete and theme in their Prologue Glossaries . Echo Read the words and then define them .

arete (n ): excellence; living up to one’s potential theme (n .): a message of a literary work

Explain that a theme is a universal, or common, message about life . Remind students that many themes of The Odyssey are related to the Greek word arete .

Explain that The Odyssey repeats the monomyth message of the importance of being the best person one can be when Odysseus goes on the hero’s journey and learns from his mistakes .

Remind students that Ramayana contains similar themes as Rama shows and seeks dharma, or the ideal self .

Introduce the Learning Goal: Rehearse a discussion of the events and themes related to

Explain that this work will help students understand more about this monomyth and its universal messages and prepare students for the upcoming Socratic Seminar .

20 MIN.

Instruct students to Think–Pair–Share: “What ways have we identified that someone can show arete or that they are trying to be the best person they can be?”

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

ƒ A person can show arete by being devoted to home and family, following one’s duty, having humility and learning from one’s mistakes, having courage, persevering through failures and struggles, and helping good win over evil.

Record responses as students share . Remind students that these qualities all relate to themes in The Odyssey .

Explain that themes are messages that apply to all people, not just to characters in a story . Model how to write theme statements by using phrases from the Arete Anchor Chart Record these statements at the bottom of the chart:

Persevering through failures and struggles makes you stronger .

Having courage is rewarded .

Following one’s duty is important

Having humility helps you learn from your mistakes .

Direct students to Prologue Handout 17A . Explain that the monomyth stages are listed in the left column and the events of The Odyssey are summarized in the middle column Echo Read the stages and events for Phase 1 Repeat words students may need help pronouncing

SCAFFOLD

Echo Read the stages and events for all phases on Prologue Handout 17A. Repeat words students may need help pronouncing. Define unfamiliar terms.

Explain that students will record the theme or themes for each event in the right-hand column .

Think aloud as you model how to complete the first row: “In the beginning phase, Odysseus is still in the ordinary world—at home with his family . This relates to the part of arete about being devoted to home and family because Odysseus loves his wife and baby . A theme is a statement about all people, so I will write, ‘Being devoted to home and family is important .’ I could also write, ‘Being devoted to home and family gives you purpose ’ There are many ways to talk about this form of arete ”

Record a theme in the right-hand column of the first row. Instruct students to copy the statement onto Prologue Handout 17A .

Form pairs or small groups Assign events to each pair or group based on the number of groupings . Instruct pairs or groups to record on the handout the theme(s) for their assigned events . Tell students to write their themes in complete sentences .

Explain that some events will have more than one theme and that many themes repeat across several events Tell students to refer to the Arete Anchor Chart

Give students ten minutes to record their themes .

SCAFFOLD

Provide specific page numbers from the text or sections in students’ notes to highlight correlations between events and themes.

Land

5 MIN.

Tell pairs they will now present to the class their themes and the reasoning behind those themes .

✔ Students discuss events in The Odyssey and how they connect to themes related to arete

To encourage students to practice using this lesson’s vocabulary word theme, model a response with these sentence frames: We discussed the event . This event shows the theme  because

Instruct students to record responses from other pairs or groups to help prepare for the Socratic Seminar . Remind students these themes connect to the idea of the Greek word arete .

TEACHER NOTE

Review the sample response for Focusing Question Task 2 in Appendix C in the TE for suggested themes related to each event. A few exceptions to the genre expectations also appear in the chart and exemplars.

PROLOGUE TO LESSON 20: AT A GLANCE

Focusing Question: How do translations of The Odyssey and Ramayana expand our understanding of these texts?

SUMMARY

Students practice fluently reading an excerpt and analyzing illustrations from The Odyssey . They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss Penelope and art elements in Lesson 20 .

LEARNING GOAL

Summarize the important ideas in an excerpt from The Odyssey .

✔ Share how the illustrations on pages 104 and 105 show Penelope’s situation is grave and vulnerable .

VOCABULARY

grave (adj ): very serious vulnerable (adj .): open to attack or harm

MATERIALS

The Odyssey, Gillian Cross; Illustrations, Neil Packer, Pages 11, 86–87, 104–105, 171

Prologue Glossary

Handout 19A: Art Vocabulary

Assess and activate prior knowledge by asking this question: “What do you notice about the illustrations of Penelope on pages 11, 86, 105, and 171 of The Odyssey?”

Direct students to the words grave and vulnerable in their Prologue Glossaries Echo Read the words and then define them

grave (adj .): very serious vulnerable (adj .): open to attack or harm

Tell students that the illustrations in The Odyssey convey information about the characters, settings, and events . Explain that some of the art elements, or parts of the artwork, show grave situations in which characters are vulnerable, or in danger .

Introduce the Learning Goal: Summarize the important ideas in an excerpt from The Odyssey

Explain that looking at illustrations and the accompanying text will help students understand more about art elements and this monomyth . Tell students this work prepares them to write an explanatory essay and a narrative scene about an illustration .

TEACHER NOTE

The Prologues for this arc of lessons focus on illustrations as a type of translation that reflects the illustrators’ interpretations and offers additional points of view.

20 MIN.

Read aloud page 86 of The Odyssey while students follow along and view the illustration Model fluent reading by emphasizing effective phrasing. Repeat words students may need help pronouncing . Explain that suitors are the men who want to marry Penelope .

Echo Read the first paragraph. Explain that the horizon is the line in the distance where the earth or sea seems to meet the sky Explain that loyal means “showing complete and constant support ”

Ask: “What is going on in this scene?”

Listen for these essential understandings:

ƒ Penelope is still waiting and watching for Odysseus to come home.

ƒ People are talking about Penelope’s beauty and if she will marry another man.

ƒ Penelope is determined to wait for Odysseus, at least until their son is a man. She is loyal.

Direct students to Handout 19A. Define the terms background, color, line, pose, and shape . Remind students that these art elements convey information about a text .

Ask: “What do you notice about the background and colors?”

ƒ Everything is just one color against a simple background.

ƒ Penelope seems to blend in with the background.

Highlight that the artist chose to use one dark color . Ask: “Does this make the illustration seem fun or serious?”

ƒ The plain brown color makes the image appear serious.

Ask: “Why do you think the artist made it look like Penelope is blending into the background?”

ƒ Maybe the artist feels like Penelope wants to be invisible to others while she waits for Odysseus.

Ask: “How can we use the words grave and vulnerable to describe this illustration?”

ƒ The colors show us that Penelope is feeling grave and vulnerable without Odysseus.

Explain the art term silhouette on Handout 19A by directing students’ attention to the dark figure of Penelope against the light background

Ask: “What do you notice about the lines, poses, and shapes in this illustration?”

ƒ There are long lines on the stones.

ƒ Penelope’s pose shows that she is looking out at the water. She is holding her head up with her hand.

ƒ The round shapes in the sky look like puffs of trees or clouds. The curved shapes at the bottom seem to show waves of water.

Instruct students to Think–Pair–Share: “How do the art elements of line, pose, and shape help us understand what is happening to Penelope?”

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas . Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ The long lines of the stones show that Penelope is in a high place—set far apart from everyone. She is all alone. This high place also gives Penelope a good view of the ocean.

ƒ Penelope’s pose shows that she is tired. She has been waiting a long time.

ƒ The curved shapes of the waves look like they could be stormy and dangerous. This may show how vulnerable Penelope is, what she is hiding from, or what may be coming.

Direct students to page 105 in The Odyssey. Read aloud the first two paragraphs. Model fluent reading by emphasizing effective phrasing . Repeat words students may need help pronouncing .

Explain that grudgingly means that the suitors do not want to accept Penelope’s excuse that she must finish her weaving before marrying again, but they do anyway—for now. Emphasize that Odysseus is not the only one facing dangers because Penelope is also in a grave, vulnerable place .

Explain that a shroud is a cloth that is wrapped around a body at a funeral . Tell students Penelope is making a shroud because Odysseus’s father is old and will probably die soon Reinforce that making the shroud also gives Penelope an excuse to make the suitors wait . Explain that a loom is a frame that holds the cloth while a person weaves, or joins, the threads together .

SCAFFOLD Display images of unfamiliar terms, such as an old-fashioned loom and the process of weaving. Invite a student to act out what Penelope is doing.

Pair students . Assign pairs an art element: background and color, line, pose, or shape . Instruct pairs to focus on the art element to describe how the illustrations on pages 104 and 105 show Penelope’s grave, vulnerable situation .

Instruct pairs to prepare a response . To encourage students to practice using this lesson’s vocabulary words, model a response with these sentence frames: “The art element of shows Penelope is in a grave and vulnerable situation because ”

✔ Students share how the illustrations on pages 104 and 105 show Penelope’s situation is grave and vulnerable

Listen for these essential understandings:

ƒ The art element of a plain background shows the emptiness around Penelope. There’s just one color in the image, and it’s brown. There are no other people or things. Penelope is in a grave and vulnerable situation because she is alone. She is hiding from the suitors.

ƒ The art element of line shows a very long rectangle. It could be the cloth or the loom or something else. The illustration on page 104 shows the shroud hanging down that Penelope is weaving. But on page 105, she looks like she’s on top of another tall place, alone and removed. Penelope is in a grave and vulnerable situation because she’s still waiting and watching for Odysseus.

ƒ The art element of pose shows Penelope’s head turned down slightly but still watching for Odysseus. Her hand is busy weaving or undoing the weaving. She looks sad but is trying to remain hopeful. Penelope is in a grave and vulnerable situation because she has been waiting a very long time.

ƒ The art element of shape shows a hard, long rectangle on page 105 that shows how separated Penelope is from everyone else. The art element of shape on page 104 shows the lines of the shroud and the frame of the loom. It’s interesting that the rectangle shape is divided into two illustrations. Penelope is in a grave and vulnerable situation because as time passes, she feels more and more alone.

TEACHER NOTE

You may encourage students to compare the illustrations on pages 86 and 87 with those on pages 104 and 105. You may also contrast these monochromatic silhouettes with the colorful illustrations of Penelope and Odysseus on pages 11, 156, and 171 to highlight the different moods of the images.

PROLOGUE TO LESSON 24: AT A GLANCE

Focusing Question: How do translations of The Odyssey and Ramayana expand our understanding of these texts?

SUMMARY

Students deconstruct an excerpt and analyze an illustration from Ramayana . By focusing on word choice, figurative language, and art elements, students deepen their understanding of complex language. This work prepares students to discuss how art elements reveal information about characters, settings, and events in Lesson 24 .

LEARNING GOAL

Analyze the language and art elements in an excerpt from Ramayana .

✔ Share how an illustration on pages 115 through 117 of Ramayana shows a valiant or jubilant scene

VOCABULARY

jubilant (adj .): very happy valiant (adj .): very brave

MATERIALS

Ramayana: Divine Loophole, Sanjay Patel, Pages 28, 43, 115–117

Prologue Glossary

Prologue Handout 24A: Excerpt from Ramayana

Handout 19A: Art Vocabulary (optional)

Assess and activate prior knowledge by posing this question: “What do you notice about the illustrations of Sita on pages 28, 43, and 115 through 117 of Ramayana?”

Direct students to the words jubilant and valiant in their Prologue Glossaries Echo Read the words and then define them

jubilant (adj .): very happy valiant (adj .): very brave

Remind students that both text details and illustrations can reveal characters’ feelings or qualities, such as jubilant or valiant . Highlight the -ant suffix of these words. Explain that many adjectives— or words that describe people, places, and things—have this ending . Remind students of other examples from the module, such as triumphant .

Introduce the Learning Goal: Analyze the language and art elements in an excerpt from Ramayana .

Explain that studying a text excerpt and illustrations will help students understand more about art elements and this monomyth Tell students this work prepares them to write an explanatory essay and a narrative scene about an illustration .

Learn

20 MIN.

Direct students to pages 115 through 117 of Ramayana . Read aloud page 117 while students follow along and view the illustrations. Model fluent reading by emphasizing effective phrasing. Repeat words students may need help pronouncing

Ask: “What is happening in this scene?”

Listen for these essential understandings:

ƒ After Sita is set free, Rama does not receive her right away because he questions her honor.

ƒ Sita bravely walks into a fire to prove her honor.

ƒ The fire god Agni appears and tells Rama that Sita is perfect and that her honor should not be questioned.

ƒ Rama apologizes to Sita, and she forgives him. They are reunited.

Direct students to Prologue Handout 24A . Echo Read the excerpt .

Explain that extinguished means that the fire was put out or stopped. Instruct students to underline the word extinguished and to write fire stopped in the right-hand column

Choral Read the first two lines of the excerpt. Ask: “What do you notice about the words final, flames, and fire?”

ƒ All the words start with the sound /f/.

Explain that the repetition of the /f/ sound is called alliteration . Tell students that authors use this device to make words flow together. Instruct students to circle the three instances of the letter f and write alliteration in the right-hand column .

Ask: “How is this part of the sentence related to the word valiant?”

ƒ This part of the sentence shows how dangerous the scene is and how valiant, or brave, Sita is in the flames of the fire.

Choral Read the last two lines of the excerpt Ask: “What do you think radiantly means? How is this related to the word jubilant?”

Pair students. Instruct students to briefly respond .

Listen for these essential understandings:

ƒ I think radiantly means “brightly.” The text says she looks like a jewel, and jewels are shiny. In the illustrations, Sita looks like she is glowing.

ƒ I think radiantly means Sita looks beautiful. Jewels are beautiful, and Sita looks beautiful in the illustration.

ƒ I think radiantly and jubilant are both related to being and looking happy.

Instruct students to underline the word radiantly and write brightly in the right-hand column. Explain that radiantly is an adverb because it describes an action—how Sita is glowing Emphasize that adverbs often end in -ly, just as adjectives often end in -ant .

SCAFFOLD Display a jewel or an image of a jewel that shines brightly.

Ask: “Is Sita really a jewel? What kind of language is this?”

Listen for these essential understandings:

ƒ Sita is not a real jewel.

ƒ This is figurative language. It is a simile that uses the word as to compare Sita to a jewel.

ƒ Sita looks like a jewel because she is glowing radiantly, or brightly. She looks jubilant, or happy.

Explain that the word as is similar to the word like and that both are used in similes to make comparisons Instruct students to underline the phrase as a jewel and write simile in the righthand column .

SCAFFOLD Provide more examples of similes, displaying images as needed.

Instruct students to Think–Pair–Share: “How does an illustration on pages 115 through 117 show a valiant or jubilant scene?”

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

Tell pairs to choose one illustration, one art element, and one vocabulary word for their response Direct students to Handout 19A for a review of art elements as needed

To encourage students to practice using this lesson’s vocabulary words, model a response with these sentence frames:

“On page 115, the art element of shows a valiant scene because . ”

“On pages 116 and 117, the art element of shows a jubilant scene because ”

✔ Students share how an illustration on pages 115 through 117 shows a valiant or jubilant scene . Facilitate a whole group discussion . Listen for these essential understandings:

ƒ On page 115, the art elements of background and color show a valiant scene because Sita bravely stands alone in the flames of the fire. The background is light, but Sita’s figure is dark. She looks serious. This is similar to the silhouette of Penelope.

ƒ On page 115, the art element of line shows a valiant scene because the curved lines of the flames look dangerous. Sita’s hands are held in prayer as she faces the fire. The lines of her veil seem to form a protective boundary around her and make her look powerful like a goddess.

ƒ On page 115, the art element of pose shows a valiant scene because Sita calmly stands alone in the center of the fire. She does not run away or hide.

ƒ On page 115, the art element of shape shows a valiant scene because the flames are all around Sita.

ƒ On pages 116 and 117, the art elements of background and color show a jubilant scene because Sita and Rama are back together and everyone is happy. There are many colors in the image, and Sita looks radiant, glowing like a jewel.

ƒ On pages 116 and 117, the art element of line shows a jubilant scene because Sita and Rama are bending toward each other. The lines of Sita’s hand and Rama’s head come together, just like the lines of Sita’s foot and Rama’s hand.

ƒ On pages 116 and 117, the art element of pose shows a jubilant scene because Sita and Rama face each other as they reunite. The characters in the background are happily dancing.

PROLOGUE TO LESSON 27: AT A GLANCE

Focusing Question: How do translations of The Odyssey and Ramayana expand our understanding of these texts?

SUMMARY

Students experiment with narrative techniques to complete a shared writing of a narrative scene . They develop an understanding of the structure and purpose of narrative writing This work prepares them to write a narrative scene in Lesson 27 .

LEARNING GOAL

Write a shared narrative scene about an illustration .

✔ Write one sentence of inner monologue to conclude a paragraph from Penelope’s point of view .

VOCABULARY

point of view (n ): perspective; the literary voice of the narrator that tells the story

MATERIALS

The Odyssey, Gillian Cross; Illustrations, Neil Packer, Pages 104–105

Prologue Glossary

Handout 14A: Narrative Techniques (optional)

Prologue Handout 27A: Narrative Scene from Penelope’s Point of View

Assess and activate prior knowledge by asking this question: “What narrative techniques have we learned about?” Refer students to Handout 14A as needed .

Listen for these essential understandings:

ƒ We’ve learned about dialogue, which is what the characters say to each other.

ƒ Inner monologue is what the characters think.

ƒ Narration is the voice that tells the story.

Direct students to the term point of view in their Prologue Glossaries . Echo Read the term and then define it .

point of view (n ): perspective; the literary voice of the narrator that tells the story

Instruct students to make a T-chart next to the term point of view in their Prologue Glossaries . Tell students to label the columns First Person and Third Person .

Explain that the monomyths Ramayana and The Odyssey are written in third person point of view, which means the narration, or voice that tells the story, does not come directly from one of the characters . Tell students that, when the narrator describes the characters (including the narrator), the pronouns he, she, him, her, they, and them are used . Instruct students to record these pronouns in the Third Person column

Explain that, if the narration were in first person point of view, the pronouns would include I, me, or my to reflect the point of view of the character telling the story. Instruct students to record these pronouns in the First Person column .

SCAFFOLD

Display excerpts of the same story told from first person point of view and third person point of view. Circle the pronouns that show first and third person point of view.

Introduce the Learning Goal: Write a shared narrative scene about an illustration .

Explain that students will experiment with point of view and the narrative techniques of narration, dialogue, and inner monologue to prepare to write narrative scenes for the Focusing Question Task and End-of-Module Task .

Learn

20 MIN.

Direct students to page 105 of The Odyssey . Instruct students to examine the illustration and follow along as you read the second paragraph .

Highlight that the paragraph is written in a third person narrator’s point of view, which describes what Penelope is doing .

Direct students to Prologue Handout 27A. Explain that this is the first paragraph of a narrative scene based on the illustration on pages 104 and 105. Remind students that the first paragraph sets the scene and provides context for the reader about what is happening and where

Read aloud the narrative paragraph . Explain that the underlined word hostile means “intending to cause harm . ” Tell students this word is from the list they will choose from for their Focusing Question Task

Ask: “How is the paragraph on the handout different from the text on pages 104 and 105?”

Pair students . Instruct pairs to share briefly .

Listen for these essential understandings:

ƒ The paragraph on the handout is written from the first person point of view. I can tell this because the handout uses the words I and my instead of she and her to refer to Penelope.

ƒ On the handout, the narration is from Penelope’s point of view as a character. In the book, the narration is in third person point of view—not from one of the characters.

ƒ The handout includes some things that are not described the same way in the book.

Explain that, when changing a scene’s point of view, a writer can use their imagination for parts of the scene . Emphasize that the main characters, settings, and events should remain the same but the writer can creatively imagine what a character may think or say from their point of view .

Highlight the last sentence .

Ask: “Is this sentence dialogue or inner monologue? How do you know?”

Listen for these essential understandings:

ƒ The sentence in italics is inner monologue.

ƒ The sentence shows what Penelope is thinking. She isn’t saying the words aloud to someone who is there—like the words she says to the suitors, which is dialogue in quotation marks.

SCAFFOLD

Compare the word parts in monologue and dialogue to help students understand the difference. Mono- means “one” and dia- means “across.” The word part -logue is used in words related to speaking.

Explain that inner monologue is often a question that the character wonders . Emphasize that narration comprises all the words that are not dialogue or inner monologue .

Tell students they will now work together to write a second paragraph for this scene .

Think aloud about the first sentence: “Penelope mentions how tired she is of weaving and waiting. I think I could say something next about how long the days feel to her—and maybe the nights too, since we know from the text that she is up all night undoing the weaving from that day ”

Record this sentence to begin the second paragraph: “The days are long, but the nights are even longer . ” Instruct students to copy the sentence onto their handouts .

Ask: “What descriptive word could we use to express how Penelope may feel during the long nights, like the words alone and afraid from the first paragraph?” Prompt students to think about the action Penelope performs each night .

Record students’ responses to write a second sentence: “I am determined to never finish this shroud ” Highlight again the pronoun I that shows the first person point of view

Instruct students to Think–Pair–Share: “How could we use the word ramifications in the next sentence?” Remind students that ramifications are consequences, or the effects caused by something. Tell students they may choose to use this word in the End-of-Module Task narrative scene

Give students one minute to silently think . Next form pairs and instruct students to discuss their ideas . Then facilitate a whole group discussion . Listen for these essential understandings:

ƒ If I finish this shroud, the ramifications will not be good.

ƒ If I get caught undoing the threads, I am afraid of the ramifications.

ƒ If Odysseus never returns, I don’t want to think about the ramifications.

Record a sentence that the class agrees upon . Instruct students to add it to their handouts .

Prompt students to imagine Penelope’s point of view to describe the scene in her room at night Record another collaboratively composed sentence: “Every night, I stare out into the black sea and try not to feel hopeless . ”

SCAFFOLD

To support students in continuing the narrative while maintaining Penelope’s point of view, provide these sentence frames: Every night I . I feel so . I worry about

Land

5 MIN.

Tell students they will now write the last sentence of the second paragraph on their own . Explain that they will write one line of inner monologue . Prompt students to refer to the last sentence of the first paragraph as an example of something the character is thinking

✔ Students write one sentence of inner monologue to conclude a paragraph from Penelope’s point of view .

Instruct students to share their sentences Facilitate a whole group discussion Encourage students to use the vocabulary term point of view by modeling a response . Instruct students to record one idea they can use in their narrative scene for the Focusing Question Task .

TEACHER NOTE

Consult the Prologue Handout 27A answer key for a sample inner monologue sentence to end the second paragraph. You may also instruct students to discuss what they could write for a third paragraph as a conclusion to the scene. Use collective responses to construct a final paragraph together.

PROLOGUE TO LESSON 28: AT A GLANCE

Focusing Question: How does the monomyth genre persist in and influence the stories we tell?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing hero and ally archetypes, which prepares them to plan the ally character for their own monomyths in Lesson 28 .

LEARNING GOAL

Rehearse a discussion of hero and ally archetypes related to a narrative writing piece .

✔ With a partner, discuss the hero and ally for your own monomyth .

VOCABULARY

ally (n ): one who supports and helps another hero (n .): the main character in a story who has a challenging adventure that tests them and results in a change

MATERIALS

Prologue Glossary

Prologue Talking Tool

Assess and activate prior knowledge by asking these questions:

“What allies, or helpers, did we meet in Ramayana and The Odyssey?”

“Who is your favorite ally from a book, show, or movie?”

Listen for these essential understandings:

ƒ In Ramayana, we met Lakshman, Hanuman, Jatayu, Sugriva, and Jambavan.

ƒ In The Odyssey, we met Hermes, Circe, Ino, King Alcinous, Tiresias, and the Phaeacians.

ƒ My favorite allies include Samwise from Lord of the Rings, Ron and Hermione from Harry Potter, Peeta from Hunger Games, and R2D2 and C3PO from Star Wars.

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

ally (n .): one who supports and helps another hero (n ): the main character in a story who has a challenging adventure that tests them and results in a change

Introduce the Learning Goal: Rehearse a discussion of hero and ally archetypes related to a narrative writing piece .

Explain that discussing hero and ally archetypes will help students understand more about monomyths and prepare them to choose allies for their own monomyths in the End-ofModule Task .

Learn

20 MIN.

Instruct students to Think–Pair–Share: “Why do heroes need allies?”

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

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

ƒ Heroes journey into unfamiliar places and need help to solve problems and survive hard things so they can get back home.

ƒ Heroes face difficult challenges and cannot succeed in their quest on their own.

ƒ Both heroes and allies must be valiant, or brave. It is easier to be brave when you are not alone.

Give students five minutes to brainstorm initial thoughts on the hero and ally for their monomyths

Provide these sentence frames for students to use in their planning:

Model how to complete the sentence frames by using a familiar hero and ally from Ramayana , The Odyssey , or another well-known story.

Instruct students to find a new partner to share their initial planning and receive feedback

Direct students to the Talking Tool . Explain that students can ask for more information and build on others’ ideas by using sentence frames and questions . Echo Read these sentence frames and questions:

What do you mean by ?

Can you give an example?

I hear you say that . This makes me think that . Have you thought about ?

Model how to use one or two of the sentence frames or questions .

Explain that one partner will share ideas by using the sentence frames for the hero and ally and the other partner will respond with feedback by either asking for more information or building on the ideas . Prompt students who are providing feedback to use a question or statement from the Prologue Talking Tool .

Instruct partners to switch roles after three minutes .

Give students two minutes to apply the feedback and make revisions to their initial planning

Land

5 MIN.

✔ With a partner, students discuss the hero and ally for their own monomyth .

Instruct students to find a new partner and share their revised hero and ally planning for their monomyths

Instruct pairs to share ideas with the whole class as time allows . Prompt students to share what they learned from others’ responses and feedback .

TEACHER NOTE

You may replicate some of these routines to help students plan and discuss their mentor and shadow archetypes, the two additional characters required for the End-of-Module Task.

PROLOGUE TO LESSON 32: AT A GLANCE

Focusing Question: How does the monomyth genre persist in and influence the stories we tell?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the shadow archetype and some key stages of the hero’s journey, which prepares them to plan their own monomyths and begin drafting their narrative scenes in Lesson 32 .

LEARNING GOAL

Rehearse ideas related to key monomyth stages .

✔ Rehearse telling one stage of your original monomyth

MATERIALS

Prologue Talking Tool

Prologue Handout 32A: Five Stages of Original Monomyth

Handout 8A: “The Hero’s Journey Outline”

Assess and activate prior knowledge by asking these questions:

“What was the Call to Adventure in Ramayana and The Odyssey?”

“What other examples of Call to Adventure do you know from books, shows, or movies?”

Listen for these essential understandings:

ƒ In Ramayana, the Call to Adventure happens when Rama is commanded to leave his home and he goes with Sita and Laksman to live in the jungle.

ƒ In The Odyssey, the Call to Adventure happens when the kings call on Odysseus to leave his home and go to Troy with his men to fight in a war.

ƒ In Harry Potter and the Sorcerer’s Stone, the Call to Adventure happens when Hagrid comes to get Harry and takes him away to school. In Lord of the Rings, it’s when Frodo is given the task to take the ring away from the Shire.

Ask: “What Call to Adventure might your hero receive in your monomyth?”

Pair students Instruct pairs to share a response to the question

Introduce the Learning Goal: Rehearse ideas related to key monomyth stages .

Explain that discussing the key stages will help students understand more about monomyths and prepare them to write their own monomyths and narrative scenes in the End-of-Module Task

20 MIN.

Direct students to Handout 8A . Read aloud these monomyth stages and their descriptions:

The Call to Adventure

Meeting with the Mentor Tests, Allies, and Enemies

The Ordeal

The Return with the Elixir

Explain that students will include these stages in their monomyths

TEACHER NOTE

To simplify the planning process, this lesson removes the choice of the final stages.

Direct students to Prologue Handout 32A . Explain that this graphic organizer will help students plan their original monomyths .

Direct students to the Call to Adventure row Read aloud the guiding questions: “What strange event happens to the hero? What adventure do they go on?”

Instruct students to write ideas on the handout .

Pair students . Instruct pairs to rehearse the Call to Adventure stage of their myths .

Direct students to the Prologue Talking Tool . Explain that students can ask for more information by using a sentence frame and question . Echo Read this sentence frame and question:

What do you mean by ?

Can you give an example?

SCAFFOLD

To facilitate storytelling, provide these sentence frames: In the beginning, something strange happens when . The hero decides to . Model a response.

Instruct students to add notes to their handouts based on their conversations .

Direct students to the Meeting the Mentor and Tests, Allies, and Enemies rows . Read aloud the guiding questions .

Instruct students to write ideas on the handout .

Pair students . Instruct pairs to rehearse these stages of their myths . Prompt students to refer to the Talking Tool to ask for more information Instruct students to add notes to their handouts based on their conversations

Direct students to the Ordeal and Return with the Elixir rows . Read aloud the guiding questions .

Instruct students to write ideas on the handout

Pair students . Instruct pairs to rehearse these stages of their myths . Prompt students to refer to the Talking Tool to ask for more information . Instruct students to add notes to their handouts based on their conversations .

5 MIN.

Instruct students to review their notes and identify the most exciting stage of their monomyths

Pair students . Instruct pairs to take turns telling one stage of their monomyths .

✔ Students rehearse telling one stage of their original monomyths .

Instruct pairs to share what aspects of their story made it exciting .

Appendix A: Prologue Module 2

Handouts

Prologue Handout 9A

Stages and Events in The Odyssey

Phase 1: The Departure

Ordinary World

Call to Adventure

Meeting with the Mentor

Crossing the Threshold

Rama leaves home and goes into the jungle .

Agastya gives Rama a magic bow and arrow.

Rama lives in the capital city with his brothers and loving father . He likes nature and animals .

Kaikeyi demands that Rama leave the kingdom.

Vishvamitra trains Rama and gives him advice.

Phase 2: The Initiation

Tests, Allies, and Enemies

Approach

The Ordeal

The Reward

Soorpanaka tricks Rama. Ravana’s army attacks Rama, who beats the army with his golden arrow .

Maricha tricks Rama and Sita . Ravana kidnaps Sita . Jatayu tries to help but is killed .

Rama and his allies search for Sita . Hanuman finds Sita and destroys Ravana’s palace .

Rama crosses the ocean to fight Ravana’s army . Lakshman is hurt, but Hanuman saves him .

Ravana challenges Rama to a duel .

Ravana and Rama fight . Rama uses his wisdom and golden arrow to defeat Ravana .

Sita is free . Rama humbles himself and apologizes, and they are reunited .

Phase 3: The Return

The Road Back The Resurrection

Return with the Elixir

Rama and Sita are crowned king and queen .Their reign is long and peaceful .

Rama starts the journey home with Sita and Lakshman .

Rama, Sita, and Lakshman are in the kingdom .

Excerpt from The Odyssey

Sentence Parts

Analysis “Miserable wretch!” he bellowed .

“Do you think you’ve escaped my anger? See what happens to those who offend Poseidon!”

From page 110 of The Odyssey

Date

Prologue Handout 17A

Stages, Events, and Themes in The Odyssey Stage Events

Phase 1: The Departure

1 . The Ordinary World Odysseus lives in Ithaca with his wife, Penelope, and their baby son .

Class

Theme(s) Related to Arête

2 . The Call to Adventure

The king of Sparta calls Odysseus to go to war .

3 . Refusal of the Call Odysseus does not follow the call right away . The kings of Greece have to convince him .

4 . Meeting with the Mentor Athena, the goddess of wisdom, gives Odysseus advice and helps him deal with Zeus, humans, and other characters .

5. Crossing the Threshold

Odysseus crosses the threshold when he leaves Ithaca and also when he starts his journey back .

Phase 2: The Initiation

6 . Tests, Allies, and Enemies

Odysseus faces many tests on his way home from Troy .

Odysseus gets help from many allies, including Hermes, Circe, Ino, King Alcinous, Tiresias, and the Phaeacians .

Odysseus faces many enemies, including Polyphemus the Cyclops, Poseidon, Calypso, the Sirens, Scylla, Charybdis, and Circe .

7 . Approach

Odysseus must face his worst fear, the Underworld, with help from Circe .

8 . The Ordeal Odysseus faces Poseidon and almost dies . He overcomes the ordeal with help from Ino .

9 . The Reward Odysseus gets bronze and silver swords from the Phaeacians . He also receives care and a ship to travel home .

Phase 3: The Return

10 . The Road Back Poseidon follows Odysseus on his way home and punishes the Phaeacians for helping him .

11 . The Resurrection Odysseus arrives home and disguises himself as an old beggar so he can form a plan to remove the suitors .

12 . Return with the Elixir Odysseus, Penelope, and Telemachus are finally together after the suitors are removed and Odysseus passes Penelope’s test .

Name Date

Handout 24A

Prologue

Excerpt from Ramayana

Sentence Parts

Analysis With this final word, the flames and the fire god were extinguished, and Sita was delivered back to Rama

glowing radiantly as a jewel .

From page 117 of Ramayana

Prologue Handout 27A

Narrative Scene from Penelope’s Point of View

I am so tired of weaving and waiting . All day, every day, I’m in my room, working on this shroud . At least it keeps me away from all those hostile suitors . Many days ago, I told them, “I can’t remarry until I have finished the shroud for Odysseus’s dying father . ” As I work, I desperately watch for Odysseus’s ship . I feel so alone and afraid, but I have to be strong for Telemachus . Are you out there, Odysseus?

Handout 32A

Five Stages of Original Monomyth

What happens in this stage of your story? Call to Adventure

Monomyth Stage

What strange event happens to the hero? What adventure do they go on? Meeting with the Mentor

Who is the mentor? How does the hero meet the mentor?

Tests, Allies, and Enemies

What tests and enemies does the hero face? How do the allies help? The Ordeal

What life-or-death situation does the hero face? How do they beat the shadow?

The Return with the Elixir

What happens when the hero returns home? Does the hero return with a treasure?

Appendix B: Prologue Module 2

Answer Keys and Suggested Student Responses

Prologue Handout 9A

Stages and Events in The Odyssey

Phase 1: The Departure

Ordinary World

Call to Adventure

Meeting with the Mentor

Crossing the Threshold

Rama leaves home and goes into the jungle .

Agastya gives Rama a magic bow and arrow.

Rama lives in the capital city with his brothers and loving father . He likes nature and animals .

Kaikeyi demands that Rama leave the kingdom.

Vishvamitra trains Rama and gives him advice.

Phase 2: The Initiation

Tests, Allies, and Enemies

Approach

The Ordeal

The Reward

Soorpanaka tricks Rama. Ravana’s army attacks Rama, who beats the army with his golden arrow .

Maricha tricks Rama and Sita . Ravana kidnaps Sita . Jatayu tries to help but is killed .

Rama and his allies search for Sita . Hanuman finds Sita and destroys Ravana’s palace .

Rama crosses the ocean to fight Ravana’s army . Lakshman is hurt, but Hanuman saves him .

Ravana challenges Rama to a duel .

Ravana and Rama fight . Rama uses his wisdom and golden arrow to defeat Ravana .

Sita is free . Rama humbles himself and apologizes, and they are reunited .

Phase 3: The Return

The Road Back

The Resurrection

Return with the Elixir

Rama and Sita are crowned king and queen .Their reign is long and peaceful .

Rama starts the journey home with Sita and Lakshman .

Rama, Sita, and Lakshman are in the kingdom .

Grade 6, Module 3

Narrating the Unknown

Table of Contents

INSTRUCTION

Focusing Question 1: How do the settlers respond to the challenges of their journey to the unknown?

Focusing Question 2: Who has the greatest impact on Samuel’s development during his time in Jamestown?

Focusing Question 3: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

Focusing Question 4: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Module Summary

“And suddenly I could see a pattern of graves, side by side, one after another, reminders of the people who had lived and worked on the land around me. Who were they, and what were their lives like?”

—Sally M Walker, Written in Bone

How did the struggle for power shape the settlement of the New World? What factors led to the near extinction of the Jamestown colony? How can science help us understand the mysteries of this time period?

These questions and others shape students’ inquiry as they explore Blood on the River, Written in Bone and other texts about the Jamestown colony in Module 3 . Learning begins with Blood on the River, a lively, engaging work of historical fiction that introduces the harsh realities of colonization through the eyes of the obstinate, tougher-than-nails protagonist Samuel Collier . As one of the younger settlers in the New World, Samuel learns the power of connection and compassion despite—or perhaps because of—the cutthroat and hostile environment that defines the settlement. Told from Samuel’s perspective, the novel includes the stories of several historical figures, such as Captain John Smith and the legendary Pocahontas, and depicts the New World as a place where love, faith, and camaraderie became valuable methods for sustenance and survival, more so than combat, conquest, and rigid social classification.

At the same time, the novel does not shy away from the internal and external battles for power during this time Students learn that democracy in the New World was not born from a desire for universal equality but from internecine power struggles The colonists’ exploitative, disingenuous, and violent treatment of the Powhatan tribe is a central storyline, and the novel tracks the demise of the Native Americans as well as the settlers . Students complete their work with the novel by examining a speech by Chief Powhatan and deciding whether the accusations he makes about the colonists are warranted given their portrayal in Blood on the River .

Written in Bone, the second anchor text, tells a different kind of story about Jamestown written through the lens of forensic anthropology. With her detailed scientific account of the excavation of two colony sites, Sally M . Walker shows how excavation can uncover unprecedented knowledge about a lost culture; the analysis of soil samplings, disintegrated artifacts, and skeletal remains pieces together a string of fascinating clues that shed light on who these colonists were and how they lived and died almost four hundred years ago. The text details scientific procedures and archaeological methods while offering a fascinating account of how history can be extracted from the smallest of artifacts or bone . Donning the detective’s cap, Walker approaches history as a mystery, and proves her case that the study of archaeology is riveting and can exhume a gem of a story. Students incorporate ideas from both of these worlds—the vivid historical fiction of Blood on the River and the engaging scientific discoveries of Written in Bone—to better understand the challenges faced by those in the Jamestown colony .

Throughout the module, students continue to gather ideas about the elements contributing to Jamestown’s disastrous beginnings, leading them toward their ultimate argument: Were social or

environmental factors to blame for Jamestown’s fate? Students study arguments in context, looking at Jeffery Sheler’s article “Rethinking Jamestown” as both a model of argumentative writing and as another perspective on what recent scientific research has revealed about the true experiences of Jamestown settlers Complementing the module’s craft work and texts, the concept of observation is explored through the ideas of art historian, Amy Herman, challenging students to fine-tune their observation skills as they develop a claim about this time period as well as understand the importance of careful perception by those working to construct the story of Jamestown’s history . In addition, students conduct self-directed, informal research to learn more about an aspect of the colonization of Jamestown that interests them. Presenting this research to peers gives all students a chance to deepen their understanding of the conflicts that tested the colony’s ability to thrive.

Finally, students complete an End-of-Module (EOM) Task . Incorporating all that they’ve learned about Jamestown’s struggles, students compile their evidence and evaluate which factors most significantly impacted the colony’s development and decline. In this culminating argumentative writing assignment, students support their claim with clear reasoning, incorporating relevant evidence and elaboration to create a compelling argument . This essay incorporates understandings built across genres, assessing the forces—both internal and external—that brought the near demise of the Jamestown colony While some things will forever remain unknown about this period in American history, the story Jamestown tells about power and conflict is one that is relevant and familiar today .

Essential Question

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

Suggested Student Understandings

ƒ History, or historical truth, is not fixed or static; there are always additional, important stories and new ways of interpreting the past that can enrich our collective historical understanding .

ƒ Historical fiction helps to illuminate historical truth, depicting real people and events from the past grounded in research but also enhanced by word choice, descriptive detail, and narrative techniques like dialogue

ƒ The Jamestown colony developed from internal conflicts in belief systems, social class tensions, and disparate responses to the unknown rather than from united agreement among the colonists .

ƒ Daily life in Jamestown was impacted not only by social factors but also by environmental factors that further challenged and impacted the early settlers .

ƒ Science contributes to and expands historical truth

ƒ Writers use clear reasons, relevant evidence, and credible sources to build arguments that support a claim

Introduction

In Module 3, Wit & Wisdom Prologue™ lessons focus on helping students deepen their understanding of the social and environmental factors that threatened the colony of Jamestown

ƒ Reading Prologue lessons support comprehension of a historical fiction text and several informational texts that exhibit social and environmental factors affecting Jamestown . These accounts, including new scientific discoveries, help students decide which factors were the most threatening

ƒ Writing Prologue lessons provide students with opportunities to practice writing the parts of an argument essay . Students also focus on point of view and transitional words that form relationships between ideas .

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with creating and revising their own claim and argument for their End-of-Module Task .

ƒ Language Prologue lessons guide students to analyze complex sentences, focusing on figurative language, point of view, and transition words in an argument. Students also examine how a concluding sentence in a speech is supported by reasons and evidence

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

English Language Development (ELD) Standards

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

Prologue Module 3 Learning

Reading Prologue lessons support comprehension of a historical fiction text and several informational texts that exhibit social and environmental factors affecting Jamestown. These accounts, including new scientific discoveries, help students decide which factors were the most threatening.

WIDA Standards

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

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

ELD-LA.6-8.Argue.Interpretive Multilingual learners will interpret language arts arguments by ƒ identifying and summarizing central idea distinct from prior knowledge or opinions.

ELD-LA.6-8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by

ƒ identifying and/or summarizing main ideas and their relationship to supporting ideas and

ƒ analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors.

ELP Standards

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

Standard 6: An ELL can analyze and critique the arguments of others orally and in writing.

Writing Prologue lessons provide students with opportunities to practice writing the parts of an argument essay. Students also focus on point of view and transitional words that form relationships between ideas.

ELD-LA.6-8.Argue.Expressive

Multilingual learners will construct language arts arguments that

ƒ introduce and develop claim(s) and acknowledge counterclaim(s);

ƒ support claims with reasons and evidence that are clear, relevant, and credible;

ƒ establish and maintain formal style; and

ƒ logically organize claim(s) with clear reasons and relevant evidence; offer a conclusion.

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

Standard 4: An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

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

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

Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars and to receive additional support with creating and revising their own claim and argument for their End-ofModule Task.

ELD-SI.4-12.Argue

Multilingual learners will

ƒ generate questions about different perspectives;

ƒ support or challenge an opinion, premise, or interpretation;

ƒ clarify and elaborate ideas based on feedback;

ƒ evaluate changes in thinking, identifying trade-offs; and

ƒ refine claims and reasoning based on new information or evidence

Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

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

Standard 4: An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

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

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

Language Prologue lessons guide students to analyze complex sentences, focusing on figurative language, point of view, and transition words in an argument. Students also examine how a concluding sentence in a speech is supported by reasons and evidence.

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

ELD-LA.6-8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by ƒ evaluating the impact of author’s key word choices over the course of a text.

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

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

Module Map

Prologue to Lesson # Lesson Type Summary

Learning Goal

Focusing Question 1: How do the settlers respond to the challenges of their journey to the unknown?

1 Reading Students practice fluently reading an epigraph from Blood on the River. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss epigraphs, how they are used as a structure in this text, and how the text title connects to the epigraph in Lesson 1.

5 Language Students deconstruct a sentence from Blood on the River. By focusing on word choice and figurative language, students deepen their understanding of complex language. This work prepares students to discuss and write about factors that affected Jamestown in Lesson 5.

8 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing Samuel’s point of view about the factors affecting Jamestown, which prepares them to discuss and write about these factors in Lesson 8.

Analyze what the cover and first epigraph of Blood on the River reveal about the story.

Analyze how a sentence from Blood on the River reveals factors that affected Jamestown.

Rehearse a discussion related to Samuel’s point of view about a social or an environmental factor.

Focusing Question 2: Who has the greatest impact on Samuel’s development during his time in Jamestown?

9 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the social and environmental factors that threatened Jamestown, which prepares them to participate in a Socratic Seminar in Lesson 9.

11 Writing Students examine a model claim and two supporting paragraphs. They develop an understanding of the structure and purpose of argument writing. This work prepares them to analyze and discuss an argument exemplar in Lesson 11.

Rehearse a claim related to the upcoming Socratic Seminar.

Analyze the purpose and importance of claims, reasons, evidence, and elaboration in argument writing.

14

Reading Students practice fluently reading an excerpt from Blood on the River. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss character development and plot in Lesson 14.

Analyze how characters interact to impact each other in an excerpt from Blood on the River

Focusing Question 3: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

17 Language Students deconstruct a sentence from “Address to Captain John Smith.” By focusing on perspective and word choice, students deepen their understanding of complex language. This work prepares them to discuss Chief Powhatan’s argument in Lesson 17.

19 Writing Students examine a model argument essay. They develop an understanding of the structure and purpose of argument writing. This work prepares them to write an argument essay in Lesson 19.

Analyze an excerpt from “Address to Captain John Smith” by Chief Powhatan.

Describe the purpose and importance of the introduction and conclusion in argument writing.

Focusing Question 4: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

21 Reading Students practice fluently reading excerpts from “Rethinking Jamestown.” They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the article in Lesson 21.

31 Reading Students closely read excerpts from Blood on the River and Written in Bone. They answer text-dependent questions to develop an understanding of the texts. This work prepares students to write about the texts’ portrayal of Richard Mutton in Lesson 31.

Summarize the important ideas in “Rethinking Jamestown.”

Summarize the important ideas in Blood on the River and Written in Bone.

Focusing Question 5: How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

34 Writing Students examine a model argument essay. They develop an understanding of the structure and purpose of transition words. This work prepares them to discuss argument writing in Lesson 34.

35 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the social and environmental factors that threatened Jamestown, which prepares them to plan their argument essays in Lesson 35.

Analyze the purpose and importance of transition words in argument writing.

Rehearse evidence related to the social and environmental factors that threatened Jamestown.

Talking Tool

Talking Tool

Share What You Think

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

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

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

Can you give an example?

How does that relate to ?

Build on Others’ Ideas

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

PROLOGUE TO LESSON 1: AT A GLANCE

Focusing Question: How do the settlers respond to the challenges of their journey to the unknown?

SUMMARY

Students practice fluently reading an epigraph from Blood on the River. They answer text-dependent questions to develop an understanding of the text This work prepares students to discuss epigraphs, how they are used as a structure in this text, and how the text title connects to the epigraph in Lesson 1 .

LEARNING GOAL

Analyze what the cover and first epigraph of Blood on the River reveal about the story .

✔ Discuss how the book title and epigraph are connected .

VOCABULARY

epigraph (n ): a relevant quote located at the beginning of a text or chapter prophecy (n .): a statement about something in the future

MATERIALS

Blood on the River, Elisa Carbone

Prologue Glossary

US map and world map (optional)

Direct students to the front cover of Blood on the River. Assess and activate prior knowledge by asking these questions:

“What do you think this story is about?”

“What kind of story do you think this is?”

Listen for these essential understandings:

ƒ I think this story is about Native Americans and maybe some other people. It may be a true story.

ƒ It looks like this story happens in the wilderness near a river.

ƒ The title has the word blood in it, so I think some bad things happen in this story.

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

epigraph (n .): a relevant quote located at the beginning of a text or chapter prophecy (n ): a statement about something in the future

Explain that this story is historical fiction, which means it is based on real people and events. Display the map from the beginning of the book . Explain that the setting of Jamestown is a real place.

TEACHER NOTE

Based on your students’ needs, compare the map in Blood on the River to a modern-day US map of the Jamestown area in Virginia. Highlight the different names, such as the change from Powhatan River to James River.

Tell students that each chapter begins with an epigraph, or a quote Explain that this is part of the story’s structure, or how it is organized. Tell students that the first epigraph they will read together is a prophecy, or a statement about something that is going to happen .

Introduce the Learning Goal: Analyze what the cover and first epigraph of Blood on the River reveal about the story

Explain that studying the cover of Blood on the River and the first epigraph will help students understand the context of this story and prepare them to discuss and write about the text

Read aloud the epigraph on page 1 of Blood on the River while students follow along . Model how to fluently read by emphasizing effective phrasing. Repeat words students may need help pronouncing .

Explain that Chief Powhatan was the leader of the Powhatan, a group of Native Americans who lived near where English settlers set up the colony of Jamestown . Explain that Christian year refers to the calendar the settlers used, which was different from the way the Powhatan kept track of time .

Echo Read the first three sentences, beginning with “In the time” and ending with the second use of “land of the Powhatan . ” Instruct students to mimic your phrasing . Direct students to the map at the beginning of the book . Tell them that the “tribe” from the Chesapeake Bay refers to the settlers who sailed from England to the New World . Explain that longhouses are large buildings where people live

TEACHER NOTE

Based on your students’ needs, show a world map and highlight England as the place where the settlers originated.

Ask: “When do you think the first planting of corn takes place?”

Listen for these essential understandings:

ƒ Corn is planted in the spring.

ƒ The settlers arrived in the New World in the spring.

Tell students that the settlers left England in the winter of 1606 but did not arrive in the New World until the spring of 1607 Explain that back then it took a long time to cross the Atlantic Ocean by ship .

Pair students . Ask: “What two groups of people are described in the epigraph?”

Reinforce that the text describes the Powhatan Native American tribe and the English settlers

Echo Read the fourth through seventh sentences of the epigraph on page 1, beginning with “Three times” and ending with “will rise up . ” Instruct students to mimic your phrasing . Explain that the word victorious shows that the Powhatan won the first battle against the settlers

SCAFFOLD

Explain that victorious is the adjective form of the noun victory and describes the winning side of a competition. Provide examples, such as an Olympic athlete or a school sports team, and model how the word victorious could be used to describe the winners.

Instruct students to Think–Pair–Share: “Why do you think it was prophesied that the Powhatan and settlers would battle, or fight?”

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

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

ƒ I’m not sure why it was prophesied, or why they would fight. Maybe the two groups will have trouble communicating.

ƒ I think the Powhatan will feel threatened by the settlers because they build, hunt, fish, and plant on their land. Maybe the settlers will feel threatened by the Powhatan too.

ƒ Sometimes people are afraid of others who are different from them.

Choral Read the eighth and ninth sentences, beginning with “The second battle” and ending with “strong once more . ”

Ask: “Why do you think Chief Powhatan’s priests told him about these battles in this prophecy?”

Listen for these essential understandings:

ƒ The priests may have wanted him to be prepared for the arrival of the settlers and the battles.

ƒ The prophecy is a warning about something to come.

Instruct students to Partner Read the last two sentences about the third battle, beginning with “The third battle” and ending with “be no more . ” Explain that bloodshed means “the killing of people in a war . ”

Guide students through the Mix and Mingle routine to discuss this question: “How are the title of this book and the epigraph connected?”

To encourage students to practice using this lesson’s vocabulary words—epigraph and prophecy—model responses with these sentence frames: The title of the book and the epigraph both The book title and prophecy both show that

✔ Students discuss how the book title and epigraph are connected .

Listen for these essential understandings:

ƒ The title of the book and the epigraph both use the word blood. I think this refers to people dying or being hurt.

ƒ The book title and prophecy both show that there will be fighting and death in this story.

PROLOGUE TO LESSON 5: AT A GLANCE

Focusing Question: How do the settlers respond to the challenges of their journey to the unknown?

SUMMARY

Students deconstruct a sentence from Blood on the River. By focusing on word choice and figurative language, students deepen their understanding of complex language This work prepares students to discuss and write about factors that affected Jamestown in Lesson 5 .

LEARNING GOAL

Analyze how a sentence from Blood on the River reveals factors that affected Jamestown .

✔ Rewrite a sentence from Blood on the River .

VOCABULARY

environmental (adj ): related to a place or surrounding conditions factor (n.): something that causes or influences an event social (adj .): related to people

MATERIALS

Blood on the River, Elisa Carbone, Page 72

Prologue Glossary

Prologue Handout 5A: Excerpt from Blood on the River

Assess and activate prior knowledge by asking this question: “Which affects you more—the place where you live or the people you spend time with?”

Direct students to the words environmental, factor, and social in their Prologue Glossaries Echo Read the words and then define them

environmental (adj .): related to a place or surrounding conditions factor (n.): something that causes or influences an event social (adj ): related to people

Explain that factors are the things that affect students that are related to where they live or who they spend time with . Tell students they will discuss both environmental and social factors in this module .

Explain that the ways in which students are affected by where they live are examples of environmental factors, such as weather that is cold or rainy much of the year, which may cause students to spend a lot of time inside . Tell students their activities may also depend on whether they live in the country or city .

Tell students that examples of social factors include the ways in which they are affected by the people they spend time with . Explain that spending time with a person who cooks a lot may help students learn how to cook . Tell students they may learn how to care for a younger sibling but if they are an only child will probably learn how to entertain themselves .

Introduce the Learning Goal: Analyze how a sentence from Blood on the River reveals factors that affected Jamestown .

Explain that analyzing a sentence will help students understand more about factors that affected Jamestown’s development and survival

Learn

20 MIN.

Read aloud the fourth paragraph on page 72 of Blood on the River .

Direct students to Prologue Handout 5A. Read aloud the sentence. Model how to fluently read by emphasizing effective phrasing. Repeat words students may need help pronouncing

Explain that suspicion is a feeling that something is going to happen or that someone is going to do something . Tell students that often this feeling is regarding something bad, so suspicion also can be a feeling of doubt or mistrust . Instruct students to underline the word suspicion on their handouts and record mistrust in the rig ht column

Echo Read the sentence on Prologue Handout 5A . Instruct students to mimic your phrasing .

Ask: “Who is Captain Smith suspicious of?”

ƒ Captain Smith is suspicious of the Powhatan.

SCAFFOLD

Explain that suspicious is the adjective form of the noun suspicion and describes someone. Tell students the verb suspect is also related to these words. Provide a few examples of each form.

Instruct students to circle the word like in the sentence Remind students that like can be used to create a comparison Instruct students to Partner Read the sentence on Prologue Handout 5A

Instruct students to Think–Pair–Share: “Why does the author compare Captain Smith’s suspicion to poison? What kind of language is this?”

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

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

ƒ The word like shows that this is a simile. Similes are a type of figurative language.

ƒ Captain Smith’s suspicion is compared to poison because it is something bad.

ƒ Captain Smith’s suspicion is spreading through Jamestown like poison would spread through a body.

Instruct students to underline the phrase like poison on their handouts and record simile and figurative language in the rig ht column .

Ask: “Is Captain Smith’s suspicion of the Powhatan a social or an environmental factor? Why?”

Listen for these essential understandings:

ƒ Captain Smith’s suspicion is a social factor because it has to do with the relationship between people. His suspicion is spreading to those around him, especially those who look up to him, and causing the settlement to become weaker.

ƒ Captain Smith suspects the Powhatan because he is afraid of what they may do. This is a social factor because it is related to emotions between groups of people. The Powhatan are also suspicious of the settlers.

ƒ It could be argued that this sentence points to an environmental factor. The settlers are suspicious because they are living in an unknown place. The Powhatan have an advantage because they know the land well.

SCAFFOLD

Ask these additional guiding questions: “How might Captain Smith’s suspicion of the Powhatan be a result of where they live? Why might his suspicion be related to the settlers’ relationship with the Powhatan?”

Choral Read the sentence on Handout 5A .

Ask: “How could we say this sentence in another way but still keep the same general meaning?”

Model how to reword the sentence: “Captain Smith’s feeling that the Powhatan will do something bad spreads through Jamestown like fire through a forest . ”

Highlight the figurative language in the reworded version .

Ask: “How is fire that spreads through a forest like poison that spreads throug h a body?”

Pair students . Instruct pairs to share brief responses .

Listen for these essential understandings:

ƒ Both things are destructive. Fire can destroy a forest, and poison can destroy a body.

ƒ Both things happen quickly and cause a lot of damage.

Explain that you could also make the sentence literal by not using similes or comparisons .

Model how to reword the sentence to make it literal: “Captain Smith’s mistrust spreads to many other settlers in Jamestown . ”

Highlight how this version conveys a similar meaning but loses some of the descriptive language . Emphasize that figurative language is often used to make writing more interesting

Land

✔ Students rewrite a sentence from Blood on the River .

Pair students . Instruct pairs to rewrite the sentence from Handout 5A in the right column on their handout. Tell them they can use either figurative language such as the sentence from the text or literal language such as that used in the last example

Instruct pairs to share their sentences. Highlight effective uses of figurative and literal language .

PROLOGUE TO LESSON 8: AT A GLANCE

Focusing Question: How do the settlers respond to the challenges of their journey to the unknown?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing Samuel’s point of view about the factors affecting Jamestown, which prepares them to discuss and write about these factors in Lesson 8 .

LEARNING GOAL

Rehearse a discussion related to Samuel’s point of view about a social or an environmental factor .

✔ Discuss, expand on, and record responses about Samuel’s point of view .

VOCABULARY

point of view (n ): perspective; a way of seeing or thinking about something

MATERIALS

Prologue Glossary

Handout 5A: Factor Tracker

Handout 7B: Samuel’s Perspective of Factors Threatening Jamestown

Assess and activate prior knowledge by asking this question: “Which factors affect Samuel more— social or environmental? Why?”

Remind students of the meanings of factor, environmental, and social as needed Direct students to Handout 5A to ensure they have enough factors to successfully discuss Samuel’s point of view about them later in the lesson . Instruct students to record more factors on their handout from the discussion .

Listen for these essential understandings:

ƒ I think the social factors of fear, fighting, and lack of communication affect Samuel more because he interacts with people every day. His relationships with other settlers and the Powhatan are affected by these social factors. They affect his safety and well-being.

ƒ I think environmental factors of drought and salty water affect Samuel more because if the settlers can’t grow food, they will all die. There is also a sickness spreading through the colony that he could catch. Samuel is also suffering from the wet and cold like everyone else.

Direct students to the term point of view in their Prologue Glossaries Echo Read the term and then define it .

point of view (n .): perspective; a way of seeing or thinking about something

Explain that Samuel’s point of view, or perspective, is how he sees or thinks about something, such as what he thinks about the drought or how he sees the relationships between the settlers . Tell students this may differ from how other characters see or think about these factors . Explain that Wingfield would have a very different point of view as a gentleman than Samuel would as a commoner

TEACHER NOTE

You may remind students that another meaning of point of view is “the voice of the narrator.” For example, a story may be told from the first-, second-, or third-person point of view. Blood on the River is told by the narrator from the third-person point of view, but students will examine Samuel’s point of view related to his perspective as one character in this story.

Introduce the Learning Goal: Rehearse a discussion related to Samuel’s point of view about a social or an environmental factor .

Explain that discussing Samuel’s point of view about the factors affecting Jamestown will help students understand more about Samuel and the challenges of living in the New World, which will prepare them to complete Focusing Question Task 1 .

Learn

20 MIN.

Direct students to Handout 7B. Read aloud the title. Emphasize the word perspective . Remind students this is a synonym for point of view

Echo Read the headers of the first two columns .

Instruct students to Think–Pair–Share: “What do the words threatening and negative tell you about these factors?”

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

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

ƒ I think these words mean that the factors are the cause of bad things happening.

ƒ Negative is the opposite of positive. One is bad and the other is good.

ƒ The negative, or bad, factors are threatening Jamestown because they are causing the colony to struggle to survive.

Reinforce that if something is threatening, it is causing danger or damage .

SCAFFOLD

As students respond, repeat what you hear to students, clarifying and expanding on the language as needed. For incomplete responses, instruct students to correct themselves as you provide wait time. Redirect some responses to other students to help complete ideas.

Model how to expand on Samuel’s point of view regarding the negative environmental factor of disease and illness: “Samuel knows illness is a real threat He has seen many settlers become sick and die He himself almost died on the ship while sailing to the New World, which must have been frightening . He understands the danger and wants to work with the Powhatan to try to solve the problems with food and water.” Emphasize that this is how Samuel sees or feels about that factor because of his own thoughts and experiences .

Explain that Samuel’s point of view is unique to him and that someone else may see or feel differently about this factor, especially if they haven’t been around sick people or been sick themselves .

SCAFFOLD

As you model this activity, emphasize that you are considering Samuel’s thoughts and feelings by sketching or displaying an image of a person labeled Samuel with a thought bubble.

Instruct students to add or expand on their response to this factor on Handout 7B .

Guide students through the Question Corners routine to discuss Samuel’s point of view of the negative factors affecting Jamestown .

Display the remaining negative factors from Handout 7B in four areas of the classroom, and read each aloud

TEACHER NOTE

Based on the number of students, consider posting fewer than four negative factors so students may form pairs or small groups to engage in discussion.

Give students one minute to silently think about the negative factors .

Then instruct students to move to the factor they would like to discuss and expand on .

To encourage students to practice using the vocabulary terms factor, environmental, social, and point of view, model responses with these sentence frames: The factor I chose to discuss is a(n) factor Samuel’s point of view about this factor is I think he thinks this way because

✔ Students discuss, expand on, and record responses about Samuel’s point of view . Instruct students to add to their responses on Handout 7B from their discussions .

Facilitate a whole group discussion by inviting a representative from each group to share their responses .

Listen for these essential understandings:

ƒ Social factor: Conflict with Powhatan. Samuel is afraid of some of the Powhatan tribes. He believes some are friendly and would be good to trade with, but he is unsure which tribes are friendly and which could hurt the settlers. Because of this, he feels defensive.

ƒ Social factor: Conflict between commoners and gentlemen. Samuel hates how unfairly he and the other commoners are treated. He knows they work much harder than the gentlemen to keep Jamestown going, and he feels all the gentlemen care about is finding gold and returning to England. He feels frustrated and afraid the colony will fail.

ƒ Social factor: Conflict among the boys. Samuel has learned that he must trust the other boys and work together with them. He knows he can’t keep pushing them away if he wants to survive in the New World. They must “stand on many feet.”

ƒ Environmental factor: Lack of food. Samuel knows starvation is a real threat because of the drought and salty water. The settlers need to trade goods with the Powhatan for food. He sees that when the settlers don’t have enough food, they don’t have the energy needed to keep the colony going. This factor also overlaps with social factors.

PROLOGUE TO LESSON 9: AT A GLANCE

Focusing Question: Who has the greatest impact on Samuel’s development during his time in Jamestown?

LESSON SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the social and environmental factors that threatened Jamestown, which prepares them to participate in a Socratic Seminar in Lesson 9 .

LEARNING GOAL

Rehearse a claim related to the upcoming Socratic Seminar .

✔ Share a claim and reasoning about which factors threatened Jamestown more .

VOCABULARY

claim (n ): a debatable statement that can be proven by evidence and reasoning

MATERIALS

Blood on the River, Elisa Carbone

Prologue Glossary

Prologue Handout 9A: Social and Environmental Factors

Assess and activate prior knowledge by asking this question: “Do you think social or environmental factors are more threatening for the Jamestown settlement? Why?”

Remind students that if something is threatening, it is dangerous and can cause damage Tell students that factors threatening Jamestown include conflict with the Powhatan and lack of food

Instruct students who chose social factors to raise their hands . Record a tally . Repeat the process with students who chose environmental factors .

TEACHER NOTE Keep the tallies to revisit in Land.

Explain that students will examine evidence of the factors threatening Jamestown to determine whether their initial ideas are accurate . Tell students they will then make a claim about which factor is more threatening .

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

claim (n .): a debatable statement that can be proven by evidence and reasoning

Introduce the Learning Goal: Share a claim and reasoning about which factors threatened Jamestown more .

Explain that discussing the social and environmental factors that affected Jamestown will help students understand more about the challenges the colony faced and prepare them for the upcoming Socratic Seminar

Direct students to Prologue Handout 9A

Form two groups. Explain that one group will analyze social factors threatening Jamestown and the second group will analyze environmental factors threatening Jamestown .

SCAFFOLD Group students who will need more support. Provide this group more context about the evidence on Prologue Handout 9A.

Instruct groups to discuss how the factors on Prologue Handout 9A harm Jamestown Instruct students to record their ideas. Give groups five minutes to complete their part of the handout .

Pair students so that a student who studied social factors is working with a student who studied environmental factors

Give pairs three minutes to summarize the impact of the social and environmental factors. Tell students they must share their evidence orally and not merely read their notes .

Instruct pairs to discuss this question: “Do social factors or environmental factors pose more of a threat to Jamestown? Why?”

Facilitate a brief discussion of responses . Listen for these essential understandings:

ƒ Social factors are more threatening because many colonists have died in conflicts with the Powhatan. They cannot resolve this conflict peacefully if they are also fighting with each other.

ƒ Environmental factors are more threatening because the colonists are dying of starvation and disease. They will not survive if they cannot figure out how to find or grow enough food.

Tell students that they just developed a claim, or a debatable statement based on evidence, and that there is not one correct claim because both sides have valid reasons and evidence . Explain that all of these elements together are called an argument . Clarify the difference between this type of argument and a disagreement or fight .

✔ Students share a claim and reasoning about which factors threatened Jamestown more .

Model how to share a claim by using this sentence frame: [Social/environmental] factors are more threatening to Jamestown because

Invite each student to share their claim .

Tell students that now that they have examined the text evidence, you will take another vote about social versus environmental factors to determine whether the tallies from Launch changed Instruct a few students to share why they changed their claims after hearing reasons and evidence from others .

PROLOGUE TO LESSON 11: AT A GLANCE

Focusing Question: Who has the greatest impact on Samuel’s development during his time in Jamestown?

LESSON SUMMARY

Students examine a model claim and two supporting paragraphs . They develop an understanding of the structure and purpose of argument writing. This work prepares them to analyze and discuss an argument exemplar in Lesson 11 .

LEARNING GOAL

Analyze the purpose and importance of claims, reasons, evidence, and elaboration in argument writing .

✔ Discuss the importance and purpose of evidence and elaboration in an argument .

VOCABULARY

claim (n ): a debatable statement that can be proven by evidence and reasoning reason (n.): a statement that explains or justifies an action or belief

MATERIALS

Blood on the River, Elisa Carbone

Prologue Glossary

Prologue Handout 11A: Claim and Two Supporting Paragraphs

Assess and activate prior knowledge by asking this question: “What is the difference between an opinion and a claim? Share an example of each . ”

Direct students to the words claim and reason in their Prologue Glossaries Echo Read the words and then define them

claim (n .): a debatable statement that can be proven by evidence and reasoning reason (n.): a statement that explains or justifies an action or belief

Remind students that a claim is different from an opinion because a claim needs reasons to support it . Reinforce that reasons need to be based on evidence, not just on a preference .

Tell students an example of an opinion might be peppermint stick is the best ice cream flavor but an example of a claim is peppermint stick is the best-selling ice cream flavor during the holidays

Explain that the first statement is based on what someone may like, or prefer, while the second statement is based on evidence, such as the results of a sales report .

Introduce the Learning Goal: Analyze the purpose and importance of claims, reasons, evidence, and elaboration in argument writing .

Explain that discussing the parts of argument writing will prepare students to analyze and discuss another exemplar and write their own arguments about Blood on the River

Learn

20 MIN.

Direct students to Prologue Handout 11A Tell students that these two paragraphs are body paragraphs of an argument essay about whether social factors or environmental factors are more threatening to Jamestown . Instruct students to listen carefully and try to identify the claim of the argument as you read aloud the first paragraph .

Read aloud the first paragraph. Model how to fluently read by emphasizing effective phrasing. Repeat words students may need help pronouncing .

Instruct students to Think–Pair–Share: “Based on this first paragraph, what is the claim of this argument?”

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

Then facilitate a whole group discussion

ƒ The claim is that social factors are more threatening to Jamestown than environmental factors.

Instruct students to record the claim at the top of Prologue Handout 11A . Echo Read the claim .

Ask: “Why is a claim important in an argument?”

Listen for these essential understandings:

ƒ The claim tells the reader what the argument is about.

ƒ The claim focuses the writer on what reasons, evidence, and elaboration they will need to support it.

Instruct students to listen for the reason as they reread the paragraph . Remind students that a reason is a statement that explains or justifies the claim .

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

Ask: “What is the reason in this paragraph?”

Listen for these essential understandings:

ƒ The social factors are more threatening to Jamestown because the settlers can’t get along.

ƒ It is difficult to build something successful together when people are fighting.

Instruct students to underline and label the reason in the first paragraph. Explain that students will provide two reasons in their argument writing, one in each supporting paragraph .

Tell students that these paragraphs include evidence and elaboration like the ToSEEC writing model they have used in the past

Think aloud to identify the two pieces of evidence in the first paragraph. Highlight that the direct quotations from the book are evidence . Model how to label the evidence and instruct students to do the same on the handout

Think aloud to identify the elaboration in the first paragraph. Explain that the elaboration is the sentences that expand on the evidence. Emphasize the elaboration by drawing a star next to it . Instruct students to do the same . Explain that you have put a star next to the elaboration to emphasize the writer’s own thinking about how the evidence supports the claim

Read aloud the second paragraph on Prologue Handout 11A. Model how to fluently read by emphasizing effective phrasing. Repeat words students may need help pronouncing

Instruct students to Partner Read the second paragraph and then to Think–Pair–Share: “What is the reason, evidence, and elaboration in the second paragraph? Label them as we did in the first paragraph . ”

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

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

ƒ The reason social factors are more threatening to Jamestown is that the settlers and the Powhatan have serious conflicts.

ƒ The evidence of negative social factors includes the two Powhatan attacks that Samuel witnesses and the related conflict between Smith and Wingfield. This evidence has citations from the text.

ƒ The elaboration is that the conflicts among the settlers affect the conflict with the Powhatan. Samuel also realizes that his actions toward James have consequences.

SCAFFOLD

Separate each paragraph into sentence strips of reasons, evidence, and elaboration. You may arrange the pieces in columns and then instruct students to place the pieces in the correct order. Emphasize the relationships among the parts of each paragraph.

Highlight that the paragraph provides a concluding statement about the social factors that continue to weaken Jamestown .

✔ Pairs discuss the importance and purpose of evidence and elaboration in an argument

Provide these sentence frames: Evidence is important in an argument because . Elaboration is important because .

Facilitate a discussion of responses

PROLOGUE TO LESSON 15: AT A GLANCE

Focusing Question: Who has the greatest impact on Samuel’s development during his time in Jamestown?

LESSON SUMMARY

Students practice fluently reading an excerpt from Blood on the River . They answer text-dependent questions to develop an understanding of the text This work prepares students to discuss character development and plot in Lesson 14 .

LEARNING GOAL

Analyze how characters interact to impact each other in an excerpt from Blood on the River .

✔ Complete an argument outline to explain whether Reverend Hunt or Captain Smith has a greater impact on Samuel

VOCABULARY

impact (n.): a powerful or major influence or effect impact (v .): to have a strong effect on someone

MATERIALS

Blood on the River, Elisa Carbone

Prologue Glossary

Prologue Handout 14A: Argument Outline

Assess and activate prior knowledge by asking this question: “Who has a greater impact on Samuel: Reverend Hunt or Captain Smith?”

Listen for these essential understandings:

ƒ Reverend Hunt teaches Samuel to make decisions from a place of love. Samuel has stopped fighting with the other boys and has been more open-minded about learning new things.

ƒ Captain Smith teaches Samuel useful skills like how to use a weapon and speak some words of Algonquian. He also teaches him that he needs to control his anger and learn to cooperate.

Explain that students will examine part of the text for more evidence about how Reverend Hunt and Captain Smith impacted Samuel

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

impact (n.): a powerful or major influence or effect impact (v ): to have a strong effect on someone

Explain that impact can be a noun or a verb by displaying these sentences: Reverend Hunt and Captain Smith both impact Samuel . They both have an impact on Samuel .

Introduce the Learning Goal: Analyze how characters interact to impact each other in an excerpt from Blood on the River .

Explain that students will review the end of chapter 25 to discuss how and why Samuel has changed, which will prepare students for class discussions about the novel’s end

Facilitate a brief discussion of this question: “Why does Samuel want to leave Jamestown and move to Point Comfort?”

Listen for these essential understandings:

ƒ There will be fewer people to feed and more food available.

ƒ Point Comfort is across the river from the Warraskoyack and Kecoughtan tribes, whom the settlers get along with.

ƒ The Powhatan are more likely to attack Jamestown than Point Comfort.

ƒ Emphasize that for these reasons Samuel is determined to move to Point Comfort and feels disappointed that Ann wants to stay in Jamestown with her baby. Tell students they will practice fluently reading the end of chapter 25 where Samuel reacts to Ann’s decision.

Direct students to page 207 in Blood on the River Read aloud the last paragraph

Ask: “How is Samuel feeling right now?”

ƒ Samuel is feeling angry that Ann wants to stay in Jamestown.

Echo Read the paragraph . Instruct students to try to convey Samuel’s anger in their expression .

Choral Read the advice Samuel remembers from Captain Smith, beginning with “Samuel . . . do not ”

Ask: “Why does Samuel think of Captain Smith in this moment?”

ƒ Samuel knows his anger is getting out of control. He remembers the lessons Captain Smith taught him about controlling his anger.

Read aloud the next paragraph on page 208 .

Ask: “What is Samuel thinking about in this paragraph?”

ƒ Samuel thinks about how Ann and the baby are young and innocent. He wants to protect them.

Echo Read the paragraph . Instruct students to try to convey Samuel’s concern for Ann and the baby in their expression .

Choral Read the advice Samuel remembers from Reverend Hunt, beginning with “You must learn ”

Ask: “Why does Samuel think of Reverend Hunt in this moment?”

ƒ Samuel remembers Reverend Hunt reminding him to make decisions out of love. He loves Ann and her baby and makes a decision to keep them safe.

Read aloud the remaining two paragraphs on page 208 .

SCAFFOLD

Instruct one student to act out Samuel’s actions in this excerpt while two other students paraphrase the advice from Captain Smith and Reverend Hunt respectively.

Instruct students to Think–Pair–Share: “Whose advice impacts Samuel’s decision more? Why?”

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

Listen for these essential understandings:

ƒ Captain Smith’s advice impacted Samuel more because Captain Smith taught Samuel to control his own anger. The old Samuel would have just gotten angry and exploded. Captain Smith taught Samuel to use this energy to make a plan.

ƒ Reverend Hunt’s advice impacted Samuel more because Reverend Hunt taught Samuel to focus on love. The old Samuel might have just continued arguing with Ann or acted selfishly. Reverend Hunt taught Samuel to focus his energy on caring for other people.

Remind students that there is no right answer but they should support their claims with the specific advice and other examples from the text .

5 MIN.

Explain that students just reviewed evidence from the text about Reverend Hunt and Captain Smith, made a claim, and supported it with a reason . Tell students they will now write their ideas into an argument structure

Direct students to Prologue Handout 14A .

✔ Students complete an argument outline to explain whether Reverend Hunt or Captain Smith has a greater impact on Samuel

Instruct students to share their arguments with a partner .

TEACHER NOTE

Students may use the sentence frames on Prologue Handout 14A to orally complete the Check for Understanding.

Tell students that they can refer to this activity to help them write future argument paragraphs and essays .

PROLOGUE TO LESSON 17: AT A GLANCE

Focusing Question: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

LESSON SUMMARY

Students deconstruct a sentence from “Address to Captain John Smith . ” By focusing on perspective and word choice, students deepen their understanding of complex language This work prepares them to discuss Chief Powhatan’s argument in Lesson 17 .

LEARNING GOAL

Analyze an excerpt from “Address to Captain John Smith” by Chief Powhatan .

✔ Share a rewritten sentence from Chief Powhatan’s speech .

VOCABULARY

perspective (n ): point of view; a way of seeing or thinking about something

MATERIALS

Blood on the River, Elisa Carbone, Page 1

Prologue Glossary

Handout 16B: “Address to Captain John Smith,” Chief Powhatan

Assess and activate prior knowledge by asking this question: “Which characters in Blood on the River help the reader understand more about the Powhatan tribe and their way of life?”

Listen for these essential understandings:

ƒ Namontack and Pocahontas show Samuel and others what their life is like. Namontack teaches Samuel survival skills in the New World.

ƒ Chief Powhatan interacts with Captain Smith and others to communicate about their way of life.

ƒ Captain Smith and Samuel help relay what they have learned about the Powhatan tribe. Smith teaches Samuel and others gestures and words in the Algonquian language.

Remind students that many of these characters are based on real people who lived in Jamestown and the surrounding area

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

perspective (n ): point of view; a way of seeing or thinking about something

Explain that Namontack, Pocahontas, and Chief Powhatan each relay information to the reader from their perspective, or point of view. Emphasize that their perspectives are very different from those of the Jamestown settlers or people back in England

Introduce the Learning Goal: Analyze an excerpt from “Address to Captain John Smith” by Chief Powhatan .

Explain that analyzing a sentence from Chief Powhatan’s speech to Captain Smith will help students understand more about the Powhatan perspective and the conflict between the settlers and the tribe .

Learn

20 MIN.

Direct students to Handout 16B . Explain that in this example an address is a speech and that when you address someone, you talk to them . Tell students that Chief Powhatan is speaking to John Smith in this speech

Read aloud the speech while students follow along .

SCAFFOLD

Summarize lines 1–14 to allow students more time to analyze lines 15 and 16.

Ask: “Why do you think it’s important to read Chief Powhatan’s actual speech along with Blood on the River?”

Listen for these essential understandings:

ƒ It is important to read various perspectives from different sources so that the story is more complete and involves more voices.

ƒ In Blood on the River, many of the characters, including the main character, are settlers—so much of the story is told from the European perspective. This second source directly quotes Chief Powhatan.

Direct students to lines 15 and 16 on the handout. Tell students that they will analyze the parts of this important sentence to better understand Chief Powhatan’s perspective .

Instruct students to underline the first part of the sentence, ending with “peaceable councils.” Echo Read this part

Highlight the word therefore, and explain that this conclusion sentence repeats Chief Powhatan’s argument . Model how to say this in other ways: “Because of all these reasons, I exhort you to peaceable councils ” “As a result of these reasons, I exhort you to peaceable councils ”

Explain that exhort means “to seriously advise or urge.” Emphasize that Chief Powhatan is trying to convince John Smith to do something by making an argument . Instruct students to circle the word exhort and record the definition in the margin .

Ask: “What might ‘peaceable councils’ mean?”

ƒ Peaceable has the root peace and a council is a group of people. Peaceable councils are people who tell others to do things in a peaceful way instead of fighting.

Ask: “What does Chief Powhatan say in this first part?”

ƒ He advises the settlers to find a peaceful way to solve problems.

Instruct students to double underline the next part of the sentence “and, above all . ” Explain that “above all” introduces the most important point

Direct students to the words “I insist . ”

Ask: “What do you think insist means?”

ƒ Insist means “to demand.”

ƒ When you insist, you say something in a forceful way.

Instruct students to circle the word insist and record the definition in the margin

Echo Read the part “and, above all, I insist” with a strong, urgent tone .

Echo Read the remainder of the sentence

Ask: “What does Chief Powhatan insist that the settlers do? Why?”

Listen for these essential understandings:

ƒ Chief Powhatan insists that the settlers remove their weapons and seek peace. He wants to avoid war.

ƒ Chief Powhatan says that the guns and swords are the cause of all of the problems.

Pair students and instruct them to Partner Read the final sentence by using an expressive voice to communicate Chief Powhatan’s perspective .

Instruct students to Think–Pair–Share: “What is Chief Powhatan’s perspective on the conflict between the settlers and the Powhatan?”

Give students one minute to silently think . Instruct students to discuss their ideas with their partner .

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

ƒ Chief Powhatan believes that war can be avoided if the settlers put away their weapons.

ƒ Chief Powhatan believes that the weapons are causing both sides to feel threatened.

Instruct students to Partner Read lines 15 and 16 . Tell them to paraphrase the sentence on the bottom or back of the handout . Prompt students to refer to their annotations on Handout 16B to retain the original meaning .

SCAFFOLD Display examples of how you would reword the sentence on lines 15 and 16.

Land

✔ Pairs share a rewritten sentence from Chief Powhatan’s speech .

Listen for these essential understandings:

ƒ Because of all these reasons, I urge you to follow peaceful advice, and I especially demand that you remove all the guns and swords since they are causing so many problems.

ƒ In conclusion, I must advise you to listen to wise people, and most importantly you must remove all the guns and swords because they are causing strong feelings of unhappiness and anger.

Highlight examples of sentences that retain a similar meaning to the conclusion sentence of Chief Powhatan’s argument speech .

PROLOGUE TO LESSON 19: AT A GLANCE

Focusing Question: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

LESSON SUMMARY

Students examine a model argument essay . They develop an understanding of the structure and purpose of argument writing This work prepares them to write an argument essay in Lesson 19

LEARNING GOAL

Describe the purpose and importance of the introduction and conclusion in argument writing .

✔ Describe the role of the conclusion paragraph in an argument essay .

VOCABULARY

None MATERIALS

Prologue Glossary

Handout 18A: Argumentative Essay Writing Model

Assess and activate prior knowledge by asking this question: “Why are introductions and conclusions important in writing?”

Listen for these essential understandings:

ƒ An introduction opens the writing and lets the reader know what the piece is about.

ƒ A conclusion wraps up the writing and reinforces the introduction. It leaves the reader with something to think about.

Remind students that they learned about writing introductions and conclusions when they studied the explanatory ToSEEC essay . Clarify that in a ToSEEC essay the introduction includes a thesis while the introduction in argument writing includes a claim, or debatable statement

Direct students to the chart on the back of Handout 18A . Highlight the HIC parts of the introduction and the C, or conclusion, part of the essay . As needed, direct students to review the terms claim, reasons, evidence, and elaboration in their Prologue Glossaries .

Introduce the Learning Goal: Describe the purpose and importance of the introduction and conclusion in argument writing .

Explain that discussing the parts of argument writing will help prepare students to write an argument essay in Lesson 19

Learn

20 MIN.

Direct students to Handout 18A Read aloud the title and introduction as students follow along

Ask: “What is the claim in this introductory paragraph?”

ƒ The claim is that John Smith has the greatest impact on Samuel’s growth and change.

Instruct students to underline this sentence on their handout .

Reread aloud the first sentence. Ask: “What is this part of the introduction? What is the purpose of this part?”

ƒ The first sentence is the hook. This sentence draws the reader in because it is general enough to apply to everyone.

Instruct students to label the hook sentence .

Reread aloud the next three sentences Ask: “What is this part of the introduction? What is the purpose of this part?”

ƒ The next three sentences set the scene for the reader by offering context about Samuel. After the claim, the two reasons for the claim are mentioned.

Instruct students to label these sentences introduce .

Remind students that the next sentence is the claim Explain that after the claim, the writer previews the reasons that support the claim . Ask: “What are the two reasons that Smith has the greatest impact on Samuel?”

Pair students and instruct them to briefly share responses

ƒ Samuel learns from Smith how to channel his anger.

ƒ Smith helps Samuel understand that people must work together.

Instruct students to number these reasons on Handout 18A. Emphasize that the body paragraphs support these reasons with evidence and elaboration .

SCAFFOLD Display and label the introduction and conclusion in a graphic organizer.

Ask: “How is the conclusion connected to the introduction?”

Listen for these essential understandings:

ƒ The conclusion should reinforce or emphasize the introduction.

ƒ Some of the words from the introduction may be repeated in the conclusion, or the same ideas may be stated another way.

Read aloud the conclusion as students follow along . Explain that if something is life altering, it changes your life Explain that influence is similar to the word impact and means “the way someone affects someone else ”

Instruct students to Think–Pair–Share: “What information about John Smith and Samuel’s relationship is repeated in the conclusion?”

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

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

ƒ John Smith influenced Samuel’s life the most.

ƒ Samuel changes his perspective on life because of John Smith’s influence on his life.

ƒ John Smith changed Samuel’s life for the better.

ƒ Samuel had a future in the New World because of John Smith’s influence.

Instruct students to underline the first sentence of the conclusion. Ask: “What part of the introduction does this sentence reinforce?”

ƒ This sentence reinforces the claim that John Smith has the greatest impact on Samuel.

Instruct students to record review claim next to the first sentence .

Read aloud the second two sentences in the conclusion . Ask: “What is the purpose of these sentences?”

ƒ These sentences are the “so what” part of the conclusion. They explain why John Smith’s impact on Samuel was so important.

Instruct students to record so what next to the second and third sentences .

Read aloud the last sentence in the conclusion Ask: “What is the purpose of this sentence?”

ƒ This sentence summarizes the overall argument.

Instruct students to record summarize argument next to the final sentence .

Land

✔ Students describe the role of the conclusion paragraph in an argument essay .

Guide students through the Mix and Mingle routine to discuss this question: “What is the purpose of the conclusion paragraph in an argument essay?”

Instruct students to find a partner by choosing someone they have not worked with today. Give them one minute to discuss their responses

Then instruct students to find a new partner. Give them one minute to discuss their responses .

Then facilitate a brief discussion about the question Invite volunteers to share what they learned from listening to others’ responses

PROLOGUE TO LESSON 21: AT A GLANCE

Focusing Question: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

LESSON SUMMARY

Students practice fluently reading excerpts from “Rethinking Jamestown.” They answer text-dependent questions to develop an understanding of the text This work prepares students to discuss the article in Lesson 21 .

LEARNING GOAL

Summarize the important ideas in “Rethinking Jamestown . ”

✔ Discuss key ideas in excerpts of “Rethinking Jamestown . ”

VOCABULARY

drought (n ): a long period of time during which there is very little or no rain environmental (adj .): related to a place or surrounding condition factor (n.): something that causes or influences an event

MATERIALS

Prologue Glossary

Handout 21A: “Rethinking Jamestown,” Jeffery Sheler

Assess and activate prior knowledge by asking this question: “How did not having enough rain affect the settlers at Jamestown?”

Listen for these essential understandings:

ƒ Not having enough rain made the settlers depend on the river for water, and that water tasted salty. The settlers were getting sick from not having fresh water.

ƒ The salty water was not helping the crops grow so the settlers didn’t have enough food.

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

drought (n ): a long period of time during which there is very little or no rain

Remind students that drought was an environmental factor that affected Jamestown .

Introduce the Learning Goal: Summarize the important ideas in “Rethinking Jamestown ”

Explain that studying a scientific source such as “Rethinking Jamestown” will help students understand more about the environmental factor of drought that the settlers faced .

20 MIN.

Direct students to Handout 21A .

Read aloud the introduction, which is the sentence before paragraph 1 . Tell students the paragraph numbers are in the right margin of the handout. Model how to fluently read by emphasizing effective phrasing. Repeat words students may need help pronouncing .

Explain that incompetent means “without necessary skills” and indolence means “laziness.”

Instruct students to circle these words and to record the definitions on the handout .

Echo Read the introductory sentence and encourage students to mimic your phrasing .

Ask: “What is the claim of this sentence?”

Pair students and instruct pairs to share brief responses .

Listen for these essential understandings:

ƒ The claim is that the drought is what almost caused Jamestown to fail—not the settlers’ laziness or lack of ability.

ƒ The sentence mentions new evidence that has caused people to rethink or check their thinking about Jamestown and the settlers.

Explain that the phrase long been considered shows that people thought one way for a long time but are now starting to rethink about something because of new evidence. Emphasize that this concept connects to the article’s title “Rethinking Jamestown.” Tell students the suffix re- means “to do something again . ”

Ask: “After reading this claim, what can we expect to see in the body of this article?”

Listen for these essential understandings:

ƒ The article should have some reasons, supported by evidence, why the drought caused Jamestown to decline.

ƒ The article should also explain why the reader should consider another way of thinking about Jamestown.

SCAFFOLD Display a T-chart with columns labeled Original Ideas About Jamestown and New Ideas About Jamestown. Record main ideas throughout the lesson.

Tell students you will read aloud some key paragraphs from the article .

Direct students to paragraph 19 . Tell them that this paragraph describes how scientists learned about the drought .

Read aloud paragraph 19 while students follow along. As needed, define unfamiliar words such as fate, aggravated, dwindling, coincides, and subsided .

Instruct students to underline the two sentences in lines 118–120, beginning with “According to ” Read aloud this section while students follow along Ask: “What is the gist of these sentences?”

ƒ Historians now know that Jamestown was founded during the worst drought in nearly 800 years. Archaeologists learned this by studying trees in the area.

SCAFFOLD

Create an anchor chart of unfamiliar vocabulary words and their definitions from key paragraphs of “Rethinking Jamestown.” Include images and home language as additional support.

Direct students to paragraph 20 . Tell them that this paragraph describes how the drought affected the relationship between the settlers and the Powhatan

Read aloud paragraph 20 while students follow along . Explain the Old English spelling of extreamly and raine and, as needed, define unfamiliar words such as appealed, assumed, mislead, conserve, shortages, appraisals, and strain

Instruct students to underline the last sentence of the paragraph in lines 130–132, beginning with “For the first.” Ask: “What is the gist of this sentence?”

Pair students and instruct them to discuss their ideas

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

ƒ Some people assumed the Powhatan didn’t want to trade with the settlers, but the tree-ring study shows that the drought caused food shortages for the Powhatan too. This was a main cause of the strain, or conflict, between the groups.

Direct students to paragraph 21 . Tell students that this paragraph describes how the colonists were unfairly criticized.

Read aloud paragraph 21 while students follow along. As needed, define unfamiliar words such as criticized, startling, indifference, subsistence, monumental, and supremely .

Ask: “How is this paragraph connected to the introduction?”

Listen for these essential understandings:

ƒ Both the introduction and this paragraph tell the reader they should rethink, or consider another perspective.

ƒ

In the introduction, the author claims that the drought caused Jamestown to almost fail, not the laziness or lack of skill of the settlers.

ƒ This paragraph says the settlers have been unfairly criticized. It explains that they had bad luck because they arrived during a bad drought.

Land

5 MIN.

✔ Students discuss key ideas in excerpts of “Rethinking Jamestown . ”

Instruct students to Think–Pair–Share: “How have historians changed their thinking about the Jamestown settlement?”

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

Provide these sentence frames: Historians used to think the Jamestown settlement failed because . Now they think .

Then facilitate a whole group discussion

ƒ Historians used to think the Jamestown settlement failed because the settlers were unprepared and lazy. Now they think the settlement failed because it began during a huge drought.

PROLOGUE TO LESSON 31: AT A GLANCE

Focusing Question: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

SUMMARY

Students closely read excerpts from Blood on the River and Written in Bone . They answer text-dependent questions to develop an understanding of the texts This work prepares students to write about the texts’ portrayal of Richard Mutton in Lesson 31 .

LEARNING GOAL

Summarize the important ideas in Blood on the River and Written in Bone .

✔ Complete a Venn diagram of two texts about Richard Mutton .

VOCABULARY

None

MATERIALS

Blood on the River, Elisa Carbone

Written in Bone, Sally M . Walker

Prologue Handout 31A: Venn Diagram on Richard Mutton

Assess and activate prior knowledge by asking this question: “Why do you think it’s important to do careful research when writing about real events and people?”

Listen for these essential understandings:

ƒ Authors want to be as accurate as possible if the story or characters are based on real events or people.

ƒ Before writing, it’s important to read a lot of sources about a topic to learn many perspectives.

Remind students that Blood on the River is historical fiction, which means it is based on true events. Explain that it is still fiction, which means some parts are made up by the author. Clarify that other parts—such as Carbone’s choice between Richard and James as the boy who was killed in the Powhatan attack—are based on theories from the author’s careful research Explain that by studying accounts from that time Carbone knew that at least four boys had been on the ships to Jamestown and that one boy had died in the attack . Tell students Carbone knew it couldn’t be Samuel or Nathaniel because their names appear in later records .

Remind students that Written in Bone is a scientific informational text in which scientists carefully analyze skeletal remains and form theories based on their findings. Clarify that an informational text differs from a fictional text in that everything is based on facts and nothing is made up by the author .

Introduce the Learning Goal: Summarize the important ideas in Blood on the River and Written in Bone .

Explain that rereading excerpts from two sources will help students understand more about how Richard is introduced and described, which will prepare them for Focusing Question Task 4

20 MIN.

Ask: “What does it mean to compare and contrast?”

Pair students and instruct them to share brief responses .

Listen for these essential understandings:

ƒ To compare is to tell how two or more things are similar, or alike.

ƒ To contrast is to tell how two or more things are different.

ƒ Explain that students will compare and contrast two texts about Richard Mutton to review how some information is similar and some is different.

Display a T-chart with the text titles as headings Record details from the Launch discussion under Blood on the River . Record additional details for each text based on students’ accurate responses to the lesson’s discussion questions .

Direct students to page 7 of Blood on the River Read aloud the last two sentences as students follow along

Ask: “How does the author introduce Richard, or bring him into the story?”

Listen for these essential understandings:

ƒ Richard is chosen to go from the orphanage to the New World along with Samuel.

ƒ Richard is Reverend Hunt’s servant, and Samuel is Captain Smith’s.

Ask: “How does Carbone describe the relationship between Samuel and Richard throughout this story?”

Listen for these essential understandings:

ƒ At first, Samuel and Richard fight a lot and do not get along.

ƒ Over time, Samuel and Richard learn to work together and trust each other. They become good friends in part because of the advice from Reverend Hunt and Captain Smith.

Direct students to page 204 of Blood on the River . Read aloud from “There is” to “the ship . ”

Ask: “How does Carbone choose to conclude, or end, Richard’s part in the story?”

Listen for these essential understandings:

ƒ Samuel and Richard say goodbye to each other as friends.

ƒ Richard leaves Jamestown with Captain Smith to go back to England.

Tell students they will now look at the second source to compare and contrast key details . Direct students to page 9 of Written in Bone . Read aloud from “He looked” to “the others . ” Explain that scrutinized means “inspected carefully ”

Ask: “What was the scientists’ conclusion after studying the skeleton?”

ƒ The skeleton was a European male about fifteen years old.

Direct students to page 42 of Written in Bone . Read aloud from “At least” to “Richard Mutton . ”

Tell students that meticulous means “attentive to small details . ”

Ask: “How does the author introduce Richard in this text?”

Listen for these essential understandings:

ƒ Richard is named as one of the four boys on the ship to Jamestown in 1607.

ƒ Richard and James are not mentioned in later journal accounts in 1608.

ƒ Richard’s name is mentioned as a highly possible match for skeleton JR1225B.

Read aloud the last paragraph on page 43 of Written in Bone as students follow along . Ask: “What is Correll Walls’s claim about Richard, and what is it based on?”

Pair students and instruct them to share brief responses .

Listen for these essential understandings:

ƒ Based on meticulous, or careful, research, it seems highly likely that JR1225B is Richard Mutton.

ƒ The estimated age of the skeleton and timing of the death seem to match Richard.

ƒ The author does state that more research is needed for an official identification and that the skeleton could be an unknown boy.

Display and distribute Prologue Handout 31A . Remind students that where the two circles overlap is where they will write details the texts have in common, while in the outer areas of each circle they will write the details that are different, or unique to each text .

SCAFFOLD Guide students to identify whether each detail on the T-chart is a similarity or a difference between the two texts.

Land

✔ Pairs complete a Venn diagram of two texts about Richard Mutton .

Facilitate a brief discussion about the Venn diagrams, highlighting the similarities and differences by using the words compare and contrast .

PROLOGUE TO LESSON 34: AT A GLANCE

Focusing Question: How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

SUMMARY

Students examine a model argument essay . They develop an understanding of the structure and purpose of transition words This work prepares them to discuss argument writing in Lesson 34

LEARNING GOAL

Analyze the purpose and importance of transition words in argument writing .

✔ Share one sentence with a transition word to add to the conclusion .

VOCABULARY

transition (n ): a change or shift from one part to another; a word or phrase that connects ideas in writing

MATERIALS

Prologue Glossary

Handout 16B: “Address to Captain John Smith,” Chief Powhatan

Handout 34A: End-of-Module Task Resources

Chart paper

Markers

Display and read aloud the last sentence of Chief Powhatan’s speech on Handout 16B .

Assess and activate prior knowledge by asking this question: “Which word in the sentence shows a shift or connection back to the rest of the speech?”

Emphasize that the word therefore shows a connection and helps the speech shift from the reasons to the repeated claim .

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

transition (n .): a change or shift from one part to another; a word or phrase that connects ideas in writing

Remind students that one meaning of the root trans is “across . ” Tell them that transitions are like bridges across sentences and paragraphs that show the reader how the sentence or paragraph is connected to the one before it .

Explain that the word therefore in Chief Powhatan’s speech is a transition word Remind students of other transition words, or connectors, that could help the speech shift, such as so, because of, for these reasons, or in conclusion .

Introduce the Learning Goal: Analyze the purpose and importance of transition words in argument writing

Explain that discussing transition words in argument writing will help prepare students to write an argument essay for the End-of-Module Task .

Direct students to the second page of Handout 34A

TEACHER NOTE

The first two paragraphs function as a pre-introduction in this argument essay. In other words, they provide background information and context but don’t yet state the claim or reasons for that claim. You may choose to clarify that, while these paragraphs are helpful, they aren’t part of the model students have practiced and are not required in students’ argument essays.

Read aloud the third paragraph on Handout 34A as students follow along. As needed, define unfamiliar words such as combination, nutrition, and infection

Ask: “What is the claim in this essay?”

ƒ The scientists claim that the most important factors in JR1225B’s death were environmental.

Instruct students to underline the claim on their handouts .

Ask: “What are the two reasons that support the claim in this paragraph?”

ƒ The teenager had poor nutrition, or diet.

ƒ He was very sick from an infection.

Instruct students to number the reasons on their handouts .

Read aloud the fourth paragraph as students follow along. As needed, define unfamiliar words such as iron, sockets, sufficient, and bands

Model how to find transition words, and circle them: “I see the word first in the first sentence and know this paragraph is going to be about the first reason from the introduction. Also, in the fourth sentence, I see the words in addition, which tell me that more information is included . Finally, the word so in the last sentence explains again why this reason is part of the claim ”

Create a chart of transition words by using the circled words on Handout 34A . Record first, in addition, and so and instruct students to circle these words in the fourth paragraph on their handouts .

SCAFFOLD

Create a handout for students with common transitions organized by type (sequence, cause and effect, conclusion). Include home-language translations if applicable. Direct students to look for specific transitions in the exemplar and to discuss their meaning.

Explain that without transition words to help make connections, writing could come across as separate ideas . Tell students that transitions help bring related ideas together and that writers don’t need to use too many transition words because just a few have a strong effect .

Read aloud the fifth paragraph as students follow along. As needed, define unfamiliar words such as severe, abscess, root, severity, and bacteria

Ask: “What are two transition words in this paragraph? How do the transition words connect ideas?”

Listen for these essential understandings:

ƒ The word second in the first sentence tells the reader that this paragraph is about the second reason mentioned in the introduction.

ƒ The word so in the last sentence connects the idea about the lack of medicine to the idea of the bacteria causing an infection.

Add second to the transition words chart and instruct students to circle second and so on the handout

Tell students that there are many transitions with similar meanings . Add synonyms to the chart, such as next for second and therefore or as a result for so .

Read aloud the last paragraph as students follow along. As needed, define unfamiliar words such as decided and recognize .

Instruct students to Think–Pair–Share: “What are the transition words in this paragraph? What is the purpose of these words?”

Give students one minute to silently think . Next pair students and instruct them to discuss their ideas .

Then facilitate a whole group discussion .

ƒ The words to conclude show that the essay is coming to an end. They also connect to the introduction because the claim is restated.

Add to conclude to the chart and instruct students to circle these words in the conclusion . Tell students that the writer could also use in conclusion or in summary . Add in summary to the transition word chart .

Land

5 MIN.

✔ Students share one sentence with a transition word to add to the conclusion

Instruct students to use the transition word chart to share a sentence that they could add to the conclusion . Remind students that the conclusion should restate the claim and reasons from the introduction in a new way and give the reader something to think about .

Facilitate a discussion of responses and highlight effective uses of transition words .

PROLOGUE TO LESSON 35: AT A GLANCE

Focusing Question: How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the social and environmental factors that threatened Jamestown, which prepares them to plan their argument essays in Lesson 35 .

LEARNING GOAL

Rehearse evidence related to the social and environmental factors that threatened Jamestown .

✔ Share textual evidence about which factors threatened Jamestown the most and why .

VOCABULARY

claim (n ): a debatable statement that can be proven by evidence and reasoning

MATERIALS

Prologue Glossary

Prologue Handout 35A: Textual Evidence on Social and Environmental Factors

Assess and activate prior knowledge by asking this question: “After reading all the module texts, did you change your mind about whether social factors or environmental factors were more threatening to Jamestown? Why or why not?”

Record a tally of responses to revisit at the end of the discussion

Direct students to the word claim in their Prologue Glossaries . Echo Read the word and then def ine it .

claim (n .): a debatable statement that can be proven by evidence and reasoning

Tell students they will make a claim about the factors threatening Jamestown . Ask: “Which do you think Blood on the River focuses on more—social or environmental factors? Why do you think that?”

Listen for these essential understandings:

ƒ Because Blood on the River is a novel, it focuses more on the story and relationships between people. These are social factors.

ƒ Although the lack of rain is mentioned in addition to disease and lack of food, these do not seem to be as much the focus of the story as the relationships within Jamestown and with the Powhatan.

Remind students that they have read three more texts with additional evidence that may have changed their claims about whether social or environmental factors threatened Jamestown more .

Introduce the Learning Goal: Rehearse evidence related to the social and environmental factors that threatened Jamestown

Explain that discussing evidence from the three additional texts will help students finalize their claims for the End-of-Module Task .

Direct students to Prologue Handout 35A . Explain that the three texts listed on the handout include evidence about social and environmental factors Tell students you will read aloud the excerpts and define unfamiliar words, and then students will work in groups to discuss whether the factors are social, environmental, or both . Explain that some of the factors overlap, meaning

that they include information about relationships among people and about their living conditions .

Read aloud the excerpts from the three texts as students follow along. As needed, define unfamiliar terms such as provisions, consequently, devastated, aggravated relations, dwindling, incompetent, raging, and skirmishes .

SCAFFOLD

Create an anchor chart of unfamiliar words with images and homelanguage labels.

Form three groups and assign each a text . Instruct groups to reread their text’s excerpts on Prologue Handout 35A and to discuss the types of factors represented . Tell students to label each excerpt social, environmental, or both and then decide, based on the evidence, whether their text emphasizes social or environmental factors more .

Provide these sentence frames:

The text emphasizes factors as more threatening to Jamestown

We think this because .

Some examples are Give groups ten minutes to read their excerpts and to discuss .

TEACHER NOTE

Students may use Prologue Handout 9A and Prologue Handout 35A as they plan their argument essays in Lesson 35.

✔ Students share textual evidence about which factors threatened Jamestown the most and why .

Instruct groups to share the evidence from their assigned texts Prompt students to use the sentence frames as needed .

Remind students that a claim is based on evidence . Explain that they may change their claim after reviewing all of the evidence . Ask: “After reviewing the evidence, did you change your mind about whether social or environmental factors were more threatening to Jamestown? Why or why not?”

Compare a new tally of responses to the one from the beginning of the discussion .

Appendix A: Prologue Module 3

Handouts

Handout 5A

Excerpt from Blood on the River

Sentence

Analysis Captain Smith’s suspicion runs like poison through the settlement .

From page 72 of Blood on the River

Prologue Handout 9A

Social and Environmental Factors

Social Factors

Conflict with Powhatan

“This is Indian land, and they do not want us here” (Carbone 62) .

How does this factor threaten Jamestown?

Conflict between commoners and gentlemen

“I know there is no peace inside Master Wingfield . I know it is only a matter of time before he strikes” (18) .

Conflict among the boys

“I cannot tell this, or Henry will clamp his hand around my throat until there is no breath left in me” (38-39) .

Environmental Factors

How does this factor threaten Jamestown?

Lack of food

“The extra rations from Master Wingfield do not last long, and soon we are back to the wormy grains” (101) . Disease and illness

“Soon there are so many sick that there is no one with strength to tend the gardens, no one with strength to hunt or fish” (92) .

Harsh weather and unfamiliar conditions

“It’s the wet and chill that’s killing us . The rain comes right into my tent and I sleep shivering every night” (92) .

Prologue Handout 11A

Claim and Two Supporting Paragraphs

Claim:

One reason social factors are more threatening to Jamestown is that the settlers are not getting along with each other . It is hard to build something successfully when people fight among themselves . In the colony, many of the men do not respect each other . Captain Smith says that “the investors were raving mad when they chose the men for this journey” (Carbone 10) . Smith doesn’t think the gentlemen are capable of doing the hard work to settle the New World . The gentlemen think Smith is a rebel who has “forgotten [his] place” as a commoner (18) . The men don’t trust Smith as a leader . Because of this mutual disrespect, there is a feeling of suspicion and division in the group .

Another reason social factors are more threatening is that the settlers and Powhatan have serious conflicts . After seeing the Powhatan shoot arrows at the settlers, Samuel says, “I see now that this land is not so free and open . This is Indian land, and they do not want us here” (62) . Captain Smith wants to build a palisade for protection, but Wingfield disagrees (72) . The conflict among the settlers makes the conflict with the Powhatan worse because they can’t agree on a plan . When James dies from an attack, Samuel feels responsible as he was the older boy (82) . He feels he could have prevented it . The conflicts inside and surrounding Jamestown are causing the colony to weaken .

Class

Argument Outline

Claim

impacts Samuel’s development the most .

.

.

Reason

impacts Samuel by

gives Samuel the advice that

.

This

Evidence

For example,

Elaboration

This affected Samuel because

Handout 31A

Prologue

Written in Bone

This book is an informational text with scientific study and evidence. It includes real accounts of discovered skeletons. JR1225B may be Richard based on the age, gender, and condition of the skeleton. More research is needed to confirm

Diagram on Richard Mutton

Venn

JR1225B’s identity .

At least four boys were on the ships from England to the New World . Richard Mutton was one of the four boys . Richard’s name is not in later records

Class Page 1 of 1 This page may be reproduced for classroom use only.

Blood on the River

This book is historical fiction with an imagined story. The characters are based on real people. Richard meets Samuel in an orphanage and they go to the New World together.

Richard is Reverend Hunt’s servant .

Eventually, Richard and Samuel become friends . Richard leaves Jamestown with Captain Smith to return to England .

Prologue Handout 35A

Textual Evidence on Social and Environmental Factors

Text 1—Handout 16B: “Address to Captain John Smith,” Chief Powhatan

“What can you get by war? We can hide our provisions, and fly into the woods; and then you must consequently famish by wronging your friends” (lines 5–6) .

Is this a social or an environmental factor, or both? Why?

“ . . . above all, I insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away” (lines 15–16).

Text 2—Handout 21A: “Rethinking Jamestown,” Jeffrey Sheler

Is this a social or an environmental factor, or both? Why?

“ . . . a major drought would have dried up fresh-water supplies and devastated corn crops on which both the colonists and the Indians depended” (par . 19) .

“[The drought] would have aggravated relations with the Powhatans, who found themselves competing with the English for a dwindling food supply” (par . 19) .

“. . . some of [the gentlemen] were lazy and incompetent” (par . 31) .

Text 3—Written in Bone, Sally M. Walker

Is this a social or an environmental factor, or both? Why?

“The most serious problem . . . was a raging, ongoing infection in the boy’s lower jaw . . . . ” (page 39)

“Many more colonists died from starvation and disease . . . . ” (page 35)

“ . . . the boy had likely died as a result of violence” (page 38) .

“ . . . some colonists died from wounds received in skirmishes with Native Americans” (page 35) .

Grade 6, Module 4

Courage in Crisis

INSTRUCTION

Focusing Question 1: How do Shackleton and his crew respond to the hostile environment of Antarctica?

Focusing Question 2: How does Armstrong’s portrayal of Shackleton and his crew develop the concept of heroism?

Focusing Question 3: How do Malala and her community respond to the hostile environment in Pakistan?

Focusing Question 4: How does Yousafzai’s and McCormick’s portrayal of Malala develop the concept of heroism?

Appendix A: Prologue Module 4 Handouts

Appendix B: Prologue Module 4 Answer Keys and Suggested Student Responses

Appendix C: Works Cited

Credits

Acknowledgments

Module Summary

The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.

—Dr Martin Luther King, Jr

Why do challenging environments—such as a war-torn country or a physically hostile place— galvanize people to respond with extraordinary action? Why is the best of human nature often cultivated in settings besieged by some type of challenge or controversy? Why do these environments inspire people to act selflessly in “times of challenge and controversy” for some greater good?

Students contemplate these questions as they read harrowing, true stories of individuals placed in the crucible of hostile environments, which forge their heroic actions . They begin with the most inhospitable place on earth: the icy desert continent of Antarctica In Jennifer Armstrong’s riveting nonfiction text, Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance, students follow the 1914–1916 journey of Sir Ernest Shackleton and his crew of twenty-seven men as they confront a relentlessly hostile environment that threatens their physical, mental, and emotional survival. Attempting to become the first explorers to cross Antarctica, the men experience extreme challenges when their ship becomes locked in the ice pack, eventually breaks apart, and sinks. Despite this horrific luck, they survive a treacherous twenty-one months in the icy wasteland desert due to the men’s extraordinary courage . While reading Armstrong’s text, students also examine nature’s immense power by studying Joseph Mallord William Turner’s famous painting, Snow Storm: Steam-Boat off a Harbour’s Mouth, comparing its depiction of nature’s hostility to the Antarctic’s incessant battle with the Shackleton crew

Next, students turn their attention to a different type of extreme environment: the repressive, Taliban-controlled Pakistan of the last three decades . In the memoir I Am Malala: How One Girl Stood Up for Education and Changed the World, written by Malala Yousafzai and Patricia McCormick, students are transported to this distant country and learn about its culture through a precocious, fearless Pakistani girl As her country experiences radical changes, Malala transforms from a dedicated student into an empowered activist after her focus shifts from her own personal concerns to the welfare of others . Growing up in a country that does not accord females the same rights as men, Malala develops a passion for speaking out against girls’ limited access to education . Displaying extraordinary moral courage, she doggedly pursues education for girls despite the Taliban’s use of intimidation and violence that seeks to silence her, and this preternatural bravery ends up almost taking her life . The text answers the question her Taliban assassin asks before shooting: Who is Malala? Her story reveals that she is both an ordinary girl who fights with her brothers as well as an extraordinary young woman who does not flinch in the face of potential death. Completing their study of Malala by watching her accept the Nobel Peace Prize in 2014, students witness how her inexorable demand—that all children are able to go to school—defies the oppressive environment that attempts to muzzle her powerful voice .

Like the other Grade 6 modules, this module retains a focus on the difficult choices the individual must make in the face of adversity By examining Shackleton, his crew, and Malala’s heroic actions, students learn how people transcend their hostile environments, and they progressively build a nuanced definition of heroism that includes both physical and moral courage as defining traits. To

strengthen their understanding of what heroic action resembles, students also watch the National Geographic video Lost Treasures of Afghanistan, which features the incredible story of five Afghani citizens who protected one of their country’s most ancient treasures from being pillaged by the Taliban By studying all of these individuals’ heroic actions, students contemplate how a single person can impact a group of people, a larger community, or even the entire world In short, they learn the scale and power of heroism: one brave individual can save a life, preserve a country’s heritage, and even potentially protect human rights for billions of people .

Starting at the beginning of the module, students cultivate their research skills in preparation for the End-of-Module (EOM) Task: an informative research essay about an individual of their choosing whose heroic action during a time of challenge or controversy impacted the lives of many Students first study an exemplar featuring Dr. Martin Luther King, Jr., which presents information about the civil rights leader changing laws and mindsets by confronting an oppressive environment of racism . Examining a second exemplar, they consider how Shackleton also fits this description in his heroic response to the men’s plight that results in all lives being saved, and then they examine one final exemplar focused on Malala’s actions in response to the hostility of the Taliban and the far-reaching effects of her heroism. After selecting their own individual to research, students learn how to find relevant sources, evaluate their credibility, take notes, and synthesize information from multiple texts Eventually, they compile their work into a class anthology, adding to their peers’ knowledge of ordinary people whose heroic actions had an extraordinary impact

By the end of the module, students walk away with a strong, evidence-based understanding of what constitutes heroism . On the last day of the module, students complete the year with a retrospective look at the characters in all core texts, and they consider the heroism these characters exhibit in volatile settings ranging from the Depression and Dust Bowl, to the tests faced by Odysseus and Ramayana, to Jamestown, and to Antarcica, Pakistan, and Afghanistan Students exit Grade 6 realizing that heroes may not always fit the classic literary archetype, yet they all exhibit the traits of courage, perseverance, and self-sacrifice in the face of extreme circumstances.

Essential Question

How can the challenges of a hostile environment inspire heroism?

Suggested Student Understandings

ƒ Daunting challenges created by a hostile environment can inspire people to respond with extraordinary action .

ƒ One person’s benevolent, brave, and admirable actions can create positive change for many .

ƒ Heroism comes in different forms but often results from a person meeting adversity with perseverance, bravery, and self-sacrifice.

ƒ Heroic leaders confront a challenge on behalf of others, working hard for and with people, which inspires them to do the same .

ƒ Photographs and other text features work together to communicate a text’s ideas and help enhance a text’s overall meaning .

ƒ Effective research requires a writer to find credible, relevant sources that provide information for a guided question of inquiry

ƒ Effective discussion requires a balance of questions and statements that move the conversation forward and enrich its depth .

Language Goals

ƒ Recognize and correct vague pronoun-antecedent relationships to improve clarity in writing . (L 6 1 d)

Introduction

In Module 4, Wit & Wisdom Prologue™ lessons focus on heroic actions inspired by hostile environments and how those actions powerfully affect others

ƒ Reading Prologue lessons support comprehension of two informational texts about real-life heroes whose experiences in hostile environments resulted in positive outcomes . Students also examine the interplay between text and photographs as well as how authors portray heroic figures.

ƒ Writing Prologue lessons give students time to practice writing the parts of an explanatory paragraph and essay . To prepare for the End-of-Module Task, students focus on the structure of a research essay and learn to integrate source evidence .

ƒ Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars . To prepare for Focusing Question Tasks, students receive additional support with discussing how images, text structure, and the author’s point of view work together to relay the heroic actions in the story .

ƒ Language Prologue lessons guide students to analyze complex sentences by focusing on word choice, point of view, and description Students examine how these devices relay heroic actions and positive impacts

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

English Language Development (ELD) Standards

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

Prologue Module 4 Learning

Reading Prologue lessons support comprehension of two informational texts about real-life heroes whose experiences in hostile environments resulted in positive outcomes. Students also examine the interplay between text and photographs as well as how authors portray heroic figures.

WIDA Standards

ELD-LA.6-8.Inform.Interpretive Multilingual learners will interpret informational texts in language arts by

ƒ identifying and/or summarizing main ideas and their relationship to supporting ideas and

ƒ analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors.

ELP Standards

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

Writing Prologue lessons give students time to practice writing the parts of an explanatory paragraph and essay. To prepare for the Endof-Module Task, students focus on the structure of a research essay and learn to integrate source evidence.

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

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

ƒ establish objective or neutral stance;

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

ƒ develop coherence and cohesion throughout text.

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

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

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

Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

Speaking and Listening Prologue lessons provide opportunities for students to rehearse their ideas before Socratic Seminars. To prepare for Focusing Question Tasks, students receive additional support with discussing how images, text structure, and the author’s point of view work together to relay the heroic actions in the story.

ELD-LA.6-8.Inform.Interpretive

Multilingual learners will interpret informational texts in language arts by

ƒ identifying and/or summarizing main ideas and their relationship to supporting ideas and

ƒ analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors.

ELD-SI.4–12.Argue

Multilingual learners will

ƒ support or challenge an opinion, premise, or interpretation and

ƒ clarify and elaborate ideas based on feedback.

ELD-SI.4–12.Narrate

Multilingual learners will

ƒ share ideas about one’s own and others’ lived experiences and previous learning and

ƒ recount and restate ideas to sustain and move dialogue forward.

Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

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

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

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

Language Prologue lessons guide students to analyze complex sentences by focusing on word choice, point of view, and description. Students examine how these devices relay heroic actions and positive impacts.

ELD-LA.6–8.Inform.Interpretive

Multilingual learners will

ƒ interpret informational texts in language arts by evaluating the impact of author’s key word choices over the course of a text.

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

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

Module Map

Prologue to Lesson # Lesson Type Summary Learning Goal

Focusing Question 1: How do Shackleton and his crew respond to the hostile environment of Antarctica?

3 Reading Students practice fluently reading an excerpt from Shipwreck at the Bottom of the World. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the text and related images in Lesson 3.

6 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing information conveyed by text and images, which prepares them to discuss and write about these elements in Lesson 6.

Summarize the important ideas in an excerpt from Shipwreck at the Bottom of the World.

Rehearse a claim related to how text and photographs work together in Shipwreck at the Bottom of the World

Focusing Question 2: How does Armstrong’s portrayal of Shackleton and his crew develop the concept of heroism?

8 Reading Students closely read excerpts from Shipwreck at the Bottom of the World. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the crew’s morale and heroic actions in Lesson 8.

10 Language Students deconstruct an excerpt from Shipwreck at the Bottom of the World. By focusing on word choice, dialogue, and point of view, students deepen their understanding of complex language. This work prepares students to discuss and write about the author’s point of view and Shackleton’s actions in Lesson 10.

12 Writing Students examine an explanatory research essay exemplar. They develop an understanding of the structure and purpose of the parts of the expanded essay, including three body paragraphs with headings and citations. This work prepares students to continue planning for their research essay.

Analyze how Shackleton and his crew respond to their hostile environment in excerpts from Shipwreck at the Bottom of the World

Analyze the point of view in an excerpt from Shipwreck at the Bottom of the World.

Analyze the purpose and importance of each section of the explanatory research essay.

Speaking and Listening

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing opinions about Shackleton, which prepares them to discuss different perspectives about Shackleton in the Socratic Seminar in Lesson 13.

Rehearse a discussion of different perspectives related to Shackleton.

Focusing Question 3: How do Malala and her community respond to the hostile environment in Pakistan?

15 Reading Students practice fluently reading an excerpt from I Am Malala. They answer text-dependent questions to develop an understanding of the text. This work prepares students to discuss the text in Lesson 15.

19 Language Students deconstruct an excerpt from I Am Malala. By focusing on punctuation, syntax, and point of view, students deepen their understanding of complex language. This work prepares students to discuss Malala’s motivation and heroic actions in Lesson 19.

22 Speaking and Listening Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the structure and central ideas of the text, which prepares them to write about how the parts of the book work together in Lesson 22.

Summarize the important ideas in excerpts from I Am Malala

Analyze a character’s thoughts in an excerpt from I Am Malala

Rehearse a claim related to how the text’s parts work together to tell a story and develop the book’s central ideas.

Focusing Question 4: How does Yousafzai’s and McCormick’s portrayal of Malala develop the concept of heroism?

23 Writing Students examine an explanatory research essay exemplar about Shackleton. They develop an understanding of the structure and purpose of source integration, including paraphrasing and directly quoting from the text. This work prepares students to discuss effective source integration in Lesson 23.

25 Writing Students examine an explanatory research essay exemplar about Malala. They develop an understanding of the structure and purpose of the introduction’s thesis and preview as well as the action verbs and other phrases in the body paragraph “A Heroic Response.” This work prepares students to write about their own figure’s heroic actions in Lesson 25.

27 Speaking and Listening

Students orally process the content they have studied and rehearse sharing their ideas aloud. Students practice using academic language while discussing the author’s point of view and Malala’s heroic actions, which prepares them to write an explanatory essay in Lesson 27.

Analyze the purpose and importance of source integration in an explanatory research essay.

Analyze the purpose and importance of action verbs in a paragraph of an explanatory research essay.

Rehearse a discussion related to how the authors show Malala’s heroism in dire and formidable circumstances.

Talking Tool

Talking Tool

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

PROLOGUE TO LESSON 3: AT A GLANCE

Focusing Question: How do Shackleton and his crew respond to the hostile environment of Antarctica?

SUMMARY

Students practice fluently reading an excerpt from Shipwreck at the Bottom of the World . They answer textdependent questions to develop an understanding of the text This work prepares students to discuss the text and related images in Lesson 3 .

LEARNING GOAL

Summarize the important ideas in an excerpt from Shipwreck at the Bottom of the World .

✔ Complete a 3–2–1 about the text and photograph .

VOCABULARY

environment (n ): a place or surrounding conditions hostile (adj .): dangerous; cruel

MATERIALS

Shipwreck at the Bottom of the World, Jennifer Armstrong

Prologue Glossary

Handout 2B: Optional Fluency Practice 1

Handout 3A: Art Vocabulary

Direct students to the image of the ship on page i of Shipwreck at the Bottom of the World . Assess and activate prior knowledge by asking this question: “What are three words you can use to describe this scene?”

Direct students to the words environment and hostile in their Prologue Glossaries . Echo Read the words and then def ine them . environment (n .): a place or surrounding conditions hostile (adj .): dangerous; cruel

Explain that this image is a real photograph taken on Shackleton’s expedition, or long trip, to Antarctica Highlight the large chunks of ice surrounding the ship and explain that this captures the hostile, or dangerous, environment at the South Pole .

Direct attention to the North Pole and South Pole on a globe and explain that the Antarctic, at the South Pole, is at the opposite end from the Arctic, at the North Pole. Tell students that the prefix ant, as in anti, means “opposite.”

SCAFFOLD

Provide additional visuals such as a world map and the video “Antarctica Landscape Timelapse.”

Introduce the Learning Goal: Summarize the important ideas in an excerpt from Shipwreck at the Bottom of the World .

Explain that analyzing the book’s text and images will help students understand how these elements work together and prepare students to discuss and write about them .

Direct students to Handout 3A and highlight some of the art vocabulary words that can be used to describe the image on page i Model how to use these terms by describing the photograph on page i: “The photo has a lonely and dangerous mood with the dark background and the bright foreground.” Explain that back refers to the farther part of the image “in the back,” and fore refers to the nearer part of the image .

Direct students to the photograph on page 23 Tell students that this is another photograph of Antarctica. Ask: “What do you see in the background?”

ƒ The background is full of ice that goes on and on. The ice takes up most of the image.

Ask: “What do you see in the foreground?”

ƒ There are three men in the foreground. They look small compared to the rest of the image.

Tell students that now they will read a description of Antarctica .

Direct students to Handout 2B. Read aloud the first paragraph. Model how to fluently read by emphasizing phrasing. As needed, define unfamiliar words such as glaciers, continent, mammoth, icecap, distorts, clings, and spawning . Instruct students to annotate the handout .

SCAFFOLD Create a chart of vocabulary words from the text. Add images and home language labels as needed.

Echo Read the first paragraph on the handout and encourage students to mimic your phrasing. Ask: “How is the Arctic different from the Antarctic?”

Listen for these essential understandings:

ƒ The Arctic is at the North Pole, and the Antarctic is at the South Pole.

ƒ The Arctic is mostly water, with layers of thinner ice on top.

ƒ The Antarctic is a large continent mostly covered by thick ice, or glaciers.

Read aloud the second paragraph on Handout 2B. Model how to fluently read by emphasizing effective phrasing. As needed, define unfamiliar words such as Fahrenheit, masses, descends, terrifying, and stranded . Instruct students to annotate the handout .

Echo Read the second paragraph and encourage students to mimic your phrasing. Ask: “What is the winter weather like at the South Pole?”

Listen for these essential understandings:

ƒ It’s very cold and windy at the South Pole in the winter—as low as 100 degrees below zero.

ƒ The seas around the Antarctic freeze very quickly and create a gigantic frozen area about twice the size of the United States.

Direct students to the photograph on page 23. Ask: “What is the mood of this image?”

Listen for these essential understandings:

ƒ The mood is overwhelming. The men look so small compared to the ice.

ƒ The mood is hostile and dire, or desperate. The men look like they are stranded or trapped by the ice.

Ask: “What details from the text help you understand why the mood of the image is so serious?”

ƒ Antarctica is the most hostile environment on Earth.

ƒ The temperature can reach 100 degrees below zero, and the winds can reach 200 miles per hour.

Echo Read the last sentence on Handout 2B. As needed, define unfamiliar words such as British, crew, contact, and survived . Instruct students to annotate the handout .

Instruct students to Partner Read the sentence and Think–Pair–Share: “What important information does this sentence provide about the expedition?”

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

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

ƒ The expedition, or trip, occurred in 1915—a long time ago.

ƒ The crew, a group of twenty-eight men, were from Britain.

ƒ Somehow along the way, the men lost their ship. I wonder what happened.

ƒ All twenty-eight men survived even after being stranded in the hostile environment.

TEACHER NOTE

You may display a timeline to orient students to the year 1915. You may also indicate Britain on a world map in relation to the Antarctic.

Land

✔ Pairs complete a 3–2–1 about the text and photograph .

Facilitate a discussion . Prompt students to use the art vocabulary from Handout 3A and the terms hostile and environment

PROLOGUE TO LESSON 6: AT A GLANCE

Focusing Question: How do Shackleton and his crew respond to the hostile environment of Antarctica?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing information conveyed by text and images, which prepares them to discuss and write about these elements in Lesson 6 .

LEARNING GOAL

Rehearse a claim related to how text and photographs work together in Shipwreck at the Bottom of the World .

✔ Share a claim about how a photograph and text caption work together to relay a story

VOCABULARY

dire (adj .): dreadful; desperate environment (n .): a place or surrounding conditions hostile (adj .): dangerous; cruel

MATERIALS

Shipwreck at the Bottom of the World, Jennifer Armstrong

Prologue Glossary

Handout 3A: Art Vocabulary

Direct students to the image on page 49 in Shipwreck at the Bottom of the World . Assess and activate prior knowledge by asking this question: “How does this photograph show a hostile environment, or dangerous place?”

Listen for these essential understandings:

ƒ The photograph shows the ship pulled apart by the ice in the middle of the hostile environment.

ƒ It shows how dangerous Antarctica is—for the ship and the men.

Direct students to the words dire, environment, and hostile in their Prologue Glossaries Echo Read the words and then define them

dire (adj .): dreadful; desperate environment (n .): a place or surrounding conditions hostile (adj ): dangerous; cruel

Explain that after the hostile environment destroyed their ship, the men were in an even more dire, or dreadful, situation and were desperate to find a way to survive .

Direct students to Handout 3A and review the terms mood, background, and foreground as needed Model how to describe the photograph on page 49 by using the terms: “The mood of this photo is sad and dire . A large crooked part of the ship is in the background, and a man and smaller pieces of the ship are in the foreground.”

Direct students to the caption below the photograph that identifies the man and ship. Explain that the photograph and the caption work together to tell part of the story .

Introduce the Learning Goal: Rehearse a claim related to how text and photographs work together in Shipwreck at the Bottom of the World .

Explain that students will discuss how the text and images show the crew’s response to the hostile environment . Tell students this will help them understand the importance of text and image elements and also help them complete the Focusing Question Task .

Learn

Read aloud on page 46 from “The sternpost” to “like twigs.”

Explain that the text works together with the photograph and caption on page 49 to tell a more complete story of how the men responded to the hostile environment .

Ask: “Do you think you would be able to picture the ship wreckage in your mind just from this description? How does the photograph on page 49 add to your understanding of what happened to the ship in this hostile environment?”

Listen for these essential understandings:

ƒ The text describes a lot of damage, but without knowing all the names of the ship parts, it’s hard to picture the full wreckage.

ƒ The photograph shows how the wreckage actually looked. It isn’t a drawing or painting based on what happened; it’s a real photograph taken during the expedition.

ƒ The photograph emphasizes the hostile environment and how empty and white Antarctica is. It helps tell the story of how the men responded to this dire place.

Direct students to the photograph on page 53. Ask: “How does the mood, background, and foreground of this image show the hostile environment and how the men respond to it?”

Listen for these essential understandings:

ƒ The mood of this image is serious and focused and a bit lonely. It shows another dire situation. It also shows how the men are working together to try to survive.

ƒ The background and foreground are both light. All of the action is in the middle of the image. The dark figures look almost lost inside the white sky and snow. But they are trying their hardest to pull the boat across the ice.

Read aloud at the top of page 54 from “Bringing up” to “boat forward.”

Ask: “How does the text describe the hostile environment and how the men respond to it?”

Listen for these essential understandings:

ƒ The text tells us that the boat is heavy because of all the food and equipment. It was very hard to pull across the wet snow and ice, and they had to keep stopping to rest.

ƒ The text explains that there were two boats to pull, and the crew had to pull one forward first and then go back for the second.

Instruct students to Think–Pair–Share: “How do the photograph on page 53 and the text on page 54 work together to show how the men responded to the hostile environment?”

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

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

ƒ The photograph and text both show that fifteen men worked together to pull the boat across the wet snow and ice. The photo and text show how hard it was to move each boat forward a little at a time through the hostile environment. The men had to push themselves and each other to survive their dire situation.

ƒ There are some things in the text that are not in the photograph, and vice-versa. The photograph and text work together to tell a more complete story of the men’s struggle to survive in the hostile environment.

TEACHER NOTE

During discussion you may model how to use other art vocabulary from Handout 3A such as scale, pose, and composition.

Form small groups and assign each group a photograph from page 21, 30, 34, or 36 . Instruct students to study both the photograph and the caption . Tell students that many of the captions are to the side of the photographs rather than below .

Instruct students to discuss the photograph by using the art terms mood, background, and foreground from Handout 3A . Tell students to identify what the photograph shows, what the caption tells the reader, and how the two work together to reveal how the men responded to the hostile environment .

Provide these sentence frames:

The mood in the photograph is . The background shows , and the foreground shows .

The caption tells us that . The photograph and text work together to .

SCAFFOLD

Read aloud the caption for each photograph and then Echo Read each caption. Define unfamiliar words as needed.

TEACHER NOTE

The photograph on page 38 shows a man in blackface. The image is not addressed in this lesson, and although the caption identifies the use of blackface as a racial slur, you may need to facilitate more discussion.

5 MIN.

✔ Groups share a claim about how a photograph and text caption work together to relay a story .

Prompt students to use the sentence frames, the art vocabulary from handout 3A, and the vocabulary words dire, hostile, and environment in their responses .

PROLOGUE TO LESSON 8: AT A GLANCE

Focusing Question: How does Armstrong’s portrayal of Shackleton and his crew develop the concept of heroism?

SUMMARY

Students closely read excerpts from Shipwreck at the Bottom of the World . They answer text-dependent questions to develop an understanding of the text This work prepares students to discuss the crew’s morale and heroic actions in Lesson 8 .

LEARNING GOAL

Analyze how Shackleton and his crew respond to their hostile environment in excerpts from Shipwreck at the Bottom of the World .

✔ Share textual evidence to describe how Shackleton and his men responded to the hostile environment with heroic actions .

VOCABULARY

heroism (n .): great courage

morale (n .): the feelings of enthusiasm and loyalty that a person or group has about a task or job

MATERIALS

Shipwreck at the Bottom of the World, Jennifer Armstrong

Prologue Glossary

Prologue Handout 8A: Responses to Events, Chapters 10–11

Assess and activate prior knowledge by asking these questions: “Who helped the crew members feel better when they were feeling low? How?”

Listen for these essential understandings:

ƒ Shackleton helped the men feel better by being a strong leader. He made plans and decisions and looked out for the safety of each person.

ƒ Crew members helped encourage each other. They became close as a team who did everything together.

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

heroism (n .): great courage

morale (n ): the feelings of enthusiasm and loyalty that a person or group has about a task or job

Explain that when things are hard, morale can be very low . Remind students that the Antarctic expedition had many low points, but Shackleton and his men responded to the hostile environment with heroic actions, such as boosting, or increasing, the morale of the group so they would not give up

Introduce the Learning Goal: Analyze how Shackleton and his crew respond to their hostile environment in excerpts from Shipwreck at the Bottom of the World .

Explain that analyzing these excerpts will help students understand why morale and leadership are important and how a hostile environment can inspire people to heroism .

Learn

20 MIN.

Direct students to Prologue Handout 8A . Tell students you will share examples of heroic actions in chapter 10 of Shipwreck at the Bottom of the World .

Explain that students will then work in groups to identify some heroic actions in chapter 11

Read aloud the first two entries on the handout. As needed, define unfamiliar words such as floe, drifting, and retrieved .

Explain that the events are summarized, or paraphrased, in the left-hand column Tell students that these are the causes and that the effects, or results, are in the second column . Explain that the effects describe how the men responded with heroic actions to the events .

Direct students to the sentence frames at the bottom of the handout Model how to discuss the first entry by using the frames: “Wild responded to the seal attack by shooting the seal. This showed heroism because he acted quickly and bravely saved the men.”

Instruct students to Think–Pair–Share: “How could you use the sentence frames to discuss the second entry?”

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

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

ƒ Shackleton responded to losing the third boat by not giving up and by sending his men after it when the time came. This showed heroism because he made a risky and difficult decision that paid off.

ƒ The men responded to losing the third boat by following Shackleton’s orders to go get it back. This showed heroism because it was a dangerous mission and they had to be brave.

Ask: “Why do you think giving the men hot food and tea is considered a heroic action?”

Listen for these essential understandings:

ƒ Hot food and drink could save the men’s lives after being in the frozen cold.

ƒ Part of being a leader is keeping up the morale of a group. Giving the men hot food and drink could help to boost their spirits.

Direct students to the last paragraph on page 69. Read aloud from “The Boss” to “to play” in the second full paragraph on page 70

Direct students to Prologue Handout 8A . Read aloud the summary in the third row .

Think aloud as you record Shackleton’s heroic actions in the second column: “Even though he was scared, Shackleton remained calm and even cheerful in front of the men He made careful plans, kept up routines, and played games.” Explain that being calm and keeping up morale as a leader was important because all the men looked to him as an example . Instruct students to add this response to their handout .

Read aloud the events from chapter 11 on Prologue Handout 8A Form groups and assign each an event .

Direct students to the relevant section of the text for their assigned event . Instruct students to find textual evidence of the heroic responses of Shackleton or the men. Tell students to record the heroic actions on the handout and then use the sentence frames to discuss the event and the response .

TEACHER NOTE

On pages 75–76 of the text, there are descriptions of the men killing the dogs for survival. These sections are not part of the required reading.

SCAFFOLD Lead groups in reading the text surrounding their assigned event. Define unfamiliar words as needed.

✔ Students share textual evidence to describe how Shackleton and his men responded to the hostile environment with heroic actions .

Prompt students to use the sentence frames on Prologue Handout 8A as they share .

Facilitate a discussion and instruct students to add responses to their handouts .

PROLOGUE TO LESSON 10: AT A GLANCE

Focusing Question: How does Armstrong’s portrayal of Shackleton and his crew develop the concept of heroism?

SUMMARY

Students deconstruct an excerpt from Shipwreck at the Bottom of the World . By focusing on word choice, dialogue, and point of view, students deepen their understanding of complex language This work prepares students to discuss and write about the author’s point of view and Shackleton’s actions in Lesson 10 .

LEARNING GOAL

Analyze the point of view in an excerpt from Shipwreck at the Bottom of the World.

✔ Share how the author’s word choice shows positive opinions about Shackleton .

VOCABULARY

formidable (adj.): very difficult and frightening point of view (n .): perspective; how someone thinks or feels about something

MATERIALS

Shipwreck at the Bottom of the World, Jennifer Armstrong, Pages 80–81

Prologue Glossary

Prologue Handout 10A: Excerpt from Shipwreck at the Bottom of the World

Assess and activate prior knowledge by asking this question: “What words would you use to describe someone you admire?”

Facilitate a brief discussion .

Explain that the words we use to describe someone or tell a story about them express our point of view, or the way we feel and think about them Tell students the words may vary depending on who is telling the story and the storyteller’s experience with that person .

Direct students to the words formidable and point of view in their Prologue Glossaries . Echo Read the words and then define them .

formidable (adj.): very difficult and frightening point of view (n .): perspective; how someone thinks or feels about something

Explain that the author of Shipwreck at the Bottom of the World tells about a formidable, or very difficult and frightening, expedition from her point of view by carefully choosing the words to tell the story .

Introduce the Learning Goal: Analyze the point of view in an excerpt from Shipwreck at the Bottom of the World.

Explain that studying an excerpt will help students understand more about Shackleton and his men, their formidable expedition, and the author’s point of view .

Learn

20 MIN.

Direct students to the last paragraph on page 80 in Shipwreck at the Bottom of the World . Read aloud the excerpt from “In spite” to “always fostered” on page 81

Ask: “What is happening in this part of the story?”

Listen for these essential understandings:

ƒ After being stuck drifting and waiting on the ice, suddenly the men must act quickly to save Holness and Shackleton.

ƒ The men feel more hopeful after working together to save everyone. Their spirits are up.

Direct students to Prologue Handout 10A. Read aloud the excerpt. Model how to fluently read by emphasizing effective phrasing .

Echo Read the sentence and ask: “Who is speaking in this sentence?”

Listen for these essential understandings:

ƒ Frank Worsley is speaking.

ƒ Worsley is the skipper, the one who helped the crew know where they were going.

Reinforce that Worsley is speaking the dialogue . Emphasize that the dialogue adds another point of view, or perspective, to the story . Remind students that throughout the story the author includes reports from various men on the expedition

Instruct students to Partner Read the first part of the sentence and to Think–Pair–Share: “What do you think optimism means?”

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

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

ƒ I think optimism is a positive feeling.

ƒ It’s listed together with hope, so I think it’s a good thing.

Explain that optimism means “a feeling that good things will happen.” Tell students that the opposite of optimism is pessimism, or a feeling that bad things will happen Instruct students to circle the word optimism and record the definition in the right-hand column of Prologue Handout 10A .

Read aloud the second part of the sentence . Explain that fostered means “helped grow or develop.” Instruct students to circle the word fostered and record the definition in the right-hand column of their handout .

Echo Read the second part of the sentence and ask: “What feelings is this section talking about?”

ƒ The feelings are the hope and optimism from the first part of the sentence.

Explain that the dash between the sections connects the word feelings to specific examples of feelings—the second part of the sentence describes the first part. Tell students that hope and optimism are two feelings that Shackleton fostered, or helped develop, in the crew . Instruct

students to circle the word feelings and draw arrows pointing to hope and optimism .

Instruct students to Partner Read the full excerpt and to Think–Pair–Share: “Why do you think the men felt optimistic even in a formidable, or frightening, situation?”

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

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

ƒ The men felt hopeful and optimistic because Shackleton was a strong leader.

ƒ Worsley said that Shackleton always fostered, or helped develop, these feelings in his crew. The reader can tell that Worsley, and the other men, trusted Shackleton completely.

ƒ Throughout the book, the author shows that Shackleton never gave up. He set a good example by showing hope and optimism to his crew.

Guide students through the Mix and Mingle routine to discuss how the author’s word choice shows her opinion of Shackleton .

Provide this sentence frame: The words and show Armstrong’s positive opinion of Shackleton because

SCAFFOLD

Provide example sentences by using the sentence frame. Read them aloud and then Echo Read them.

Form pairs . Give pairs two minutes to discuss the topic .

Instruct students to repeat this process with new partners . Give them two more minutes to discuss the topic .

Invite volunteers to share what they discussed .

✔ Pairs share how the author’s word choice shows positive opinions about Shackleton .

Tell students to use the sentence frame as they share .

Listen for these essential understandings:

ƒ The words hope and optimism show Armstrong’s positive opinion of Shackleton.

ƒ The words full and always fostered also show Armstrong’s positive opinion of Shackleton. The author used Worsley’s words to emphasize Shackleton’s strong leadership.

PROLOGUE TO LESSON 12: AT A GLANCE

Focusing Question: How does Armstrong’s portrayal of Shackleton and his crew develop the concept of heroism?

SUMMARY

Students examine an explanatory research essay exemplar . They develop an understanding of the structure and purpose of the parts of the expanded essay, including three body paragraphs with headings and citations . This work prepares students to continue planning for their research essay .

LEARNING GOAL

Analyze the purpose and importance of each section of the explanatory research essay .

✔ Discuss why the organization of a research essay is important .

MATERIALS

Prologue Glossary

Handout 13B: Ernest Shackleton Exemplar

Handout 20B: Essay Graphic Organizer

Direct students to Handout 20B . Assess and activate prior knowledge by asking this question: “How is this research essay similar to and different from the other explanatory essays you have written?”

Listen for these essential understandings:

ƒ They all have an introduction with a hook, introduction, and thesis.

ƒ They all have body paragraphs with a topic statement, evidence, elaboration, and a concluding statement.

ƒ They all have a conclusion.

ƒ This research essay model has three body paragraphs instead of two.

ƒ Each body paragraph in this research essay has a heading.

ƒ In a research essay, you need several sources to quote from.

Introduce the Learning Goal: Analyze the purpose and importance of each section of the explanatory research essay

Explain that analyzing an explanatory research essay will help prepare students to write their own research essays for the End-of-Module Task .

Learn

20 MIN.

Direct students to Handout 13B. Read aloud the title and introductory paragraph. Define extraordinary as “very different from what is normal or ordinary.” Direct attention to the word’s two parts—extra and ordinary . Explain that Shackleton took steps beyond the ordinary for the good of his crew .

Ask: “In this introductory paragraph, what are the three HIT parts (hook, introduction, and thesis)?”

Listen for these essential understandings:

ƒ The first sentence is the hook. The question draws the reader in.

ƒ The next three sentences introduce the essay. They provide context.

ƒ The last two sentences are the thesis and preview. These outline the points of the body paragraphs.

Instruct students to underline and label the HIT parts of the introduction Remind students that they have written similar introductory paragraphs in shorter explanatory essays .

SCAFFOLD Read aloud the entire essay and define unfamiliar words as needed.

Direct attention to the headings of the three body paragraphs on Handout 13B . Instruct students to Think–Pair–Share: “How are these headings connected to the introductory paragraph?”

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

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

ƒ The headings are connected to the introductory paragraph because they repeat the parts of the thesis and preview.

ƒ The headings tell what each body paragraph is about—the hostile environment, Shackleton’s actions, and the impact of those actions. They help to organize the information.

Instruct students to circle each part of the thesis and preview that connects to the headings Tell students the headings help to organize the body of the essay .

Remind students that each body paragraph includes evidence and elaboration to support each topic statement, which connect to the thesis in the introduction and which usually come first in each paragraph . Instruct students to underline and label each topic statement .

Tell students that now they will focus on how the evidence is cited and how the source information is organized in the research essay . Explain that evidence can be paraphrased—the same idea restated by using different words—or directly quoted from the text Tell students the source information is usually provided in parentheses after the quote or paraphrase .

TEACHER NOTE

Students will learn how to accurately cite sources in subsequent core lessons.

Direct attention to the first citation in the first body paragraph. Explain that the words “two square miles every minute” are directly quoted from page 1 of Armstrong’s text and appear in quotation marks because they have not been changed from what is written in the book .

Ask: “What other citations can you find in this paragraph? Is the citation a direct quote or a paraphrase? How can you tell?”

Listen for these essential understandings:

ƒ The second citation is from Archer. It is a paraphrase because there are no quotation marks.

ƒ The third citation is from Armstrong and is another paraphrase. The words have been changed from what is in the book, but they hold the same general meaning.

Remind students that Armstrong includes information from her point of view about Shackleton in Shipwreck at the Bottom of the World . Explain that the essay conveys Armstrong’s point of view by citing her book as a source .

SCAFFOLD

Remind students that source information appears in parentheses after a direct quote or paraphrase. Explain that locating this source information first can help students identify the other citations in the paragraph.

TEACHER NOTE

You may highlight the first citation in the second body paragraph and explain that because this is from Armstrong again, her name is not repeated in the parentheses. You may also explain that the paraphrased sentences from the Orde-Lees source do not include his name in parentheses because the sentence names the author.

Direct students to the Works Cited at the end of the essay Explain that this part of the essay lists the sources of the research essay . Tell students that this is where they will include their three sources for their own essays .

Explain that all the parts students reviewed in the research essay relate to its organization Instruct students to Think–Pair–Share: “Why do you think organization is important in a research essay?”

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

✔ Pairs discuss why the organization of a research essay is important .

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

ƒ The organization of a research essay is important because it arranges the thinking and makes the essay easier to read and understand.

ƒ The headings of the body paragraphs help organize the three parts of the thesis.

ƒ The organization of using citations helps the reader know where the evidence comes from.

ƒ The Works Cited at the end provides a place to organize the sources used in the essay.

ƒ Having an organized essay helps inform the reader about the topic in a clear way.

PROLOGUE TO LESSON 13: AT A GLANCE

Focusing Question: How does Armstrong’s portrayal of Shackleton and his crew develop the concept of heroism?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing opinions about Shackleton, which prepares them to discuss different perspectives about Shackleton in the Socratic Seminar in Lesson 13 .

LEARNING GOAL

Rehearse a discussion of different perspectives related to Shackleton .

✔ Record one statement and one question for the Socratic Seminar .

VOCABULARY

heroism (n ): great courage

hubris (n .): too much pride; arrogance

MATERIALS

Prologue Glossary

Handout 13A: Excerpts about Shackleton

Assess and activate prior knowledge by asking this question: “Do you think Shackleton was brave or foolish to try to cross Antarctica?”

Facilitate a brief discussion .

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

heroism (n .): great courage hubris (n .): too much pride; arrogance

Remind students of the heroes they have read about, such as Rama and Odysseus Reinforce that although he was a great leader, Odysseus’s hubris, or pride, caused a lot of problems . Remind students that one sign of a hero is that they learn from their mistakes . Emphasize that being a hero doesn’t mean someone is perfect .

Remind students that the author of Shipwreck at the Bottom of the World has shown Shackleton’s heroic actions in response to a hostile environment through descriptions, journal entries, and dialogue from different perspectives . Reinforce that the text is from the author’s point of view . Tell students they will read additional points of view in this lesson .

Introduce the Learning Goal: Rehearse a discussion of different perspectives related to Shackleton .

Explain that discussing different perspectives about Shackleton will help prepare students to participate in the Socratic Seminar

Learn

20 MIN.

Direct students to Handout 13A Explain that you will read aloud two excerpts about Shackleton by two different authors . Tell students they will complete the handout later as a class . Instruct students to just listen for now .

Read aloud the first excerpt by Archer. Pause to define each underlined word by using the glossary at the bottom of the handout

SCAFFOLD

Display the essential understandings as paraphrases for the opinions. Read aloud each statement and then instruct students to respond to the questions about the opinions.

Ask: “What is Archer’s opinion of Shackleton?”

Listen for these essential understandings:

ƒ He sees Shackleton as a hero but with flaws.

ƒ Shackleton was conflicted because he was full of both pride, or hubris, and strong leadership skills.

ƒ Archer compares Shackleton to a mythological figure. Archer seems to be in awe of Shackleton.

Read aloud the second excerpt by Sisson. Pause to define each underlined word by using the glossary .

Ask: “What is Sisson’s opinion of Shackleton?”

Listen for these essential understandings:

ƒ Sisson mentions hubris but focuses on Shackleton’s leadership as what is revered, or honored, today.

ƒ Shackleton was a strong leader but also humble.

ƒ Sisson says we need more leaders today like Shackleton. He seems to value humility and teamwork over focus on the self.

Instruct students to Think–Pair–Share: “Which of these opinions seems closer to Armstrong’s point of view in Shipwreck at the Bottom of the World?”

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

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

ƒ Sisson’s opinion seems closer to Armstrong’s point of view.

ƒ Armstrong focuses on Shackleton’s leadership and teamwork like Sisson. She doesn’t focus on or even mention his hubris, or pride.

ƒ Armstrong seems to value heroic action balanced with humility.

Display and read aloud the Socratic Seminar question: “Is Shackleton more of a hero or a reckless adventurer?”

Define reckless as “not showing proper concern about the possible bad results of one’s actions.” Explain that someone who is full of hubris, or pride, may act recklessly

Tell students they will discuss in groups a related question that will help them think about the Socratic Seminar question .

Form small groups Assign each group one of these questions:

Can someone be a hero if their actions are also reckless? Do heroes need some hubris to do big things?

Is Shackleton’s heroism lessened by his hubris? Does hubris help Shackleton and his men survive?

SCAFFOLD Provide sentence frames to guide discussion.

Facilitate a brief discussion Prompt students to share if their opinions about Shackleton changed from the beginning of the lesson .

5 MIN.

✔ Students record one statement and one question for the Socratic Seminar . Provide these sentence frames:

I think Shackleton was a hero because . Armstrong shows Shackleton as a hero by . I think Shackleton was reckless because .

One question I have is ?

I wonder . What does mean?

PROLOGUE TO LESSON 15: AT A GLANCE

Focusing Question: How do Malala and her community respond to the hostile environment in Pakistan?

SUMMARY

Students practice fluently reading an excerpt from I Am Malala . They answer text-dependent questions to develop an understanding of the text This work prepares students to discuss the text in Lesson 15

LEARNING GOAL

Summarize the important ideas in excerpts from I Am Malala .

✔ Discuss how the parts of the text’s prologue work together to introduce a story .

VOCABULARY

foreshadowing (n ): a suggestion or hint of something that has not happened yet prologue (n ): a brief introduction to a story in a book or film

MATERIALS

I Am Malala, Malala Yousafzai and Patricia McCormick

Prologue Glossary

Handout 14A: Optional Fluency Practice 3

Display the cover of I Am Malala . Assess and activate prior knowledge by asking this question:

“What can you tell from the title, subtitle, and authors of this text?”

Listen for these essential understandings:

ƒ I can tell from the title that this story is told from the first-person point of view. The “I” in the title is Malala. She is the narrator, or the one telling the story.

ƒ The subtitle tells us that this is a story about a girl who “stood up for education and changed the world.” This is a true story.

ƒ The authors’ names tell us that Malala is the main person telling the story, and there is another person named Patricia McCormick helping to tell the story.

Emphasize that this story is written in first-person point of view and that Malala is the narrator .

Direct students to the terms foreshadowing and prologue in their Prologue Glossaries Echo Read the terms and then def ine them

foreshadowing (n .): a suggestion or hint of something that has not happened yet prologue (n .): a brief introduction to a story in a book or film

Explain that the prologue uses foreshadowing to give the reader hints of what will happen Direct attention to the prefixes pro- and fore- and explain that these word parts refer to something that comes before something else . Provide other examples, such as foretell . Reinforce that the prologue comes at the beginning of the book and gives the reader information to ease them into the rest of the story Tell students there are three parts to the text’s prologue Direct attention to the vertical lines that separate the sections on pages 3 and 4 of I Am Malala

TEACHER NOTE

You may direct attention to the epilogue at the end of the book and explain that this acts as a bookend to the prologue by concluding the story. Explain that the -logue suffix refers to a spoken or written conversation, such as in dialogue and catalogue

Introduce the Learning Goal: Summarize the important ideas in excerpts from I Am Malala.

Explain that studying an excerpt from each part of the prologue will help students understand how the parts work together to introduce Malala’s story .

Direct students to page 1 of I Am Malala and read aloud the first paragraph. Explain that shalwar are pants and a kamiz is a type of shirt .

Ask: “What is happening in this paragraph in the prologue’s first part?”

Listen for these essential understandings:

ƒ Malala is describing her bedroom at home. One detail that seems important is the date in her school schedule—October 9, 2012. This date is also on the back of the book.

ƒ Malala describes her unmade bed and her school uniform. She talks a lot about school in this first paragraph. It shows how important it is to her.

Explain that even though this part of the prologue is written in present tense, it is referring to events that have already happened .

Direct attention to the first sentence again. Explain that she is closing her eyes and remembering the bedroom from somewhere else, which is a clue that Malala is no longer in this bedroom Explain that the author uses present tense verbs such as closes and is to draw the reader in and to create a picture of Malala’s room and life before big changes happened .

Direct students to page 3 and read aloud the first paragraph, beginning with “It was.” Then direct students to page 4 and read aloud the last paragraph, beginning with “All this.” Explain that banter means “friendly back-and-forth talking and joking.”

Ask: “What is happening in this second part of the prologue?”

Listen for these essential understandings:

ƒ Malala is describing the morning before going to school. She says it was “the most ordinary of days” (3).

ƒ Malala’s mother woke her, and her father joked with her and her brother while they ate breakfast.

ƒ Malala rushed off to school without finishing her breakfast—and without looking back.

Tell students that the author uses past tense verbs such as stayed and raced to describe things that already happened at the point when Malala is telling the story Emphasize that within this

part there are still clues about things that will happen later in the story Explain that the phrases ordinary of days and never looked back are examples of foreshadowing, or hints of things to come .

Ask: “What is the purpose of this part of the prologue?”

Listen for these essential understandings:

ƒ Malala is focusing in on this day as the day when her whole life changed.

ƒ The author uses foreshadowing in this part to give the reader hints about things that are going to happen.

Reinforce that the reader can tell by the way Malala is describing this part of the story that something will happen that same day to change everything. Emphasize that the first paragraph students read connects to these paragraphs because they describe the same day in Pakistan— October 9, 2012 . Highlight that both parts show that Malala sensed something was going to happen to her .

Direct students to Handout 14A Explain that this excerpt is from the prologue’s third part Read aloud the excerpt. Model how to fluently read by emphasizing phrasing. Explain that halt means “stop” and that a tailboard is the part of a van for stepping up to go in and out of the back door .

Echo Read the excerpt. Ask: “What is happening in this third part of the prologue?”

Listen for these essential understandings:

ƒ Malala and her friends are riding home from school in a van.

ƒ Two men stop the van and one steps up onto the back of the van and leans in. He asks who Malala is.

ƒ Some of the girls point to Malala and the man raises his arm.

Explain that Malala didn’t remember this whole scene because of the trauma she experienced, so others had to tell her about it Highlight that this section also uses past tense to describe events that have already happened . Emphasize that both present and past tense can be used to describe past events for different purposes .

Instruct students to Think–Pair–Share: “What is the purpose of this part of the prologue?”

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

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

ƒ This part of the prologue is telling the reader some details about what happened to Malala on October 9, 2012—the day her life changed. Some of the details are left out because Malala didn’t remember everything, but this is the event that this whole story revolves around. More details will probably be included later, since this is just the introduction.

ƒ At the end of this section, she says, “I am Malala, and this is my story.” She is now answering the question the man had asked her on the van, but she is bravely speaking to the whole world. This is an introduction to the full story that is to come.

SCAFFOLD

Read aloud the entire prologue of I Am Malala and clarify the overlapping events told in both past and present tense to help students comprehend this introductory text.

Instruct students to Think–Pair–Share: “How do the three parts of the prologue work together to introduce this story?”

✔ Pairs discuss how the parts of the text’s prologue work together to introduce a story .

Facilitate a brief discussion of responses

Listen for these essential understandings:

ƒ All three parts have a section that describes the day Malala left her home to never return.

ƒ All three parts have foreshadowing, or hints of things that are going to happen.

ƒ All three parts help show what Malala’s life was like before everything changed. The present tense in the first part draws the reader into the story and makes them feel like they are there.

ƒ All three parts work together to introduce to the reader the story of Malala’s heroic actions in response to her hostile environment.

PROLOGUE TO LESSON 19: AT A GLANCE

Focusing Question: How do Malala and her community respond to the hostile environment in Pakistan?

SUMMARY

Students deconstruct an excerpt from I Am Malala . By focusing on punctuation, syntax, and point of view, students deepen their understanding of complex language This work prepares students to discuss Malala’s motivation and heroic actions in Lesson 19 .

LEARNING GOAL

Analyze a character’s thoughts in an excerpt from I Am Malala .

✔ Share a picture to illustrate what Malala and her father are thinking in the excerpt .

VOCABULARY

None MATERIALS

Prologue Glossary

Prologue Handout 19A: Excerpt from I Am Malala

Assess and activate prior knowledge by asking this question: “What is Malala’s motivation, or reason, for fighting the Taliban?”

Facilitate a brief discussion .

Listen for these essential understandings:

ƒ Malala does not want to give up going to school. She believes it is everyone’s right.

ƒ She is willing to bravely fight for her education.

Introduce the Learning Goal: Analyze a character’s thoughts in an excerpt from I Am Malala

Explain that studying an excerpt will help students understand more about Malala’s motivation, or reason, for taking heroic action against the Taliban .

20 MIN.

Direct students to Prologue Handout 19A Explain that this sentence comes from the text section about the last day of school . Highlight that when Malala was interviewed about her reaction to the Taliban closing schools, she told the cameraman that she would continue to fight for her education. Explain that she also asked the world to help her fight without knowing how many people would see the video .

TEACHER

NOTE

This sentence comes from Handout 19B: Optional Fluency Practice 4.

Read aloud the sentence on Prologue Handout 19A . Tell students that this sentence is divided into two main sections by a comma

Ask: “What two people is this sentence about?”

ƒ This sentence is about Malala and her father.

Explain that the first section of this sentence is about Malala’s father. Instruct students to circle “my father.” Echo Read the first two lines of the excerpt .

Ask: “What is Malala’s father doing?”

ƒ He is looking at Malala and smiling uncomfortably.

Instruct students to underline the verbs looking and smiling . Tell students that the comma after me separates the two actions of Malala’s father Explain that reading the parts between commas is a helpful strategy to understand a long sentence .

Explain that the third line, beginning “with a mixture,” describes how Malala’s father is looking and smiling . Echo Read the third and fourth lines of the excerpt .

Instruct students to Think–Pair–Share: “Why does Malala’s dad look at her with a mixture of pride and sadness?”

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

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

ƒ He is proud of her for standing up for herself and speaking out against the Taliban.

ƒ He is sad that she cannot go to school anymore and he cannot protect her right to education.

Instruct students to write in the Analysis section a sentence describing how Malala’s father feels at this time .

Reread the first line of the excerpt. Ask: “What clue does the sentence’s first word provide about this section?”

ƒ The word as shows that this section of the sentence connects to the next section. As, or while, this section is happening, something else is happening.

Instruct students to circle the word as and record connector in the right column .

SCAFFOLD

Before asking students to consider the role of the word as, think aloud to create sentence strips that show what the section would look like with and without as . Emphasize that, because of this connector, the first section describes the second section instead of being a standalone sentence.

Direct students to the second section of the excerpt. Echo Read the section, beginning with “I pictured.”

Ask: “What word is the main subject of this sentence? Who is this sentence mainly about?”

Listen for these essential understandings:

ƒ The first “I” is the main subject of this sentence.

ƒ The “I” is Malala. This sentence is mainly about Malala.

Reinforce that Malala is speaking about herself from the first-person point of view. Instruct students to circle the first pronoun I in the second section and write Malala in the rightside column

Instruct students to underline the verb pictured . Explain that this is the main action of the sentence because Malala is picturing herself doing the other things in that section .

TEACHER NOTE

You may choose to clarify that although the sentence includes other words such as looked, smiling, reading, and ran that seem like actions, the verb pictured is the main verb because it is directly connected to the first pronoun I as the subject.

Ask: “What does the last part of this sentence show us about Malala?”

Listen for these essential understandings:

ƒ Malala loves reading, learning, and going to school.

ƒ Malala plans to continue her education, no matter what.

Instruct students to write in the Notes section a sentence describing how Malala’s father feels at this time .

Ask: “Why do you think authors sometimes use several parts in one sentence?”

Listen for these essential understandings:

ƒ The parts of the sentence work together to paint a fuller picture.

ƒ Some parts describe other parts. If more than one thing is happening at once, the parts can help describe that situation.

ƒ Sometimes sentences have just one part. But if that was always the case, the book could become boring. The parts add variety.

Form small groups and assign each group one of these instructions:

Draw a picture to illustrate what Malala’s father is thinking about in this part . Draw a picture to illustrate what Malala is thinking about in this part .

✔ Groups share a picture to illustrate what Malala and her father are thinking in the excerpt

As groups share their drawings and explain what they illustrated, encourage them to use words from the excerpt .

PROLOGUE TO LESSON 22: AT A GLANCE

Focusing Question: How do Malala and her community respond to the hostile environment in Pakistan?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the structure and central ideas of the text, which prepares them to write about how the parts of the book work together in Lesson 22 .

LEARNING GOAL

Rehearse a claim related to how the text’s parts work together to tell a story and develop the book’s central ideas .

✔ Share how one part of the text develops the central ideas of the book

VOCABULARY

None MATERIALS

I Am Malala, Malala Yousafzai and Patricia McCormick

Prologue Glossary

Central Ideas Anchor Chart

Prologue Handout 22A: Central Excerpts in I Am Malala, Parts Three and Four

Direct students to the table of contents at the beginning of I Am Malala . Read aloud the titles of the text’s five parts. Assess and activate prior knowledge by asking this question: “Which parts of this story have we read?”

ƒ We have read the prologue and Parts One through Four.

Remind students that they have been reading stories about people who responded to hostile environments with heroic actions that had a positive impact on others . On the board or a piece of chart paper, record this progression: hostile environment --> heroic actions --> lasting impact .

Remind students that this is the cause-and-effect pattern they will follow when writing their research essays about a heroic figure. Emphasize that the titles of each part of this text show the cause-and-effect progression from life before the Taliban (prologue and Part One) to hostile environment (Parts One through Four) to heroic actions (Parts Three and Four) to lasting impact (Part Five) Clarify that students have not yet read Part Five

TEACHER NOTE

The discussion in Launch and Learn about structure and central ideas is based on Handout 22A. You may choose to guide students in completing this optional handout to prepare them for Focusing Question Task 3.

Introduce the Learning Goal: Rehearse a claim related to how the text’s parts work together to tell a story and develop the book’s central ideas

Explain that discussing how the text’s parts work together will help students better understand Malala as a heroic figure and will prepare students to complete Focusing Question Task 3 .

Ask: “What are the central ideas, or large ideas that repeat across the text, that we’ve read so far?”

TEACHER

NOTE

Students recorded central ideas on Handout 21A .

Listen for these essential understandings:

ƒ A) Before the Taliban, life in Swat was very different—especially for Malala.

ƒ B) The Taliban brought violence and terror to Swat and changed the way of life there.

ƒ C) This hostile environment inspired Malala to fight back. This showed that she was a brave and determined person who had the support of family and friends.

ƒ

D) Despite many obstacles, Malala did not give up her fight. She continued her heroic actions because she believed so strongly in the right of every person to go to school.

Record correct responses on a Central Ideas Anchor Chart . Read aloud the central ideas in order of progression Assign each idea a letter for future use

Tell students they will now discuss an excerpt from each part of the text they’ve read . Explain that they will show how each part develops, or builds, the central ideas of the text .

Direct students to page 19 in Part One of I Am Malala Read aloud the third and fourth paragraphs, from “And when” to “a paradise.”

Think aloud to articulate the main ideas of these paragraphs, how they represent Part One of the text, and how the paragraphs and Part One together develop the central ideas of the book: “From these paragraphs, I can see that Malala’s life was very different She was free to follow her love of reading and learning because she had her father’s support . Not all girls and women had this encouragement and freedom . Although there are hints of dangers to come in Part One—as well as limits already placed on some girls and women because of their gender—this section shows that life was generally better before the Taliban . This part develops central idea A, that before the Taliban life was very different in Swat—especially for Malala.”

Direct attention to this central idea on the anchor chart as you Think Aloud Emphasize that despite the other information in Part One, the main ideas build toward the central idea that life in Swat was very different before the Taliban. Highlight the title of Part One—“Before the Taliban”— and emphasize that this part works together with the rest of the story by showing how life was different before big changes happened

Direct students to page 26 in Part Two of I Am Malala. Read aloud the first two paragraphs, from “I had” to “was safe.”

Ask: “What are the main ideas in this excerpt?”

Listen for these essential understandings:

ƒ The Taliban brought terrorism to Swat.

ƒ People were afraid all the time—of being hurt and losing loved ones.

ƒ Violence happened everywhere and no one was safe.

Direct attention to the Central Ideas Anchor Chart Instruct students to Think–Pair–Share: “Which central idea do these paragraphs develop?” Prompt students to use the letter of the central idea in their responses .

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

Then facilitate a whole group discussion .

ƒ These paragraphs from Part Two develop central idea B, that the Taliban brought violence and terror to Swat and changed the way of life there.

Highlight the title of Part Two—“A Shadow over Our Valley”—and emphasize that this part works together with the rest of the story by showing how the Taliban terrorized Swat .

Direct students to Prologue Handout 22A . Read aloud the titles and excerpts for Part Three and Part Four . Form small groups and assign each group one of the excerpts .

Instruct students to reread their excerpt and discuss the main ideas Explain that an excerpt may develop more than one central idea Instruct students to then record the letter(s) of the central idea(s) developed by the excerpt . Prompt students to refer to the anchor chart .

Define unfamiliar words on Prologue Handout 22A. Identify and read aloud additional excerpts from Parts Three and Four that help solidify a connection to the central ideas.

Land

✔ Groups share how one part of the text develops the central ideas of the book .

Facilitate a brief discussion of responses . Listen for these essential understandings .

ƒ The main ideas in the excerpt from Part Three are that Malala publicly spoke out against the Taliban and that she and her friends kept going to school even after the ban. Malala wanted to inspire other children and to show that she was not afraid.

ƒ The excerpt, together with the rest of Part Three, develops central ideas B, C, and D.

ƒ The main ideas in the excerpt from Part Four are that Malala’s life was publicly threatened by the Taliban, and she responded by saying she needed to keep doing what she was doing. She felt she had a purpose, and she wasn’t going to let the Taliban, or her fear, stop her.

ƒ This excerpt, together with the rest of Part Four, develops central ideas B, C, and D.

Emphasize that Parts Three and Four work together with the rest of the story by showing how Malala continued to bravely speak out and fight for education for all despite the Taliban’s targeted threat and attack against her .

PROLOGUE TO LESSON 23: AT A GLANCE

Focusing Question: How does Yousafzai’s and McCormick’s portrayal of Malala develop the concept of heroism?

SUMMARY

Students examine an explanatory research essay exemplar about Shackleton . They develop an understanding of the structure and purpose of source integration, including paraphrasing and directly quoting from the text . This work prepares students to discuss effective source integration in Lesson 23 .

LEARNING GOAL

Analyze the purpose and importance of source integration in an explanatory research essay .

✔ Share one paraphrased sentence about a heroic figure by using source evidence .

VOCABULARY

paraphrase (v ): to say something someone else has said or written by using different words

MATERIALS

I Am Malala, Malala Yousafzai and Patricia McCormick

Shipwreck at the Bottom of the World, Jennifer Armstrong

Prologue Glossary

Handout 13B: Ernest Shackleton Exemplar

Paraphrase Strategy Chart

Handout 12A: Note-Taking Organizer

Research essay sources

Display this excerpt from page 53 of I Am Malala:

What have I done wrong that I should be afraid? All I want to do is go to school. And that is not a crime. That is my right.

Assess and activate prior knowledge by asking this question: “How could you restate these sentences in your own words?”

ƒ Why should I be afraid? I have done nothing wrong. I just want to keep learning at school. I have a right to education. That should not be against the law.

Facilitate a brief discussion .

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

paraphrase (v .): to say something someone else has said or written by using different words

Explain that by restating Malala’s words in their own words, students have paraphrased the text Highlight a correct response to show how the words and their order have been changed

Emphasize that the paraphrased text has the same general meaning, but the words are different enough that it is not copying the author, or plagiarizing . Tell students that people constantly paraphrase when writing or speaking about something said or written by someone else .

Introduce the Learning Goal: Analyze the purpose and importance of source integration in an explanatory research essay .

Explain that this work will prepare students to discuss source integration and apply it to their own essays for the End-of-Module Task .

Learn

20 MIN.

Direct students to Handout 13B Remind students that the evidence in this essay comes from sources, which are cited in parentheses throughout the essay .

Instruct students to find and circle all the Armstrong citations in the essay .

Direct students to the first body paragraph on Handout 13B. Read aloud the first two sentences

Think aloud to explain the first instance of source integration from Armstrong: “I see that the first Armstrong citation comes after some words in quotation marks . I know this means the words ‘two square miles every minute’ are directly quoted from page 1 of Armstrong’s text, Shipwreck at the Bottom of the World. But I see that the rest of that sentence, and the sentence before, are not in quotation marks . This means these words are not directly quoted . They are paraphrased, or reworded in the essay author’s own words.”

Direct students to page 1 of Shipwreck at the Bottom of the World Read aloud the fourth sentence in the first paragraph, beginning with “The most.”

Ask: “What does hostile mean?”

ƒ Hostile means “dangerous or cruel.”

Direct students back to Handout 13B. Direct attention to the first sentence in the first body paragraph Explain that inhospitable is a synonym for hostile because both describe a place that is cruel and hard to live in Tell students that one paraphrasing strategy is to use synonyms, such as the essay author using inhospitable instead of hostile . Highlight how the writer also reordered the sentence in the essay so that the words are in a different order than in the original text . Emphasize that the same meaning—Antarctica is a very difficult place to be—still comes across.

TEACHER NOTE

You may define inhospitable as “having an environment where plants, animals, or people cannot live or grow easily.” Direct attention to the prefix in-. Explain that it means “not,” which makes the word mean the opposite of hospitable .

Display a Paraphrase Strategy Chart and list these strategies:

Use synonyms

Reorder words or sentences .

SCAFFOLD Add an example for each item on the Paraphrase Strategy Chart. Create sentence strips and show how words may be replaced and rearranged.

Direct students back to page 1 of the text . Read aloud the fourth sentence in the second paragraph, beginning with “When winter.”

Ask: “Which part of this sentence is directly quoted on Handout 13B? How do you know?”

Listen for these essential understandings:

ƒ The phrase “two square miles every minute” is directly quoted in the essay.

ƒ We know this because there are quotation marks around these words in the essay. The words are the same in the text and in the essay.

Instruct students to Think–Pair–Share: “Which part of this sentence has been paraphrased, or reworded, in the essay?”

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

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

ƒ The first part of the sentence about the winter has been paraphrased. We know this because quotation marks are not used in the essay, and the words don’t exactly match the text.

ƒ Instead of saying that the seas “begin to freeze at the terrifying rate” from page 1 of the text, the essay author says that “the ocean freezes . . . at the amazing speed.”

ƒ Instead of using the word when to begin the sentence as in the text, the essay author starts with “It is so cold in the winter that” to explain how the cold makes the seas freeze over.

Highlight that rate and speed are synonyms and that terrifying and amazing are both descriptive words that emphasize something extraordinary about the ice . Explain that the essay author used the strategies of reordering words and sentences as well as replacing transition words .

Add “Replace transition words” to the Paraphrase Strategy Chart

TEACHER NOTE

You may instruct students to analyze an additional example of paraphrasing, such as the second and third sentence in the second body paragraph on Handout 13B. Guide students in comparing this paraphrase— which uses synonyms, reordering, and a partial quote—with the first three sentences of the fourth paragraph on page 31 of the text, beginning with “The Boss.”

Tell students they will now practice paraphrasing from one of the sources for their research essay about a heroic figure. Direct students to Handout 12A or to their research essay sources. Instruct students to find a sentence from one of their sources to paraphrase, or put into their own words .

Prompt students to refer to the Paraphrase Strategy Chart for ideas on how to use synonyms, reorder words and sentences, and replace transition words . Explain that, as in the examples, students may also include a direct quote as part of their paraphrased sentence . Instruct students to write the paraphrased sentence on Handout 12A .

✔ Students share one paraphrased sentence about a heroic figure by using source evidence .

Facilitate a brief discussion . Highlight examples of paraphrase strategies and direct quotes, if included .

PROLOGUE TO LESSON 25: AT A GLANCE

Focusing Question: How does Yousafzai’s and McCormick’s portrayal of Malala develop the concept of heroism?

SUMMARY

Students examine an explanatory research essay exemplar about Malala . They develop an understanding of the structure and purpose of the introduction’s thesis and preview as well as the action verbs and other phrases in the body paragraph “A Heroic Response.” This work prepares students to write about their own figure’s heroic actions in Lesson 25 .

LEARNING GOAL

Analyze the purpose and importance of action verbs in a paragraph of an explanatory research essay .

✔ Share one sentence highlighting the heroism of a heroic figure’s actions

VOCABULARY

environment (n .): a place or surrounding conditions

heroism (n .): great courage

hostile (adj .): dangerous; cruel

MATERIALS

Prologue Glossary

Handout 26B: Malala Yousafzai Exemplar

Handout 12A: Note-Taking Organizer

Activate and assess prior knowledge by asking this question: “How has the heroic figure you’ve chosen shown heroism in a hostile environment?”

Facilitate a brief discussion .

Direct students to the words hostile, environment, and heroism in their Prologue Glossaries . Echo Read the words and then define them environment (n .): a place or surrounding conditions heroism (n .): great courage hostile (adj .): dangerous; cruel

Display a word map with hero in the middle. Explain that the hero is the figure students are writing research essays about . Add heroism, heroic, and heroically around the center . Explain that all these words are formed from the word hero, which is a noun . Tell students that heroism, or great courage, is also a noun and is something people often show in hostile environments . Tell students that heroic is an adjective that describes someone who is brave, and heroically is an adverb that describes how someone does something in a brave way . Explain that students will practice using these forms of hero as well as the words hostile and environment to discuss and write about their chosen heroic figures .

Introduce the Learning Goal: Analyze the purpose and importance of action verbs in a paragraph of an explanatory research essay .

Explain that analyzing action verbs and other phrases and practicing with key vocabulary will prepare students to write about their chosen heroic figures for the End-of-Module Task

Learn

20 MIN.

Direct students to Handout 26B Read aloud the title Explain that extraordinary is a compound word because it has two parts that are each their own words—extra and ordinary . Tell students that extraordinary shows Malala is beyond ordinary, or normal. Instruct students to briefly scan this essay about Malala .

Ask: “What is the structure of this essay?”

Listen for these essential understandings:

ƒ This explanatory essay is the same structure we’re using for our research essays. It has a Works Cited section at the end to show where the evidence came from.

ƒ This essay has an introduction; three body paragraphs with headers about the hostile environment, heroic actions, and lasting impact; and a conclusion.

Tell students they will read the entire essay later, but for now they will focus on the introduction’s thesis and preview and on the second body paragraph about Malala’s heroic actions

Read aloud the thesis and part of the preview on Handout 26B, from “In response” to “do so.” Remind students that the thesis states what the essay is about—that Malala acted heroically in response to her hostile environment .

Explain that part of the preview touches on how Malala acted heroically by speaking out against the Taliban and risking her own safety . Remind students that the second body paragraph will provide more details about this statement . Instruct students to circle the word heroically and to draw an arrow back to the word acted . Remind students that this adverb describes the verb, or how Malala acted

TEACHER NOTE

You may explain that the rest of the preview touches on the impacts of Malala’s actions, which are elaborated in the third body paragraph. For now students will focus on just the heroic actions.

Read aloud the second body paragraph, “A Heroic Response,” on Handout 26B. Instruct students to Think–Pair–Share: “What heroic actions did Malala take in this paragraph? Look for the verbs that tell us what she did.”

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

Then facilitate a whole group discussion . Listen for this essential understanding:

ƒ Malala responded to the hostile environment, kept attending school, did not stop, took every opportunity to draw attention, revealed what was happening, wrote an online diary, appeared in a documentary, went on TV, gave speeches, spoke about education rights, urged the US special envoy to do something, refused to be silenced, and continued to advocate.

Instruct students to circle all the action verbs in the second body paragraph

TEACHER NOTE

Students may include examples of verbals and being verbs, such as “ by speaking out ” or “ was determined .” Since the focus of this lesson is on words that show what Malala did and how this demonstrated heroism, the grammatical correctness of action verbs is not emphasized.

Highlight the phrases “kept attending,” “did not stop,” “every opportunity,” “refused to be silenced,” and “continued to advocate.” Ask: “What do these phrases show you about Malala and her heroism?”

Listen for these essential understandings:

ƒ Malala did not give up. She kept doing things despite the hostile environment around her. This shows that she was very determined, which is a part of heroism.

ƒ Malala looked for any way she could fight back. She tried many things. This shows how important education was to her.

Reinforce that the key words “kept,” “did not stop,” “every,” “refused,” and “continued” show that Malala kept going despite obstacles Instruct students to underline these words on Handout 26B

Tell students they will discuss in groups the actions taken by their chosen heroic figure and how these showed heroism . Direct students to Handout 12A . Instruct students to write one sentence about their chosen heroic figure in the elaboration column. Explain that this statement should use verbs and key vocabulary and should elaborate on evidence from their sources about their heroic figure. Prompt students to use words such as always, every, never, or kept to show their figure’s determination .

To encourage students to use key vocabulary and to guide their discussion and writing, provide these sentence frames:

My hero . This showed heroism because . In response to a hostile environment, my hero acted heroically by . My figure was heroic in a hostile environment because .

SCAFFOLD

Using examples from Handout 26B, complete the sentence frames with information about Malala.

Land

✔ Students share one sentence highlighting the heroism of a heroic figure’s actions .

Highlight effective uses of key vocabulary and action verbs .

PROLOGUE TO LESSON 27: AT A GLANCE

Focusing Question: How does Yousafzai’s and McCormick’s portrayal of Malala develop the concept of heroism?

SUMMARY

Students orally process the content they have studied and rehearse sharing their ideas aloud . Students practice using academic language while discussing the author’s point of view and Malala’s heroic actions, which prepares them to write an explanatory essay in Lesson 27 .

LEARNING GOAL

Rehearse a discussion related to how the authors show Malala’s heroism in dire and formidable circumstances .

✔ Draw a picture to illustrate Malala’s heroic actions

VOCABULARY

dire (adj .): dreadful; desperate formidable (adj.): very difficult and frightening heroism (n): great courage

MATERIALS

I Am Malala, Malala Yousafzai and Patricia McCormick

Prologue Glossary

Hero word map (from Prologue to Lesson 25)

Handout 26B: Malala Yousafzai Exemplar

Handout 15A: Structure of I Am Malala

Display the front cover of I Am Malala and direct attention to the coauthor’s name, Patricia McCormick. Assess and activate prior knowledge by asking this question: “Why do you think Malala had a coauthor, or someone to help her write her story?”

Listen for these essential understandings:

ƒ Malala may have wanted someone to help her because writing a book is a lot of work.

ƒ She may have wanted another point of view, or perspective, about what happened.

ƒ There are parts of the story, like when she was first in the hospital, that Malala did not remember. The coauthor may have helped Malala fill in some of those memory gaps.

TEACHER NOTE

You may emphasize that although McCormick helped Malala write this story, Malala is the narrator because the story is told from Malala’s point of view. Direct attention to the word with in front of McCormick’s name on the front cover of I Am Malala. Explain that this means McCormick helped Malala but was not the main author. Tell students that the prefix co- in coauthor means “with.”

Direct students to the words dire, formidable, and heroism in their Prologue Glossaries Echo Read the words and then define them .

dire (adj .): dreadful; desperate formidable (adj.): very difficult and frightening heroism (n): great courage

Remind students that I Am Malala is a story of heroism, or great courage, in the face of dire and formidable circumstances . Explain that dire and formidable are similar to the word hostile because all these words describe a place or situation that is very challenging .

Introduce the Learning Goal: Rehearse a discussion related to how the authors show Malala’s heroism in dire and formidable circumstances .

Explain that discussing key vocabulary and Malala’s heroic actions will prepare students to complete Focusing Question Task 4

Learn

Display the hero word map . Remind students that the words on the map are all formed from the noun hero Review the forms heroic and heroically and, as needed, provide examples from the introduction and third body paragraph on Handout 26B .

Instruct students to Think–Pair–Share: “What heroic things did Malala do that showed heroism despite her dire and formidable circumstances?” Prompt students to refer to Handout 15A for their summaries of Malala’s actions in Parts Three through Five Encourage students to use key vocabulary in their responses, including the forms of hero .

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

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

ƒ Malala showed heroism in a dire situation by speaking out for the right to education. She found a way to keep going to school even after the ban. Like a true hero, she did not give up even after she was attacked.

ƒ Malala showed heroism by writing an online diary and heroically sharing her story with the world. She was a hero because she bravely gave speeches and appeared on television shows and in a documentary.

ƒ Malala showed heroism by helping others, including starting a foundation. Her heroic actions have inspired many people. She helped others overcome formidable circumstances.

SCAFFOLD Guide students in annotating Handout 15A for Malala’s heroic actions. Display a chart listing Malala’s actions. Add visuals as needed.

Direct students to the second photograph collection in I Am Malala. Read aloud the captions for these photographs:

“Reading in the hospital”

“Speaking on 16th birthday”

“Advocating at the Zaatari Refugee Camp”

“Handing out school supplies”

As you study the first photograph, think aloud to describe how it shows Malala’s heroism and to suggest why the authors included it: “In this photograph, Malala is reading in the hospital after being attacked . The attack must have been very frightening, but she is continuing with her education despite the formidable situation . This action during a dire situation shows heroism because Malala is not giving up I think the authors included this image because they wanted to show how important education was to Malala and how determined she was to continue learning.”

Form groups and assign each a remaining photograph to study . Instruct students to discuss how Malala is showing heroism in the image . Tell groups to discuss why they think the authors included the photograph in the book Provide these sentence frames to help guide discussion:

In our photograph, Malala is . This action during a dire situation shows heroism because .

I think the authors included this photograph because .

5 MIN.

✔ Students draw a picture to illustrate Malala’s heroic actions

Display a gallery of images around the classroom . Encourage students to use key vocabulary as they talk about their drawings .

Appendix A: Prologue Module 4

Handouts

Prologue Handout 8A

Responses to Events, Chapters 10–11

Chapter Event

10

A leopard seal tried to attack Orde-Lees . (Armstrong 66)

Heroic Response(s)

Wild acted quickly and shot the seal to save Orde-Lees and others .

10

The men had lost their third boat at Camp Ocean, but the floe was now drifting closer to Camp Patience . (66–67)

10 Shackleton was having nightmares about all the bad things that could happen . (last paragraph on p . 69 to middle of second full paragraph on p . 70)

After thinking for days, Shackleton sent a group to Camp Ocean to retrieve the boat.

The men bravely went to get the boat .

Shackleton and Green welcomed them back with hot tea and food .

11 The men were losing hope . Some were fighting or crying . (last paragraph on p . 74 that goes to p . 75)

11 Two cracks split the floe in half . (75, first full paragraph)

11

Another leopard seal came after the men . (75, second full paragraph)

11

Sentence Frames

The Patience Camp floe was constantly cracking, and water was opening up all around them . (77)

responded to by . This showed heroism because .

Prologue Handout 10A

Excerpt from Shipwreck at the Bottom of the World

Sentence Analysis

(from page 81 of Shipwreck at the Bottom of the World)

“We were full of hope and optimism— feelings that Shackleton always fostered.”

Prologue Handout 19A

Sentence Analysis

As my father looked at me, smiling uncomfortably with a mixture of pride and sadness for his daughter, I pictured myself stuck at home, reading whatever books I could find until I ran out of books .

I Am Malala, page 83

Prologue Handout 22A

Central Excerpts in I Am Malala , Parts Three and Four Excerpt Ideas

Part Three: Finding My Voice

“I . . . decided that I would tell everyone about how my friends and I…had defied the Taliban edict and continued going to school secretly . I wanted children everywhere to appreciate their education . . . . I told the audience, ‘the girls of Swat were and are not afraid of anyone’” (112).

Discuss: What are the main ideas of this excerpt?

Which central idea(s) do the main ideas help develop? (Write down the matching letters from the chart .)

Part Four: Targeted

“I took another glance at the message on the screen . Then I closed the computer and never looked at those words again . The worst had happened . I had been targeted by the Taliban . Now I would get back to doing what I was meant to do” (118).

Discuss: What are the main ideas of this excerpt?

Which central idea(s) do the main ideas help develop? (Write down the matching letters from the chart .)

Appendix B: Prologue Module 4

Answer Keys and Suggested Student Responses

Date Class

Prologue Handout 8A

Responses to Events, Chapters 10–11

Chapter Event Heroic Response(s)

10 A leopard seal tried to attack Orde-Lees . (Armstrong 66)

Wild acted quickly and shot the seal to save Orde-Lees and others .

10

The men had lost their third boat at Camp Ocean, but the floe was now drifting closer to Camp Patience . (66–67)

10 Shackleton was having nightmares about all the bad things that could happen . (last paragraph on p . 69 to middle of second full paragraph on p . 70)

After thinking for days, Shackleton sent a group to Camp Ocean to retrieve the boat.

The men bravely went to get the boat .

Shackleton and Green welcomed them back with hot tea and food .

Even though he was scared, Shackleton remained calm and even cheerful in front of the men. He made careful plans, kept up routines, and played games.

11 The men were losing hope . Some were fighting or crying . (last paragraph on p . 74 that goes to p . 75)

Shackleton encouraged the men, visiting them in their tents and talking with them.

11

Two cracks split the floe in half . (75, first full paragraph)

Everyone knew their jobs in an emergency. They worked together to save the dogs and their food supply.

11

Another leopard seal came after the men . (75, second full paragraph)

Wild shot the seal. The men were able to eat the seal and the fifty undigested fish inside.

11

Sentence Frames

The Patience Camp floe was constantly cracking, and water was opening up all around them . (77)

Shackleton finally gave the order to launch the boats. The men could leave Patience Camp and go to the ocean.

responded to by .

This showed heroism because .

Appendix C: Works Cited

Archer, Bert. “The Most Remote Museum on Earth.” Slate, The Slate Group, Graham Holdings Company, 16 May 2014, Web Accessed 6 Dec 2016

Armstrong, Jennifer . Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance . Knopf, 1998 .

Carbone, Elisa . Blood on the River: James Town 1607. Puffin Books, 2006.

Council of Chief State School Officers (CCSSO). English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Common Core State Standards CCSSO, 2017, Web Accessed May 16, 2021

Curtis, Christopher Paul . Bud, Not Buddy . New York, Laurel-Leaf Books, 2004 . Print .

Cross, Gillian . The Odyssey . Illus . Neil Packer . Somerville, MA: Candlewick Press, 2012 . Print .

Hesse, Karen . Out of the Dust . New York: Scholastic, Inc ., 1997 . Print .

“Hoovervilles.” Online article. History.com . History .com, 2010 . Web . 10 Apr . 2016 .

Lewis, Kristen. “Malala the Powerful: The Amazing True Story of a 15-Year-old Girl Who Stood Up to a Deadly Terrorist Group.” Scope, Scholastic, Sept. 2013, Web. Accessed 6 Dec. 2016.

Orde-Lees, Thomas. “Night of the 9th-10th 1916.” PBS, Feb. 2002, Web, Accessed 27 Sept. 2016.

Patel, Sanjay Ramayana: Divine Loophole San Francisco: Chronicle Books, 2010 Print

Powhatan . Address to Captain John Smith . Biography and History of the Indians of North America, written by Samuel G . Drake, 3rd edition, O .L . Perkins, 1834, book IV, pp . 11–12 . Google Books, digitized by Google, 4 Dec 2006, Web Accessed 29 Aug 2017

“Profile: Malala Yousafzai.” BBC News, BBC, 10 Dec. 2014, Web. Accessed 6 Dec. 2016.

Sheler, Jeffery, L. “Rethinking Jamestown.” Smithsonian Magazine, Smithsonian Institution, Jan 2005, Web Accessed 15 Sept 2016

TED-Ed. “What Makes a Hero? – Matthew Winkler.” Online video clip. YouTube. YouTube, 4 Dec. 2012 . Web . 1 July 2016 .

Uys, Errol Lincoln. “Hoover’s Prodigal Children: Hungry Times on Mean Streets” Errol Lincoln Uys. Web . 25 May 2016 .

Walker, Sally M Written in Bone: Buried Lives of Jamestown and Colonial Maryland Lerner Publishing Group, 2009

WIDA . English Language Development Standards Framework, Kindergarten through Grade 12 . WIDA, University of Wisconsin-Madison, 2020, Web . Accessed May 16, 2021 .

Yousafzai, Malala and Patricia McCormick I Am Malala: How One Girl Stood Up for Education and Changed the World Young Reader’s Edition, Little, Brown and Company, 2014

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.

ƒ All images are used under license from Shutterstock .com unless otherwise noted .

ƒ For updated credit information, please visit http://witeng .link/credits .

Acknowledgments

Sarah Brenner, Ann Brigham, English Learner Success Forum (ELSF), Lorraine Griffith, Robin Hegner, Sarah Henchey, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Maya Marquez, Auddie Mastroleo, Cathy McGath, Emily McKean, Andrea Minich, Lynne Munson, Carol Paiva, Eden Plantz, Rachel Rooney, Nicole Shivers, Rachel Stack, Sarah Turnage, Keenan Walsh, Michelle Warner, Katie Waters, Sarah Webb

Ana Alvarez, Lynne Askin-Roush, Trevor Barnes, Rebeca Barroso, Brianna Bemel, David Blair, Lynn Brennan, Adam Cardais, Christina Cooper, Kim Cotter, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Jen Forbus, Diana Ghazzawi, Laurie Gonsoulin, Dennis Hamel, Kristen Hayes, Cassie Hart, Marcela Hernandez, Abbi Hoerst, Libby Howard, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Cindy Medici, Ivonne Mercado, Brian Methe, Patricia Mickelberry, Christine Myaskovsky, Mary-Lise

Nazaire, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Amy Schoon, Leigh Sterten, Mary Sudul, Tracy Vigliotti, Dave White, Charmaine Whitman, Glenda Wisenburn-Burke, Howard Yaffe