Grade 6 Module 3

GREAT MINDS TEACHER EDITION WIT & WISDOM® 6 GRADE MODULE 3 NARRATING THE UNKNOWN

Narrating the Unknown Teacher

Edition

GREAT MINDS® WIT & WISDOM

Great Minds® is the creator of Eureka Math® , Wit & Wisdom® , Alexandria Plan™, and PhD Science®

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MODULE OVERVIEW

Module Summary 2 Essential Question 3

Suggested Student Understandings 3 Texts 4

Module Learning Goals 5 Module in Context ............................................................................................................................... ....................... 6 Standards............................................................................................................................... ........................................ 7

Major Assessments 9 Module Map 11

INSTRUCTIONAL LESSONS

Focusing Question: Lessons 1–8 How do the settlers respond to the challenges of their journey to the unknown?

Lesson 1............................................................................................................................... ................................................ 25

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Content Vocabulary: Prophecy Lesson 2 39

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Academic Vocabulary: nat Lesson 3 53

n TEXT: Blood on the River: James Town 1607, Elisa Carbone ¢ Vocabulary Deep Dive: Explore Content Vocabulary: Ignorant, gullible, fuming, savages Lesson 4 63

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Examine: Shifts in Pronoun Number Lesson 5 77

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Experiment: Shifts in Pronoun Number Lesson 6 89

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Academic Vocabulary: Interaction, interpreter, intercede

Lesson 7 103

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Academic Vocabulary: Clamoring Lesson 8 115

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Excel: Shifts in Pronoun Number

Focusing Question: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

Lesson 9 125

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Examine: Shifts in Pronoun Person Lesson 10 139

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Experiment: Shifts in Pronoun Person and Number Lesson 11 151

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Academic Vocabulary: vert, convert Lesson 12 163

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Academic Vocabulary: Wielding Lesson 13............................................................................................................................... ................................. 173

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Text-Critical Vocabulary: Naïve Lesson 14 185

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Content Vocabulary: Flogging, lured, ambush, retract Lesson 15 195

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Excel: Shifts in Pronoun and Person Number

Focusing Question: Lessons 16–20

How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

Lesson 16 ............................................................................................................................... ....................................... 203

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Vocabulary Deep Dive: Explore Content Vocabulary: Expedition, excavated

Lesson 17 213

n TEXTS: Blood on the River: James Town 1607, Elisa Carbone; “Address to Captain John Smith,” Chief Powhatan; “Chief Powhatan Address to Captain John Smith”

¢ Style and Conventions Deep Dive: Examine: Use Questions to Enhance Reader Interest

Lesson 18 225

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Experiment: Use Questions to Enhance Reader Interest Lesson 19............................................................................................................................... ............................... 237

n TEXTS: Blood on the River: James Town 1607, Elisa Carbone; “Address to Captain John Smith,” Chief Powhatan

¢ Style and Conventions Deep Dive: Excel: Use Questions to Enhance Reader Interest Lesson 20 247

n TEXT: Blood on the River: James Town 1607, Elisa Carbone

Focusing Question: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 21 257

n TEXT: “Rethinking Jamestown,” Jeffery Sheler

¢ Vocabulary Deep Dive: Explore Content Vocabulary: Aggravated, relations, dwindling Lesson 22 267

n TEXT: “Rethinking Jamestown,” Jeffery Sheler

¢ Vocabulary Deep Dive: Explore Academic Vocabulary: Incompetent, sacrificed Lesson 23............................................................................................................................... ............................................. 277

n TEXTS: “Innovation in Plain Sight,” Amy Herman; The Lighthouse at Two Lights, Edward Hopper; Lighthouse Hill, Edward Hopper Lesson 24 285

n TEXTS: Nighthawks, Edward Hopper; “Innovation in Plain Sight,” Amy Herman

¢ Style and Conventions Deep Dive: Execute: Pronoun Case

Lesson 25 297

n TEXT: Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

¢ Vocabulary Deep Dive: Explore Content Vocabulary: Meticulous, procedure

Lesson 26 307

n TEXT: Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

¢ Vocabulary Deep Dive: Explore Content Vocabulary: Ancestry, adapt, trait Lesson 27............................................................................................................................... ......................................... 317

n TEXTS: Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker; “Rethinking Jamestown,” Jeffery Sheler; Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Examine: Sentence Variety

Lesson 28 327

n TEXT: Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

¢ Style and Conventions Deep Dive: Experiment: Sentence Variety Lesson 29 335

n TEXT: Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

¢ Vocabulary Deep Dive: Explore Academic Vocabulary: serv, preserve Lesson 30 343

n TEXTS: Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker; “Rethinking Jamestown,” Jeffery Sheler; Blood on the River: James Town 1607, Elisa Carbone; “Address to Captain John Smith,” Chief Powhatan; “Innovation in Plain Sight,” Amy Herman Lesson 31 351

n TEXTS: Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker; Blood on the River: James Town 1607, Elisa Carbone

¢ Style and Conventions Deep Dive: Excel: Sentence Variety Lesson 32 359

¢ Vocabulary Deep Dive: Vocabulary Assessment 1

Focusing Question: Lessons 33–38

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

Lesson 33 367

¢ Vocabulary Deep Dive: Vocabulary Assessment 2

Lesson 34............................................................................................................................... ............................................ 373

n TEXTS: Blood on the River: James Town 1607, Elisa Carbone; “Address to Captain John Smith,” Chief Powhatan; “Rethinking Jamestown,” Jeffery Sheler; Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

Lesson 35 381

¢ Style and Conventions Deep Dive: Excel: Pronoun Case, Number, and Person

Lesson 36 389

¢ Style and Conventions Deep Dive: Excel: Sentence Variety

Lesson 37 397

¢ Style and Conventions Deep Dive: Excel: Pronoun Case, Number, and Person and Sentence Variety

Appendices

Appendix A: Text Complexity 409

Appendix B: Vocabulary 411

Appendix C: Answer Keys, Rubrics, and Sample Responses 419

Appendix D: Volume of Reading

Appendix E: Works Cited............................................................................................................................... .......... 443

Lesson 38 403

............................................................................................................................... ........ 441

Teacher Edition

GRADE 6, MODULE 3

Narrating the Unknown

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 American Indians 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 gathering 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

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.

Historical fiction helps 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.

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.

Daily life in Jamestown was impacted not only by social factors but also by environmental factors that further challenged and impacted the early settlers.

Science contributes to and expands historical truth.

Writers use clear reasons, relevant evidence, and credible sources to build arguments that support a claim.

Texts

CORE TEXTS

Historical Fiction Novel (Literary)

Blood on the River: James Town 1607, Elisa Carbone

Scientific Account (Informational)

Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

SUPPLEMENTARY TEXTS

Paintings

Nighthawks, Edward Hopper (http://witeng.link/0244)

The Lighthouse at Two Lights, Edward Hopper (http://witeng.link/0242)

Lighthouse Hill, Edward Hopper (http://witeng.link/0243)

Scientific Article

“Rethinking Jamestown,” Jeffery Sheler

Speech

“Address to Captain John Smith,” Chief Powhatan (http://witeng.link/0215)

Websites

Jamestown Settlement 1607 Ships, Historyisfun.org (http://witeng.link/0199)

Inside the Mayflower, Wikimedia (http://witeng.link/0200)

Bermuda Voyage Map, Historyisfun.org (http://witeng.link/0201)

Video

“Innovation in Plain Sight,” Amy Herman (http://witeng.link/0241)

Module Learning Goals

KNOWLEDGE GOALS

Learn about the challenges that Jamestown settlers faced, and the solutions they used in response, as they created a colony in the New World.

Develop an understanding of how science can help uncover new historical truths.

Evaluate whether social or environmental factors had a stronger impact on Jamestown’s development and decline.

READING GOALS

Describe how a novel unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution (RL.6.3).

Explain how an author develops the point of view of the narrator or characters in a text and how word choice impacts tone (RL.6.4, RL.6.6).

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (RI.6.3).

Summarize and compare/contrast different authors’ presentations of the event and issues, and trace and evaluate the argument and specific claims in those multiple texts, distinguishing claims that are supported by reasons and evidence from claims that are not (RI.6.2, RI.6.8, RI.6.9).

WRITING GOALS

Develop a claim and its supporting points with clear reasons and relevant, sufficient evidence and elaboration with task, purpose, and audience in mind and with guidance and support from peers and teacher (W.6.1.b, W.6.4, W.6.5).

Strengthen argument writing by reviewing and revising for precise words and phrases that clarify relationships among claims and for reasons, clear reasons and relevant evidence that support claims, and for consistent formal style and appropriate development and organization based on guidance and support from peers and teacher (W.6.1.a, W.6.1.b, W.6.1.c, W.6.1.d, W.6.1.e, W.6.4, L.6.6).

When presenting arguments in speaking and writing, introduce claim, use logical sequence of reasons and evidence, and conclude to accentuate main ideas as is appropriate to the task, purpose, and audience (W.6.1.a, W.6.1.e, W.6.4, SL.6.4, SL.6.6, L.6.6).

Speaking and Listening Goals

Interpret information presented in diverse formats to expand understanding of a topic, text, or issue under study (SL.6.2).

Language Goals

Vary sentence patterns to emphasize key points and enhance reader interest in an argumentative essay (L.6.3.a).

Consistently use correct number, person, and case of pronouns to improve clarity in writing (L.6.1.a, L.6.1.c).

Use reference materials to determine and verify the meaning of unknown or multiple-meaning words (L.6.4.c, L.6.4.d).

Use the relationships between particular words in the text to better understand the words (L.6.5.b).

Module in Context

Knowledge: Students explore the story of the Jamestown settlement through multiple lenses. Through the compelling point of view of Elisa Carbone’s protagonist in Blood on the River, students learn about the power struggles within and outside the settlement as well as the ways in which the new environment challenged their survival. Written in Bone offers the story of Jamestown told through an archaeological lens, studying the artifacts and skeletons of the colony to reveal new ideas about who the colonists were and how they lived and died. Deepening their understanding of what archaeologists do to uncover the stories of the past, students learn about the importance and role of visual perception and careful observation skills. By studying the struggles of the Jamestown settlement through these various lenses, students learn about true leadership, the importance of collaboration, and nature’s capacity to undo all of man’s plans.

Reading: Building on their literary analysis work in previous models, students continue to examine character transformation, this time studying how Elisa Carbone in Blood on the River develops her protagonist’s point of view as he interacts with key characters—both influential settlers and Powhatans—who shape his identity. The informational text Written in Bone follows archaeological discoveries from the same time period, giving students the opportunity to contrast the two author’s portrayals of survival in the new colony. Through written texts, visual art, and video, students learn to identify how ideas are introduced and developed throughout a text while making connections between them. The focus on the factors that shaped Jamestown’s development and decline allows students a chance to gather ideas from multiple texts, synthesizing them into a larger understanding about survival and human nature.

Writing: Module 3 focuses on argumentative writing. Students’ previous learning about the selection of relevant evidence serves as a springboard to evaluating which evidence best supports a claim. Students dive deeply into the development of claims and the organization of argumentative writing, focusing on the process by which an argument is drafted; they begin by considering evidence before crafting a claim, and then continue by selecting the best reasons and evidence that can be used as a defense. Like in past modules, they also focus on improving their writing’s clarity and sustaining a formal style. Besides developing their argumentative writing skills, students again practice explanatory writing to complete textual analysis and to compare two authors’ portrayal of the same Jamestown colonist. Taking all of the module’s texts into account, students study the evidence they have accumulated before selecting a claim for the EOM Task, supporting their argument with ideas from both a literary and informational text.

Speaking and Listening: Students cultivate a stronger understanding of how to develop and support a claim while engaging in three Socratic Seminars. Students’ speaking and listening goals for this module focus on listening to interpret and practicing the presentation of claims and evidence. Continuing to grow their public speaking skills, students give mini-research presentations to their peers, integrating visual displays to clarify their findings.

Standards

FOCUS STANDARDS

Reading Literary Text

RL.6.3* Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.4* Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

Reading Informational Text

RI.6.2* Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., memoir written by and a biography on the same person).

Writing

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Language

L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.

L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Speaking and Listening

SL.6.2* Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.4* Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

CONTINUING STANDARDS

Reading Literary Text

RL.6.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text-complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Informational Text

RI.6.10

By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text-complexity band proficiently, with scaffolding as needed at the high end of the range.

Language

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Major Assessments

Focusing Question Task Elements That Support Success on the EOM Task Standards

1. Write two explanatory paragraphs. In the first paragraph, explain Samuel’s point of view about one of the social or environmental factors threatening Jamestown. Then, in the second paragraph, explain how Carbone uses language and specific word choice to develop and illustrate his point of view about that factor.

2. Write a claim and two argumentative paragraphs in which you argue who had the greatest impact on Samuel’s growth and change as he navigated the unknowns in his new world of Jamestown.

3. Write an essay in which you argue whether Chief Powhatan’s perspective in this speech is justified or not, given your understanding of the relationship between the settlers and the Powhatans as depicted in Carbone’s text.

Strengthen understanding of the factors influencing Jamestown’s development and decline.

Produce clear and coherent writing appropriate for the task and audience.

RL.6.1, RL.6.4, RL.6.6, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a

Evaluate evidence from the novel to develop a claim. Support claim with clear reasons and relevant evidence.

Produce clear and coherent writing appropriate for the task and audience.

Evaluate evidence from an informational text to develop a claim.

Support claim with clear reasons and relevant evidence. Produce clear and coherent writing appropriate for the task and audience.

RL.6.1, RL.6.3, W.6.1, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a, L.6.6

RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a

Focusing Question Task Elements That Support Success on the EOM Task Standards

4. Write an explanatory essay in which you compare and contrast Carbone’s and Walker’s presentations of Richard Mutton. As part of your response, explain how each author introduces Richard and how each describes his character and his experiences in Jamestown.

5. Conduct informal research about a question or topic of your choice about Jamestown. Create a poster and elevator speech to share your new learning, and ask questions of your peers as they present during our research poster session.

New-Read Assessment

1. Read “Author’s Note” from Blood on the River by Elisa Carbone, and respond to multiple-choice questions and write a paragraph summarizing the content of the excerpt.

2. Read chapter 3 of Written in Bone by Sally Walker, and respond to multiple-choice questions, summarize the chapter, and write one paragraph to explain how Walker constructs her argument about Richard in chapter 3.

Socratic Seminars

1. Discuss whether the social factors or environmental factors were more to blame for the problems besieging Jamestown.

2. Discuss whether words or weapons were more powerful for the settlers to use to secure their survival.

Incorporate relevant evidence from a literary and informational text to support analysis.

Produce clear and coherent writing appropriate for the task and audience.

RL.6.1, RI.6.1, RI.6.3, RI.6.9, W.6.2, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a

Strengthen understanding of the factors influencing Jamestown’s development and decline.

Present claims and develop ideas with relevant evidence.

RI.6.1, RI.6.2, W.6.4, W.6.7, W.6.8, W.6.9, W.6.10, SL.6.2, SL.6.4, SL.6.5, SL.6.6, L.6.4.c, L.6.4.d, L.6.5.b

Elements That Support Success on the EOM Task Standards

Produce clear and coherent writing appropriate for the task and audience.

RI.6.1, RI.6.2, RI.6.6, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.e, W.6.9.b, L.6.5.b, L.6.5.c

Evaluate the effectiveness of evidence.

Produce clear and coherent writing appropriate for the task and audience.

RI.6.1, RI.6.2, RI.6.4, RI.6.6, RI.6.8, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.9.b, L.6.4.a

Elements That Support Success on the EOM Task Standards

Strengthen understanding of the factors influencing Jamestown’s development and decline.

Evaluate the effectiveness of evidence.

RL.6.1, RL.6.2, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6

Strengthen understanding of the factors influencing Jamestown’s development and decline. Evaluate the effectiveness of evidence.

State a claim and findings, sequencing ideas and including details for support.

RL.6.2, SL.6.1, SL.6.2, SL.6.4, SL.6.6, W.6.10

3. Discuss whether the Jamestown Settlement was a failure.

Strengthen understanding of the factors influencing Jamestown’s development and decline. Evaluate the effectiveness of evidence.

RL.6.1, RI.6.1, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6

EOM Task Elements That Support Success on the EOM Task Standards

Write an essay in which you argue whether it was the social or the environmental factors faced by Jamestown’s early settlers that were most significant to the settlement’s struggle to thrive.

Demonstrate an understanding of the factors that threatened the survival of the Jamestown colony.

Develop an argument essay that supports a claim with clear reasons and relevant evidence.

RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6

Organize an essay that includes an introduction, two body paragraphs, and a conclusion.

Vocabulary Assessments* Elements That Support Success on the EOM Task Standards

Demonstrate understanding of academic, text-critical, and domain-specific words, phrases, and/or word parts.

Acquire and use grade-appropriate academic terms.

Acquire and use domain-specific or text-critical words essential for communication about the module’s topic.

L.6.4.b L.6.6

Module Map

Focusing Question 1: How do the settlers respond to the challenges of their journey to the unknown?

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

1 Blood on the River, chapter 1 Wonder What do I notice and wonder about Blood on the River?

2 Blood on the River, chapters 1–3

Organize What’s happening in chapters 1–3 of Blood on the River?

Make inferences and formulate questions about the text’s details (RL.6.1, W.6.10).

Use context to deepen understanding of prophecy and why it is important in Blood on the River (L.6.4.a, W.6.10).

Observe details and infer how they help develop characters, setting, and plot (RL.6.1, W.6.10).

Use understanding of the Latin root nat to determine and verify the meaning of native in the text (L.6.4.b, L.6.4.d).

*While not considered Major Assessments in Wit & Wisdom, Vocabulary Assessments are listed here for your convenience. Please find details on Checks for Understanding (CFUs) within each lesson.

3 Blood on the River, chapters 4–6

Organize

What’s happening in chapters 4–6 of Blood on the River?

4 Blood on the River, chapters 7–8

Reveal

What does a deeper exploration of characterization reveal in Blood on the River?

Examine

Why is listening to interpret important?

Examine

Why is correct pronoun number important?

5 Blood on the River, chapters 9–10

Distill

What are the emerging big ideas in chapters 9–10 of Blood on the River?

Experiment How does listening to interpret work?

Experiment How does pronoun number work?

Examine how a main event in a chapter advances the plot and develops the characters (RL.6.3, W.6.10).

Use context to better understand the meanings of the words ignorant, gullible, fuming, and savages (L.6.4.a).

Analyze how figurative expressions apply to character actions, speech, thoughts, and interactions (W.6.10, L.6.5.a).

Identify inappropriate shifts in pronoun number (L.6.1.c, W.6.10).

Analyze how James’s death highlights social factors threatening Jamestown and helps advance emerging big ideas in Blood on the River (RL.6.2, W.6.10).

Create appropriate shifts in pronoun number (L.6.1.c).

Focusing Question 1: How do the settlers respond to the challenges of their journey to the unknown?

6 Blood on the River, chapters 11–13

Reveal

What does a deeper exploration of social and environmental factors reveal in Blood on the River?

Examine

Why is the collection of evidence prior to formulating a claim important in argument writing?

Analyze how Smith and Hunt’s influence on Samuel results in Samuel protecting Jamestown and its settlers (RL.6.3).

Explain what and how textual evidence supports a claim (RL.6.1, W.6.1.a, W.6.1.b).

Integrate context and knowledge of the affix inter–to develop understanding about interaction, interpreter, and intercede (L.6.4.a, L.6.4.b, W.6.10).

7 Blood on the River, chapters 14–16

Reveal

What does a deeper exploration of conflict reveal in Blood on the River?

Experiment

How does collection of evidence and formulation of a claim work in argument writing?

Analyze how characters’ actions and decisions impact the conflict among the settlers (RL.6.1, RL.6.3).

Formulate a claim about a possible president for Jamestown after examining all of the evidence (RL.6.1, W.6.1.a).

Evaluate Carbone’s use of the word clamoring to describe the commoners’ behavior (L.6.4.c, W.6.10).

8 FQT Blood on the River, chapters 1–16

Reveal

What does a deeper exploration of word choice reveal about Samuel in Blood on the River?

Excel

How do I improve pronoun number in my writing?

Write two explanatory paragraphs that analyze how word choice conveys Samuel’s perspective about a factor threatening Jamestown (RL.6.1, RL.6.4, RL.6.6, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a).

Recognize and correct inappropriate shifts in pronoun number (L.6.1.c, W.6.10).

Focusing Question 1: How do the settlers respond to the challenges of their journey to the unknown?

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

9 SS Blood on the River, chapters 1–16

Distill

What are the big ideas of Blood on the River?

Execute

How do I listen to interpret in an academic discussion?

Examine Why is pronoun person important?

Analyze how the social and environmental factors threatening Jamestown help highlight the novel’s big ideas (RL.6.1, RL.6.2, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6).

Identify inappropriate shifts in pronoun person (L.6.1.c, W.6.10).

10 Blood on the River, chapters 17–18

Reveal

What does a deeper exploration of perspectives reveal in Blood on the River?

Experiment How do correct pronoun person and number work?

Analyze how characters’ perspectives about the New World and its people impact the decline and development of Jamestown (RL.6.1, RL.6.3, RL.6.6).

Incorporate appropriate shifts in pronoun person and number to clarify meaning (L.6.1.c).

11 Blood on the River, chapters 19–20

Reveal

What does a deeper exploration of details reveal in Blood on the River?

Examine

Why are reasons, evidence, and elaboration important in argument writing?

Analyze how details purposefully develop characters and illuminate factors that impact Jamestown’s development (RL.6.6, W.6.10).

Examine the root vert to better understand convert in Blood on the River (L.6.4.b, W.6.10).

Focusing Question 2: Who has the greatest impact on Samuel’s development during his time in Jamestown?

12 Blood on the River, chapters 21–22

Reveal

What does a deeper exploration of Reverend Hunt’s impact on Samuel reveal in Blood on the River?

13 Blood on the River, chapters 23–25

Reveal What does a deeper exploration of Captain Smith’s character reveal in Blood on the River?

Experiment

How do reasons, evidence, and elaboration work?

Analyze how Reverend Hunt influences Samuel and helps develop his selfconfidence and relationship with the American Indians (RL.6.3).

Evaluate the effectiveness of the word wielding to describe Chief Powhatan’s actions (L.6.4.c, W.6.10).

Analyze how Captain Smith positively impacts Samuel and influences his perspective, beliefs, and values (RL.6.3).

Select effective evidence and use it to craft and support a reason and defend a larger claim (W.6.1.a, W.6.1.b).

Use context and reference materials to understand the meaning of the word naïve and the role it plays in Samuel’s decision to steal Ann’s baby (L.6.4.a, L.6.4.c, L.6.4.d, W.6.10).

14 Blood on the River, chapters 26–27

Reveal What does a deeper exploration of plot reveal in Blood on the River?

Examine how the novel’s climax cements Samuel’s growth and the resolution reveals Samuel’s transformation since leaving England (RL.6.1, RL.6.3, W.6.9.a).

Use the relationship between flogging, lured, ambush, and retract to better understand each word’s meaning (L.6.5.b, W.6.10).

Focusing Question 2: Who has the greatest impact on Samuel’s development during his time in Jamestown?

Focusing Question 2: Who has the greatest impact on Samuel’s development during his time in Jamestown?

15 FQT Blood on the River Reveal

What does a deeper exploration of Samuel’s character reveal in Blood on the River?

Excel

How do I improve pronoun person and number in my writing?

Write two argumentative paragraphs that defend a claim about who impacts Samuel’s growth the most as he confronts the unknowns of the New World (RL.6.1, RL.6.3, W.6.1, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a, L.6.6).

Recognize and correct inappropriate shifts in pronoun person or number (L.6.1.c, W.6.10).

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

16 NR Blood on the River, Afterword and Author’s Note

Reveal

What does a deeper exploration of the Afterword and Author’s Note reveal in Blood on the River?

Apply an understanding of language and content to a new text through independent reading and analysis, and explain what challenges Carbone encountered and what solutions she used while writing her historical fiction novel (RI.6.1, RI.6.2, RI.6.6, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.e, W.6.9.b, L.6.5.b, L.6.5.c).

Determine the meanings of expedition and excavated to better understand how Carbone created the historical setting for Blood on the River (L.6.4.a, L.6.4.b, L.6.4.d, W.6.10).

Focusing Question 3: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

17 “Address to Captain John Smith”

“Chief Powhatan Address to Captain John Smith”

Blood on the River

Know

How do the epigraphs build my knowledge of Jamestown’s development and decline?

Examine Why are the sequence of ideas and the inclusion of details important when orally presenting an argument?

Examine Why is using questions important?

Examine how Chief Powhatan’s speech sequences its ideas and includes powerful details to produce a clear argument (RI.6.2, SL.6.2).

Analyze how an epigraph connects to a chapter’s content and captures a social factor that impacts Jamestown’s decline or development (RI.6.1, RI.6.2, RL.6.1, RL.6.5).

Analyze how the incorporation of questions enhances writing (L.6.3.a, W.6.10).

18 SS Blood on the River Distill

What are the themes of Blood on the River?

Experiment

How do the sequencing of ideas and the inclusion of details work in supporting a speaker’s argument?

Experiment

How does using questions to enhance reader interest work?

Debate whether words or weapons have been more instrumental in the settlers’ survival, and explain how this idea connects to a theme of the novel (RL.6.2, SL.6.1, SL.6.2, SL.6.4, SL.6.6, W.6.10).

19 FQT “Address to Captain John Smith” Blood on the River

Know

How does Chief Powhatan’s speech build my knowledge of Jamestown’s development and decline?

Examine and Experiment How do introductions and conclusions work in argumentative writing?

Excel

How do I improve the use of questions to enhance reader interest?

Develop questions to vary sentence patterns, engaging reader interest (L.6.3.a).

Write an essay that argues how Chief Powhatan’s perspective of the settlers and American Indians in his speech is fair or unfair based on textual evidence from the novel (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a).

Incorporate questions into writing, varying sentence patterns to engage reader interest (L.6.3.a, W.6.10).

Focusing Question 3: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

Focusing Question 3: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

20 Blood on the River Wonder

What do I wonder about Jamestown’s development and decline?

Examine and Experiment How does establishing reliability and credibility of sources work?

Evaluate and select credible and reliable sources that support successful research about a historical subject or topic (RI.6.1, W.6.7, W.6.8).

Focusing Question 4: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

“Rethinking Jamestown” Organize What’s happening in Sheler’s article?

22 “Rethinking Jamestown” Reveal What does a deeper exploration of Sheler’s argument reveal about Jamestown’s history?

“Innovation in Plain Sight”

The Lighthouse at Two Lights Lighthouse Hill

Organize What is happening in Amy Herman’s “Innovation in Plain Sight”?

Excel How do I listen to interpret?

Summarize each paragraph of the article (RI.6.2, W.6.10).

Use the relationship between aggravated, relations, and dwindling to better understand a challenge faced by Jamestown colonists (L.6.5.b, W.6.10).

Evaluate the development and effectiveness of Sheler’s argument (RI.6.1, RI.6.2, RI.6.8, W.6.10).

Analyze how the words incompetent and sacrificed support Sheler’s argument (L.6.4.a, L.6.4.d, L.6.5.b).

Compose an objective written summary of the video segment (RI.6.1, RI.6.2, SL.6.2, W.6.10).

24 Nighthawks “Innovation in Plain Sight”

Know How does studying Nighthawks build my knowledge?

Excel How do I use proper pronoun case?

Compose an objective written summary of the video segment (RI.6.1, RI.6.2, SL.6.2, W.6.10).

Analyze Nighthawks to deepen understanding of Herman’s ideas (RL.6.1, W.6.10, SL.6.2).

25 Written in Bone, chapter 1 Organize What’s happening in chapter 1 of Written in Bone?

26 Written in Bone, chapter 2 Organize What’s happening in chapter 2 of Written in Bone?

Use pronouns in the proper case (subjective, objective, possessive) (L.6.1.a).

Compose an objective written summary of one chapter of Written in Bone after organizing its main ideas and supporting details (RI.6.1, RI.6.2, W.6.10).

Explain how Herman’s ideas about observation are evident in the science of Written in Bone (W.6.10).

Analyze the context of meticulous and procedure to deepen understanding of each word and of the excavation process (L.6.4.a, W.6.10).

Compose an objective written summary of one chapter of Written in Bone after organizing its main ideas and supporting details (RI.6.1, RI.6.2, W.6.10).

Use the relationships between ancestry, adapt, and trait to better understand each word and its significance to forensic anthropology (L.6.5.b, W.6.10).

Focusing Question 4: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

27 Written in Bone, chapters 1–2 Blood on the River “Rethinking Jamestown”

Reveal What does a deeper exploration of photographs in Written in Bone reveal?

28 NR Written in Bone, chapter 3 Reveal What does a deeper exploration of Walker’s argument reveal in Written in Bone?

Examine Why is sentence variety important?

Explain how photographs in Written in Bone deepen understanding of the text’s central ideas (RI.6.2, RI.6.7, W.6.10, SL.6.4).

Analyze how the use of varied sentence patterns engages reader interest (L.6.3.a, W.6.10).

Experiment How does sentence variety work?

Compose an objective written summary, and evaluate how Walker constructs her argument in chapter 3 of Written in Bone (RI.6.1, RI.6.2, RI.6.4, RI.6.6, RI.6.8, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.9.b, L.6.4.a).

Revise sentence variety to enhance reader interest (L.6.3.a).

29 Written in Bone, chapter 4 Organize What is happening in chapter 4 of Written in Bone?

Compose an objective written summary of one chapter of Written in Bone after organizing its main ideas and supporting details (RI.6.1, RI.6.2, W.6.10).

Use word knowledge to determine the meaning of preserve and deepen understanding of the significance of preservation to those excavating the Jamestown site (L.6.4.b, W.6.10).

Focusing Question 4: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

30 Written in Bone Blood on the River

“Rethinking Jamestown”

“Address to Captain John Smith” “Innovation in Plain Sight”

31 FQT Written in Bone Blood on the River

Know How does careful observation of the module texts build my knowledge?

32 SS VOC

Blood on the River

“Address to Captain John Smith”

“Rethinking Jamestown”

Written in Bone “Innovation in Plain Sight”

Know How do the module texts build my knowledge of Jamestown?

Excel How do I improve varied sentence patterns in my writing?

Compare and contrast two authors’ presentations of events (RI.6.6, RI.6.9).

Explain how Herman’s ideas about observation expand understanding of the module texts and ideas (RI.6.1, W.6.10).

Compare and contrast how Carbone (Blood on the River) and Walker (Written in Bone) introduce and present information about Richard Mutton (RL.6.1, RI.6.1, RI.6.3, RI.6.9, W.6.2, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a).

Know How do the module texts build my knowledge?

Excel How do I improve my presentation of claims and reasons and my ability to listen to interpret in a Socratic Seminar?

Revise writing to include varied sentence patterns (L.6.3.a).

Develop a claim with reasons and evidence about whether the Jamestown settlement failed (RL.6.1, RI.6.1, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6).

Apply knowledge of contextual and morphemic clues to correctly define words in context (L.6.4.b, L.6.6).

Focusing Question 4: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Focusing Question 5: How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

FQT VOC

Know

How does research build my knowledge of Jamestown?

Excel

How do I improve my ability to listen to interpret and my presentation of claims and reasons?

Present results of research on self-generated questions about Jamestown’s development or decline

(RI.6.1, RI.6.2, W.6.4, W.6.7, W.6.8, W.6.9, W.6.10, SL.6.2, SL.6.4, SL.6.5, SL.6.6, L.6.4.c, L.6.4.d, L.6.5.b).

Listen to interpret ideas conveyed verbally and visually during the presentations (SL.6.2, W.6.10).

Apply knowledge of contextual and morphemic clues to correctly define words in context (L.6.4.b, L.6.6).

34 EOM Blood on the River

“Address to Captain John Smith” “Rethinking Jamestown”

Written in Bone

35 Blood on the River

“Address to Captain John Smith”

“Rethinking Jamestown”

Written in Bone

Know

How do the module texts build my knowledge of Jamestown’s development and decline?

Examine

How do claims, reasons, and evidence work to respond to the EOM Task?

Deconstruct and evaluate exemplar argument essay (RI.6.1, W.6.10).

Know

How do the module texts and research build my knowledge of Jamestown’s development and decline?

Excel

How do I improve pronoun case, number, and person in my writing?

Evaluate evidence to determine a claim and supporting reasons for an argument essay (RL.6.1, RI.6.1, W.6.1.a, W.6.1.b, W.6.5).

Recognize and revise pronouns in the improper case and inappropriate shifts in pronoun number or person (L.6.1.a, L.6.1.c, W.6.10).

36 Blood on the River

“Address to Captain John Smith”

“Rethinking Jamestown”

Written in Bone

Know

How do the module texts and research build my knowledge of Jamestown’s development and decline?

Excel

How do I improve sentence variety in my writing?

Draft an argument essay by applying knowledge of claims and supporting reasoning with evidence (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6).

Recognize and revise writing to include a variety of sentence patterns to engage reader interest (L.6.3.a, W.6.10).

37 Blood on the River

“Address to Captain John Smith”

“Rethinking Jamestown”

Written in Bone

Know

How do the module texts and research build my knowledge of Jamestown’s development and decline?

Excel

How do I improve my argument writing in the EOM Task?

Excel

How do I improve pronoun use and varied sentence patterns in my writing?

Evaluate and revise argumentative essay by examining its content, structure, development, style, and conventions (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6).

Evaluate and revise argument essay to reflect correct pronoun use and sentence variety (W.6.5, L.6.1.a, L.6.1.c, L.6.2.b, L.6.3.a).

38 Blood on the River

“Address to Captain John Smith”

“Rethinking Jamestown”

Written in Bone

Know

How do the module texts and research build my knowledge of Jamestown’s development and decline?

Excel

How do I improve my argument writing in the EOM Task?

Evaluate and revise argument essay by examining its content, structure, development, style, and conventions (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6).

Focusing Question 5: How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

FOCUSING QUESTION: LESSONS 1–8

How do the settlers respond to the challenges of their journey to the unknown?

Lesson 1

Blood on the River: James Town 1607, Elisa Carbone, Chapter 1 TEXT

1 3 5 6 7 15 26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22 4 37 38 36 35

Lesson 1: At a Glance

AGENDA

Welcome (5 min.)

Launch (8 min.) Learn (57 min.)

Observe, Infer, and Wonder: Back Cover (22 min.)

Observe, Infer, and Wonder: Chapter 1 (35 min.)

Land (3 min.)

Answer the Content Framing Question Wrap (2 min.)

Assign Homework

Vocabulary Deep Dive: Explore Content Vocabulary: Prophecy (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading RL.6.1

Writing W.6.10

Speaking and Listening SL.6.1 Language L.6.4.a

MATERIALS

Handout 1A: Optional Fluency Practice 1

Chart paper and markers

Learning Goals

Make inferences and formulate questions about the text’s details (RL.6.1, W.6.10).

Participate in a Chalk Talk.

Use context to deepen understanding of prophecy and why it is important in Blood on the River (L.6.4.a, W.6.10).

Complete a Quick Write.

* In alignment with the CCSS, formal instruction and assessment of RF.4 occurs in Grades K-5. However, students in Grades 6–8 continue to build and refine their fluency skills. Adjust instruction and assessment based on students’ needs.

Checks for Understanding

ESSENTIAL QUESTION

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 1

Wonder: What do I notice and wonder about Blood on the River?

Students are introduced to the first anchor text of the module, Elisa Carbone’s Blood on the River. After reading the text’s back cover and its first chapter, students observe, infer, and wonder about the details that begin to frame the narrative.

Welcome

5 MIN.

Display: Answer this question in the “Knowledge of Ideas” section in their Knowledge Journal:

When have we seen characters from past modules leave their homeland (or comfort zone) and head into the unknown? Choose one character, and explain.

Students complete displayed task.

Launch

8 MIN.

Post the Essential Question, Focusing Question, and Content Framing Question.

Students share their responses from the Welcome activity.

n Bud from Bud, Not Buddy has to leave what he knows (the foster home, the orphanage, and the library) if he is to find his father. He ends up walking out of Flint, hoping he can eventually make it to Grand Rapids.

Prepare

n Billie Jo from Out of the Dust leaves the Dust Bowl and heads west. She’s scared because she has never left her small town and does not know what to expect in California.

n Odysseus in The Odyssey has to leave Ithaca, and then Troy, and venture into the unknown world of monsters and danger.

n In Ramayana: Divine Loophole, Rama has to leave his kingdom when he is banished to the jungle. This is an unknown world to him.

Explain that the next book they will read is Elisa Carbone’s Blood on the River, whose young protagonist faces many unknowns as he journeys to the New World and becomes one of the first English settlers. Inform students that settlers are “people who build homes and create communities in new areas.” The book focuses on the English settlers who founded Jamestown in 1607 in what is now Virginia.

Ask: “What might have been some of the unknowns faced by early settlers in America?”

n They might not have known how hard the ocean crossing would be.

n They might not have known much about the American Indians.

n They might not have known how to survive in a new area.

Explain that they will learn about these unknowns experienced by real people hundreds of years ago. Note that Blood on the River is an example of historical fiction, and differs from other texts they’ve read which feature different historical periods. For example, though Bud, Not Buddy and Out of the Dust take place in a researched time period, they are more fictional than factual. Carbone’s book was extensively researched and features the real settlers who settled Jamestown, the real American Indians who were their neighbors, and the real events that each experienced. It also includes dialogue and events created solely by the author.

Explain that in this lesson they’ll use their notice and wonder skills as they are introduced to the English settlers who decided to make the journey to the New World and stake their fortunes in this new, unknown place.

TEACHER NOTE The Lesson 2 Launch addresses the language of the Essential Question for this arc of lessons.

OBSERVE, INFER, AND WONDER: BACK COVER 22 MIN.

Whole Group

Before reading, inform students that urchin means “a misbehaving, poor child” and foe means “rival, enemy.”

Read the back cover’s text aloud.

After reading, instruct students to create an Observe–Infer–Wonder Chart, and encourage them to formulate as many questions as they can that arise from the details supplied by the back cover.

Ask: “What observations and inferences did you make about the back cover’s details, and what do these details make you wonder about Blood on the River?”

n The back cover opens with introducing Samuel Collier as a boy who has to “[fight] to survive in James Town” (Carbone back cover). He sounds young, and it sounds like living in Jamestown was no picnic. What did he have to do to survive? What or who was trying to kill him?

n Four hundred years ago was a long time ago. Life was different back then. What didn’t they have during that time period that would have made it difficult to survive in a new land?

n Samuel is the main character. His life in England sounds hard. He comes from “nothing.” What does it mean that he is “headed for a life in the alleys of London”? Probably it means he will be poor for life.

n Is the Susan Constant a ship? I can guess that because the back cover states that Samuel “boards” it. What was this ship like?

n Samuel can’t believe his “good fortune,” which makes me think he does not feel like he is ever lucky. Has he always had bad luck instead? He must have if he is an orphan and a street urchin. What happened to him?

n Samuel thinks he will get rich in the New World. He has heard of the gold that people have found there. The rumor is that it “washes ashore with every tide.” That sounds like an exaggeration. Is Samuel easy to trick?

n The “stormy journey” he takes to the New World sounds scary. What was it like? How long did it take?

n Samuel’s ideas about the New World are different from what he experiences. What did he think the American Indians would be like? What are they like?

n What makes the Virginia shore “forbidding”? I bet it was more than the American Indians.

n Why is it hard for the settlers to figure out who is a friend and who is an enemy?

n It states that the settlers’ “troubles” begin with “mysterious illness” and “starvation.” This is just the beginning. What else will happen to them?

n “The ways of the English don’t always work in this unfamiliar land.” What are the ways they use? Why don’t they work?

Learn

57 MIN.

n It states that the settlers need “to find new ways” in order to survive in the New World. Do they? What ways would work?

n Samuel learns how to speak Algonquian. This must be one of the new ways. Speaking an American Indian language would probably help Samuel survive. He can make friends and communicate his needs.

n Samuel sees how to use “diplomacy” through Captain Smith. Smith seems like he will be Samuel’s teacher. It must be important to use diplomacy because the American Indians and the English probably have a lot of conflict because they both want to live in the same place.

n Samuel sees that he can be “whomever he wants to be” in this new land. Does this place help him do that? Who will Samuel want to be? Is it very different from who he is in the beginning of the story?

Extension

If there is time, consider asking this extension question about the novel’s back cover that asks students to explore how the subject of the unknown is treated in its summary.

Ask: “What specific details from the book’s back cover indicate that this novel explores how the characters must confront the unknown? What questions do you have about these unknowns?”

n “He’s heard that gold washes ashore with every tide.” Samuel thinks he knows what the New World will be like, but this understanding is based on rumors. What will bring them “good fortune” if there is no gold?

n “The New World is nothing like he imagined.” It seems like Samuel realizes pretty soon that he has been wrong about what this new land is like. Is it worse than he imagined? Better?

n “It’s hard to know who’s friend or foe.” It seems like it is hard for settlers to know whom to trust. That’s a big unknown.

n “The ways of the English don’t always work.” What does then? Another unknown.

n “Unfamiliar land.” The settlers do not know this land well. Why? Because of the people? Because of the climate? Because of the wildlife? What makes the New World so unknown?

n “The settlers need to find new ways.” The known ways—the old ways—don’t work. They need to try unknown ways to make things work. What will these new, unknown ways be? Will everyone try them out? It seems like Samuel might.

n “Samuel begins to see that he can be whomever he wants to be in this new land.” It seems like Samuel knows how to be an urchin, an orphan, and a thief. This line states that he can be something else, or someone else. It might be a new identity that feels unknown. This seems like a good thing. How will he do it?

OBSERVE, INFER, AND WONDER: CHAPTER 1 35 MIN.

Whole Group

Instruct students to open Blood on the River and find the map at the beginning of the book. Ask students to find Jamestown on the map. Students share what they find interesting on the map.

n This area has a lot of waterways. Will the English find this helpful or problematic? The American Indians probably are used to traveling via canoe.

n There are a lot of different Indian villages. There seems to be many Indians living in this area. Did the English know there were this many Native Americans?

n There are some villages or places that have English names, but most have American Indian names. Who lives in these other places with English names?

n Jamestown is pretty far up the Powhatan River. It is in a location where people living there can’t see ships out at sea. Will this matter?

n Jamestown seems pretty close to the American Indian village Paspahegh. Are they too close? Will this be a problem?

n There are two names on the map for one river: the Powhatan River and the James River. Why?

Provide the following definitions for students to add to the New Words and Literary Terms sections of their Vocabulary Journal.

New Words: Word Meaning prophecy (n.) A warning about events in the future.

Literary Term: Word Meaning epigraph (n.) A relevant quote located at the beginning of a text or chapter.

Read the first page aloud, stopping after finishing the epigraph.

Point out that at the beginning of each chapter, this novel includes an epigraph that functions as a structural device and frames the chapter in some way. All of the novel’s epigraphs are taken from a primary source document. Inform students that primary source documents are firsthand accounts that provide insight into past time periods, places, and people. The prophecy, included at the beginning of chapter one, was recorded as being delivered to Chief Powhatan by his priests around the year 1607.

TEACHER NOTE

Understanding vocabulary and building background knowledge are essential for students’ comprehension of complex text. Wit & Wisdom students study topics for an extended period of time, building background knowledge. Additionally, the lessons and Deep Dives provide vocabulary instruction; however, students may need additional support with unfamiliar vocabulary as they access complex text. See Words to Know in Appendix B for additional words from this text that may pose a challenge to student comprehension. You may want to provide definitions or a glossary for these challenging words so that students will comprehend complex text. Use a free resource such as Wordsmyth http://witeng.link/glossary to generate glossaries for students.

Continue to read the first chapter aloud, and afterward, conduct a quick Interrupted Summary.

n The chapter begins with a prophecy that predicts that the Powhatan kingdom will eventually be destroyed by the settlers.

n Next, we meet Samuel. He breaks into a pawnshop.

n Samuel steals his dead mother’s locket.

n Samuel runs away from the pawnshop owner.

n Samuel finds a place to hide, and he falls asleep.

n Samuel is caught and is going to be taken to the magistrate.

n The chapter ends with him blacking out, after being hit by the pawnshop owner’s son.

On chart paper around the room, display the following questions:

1. What details in the prophecy help you better understand the Powhatans?

2. What details help you visualize what London was like in 1606?

3. What details do you notice about Samuel, and what can you infer about Samuel from some of these details?

4. What questions come to mind when you consider the details of chapter one along with the details from the back cover?

Students participate in a Chalk Talk, adding responses to questions directly on the charts.

After several minutes, have students return to their seats and ask volunteers to share the answers they recorded.

n Chart 1

n They planted corn. It was their major crop.

n They called groups of people who lived together “tribes,” even the settlers (Carbone 1).

n The Powhatan called the English homes “longhouses” (1). They must be a different shape than the American Indians’ homes.

n They viewed the English as invaders of their land, since the settlers hunted, fished, planted, and built on “the land of the Powhatan” (1).

n The Powhatans fought the English tribe three times. The first two times, the Powhatan were “victorious” (1). The last time, the Powhatan were defeated.

n Chart 2

n The streets were cobblestone, unlike today.

n In the book, the mother’s locket rests on “beaver felt” (2). Beaver fur was something that was traded during that time period.

n The docks are described as full of “dark hulks of ships bobbing slowly” (2). During this time period, England was known for its ships and fleets.

n The London Bridge was a place where traitors’ decapitated heads were placed on poles. It was a violent, dangerous time.

n “A grin shows teeth as brown as worms” (4). People did not have access to dentists like we do today.

n The poorhouse was a place for people without money. It seemed terrible, with the people in charge beating Samuel whenever “they felt like it” (3).

n The nailery was another place that seemed awful. People, like Samuel’s mother, had to work there “twelve hours a day” (3). It seems like working and living conditions for poor people were horrible during this period.

Chart 3

n He runs barefoot. He is clearly poor and doesn’t even have shoes.

n He seems brave. He breaks into the pawnshop even though this could result in him getting into trouble.

n He wants the locket because he loved his mother. He needs the locket because he misses her.

n He does a good job of calming himself down. He even “[whistles]” when he is by the sailors (2). The reader knows he is a boy because that is what the shopkeeper calls him, but he seems older. He has had to take care of himself for a while.

n He lives in a poorhouse. He hates it. Whoever is in charge there took his mother’s locket from him so it could help pay for his food. He resents them.

n He has been abused by those in charge at the poorhouse and nailery as well as his own father. He refuses to be beaten anymore and “[chooses] the streets instead” (3). He is a fighter.

n He and his mom have had a hard life. They were kicked out of their cottage on the farm when their crops rotted. Samuel believes his mother was worked to death since she was forced to “[make] nails for twelve hours a day to pay [their] way at the poorhouse” (3). He is really angry about how she was treated.

n He also is really angry about his father who “drunk himself to death” (4).

n Samuel does not like to see the “severed head of a traitor” on London Bridge (4). He probably knows that if he is caught for stealing his mom’s locket, his head might end up there.

n He has “scraggly hair and (is) scrawny as a broomstick” (4). No one takes care of him. Life on the streets is hard.

n He fights back when the shopkeeper and his son grab him. He does not quit trying to get away until one of them gives him a blow to the head.

Chart 4

n Will being a fighter help Samuel in the New World?

n Will having had a hard childhood help Samuel in the New World?

n Will Samuel always be on his own, or will he find a new family?

n What will Samuel want to become in the New World?

n Will Samuel always be poor?

n Will the New World resemble England at all?

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display: Explain your most powerful observation so far about Samuel, what can be inferred about Samuel from it, and what question(s) arise from it.

Students complete an Exit Ticket.

2 MIN.

ASSIGN HOMEWORK

Students read chapters 2 and 3 and complete an additional Observe–Infer–Wonder Chart for these chapters in their Response Journal. In addition, distribute Handout 1A: Optional Fluency Practice 1 for those students who will benefit from additional work building these skills.

But

The Powhatan will rise up.

The second battle will end and the Powhatan will be victorious.

But the tribe will grow strong once more. The third battle will be long and filled with bloodshed.

the

of this

the

34 Land

Wrap

Name Date Class

1A: Optional Fluency Practice 1 Directions: 1. Day 1: Read the text carefully, and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond

self-reflection questions.

Handout

to the

In the time of the first planting of corn there will come a tribe from the bay of the Chesapeake. This tribe will build their longhouses on the land of the Powhatan. They will hunt and fish and plant on the land of the Powhatan.

Three times the Powhatan will rise up against this tribe. The first battle will end and the Powhatan will be victorious.

the tribe will grow strong again.

end

battle,

Powhatan kingdom will

no more. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 1. © Great Minds PBC G6 M3 Handout 1A WIT WISDOM Page of 2

TEACHER NOTE

If desired, distribute and review the list of additional texts from Appendix D: Volume of Reading and the Volume of Reading Reflection handout (see the Student Edition). Explain that students should consider these questions as they read independently and respond to them when they finish a text.

See the Implementation Guide for further explanation of Appendix D as well as various ways of using the reflection questions. Students may complete the Volume of Reading Reflections in their Knowledge Journal or submit them directly. The questions can also be used as discussion questions for a book club or other small-group activity.

Analyze

Context and Alignment

Students respond to displayed questions in a Chalk Talk (RL.6.1, W.6.10). The CFU assesses how well students can read with a critical eye, observing details, making inferences, and formulating questions based on these textual clues. Please see student sample responses for what types of observations/inferences/questions they could contribute to the Chalk Talk charts.

Next Steps

Take stock of how well students observe details and if they are formulating logical inferences and questions based on the text. If students struggle, consider conducting a brief Think Aloud to model how you would observe, infer, and wonder when encountering text. You may wish to do so with the first few sentences of the back cover, or the first few paragraphs of chapter 1.

Lesson 1 Deep Dive: Vocabulary

Explore Content Vocabulary: Prophecy

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Use context to deepen student understanding of the word prophecy and its importance in Blood on the River (L.6.4.a).

TEACHER NOTE

Assessment 32A and 33B are direct vocabulary assessments for which you will find directions in the Deep Dives of Lessons 32 and 33. To best meet students’ language needs, consider using this tool to preassess students at the start of this module. Do not share results with students, but use the data to inform and differentiate your vocabulary instruction. At the close of the module, reassess students using the same tool to determine their growth against the baseline data. An answer key for this assessment is located in Appendix C.

Launch

Students reread the prophecy delivered to the Powhatan from page 1 and annotate ideas that would concern the Powhatan.

Learn

Ask a student to read aloud the definition of prophecy from the New Words section of their Vocabulary Journal. Explain that students will use context to better understand what a prophecy is and why this particular prophecy is important to the text.

Invite students to Think–Pair–Share, and direct their attention to the epigraph’s attribution at the bottom of the page. Read it aloud, and ask: “How does the phrase ‘trusted priests’ (1) build your understanding of what a prophecy is?”

n It means that the chief would have been willing to believe these ideas because they came from priests he trusted and consulted.

n If prophecies come from trusted priests, then they’re coming from leaders in the community, not simply from an outsider or someone who might make something up just to get the chief’s attention.

n “Priests” is plural, which means that more than one priest was involved in the prophecy. Maybe the priests all saw it happen, like a vision, or one priest believed in it and convinced the other priests it was true.

Ask: “How does the word “delivered” (1) build your understanding of what a prophecy is?”

n If a prophecy is delivered, it’s presented to the chief somehow.

n Maybe the priests who came up with the prophecy aren’t in the same place as the chief so their ideas need to be brought to him.

n Prophecies might be recorded somehow before being given to the chief.

Display:

Who is involved in the events of this prophecy?

What events are in this prophecy?

Where do the events of this prophecy occur?

When is this prophecy delivered?

In groups of four, students look for ideas on page 1 that answer the displayed questions. After four minutes, call on students to suggest ideas.

Who is involved in the events of this prophecy? The Powhatans and “a tribe from the bay of the Chesapeake” (1)

What events are in this prophecy? The other tribe will “hunt and fish and plant on the land of the Powhatan” (1).

“The Powhatans will rise up against this tribe” (1) three times, but they will lose the third battle.

The third battle will be “filled with bloodshed” (1).

“The Powhatan kingdom will be no more” (1) after the final battle with the other tribe.

Where do the events of this prophecy occur? “On the land of Powhatan” (1).

When is this prophecy delivered? The prophecy is delivered sometime before 1607.

Land Display:

How could this prophecy affect the way Chief Powhatan views people who want to build a settlement on his land?

Students compose a Quick Write in response to the displayed question.

Emphasize that Elisa Carbone selected the prophecy as the first epigraph of her novel because it will play a significant role in the plot of Blood on the River.

QUESTION: LESSONS 1–8

Lesson 2

TEXTS

Blood on the River, Elisa Carbone, Chapters 1–3

Photograph of re-creation of Jamestown settlement 1607, Jamestown–Yorktown Foundation

Image of the interior of the Mayflower ship, Jamestown–Yorktown Foundation Map of Bermuda voyage, Jamestown–Yorktown Foundation

FOCUSING

How do the settlers respond to the challenges of their journey to the unknown?

Lesson 2: At a Glance

AGENDA

Welcome (6 min.)

Launch (5 min.)

Learn (60 min.)

Organize Characters, Setting, and Plot (45 min.)

Organize Challenging Factors (15 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Academic Vocabulary: nat (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.2

Writing W.6.10

Speaking and Listening

SL.6.1, SL.6.6

Language

L.6.4.b, L.6.4.d

MATERIALS

Chart paper and markers

Learning Goals

Observe details and infer how they help develop characters, setting, and plot (RL.6.1, W.6.10).

Complete and present Jigsaw notes.

Use understanding of the Latin root nat to determine and verify the meaning of native in the text (L.6.4.b, L.6.4.d).

Develop and verify a preliminary definition for the word native

Checks for Understanding

ESSENTIAL QUESTION

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 2

Organize: What’s happening in chapters 1–3 of Blood on the River?

Students continue to build understanding about the context of Blood on the River by sharing their observations and inferences about the novel’s characters, setting, and plot. In addition, they begin to examine what challenging factors the settlers initially face as they journey into the unknown.

Welcome

Display the following images:

6 MIN.

Image of the Susan Constant, the Godspeed, and the Discovery (http://witeng.link/0199).

Images of various parts of the ship including: the masts, ‘tween deck, and cargo hold (http://witeng.link/0200).

Map 1 of the journey from England to Virginia (http://witeng.link/0201).

Students view images and independently respond in writing to the following question:

What has been difficult so far for the settlers during their ocean crossing?

Prepare

Launch

5 MIN.

Post the Essential Question, Focusing Question, and Content Framing Question.

Provide the following definition for students to add to the New Words section of their Vocabulary Journal.

Word Meaning

factor (n.) Something that causes or influences an event.

Read the Essential Question aloud. Point out that the Essential Question distinguishes factors as either being social or environmental in nature. Emphasize that social factors are attributed to people and how their actions affect others, whereas environmental factors are attributed to nature and how it affects people.

Ask: “What are some environmental factors that make an ocean crossing difficult?”

n One environmental factor is bad weather that makes the seas rough.

n Another factor is huge oceans that take forever to cross.

n Another factor is limited supplies, like food and water, during a crossing, and possibly the chance of running out completely.

Ask: “What are some social factors that might make an ocean crossing difficult?”

n Cramped conditions would make people cranky and bad-tempered.

n There is no real place to get away from someone you might not like.

n There would be no privacy.

Explain that this lesson focuses on helping them organize their understanding of the story’s context— its setting, characters, and plot—so that they have a solid grasp of who the settlers are, why they have agreed to become colonists, and what initial factors present challenges for the settlers during their ocean crossing from England to the New World.

ORGANIZE CHARACTERS, SETTING, AND PLOT 45 MIN.

Small Groups

Instruct students to take out their Observe–Infer–Wonder Charts completed for chapters 2 and 3.

Conduct a Think Aloud, recording and explaining observations and inferences about Samuel’s behavior and attitude. After providing students three or four examples, solicit additional examples from volunteers and record.

I observe that Samuel has had a hard life, and he hasn’t had many friends or role models to show him how to act around people. As a result, he is very guarded. I can infer that he thinks the worst of people because not many people have been kind to him in his life.

I observe that Samuel is on the fence about Smith. He says, “Captain Smith has not beat me yet. He does not seem inclined to do so, but you can never tell” (17). By saying “yet” and “you never can tell,” I can infer that Samuel’s instinct is to doubt that Smith will be a good master (17).

I observe that Samuel seems like he has a hard time controlling his anger. He steals his mother’s locket back from the pawnshop because he is angry with the bosses of the poorhouse and how they have treated him and his mom. However, this action results in Samuel getting thrown in jail and almost getting hanged.

I observe that Samuel gets in lots of fights at the orphanage and settles his arguments “with [his] fists,” especially when he feels like he is being disrespected (7). He acknowledges that because he gets into fights, he is chosen to leave the orphanage and serve on a ship heading to the New World. He admits, “Maybe if I’d been less of a danger to the other boys, they’d have let me stay” (7).

Samuel states that he has “never been teachable in [his] life” (9). I can infer that this quality hurts, rather than helps, him. He still is really young and has a lot to learn.

I observe that Samuel’s attitude is that he “[doesn’t] need a friend” (13). This is a bad attitude that will probably cause him problems. I can infer that because he has this attitude, he is mean to both James and Richard and contradicts everything they say. They are some of the only boys on the ships. Without a friend, he has no one to help him or comfort him.

I observe that Samuel’s philosophy is “trust no one” (17). He states that this philosophy “worked for [him]” at the orphanage, but I can infer that it really worked against him because he viewed the other orphans as his enemy, which caused him to get into fights. Those fights then resulted in him being chosen to leave.

Next, assign or have students form home groups of four, and then count off so each group member has an expert group number.

Learn

60 MIN.

Display the following topics for Jigsaw expert group assignments:

1. Observations and inferences about Captain Smith’s behavior and attitude.

2. Observations and inferences about the story’s other characters (excluding Samuel and Smith).

3. Observations and inferences about life aboard the Susan Constant.

4. Observations about the motivations behind colonists’ decision to go the New World.

Students participate in Jigsaw activity: Expert groups meet for approximately fifteen minutes to discuss and complete bulleted notes that address their topic. Afterward, they return to their home groups to present their information. When experts share, other students take notes in their Response Journal. Circulate as students work to support and prompt students as needed.

TEACHER NOTE

Topic 1:

Depending on class size (and thus home group size), some groups may have more than one expert. If so, both of these experts should share when they return to present to their home groups.

n I observe that Smith is an officer in the English military, but he is also a commoner, a “yeoman” (9). I can infer that this means he is used to giving orders, but he is not as powerful as a gentleman.

n I observe that Smith is very opinionated. When the reader first meets him, Smith is complaining about how many gentlemen the Virginia Company is sending to the New World. He does not have faith that they will help build a strong settlement. I can infer that Smith believes the gentlemen only will want to be served.

n I observe that he likes Samuel’s energy. He wants a page who is a fighter, for he knows that a fighter will be a “good worker” (11). I can infer that Smith values hard work over high-class position.

n I observe that Smith is not intimidated by the gentlemen but says exactly what is on his mind. He “keeps reminding [them] that they have signed seven-year contracts with [the] Virginia Company, and they can’t quit this voyage” (15). I can infer that Smith is brave because he does not let others intimidate him.

n I observe that Smith sometimes “[goes] too far” with his anger and insults the gentlemen, calling them things like “cowards” and “liars” (17). I can infer that it is unusual for a commoner to act like Smith because the gentlemen are almost speechless.

Topic 2:

n I observe that Reverend Hunt is the group’s spiritual leader. He is a “quiet man with broad shoulders” and has “more patience than anyone [Samuel] knows” (6–7). He is very kind and caring, taking Samuel into the orphanage and saving him from jail. He also is the peacekeeper on the ship. He calms Captain Smith down when Smith gets angry regarding the gentlemen’s bad attitudes.

n I observe that Richard is a young boy from the orphanage who is Reverend Hunt’s servant. Samuel and Richard have already been in a fight, in which Samuel knocked out one of Richard’s teeth. Richard and Samuel don’t speak. I can infer that Richard really dislikes Samuel and thinks he is a bully.

n I observe that James is a young boy who is a gentleman’s son and serves George Percy, another gentleman. Samuel is mean to James and calls him a “worm” and thinks he is “afraid of everything” (16). James and Richard are good friends. I can infer that James is scared of Samuel because he might be afraid Samuel will hurt him, like he has hurt Richard.

n I observe that Captain Christopher Newport is the captain of the Susan Constant. He only has one arm since he lost the other one in a battle with the Spanish, but Samuel notices how this injury has not “diminished” him in the slightest (12). He has an “air of confidence and authority” (12). I can infer that Samuel finds him impressive.

n Captain Bartholomew Gosnold is the captain of the Godspeed.

n Captain John Ratcliffe is the captain of the Discovery. He has “close-set, beady eyes and a long pointy nose” (12). I can infer that Samuel does not like him based on what he notices about Ratcliffe’s appearance and how he snickers about his name.

n I observe that Sir Edward Maria Wingfield is a “high-ranking gentleman” and “member of the Virginia Company” (11). Samuel thinks he “[struts] like a peacock,” and I can infer that Samuel thinks he is full of himself (11). Wingfield is the most vocal of the gentlemen about going back to England. He hates the voyage, and he hates Smith.

Topic 3:

n I observe that the gentlemen and commoners have to live on the ‘tween deck, which “reminds [Samuel] of the root cellar at the orphanage, with its close walls and ceiling” (14). There are barrels and crates in this area too, and it makes this deck cramped and claustrophobic. I can infer that arguments happen because everyone is uncomfortable and on top of each other.

n I observe that there are animals on the ships: cats, dogs, chickens, and “one thousand rats” (15). The rats are everywhere and could pose a health hazard. The smell of the animals and their “dung” is horrible (15). I can infer that these challenges make the men and boys want the voyage to be quick.

n Besides the animals making an odor, the men do, too. The “stench of urine and vomit” is oppressive (15).

n I observe that everyone is always complaining; no one is happy on board the ship. I can infer that this beginning to the trip does not help the settlers become united.

n I observe that the sleeping arrangements are totally cramped. Samuel has to share a bed with two other boys.

n There is very little light in the ‘tween deck. The men and boys live in semi-darkness, which only makes them yearn that much more to get off the ships.

n They have to use slop buckets to relieve themselves. The boys’ job is to dump these nasty buckets. I can infer that they all feel trapped by odor and waste.

n Many people have seasickness, like Hunt. I can infer this makes the men want to turn around.

n I observe that there is deep tension on board. The ships have not been able to sail and remain “anchored in the cold, close enough to see England’s shores” (15). The gentlemen want to turn around, and Smith keeps insulting them.

Topic 4:

n The Virginia Company and the gentlemen hope that the New World will be rich in gold, silver, jewels, and lumber to send back to England. They also hope the settlers will be able to find a passage to Asia.

n Reverend Hunt is interested in spreading Christianity to the New World and converting the native people.

n Samuel hopes he can get rich and have a better life than he does in England, where he will always be a commoner and at the beck and call of gentlemen.

ORGANIZE CHALLENGING FACTORS

Whole Group

15 MIN.

Display a blank chart titled “Challenging Factors for the Settlers.”

Instruct trios to Think–Share, and ask: “What factors so far have presented challenges for the setters as they journey into the unknown?”

Record student responses on the chart.

n Captain Smith has a negative attitude about the gentlemen. He thinks they are “cowards” and “liars” (17).

n Many of the men who have been sent are gentlemen who do not know how to build houses or grow crops. This is a concern that Smith raises.

n Master Wingfield has a negative attitude about Smith. He thinks he has “forgotten [his] place” (18).

n Captain Smith and Master Wingfield almost get into a fight. Hunt prevents it.

n The gentlemen have a bad attitude about the journey and think that they should give up and head back to England.

n The boys do not get along. Samuel is mean to James, and he has already beaten up Richard.

n The ship journey is extremely uncomfortable because of bad weather and cramped conditions. Because of these conditions, the men are seasick, bored, and cramped, and this makes them on edge and cranky.

Return students’ attention to the Essential Question.

Ask: “Which of these factors are social in nature, and which are environmental?”

As students volunteer responses, label each factor recorded on the chart paper with either an S or an E

TEACHER NOTE

Guide students to see that most of these initial factors are social in nature, since they occur because of problems stemming from people, not the environment (like the settlers’ conflictual interactions with each other). The main environmental factors that challenge the settlers are the bad weather and poor hygienic conditions they face during their ocean crossing. In addition, save this chart for Lesson 5, when students return to it and consider new social and environmental factors that create challenges for the colonists as they settle Jamestown.

Inform students that as they continue to read Blood on the River, they will track and examine how different factors—both social and environmental—present challenges for the settlers that impact the development of the future English colony.

Land3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display:

Identify three traits of the gentlemen on board the ships. Identify two conflicts that have already taken place between the gentlemen and commoners. Write one question you have about the characters or plot.

Students complete the 3–2–1 Exit Ticket.

ASSIGN HOMEWORK

Students read chapters 4–6 and complete an Observe–Infer–Wonder Chart in their Response Journal. In addition, students who will benefit from fluency work should continue to complete Handout 1A.

Handout

This

They

Three

The

But

The

But

Analyze

Context and Alignment

Student groups develop text-based observations about their assigned topic and share them with their home group (RL.6.1, W.6.10). The CFU assesses how well students can identify important details and make inferences about them that help build their understanding about characters, setting, and plot. See student sample responses for possible answers.

Next Steps

Take stock of how well students grasp the overall context of Blood on the River. At this point, they should have a solid understanding that the settlers have differences—such as class roles with subsequent expectations for behavior—that are already causing conflict on the voyage to the New World. They should also understand that the settings these settlers experience, such as the cramped ocean crossing on the three ships, only exacerbate these conflicts. If these understandings are missing, consider rereading key passages aloud or assigning specific page ranges for students to explore in their Jigsaw groupings.

Wrap 1 MIN.

Name

the text carefully,

annotate

help you read fluently.

1A: Optional Fluency Practice 1 Directions: 1. Day 1: Read

and

Practice reading

text three

five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions.

2. Each day: a.

the

corn

tribe

Chesapeake.

the time of the first planting of

there will come a

from the bay of the

land

tribe will build their longhouses on the

of the Powhatan.

will hunt and fish and plant on the land of the Powhatan.

tribe.

times the Powhatan will rise up against this

first battle will end and the Powhatan will be victorious.

the tribe will grow strong again.

Powhatan will rise up.

The second battle will end and the Powhatan will be victorious.

the tribe will grow strong once more.

The third battle will be long and filled with bloodshed.

By the end of this battle, the Powhatan kingdom will be no more. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 1.

Great Minds PBC G6 M3 Handout 1A WIT WISDOM Page 1 of 2

Lesson 2 Deep Dive: Vocabulary

Explore Academic Vocabulary: nat

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Use an understanding of the Latin root nat to determine and verify the meaning of native in the text (L.6.4.b, L.6.4.d).

Launch

Student pairs reread the second paragraph on page 8 of Blood on the River, restating the ideas in this paragraph in their own words.

Explain that this paragraph describes the many reasons colonists were traveling to the New World. Reverend Hunt is motivated by bringing Christianity to “the native people who live in Virginia” (Carbone 8). Students will explore the Latin root used in native to better understand Reverend Hunt’s perspective on those already living in the New World.

Learn

Display: Nation Nationality Nature

Natural

Student pairs discuss what these words have in common and why they are grouped together.

Explain that these words all share the Latin root nat. Provide the following definition for students to add to the Morphology section of their Vocabulary Journal.

Root Meaning

nat To be born, give life.

Help students understand the connection between the root nat and the meanings of the words nation and nationality. A nation is a country developed by the people within it. It’s given life—a name and a constitution—by its citizens. Your nationality is defined by where you’re born and where your life begins.

Invite students to consider how the nat root gives clues as to the meaning of the words nature and natural. Call on students to share ideas; guide students to correct understandings.

n Nature is the condition of Earth before humans make changes to it. Nature is “born” one way, humans sometimes interfere to change it.

n Natural means “staying the same way you were born or produced, being unchanged.”

Scaffold/Extension

Give students the opportunity to explore shared cognates in other Latin-based languages: nacimiento in Spanish and naissance in French. The word renaissance integrates the nat root, meaning “a rebirth.” Invite students to research what ideas were reborn during this time period.

Land Display:

“But the real importance, Reverend Hunt says, is to bring the good news of Christ to the native people who live in Virginia” (Carbone 8).

Pairs develop a preliminary definition for the word native, integrating their understanding of the nat root and context from the text.

Call on several students to share their definitions, then provide the following definition for students to use as a verification of their ideas. Invite students to read the definition, compare it to their own, and make any needed revisions to their ideas.

Word Meaning Antonym

native (adj.) Being in the place where one is born.

visitor, foreigner, outsider

Students copy the final version of their definition into the New Words section of their Vocabulary Journal.

Explain that Elisa Carbone made the decision to use native people as the phrase Reverend Hunt uses to refer to those already living in the New World, rather than calling them “savages.” Ask: “What does this word choice reveal about Reverend Hunt’s perspective?”

n It shows that he respects the native people enough to want to help them.

n Reverend Hunt doesn’t think of the native people as animals or lesser beings. He believes that he can help each of them and is motivated to cross the ocean to help them improve their lives.

n He doesn’t believe that people remain the same way they are born. He thinks that everyone is capable of changing and that he can lead the native people to change their lives for the better.

Explain that the terms “savages,” “natives,” and “Indians” will all be used in the text to describe the same group of people. Students should monitor which characters use each term as they read because it provides insight into each character’s perspective.

Lesson 3

FOCUSING QUESTION: LESSONS 1–8 How do the settlers respond to the challenges of their journey to the unknown?

2 1 3 5 6 7 15

Blood on the River, Elisa Carbone, Chapters 4–6 TEXT

19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22

37 38 36 35

Lesson 3: At a Glance

AGENDA

Welcome (5 min.)

Launch (7 min.)

Learn (57 min.)

Examine Plot and Character Development (40 min.)

Explore Text (17 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Content Vocabulary: Ignorant, gullible, fuming, savages (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*

Writing W.6.10

Speaking and Listening SL.6.6

Language L.6.6 L.6.4.a

MATERIALS

Handout 3A: Plot and Character Development

Learning Goals

Examine how a main event in a chapter advances the plot and develops the characters (RL.6.3, W.6.10).

Complete Handout 3A.

Use context to better understand the meanings of the words ignorant, gullible, fuming, and savages (L.6.4.a).

Revise sentence in Handout 3A.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 3

Organize: What’s happening in chapters 4–6 of Blood on the River?

Students continue to organize what is happening in Blood on the River by focusing on a set of chapters’ significant events. To that end, they identify how the plot unfolds through main events and consider how these important moments help develop characters through their responses.

Welcome

5 MIN.

Trios discuss the following question:

What event happens in chapter 6 involving a whale and two fish? How does Captain Smith respond to this event?

Launch

7 MIN.

Post the Focusing Question and Content Framing Question.

Students share responses to the Welcome activity.

n A whale is being chased by a thresher shark and a swordfish. It puts up a fight, but the two smaller fish end up killing it.

n Captain Smith enjoys watching the fight because he likes seeing the underdog win.

Point out that important events in the novel, such as this one, help move the plot forward. The plot moves forward when the reader is left with unanswered questions that create interest in how the story will evolve and unfold. The plot moves forward when events need resolution because of the conflict or tension that is created. The reader anticipates what type of resolution might happen.

Instruct students to Think–Pair–Share, and ask: “Who does Smith refer to as ‘the biggest fish in the sea,’ and what does he mean? How does this event move the plot forward?”

n Captain Smith tells Samuel, “You might have been born the biggest fish in the sea, but the skill and perseverance of those lower born can take you down and destroy you” (37). Here he is talking about positions in society. In England, people cared about differences in rank. Gentlemen and rich people were respected, and the commoners had to respect and listen to them. Now Captain Smith thinks the only thing that matters is having the necessary skills to survive. In his opinion, position in society doesn’t mean anything in the New World.

n Captain Smith has not been afraid to challenge powerful people, like Wingfield and later Ratcliffe. If he thinks something isn’t right, he will readily give his opinion about it. Smith’s interpretation of the event involving the whale lets the reader know that Smith will continue to speak his mind and confront the gentlemen. He might even “take [them] down and destroy [them]” (37).

n The plot moves forward because the reader wonders if Smith will be right about smaller fish being more powerful, especially in the New World. In the New World, will skills be more important than class position? Will Smith be more powerful than the gentlemen?

Explain that in this lesson, they will continue to organize what is happening in the story by examining how pivotal events move the plot forward, and in the process, develop characters as they respond or change because of these events.

57 MIN.

Small Groups

Instruct students to take out their Observe–Infer–Wonder Charts completed for chapters 4–6.

Distribute and display Handout 3A: Plot and Character Development. Review the handout directions and the model example.

Provide the following definitions for students to add to the New Words section of their Vocabulary Journal.

Learn

EXAMINE PLOT AND CHARACTER DEVELOPMENT

40 MIN.

Name Date Class Handout 3A: Plot and Character Development Directions: Create the following table in your Response Journal for your group’s assigned chapters. Chapter 1 has been completed for you as a model. Plot Development: Choose a main event from the chapter that contributes to the story line. Briefly summarize the event and explain how it helps move the plot forward. Character Development: Explain how a character responds and/or changes because of his involvement in this main event and why this character development is significant. Note: In order to showcase your understanding of how a key event advances the plot, you may include questions that a reader might ponder after an event occurs. These questions should capture how an event needs some type of closure or resolution. Chapter Plot Development: Character Development: 1 Samuel gets caught by the shopkeeper the following morning after stealing his mother’s locket. Conflict is created when Samuel gets caught and fights with the shopkeeper and his son. The reader does not know what will happen to Samuel now. Will he go to jail? Will his head be stuck on a pole at London Bridge? Although Samuel unsuccessfully fights against the shopkeeper and his son, he does not stop trying to fight for what is right in his mind. When the son grabs onto him, he “[throws] his head back hard” to try to get away (Carbone 5). He shows how determined and brave he is by retaking his mother’s locket no matter the cost (which is a blow to his head and possibly a trip to the gallows). Samuel shows the reader that he is a fighter by nature. He fights against unfairness and what is corrupt. The reader can tell there is more fight left in him, and we wonder what he will fight against next. Page 1 of © 2023 Great Minds PBC G6 M3 Lesson 3 WIT & WISDOM®

Meaning

ignorant (adj.) Not aware or informed.

gullible (adj.) Easily convinced into believing anything.

fuming (v.) Displaying frustration or anger. savages (n.) People who are uncivilized or wild.

Trios take twenty minutes to complete Handout 3A for an assigned chapter (4, 5, or 6). In addition, groups should appropriately use at least one new vocabulary word somewhere in their response.

Chapter Plot Development Character Development

4 Captain Newport places Smith under arrest.

The conflict between Smith and Wingfield becomes more intense. They are no longer simply arguing. Now, Wingfield wants Smith to die. Will Smith be killed? What will be the resolution?

5 When the American Indians approach the ships, the men believe that they are coming to kill them. They think they are savages and call them “monsters” (32). Newport quickly tells everyone that they will first try to communicate with them, and he calls for Smith.

This event develops tension in the plot. The American Indians represent the unknown to the settlers. Will they be friendly? Are they savage, like the rumors suggest? How will the settlers interact with them?

When the men and boys hear shrieking in the woods, they assume it is the American Indians who are killing the settlers and rush to help them. It turns out the path cutters have touched a poisonous plant.

This event develops tension in the plot because the reader wonders if what Richard has heard about the American Indians is true. Are they cannibals? This event moves the plot forward because the men seem to be their own worst enemy. What will they do next to cause themselves harm? What other foolish decisions will they make?

Smith is fuming with rage, but he manages to get a grip on his anger. He speaks “almost calmly” to Newport and asks him if he believes Wingfield’s charges (23). He then lays out how Wingfield could be considered the real traitor. In the past, Smith’s anger has gotten the best of him; with this event, he controls it and looks like the better person because of doing so.

Smith greets the American Indians with “his back straight” and “his chest puffed out” (32). He is not “afraid, only determined” (32). He uses body language to get across to the American Indians what the settlers want. He also uses some Algonquian words to make Newport and the others think he should be their translator. Smith is super smart. He figures out a way to be useful to the group so he can be unshackled. His knowledge of the American Indians gives him power over those who are ignorant about their language and customs.

This event makes the gentlemen appear extremely foolish and ignorant. Ratcliffe wants a path cleared to the pools because he doesn’t want to deal with the bushes. Smith makes fun of “his ridiculous idea of a gentlemen’s path” because he knows it is a waste of the men’s energy (43). They should be doing more important things. Smith appears very knowledgeable because of this event. He is the only one who knows about the sap. Smith, rather than the gentlemen, seems to be the one who should be in charge.

Word

Reconvene and ask for one volunteer for chapters 4, 5, and 6 to explain how an event from their assigned chapter helps move the plot forward and develops a character.

EXPLORE TEXT 17 MIN.

Whole Group

For each text-dependent question (TDQ), give students a few minutes to jot answers in their Response Journal, and then facilitate a whole-group discussion. Inform students that they can showcase their understanding of how events advance the plot by formulating questions a reader might ponder after an event occurs.

1. How does the conflict between Master Wingfield and Captain Smith evolve in chapter 4? How does what happens between Wingfield and Smith help move the plot forward?

n Wingfield accuses Smith of a crime in chapter 4. Master Wingfield accuses Captain Smith of trying to “overthrow the government of the mission, murder the council members, and make [himself] leader” (23).

n Smith is furious, but instead of punching Wingfield, he points out that Wingfield is a traitor, not him. Smith also insults Wingfield and tells him “a pig has more royal blood than you do” (24). He wants Wingfield to know that he does not believe that class position means much. Wingfield reacts by coming after him with his dagger. Smith gets the best of him.

n Because the charges are so serious, Captain Newport has no choice but to arrest Captain Smith and put him in restraints. It seems as if Smith has been robbed of any power he once had and Wingfield is victorious. However, Wingfield is “pale and shaken,” which suggests that Smith’s words have power and have upset him (25).

n At the end of chapter 4, the reader is left with many questions. What will happen to Smith? Will he be killed by Captain Newport because of Ratcliffe’s orders? Will another gentleman kill Smith since Wingfield doesn’t seem capable?

2. How do the events in chapters 5 and 6 signal who has power? How do these events help move the plot forward?

n The whisperings on board begin to change, especially after Smith stays calm and writes while he is chained up. Men are now saying that Wingfield and other gentlemen “made up” lies about Smith “because he has no special respect for nobles” (28). People whisper that disrespect should not result in a hanging. Samuel thinks that Smith “seems to be winning the battle” with Wingfield because more and more men see Smith in a positive light (28). Will the other settlers try to save Smith from his hanging?

n At the end of chapter 5, when they are in the Caribbean, American Indians approach them in canoes, and the settlers are terrified. Captain Smith is unshackled because he is the only one able to communicate with the native people. Because of his knowledge of American Indian language and customs, Smith regains some of his power. The reader wonders how will the settlers be able to communicate with the American Indians if Smith is killed?

n In chapter 6, Captain Smith’s knowledge of the New World, and the gentlemen’s foolishness, is on display. Smith knows about the poisonous sap from the manchineel tree that causes the men so many problems. Smith keeps proving that he is valuable, whereas the gentlemen keep making bad decisions. Will Smith’s knowledge help save his life?

n The last event of chapter 6 involves the building of a wooden frame with a noose tied to a rope, intended for Smith. Even though Smith has shown his value, Wingfield is still planning on killing him. Will Smith be killed?

n These events suggest that there will be more conflict between Smith and the gentlemen. Smith’s power is increasing, and this threatens the gentlemen’s power. The reader is left wondering if Smith will be killed. And if he isn’t, who will have the most power when the settlers reach the New World: Smith or the gentlemen?

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students complete a Quick Write in response to the following question: How does the epigraph that begins chapter 6 connect to what is happening overall in the story so far?

1 MIN.

ASSIGN HOMEWORK

Students read chapters 7 and 8 and continue creating an Observe–Infer–Wonder Chart in their Response Journal. In addition, students who will benefit from fluency work should continue to complete Handout 1A.

Land

Wrap

Name Date Class Handout 1A: Optional Fluency Practice 1 Directions: 1. Day 1: Read the text carefully, and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. In the time of the first planting of corn there will come a tribe from the bay of the Chesapeake. This tribe will build their longhouses on the land of the Powhatan. They will hunt and fish and plant on the land of the Powhatan. Three times the Powhatan will rise up against this tribe. The first battle will end and the Powhatan will be victorious. But the tribe will grow strong again. The Powhatan will rise up. The second battle will end and the Powhatan will be victorious. But the tribe will grow strong once more. The third battle will be long and filled with bloodshed. By the end of this battle, the Powhatan kingdom will be no more. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 1. © Great Minds PBC G6 M3 Handout 1A WIT & WISDOM Page of 2 59 © 2023 Great Minds PBC G6 M3 Lesson 3 WIT & WISDOM®

Analyze

Context and Alignment

In trios, students complete Handout 3A for their assigned chapter (RL.6.3, W.6.10). The CFU assesses how well students can grasp how main events help advance the plot while simultaneously developing characters. Check for the following success criteria:

Identifies a main event in their assigned chapter and explains how it advances the plot.

Explains how a character’s response to an event, or change because of an event, showcases their development.

Showcases an understanding of how plot moves forward by including questions a reader might ponder after an event occurs.

Next Steps

Evaluate whether students grasp that key events advance the story’s plot and character responses to these pivotal events greatly impact their development and contribute to the plot’s logical progression. If some students struggle with Handout 3A, read aloud parts of each chapter, pausing frequently to allow students to record observations about plot and character development. If needed, conduct a Think Aloud for a full page of the text, modeling the thinking process involved in recognizing plot and character development.

Lesson 3 Deep Dive: Vocabulary

,

savages

Time: 15 min.

gullible

,

fuming

,

Explore Content Vocabulary: Ignorant

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Use context to better understand the meanings of the words ignorant, gullible, fuming, and savages (L.6.4.a).

Launch

Remind students that analyzing the context around an unknown word or phrase is one strategy to use when determining meaning.

Display:

I have heard the gentlemen whispering … They say Captain Smith is only an ignorant commoner, and yet he wants the power of a noble. They say he will try to take over the whole mission if he is not disposed of. They say that if it were not for Captain Smith insisting that they stay the course, they would all be back in their comfortable homes in England by now (Carbone 25).

Student pairs discuss which words or phrases in this context clarify the meaning of ignorant. Remind students that they have the definition of ignorant in the New Words section of their Vocabulary Journal. If needed, provide the following definition for commoner, “a working class person, not of the upper class.”

Learn

Students share ideas from the Launch. Highlight or circle words and phrases on the displayed text, and press students to explain how the context provides ideas about the meaning of the word ignorant.

n The gentlemen think that Captain Smith made a mistake when he “insist[ed] that they stay the course” (25). They think this error shows he knows nothing about survival and is endangering everyone.

n The gentlemen say Smith “wants the power of a noble” (25), but they believe he doesn’t have a right to that power because of his class status. They think this desire to lead them shows his misunderstanding of the way the world works.

n They use “commoner” (25) as an insult, and they wish he were the kind of commoner who knew his place.

Remind students that context is a powerful tool in helping determine the meanings of unknown words. Students should consider the ideas within the sentence where the word is used as well as in the sentences surrounding it when working to clarify meaning. Use the highlighted or circled text to emphasize that clues come from the context both before and after the word’s use.

Display:

Word 1: gullible, page 30

Word 2: fuming, page 44

Word 3: savages, page 58

Assign one of the words to groups of three students.

Groups read the context surrounding their assigned word, annotating and discussing the words and phrases that help them understand the meaning of the word. Remind students that they have the definitions for each word in their Vocabulary Journal.

After four minutes, students form new groups of three with one person from each word group. Students share the meaning of their word and cite one example of context that helped them better understand the word’s meaning. Students take notes on the words from each of the other groups.

Land

Students rewrite a sentence from Handout 3A using ignorant, gullible, fuming, or savages and include more context to clarify the meaning of the word.

Remind students to keep examining the sentences before and after an unknown word as well as the sentence in which the word is written to determine meaning.

Lesson 4

FOCUSING QUESTION: LESSONS 1–8 How do the settlers respond to the challenges of their journey to the unknown?

Blood on the River, Elisa Carbone, Chapters 7–8 TEXT

1 3 5 6 7

26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22

37 38 36 35

Lesson 4: At a Glance

AGENDA

Welcome (5 min.)

Apply Character Knowledge Launch (5 min.) Learn (60 min.)

Analyze Characterization (40 min.)

Examine Listening to Interpret (20 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Examine: Shifts in Pronoun Number (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.4*

Writing W.6.10

Speaking and Listening SL.6.1, SL.6.2*

Language L.6.5.a L.6.1.c

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Learning Goals

Analyze how figurative expressions apply to character actions, speech, thoughts, and interactions (W.6.10, L.6.5.a).

Analyze a figurative expression.

Identify inappropriate shifts in pronoun number (L.6.1.c, W.6.10).

Complete a Quick Write.

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 4

Reveal: What does a deeper exploration of characterization reveal in Blood on the River?

CRAFT QUESTION: Lesson 4

Examine: Why is listening to interpret important?

Students examine the actions, speech, thoughts, and most importantly, interactions of the characters to build a deeper understanding of the colonists and the conflicts that divide them. They specifically focus on Captain Smith’s important message to Samuel—the colony will need to stand on many legs if it is to survive—and analyze how this metaphor reveals the larger conflict affecting the entire group of settlers. Playing with this figurative language and creating new statements that use the idea of standing in figuratively different ways (like standing for or standing against), the lesson pushes students to explore character relationships, behavior, and beliefs in order to gain clarity about how the colonists are developed as individuals and as a group.

Display:

The French Enlightenment thinker, Charles de Montesquieu, once said, “To become truly great, one has to stand with people, not above them.” How does Montesquieu’s statement apply to character behavior in Blood on the River?

Pairs discuss and write responses to the displayed question in their Response Journal.

Welcome

5 MIN. APPLY CHARACTER KNOWLEDGE

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Students share responses to the Welcome activity.

n The gentlemen feel like they are above the commoners and superior to them, even though they don’t have important skills or knowledge. Because they have this attitude, the group experiences a lot of conflict, particularly between Smith and Ratcliffe.

n The colonists are a group, but they are not united, which would be a way for them to be great because it would help them survive. Smith knows that if they don’t stand together, they will fail in the New World.

n The boys also have the problem of not standing with each other. They stand against each other. Samuel experiences conflict with others on board, from Henry who bullies him and won’t let him have any power, to James and Richard whom he bullies and disrespects.

Acknowledge that Carbone pits the characters of Blood on the River against each other to emphasize how divided the group is even before they reach the New World.

Explain that in this lesson, they will analyze what the actions, speech, thoughts, and interactions of the colonists reveal about their clashing viewpoints and different interpretations of each other and their situation.

ANALYZE CHARACTERIZATION 40 MIN.

Small Groups

Ask students to take out their Response Journal and reference the section that contains their Observe–Infer–Wonder Charts completed for chapters 7 and 8.

Instruct students to Think–Pair–Share, and ask: “What does Reverend Hunt do for Smith at the beginning of chapter 7? What does this action reveal about his character?”

n Reverend Hunt is able to convince the gentlemen not to kill Smith. He tells them “that without [Smith] as translator, [they] will all perish in Virginia” (49).

n Like in the past, Hunt intervenes on behalf of other people and helps them out. He has already done so for Smith, breaking up fights and arguments between Smith and the gentlemen. He also has helped out Samuel, taking him into the orphanage and being protective of him (like insisting he wear a hat in the sun).

Learn

60 MIN.

n Most men are intimidated by Captain Smith and the gentlemen, but Reverend Hunt speaks to both without fear. After saving Smith, he gives him a “stern look” and lets him know how he should behave with the gentlemen (49). He reminds Smith that it is in everyone’s best interest if Smith does not keep insulting them.

Instruct students to Think–Pair–Share, and ask: “Why does Captain Smith order Samuel to stand on one foot in chapter 8? Why does Samuel feel bewildered, meaning “surprised and confused,” in response to Smith’s order?”

n Captain Smith disapproves of how Samuel treats the other boys, particularly Richard with whom he gets into a fistfight. He tells Samuel to “stand on one foot,” and Samuel hesitates to obey him, causing Smith to cuff him (55).

n Samuel tries to follow his order, but he keeps falling, and finally Smith pushes him down. Samuel is enraged and feels betrayed.

n Samuel is “bewildered” by what Smith is doing because he is confused if Smith is being mean to him or trying to help him (55). Samuel assumes the worst in people, so at first he interprets what Smith does as proof that his master is “worse than [his] father” (55). However, Smith does not walk away once he has fallen but instead asks, “Can you keep your footing when I shove you?” (55). Samuel gets the sense, which is why he is confused, that Smith is trying to teach him a lesson.

Display:

“Stand on one foot, you fool!” (55).

“This colony will need to stand on many legs if we are not to be toppled over in the Virginia Wilderness” (56).

Students change partners.

Ask a student to read aloud the quotations and then read aloud again just the italicized phrases.

Instruct students to Jot–Pair–Share, and ask: “Captain Smith says these figurative expressions (the italicized phrases) to Samuel when he disciplines him. By using these expressions, and having Samuel literally stand on one foot, what does Smith want Samuel to learn? What do we learn about Smith through his speech?”

n For the first statement, Smith wants Samuel to understand that he will not survive in Virginia if he pushes people away and chooses not to cooperate with them. He cannot survive on his own without the help of others.

n For the second statement, Smith wants Samuel to understand that the colony will only be strong if everyone works together.

n Smith’s words help the reader understand how wise Captain Smith is and how he is making Samuel go through this exercise because he wants to help him, not embarrass him. He knows the best way to teach Samuel is by showing him that he literally can’t stand on one foot, and this phrase helps Samuel visualize his point.

Next, review the literary term metaphor, meaning “a phrase that describes something by comparing it to some other thing,” and display the following figurative expressions:

1. Standing on one foot.

2. Standing on many legs.

3. Standing for something.

4. Standing against something.

TEACHER NOTE

Consider having volunteers quickly restate each phrase in their own words to ensure that the whole class understands each expression. Also, consider having students write one or more of these expressions in the Figurative Language section of their Vocabulary Journal.

Ask: “Do any of these expressions literally mean to rise off your feet and become your full height?”

After reaching consensus that the answer is no, assign small groups one of the figurative expressions.

Small groups take ten to fifteen minutes to analyze their assigned figurative expression, identifying and explaining in writing one or two examples from the novel that exemplify that expression. They should refer to characters’ actions, speech, thoughts, and/or interactions with others. For the first two expressions already discussed, encourage those groups to find additional examples that could be applied to both.

Scaffold

To support struggling students or multilingual learners, provide the meaning of each assigned metaphor:

1. Standing on one foot: Trying to survive alone without the help of others.

2. Standing on many legs: Working together to achieve something.

3. Standing for something: Representing an idea or belief larger than yourself.

4. Standing against something: Resisting or fighting against something you don’t believe in.

Reconvene the class, and ask for one volunteer to share an example that connects each expression to the characters of Blood on the River.

n Standing on one foot: Captain Smith says that the gentlemen “refuse to learn [the] fact” that the settlers will “need one another to survive” (56). He is right. The gentlemen view themselves as separate from, and better than, the rest of the settlers. For example, they think they deserve a “gentlemen’s path” cut for them to get to the baths in the forest (43). Another example is when the colonists reach Virginia, everyone is in disagreement about what they should do. Each colonist says something different: find a good place to settle, dig for gold, find a passageway to the Orient, or save the American Indians’ souls. No one can agree.

n Standing on many legs: When the gentlemen agree to let Smith live, they are in a way acknowledging that they need to stand on many legs to survive. They need a translator since none of the gentlemen speak a native language. Although they don’t like to admit it, they need Smith because his knowledge of the American Indians and the land is so valuable.

Standing for something: Hunt stands for forgiveness. He makes Richard come over and tell Samuel he is sorry for hitting him. Smith stands for cooperation. He expects that everyone should work with each other, and no one should get special treatment and have other people do their work for them (like the gentlemen expect when they want their path through the forest). Captain Newport stands for the rule of law, which is why even though he does not want to shackle Smith, he does so because Smith has been accused of a crime. The gentlemen stand for keeping the class system in place. They do not want commoners to have the same rights as them, which is why Wingfield wants Smith hung at the beginning of chapter 7.

n Standing against something: Smith stands against the idea that some people are better than others just because of their rank. He constantly points out that the gentlemen shouldn’t be leaders because they act “ignorant,” such as when they go on a hunt and do not bring enough water and one of them dies (51). The gentlemen have the opposite perspective. They stand against the idea that a commoner can be the equal of a gentleman, and so they often disregard good advice that Smith or others offer. For example, Wingfield refuses to listen to Smith “to find a place to live before [he goes] digging for gold” (59).

Extension

If there is time, consider having students also make connections between the novel’s characters and some or all these additional figurative expressions:

Standing in awe of something.

Standing up to someone.

Standing up for someone.

Standing by your word.

n Standing in awe of something: Samuel listens to Smith recount his experience in Turkey when he was a slave and bravely escaped. Samuel “[admires] his courage” (49). He stands in awe of how Smith “talks back to the gentlemen as if they have no right to lord it over him” (49).

n Standing up to someone: When Captain Smith is captured and made a slave by the Turks, he does not allow his master to beat him. He stands up to him when his master tries to whip him, and Smith ends up killing him. These actions show that Smith refuses to let another man treat him unfairly. Another example would be the gentlemen, like Wingfield and Ratcliffe, who stand up to Smith whenever he points out that they are ignorant or foolish. They do not tolerate Smith’s insults because they believe they are superior to him because of their rank.

n Standing up for someone: When Smith is sentenced to be hung, Hunt stands up for him and gives a sermon that indirectly lets the gentlemen know they are making a big mistake if they kill Smith. He also stands up for Smith by arguing that Smith is needed as a translator. Richard also is an example when he stands up for James and tells Samuel to stop being mean to him.

n Standing by your word: When Reverend Hunt saves Smith, he asks Smith to do him a favor and “act as though [he has] the proper respect for [the] gentlemen” (49). Smith agrees, and later he is put to the test when one of the gentlemen dies while hunting because he makes the stupid mistake of not bringing enough water along. Instead of insulting the dead man to his friends, Smith “is wise enough not to utter these words where any of the gentlemen can hear him” (51). He stands by his word and keeps his promise to Hunt. Another example is Smith standing by his word that he will commit to seven years for the Virginia Company. He is enraged that the gentlemen are not standing by their word but keep demanding to return to England.

EXAMINE LISTENING TO INTERPRET

Pairs

Display the Craft Question.

Examine: Why is listening to interpret important?

Tell students that to interpret means “to understand meaning.”

Ask: “Why might it be important to listen well in order to interpret clearly?”

n If you don’t listen well, you might miss details that a speaker includes. Without knowing these details, you might misinterpret what the speaker is saying.

Ask: “What is the danger in misinterpreting what someone says?”

n You might need to know the information in order to do something correctly. For example, if you are preparing for a test and you write the wrong information (because you were not listening well), you could get a bad grade.

n You could make a bad decision based on your misinterpretation that could result in a mistake you wish you never made.

Facilitate a whole-group discussion for the following TDQs.

1. What are some of the main factors why the characters do not listen to each other?

n One main factor is anger. Once a character becomes angry—whether that is Wingfield, Smith, or Samuel—they have a hard time channeling their anger and calming down.

n Another factor is that the gentlemen and the commoners have always seen each other as two separate groups of people, one superior and one inferior, which leaves one group feeling deserving of special privileges and one group feeling taken advantage of. Wingfield says that Smith “cannot level charges against [his] betters” when he complains about how Wingfield treats him (24). Smith reacts to this insult by saying, “My betters? A pig has more royal blood than you do” (24). Smith refuses to see any distinction between men that has not been earned.

2. What are examples from chapters 7 and 8 that show characters listening well to each other? What is the result?

n Smith listens to Hunt after Hunt saves his life because of the sermon he delivers and the argument he makes regarding Smith’s value as a translator. Smith nods that he will be more respectful of the gentlemen so that he can keep the peace with the group.

n Smith knows that his stubborn side is causing trouble for the group. Later, he restrains himself when he could insult the gentlemen, but instead chooses to stay silent when in their presence.

n Samuel is angry when Smith makes him stand on one foot, and he is humiliated when Smith knocks him down. However, he recognizes that Smith is trying to teach him a lesson, and he listens to what Smith has to say without rolling his eyes or protesting. Smith’s lesson—that he needs to learn how

MIN.

to cooperate with others and control his anger—is something he begins to think about in chapter 8. He admits to himself that “it will be strange, and [he is] not sure [he] will like it,” but he trusts and admires Smith enough not to reject what Smith has told him (61).

Emphasize that listening well is a survival skill for the settlers, and for students, it is a skill that ensures they obtain and retain important information that will deepen their understanding of subject matter. Explain that students will be using and improving this skill throughout the module.

ANSWER THE CONTENT FRAMING QUESTION

Display:

What are three examples from the text of a character’s actions causing conflict with another character?

What are two examples from the text of the characters standing on many feet or standing on one foot?

What new factor introduced at the end of chapter 8 might help the characters find motivation to cooperate?

Students complete the 3–2–1 Exit Ticket. They do not need to use complete sentences.

1 MIN.

ASSIGN HOMEWORK

Students read chapters 9 and 10 and complete new Observe–Infer–Wonder Charts for each in their Response Journal. In addition, students who will benefit from fluency work should complete Handout 1A.

Land 4 MIN.

Wrap

Name Date Class Handout 1A: Optional Fluency Practice 1 Directions: 1. Day 1: Read the text carefully, and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. In the time of the first planting of corn there will come a tribe from the bay of the Chesapeake. This tribe will build their longhouses on the land of the Powhatan. They will hunt and fish and plant on the land of the Powhatan. Three times the Powhatan will rise up against this tribe. The first battle will end and the Powhatan will be victorious. But the tribe will grow strong again. The Powhatan will rise up. The second battle will end and the Powhatan will be victorious. But the tribe will grow strong once more. The third battle will be long and filled with bloodshed. By the end of this battle, the Powhatan kingdom will be no more. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 1. Handout 1A WIT & WISDOM Page of 2 71 © 2023 Great Minds PBC G6 M3 Lesson 4 WIT & WISDOM®

Analyze

Context and Alignment

Small groups analyze a figurative expression and find examples from the text that exemplify its meaning (L.6.5.a, W.6.10). The CFU assesses how well students can interpret and then apply a figurative expression—both ones used in the novel and ones not included—to characters’ actions, speech, thoughts, and/or interactions. Check for the following success criterion:

Explains how the assigned figurative expression connects to how one or more characters is developed and/or portrayed in Blood on the River

Next Steps

For students who struggle with this activity, consider whether their struggles stem from a misunderstanding of the metaphor or the text itself. If needed, provide the meaning of the metaphor and/or a limited page range in which to look for examples (1: pages 53–54, 2: page 50, 58, 3: page 28, 58, 4: pages 48–49).

Lesson 4 Deep Dive: Style And Conventions

Examine: Shifts in Pronoun Number

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Style and Conventions Learning Goal: Identify inappropriate shifts in pronoun number (L.6.1.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 4

Examine: Why is correct pronoun number important?

Refresher Shifts in Pronoun Number

An antecedent is the corresponding noun that the pronoun replaces.

A singular or plural pronoun must agree in number with its antecedent:

Incorrect: The committee members gave his permission to pass the ordinance.

Correct: The committee members gave their permission to pass the ordinance.

An incorrect shift in pronoun number can be fixed by changing the pronoun, the antecedent, or the number of antecedents:

Incorrect: The teacher looked on their desk for the book.

Correct: The teacher looked on her desk for the book.

Correct: The teachers looked on their desks for the book.

Multiple antecedents should be joined with and, and matched with plural pronouns:

Incorrect: Ben and Max gave his speech to the class.

Correct: Ben and Max gave their speech to the class.

Launch

Post the Style and Conventions Craft Question.

Display:

“After services I bring Captain Smith some food. I wonder if it will be his last meal. Yet, he is calm” (Carbone 48).

After services I bring Captain Smith some food. I wonder if it will be our last meal. Yet, he is calm (adapted from Carbone 48).

Invite students to Think–Pair–Share, and ask: “How does the difference in these sentences affect its meaning?”

n In the first sentence, it’s clear that Captain Smith might be eating his last meal ever. In the second sentence, it’s unclear whether the speaker is also in danger of dying, or if he’s just unsure of whether it is the last time he’ll eat with Captain Smith.

Highlight the pronouns his and our on the displayed sentences and explain that using the appropriate pronouns clarifies the meaning for readers. Students will examine more examples of pronoun use to better understand how they affect meaning.

Learn

Create an anchor chart for singular and plural pronouns, and ask students to suggest ideas. Students should copy the chart into the Knowledge of Skills section of their Knowledge Journal.

Singular Pronouns Plural Pronouns

His

Her

That

Pronouns are used to represent nouns. Rather than repeating a noun twice in one sentence, a corresponding pronoun replaces it. Explain that the term pronoun number refers to whether a pronoun represents a singular or plural noun. If a noun is singular, then a singular pronoun should replace it. If a noun is plural, it should be replaced by a plural noun.

Display: “Then I shucked off my slave rags, put on my master’s clothes, and rode off on his horse to my freedom” (Carbone 49).

Invite students to draw arrows on the displayed text, connecting the nouns and their corresponding pronouns. Guide students to recognize that my corresponds to I and that his corresponds to master. Explain that this sentence models pronoun number agreement. If pronoun numbers do not match the nouns they represent, it is considered an inappropriate shift in pronoun number.

Display:

She

They Them

Our Their Those

“After services I bring Captain Smith some food. I wonder if it will be his last meal. Yet, he is calm” (Carbone 48).

After services I bring Captain Smith some food. I wonder if it will be our last meal. Yet, he is calm (adapted from Carbone 48).

Invite students to draw arrows on the displayed text, again connecting the nouns and their corresponding pronouns. Emphasize that in the second sentence, our doesn’t correspond to Captain Smith, which is why this example is more confusing for readers. By using his, the appropriate pronoun for Captain Smith, the first sentence’s meaning is clear to readers.

Display:

“Captain Smith has a few choice words to say about gentlemen who are too ignorant to know they should carry enough water on a six-mile hike in the tropics, and too ignorant to take off his extra clothing when they get hot” (adapted from Carbone 51).

Ask students to identify the inappropriate shift in pronoun number and explain how it affects the text’s meaning.

n It should say “their” extra clothing instead of his extra clothing. Gentlemen is plural, so the pronoun their should be used. The inappropriate shift in pronoun number makes it sound like the gentlemen are wearing Captain Smith’s extra clothing instead of their own.

Land Display:

James and Richard have gotten ahold of a deck of cards and are playing and laughing. I am determined to stay out of trouble, so I don’t say one mean thing to him all day (adapted from Carbone 60).

Students compose a Quick Write in which they identify an inappropriate pronoun shift in the displayed text, explain how the inappropriate shift affects meaning, and suggest a correction for this shift.

Lesson 5

FOCUSING QUESTION: LESSONS 1–8 How do the settlers respond to the challenges of their journey to the unknown?

2 1 3 5 6 7 15

11 19

8 16

Blood on the River, Elisa Carbone, Chapters 9–10 TEXT

30 9

24 21 32

23 20 31 10 18 29

25 22

37 38 36 35

Lesson 5: At a Glance

AGENDA

Welcome (5 min.)

Examine a Social Factor Launch (5 min.) Learn (59 min.) Track Factors (24 min.) Analyze James’s Death (35 min.) Land (5 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Experiment: Shifts in Pronoun Number (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.2, RL.6.4*

Writing W.6.10

Speaking and Listening

SL.6.1, SL.6.2*

Language L.6.4.a L.6.1.c

MATERIALS

Handout 5A: Factor Tracker

Handout 5B: Optional Fluency Practice 2

Handout 5C: Experiment with Pronoun Number

Chart paper and markers Sticky notes

Learning Goals

Analyze how James’s death highlights social factors threatening Jamestown and helps advance emerging big ideas in Blood on the River (RL.6.2, W.6.10).

Write and revise a Quick Write.

Create appropriate shifts in pronoun number (L.6.1.c).

Complete Handout 5C.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 5

Distill: What are the emerging big ideas in chapters 9–10 of Blood on the River?

CRAFT QUESTION: Lesson 5

Experiment: How does listening to interpret work?

Students first examine what social and environmental factors pose challenges for the settlers— such as the inability for certain groups of settlers to get along, such as Smith and Wingfield and Samuel and the boys—as they build the new settlement of Jamestown. Afterward, students study how the pivotal event of James’s death both highlights social factors that threaten Jamestown’s decline and also helps advance some of the story’s emerging big ideas. In addition, the lesson asks students to practice the skill of “listening to interpret,” and this skill is likewise analyzed as a factor that contributes to the settlers’ abilities to survive in the New World.

EXAMINE A SOCIAL FACTOR

Display:

1. How do context clues help reveal what palisade on page 72 means? Why do certain settlers feel like they need a palisade?

2. How does the interaction between Smith and Wingfield on page 72 highlight a social factor that threatens Jamestown’s development?

Pairs skim paragraphs 1–3 on page 72 and then discuss the displayed questions.

Welcome 5 MIN.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “What is a big idea when referencing literature? Think about how we talked about this concept in Modules 1 and 2.”

n A big idea is a concept or topic that a story explores, such as the importance of courage or perseverance.

n A big idea is something that the story’s characters and plot help create. For example, maybe the characters survive or put up with something unimaginable, and through their bravery, they help the story put forth the idea of the importance of being strong.

Instruct students to Think–Pair–Share, and ask: “Captain Smith and Master Wingfield have had many tense or conflictual interactions like the one examined in the Welcome activity. What big idea does the text advance through the interactions between these two characters?”

n The big idea that being foolish is dangerous.

n The big idea that listening to and learning from each other is important.

n The big idea that standing together is important.

n The big idea that knowledge is a form of power.

Record student responses on chart paper titled “Big Ideas,” and keep displayed for the duration of the lesson.

Remind students that big ideas will sometimes develop into themes upon completion of the story, solidifying into statements or messages that the story puts forth about the human condition. Explain that in this lesson, they will first examine how social and environmental factors create challenges for the settlers, and next they will turn their attention to analyzing how a key event in the plot—the death of young James—highlights some of these social factors and advances some of the novel’s emerging big ideas.

59 MIN.

TRACK FACTORS

Whole Group

24 MIN.

Students share responses to the Welcome activity.

n A palisade is “[built]” and is another word for “fortification” (72). These clues indicate that it is some type of wall or protection that could be placed around the settlement to help guard the settlers against attack.

Learn

n The conflict between Wingfield and Smith is a major social factor threatening Jamestown’s development. Wingfield refuses to listen to Smith and disregards what he says. He does not carefully consider what Smith is telling him, even though Smith has been the one time and time again to interpret the American Indians and the New World correctly.

Remind students of the Challenging Factors for the Settlers Chart from Lesson 2.

Distribute and Display Handout 5A: Factor Tracker.

As a class, review chapters 9 and 10, searching for factors that present challenges for the setters as they establish Jamestown. Students may also wish to consult their Observe–Infer–Wonder Chart for chapters 9 and 10 for ideas.

Add to the chart as volunteers share, and remind students to add to their Factor Tracker.

Social Environmental

Now, they have a real fear of and problem with the American Indians. They worry the American Indians will kill them. Then the American Indians attack them, and kill James and wound many.

Smith and many of the gentlemen still hate each other. Smith suggests they build a palisade based of his observations of the American Indians, but Wingfield and the others dismiss what he has to say because they cannot admit he knows more than they do.

The boys still don’t trust each other, and Samuel continues to be mean to James.

Not everyone is helping out at the fort. Some men don’t do any work.

They do not have good protection. The Virginia Company did not send them with enough weapons, and they argue about building a palisade.

Their boats are in bad shape. The long voyage and weather has damaged them. The settlers might not be able to use them anymore.

The water where their fort is located is too salty. It tastes bad, and it might kill the crops. They need these crops to feed the settlers.

They have not had any rain. They are experiencing a drought. They need fresh rainwater for their crops.

Explain that as they continue to read Blood on the River, they will use Handout 5A’s format to track in their Response Journal additional social and environmental factors that threaten or aid Jamestown’s development.

Name Date Class Handout 5A: Factor Tracker Directions: Use this table to track the social and environmental factors (both negative and positive) that impact the new colony of Jamestown as you read Blood on the River and the other module texts. Add the text and page numbers, then sort and explain the factor, and indicate whether it positively (+) or negatively (-) impacts Jamestown’s development. Continue your Factor Tracker in your Response Journal when you run out of space (Hint: keep this handout in your Response Journal.). Social factors are causes that come from people. They include how people treat each other and behave toward each other. Environmental factors are causes that come from the natural world. They are not made by humans; environmental factors exist in nature. Text/Page Number Social Factor Environmental Factor © Great Minds PBC G6 M3 Handout 5A WIT WISDOM Page of 2 81 © 2023 Great Minds PBC G6 M3 Lesson 5 WIT & WISDOM®

Direct students’ attention to the social factor of the boys not trusting each other, and in particular, Samuel struggling to be nice and cooperative with James and Richard.

Instruct trios to Jot–Pair–Share, and ask: “How does this social factor contribute to James’s death?”

n James does not trust Samuel, so when Samuel tells him not to leave the tent, James does not listen to him and runs outside to hide in the ship. He gets killed because he runs outside.

Ask: “What other social factors might have contributed to James’s death?”

Students respond in writing to the question and then share.

n The conflict between Wingfield and Smith results in the men arguing about the palisade. They should build one, but because Wingfield hates Smith and disregards everything he says, Wingfield chooses not to build one. If they had had a palisade, maybe James would not have died because the American Indians would not have been able to shoot him.

n The fact that the Virginia Company does not send enough weapons for everyone is also a factor. If James had had a weapon, maybe he could have protected himself.

Emphasize to students that as they track certain social and environmental factors that threaten Jamestown’s success, they will notice how some characters—such as Samuel—begin to address these factors, and in doing so, help Jamestown’s development.

ANALYZE JAMES’S DEATH

Pairs

Display the Craft Question.

35 MIN.

Experiment: How does listening to interpret work?

Ask: “Why is it difficult for people to listen to interpret, especially if whom they are listening to has a different opinion or perspective than they do, like Wingfield and Smith?”

n Once you have made your mind up about something, you often don’t want to reconsider your opinion. You begin to feel like it is right and other people’s different opinions are wrong.

n People like being right. It makes them feel superior.

n Often, people don’t listen well because they are simply waiting to speak.

n People are stubborn and don’t want to change their minds.

Inform students that they will now practice using their “listen to interpret” skills by participating in the following activity.

Ask: “Who are all the potential individuals or groups that could be held responsible for James’s death?”

n The Indians.

n President Wingfield.

n Captain Smith.

n Samuel.

n James’s parents.

n The Virginia Company.

n Master Percy. Record and display suggestions.

Conduct a Give One–Get One–Move On activity, and ask: “Who is most responsible for James’s death at the end of chapter 10?”

Students record their choice on a sticky note. Students pair up with a classmate, share their choice, and explain their reasoning. Remind students to listen carefully to how their partner explains why they selected a certain character. Inform students that they will have to paraphrase what their partner shares with another peer.

Then announce “Give One,” and partners swap sticky notes. Announce “Move On,” and students repeat the process, but this time they have to explain their former partner’s choice (not their original choice) to a new peer.

After approximately five minutes, have students return to their seats.

Ask for a few volunteers to explain who they feel is most responsible, and why.

n The Indians: The American Indians shoot James with arrows that kill him. They also trick the settlers into believing they are friendly, when in reality, they have been coming to the village to gather information about the colonists so they are easier to defeat.

n President Wingfield: Master Wingfield receives good advice and solid reasons from Captain Smith to build a palisade to better protect the colonists. Smith tells Wingfield that he believes the American Indians are planning an attack, but Wingfield completely dismisses him and tells him that his idea is a bunch of “nonsense” (72). If he had built the palisade, James most likely would not have died.

n Captain Smith: Smith believes that the American Indians are “plotting an attack” (72). He also knows that the gentlemen will not do much to defend the commoners or servant boys, since they will think about only protecting their own skins. Yet he goes off on an expedition with Newport and leaves the settlers in weak hands. If he had been at the fort, maybe he could have saved James.

n Samuel: Samuel has been cruel and mean to James, and James does not trust him because of his past behavior. When Samuel tries to stop James from running out of the tent, James does not listen (and bites Samuel) because he does not believe that Samuel has his best interests at heart. If Samuel had been nicer to James, James probably would have listened to him and stayed in the tent under the mattress.

n James’s parents: James’s parents are cruel and send their son away even though he is so young and small. The whole reason James is at Jamestown is because his parents do not want him.

n The Virginia Company: The Virginia Company does not provide every settler a weapon to defend themselves, and some of the laborers and servants “have no protection at all” (72). If James had had a weapon or some armor, he might have been able to make it to the boat alive. The Virginia Company also is responsible for trying to settle the New World, and they don’t really consider if it is right to take land from the native people. The American Indians are just defending what is theirs, and James is the victim.

n Master Percy: Percy is James’s master, but he does not look out for him at all, unlike how Smith looks out for Samuel. If Percy had been more concerned with James’s well-being, maybe James would have had some armor, or at least he might have known what to do if American Indians attacked.

Next, direct students’ attention to the “Big Ideas” Big Ideas Chart created during the Launch.

Ask: “What big ideas are explored or advanced in James’s death?”

Students review and revise their previous Quick Write, adding their response to this related question and then share with a partner.

TEACHER NOTE Be prepared to help guide and prod if students don’t come up with some of these—or if they come up with pretty tangential ideas that are much too loosely tied to the text (a common problem).

n The big idea of the importance of cooperation. The settlers need to start standing on many feet rather than standing on one foot. Too many of them are working against each other rather than for each other. James’s death is a result of the colonists being divided, not united.

n The big idea that ignorance is dangerous. The settlers are not making good decisions based on sound reason. Wingfield’s decision to not build a palisade, even when the most knowledgeable man (Smith) advises him to do so, costs James his life. They also know so very little about the American Indians, but they already have a certain image in their heads of who the American Indians are, what they want, what they need, and how they will behave. There are a lot of unknowns, but those in charge at Jamestown act like there are none.

n The big idea of the importance of love and kindness. Like Hunt tells them, decisions need to be made based on love, not on anger. Samuel could have been more of a friend, and protector, to little James, but his anger got in the way of him developing a trusting relationship with James.

Emphasize to students that they will continue to track these big ideas and evaluate at the end of novel if they have morphed into themes.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students complete the following Quick Write:

One of the parties that could be considered responsible for James’s death is the Virginia Company. It does not provide enough weapons for each settler, and it appears that all it cares about is finding gold and making money. Given that James indirectly dies because of these reasons, what other big idea is advanced through James’s death? You may state this idea using one sentence.

1 MIN.

ASSIGN HOMEWORK

Students read chapters 11–13 and record one new and one ongoing social and/or environmental factor in their Response Journal (mirroring Handout 5A’s format). Have students create a section of several pages in their Response Journal titled “Factor Tracker” to keep these notes in one place. Students who will benefit from fluency work should also complete Handout 5B: Optional Fluency Practice 2.

Land

Wrap

Name Date Class Handout 5B: Optional Fluency Practice 2 Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. One day Captain Smith surprises us. “I believe the savages are spying on us,“ he says. “I have watched the way they look around while they are here. think they are counting our men, seeing where our tents are located, and plotting an attack. We have invaded their land, and I believe they will fight us to get it back. We must build a palisade to protect the settlement.” “Nonsense,” declares President Wingfield. “You see how friendly they are. If we build a palisade it will look as if we are enemies. We will build no fortification.” Captain Smith grumbles, but there is no arguing with President Wingfield. And think that President Wingfield is right; the Indians have been very friendly and welcoming to us. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 72. Student Performance Checklist: Day Day 2 Day 3 Day 4 You Listener* You Listener* You Listener* You Listener* Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume. *adult or peer Page of 85 © 2023 Great Minds PBC G6 M3 Lesson 5 WIT & WISDOM®

Analyze

Context and Alignment

Individuals identify social factors that contribute to James’s death and a big idea introduced by this event in the plot (RL.6.2, W.6.10). The CFU assesses how well students understand that a pivotal event—such as the first settler’s death at the hands of American Indians—highlights social factors working against Jamestown’s development, and that it helps advance the novel’s emerging big ideas by the way it impacts and shapes character responses. Check for the following success criteria:

Explains how the event of James’s death highlights certain negative social factors at play.

Identifies a big idea that is conveyed by James’s death and provides explanation.

Next Steps

Take stock of how well students grasp that a pivotal event—and the reasons for why it happened—can advance big ideas of a story. Plot and character development work together to help produce the ideas that morph into themes by the end of a story. If students are struggling to connect the social factors to James’s death, ask students to reference the ideas in their Factor Tracker and consider how each might have contributed to the event. Provide support, if needed. For those who have trouble seeing a big idea connected to this event, reference the Big Ideas Chart and model the thinking involved in connecting one of these ideas to James’s death. Support students in connecting another big idea to this event in the text.

Lesson 5 Deep Dive: Style And Conventions

Experiment: Shifts in Pronoun Number

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Style and Conventions Learning Goal: Create appropriate shifts in pronoun number (L.6.1.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 5

Experiment: How does pronoun number work?

Launch

Post the Style and Conventions Craft Question.

Display:

The Indians hold up baskets, showing us they have brought them something (adapted from Carbone 70).

1. Identify all the pronouns in this sentence.

2. Replace all the pronouns in this sentence with nouns.

3. Identify which pronoun could be replaced with more than one noun. Pairs complete the displayed task.

Learn

Students share responses from the Launch.

n The pronouns are us, they, and them.

n The American Indians hold up baskets, showing the settlers that the Indians have brought the settlers something. Or: The American Indians hold up baskets, showing the settlers that the American Indians have brought the American Indians something.

n The pronoun them could be replaced with either the American Indians or the settlers.

Reinforce the idea that pronouns should match nouns in quantity and should help make a sentence make sense, not distract or muddle the meaning. The pronoun them in the displayed sentence is an inappropriate shift; its use immediately makes it unclear who will receive the contents of the basket. If a pronoun can be replaced by multiple nouns, it needs to be replaced with either a more specific pronoun or a noun. The meaning is clarified by choosing us instead of them.

Distribute Handout 5C: Experiment with Pronoun Number. Read the directions, and answer any student questions.

Sort students into trios. Remind students to reference the pronoun table in their Knowledge Journal for ideas about singular and plural pronouns.

Trios take seven minutes to complete Handout 5C. Land

Collect Handout 5C.

Display the second and third full paragraphs on pages 68–69, and invite a student to read them aloud.

Use Equity Sticks to call on students to explain some of the pronoun agreements they created when completing this paragraph.

Name Date Class Handout 5C: Experiment with Pronoun Number Directions: Read the paragraph. Consider whether a singular or plural pronoun belongs in each blank space before writing in the one that agrees with its corresponding noun. Captain Smith finds me and hands a straw hat and a hatchet and tells to get to work. We will begin felling the smaller trees in order to make room for our tents and gardens. James and Richard are assigned to work alongside me. My inclination

to work on own and ignore But would

wonder, to cooperate? Better than being chained up by Captain Smith again

no slop bucket nearby. decide

try. see that it would be best to have one boy bend a sapling over,

boy chop at its base with strong downward strokes,

saplings into a brush pile. I clear my throat,

want to work together on this?” I ask . I explain my idea

it be so bad to work with

with

to give it a

another

and the third boy drag the

“Do

(Carbone 68–69).

2 1 3 5 6 7 15

Blood on the River, Elisa Carbone, Chapters 11–13 TEXT Lesson 6 FOCUSING QUESTION: LESSONS 1–8 How do the settlers respond to the challenges of their journey to the unknown?

19 30 9 17 28

24 21 32

16 27 12 23 20 31 10 18 29

25 22

37 38 36 35

Lesson 6: At a Glance

AGENDA

Welcome (5 min.)

Examine Factors

Launch (5 min.)

Learn (60 min.)

Track Factors (25 min.)

Examine Evidence and Claims (35 min.)

Land (4 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework Vocabulary Deep Dive: Explore Academic Vocabulary: Interaction, interpreter, intercede (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*

Writing

W.6.1.a, W.6.1.b, W.6.10

Speaking and Listening

SL.6.1

Language

L.6.4.a, L.6.4.b

MATERIALS

Learning Goals

Analyze how Smith and Hunt’s influence on Samuel results in Samuel protecting Jamestown and its settlers (RL.6.3).

Write and share responses to TDQ 1.

Explain what and how textual evidence supports a claim (RL.6.1, W.6.1.a, W.6.1.b).

Complete a Quick Write.

Handout 5B: Optional Fluency Practice 2

Handout 6A: Evidence Collection

Integrate context and knowledge of the affix inter– to develop understanding about interaction, interpreter, and intercede (L.6.4.a, L.6.4.b, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 6

Reveal: What does a deeper exploration of social and environmental factors reveal in Blood on the River?

CRAFT QUESTION: Lesson 6

Examine: Why is the collection of evidence prior to formulating a claim important in argument writing?

Students continue to examine the social and environmental factors that threaten Jamestown’s development; however, they also spend time considering a social factor that protects Jamestown and its settlers, focusing on Samuel’s actions as he becomes more influenced by Smith and Hunt’s repeated, constructive advice. In addition, students examine the basic components of argument writing, specifically the process of crafting a claim after evidence has been carefully selected and examined.

Welcome

EXAMINE FACTORS

5 MIN.

Display: Reread the last two paragraphs on page 88, and then respond to the following questions:

n Why does Samuel think that a musket, the gun used by soldiers during this time period, is the weapon that Smith refers to as being more powerful than a sword? What is the actual weapon Smith later gives Samuel?

n How does the weapon Smith refers to help, rather than threaten, Jamestown’s development?

Pairs complete the displayed task.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “What is the difference between a social and an environmental factor?”

n A social factor is caused by people.

n An environmental factor is caused by nature.

Facilitate a brief whole-group discussion of the Welcome activity.

n Samuel thinks that the powerful weapon Smith refers to must be a gun because he views things that are violent as being very powerful. Smith actually gives Samuel a book and tells him that what’s inside will give him “better protection that any weapon” (89).

n The book teaches a person how to speak Algonquian. Captain Smith’s knowledge of the Algonquian language has helped the settlers communicate with the American Indians, and this communication has resulted in trade and friendships.

Ask: “How is communication with the American Indians a social factor that positively impacts Jamestown’s development?”

n If the settlers communicate with the American Indians using the Algonquian language, both groups can better address their needs. If they can’t speak to each other, they can’t really know each other and what each other truly wants.

n Better communication can result in more trading and a better chance at survival.

Explain that in this lesson they will spend time examining how social and environmental factors continue to threaten Jamestown and what that analysis reveals in the text, but they will also study how Smith and Hunt’s influence on Samuel causes him to take action that protects Jamestown and its settlers. Next, they will turn their attention to the process of argumentative writing and examine its prescribed steps of first collecting evidence and then generating a claim in response to a question. For the question, students consider whether Captain Smith’s idea about words being more powerful than weapons is supported by textual evidence.

TRACK FACTORS

Whole Group

25 MIN.

Instruct students to take out their Response Journal and turn to the section titled Factor Tracker.

Ask for volunteers to share what new and continuing factors threaten Jamestown in chapters 11–13. Record as students share, and encourage students to revise or add as needed in their Response Journal. With student help, indicate whether the factor is new (N) or ongoing (O).

New and Continuing Factors that Impact Jamestown’s Development

Social Environmental

(O) The conflict between the settlers and the American Indians is only getting worse. The council discusses what they are up against with the American Indians. Captain Newport, Master Percy, and Captain Gosnold all argue the same thing: the American Indians are more of a threat than they realized, and they keep attacking the colonists.

(O) The gentlemen still don’t help out that much. When the settlers build the palisade, the gentlemen don’t help because they “still don’t want to dirty their velvet” (84).

(N) Some of the men begin to spread the rumor that there is a Spanish “spy” among them who is trying to kill the settlers by “poisoning” them with “ratsbane” (92–93).

(O) Some of the settlers keep standing on one foot, instead of many. For example, Wingfield hoards food and only thinks about himself. He is the president and yet he does not take care of his men.

(O) There is more conflict with the boys. Henry threatens Samuel and tells him that if he tells anyone the secret that Wingfield is hoarding food, Henry will kill him. The distrust and conflict between the settlers keeps making them a divided group. Henry shouldn’t be hiding this secret because it is killing settlers who are starving.

(N) The men become very sick and become “feverish with swollen faces and bloody diarrhea” (91). There is some type of sickness spreading. Because the men are sick, “there is no one with strength to tend the gardens” and “no one with strength to hunt or fish” (92).

(N) The food keeps getting “wriggling mealworms” in it, which makes it almost inedible (92).

(N) The men “grow hungrier” and do not have enough food (92). Starvation is a problem.

(O) The river water is “filthy” and “salty at high tide and slimy at low tide” (92). The water might be making them sick. Samuel has commented on this issue before.

(N) The weather’s “wet and chill” is “killing” the settlers (92). People can’t sleep because they are “shivering every night” (92). They also can’t sleep because they are so afraid of the American Indians and have to be on guard all the time.

Learn

60 MIN.

(O) Leadership is still a problem. After Wingfield is removed, Ratcliffe becomes the new president. Smith responds by saying that the settlers “have gone from the frying pan into the fire” (98). He means they are now worse off.

TEACHER NOTE

Since students were only responsible for identifying two new and two continuing social and/or environmental factors for homework, make sure students take notes as you record student findings. Also consider adding factors that students do not share. For the factor involving poor leadership, spend a moment reviewing with students what Smith means by his comment about going from the frying pan into the fire.

Point out that so far, students have examined social and environmental factors that shape Jamestown’s decline. However, other factors are at work that aid in Jamestown’s survival as a colony.

Display the following TDQ, and have pairs Jot–Pair–Share:

1. How does Hunt and Smith’s repeated advice to Samuel—about making decisions out of love and standing on many feet—help him take action to protect Jamestown and its settlers? What positive social factor does his action represent?

n Samuel believes Smith’s advice that the settlers “will need one another to survive” (56). When Wingfield hoards food and Henry threatens Samuel, Samuel knows that these two are acting like they can stand on one foot, but by doing so, they are starving the other settlers. Standing on one foot, rather than standing together, is what is threatening the settlement’s survival. The settlers cannot handle the other threats—the dirty water and the upset American Indians—if they do not act as a united group. Samuel takes action by telling Smith what Wingfield is doing.

n Hunt advises Samuel that “the choice you make out of love will always be the right one” (96). Samuel has heard Hunt say this many times, and especially since James’s death, he has begun to see that standing up for those you love, or who need your love, is the right thing to do. He knows that staying silent for Henry out of fear is the wrong thing to do, while listening to Hunt’s advice is the right thing to do. In his mind, he says one word: “Yes” (96). He says yes to love, and no to fear, and tells Smith what is happening.

n The positive social factor that his action represents is the settlers are standing on many feet. Samuel understands that standing on many feet means trusting in others and caring for them, which needs to happen if the settlers are to survive in their hostile new environment.

Tell students to add this positive social factor to the Factor Tracker in their Response Journal.

Inform students that as they continue reading Blood on the River, they will examine how Samuel and other settlers help impact Jamestown’s development—rather than participate in its decline—by their actions and mindset.

EXAMINE EVIDENCE AND CLAIMS

Whole Group

Display the Craft Question. Examine: Why is the collection of evidence prior to formulating a claim important in argument writing?

Provide the following definition for students to add to the Literary Terms section of Vocabulary Journal.

Word

Meaning Synonyms

claim (n.) A statement that requires proof to be true. affirmation, assertion, allegation

Tell students that in an argumentative essay, a claim puts forth a debatable statement that is defended by evidence that is strong and valid, meaning “true, accurate.” Writers generate claims from evidence rather than the other way around. After reading a prompt that asks for an argumentative response, writers first examine all the evidence and come to a conclusion based on their understanding of all the evidence.

Display the following prompt that could be responded to in an argumentative essay:

Are words more powerful than weapons for the Jamestown settlers like Smith suggests, or are weapons more powerful than words? Why?

Emphasize again that after reading the prompt, students must first collect evidence and then formulate a claim. Students cannot answer the question and make a claim until they consider the evidence that could support both positions.

Distribute and display Handout 6A: Evidence Collection.

35 MIN.

Date Class Handout 6A: Evidence Collection Directions: Are words more powerful than weapons for the Jamestown settlers like Smith suggests, or are weapons more powerful than words? Listen carefully as the examples of evidence provided in the table are explained. Then skim the text and collect additional evidence for both sides to help you determine your claim. Share your ideas with the class! Write ideas from your peers! Weapons are more powerful than words for the settlers. Words are more powerful than weapons for the settlers. Captain Gosnold points out that the expedition team would have been killed by the Indians “if it had not been for the cannons scaring them off” (83). This expedition team had Smith with them as a translator, but it did not help. They needed weapons, more than words, to survive. The gentlemen unshackle Smith because he is the only one, they believe, who can translate for them. Smith’s understanding of the Algonquian language helps him regain power on board the ship and saves his life. When the Indians mount an attack on Jamestown, the only reason the Indians leave “in retreat” is because someone begins firing the cannons (79). Before the attack, the settlers were communicating with the Indians, and they thought they were on good terms, but the Indians were tricking them. The only reason the settlers survive is because the settlers’ weapons are more powerful than the Indians’ weapons. Words don’t help in this situation. Captain Smith has Samuel study the Algonquian language. He knows that if Samuel learns this language, he will be valued by the settlers and the Indians. He will become an important person to each group because he will be able to help people communicate. This position will bring him power. © Great Minds PBC G6 M3 Handout 6A WIT & WISDOM Page of 2 95 © 2023 Great Minds PBC G6 M3 Lesson 6 WIT & WISDOM®

Using a Think Aloud, walk students through the first two model examples for each column, explaining the strength of the evidence and how it addresses the prompt.

Weapons are more powerful than words for the settlers.

Captain Gosnold points out that the expedition team would have been killed by the American Indians “if it had not been for the cannons scaring them off” (83). This expedition team had Smith with them as a translator, but it did not help. They needed weapons, more than words, to survive.

When the American Indians mount an attack on Jamestown, the only reason the American Indians leave “in retreat” is because someone begins firing the cannons (79). Before the attack, the settlers were communicating with the American Indians, and they thought they were on good terms, but the American Indians were tricking them. The only reason the settlers survive is because the settlers’ weapons are more powerful than the American Indians’ weapons. Words don’t help in this situation.

Next, as a class, collect additional evidence.

Weapons are more powerful than words for the settlers.

Smith teaches Samuel how to fight using a sword and later using a musket. When tension is high between the American Indians and the settlers, the colonists cannot leave the fort without protection or they will die (like James). Words will not help them if the American Indians want to kill them. They need armor, and they need to be intimidating.

The American Indians do not have guns, and they do not have cannons. The settlers do. This advantage with weapons is one reason the American Indians stay interested in trading with the settlers; they hope they can trade for muskets. This advantage is also a reason why the Indians don’t attack them more often. They know that the settlers can kill them.

Words are more powerful than weapons for the settlers.

The gentlemen unshackle Smith because he is the only one, they believe, who can translate for them. Smith’s understanding of the Algonquian language helps him regain power on board the ship and saves his life.

Captain Smith has Samuel study the Algonquian language. He knows that if Samuel learns this language, he will be valued by the settlers and the Indians. He will become an important person to each group because he will be able to help people communicate. This position will bring him power.

Words are more powerful than weapons for the settlers.

When Captain Smith is arrested, he begins to write, which helps calm him down and helps channel his anger. He gets to tell his side of the story on paper, and these actual writings were published and are used as epigraphs in the novel. His version of events has lasted because he wrote them down.

Samuel is gradually learning that he is in a better position when he tries to communicate in a friendly way rather than using his fists. He has become friends with Richard, and this friendship gives him a sense of power because he no longer feels alone.

Hunt has intervened with his words time and time again to save Smith and even Samuel. There is power in them since his words stop the gentlemen from killing Smith.

Point out that after collecting evidence, the next step in formulating a claim is to make a decision about which evidence best addresses the prompt. Is the textual evidence for weapons being more powerful than words more compelling? For both positions, which evidence seems strongest? A

writer has to weigh the evidence and make a reasoned judgment about which evidence is more valid and on that basis, decide what type of claim to make, which in this case is arguing whether words or weapons are more powerful for the settlers. Emphasize that a writer’s personal opinion doesn’t have a place here; a writer needs to evaluate the supportability of a claim based on the text and then evaluate which set of evidence is stronger.

Next, display the following two claims:

Claim 1: Words are more powerful than weapons for the settlers because good communication with the American Indians and each other encourages peace rather than war.

Claim 2: Weapons are more powerful than words for the settlers because the American Indians keep attacking them regardless of Smith’s ability to translate.

Students complete a Quick Write in response to this question: How can each of these two claims be defended by evidence from the text?

Scaffold

When students work on collecting evidence in the craft section of the lesson, consider providing them page numbers of places in the text that contain good examples they can use. Doing so will help with time management, particularly for groups who may need more time because they are not as strong as others.

n For the first claim, a writer could cite the evidence that when Samuel learns to communicate with words rather than his fists, he develops a friendship with Richard that helps him feel like he is no longer alone and in conflict with everyone. Instead of feeling like it is him against the world, he now has someone he can rely upon who will look after him. A writer could also bring up evidence that proves that communicating with the American Indians, instead of fighting against them, results in the settlers securing food and other important items needed for survival.

n For the second claim, a writer could cite multiple examples of the American Indians attacking the settlers even though Smith can communicate with them. Words only get the settlers so far, whereas their muskets and cannons often are the reasons why the settlers are not slaughtered by their neighbors.

Inform students that in the lessons ahead, they will continue examining the process of argumentative writing, and they will practice collecting evidence and formulating claims.

Land4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students complete a Quick Write.

Which social factor seems to cause the settlers more conflict: problems between individual settlers (like Wingfield and Smith) or problems between the settlers and the Powhatans?

1 MIN.

ASSIGN HOMEWORK

Students read chapters 14–16. They continue tracking at least two new and/or ongoing factors that threaten Jamestown’s development in their Response Journal. In addition, students who will benefit from fluency work should continue to complete Handout 5B: Optional Fluency Practice 2.

98 Wrap

Name Date Class Handout 5B: Optional Fluency Practice 2 Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. One day Captain Smith surprises us. “I believe the savages are spying on us,“ he says. “I have watched the way they look around while they are here. think they are counting our men, seeing where our tents are located, and plotting an attack. We have invaded their land, and believe they will fight us to get it back. We must build a palisade to protect the settlement.” “Nonsense,” declares President Wingfield. “You see how friendly they are. If we build a palisade it will look as if we are enemies. We will build no fortification.” Captain Smith grumbles, but there is no arguing with President Wingfield. And think that President Wingfield is right; the Indians have been very friendly and welcoming to us. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 72. Student Performance Checklist: Day Day 2 Day 3 Day 4 You Listener* You Listener* You Listener* You Listener* Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume. *adult or peer Page of © 2023 Great Minds PBC G6 M3 Lesson 6 WIT & WISDOM®

Analyze

Context and Alignment

Student pairs respond to a TDQ (RL.6.3). The first CFU assesses whether students grasp the idea that social factors don’t just work toward shaping Jamestown’s decline but also work toward shaping its development. The advice that Hunt and Smith impart to Samuel, which gradually changes his perspective, results in Samuel making decisions that place the group before the individual (RL.6.3). Check for the following success criteria:

Explains how Hunt’s advice about making decisions out of love influences Samuel’s decision to tell Smith about Wingfield’s hoarding, even though this action might cause Samuel personal harm (based on Henry’s threat).

Explains how Smith’s advice about standing on many feet influences Samuel’s decision to tell Smith about Wingfield’s hoarding because Samuel understands that survival depends on valuing the group over the individual.

Explains how Samuel’s action of telling Smith represents a positive social factor, such as “group unity” or the “the group standing together.”

Students individually respond in a Quick Write, citing evidence to support each of the claims and explaining its significance (RL.6.1, W.6.2.a, W.6.2.b). The second CFU assesses whether students can return to evidence that has been collected and use it to defend a claim. Check for the following success criterion:

Cites and explains how textual evidence previously collected supports a text-based claim.

Next Steps

If students are struggling to identify the positive impacts of social factors, ask them to brainstorm the positive decisions Samuel has made recently. Support students in recognizing the origins of these changes (e.g., Reverend Hunt’s influence, Smith’s lesson on the boat, Samuel’s growing loyalty toward the commoners) and that these are all social factors shaping positive change in Samuel.

For those struggling to match evidence to the provided claims, model how to do so using the first claim, using Think Aloud, if needed. Support students in connecting evidence to the second claim, addressing misconceptions.

Explore Academic Vocabulary: Interaction, interpreter, intercede

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Integrate context and knowledge of the affix inter– to develop understanding about interaction, interpreter, and intercede (L.6.4.a, L.6.4.b).

Launch

Explain that since students have been studying the dialogue of characters in chapters 11–13, they’ll examine words that describe behaviors that may happen when two or more characters are engaged in discussion.

Invite students to Think–Pair–Share, and ask them to review the steps of the Outside-In strategy.

n First, you look for clues about the word’s meaning in the sentences around the word, and then you look for clues in the sentence containing the word. Finally, you look for word parts within the word to see if they give you ideas about the word’s meaning.

Tell students that for the words they’re about to study, the “in” aspect of Outside-In will center on the affix inter–, which means “between or among.”

Learn

Direct students to the word interaction on the top of page 74. Ask pairs to look at surrounding sentences and the sentence in which interaction is located for clues as to its meaning. Call on students to share ideas.

n The interaction happens when Samuel rejects the water that James brings and snaps at him.

n It says Reverend Hunt “has seen” (Carbone 74) the interaction. So, an interaction is something that can be viewed by someone who isn’t involved in it.

Invite students to Think–Pair–Jot, and ask: “Knowing that inter– means “between or among,” what does interaction mean?”

Call on several students to share their ideas, helping students revise their thinking for accuracy before students record a definition for interaction in the New Words section of their Vocabulary Journal.

100

Lesson 6 Deep Dive: Vocabulary

n Interaction means “behaviors that happen between people.”

n Interactions are the ways that people act and react to one another.

Assign student pairs either interpreter in the first paragraph of page 75 or intercede in the first paragraph of page 91. Each pair uses the Outside-In strategy to develop a definition for their assigned word. Circulate to monitor for accuracy or misconceptions.

Student pairs Mix and Mingle, verifying and revising the definition of their assigned word and recording the definition of the second word. Display two exemplary student definitions for each word, providing a final opportunity for students to revise their ideas, if needed. Students record definitions for interpreter and intercede in the New Words section of their Vocabulary Journal.

Land

Display:

Describe how a conflict in the text has been resolved or avoided. Use interaction, interpreter, or intercede in your response.

Students compose a Quick Write in response to the displayed task.

Lesson 7

FOCUSING QUESTION: LESSONS 1–8 How do the settlers respond to the challenges of their journey to the unknown?

Blood on the River, Elisa Carbone, Chapters 14–16 TEXT

1 3 5 6 7

26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22

37 38 36 35

Lesson 7: At a Glance

AGENDA

Welcome (5 min.)

Examine a Social Factor Launch (5 min.)

Learn (60 min.)

Analyze Conflict as a Social Factor (30 min.)

Experiment with Evidence and Claim (30 min.)

Land (3 min.)

Answer the Content Framing Question Wrap (2 min.)

Assign Homework Vocabulary Deep Dive: Explore Academic Vocabulary: Clamoring (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*, RL.6.4*

Writing

W.6.1.a, W.6.1.b

Speaking and Listening

SL.6.1

Language L.6.4.a L.6.4.c

MATERIALS

Learning Goals

Analyze how characters’ actions and decisions impact the conflict among the settlers (RL.6.1, RL.6.3).

Complete TDQs 1–3.

Formulate a claim about a possible president for Jamestown after examining all of the evidence (RL.6.1, W.6.1.a).

Formulate a claim.

Evaluate Carbone’s use of the word clamoring to describe the commoners’ behavior (L.6.4.c, W.6.10).

Handout 7A: Evidence Collection

Handout 7B: Samuel’s Perspective of Factors Threatening Jamestown Handout 7C: Frayer Model

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 7

Reveal: What does a deeper exploration of conflict reveal in Blood on the River?

CRAFT QUESTION: Lesson 7

Experiment: How does collection of evidence and formulation of a claim work in argument writing?

Students first examine how negative social factors—such as the external conflict with the Powhatans and the more pressing problem of internal conflict between different settler groups— continue to cripple Jamestown’s development. They then analyze how particular settlers respond to these challenges, and how these responses either increase or decrease the conflict within the colony. Students also continue their work examining and experimenting with the collection of evidence and the formulation of claims, returning back to the text to find examples and then make a claim about why Hunt or Smith would hypothetically make a good choice for the colony’s next president during this trying time period.

EXAMINE A SOCIAL FACTOR

Display:

Reverend Hunt scowls. “No. No killing,” he says. “A war amongst ourselves will be the end of us—an end to the colony. We will not even have enough men left to fend off an Indian attack” (Carbone 125).

1. Using context clues, develop a definition for scowls. How does this word help you understand the tone, or attitude, Hunt has toward war?

2. How does this exchange between Hunt and the commoners highlight a social factor that threatens Jamestown?

Pairs discuss responses.

Welcome 5 MIN.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “When discussing literature, what does conflict mean?”

n Conflict is some sort of struggle between characters.

Point out that conflict can be between characters, like the protagonist and the antagonist, and it can also be between a character and an opposing force of some kind, like nature.

Ask: “What social and/or environmental factors that have threatened Jamestown’s development also capture some type of conflict?”

n The conflict between the gentlemen and the commoners.

n The conflict between Samuel and the boys.

n The conflict between the settlers and the Powhatans.

n The conflict between the settlers and the environment.

Finally, revisit the Welcome activity, and ask: “How does the exchange between Hunt and the commoners highlight a social factor that threatens Jamestown?”

n The settlers view each other as enemies and are not united as a group. Now the commoners want to kill the gentlemen (which is somewhat understandable since the gentlemen tried to run off with all the settlers’ food). They won’t listen to Hunt because they are so angry.

Explain that in this lesson, they’ll examine how conflict in Jamestown increases or decreases based on the actions and decisions of certain settlers and what that helps to reveal. Inform students that they will also experiment with argumentative writing, collecting evidence from the novel to formulate a claim about whether Hunt or Smith should be elected Jamestown’s next president during this precarious time.

60 MIN.

ANALYZE CONFLICT AS A SOCIAL FACTOR

Whole Group

30 MIN.

Instruct students to take out their Response Journal and turn to the Factor Tracker for chapters 14–16.

106

Learn

Ask:

14–16?”

n (O) Not all the settlers do their fair share of work, like in the past. After Smith leaves to look for a passage to the Orient, the gentlemen and many of the commoners start to “shirk their chores” (107). Richard and Samuel feel like they are left doing all the work. They both get annoyed when gentlemen come to their cabin asking for embers to light a fire.

n (O) The gentlemen only think of themselves, like in the past. They desert the commoners and take their food.

n (O) There is more conflict between Smith and the gentlemen. Captain Smith returns and tells the gentlemen to “disembark at once or die” (116). The gentlemen listen to him and return, but Samuel gets “an uneasy feeling” about what will happen next.

n (N) The settlers may have lost their translator. News comes that some of Captain Smith’s men have been captured and killed by American Indians and Smith is missing.

n (O) There is again more conflict between Smith and the gentlemen, which ends up involving Samuel as well. The gentlemen place Smith under arrest for the deaths of the men who were killed on his expedition. Samuel throws a rock at Master Archer’s head and hits him.

n (O) There is more conflict between the commoners and the gentlemen. The commoners discuss starting a war with the gentlemen. Hunt is against it, but Samuel wants blood “if it will save Captain Smith” (125).

Next, instruct students to reference these factors as they answer the following TDQs. Work through each TDQ by discussing as a class before moving onto the next question.

n The settlers have the most conflict with themselves. The division between the commoners and the gentlemen is even greater than it has been in the past.

n As soon as Smith leaves to go on his expedition, “the gentlemen stop working and even the common men shirk their chores” (107). Richard and Samuel have to do most of the work, and resentment begins to build between those who keep working and those who don’t.

n By choosing to desert the commoners and steal all the colony’s food supplies, the gentlemen show that they could not care less about whether or not the commoners survive. Their response to their challenging situation (living in Jamestown with little food and supplies) is to give up and go back to England. This increases conflict within the group because now the commoners know the gentlemen do not have their backs.

n The gentlemen’s response to Smith’s return is to find a way to kill him. They cannot stand to have any commoner question or challenge them. However, by choosing to execute Smith, the gentlemen cause the commoners to consider killing the gentlemen in their sleep.

2. In chapter 14, how does Captain Smith’s leadership style either increase or decrease conflict for the group? What happens when Smith is not there to lead the colony anymore?

n Captain Smith makes sure everyone works together. When he is there to guide the colony, even many of the gentlemen pitch in and help out. This decreases conflict between both groups because everyone sees the good result, which is houses get built.

“What new or ongoing social factors threaten Jamestown in chapters

1. With whom do the settlers in chapters 14–16 have the most conflict? How do certain settlers’ actions and decisions only increase this particular conflict?

n Captain Smith makes sure that everyone has houses for shelter before the winter comes so they will be protected. As opposed to the old “ways of the English” that made sure that only gentlemen’s needs were addressed, Smith places a value on everyone’s needs being met. The settlers feel well taken care of.

n Once Captain Smith leaves on his expedition, the gentlemen and even some of the commoners stop working as hard. The servants, like Samuel and Richard, have to work even harder to keep the colony running. There is a major increase in conflict in the colony, with the gentlemen acting like they are superior once again and need to be served. They even take it one step further and steal all the food and leave the commoners to starve. No one is working together or looking after one another (except Richard and Samuel).

3. Authority means “the power to make decisions that affect others.” What does Hunt mean in chapter 16 when he says, “I have no authority here” (124)? How does Hunt respond to the conflict between the settlers, both in this moment and in the past, and what do his responses achieve?

n Hunt means that he is not more powerful than the gentlemen. Although he has helped in the past and saved Captain Smith (and Samuel), he really cannot make any decisions for the group. He can influence people to make certain choices, but he has no vote.

n In the past, Hunt has responded to conflict between the settlers by getting involved. For example, he convinces Master Wingfield not to hang Captain Smith, and he also convinces Master Archer not to punish Samuel when Samuel throws a rock at Archer’s head. His involvement decreases the conflict between the commoners and the gentlemen.

n In this moment, he says he cannot do much to help Smith, but he does speak up and try to convince the commoners not to start a war with the gentlemen. He believes that a war will “be the end of [them]—an end to the colony” (125). He tries to get the group to see that they need each other to survive. In this instance, the “men ignore him,” and he is not able to decrease conflict because the commoners “want blood” (125).

EXPERIMENT WITH EVIDENCE AND CLAIM 30 MIN.

Small Groups

Display the Craft Question.

Experiment: How does collection of evidence and formulation of a claim work in argument writing?

Point out that in chapters 14–16, the settlement of Jamestown is at its lowest point so far since the settlers disembarked from their ships. The settlement is “down to fewer than 40 men from 105 and about to kill one another off,” and the president—Captain Ratcliffe—just tried to desert them (126).

Assign small groups to return to the text to collect evidence for why Captain Smith or Reverend Hunt should be the colony’s next leader.

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Distribute and display Handout 7A: Evidence Collection.

Give groups approximately fifteen minutes to record evidence, and circulate during that time to provide guidance and assistance. Then reconvene the class and discuss findings.

Captain Smith has many valuable skills, such as knowing how to fell trees, split wood, and cut reeds. He knows how to use a sword and fire a musket.

He is a hard worker and believes everyone should do their fair share, including himself. He works with people to build houses, he does not stand by the sidelines ordering them around. In fact, he is always “working the hardest” (106).

Captain Smith knows how to communicate with the natives. He points out that he speaks the American Indians’ language, and he knows how to handle the American Indians delicately so that they will not attack. He is good at diplomacy. He knows that speaking the Powhatans’ language is a “weapon” that “is much more powerful” than muskets or cannons (88).

Reverend Hunt cares about people. When Captain Smith is first arrested by Master Wingfield, he gets involved. He wants what is best for the group, and he knows that the settlers need Captain Smith so they can communicate with the American Indians.

Reverend Hunt is brave. He tells the gentlemen what is right and wrong and does not silence himself just because they are of a higher class. For example, he steps in and protects Samuel after Samuel throws a rock at Master Archer’s head and tells Archer to “leave him be” (123).

Reverend Hunt is smart. He gives great advice. He tells Samuel after James’s death that “sometimes we have to forgive ourselves” because he knows Samuel is beating himself up (82). He also gives great advice about making decisions out of love, not anger.

Captain Smith knows how to control his anger. When he gets extremely mad, he forces himself to channel it. For example, he writes to distract himself and make himself feel “peaceful” (27).

Reverend Hunt is not violent. He does not believe that war is the answer to any of their problems. For example, he tells the commoners “No killing” after the gentlemen steal their food (125). He believes that they need to find ways to get along.

Next, instruct students to review all the evidence they collected.

Captain Smith for President! Reverend Hunt for President!

Name Date Class

7A:

Directions: Should Captain

next president? Review the text, and collect evidence for your group’s assigned candidate. When the class reconvenes and shares findings, record evidence for the other candidate so you can then determine your claim. Captain Smith for President! Reverend Hunt for President! G6 M3 Handout 7A WIT & WISDOM Page of 109 © 2023 Great Minds PBC G6 M3 Lesson 7 WIT & WISDOM®

Handout

Evidence Collection

Smith or Reverend Hunt

Jamestown’s

Ask: “What does the evidence suggest about each man’s leadership qualities? What evidence seems like it would best support an argument about why Hunt or Smith should be the next president?”

n Hunt seems like he has many qualities that would make him a great president. His bravery, wisdom, and kindness seem like important qualities that can help the settlers get along and feel safe and can help the settlers interact with the Powhatans in a peaceful way.

n Smith has great qualities, too, that can help him lead the Jamestown colonists. He has skills that can help maintain the fort and feed its settlers, and his ability to speak Algonquian will help the settlers be able to keep trading with the Powhatans.

Display:

Claim 1: Captain Smith would make the best president of the Jamestown colony because...

Claim 2: Reverend Hunt would make the best president of the Jamestown colony because...

Groups formulate a claim arguing on behalf of their candidate using the sentence starters.

Reconvene the class, and have volunteers share their group’s claim.

n Claim 1: Captain Smith would make the best president of the Jamestown colony because his knowledge and skills make him a great leader.

n Claim 2: Reverend Hunt would make the best president of the Jamestown colony because his bravery and wisdom make him a great leader.

Inform students that in the lessons ahead, they will continue examining the components of argumentative writing and experimenting with them. Remind students that they will use their argumentative writing skills for future assessment tasks.

Land3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students complete an Exit Ticket using one sentence: What is one decision that Samuel makes or one action that Samuel takes in chapters 14–16 that either decreases or increases conflict for the group?

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ASSIGN HOMEWORK

review directions on Handout 7B: Samuel’s Perspective of Factors Threatening Jamestown. Students complete only the middle column of Handout 7B. In addition, students who will benefit from fluency work should complete Handout 5B: Optional Fluency Practice 2.

Wrap

2 MIN.

Name Date Class Handout 7B: Samuel’s Perspective of Factors Threatening Jamestown Directions: For each negative social or environmental factor identified in the first column, explain Samuel’s perspective about this factor and its threat to Jamestown’s survival. Leave the third column blank; you will complete this column for Lesson 8. Negative Factor Impacting Jamestown Samuel’s Point of View Carbone’s Word Choice That Conveys Samuel’s Perspective Social: The conflict with the Powhatans Social: The conflict between the commoners and the gentlemen Social: The conflict among the boys Environmental/Social: A constant lack of food and supplies Environmental: Disease and illness Page of Name Date Class Handout 5B: Optional Fluency Practice 2 Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. One day Captain Smith surprises us. “I believe the savages are spying on us,“ he says. “I have watched the way they look around while they are here. I think they are counting our men, seeing where our tents are located, and plotting an attack. We have invaded their land, and believe they will fight us to get it back. We must build a palisade to protect the settlement.” “Nonsense,” declares President Wingfield. “You see how friendly they are. If we build a palisade it will look as if we are enemies. We will build no fortification.” Captain Smith grumbles, but there is no arguing with President Wingfield. And think that President Wingfield is right; the Indians have been very friendly and welcoming to us. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 72. Student Performance Checklist: Day 1 Day 2 Day 3 Day 4 You Listener* You Listener* You Listener* You Listener* Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume. *adult or peer Page 1 of 2 111 © 2023 Great Minds PBC G6 M3 Lesson 7 WIT & WISDOM®

Distribute and

Analyze

Context and Alignment

In a whole group discussion, students respond to three TDQs (RL.6.1, RL.6.3). These questions assess how well students can analyze how characters’ responses to challenges (depicted in their actions and decisions) increase or decrease conflict between different settler groups. Check for the following success criteria:

Explains how a character responds to the challenges of living in Jamestown. Analyzes how this response increases or decreases the conflict that cripples the settlement’s development.

Small groups develop a claim with supporting reasons about who should be the next president of the Virginia colony (RL.6.1, W.6.1.a). The second CFU assesses how well students can examine the evidence they have collected to complete a valid claim. Check for the following criterion:

Completes the unfinished claim given to them by considering evidence and using it to make a statement that is debatable and reasonable.

Next Steps

Before students break off into groups to collect evidence about Hunt and Smith as hypothetical (and viable) candidates for president, consider leading the class in a short brainstorming exercise that has them jot down both men’s best qualities. Then, keeping these qualities in mind, they can search for evidence that illuminates these traits.

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Explore Academic Vocabulary: Clamoring

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Evaluate Carbone’s use of the word clamoring to describe the commoners’ behavior (L.6.4.c).

Launch

Display and read aloud:

“Captain Smith!” I cry, and run full speed to greet him.

Everyone starts clamoring at once. “They’re leaving us!” “They’ve stolen our food.” “We’ve no stores left.” “Those no-good lazy gentlemen...” “We’ll starve!” “Where have you been?”

Captain Smith holds up a hand to silence us (Carbone 116).

Explain that Elisa Carbone chose the word clamoring to convey a specific idea about the commoners and how they were feeling at this moment in the text. Students will study the word clamoring to better understand what the author reveals through the use of this word.

Learn

Distribute Handout 7C: Frayer Model.

Read the directions aloud. Provide dictionaries or electronic resources to groups of four students to look up the meaning and examples of the word clamoring. Allow students five minutes to complete the Frayer Model.

Ensure that student definitions center on the idea of clamoring (v.) meaning “an ongoing noise at a high volume.” Invite students to share ideas from the Examples and Nonexamples boxes. Guide students to recognizing that anything that shares a meaning with clamoring (e.g., a toddler throwing a tantrum, a train, a fire or a car alarm) also shares the characteristics of being agitating and often unwelcome. Nonexamples shouldn’t be things that are silent, but instead, should be sounds that are controlled, quiet, and limited in length (e.g., a bell between classes, the chiming of a clock).

Lesson 7 Deep Dive: Vocabulary

Name Date Class Handout 7C: Frayer Model Directions: Use a dictionary, the text, and discussion with your group members to complete this Frayer Model. Definition of clamoring Examples: (What kind of things clamor? How do people react to that type of noise?) Characteristics of something that is clamoring Word: clamoring Nonexamples: (What makes sound but doesn’t clamor? How do people feel about these sources of noise?) Great Minds PBC G6 M3 Handout 7C WIT & WISDOM Page of 113 © 2023 Great Minds PBC G6 M3 Lesson 7 WIT & WISDOM®

As an example of clamoring, direct students to choose any two of the short exclamations in the second and third line of the passage displayed. Direct all students to repeat their chosen statements at the same time, and repeat them for fifteen seconds. Explain that students have just engaged in clamoring.

Land Display:

“Everyone starts clamoring at once” (Carbone 116).

Taking into account all you’ve learned about clamoring, what does Elisa Carbone want you to understand about the commoners’ behavior once Captain Smith returned?

Students compose a Quick Write in response to the displayed question.

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Lesson

QUESTION: LESSONS 1–8 How do the settlers respond to the challenges of their journey to the unknown?

2 1 3 5 6 7 15

Blood on the River, Elisa Carbone, Chapters 1–16 TEXT

FOCUSING

19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22

37 38 36 35

Lesson 8: At a Glance

AGENDA

Welcome (5 min.)

Examine Language Launch (3 min.) Learn (61 min.)

Examine Samuel’s Character (18 min.)

Examine Word Choice (20 min.)

Complete Focusing Question Task 1 (23 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework Style and Conventions Deep Dive: Excel: Shifts in Pronoun Number (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*, RL.6.4*, RL.6.6

Writing

W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.4, W.6.9.a, W.6.10

Speaking and Listening SL.6.1

Language L.6.1.c, L.6.3.a L.6.1.c

MATERIALS

Handout 7B: Samuel’s Perspective of Factors Threatening Jamestown Assessment 8A: Focusing Question Task 1

Handout 8A: Explanatory Essay Graphic Organizers

Learning Goals

Complete Assessment 8A.

Recognize and correct inappropriate shifts in pronoun number (L.6.1.c, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 1–8

How do the settlers respond to the challenges of their journey to the unknown?

CONTENT FRAMING QUESTION: Lesson 8

Reveal: What does a deeper exploration of word choice reveal about Samuel in Blood on the River?

CRAFT QUESTION: Lesson 8

Students complete the first Focusing Question Task of the module. Students explain Samuel’s perspective about one of the social and/or environmental factors that threaten Jamestown, and they examine how Carbone’s word choice and language use helps convey this point of view.

Welcome

EXAMINE LANGUAGE

Display:

5 MIN.

Reread the end of chapter 15, starting with the last paragraph on page 121.

Discuss how this moment shapes Samuel’s perspective about a social factor that threatens Jamestown.

Identify words, phrases, and/or sentences that help convey this perspective. Trios complete the displayed task.

Launch

3 MIN.

Post the Focusing Question and Content Framing Question. Ask: “Why is it helpful to examine an author’s word choice, which is also known as diction? Think back to Module 2. What can examining word choice reveal?”

n Word choice helps develop the plot. The way events and moments are described helps make them come to life for the reader and helps the reader focus on specific things.

n Word choice helps develop the characters. Specific words emphasize certain things about the character that are significant.

n Word choice can help convey big ideas and themes.

Stress that an author’s word choice, or diction, is above-all purposeful. Authors choose specific and precise vocabulary to do a job. Sometimes that job is to develop a character, and sometimes that job is to advance a theme. Examining word choice, therefore, is essential because decisions about diction are done with deliberation to produce an effect.

Explain that in this lesson, they’ll be completing two tasks: analyzing how pivotal moments capture Samuel’s perspective about social factors that threaten Jamestown, and analyzing how Carbone’s word choice conveys his perspective.

61 MIN.

EXAMINE SAMUEL’S CHARACTER 18 MIN.

Small Groups

Instruct students to take out Handout 7B: Samuel’s Perspective of Factors Threatening Jamestown.

Ask for volunteers to share the responses they completed for homework. Record their responses, and encourage students to take additional notes directly on their handouts.

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Learn

Name Handout 7B: Samuel’s Perspective of Factors Threatening Jamestown Directions: For each negative social or environmental factor identified in the first column, explain Samuel’s perspective about this factor and its threat to Jamestown’s survival. Leave the third column blank; you will complete this column for Lesson 8. Negative Factor Impacting Jamestown Samuel’s Point of View Carbone’s Word Choice That Conveys Samuel’s Perspective Social: The conflict with the Powhatans Social: The conflict between the commoners and the gentlemen Social: The conflict among the boys Environmental/Social: A constant lack of food and supplies Environmental: Disease and illness © Great Minds PBC G6 M3 Handout 7B WIT WISDOM Page 1 of © 2023 Great Minds PBC G6 M3 Lesson 8 WIT & WISDOM®

Negative Factor Impacting Jamestown

Social: The conflict with the Powhatans.

Samuel fears the Powhatans and believes that many of the tribes are the settlers’ enemies. He also views some of the tribes as friendly and a good source for trading. However, he knows the Powhatans have tricked the settlers in the past, and they need to stay on guard. Samuel knows that it is hard to know which Powhatan tribe is dangerous and which is not, and this factor makes the settlers vulnerable.

Social: The conflict between the commoners and the gentlemen.

Samuel feels that the gentlemen do not treat the commoners fairly, and he hates how they abuse their power. He knows the gentlemen are willing to let the commoners die (for example, when they steal the food supplies, or when Wingfield hoards food), and he believes that they don’t really care about whether Jamestown survives. They just want to find gold and then return to England.

Social: The conflict among the boys.

Samuel has learned that he needs to stand on many feet rather than have the attitude to trust no one and do things on his own. He used to push away the other boys and be mean to a few like Richard and James, but he has since realized that it is impossible to survive in the New World without cooperating.

Environmental/ Social: A constant lack of food and supplies.

Samuel knows that the settlers cannot support themselves on their own; they need the American Indians’ help to trade glass beads for food. Starvation is a constant problem because the crops don’t grow well and worms get in the food. He knows that when the men don’t get enough to eat, no one has any energy to get chores done and the colony could get wiped out.

Environmental: Disease and illness.

Samuel views disease and illness as a real danger that threatens the settlers’ lives. He has seen many men die because of disease and illness, and he almost did himself when he was on the ship sailing to the New World.

Samuel’s Point of View Carbone’s word choice that conveys Samuel’s perspective

Pairs

Next, direct students’ attention to Handout 7B’s third column that focuses on how word choice conveys Samuel’s perspective. Inform students that they have already done some of this type of work in the Welcome activity.

Ask volunteers to share their responses from the Welcome activity.

n This moment shapes Samuel’s viewpoint that power is often abused, and Samuel is sick of it. The upper class in Jamestown abuses their power, and they have too much of it. Because Smith is a threat to their power, they decide to kill him even though he has done nothing wrong.

n Words that indicate his angry perspective: rage, hurl, punch, rip, fury, knock down, pummel, No! (121–122).

n Phrases/sentences that indicate his angry perspective: rage bubbles, snatch up a rock, the desire to punch and rip, seething with anger, feel the old urges, I will knock him down and pummel the snot out of him (121–122).

Ask: “Seething means to be filled with anger and fury. How does this word choice help convey Samuel’s perspective of the gentlemen and his perspective about power?”

n Samuel hates the gentlemen and what they stand for. He “[seethes] with anger” because he is so against what they are doing and what they stand for (121). He is extremely angry because he cares deeply for Captain Smith. He has grown to love him.

n “Seething” helps convey Samuel’s perspective that when power is used in a wrong or unfair way, it needs to be challenged (121). Because Samuel is “seething with anger,” he cannot stop himself from getting involved. He must do something to take a stand against the gentlemen, which he does when he throws a rock at Master Archer and then tries to “pummel the snot out of him” (122).

Next, model for students using a Think Aloud how to examine the impact of word choice and how it conveys Samuel’s perspective about a social or environmental factor and why it threatens Jamestown’s survival.

Let’s say I decide to examine the social factor of conflict between the gentlemen and the commoners. I know that Samuel’s perspective about this conflict is that it threatens the colony. In chapter 16, many of the men are wanting “an all-out battle—a war” between the commoners and the gentlemen (125). Samuel believes that the way the gentlemen have behaved—hoarding food, stealing supplies, abusing their power, refusing to do their share of the work, and even deserting the colony—has left Jamestown weak because there is no group unity. Now, I need to examine how Carbone’s use of language and word choice helps convey this perspective of Samuel’s.

If I turn to page 126 at the end of chapter 16, I can find a passage that contains some key phrases and words that illuminate why Samuel feels this way about the internal conflict destroying the colony. Samuel looks out at the river and sees “a thin layer of ice [crusting] over the water along the shoreline. [He presses] on it with the toe of [his] shoe until it breaks like glass, making a star of thin lines” (126). Samuel feels like their community is breaking apart, like the ice that is described as being “thin” and “(breaking) like glass” underneath Samuel’s foot (126). He describes the ice as fragile, which is similar to

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20 MIN.

EXAMINE WORD CHOICE

the relationship between the different colonists. By using this language to describe the setting, the author helps convey Samuel’s perspective that the colony is falling apart because the colonists are unable to stick together and stay strong as a unified force.

Instruct pairs to complete at least two boxes in Handout 7B’s third column. As pairs work, circulate the room and offer guidance and assistance.

COMPLETE FOCUSING QUESTION TASK 1 23 MIN.

Pairs

Distribute Assessment 8A: Focusing Question Task 1. Review the directions, and field any questions as needed.

Students complete Assessment 8A. Remind students that they can and should use the notes recorded on Handout 7B to support their writing for Focusing Question Task 1. If needed, students may complete their paragraphs for homework.

For an audience who has read and studied Blood on the River as you have, write two explanatory paragraphs. In the first paragraph, explain Samuel’s point of view about one of the social or environmental factors threatening Jamestown. Then, in the second paragraph, explain how Carbone uses language and specific word choice to convey and illustrate his point of view about that factor. Please remember to include proper citations for your textual evidence, follow the conventions of standard written English, and maintain formal style.

Support your response using evidence from the following text: Blood on the River Elisa Carbone Hint: You should refer to your Response Journal and Handout 5A (Factor Tracker) to help you complete this task. You can also use the optional Explanatory Essay Graphic Organizers (Handout 8A) to help you plan your paragraphs.

Checklist for Success: Include the following in your response: Two explanatory paragraphs, both of which include: A topic statement that presents your idea. Textual evidence that develops your idea. Elaboration that explains how the evidence develops your idea. A concluding statement that reinforces your idea.

Transitional words or phrases to show connections among your sentences. A variety of sentence structures and types to convey your ideas effectively. Internal citations to indicate where in the texts your evidence is located. An established and consistent formal style. Consistent use of correct pronoun numbers to improve clarity in writing. Page of 1

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display: When Samuel sees Captain Newport’s ship in the distance at the end of chapter 16, he describes the ship in this way: “The low winter sun has turned her sails to gold, and she is gliding toward us on the wind” (126). How does the language in this sentence convey Samuel’s perspective about Captain Newport’s return?

Students complete the displayed task.

Land

Name Date Class Assessment 8A: Focusing Question Task 1 Introduction: During our study of the first sixteen chapters of Elisa Carbone’s Blood on the River we’ve gotten to know Samuel pretty well, having experienced the settlers’ journey to the unknown from his perspective. We have also begun to examine both the social and environmental factors that challenged them as they struggled to make a life in Jamestown, and we have examined the ways in which Carbone uses language to develop Samuel’s character and our understanding of what he experienced. This task provides an opportunity for you to pull together your understanding of these issues before we continue our study of the text. This first Focusing Question Task also begins your preparation for the End-of-Module Task, in which you will explore more fully the social and environmental factors that contributed to Jamestown’s development and decline. Task:

ASSIGN HOMEWORK

Students finish Assessment 8A if needed. In addition, students who will benefit from fluency work should complete Handout 5B: Optional Fluency Practice 2.

Analyze Context and Alignment

Individually, students complete Focusing Question Task 1 (RL.6.1, RL.6.4, RL.6.6, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a). This assessment gauges students’ understanding of how Samuel views the social or environmental factors impacting Jamestown, and it also assesses whether they can explain how Carbone’s word choice helps create Samuel’s perspective about the challenges the colony faces. Please see sample student responses and explanatory writing rubric located in Appendix C for additional support with this assessment.

Next Steps

For students who struggled with this assessment, reread from the final two paragraphs on page 48 through the second full paragraph on page 49. Help students recognize Samuel’s point of view about the conflict between John Smith and the gentlemen (he admires the way Smith talks back to them, is wowed by Smith’s “nerve” (49), and realizes Smith isn’t intimidated by them) and highlight the specific word choice that shows that Samuel is beginning to recognize that power doesn’t exclusively belong to those of the upper class (“pale, weak gentlemen” [48–49], “as if they have no right to lord it over him” [49]). If needed, model how to complete Handout 8A: Explanatory Essay Graphic Organizers with these ideas before inviting students to revisit and revise their Focusing Question Task 1 responses.

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Wrap 1 MIN.

Name Date Class Handout 5B: Optional Fluency Practice 2 Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. One day Captain Smith surprises us. “I believe the savages are spying on us,“ he says. “I have watched the way they look around while they are here. think they are counting our men, seeing where our tents are located, and plotting an attack. We have invaded their land, and believe they will fight us to get it back. We must build a palisade to protect the settlement.” “Nonsense,” declares President Wingfield. “You see how friendly they are. If we build a palisade it will look as if we are enemies. We will build no fortification.” Captain Smith grumbles, but there is no arguing with President Wingfield. And think that President Wingfield is right; the Indians have been very friendly and welcoming to us. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 72. Student Performance Checklist: Day Day 2 Day 3 Day 4 You Listener* You Listener* You Listener* You Listener* Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume. *adult or peer G6 M3 Handout 5B WIT & WISDOM Page of 2 © 2023 Great Minds PBC G6 M3 Lesson 8 WIT & WISDOM®

Lesson 8 Deep Dive: Style and Conventions

Excel: Shifts in Pronoun Number

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Style and Conventions Learning Goal: Recognize and correct inappropriate shifts in pronoun number (L.6.1.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 8 Excel: How do I improve pronoun number in my writing?

Launch

Post the Style and Conventions Craft Question.

Remind students that an author’s word choices are made deliberately to clearly communicate their ideas. Part of crafting clear ideas in writing means rereading what’s been written to ensure that all ideas are conveyed in a way that allows readers to understand meaning without confusion.

Display and read aloud:

But the Virginia Company still wants gold, and Captain Newport is convinced we can find it for him (adapted from Carbone 134).

But the Virginia Company still wants gold, and Captain Newport is convinced we can find it for us (adapted from Carbone 134).

“But the Virginia Company still wants gold, and Captain Newport is convinced we can find it for them” (Carbone 134).

Invite students to Think–Pair–Share, and ask: “How do the different pronouns alter each sentence’s meaning? Which pronoun makes its sentence most clear?”

After two minutes discussing with their peers, invite three students to draw arrows on the displayed sentences, illustrating the shift between the noun and its corresponding pronoun. Ask students to share and justify their answers.

n The sentence that ends with him makes it seem like the colonists will be hunting for gold to give to Captain Newport. Then it seems like he either keeps it for himself, or the Virginia Company gives him credit for finding it. Either way, this sentence makes Captain Newport seem greedy, which might be true, but it doesn’t make a lot of sense that he’d be able to keep the gold for himself without the Virginia Company finding out.

n Using us at the end of the sentence would make it mean that the colonists were keeping the gold instead of sending it back to England to the Virginia Company. That version doesn’t make sense.

n Ending this sentence with them makes it clear that the gold is being found for the Virginia Company. That makes the most sense.

Learn

Reinforce the idea that while several pronouns could be used to complete the displayed sentence, the pronoun them conveys meaning most clearly. None of the sentences were incoherent, but there was definitely one version that made more sense than the others. In this case, “us” and “them” were both plural pronouns, but “them” made the author’s meaning clearer. Rereading and revising allows authors the opportunity to choose words that best communicate their meaning without confusion.

Students skim their Focusing Question Task 1 response, underlining all the pronouns. They then reread to verify that they’ve selected the pronouns most closely aligned to their meaning and to monitor for any inappropriate shifts in pronoun number. Students revise work as needed. Remind students to reference the singular and plural pronoun table in their Knowledge Journal if they need ideas about which pronouns to use.

Land Display:

Recopy a sentence from your Focusing Question Task 1 response in which you use a noun and a corresponding pronoun. Draw an arrow to connect the pronoun to its antecedent, and explain how you know that this is the most appropriate pronoun to use.

Students complete a Quick Write in response to the displayed task.

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2 1 3 5 6 7 15 26 11 19

9 17

32 8 16

20 31 10 18

Blood on the River, Elisa Carbone, Chapters 1–16 TEXT Lesson 9 FOCUSING QUESTION: LESSONS 9–15 Who has the greatest impact on Samuel’s development during his time in Jamestown?

24 21

25 22

37 38 36 35

Lesson 9: At a Glance

AGENDA

Welcome (5 min.)

Examine Epigraph

Launch (3 min.)

Learn (60 min.)

Analyze Factors (30 min.)

Participate in a Socratic Seminar (30 min.)

Land (6 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Examine: Shifts in Pronoun Person (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.2, RL.6.4*

Writing W.6.10

Speaking and Listening

SL.6.1, SL.6.2*, SL.6.4*, SL.6.6

Language

L.6.4.a, L.6.5.a L.6.1.c

MATERIALS

Handout 9A: Speaking and Listening Checklist

Chart paper and markers

Learning Goals

Analyze how the social and environmental factors threatening Jamestown help highlight the novel’s big ideas (RL.6.1, RL.6.2, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6).

Participate in a Socratic Seminar.

Identify inappropriate shifts in pronoun person (L.6.1.c, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

CONTENT FRAMING QUESTION: Lesson 9

Distill: What are the big ideas of Blood on the River?

CRAFT QUESTION: Lesson 9

Execute: How do I listen to interpret in an academic discussion?

Students participate in the module’s first Socratic Seminar. They execute their listening to interpret skills examined and practiced in earlier lessons as they discuss the big ideas advanced in the story. To prepare them for the seminar and its discussion about big ideas, students consider what social and environmental factors so far have impacted Jamestown’s development, and how these factors help highlight the novel’s big ideas.

Welcome

EXAMINE EPIGRAPH

5 MIN.

Display: In the epigraph that begins chapter 16, Captain Smith’s own words are used to describe what takes place in the chapter:

“Great blame and imputation was laid upon me by them for the loss of our two men which the Indians slew, insomuch that they purposed to depose me” (123).

With your partner,

Define the two italicized words by using context clues.

Brainstorm how the epigraph addresses a main reason why Jamestown is “[breaking] like glass” (126).

Pairs complete the displayed task.

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Display the emerging Big Ideas Chart (Lesson 5):

Being foolish, or ignorant, is dangerous.

Listening to and learning from each other is important.

Standing together is important.

Knowledge is a form of power.

Decisions need to be made based on love, not on anger.

Students record these big ideas in their Response Journal if they have not done so already.

Explain that in this lesson, students will continue their work from Lesson 5 of examining the novel’s big ideas. To that end, they will examine how social and environmental factors shaping Jamestown’s development help highlight some of the big ideas that have emerged in the novel.

60 MIN.

ANALYZE FACTORS

Pairs

30 MIN.

Next, provide the following definitions for students to use as verification of the ones they created in the Launch. Students read the displayed definitions, check their own, and revise as needed before adding definitions to the New Words section of their Vocabulary Journal.

Word Meaning Synonyms

imputation (n.) A suggestion or accusation.

accusation, implication depose (v.) To remove from rank or position. overthrow, remove

Using Equity Sticks, call on students to share their responses to the Welcome activity.

n The epigraph addresses how there is serious conflict between Smith and the gentlemen. The colonists have become divided into two camps, one in support of Smith and one in support of the gentlemen.

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Learn

n Jamestown is “breaking like glass” because the group is “killing one another off” (126). If they kill Smith, the colonists will lose their most valuable leader. Smith is the one who can talk to the American Indians, and he is also the one who gets people to do their fair share of work.

Instruct students to turn to the Factor Tracker section of their Response Journal.

Ask: “What are some of the social and environmental factors that have created challenges for the settlers?”

n Some of the environmental challenges they have struggled against are starvation and illness. The environment is harsh. The men freeze. It is hard to grow crops. They have a problem with their water supply because the river water gets too salty from the ocean.

n Some of the social challenges that cause them problems are the fighting that occurs between Smith and the gentlemen, the commoners’ frustration that the gentlemen don’t do any work, and the fact that most of the settlers are not prepared to live in such a place. They also have conflict because the men all think they are in the New World for different reasons. Some want gold while others want to find a passage to the Orient. They can’t agree on anything.

Ask: “How does this epigraph address a social or environmental challenge the settlers are facing, and how does this factor threaten Jamestown?”

n The epigraph addresses a social factor. The social factor is class conflict between the commoners and the gentlemen. Because Smith does not respect the gentlemen or buy into the idea that they are superior, the gentlemen want him deposed, even killed.

n This social factor shapes the decline of Jamestown. The gentlemen need to change and start valuing people like Smith. Smith is the reason they are alive still. If they kill Smith, they are going to have a harder time trading with the American Indians and the commoners will hate them even more.

Instruct students to record this example in the Factor Tracker section of their Response Journal.

Instruct pairs to Jot–Pair–Share, and ask: “Today’s lesson focuses on the novel’s big ideas. How does this social factor—the conflict between Smith and the gentlemen, or put another way, the power struggle within the colony—help highlight one of the novel’s big ideas reviewed and brainstormed in the Launch? Choose one big idea, and explain your thinking.”

Before students begin working, model for them how to answer the question using a Think Aloud.

The conflict between Smith and the gentlemen highlights how being foolish is dangerous. The gentlemen plan on killing Smith, but Smith is extremely important because he is one of the few settlers who can communicate with the American Indians. If they kill Smith, they lose their translator. They need a good translator so that they can trade with the Powhatans and obtain food and supplies, which at this point, are running low.

n The power struggle between the two groups of colonists highlights how standing together is important. This power struggle only weakens Jamestown and leaves the fort without strong leaders. The colonists fight with each other, but just outside their fort are tribes of unfriendly American Indians who will kill settlers if they get the chance (like they do to Jehu Robinson and Thomas Emry). The settlers need all their men, especially Smith, if they are to seem strong, which might help make the American Indians not decide to attack.

n The gentlemen’s abuse of power happens because they make decisions not based on love, but on anger. They don’t really care about Jamestown or the other settlers, which is obvious because they steal all the food supplies and try to sail off in the ships back to England. They want to kill Smith because they are mad that he makes them look bad, and they don’t want a commoner ordering them around. They don’t stop and think what their decision will do to the colony if Smith is killed.

Instruct pairs to Think–Pair–Share, and ask: “Do any other emerging big ideas come to mind that are not on this list? Brainstorm for a few minutes with your partner.”

n People can change if they want; they can learn from their mistakes.

n People like being right.

n People like feeling superior to one another.

n People love power.

n Kindness is powerful.

n Failure is not a bad thing.

n Words are powerful.

n It is important to keep an open mind.

n Bravery is important.

TEACHER NOTE

Consider adding your own suggestions to this growing list. For example, many chapters develop the idea of adaptability’s importance—both for the group and for Samuel personally—which causes many of the settlers to reject the old “ways of the English” and find “new ways” of existing in the New World. In later chapters, this idea morphs into a central theme of the novel, developed by the social factor of internal class conflict (the gentlemen not willing to adapt their rigid class culture) and external social conflict (the American Indians and the English not adapting to each other’s presence in the same land).

Add these suggestions to the Big Ideas Chart displayed in the Launch, and instruct students to also record them in their Response Journal. Inform students that they will reference these big ideas in the upcoming Socratic Seminar.

PARTICIPATE IN A SOCRATIC SEMINAR 30 MIN.

Whole Group

Display the Craft Question:

Execute: How do I listen to interpret in an academic discussion?

Inform students that they will again practice “listening to interpret” as they participate in the module’s first Socratic Seminar. Remind students to take notes on what their peers share so

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that they correctly interpret other students’ arguments. They can show that they have practiced “listening to interpret” by paraphrasing what their peers have shared and building on these comments with their own opinions.

Distribute Handout 9A: Speaking and Listening Checklist.

Remind students they used this checklist in previous modules. Review the participation rules they previously created to guide class discussion. Display the rules.

Organize students into a circle (or two concentric circles if the class size is larger than twenty-two). They should have their copies of Blood on the River, Handout 9A, Response Journal, and materials for note-taking.

For this Socratic Seminar, inform students that the discussion goal for the class is for students to listen to interpret as they participate and share. Ask students to write one goal about their own participation on Handout 9A.

Remind students to respond, elaborate, ask questions, and explore additional questions and to regularly return to Blood on the River for textual evidence to support their arguments. Afterward, the class will debrief to assess whether the goals (both class and individual) were met.

Post and use the first question to guide this Socratic Seminar, and remind students to reference the factors and big ideas recorded in their Response Journal for ideas. Pose the additional questions if time permits:

Are social factors or environmental factors more to blame for the problems besieging Jamestown?

Are the settlers themselves or the Powhatans more of a threat to Jamestown’s development? Is the Jamestown settlement thriving or declining more at this point in the novel? Why?

Students participate in the Socratic Seminar.

TEACHER NOTE

Appendix C contains the Socratic Seminar Tracking Sheet and the Speaking and Listening Rubric to assist in assessing students’ participation. For more information on the Socratic Seminar routine, see the Wit & Wisdom Program Guide.

Name Date Class Handout 9A: Speaking and Listening Checklist Directions: Evaluate your participation by marking + for “yes” and Δ for “needs improvement” in the appropriate boxes. Ask someone (adult or peer) to evaluate your participation as well. Grade 6 Speaking and Listening Checklist Self +/ ∆ Peer +/ ∆ Teacher +/ ∆ used text evidence to support my opinion. asked questions. responded to questions. made relevant observations. followed all the rules for speaking in a group. set and met my participation goal. acknowledged and elaborated on comments from my peers. listened to interpret when engaging with my peers. understood my peers’ points. built off my peers’ points. stayed engaged in the conversation the whole time. brought the conversation back on topic when needed. used appropriate, formal, academic language. For example: used vocabulary that I learned in this module, such as these words: Page of 3 131 © 2023 Great Minds PBC G6 M3 Lesson 9 WIT & WISDOM®

After approximately twenty minutes of discussion, conduct a debriefing session.

Instruct students to Think–Pair–Share, and ask: “Share with a partner one interpretation of the text you heard with which you agreed. How did this interpretation impact your thinking?”

Students complete their self-assessment using Handout 9A.

Land6 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Ask: “Considering the factors chapter 16 addresses, what is one big idea explored in this chapter?”

Add student ideas to the Big Ideas Chart as they share.

Wrap1 MIN.

ASSIGN HOMEWORK

Students read chapters 17–18 and continue to track at least two factors in the Factor Tracker section of their Response Journal. Instruct students to find one example of a factor that threatens Jamestown’s development, and one example of a factor that aids in Jamestown’s development.

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Analyze

Context and Alignment

Students engage in a Socratic Seminar (RL.6.1, RL.6.2, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6). This discussion assesses how well students understand that factors shaping the development and decline of Jamestown help highlight the novel’s big ideas. Check for the following success criteria for the Socratic Seminar:

Explains how a social and/or environmental factor helps highlight one of the text’s big ideas.

Selects textual evidence that effectively supports the big ideas they identify and the argument they make about whether Jamestown is thriving or declining.

In the Land activity, check to see if students mention the following points:

The big idea that standing together is important: It is important that the commoners are uniting and voicing their anger and frustration. They have put up with the gentlemen’s abuse for too long. However, if a war is fought, too many might die and then the American Indians could easily kill the rest. They need to find a way to stand together and act as one.

The big idea that standing together is important because the New World’s environment is so harsh: Every man needs to work and pull their fair share. They also need to learn how to stand with the American Indians. The American Indians have been the ones that have saved them from starvation. They need to be allies, not enemies.

The big idea that being foolish is dangerous: It is foolish to kill Smith. He is the most valuable settler in the colony because he speaks Algonquian and the commoners respect him and work for him. It is also foolish to start a war. As Reverend Hunt says, “a war amongst ourselves will be the end of us—an end to the colony. We will not have enough men left to fend off an Indian attack” (125).

Next Steps

For students who struggled to justify their ideas using examples from the text, have student pairs take the extended list of big ideas completed at the end of the Learn section of the lesson and brainstorm connections between these ideas and the factors that impact Jamestown’s development. For example, for the big idea that “people like feeling superior to each other,” pairs could point out that the social factor of the gentlemen and the commoners’ power struggle is about one group being superior to that of the other. The commoners want to be treated more like equals, but the gentlemen enjoy their elevated class position and do not wish to change the social hierarchy of the colony.

Lesson 9 Deep Dive: Style and Conventions

Examine: Shifts in Pronoun Person

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Style and Conventions Learning Goal: Identify inappropriate shifts in pronoun person (L.6.1.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 9

Examine: Why is pronoun person important?

Refresher Shifts in Pronoun Person

All pronouns are written in first, second, or third person (e.g., I, you, they). When a noun shifts to its pronoun form, the pronoun must agree in person with its antecedent. Avoid using you, in second person, when writing in first or third person.

Incorrect: When my mom went to the doctor, you had to wait at least twenty minutes to be seen. Correct: When my mom went to the doctor, she had to wait at least twenty minutes to be seen.

An inappropriate shift in pronoun person can also be corrected by replacing the pronoun with a noun.

Incorrect: When my mom went to the doctor, you had to wait at least twenty minutes to be seen. Correct: When my mom went to the doctor, patients had to wait at least twenty minutes to be seen.

If the antecedent is a pronoun, make sure both pronouns use the same pronoun person. Avoid using they and you or I and you

Incorrect: I retied my shoes because you never know when they might come undone. Correct: I retied my shoes because I never know when they might come undone.

Incorrect: They called out to the kids that you should watch for cars. Correct: They called out to the kids that they should watch for cars.

Launch

Post the Style and Conventions Craft Question.

Display:

“Can you do this?” she asks, and she wheels herself hand to hand and foot to foot like a cartwheel.

I try to imitate her, but I end up falling on my bum (Carbone 133).

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“Can you do this?” she asks, and she wheels herself hand to hand and foot to foot like a cartwheel.

I try to imitate her, but you end up falling on your bum (adapted from Carbone 133).

Invite students to Think–Pair–Share, and ask: “What’s the difference between these two sentences? Is one version better than the other?”

n The difference is that in the second set of sentences, I end up falling on my bum is replaced with you end up falling on your bum. It seems like there isn’t much of a difference except that in the second sentence, you’re not sure if the narrator has actually fallen or if he’s saying that most people would fall.

Highlight the pronouns I and my in the first sentence pair and you and your in the second sentence pair. Explain that this is another example of a type of pronoun shift—this time it is a shift of pronoun person. Using a second person pronoun you to represent a noun can make writing confusing. Students will explore more about pronoun agreement and learn how to use them to strengthen their writing.

Learn

Create an anchor chart for first-, second-, and third-person pronouns, and ask students to suggest ideas. Students should copy the chart into the Knowledge of Skills section of their Knowledge Journal.

Her

That

Theirs

They

Them

Scaffold

If needed, review that first person involves one person’s perspective at a time and includes the thoughts and experiences of that narrator, who uses I as part of the firsthand account of events. Second person addresses the reader and uses you, appealing directly to the reader for understanding. Third person is written from a narrator’s perspective and uses the word I only in dialogue or inner monologues. Blood on the River is written in first person.

I Me My Mine Our You Yours

First-Person Pronouns Second-Person Pronouns Third-Person Pronouns

She

His

Emphasize for students that the third-person pronouns (e.g., he, she, they) are used in first-, second-, and third-person writing. First-person pronouns may also be used in second-person writing. It is most often second-person language, you or your, that creates confusing pronoun shifts that make meaning unclear. When a pronoun is written in a different person than its antecedent, this is called an inappropriate shift in pronoun person.

Display and read aloud:

“The prophecy says that a threat to Chief Powhatan’s empire will come from the Chesapeake Bay. When he heard this, he sent his warriors and in one day they wiped out the Chesapeake tribe” (Carbone 83).

Invite students to Think–Pair–Share, and ask them to identify the nouns and their corresponding pronouns. Call on students to explain their thinking and draw an arrow between the noun and its corresponding pronoun on the displayed copy.

n He and his in the second sentence refer to Chief Powhatan in the first sentence.

n In the second sentence, they corresponds to warriors.

Explain that in the second sentence, there is pronoun agreement between warriors and they. It’s clear that it was the warriors who “wiped out the Chesapeake tribe” (Carbone 83). Explain that an inappropriate shift in pronoun person would add confusion to this sentence and make it unclear who was involved in the attack.

Display and read aloud:

“Can you do this?” she asks, and she wheels herself hand to hand and foot to foot like a cartwheel. I try to imitate her but you end up falling on your bum (adapted from Carbone 133).

Ask students to identify the pronoun that corresponds to I and evaluate whether it is an appropriate shift from pronoun to pronoun. Call on a student to share their idea and draw an arrow between the corresponding pronouns.

n I corresponds to you and your in this sentence, but that makes it confusing.

Explain that this confusion is because the shift is happening between pronouns from first and second person. This inappropriate shift makes the sentence harder to understand. It’s important that students are writing in the clearest way possible to eliminate misunderstandings that readers might make while reading their work. Using agreement in pronoun person is one way to do this.

Display and read aloud:

“That afternoon Captain Smith, Captain Newport, and their party return. They say their Indian guide had acted strangely; he left them suddenly with no explanation. This made them suspicious that a raid was being planned, and so you sailed back to us as quickly as you could” (adapted from Carbone 82).

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Ask student pairs to identify the pronoun shifts and evaluate their effectiveness. After a minute, call on a student to draw an arrow between the corresponding pronouns and explain their ideas.

n They, them, and you all correspond to Captain Smith, Captain Newport, and their party. The shift that uses you is inappropriate. It would make more sense if the words you were replaced with they so it was clear who did the sailing.

Reinforce the idea that using the second-person you is causing confusion in the first-person narrative. By eliminating this second-person pronoun, the author’s meaning becomes clearer.

Land Display:

I have never helped build a house before, and it makes you proud to see your work (adapted from Carbone 106).

Students compose a Quick Write in which they identify the inappropriate pronoun shift in the displayed text, explain how the inappropriate shift affects meaning, and suggest a correction for this shift.

Lesson 10

QUESTION: LESSONS 9–15 Who has the greatest impact on Samuel’s development during his time in Jamestown?

2 1 3

7 15

Blood on the River, Elisa Carbone, Chapters 17–18 TEXT

FOCUSING

5 6

26 11

30 9

24 21

8 16 27

23 20 31 10 18 29

25 22

37 38 36 35

Lesson 10: At a Glance

AGENDA

Welcome (6 min.)

Examine Perspective Launch (5 min.)

Learn (58 min.)

Analyze Character Perspectives (58 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Experiment: Shifts in Pronoun Person and Number (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*, RL.6.4*, RL.6.6

Writing W.6.10

Speaking and Listening SL.6.1

Language L.6.5.a L.6.1.c

MATERIALS

Handout 10A: Pronoun Experiment

Learning Goals

Analyze how characters’ perspectives about the New World and its people impact the decline and development of Jamestown (RL.6.1, RL.6.3, RL.6.6).

Write responses to TDQs 1–7.

Incorporate appropriate shifts in pronoun person and number to clarify meaning (L.6.1.c).

Complete Handout 10A

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

CONTENT FRAMING QUESTION: Lesson 10

Reveal: What does a deeper exploration of perspectives reveal in Blood on the River?

Students examine how characters’ perspectives—of each other, of what is valuable, of what interpretation of events is correct—act as a factor that contributes to Jamestown’s decline and development. To that end, students examine how the increased interactions between the settlers and American Indians reveal their often clashing perspectives. Samuel’s perspective begins to shift in a positive way with regard to the American Indians, particularly through his experiences with Pocahontas and Namontack. Through his interactions with them and his experience of losing everything to the fire, Samuel becomes more convinced of the need for cooperation and the value of learning from each other.

Welcome

6 MIN.

EXAMINE PERSPECTIVE

Display:

Pocahontas is an American Indian princess who has “more courage than a hundred soldiers” (130). “I always thought that princesses were supposed to be quiet and sit around looking royal” (131).

Pairs quickly and orally review chapter 17, identifying places where Samuel’s former perspective about Pocahontas is challenged by his interactions with her.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “What is another word or description for perspective?”

n Your point of view.

n Your attitude about someone or something.

n The way you interpret something.

Ask: “You examined perspective before when you considered Samuel’s perspective about how a social or environmental factor threatens Jamestown. What is Samuel’s perspective of the American Indians in chapters 17 and 18?”

n Samuel’s perspective of the American Indians is that they are enjoyable to be around. He really likes hanging out and playing with Pocahontas. She surprises him because she does not act like an uptight princess, but more like a fun friend.

n Samuel’s perspective of the American Indians is that they are helpful. After the fire, they bring the settlers food and clothing so they won’t starve or freeze.

n He also views them as a proud people. Namontack thinks that the American Indian way of doing things is better than the English way.

n His perspective is that they are also concerned with being the most powerful. Namontack shares with Samuel the American Indian perspective of why Pocahontas helped Smith, and it differs with the English version. Samuel sees that the American Indians are just as concerned about having the upper hand.

Explain that in this lesson, students analyze how characters’ perspectives about one another and their environment function as a factor that helps or hurts Jamestown’s chance of survival.

58 MIN.

ANALYZE CHARACTER PERSPECTIVES 58 MIN.

Small Groups

Small groups take thirty-five minutes to discuss and write responses to the following seven TDQs in their Response Journal. For assistance, students should reference the Factor Tracker section in their Response Journal.

1. How does the fire affect Samuel’s perspective about what is valuable?

n Samuel focuses on all the “work” that has been lost due to the fire. The colonists have learned to survive by cooperating with one another and standing on many legs. Samuel watches the fire and thinks, “So many weeks we spent cutting trees, splitting clapboard, tying thatch, making wattle and daub” (135).

n Samuel works alongside the other men, “(forming) a line that stretches from the river to the fort … (passing) the buckets quickly, one to another” (135). The men act as one, and Samuel’s behavior demonstrates that he believes the “colony (needs) to stand on many legs if (it is) not to be toppled over in the Virginia wilderness” (56).

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Learn

n Samuel knows that the fire is started by someone careless, who leaves their cabin to go and search again for more gold. Even though “the soil and rocks (they) sent back to England were just that—dirt and rocks,” the Virginia Company keeps pushing them to find gold (134). Samuel knows that this search for gold is costing them what is important: their home and survival.

2. How does the event of the fire capture an environmental factor that threatens Jamestown’s development? How does the event of the fire also capture a social factor that offers hope for Jamestown’s survival?

n The fire is an environmental factor that threatens their survival. What is valuable is what keeps them alive: shelter and food, not gold and jewels. When they lose “the storehouse and all the food in it,” they also might lose their lives (135).

n However, the way the settlers handle the fire—working together and cooperating as a team to put it out—shows hope that they can start to stand on many feet.

3. What is the Virginia Company’s perspective about what is valuable? How does this perspective represent another social factor that impacts Jamestown’s development?

n The Virginia Company values finding gold above all else.

n The Virginia Company controls how the gentlemen behave and what decisions they make. The men’s obsession with finding gold indirectly results in the fire being set. The colonists need to stop worrying about finding gold and start valuing what actually helps them survive in the New World.

4. Samuel thinks to himself: “A centipede does not topple in a storm” (138). What does this metaphor reveal about Samuel’s perspective of the American Indians? Explain how the Powhatans’ help represents a social factor that aids Jamestown’s development.

n A centipede has many legs. Samuel has become more aware throughout the story that in order to survive in the New World, he cannot be a “loner” who views himself as “me against the world” (136). Instead, he needs “to depend on others” and value the “importance of standing together, or cooperating” (136). The centipede’s legs represent all the people in his new world—like Namontack, Captain Smith, and Richard—whom Samuel loves.

n Samuel’s perspective of the American Indians is that they are needed to make “[the settlers’] circle … become bigger” (137). They need these extra legs to stand on in order to survive.

n These “legs” come in the form of “deerskin and bear furs” and “canoes laden with meat and bread and corn as gifts” (137). The Powhatans’ help is a social factor that enables the settlers to rebuild after the fire.

139–141.

n Namontack considers the English way of building houses as inferior. He provides examples to back up his point. He does not seem the type who will just accept what Reverend Hunt says is true.

n Namontack does not view the English colony as having much “worth” because there are no women and children (139). He concludes that “our tribe is better than your tribe” (139). He might feel the same when he compares his religion to Christianity.

5. Reverend Hunt plans to convert Namontack to Christianity, meaning “to cause to accept different beliefs or ideas.” Examine pages What perspective does Namontack share with Samuel that suggests he will not convert to Christianity?

n He speaks to Samuel as if he is “explaining something to a small child” (139). Namontack views Samuel and the other colonists as kind of clueless. He educates Samuel about how the colonists have become part of the Powhatan empire when “Captain Smith was adopted into (Namontack’s) tribe” (139). He does not seem like he believes the English have much to teach in return.

6. Earlier in chapter 16, Reverend Hunt tells Samuel to “pray for humility” (124). Humility means “being thankful and not too proud.” How is Samuel humble around Namontack, and how does this humility reveal his perspective of the American Indians? Why might showing humility help Samuel?

n Samuel does not feel like he is better than Namontack. Instead, he can tell that Namontack is both strong and knowledgeable, and he wants Namontack to keep teaching him “Algonquian words” and more about American Indian culture (139).

n Samuel does not react in anger when Namontack keeps pointing out that the American Indians’ way is better than the English way. Instead, he tries “to imagine (Namontack’s) village, and (hopes) that (he) will be allowed on one of Captain Smith’s exploration trips so that (he’ll) see an American Indian village for (himself)” (139). He is interested in American Indian culture and wants to learn from his new friend.

n Showing humility helps Samuel because it allows him to learn from others, like Namontack. Survival in the New World requires Samuel to develop new skills (like a new language) and new relationships so that the colony stands on many feet.

7. Namontack describes the event involving Pocahontas and Smith as a ritual, meaning an “the set steps within a ceremony,” in which Pocahontas and Smith were acting out parts. How does he portray the rescue of Captain Smith by Pocahontas, and how does his perspective affect Samuel? How does his perspective clash with the gentlemen’s understanding of their relationship with the American Indians?

n Namontack’s perspective is that the rescue event was a “ceremony” in which “Chief Powhatan chose [Pocahontas] to save Captain Smith because she is his favorite among all of his daughters” (140).

n He states that the rescue event was not violent. It was a planned event to give the American Indians power over the colonists. Namontack points out that by adopting Captain Smith, “Your tribe belongs to Chief Powhatan” (140).

n Namontack acts like this information is common knowledge. He asks Samuel “what is wrong” when Samuel puts his “head in [his] hands” after learning the true story (140). Samuel does not tell him that the colonists are clueless that Chief Powhatan views them as his subjects.

n Samuel’s perspective of the American Indians changes during this scene. He now understands that “Chief Powhatan is taking care of [them] because he considers [them] one of his tribes” (140). He sees that the American Indians are not about to give up any power to the settlers. Instead, “Powhatan now considers [the settlers] his subjects,” and that is why there can be “survival and peace” (141). Samuel now gets that the help the American Indians have provided is a clever move to gain power.

n The gentlemen do not think Captain Smith is their ruler (like Chief Powhatan does), nor do they understand that the American Indians view them as Chief Powhatan’s subjects. They would never agree to be “the subjects of a man they consider to be a lowly savage” (141). The gentlemen view the American Indians as being generous in their help without expecting something in return.

After thirty-five minutes, reconvene the class, and briefly review each TDQ.

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Finally, based on TDQ work analyzing characters’ perspectives, have volunteers orally summarize how environmental and social factors both aid and threaten Jamestown’s development in chapters 17 and 18. Have students identify each factor as either positive or negative and briefly explain.

n Negative environmental factor: the fire almost destroys all of Jamestown.

n Positive environmental factor: the fire helps teach the settlers about the value of cooperation.

n Positive social factor: Samuel is keeping his mind open about the American Indians. He does not act superior around Namontack and wants to learn from him.

n Negative social factor: Namontack views the English way of doing things as inferior to the American Indian way of doing things, and the settlers, like Reverend Hunt, view the Powhatans as backward and savages.

n Positive social factor: the Powhatans help clothe and feed the settlers after the fire.

n Negative social factor: the Powhatans help the settlers because they view them as their subjects. This is a power move on the part of the American Indians. The settlers do not know this information.

Students add any examples of factors they have not recorded to the Factor Tracker section of their Response Journal.

ANSWER THE CONTENT FRAMING QUESTION

Display:

At the end of chapter 18, what is the settlers’ perspective of President Ratcliffe?

What event happens because they have this perspective?

How might this event be a positive factor impacting Jamestown’s development?

Students complete an Exit Ticket, answering the displayed questions.

Land 5 MIN.

ASSIGN HOMEWORK

Students read chapters 19–20. Like in Lesson 9, have students identify and briefly explain one factor (social and/or environmental) that threatens Jamestown, and one factor (social and/or environmental) that contributes to Jamestown’s development. Students should continue recording these factors in the Factor Tracker section of their Response Journal.

Analyze

Context and Alignment

Small groups respond to seven TDQs (RL.6.1, RL.6.3, RL.6.6). The TDQs assess how well students can return to the text to find evidence of characters’ perspectives (about a range of topics) that are shaped by character interactions and pivotal events, contributing to the decline or development of the Jamestown colony. Besides referencing the model student responses, check for the following success criteria:

Analyzes how Samuel’s evolved perspective about the American Indians and the importance of cooperation positively contributes to Jamestown’s development.

Analyzes how characters’ clashing perspectives impact the decline of Jamestown because they reveal how the settlers and Powhatans both misunderstand and disrespect each other.

Next Steps

Take stock of how well students grasp Samuel’s evolving perspective that the American Indians are a group of people who have much to teach. Also assess if students understand that Samuel allows his perspective to shift because of Captain Smith’s advice that the colony needs to stand on many feet in order to survive. In the next few chapters, Reverend Hunt’s advice (regarding making choices based on love rather than fear) will also play a major role in how Samuel interacts with the American Indians and future settlers.

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Wrap 1 MIN.

Lesson 10 Deep Dive: Style and Conventions

Experiment: Shifts in Pronoun Person and Number

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Style and Conventions Learning Goal: Incorporate appropriate shifts in pronoun person and number to clarify meaning (L.6.1.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 10

Experiment: How do correct pronoun person and number work?

Launch

Post the Style and Conventions Craft Question.

Display and read aloud:

Captain Newport’s ship is again loaded with rocks that we hope contain gold. I have not totally given up on my dream of riches from the New World, but you have to admit these hopes have dimmed (adapted from Carbone 141).

1. Identify the pronouns in this sentence.

2. Replace each pronoun with a noun.

3. Identify which replacement helps clarify the sentence’s meaning.

Learn

Students share responses from the Launch.

1. The pronouns are we, I, and you

2. Captain Newport’s ship is again loaded with rocks that the settlers hope contain gold. Samuel has not totally given up on his own dream of riches from the New World, but Samuel has to admit these hopes have dimmed.

3. If the pronoun you is replaced with I or we, the sentence makes more sense. Then it reflects either who is thinking these thoughts (Samuel) or that everyone who’s been collecting the rocks shares the hope that they have gold in them.

Remind students that all pronouns should be consistently written in the same person. This makes writing clearer and easier for readers to understand. Unless the entire piece is written in second person, it’s best to avoid the use of the pronoun you.

Explain that students will conduct an experiment to better understand the role pronouns play at the sentence and paragraph level. They’ve learned about pronoun number and pronoun person and will now have a chance to use both of them to improve a piece of writing.

Distribute Handout 10A: Pronoun Experiment. Read the directions aloud, and address any questions.

Pairs complete Handout 10A. Encourage students to use the notes they’ve taken on pronouns in their Knowledge Journal as they work in pairs to complete the assignment.

TEACHER NOTE

Although the content on Handout 10A is adapted from the text, this particular paragraph is written in third person. Students will be accustomed to reading Blood on the River content in first person, but this activity uses third person, so students have an opportunity to experiment with the type of writing they will produce for the Focusing Question Tasks and the EOM Task. For this activity, students should use third-person pronouns (i.e., replacing Samuel’s name with he instead of I).

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Name Date Class Handout 10A: Pronoun Experiment Directions: The paragraph below was written without pronouns. Read it aloud quietly and consider how incorporating pronouns could improve this paragraph. With your partner, rewrite the paragraph, ensuring that any pronouns use appropriate number and person. Samuel and Namontack work together to build a house, and Samuel and Namontack talk while building the house. Samuel is getting better at understanding Namontack’s language, so Samuel understands when Namontack tells Samuel that the houses built by Namontack’s people are better than the houses built by Samuel’s people. Namontack says the houses built by Namontack’s people are built from thin saplings and the thin saplings are bound together with woven mats. Namontack says this makes the houses of Namontack’s people warmer than the houses of Samuel’s people. Samuel tries to imagine Namontack’s village and hopes Samuel can see a village like Namontack’s someday (adapted from Carbone 139). © Great Minds PBC G6 M3 Handout 10A WIT & WISDOM Page of © 2023 Great Minds PBC G6 M3 Lesson 10 WIT & WISDOM®

Ask students to share how incorporating pronouns improved the paragraph. Display ideas, and direct students to copy them into the Knowledge of Skills section of their Knowledge Journal.

n Using pronouns to replace some of the proper nouns made the writing easier to read and understand.

n There was less repetition when pronouns were used to replace some of the nouns.

n The writing had more flow when you weren’t reading the same proper nouns over and over again.

n There weren’t run-on sentences anymore once pronouns were used.

n It was easy to see where extra or repeated information could be taken out once pronouns had replaced some of the nouns.

Remind students that using pronouns is one way to diversify their writing and to make it easier to understand. Without pronouns, writing can be repetitive and hard to read. When using pronouns, it’s important to verify that appropriate pronouns are being used to ensure that meaning is still clear to the reader. Students will have more chances to incorporate pronouns in their writing in upcoming lessons.

Land

Who has the greatest impact on Samuel’s development during his time in Jamestown?

Lesson

Blood on the River, Elisa Carbone, Chapters 19–20 TEXT

11 FOCUSING QUESTION: LESSONS 9–15

1 3 5 6 7

26 11 19 30 9 17 28

24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22

37 38 36 35

Lesson 11: At a Glance

AGENDA

Welcome (5 min.)

Launch (7 min.) Learn (57 min.)

Analyze Textual Details (37 min.)

Examine Reasons, Evidence, and Elaboration (20 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Academic Vocabulary: vert, convert (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.4*, RL.6.6

Writing W.6.1.b, W.6.10

Speaking and Listening SL.6.1

Language L.6.5.a L.6.4.b

MATERIALS

Handout 11A: Reasons, Evidence, and Elaboration

Learning Goals

Analyze how details purposefully develop characters and illuminate factors that impact Jamestown’s development (RL.6.6, W.6.10).

Complete a Quick Write.

Examine the root vert to better understand convert in Blood on the River (L.6.4.b, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

CONTENT FRAMING QUESTION: Lesson 11

Reveal: What does a deeper exploration of details reveal in Blood on the River?

CRAFT QUESTION: Lesson 11

Examine: Why are reasons, evidence, and elaboration important in argument writing?

Students examine how details are purposefully used to help develop characters and illuminate the social and environmental factors positively and negatively affecting Jamestown. Students also return to argumentative writing, and they identify the components in a body paragraph (its reason, evidence, and elaboration) and examine how these components support and defend a claim.

Welcome

Display

5 MIN.

“Power is like weights in a balance. No one gains power without someone else losing power” (151–152).

What does this simile mean, and why does Captain Smith use it after he learns about King James’s plan to have Chief Powhatan crowned a prince?

Pairs discuss the displayed question.

Launch

7 MIN.

Post the Focusing Question and Content Framing Question.

Students share responses from the Welcome activity.

n The simile compares power to weights in a balance. Right now, both groups have an equal amount of power (or so they think). This makes the power balanced. If the settlers try to become more powerful, then the American Indians will see them as a threat, and they will no longer treat them as friends.

n Captain Smith means that the power between the American Indians and the settlers is currently evenly weighted. If Chief Powhatan is made a subject of King James, he loses power, and the settlers will lose the peace they have fought hard to achieve. Smith’s perspective of King James is that he is foolish.

Point out to students that Smith’s use of this simile is a powerful detail that helps convey Smith’s view that power needs to be equally shared by the American Indians and the colonists. This simile also captures the following negative social factor affecting Jamestown: the increased conflict between the settlers and the Powhatans as each tries to secure more power than their neighbor.

Ask: “You have probably heard this writing advice before: ‘Show, don’t tell.’ What does it mean?”

n It means to use details in your writing so that you show, rather than tell, what something or someone is like.

Ask: “Why do authors use details in their writing?”

n Details emphasize certain key things about characters, events, and settings.

Display the following example progression from no detail to rich detail:

He sat on a throne.

He sat on a throne covered with animal skins.

“He sat on a throne covered with a large robe made of raccoon skins with the tails still on” (119).

Point out that specificity is important to help a reader visualize something in the story. However, it is most important when it is purposefully included to have some sort of effect or help convey some type of meaning. In the example above, the “raccoon skins with the tails still on” makes the throne— and the man who sits on it—very intimidating. The image created by these details helps develop Chief Powhatan and make him appear formidable.

Explain to students that in today’s lesson, they will analyze how specific details develop characters and their relationship with Samuel and help highlight factors that affect Jamestown’s survival.

57 MIN.

ANALYZE TEXTUAL DETAILS 37 MIN.

Whole Group

Facilitate a whole-group discussion about the importance of details in chapters 19 and 20.

Instruct students to turn to the beginning of chapter 19 and reread the first paragraph. Point out that decrees means “to order or decide officially.” Decree can also be a noun meaning “an official order given by someone in power or a government.”

154

Learn

Ask: “How does Smith’s decree impact Jamestown? What other details on pages 144–145 help illustrate how different Jamestown is compared to its early days?”

n Smith’s decree declares that everyone now has to work if they want to eat. Gentlemen do not get special privileges. Now everyone is equal to each other, for the most part. There still are servants, but no one gets a free ride anymore.

n Smith is now more “well liked” than hated (144). In the beginning, there were many gentlemen who were against him, but many of those gentlemen—like Wingfield and Archer—have returned to England.

n As president, Smith “divides the rations equally with [the settlers] and works right alongside [them] sharing burdens” (144). All the presidents, or leaders, before Smith never did this. Smith also says he does not need a “mansion,” and he earns “great respect and trust” by acting like he is an equal to his peers, rather than superior to them (145).

n Samuel now has a more important title since he is the “page of a ruler” (145). This makes him proud, and he thinks how much his mother would enjoy this fact and the fact that “a commoner is [their] president” (145).

n The settlers are growing crops the way the American Indians do. They have learned important information from the American Indians, and they are using it to improve their life.

Ask: “How do these details help illuminate some positive factors aiding Jamestown’s development?”

n The settlers finally have a good leader, Smith, who makes fair decisions and takes care of the whole group, not just the gentlemen. This is a positive social factor.

n The settlers also are becoming more self-sufficient because of what the Powhatans have taught them. They are finally growing crops in a way that works. This is an environmental factor that will help keep them alive.

Instruct students to record these two examples in the Factor Tracker section of their Response Journal.

Next, have students turn to page 148. On this page, point out that Namontack is described as “[launching] into a lively description” of his gods after Hunt informs him about Christianity (148). Explain that one definition of launch means “to forcefully put into motion.”

Ask: “How does this verb choice help convey Namontack’s perspective of his own gods and Hunt’s? What does Samuel realize because Namontack listens when Hunt speaks but then launches into his own story?”

n Namontack launches into his description of his gods because he is excited to share his religion with Hunt. He speaks “enthusiastically” because he obviously feels a lot of pride about his religion (148).

n Namontack listens respectfully to Hunt and “nods with interest” as he hears Hunt’s stories, but he cannot wait for him to stop sharing so he can tell those listening (like Samuel) about the Powhatans’ amazing gods (149). He does not show any interest in converting.

n Samuel realizes that Namontack thinks he and Hunt are taking turns sharing their religion with each other. Namontack does not realize that Hunt views his religion as superior. Samuel knows that Namontack is perfectly happy with his religion (like he is with his tribe and his home), and he will have no desire to convert.

Instruct pairs to Think–Pair–Share, and ask: “How do the details in this exchange between Reverend Hunt and Namontack help illuminate a negative factor threatening Jamestown?”

n Samuel understands that people, both the American Indians and the colonists, are not very open to changing their beliefs. They each view their beliefs and way of thinking as superior.

Instruct students to record this example in the Factor Tracker section of their Response Journal.

Next, have students turn to pages 150–151. Ask students to find one detail Namontack uses to describe King James.

n Namontack shares with Samuel that King James is a “short, weak man” who “has no hair and no teeth, just a round belly from eating too much” (150–151).

n He complains about the king’s odor.

n He depicts the king as having no control since “he drinks wine until he can no longer speak or stand” (151).

Have students look at the second paragraph on page 150 and find where Samuel explains that his mind reels, meaning “becomes dizzy,” when he hears about King James’s plans for Chief Powhatan.

Instruct students to change partners, and then Think–Pair–Share, and ask: “Why does Samuel’s mind reel when he learns of King James’s decree, and why, according to Smith, does this decree threaten Jamestown?

n King James decrees that the settlers must crown Chief Powhatan a prince under his rule. Samuel knows that Chief Powhatan thinks the settlers are his subjects, not the other way around. He knows that Chief Powhatan will never bow down to the English king.

n Smith is enraged that King James wants to crown Chief Powhatan one of his princes. Smith knows that Chief Powhatan will never willingly be the subject of the English king because he is already an “emperor” (151). Smith knows that if the settlers are forced to crown Chief Powhatan, they will be insulting Chief Powhatan and the peace between the two groups will be destroyed.

Instruct students to record this example in the Factor Tracker section of their Response Journal.

Instruct students to turn to chapter 20. Ask students to find one detail from this chapter that emphasizes Samuel’s positive perspective about the American Indians.

n Samuel is “spellbound” and views the dance like it is “magic” (161). He feels like the dancers make the night come “alive” with their performance (161).

n He is in “awe” of how impressive the American Indian dancers are and uses the Algonquian word “wow” to explain to Pocahontas his amazement (162).

n He realizes that back in England, he would never have been able to see something like this performance, since “only nobles are allowed to see” such things (162). He wants to pinch himself that he gets to see a “New World masquerade while sitting next to a princess” (162).

n The smells of the food, and the amount, excite Samuel. He notes with emphasis that they are attending a “feast” (162). He loves the food so much that he “(eats) until (he) can’t stuff in another bite” (162).

156

n He notes that “there is more food and more joy to be had in one night here than in a whole year in James Town” (163).

n He notices all the “talking and laughing” that continues throughout the night (163). The Powhatans love and enjoy each other.

n Samuel concludes that he wants to live in Werowocomoco because there is “more food and joy to be had in one night here than in a whole year in James Town” (163). After his experience in this American Indian village, he cannot understand why anyone would not “beg to be allowed to stay forever” (163).

Inform students that they will continue to examine the positive impact the Powhatans have on Samuel as they next turn their attention to the process of argumentative writing.

EXAMINE REASONS, EVIDENCE, AND ELABORATION 20 MIN.

Pairs

Display the Craft Question: Examine: Why are reasons, evidence, and elaboration important in argument writing?

Distribute and display Handout 11A: Reasons, Evidence, and Elaboration.

Tell students that they will compose an argumentative essay for Focusing Question Task 2, and they must understand how these components work in order to create strong body paragraphs that defend a claim.

Have a volunteer read the claim and the first paragraph aloud. Review with students each component: the underlined reason, the numbered pieces of evidence, and the starred sentences of elaboration. Point out how the first paragraph’s reason provides an example that defends the claim. Explain how the evidence and elaboration both support the paragraph’s reason but also help defend the claim.

language and in the future help communicate with the Indians on behalf of the settlers. (1) For example, Samuel knows that if he becomes fluent in Algonquian, he would be able “to trade and help the colony” (163). * Samuel has already seen Smith prove multiple times that knowing the American Indians’ language results in the two groups finding a way to communicate their trading needs. * There have been many times when the settlers have almost starved because of bad crop harvests or other issues, and Smith’s ability to speak Algonquian and trade with the American Indians has saved the settlers’ lives. (2) In addition, besides helping out with trading, having a colonist who speaks the Algonquian language has helped the settlers learn vital information. For example, when a friendly group of American Indians visits the settlement, Smith is able to translate, and he learns from them “that [the settlers] should cut down the tall grass near [the] fort because that is where [the settlers’] enemies are hiding when they shoot [them]” (103). * This information helps save settlers’ lives. (3) Finally, Smith goes on expeditions, and the settlement needs an extra translator while he is gone, which Samuel could be. * When Smith has been gone in the past, the settlers have found themselves without enough food and no one to negotiate deals with the American Indians. * Having an extra translator would ensure that the colonists can communicate their needs to their neighbors. The settlers’ lives will only improve if Samuel spends time with the American Indians and returns to Jamestown fluent in Algonquian.

Page of

Next, assign partners to read the second paragraph and complete the handout’s tasks.

Ask: “What is the second reason that supports the claim? What evidence does this paragraph include, and how does the elaboration support the reason and defend the claim?”

Display Paragraph 2, and underline the reason, number the evidence, and star the elaboration as volunteers offer suggestions.

Name Date Class Handout 11A: Reasons, Evidence, and Elaboration Directions: For the first paragraph, note how the reason, evidence, and elaboration have been identified: the reason is underlined, the evidence is numbered, and the elaboration is starred. Working with your partner, reread the claim and then read the second paragraph. Afterward, underline the reason, number the evidence, and star any sentences that provide elaboration. Identification Code: Underline Reason Number Evidence Star Elaboration Claim: Samuel should live with the American Indians before returning to Jamestown because it will benefit the settlement. Paragraph #1: Samuel should stay on at Werewocomoco because he can learn the Algonquian

Handout 11A WIT & WISDOM

Paragraph #2:

n Samuel should also live with the American Indians because they will teach him indispensable skills and impart valuable knowledge that he can rely upon to help the settlers. (1) For example, if Samuel spends time with the American Indians, he can learn how to make “a bow and arrows and to shoot straight” (163). * Learning these skills would help Samuel be able to hunt and feed himself and others. * In the past, the settlers have run out of food, or they have been rationed “one cup of grain for each person each day,” which leaves them constantly “hungry” (174). * They cannot rely always on the American Indians to trade or bring them food because their relationship with the American Indians is strained. * If Samuel learns how to properly hunt, he can help the settlement by increasing their food supply, enriching their diet by getting them more protein, and making them not so dependent on the American Indians for survival. * Also, if Samuel learns how to make bows and arrows, he can teach others back at Jamestown how to make these important weapons that can also be used for defense, since the Virginia Company has given not everyone a gun. * The settlement would benefit from these extra weapons because many American Indian tribes continue to attack them. (2) In addition, by living with the American Indians, Samuel can continue to learn how best to grow food. * Namontack has already taught him how to plant corn and beans “so that the bean plants can climb the cornstalks” and get enough light to grow (145). * Samuel and the settlers do not know the plants of the New World, but the American Indians do, and their knowledge about how to cultivate and harvest New World crops is invaluable. * Samuel can use this knowledge to improve the settlers’ gardening techniques, and instead of plants growing poorly, the settlement can enjoy better harvests. The skills and knowledge Samuel will acquire by living with the American Indians will help the settlers survive the challenges of the New World.

TEACHER NOTE

Draw students’ attention to the fact that the number of sentences of elaboration exceeds the number of sentences that state the evidence. Point out that elaboration often needs several sentences of commentary that help the reader understand how the evidence supports both the paragraph’s reason as well as the essay’s claim.

Tell students that they will continue to examine and experiment with the process of argumentative writing so that they will be prepared to complete Focusing Question Task 2.

158 n

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display:

What details are included in the last paragraph on page 163 that reveal Samuel’s conclusions about the American Indians and the New World? Briefly explain how Samuel’s conclusions reflect one factor that impacts Jamestown’s decline or development.

Students compose a Quick Write in response to the displayed question.

1 MIN.

ASSIGN HOMEWORK

Students read chapters 21–22 and continue adding examples to the Factor Tracker section of their Response Journal.

Land

Wrap

Analyze

Context and Alignment

Students individually compose a quick write about Samuel’s conclusions on page 163–164 (RL.6.6, W.6.10). The CFU assesses how well students can articulate how details develop character and illuminate a factor that affects Jamestown’s survival as a colony. Check that students’ responses capture these following ideas:

Samuel recognizes that he once “thought [he] hated all of the natives” but now he realizes that they are “[friends]” and “countrymen” (163–164). They have “rescued [the settlers] from cold and starvation” and shown Samuel that “the New World is a good place to live” (164).

Samuel concludes that “as long as [the settlers] live in peace with the Powhatan people,” the New World will be a nice place to live (164). He knows that if Jamestown is going to survive, the settlers have to keep the peace with the Powhatans. They need the American Indians as their friends.

Next Steps

At this point in the novel, students should understand that Reverend Hunt, Captain Smith, and now Namontack and Pocahontas, have all deeply impacted who Samuel is becoming. He has been reflective about Smith and Hunt’s advice—standing on many feet and making decisions out of love—and he has applied this advice when interacting with the American Indians, perceiving their value. If students are unable to articulate this, reread the final paragraph on page 163 aloud, and ask students to sort out the things Samuel thought when he first arrived in the New World and contrast them with what he now believes. Help students recognize Samuel’s growth since the beginning of the novel. Students need this knowledge base as they move forward to the next few lessons in which they will be asked to carefully collect evidence about who has had the greatest impact on Samuel.

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Lesson 11 Deep Dive: Vocabulary

Explore Academic Vocabulary: vert, convert

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Examine the root vert to better understand the word convert in Blood on the River (L.6.4.b).

Launch

Student pairs fluently read both paragraphs on page 149. Explain that students will use Link Up to learn more about the vert root and to better understand Reverend Hunt’s attempt to convert Namontack.

Learn

Create cards with a single word and its definition written on them. Words should include:

n Convertible: a car or boat with a top that can be folded down.

n Advertisement: a public notice used to convince people to buy things.

n Invert: to reverse the order or direction of.

n Avert: to turn away or aside.

TEACHER NOTE

Link Up is a kinesthetic activity meant to help students explore the relationships between word meanings. After each student is given a card, the teacher calls out, “Link Up!”, and students find a partner to link arms with. In this pairing, students share their word and its definition before discussing the connection between the two words. Give a twenty-second warning as a signal for students to wrap up their discussions before calling out the cue to Link Up with a new partner. The goal of this activity is for students to recognize the meaning of the vert root, “to turn.” Advertisement will be a more challenging connection to recognize; if possible, assign this word to stronger students.

Distribute one card to each student. Review the procedures of Link Up without explicitly mentioning the root vert. Address any student questions.

Facilitate three rounds of Link Up before students return to their seats.

Ask: “What do all of these words have in common?” Call on several students to share their ideas, and then, if they haven’t already identified it, guide them to recognizing that the root vert is part of all the words. Ask: “Based on what you discussed about the words’ meanings, what do you think the root vert means?” Call on students to share their ideas and guide students to understanding that vert means “to turn.” Help students understand that this meaning applies to things that are visually inverted, averted, or converted (like a convertible car) as well as to a less visible turning of attention or consumerism based on an advertisement.

Land

Direct students back to page 149 of the text, rereading aloud the last sentence of the second paragraph.

Display: Was Reverend Hunt’s attempt to convert Namontack successful? Use evidence from the text to support your answer.

Students compose a Quick Write in response to the displayed question. When finished, invite several students to share their responses. Then students add the following definitions to the Morphology and New Words sections of their Vocabulary Journal.

Root Meaning

vert

To turn. Word

Meaning

convert (v.) To cause to accept different beliefs or ideas.

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QUESTION: LESSONS 9–15 Who has the greatest impact on Samuel’s development during his time in Jamestown?

Lesson

2 1 3

7 15

Blood on the River, Elisa Carbone, Chapters 21–22 TEXT

12 FOCUSING

5 6

26 11

30 9

24 21

8 16 27

23 20 31 10 18 29

25 22

37 38 36 35

Lesson 12: At a Glance

AGENDA

Welcome (5 min.)

Launch (3 min.)

Learn (62 min.)

Analyze Events (27 min.)

Analyze Reverend Hunt’s Impact on Samuel (35 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Academic Vocabulary: Wielding (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*

Writing W.6.10

Speaking and Listening SL.6.1

Language L.6.4.c

MATERIALS

Handout 12A: Frayer Model

Learning Goals

Analyze how Reverend Hunt influences Samuel and helps develop his self-confidence and relationship with the American Indians (RL.6.3).

Collect and explain evidence from chapter 22 that addresses Hunt’s impact on Samuel.

Evaluate the effectiveness of the word wielding to describe Chief Powhatan’s actions (L.6.4.c, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

CONTENT FRAMING QUESTION: Lesson 12

Reveal: What does a deeper exploration of Reverend Hunt’s impact on Samuel reveal in Blood on the River?

Students examine the final words Reverend Hunt shares with Samuel and then analyze how his advice—which captures one of the novel’s big ideas about the power of love—positively influences Samuel’s behavior and attitude when he lives with the American Indians during a precarious time for the colony. They collect and record evidence of Hunt’s impact throughout the novel, which they will later reference for Focusing Question Task 2 when they determine who has had the greatest impact on Samuel.

Welcome

Display:

5 MIN.

What are some ways in which Reverend Hunt has contributed to Jamestown’s survival and contributed to Samuel’s growth?

Pairs discuss the displayed question.

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Students share responses to the Welcome activity.

n Reverend Hunt has intervened, on behalf of Smith and even Samuel, to break up fights or stop violence from occurring. He speaks out against the settlers starting a war among themselves because he knows this action will destroy Jamestown.

n Reverend Hunt helps Samuel by giving him important advice about how to behave, comforting him when he feels guilty about James’s death, and explaining to him that he has value. He does not see him as just a servant. In fact, he believes that Samuel “will not always be a servant” but will “do something far greater than that” (169). He helps Samuel believe in himself, and he teaches Samuel how to love himself and others.

Explain to students that today, they will focus on Reverend Hunt’s impact on Samuel, especially at his death, and they will collect and record evidence from different parts of the novel that showcase Hunt being instrumental in Samuel’s development.

62 MIN.

ANALYZE

EVENTS 27 MIN.

Small Groups

Groups discuss and write responses for the following TDQs in their Response Journal. Remind students to reference the Factor Tracker section in their Response Journal to generate answers. Afterward, reconvene the class and briefly review each question, checking for understanding. As the review takes place, remind students to jot any new factors they have not recorded in the Factor Tracker section of their Response Journal.

1. Why is Captain Smith fuming, meaning “displaying frustration or anger,” in the beginning of chapter 21? What new social factor threatens the settlement?

n Captain Smith is angry because he has had to deliver the disrespectful request to Chief Powhatan to come to Jamestown and receive gifts from King James. Smith knows that asking an emperor to travel to receive gifts is an insult. The gifts should be brought to him.

n Smith believes the Virginia Company’s decision to make Chief Powhatan a prince means they do not understand that he is an emperor. It shows that “they know nothing of the reality of what is here, and they’re going to get us killed” (166).

n Smith knows that Chief Powhatan will never bow to another king, or company, and the end result will be a war between the American Indians and the colonists.

n The new social factor that threatens the settlement is increased conflict between the American Indians and the settlers. By disrespecting Chief Powhatan (made clear when he gives Captain Newport a return “gift” of “sweaty, smelly old moccasins”), the settlers no longer have an ally (168). They have made an enemy.

2. What does Reverend Hunt mean when he tells Samuel, “Remember that you will always know the right decision because it is when you choose from love” (170)? What is one decision in this chapter when a character chooses from love, and what is one decision that is not?

n Choosing from love means a person thinks about others, not just oneself, when making a decision.

n In chapter 21, Samuel chooses love to influence his decision-making. He thinks of another person first before himself. For example, he wants to beg Reverend Hunt to live and not leave him, but instead he accepts the fact that Hunt is dying and shares with him how much Hunt has meant to him. He tells

166

Learn

n Reverend Hunt, “Thank you for teaching me … [and] for treating me like I was worth something” (171–172).

n Captain Newport and the Virginia Company do not make decisions out of love for the colonists. Captain Newport believes in following orders, even if those orders are bad. The company investors only want to make money, and they are not concerned about “the trouble that [colonists] will have to bear” after forcing Chief Powhatan to become a subject of King James (168).

3. Reverend Hunt asks Samuel if he knows why Captain Smith is respected while other past leaders were not. What is the reason for Smith’s popularity? How does this reason prove Hunt’s point about love?

n Smith is popular with the settlers because “he cares about all of [them]” based on his words and actions (170). The other leaders, such as Master Wingfield, are not respected because they only care “for their own comfort and their own gain, and for the gain of a few of their friends” (170).

n Because Smith chooses from love and treats his fellow settlers with respect, Smith has earned the respect of the colonists and now he is president.

4. Why does Reverend Hunt die? What environmental factor is responsible? How does this factor, and another environmental factor highlighted at the beginning and end of chapter 22, threaten the settlement?

n Reverend Hunt dies from some type of sickness, most likely caused by mosquitoes. Many of the settlers become sick in the summer “as soon as [the mosquitoes] start to buzz and bite” (142). They have little protection from disease.

n The settlers battle starvation. They do not have enough food to feed everyone, and Captain Smith has to send boys to live in different friendly American Indian villages. Not only do they not have enough food, they have problems with rats that “[get] into the grain” (185). This environmental factor makes them have to rely on the American Indians for help, but now that Chief Powhatan regards them as his enemy, they have few American Indians who will trade with them.

Explain that for the next activity, students will draw on their understanding of Reverend Hunt’s final words to consider his lasting impact on Samuel.

ANALYZE REVEREND HUNT’S IMPACT ON SAMUEL 35 MIN.

Pairs

Tell students that they will now collect and record evidence from different parts of the novel that captures Hunt’s impact on Samuel.

Instruct students to create a new section in their Response Journal titled “Reverend Hunt’s Impact on Samuel.” Ask students to skim the novel and find one powerful moment when Reverend Hunt and Samuel interact, or when Samuel watches Reverend Hunt interact with other characters, and explain how this moment captures Hunt impacting Samuel in a positive way. Tell students to write their example in this section and briefly explain how the example shows Reverend Hunt’s influence.

After five minutes, ask volunteers to share examples and offer explanation. Tell students to take notes and jot their peers’ ideas in this new section of their Response Journal.

n Reverend Hunt takes Samuel into the orphanage, and Samuel avoids the “gallows” (6). Already at this early part of the novel, Samuel can tell that Hunt has “more patience that anyone [he has] ever known” (7).

n Hunt tells Samuel that he “[needs] to make decisions based on love, not on anger” (7). Samuel doesn’t follow this advice immediately, but after James’s death, he feels more like Hunt is right.

n Reverend Hunt intervenes on behalf of Smith when Smith makes Master Wingfield furious, and Samuel sees how calm and patient he is when convincing the gentlemen not to kill Smith.

n Reverend Hunt gets upset at Samuel when Samuel is mean to James. He tells Samuel that he should “find more kindness in [his] heart,” and Samuel knows he is “right” (74). After this moment, Samuel starts thinking about how he can be kinder to James, such as when he thinks of “saying good night to him in an effort to be more kind” (77). Later, he becomes friends with Richard because of Hunt’s advice.

n Reverend Hunt teaches Samuel that he needs to forgive himself. After James dies, Samuel feels horrible because he thinks he could have helped. Hunt comforts Samuel and lets him know to stop blaming himself.

n Reverend Hunt gives Samuel courage to do what is right after Samuel finds out about Wingfield hoarding food. Hunt tells Samuel to “choose the path of love, not of fear,” and Samuel does (96).

n When Smith is yet again arrested, Hunt reminds Samuel to “curb [his] temper” and “pray for humility” (124). He wants Samuel to not be controlled by his anger. Samuel is furious about what is happening to Smith, but he does get a hold of himself. Hunt calms him down.

n When Reverend Hunt is dying, Samuel tells him “thank you for treating me like I was worth something” (172). Samuel knows Hunt has taught him how to get along with people, but more importantly, he has taught Samuel how to love himself.

Next, tell students that they will analyze how, even after he dies, Reverend Hunt keeps influencing Samuel’s behavior.

Assign pairs question 1 or question 2.

1. In chapter 22, how is Samuel impacted by Reverend Hunt’s advice to make decisions from a place of love?

2. In chapter 22, how is Samuel becoming a young man who “will do something far greater” than serving others, like Hunt predicts (169)?

Pairs take ten minutes to respond to their assigned question, finding one piece of evidence from chapter 22 that supports their answer:

Question 1

n When Captain Smith tells Samuel that he will stay on at Werowocomoco, he “[doesn’t] say anything. It is not [his] place” (176). Samuel could give into his fear—fear of living with these American Indians who he does not know, especially because Pocahontas and Namontack are not there—but he doesn’t. Instead, he realizes that he needs to put his faith in Captain Smith’s decision because he knows that Smith loves him and is looking out for him (176).

168

n When Kainta tells him that he will teach him how to make a weapon and hunt, Samuel does not choose fear. He decides that he is teachable and willingly learns from Kainta. This is a change in Samuel, who once viewed himself as unteachable. When Kainta shows him how to make an arrowhead, he “[ruins] several pieces of rock before [he gets] it right” (177). He does not give up or give into frustration. He wants to learn these skills for himself, which is making a decision from a place of love: loving himself.

n When Richard, Henry, and the other boys arrive at Warraskoyack, Henry makes fun of Samuel and says “By God, he’s turned into a savage!” (184). Instead of reacting in anger, Samuel “[ignores] Henry and [goes] to greet Richard and the others” (185). He is so happy to see his friend, and share with him all that he has learned, that he does not let Henry’s rude comment get the best of him.

Questi`on 2

n Samuel learns many skills and develops a deeper understanding of the American Indians while living in Warraskoyack. These skills and understandings help Samuel become someone far more valuable than a servant. He can use these skills and understandings to help the settlement.

n He learns how to make arrowheads and bows; he learns how to hunt quietly; he learns more of the Algonquian language; and he learns about the American Indian culture and customs.

n When he adds the rabbit he has killed (with a weapon he has made himself) into the stew, Samuel “[feels] proud and strong” (183). He knows that “with the knowledge [he has] gained from living with the Warraskoyacks, [the settlers] don’t ever have to be hungry again” (185).

Facilitate sharing of responses to the assigned questions.

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display: What is one way in which Reverend Hunt has shaped who Samuel has become?

Have students reference the evidence they have collected about Reverend Hunt’s impact on Samuel and complete the displayed Exit Ticket using one complete sentence.

Land

ASSIGN HOMEWORK

Students read chapters 23–25 and continue to add examples of factors to the Factor Tracker section of their Response Journal.

Analyze Context and Alignment

Pairs respond to their displayed question using evidence from the text to support their answer (RL.6.3). Students should be able to locate and explain how evidence from chapter 22 demonstrates Hunt’s lasting impact on Samuel, particularly the open heart and mind Samuel displays when interacting with the American Indians such as Kainta. Make sure that in students’ explanations it is clear how they are linking the textual evidence to the advice and parting words Hunt shares with Samuel in chapter 21.

Next Steps

Students should leave the lesson with a clear understanding of the impact Reverend Hunt has had on Samuel’s development and growth. When students complete Focusing Question Task 2, they can draw upon this understanding if they choose Hunt as the character who influences Samuel the most. If students struggle to find evidence of Hunt’s impact on Samuel, consider providing certain students (or the whole class) with page numbers to reference from the entire novel or specific quotes from chapter 22.

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Wrap 1 MIN.

Lesson 12 Deep Dive: Vocabulary

Explore Academic Vocabulary: Wielding

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Evaluate the effectiveness of the word wielding to describe Chief Powhatan’s actions (L.6.4.c).

Launch

Display and read aloud:

“Chief Powhatan has commanded all of his tribes not to trade with us.”

“He is wielding his power,” says Captain Smith. “He is showing us that the crowning ceremony angered him, and that his power is not diminished by it. We will see what else he plans to do” (Carbone 174).

Explain that Elisa Carbone made a very specific word choice in this passage when she selected the word wielding to describe Chief Powhatan’s actions. Students will study the word wielding to build a stronger understanding about what the author reveals through the use of this word.

Learn

Distribute Handout 12A: Frayer Model.

Read the directions aloud, and assign students into groups of four. Provide dictionaries or electronic resources to look up the meaning and examples of wielding.

Allow students six minutes to complete the Frayer Model.

Ask students to share ideas from the Examples box, encouraging students to add to the ideas already on their paper. Guide students to understanding that people wield weapons like guns or swords as instruments of power or destruction. They also wield tools, demonstrating competency. Help students develop ideas in this box that build an understanding of wielding as the demonstration of competent, confident use or manipulation of weapons or tools.

Name Date Class Handout 12A: Frayer Model Directions: Use a dictionary, the text, and discussion with your group members to complete this Frayer Model. Definition of wielding Examples: (What kind of people wield things? What do they wield?) Characteristics of someone who can wield Word: wielding Nonexamples: (Who wouldn’t be able to wield? Or what couldn’t people wield? Why?) Page of 171 © 2023 Great Minds PBC G6 M3 Lesson 12 WIT & WISDOM®

Direct student attention to the Nonexamples box, and ask: “Who wouldn’t be able to wield a weapon or tool?”

n Someone who was untrained wouldn’t be able to wield a weapon or a tool. They wouldn’t know how to use it.

n If someone were weak, they couldn’t wield something. They wouldn’t be strong enough to use it effectively.

Ask: “Knowing that a weak or untrained person couldn’t wield something, what ideas belong in the Characteristics box?”

n Strength. n Confidence. n Ability. n Power. Land Display:

Taking into account all that you’ve learned about the word wielding, what does this word choice reveal about Chief Powhatan?

Students compose a Quick Write in response to the displayed question.

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Who has the greatest impact on Samuel’s development during his time in Jamestown?

Lesson

Blood on the River, Elisa Carbone, Chapters 23–25 TEXT

13 FOCUSING QUESTION: LESSONS 9–15

2 1 3

7 15

5 6

26 11 19 30 9

24 21 32 8 16 27

23 20 31 10 18 29

25 22

37 38 36 35

Lesson 13: At a Glance

AGENDA

Welcome (5 min.)

Launch (3 min.)

Learn (62 min.)

Analyze Captain Smith’s Impact on Samuel (30 min.)

Experiment with Reasons, Evidence, and Elaboration (32 min.)

Land (4 min.) Answer the Content Framing Question

Wrap (1 min.) Assign Homework

Vocabulary Deep Dive: Explore Text-Critical Vocabulary: Naïve (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*

Writing

W.6.1.a, W.6.1.b, W.6.10

Speaking and Listening

SL.6.1

Language L.6.6 L.6.4.a, L.6.4.b, L.6.4.c

MATERIALS

Handout 13A: Experiment with Reasons, Evidence, and Elaboration

Handout 13B: Optional Fluency Practice 3

Learning Goals

Analyze how Captain Smith positively impacts Samuel and influences his perspective, beliefs, and values (RL.6.3).

Identify and explain how textual evidence captures Smith’s impact on Samuel.

Select effective evidence and use it to craft and support a reason and defend a larger claim (W.6.1.a, W.6.1.b).

Complete Handout 13A.

Use context and reference materials to understand the meaning of the word naïve and the role it plays in Samuel’s decision to steal Ann’s baby (L.6.4.a, L.6.4.c, L.6.4.d, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

CONTENT FRAMING QUESTION: Lesson 13

Reveal: What does a deeper exploration of Captain Smith’s character reveal in Blood on the River?

CRAFT QUESTION: Lesson 13

Experiment: How do reasons, evidence, and elaboration work?

Students examine Captain Smith’s strong influence on who Samuel has become and what Samuel values and believes, which all will be put to the test as Jamestown continues to decline because of social and environmental factors. In addition, students practice writing an argumentative paragraph that supports a claim and contains a reason, evidence, and elaboration.

Welcome

Display:

5 MIN.

What has Captain Smith taught Samuel over the course of the book?

Pairs discuss and respond in writing to the displayed question.

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Students share responses to the Welcome activity.

n Smith has taught Samuel how to be brave by encouraging him to take a chance and learn new things. He does not beat Samuel when Samuel first fails at cleaning the sword (when they are in the Caribbean), and he continues to teach Samuel that trying is an act of bravery (like when he teaches Samuel how to sword fight). Samuel goes from believing he is unteachable to believing he is teachable, and this change results from Samuel having the courage to learn new things.

n Smith has taught Samuel how to channel his anger rather than letting it control him. Smith has modeled this behavior many times when the gentlemen are unfair or cruel to him, and Samuel practices channeling his anger rather than using his fists to solve his problems.

n Smith has taught Samuel to treat the American Indians as people, not savages. Samuel has copied his behavior and attitude and has opened up his mind and heart to them. Explain to students that today, they will focus on Captain Smith’s impact on Samuel’s development and growth and collect and consider evidence that captures Smith’s influence. Inform students that they will also return to experimenting with the argumentative writing process, and they will practice drafting a body paragraph that contains a reason, evidence, and elaboration in support of a claim.

62 MIN.

ANALYZE CAPTAIN SMITH’S IMPACT ON SAMUEL 30 MIN.

Pairs

Instruct students to review the factors they identified in chapters 23–25 and recorded in their Response Journal.

Ask: “What are some new and ongoing social and environmental factors in chapters 23–25 that cause problems for the Jamestown settlement?”

n Social factors:

n There is conflict once again between Smith and the gentlemen as they struggle for power. Captains Archer and Ratcliffe have returned to Jamestown, and they tell Smith that he is to step down as president.

n “The new colonists do not respect [Smith]” because men such as Ratcliffe have poisoned their minds (189). When Smith tells them they need to respect the American Indians and the “delicate relationship” between the settlers and their neighbors, these new colonists ignore his advice.

n There is new conflict now between the settlers and the American Indians. The new colonists think they are “superior” to the American Indians (191). They have no respect for them and violently attack them without thinking about the consequences.

n Not enough settlers are working to make sure the group has enough food supplies to see them through the winter.

n Greed is another social factor. More colonists are coming to Jamestown with the dream of finding gold. These settlers do not understand the reality of living in the New World.

n Environmental factors:

n There are “too many settlers to feed” and the threat of food shortages is yet again a problem they face (197). Starvation is a real concern, especially if they cannot trade with the American Indians because the American Indians are now their enemy.

176

Learn

Instruct pairs to Think–Pair–Share, and ask: “In chapter 24, what is Samuel’s perspective about the way the new colonists are interacting with the American Indians? How does his perspective mirror Captain Smith’s about this social factor that threatens Jamestown?

n Samuel’s perspective of the new colonists is that they are “ignorant” and “savages” because “they have no hearts” and “don’t care” about their new neighbors (191).

n Like Smith, Samuel knows that the “delicate relationship with the Indians” requires “trade and work to keep a fragile peace” (189). The settlers cannot survive without the American Indians, and they cannot survive if the American Indians are their enemy.

n When Smith discovers that some of the new colonists have “burned the natives’ houses (and) beat the people with clubs and shot them with muskets,” he knows that this type of force is wrong and dangerous (190). He yells at them: “Are you trying to start an all-out war with the natives? ... With ten thousand of them and a few hundred of us? Are you insane?” (190–191). Smith knows that war will result in the destruction of the colony.

Tell students to turn to page 196 and skim the page.

Provide students the following definitions to add to the New Words section of their Vocabulary Journal.

Word Meaning servitude (n.) Slavery.

apprentice (n.) A person who works for someone else to gain skills or learn about their business.

Instruct pairs to Jot–Pair–Share, and ask: “Besides giving Samuel valuable beads before he leaves, what are the other gifts Smith gives Samuel upon his departure? Use servitude and apprentice somewhere in your response.”

n Smith releases Samuel from servitude. Samuel now has a chance to choose his own life’s path, not be forced to serve a potentially cruel master.

n Smith makes Samuel John Laydon’s apprentice. Samuel has always viewed Laydon as a decent man, and now Samuel can learn even more valuable skills and “become a carpenter in [his] own right” (196).

Tell students that they will now collect and record evidence from different parts of the novel that captures Smith’s impact on Samuel.

Instruct students to create a new section in their Response Journal titled “Captain Smith’s Impact on Samuel.” Have students jot the examples they just shared about Smith releasing Samuel from servitude and apprenticing Samuel to John Laydon.

Next, instruct pairs to skim the novel and find one example of Smith impacting Samuel in a positive way that shapes his development.

After ten minutes, ask volunteers to share examples and offer explanation. Tell students to take notes and jot their peers’ ideas in this new section of their Response Journal.

n Smith teaches Samuel how to use a weapon properly, but he also teaches Samuel the value in learning Algonquian. He teaches the lesson that words are “much more powerful than … (a) sword” (88). When Samuel begins to use this new language, “the new words roll off (his) tongue and make (him) feel as if there is power in them” (90). Being able to communicate with his American Indian neighbors allows Samuel a way to get to know them on a deeper level.

n On the ship, Smith forces Samuel to stand on one foot to teach him an important lesson about cooperation. Smith encourages Samuel to see that he needs other people and not everyone needs to be his enemy. Because Smith treats Samuel well and with respect, Samuel begins to let down his guard and becomes more comfortable in opening his heart. He becomes friends with Richard, and he places the group’s needs before his own (like during the fire).

n Smith turns to writing as a way to distract himself and calm down after getting arrested, and he teaches Samuel that controlling one’s anger is important. Smith repeatedly shows Samuel (through modeling of his own behavior) how to channel anger and make good decisions. Samuel manages to control his anger when he hears the news about Ann and baby Virginia staying on at Jamestown, and instead of continuing to be angry, he thinks through the situation and comes up with a plan.

n Samuel is unfamiliar with being respected; Captain Smith changes this situation. He shakes Samuel’s hand before he goes and shows Samuel that he views him as “his equal” (202). Samuel deeply respects and looks up to Smith, so this sign of confidence makes Samuel feel like he can face anything.

Remind students that Focusing Question Task 2 is about who has had the greatest impact on Samuel’s development. Point out that in Lesson 12 and Lesson 13, students have taken the first steps in the argumentative writing process by collecting evidence about Smith and Hunt and their impact on Samuel.

EXPERIMENT WITH REASONS, EVIDENCE, AND ELABORATION

Pairs

Display the Craft Question:

Experiment: How do reasons, evidence, and elaboration work?

Inform students that they will practice using, and thus developing, their argumentative writing skills, which they will rely upon to complete future assessment tasks.

Distribute and display Handout 13A: Experiment with Reasons, Evidence, and Elaboration.

Read aloud the prompt and claim.

Next, turn students’ attention to the first body paragraph on Handout 13A. As a class, identify and underline the reason, number the evidence, and star the elaboration for this paragraph.

32 MIN.

178

Name Date Class Handout 13A: Experiment with Reasons, Evidence, and Elaboration Directions: As a class, we will read the prompt and claim, and next identify the first paragraph’s components (the reason, evidence, and elaboration). Afterward, working with your partner, complete the following steps: 1. Read the preselected evidence that could be used to create a second reason that supports the claim. 2. Draft this second reason. 3. Decide which two pieces of evidence most effectively support your reason. 4. Draft the remaining paragraph by inserting your reason and adding in evidence and elaboration. For elaboration, make sure to explain how the evidence supports the paragraph’s reason and the overall claim. Prompt: Should Samuel kidnap baby Virginia and take her to Point Comfort, or does she have a better chance of survival at Jamestown? Claim: Samuel should kidnap baby Virginia because she has a better chance of survival at Point Comfort than Jamestown. Paragraph #1: Samuel should kidnap baby Virginia because living at Jamestown is dangerous due to two factors that could prove fatal for a baby. First, the new settlers “have attacked Indian villages and made enemies where [they] used to have friends” (197). These American Indians have been cruelly and wrongly treated. The “jewels from the bodies of their dead werowances” have been stolen, and their houses have been set on fire (190). Samuel knows that the peace Smith makes after this disaster “cannot last” because “there has been too much killing” (194). The likelihood that the American Indians will attack Jamestown—like they have many times in the past—is great. If an American Indian attack occurs, a little baby stands no chance of surviving, especially given the American Indians, cruel treatment of enemies they have captured in the past, like George Cassen a former settler the American Indians killed by burning him alive. Second, at Jamestown there are “too many settlers to feed, and yet hardly anyone is working to store food for the winter” (197). Samuel has lived a few winters at Jamestown when starvation has occurred, and he knows that no food means many deaths. In addition, if the American Indians regard the settlers as their enemy, there is little chance that the Jamestown colonists can trade for food, and they won’t have Smith or Samuel there to negotiate. A baby is especially helpless. If she doesn’t eat—or Ann cannot produce enough milk because she is starving—she will die. Therefore, baby Virginia should not stay at Jamestown during this particular winter, due to the increased American Indian conflict and the decrease in food supplies. © Great Minds PBC G6 M3 Handout 13A WIT & WISDOM Page of 2 © 2023 Great Minds PBC G6 M3 Lesson 13 WIT & WISDOM®

Point out for students that after the evidence is introduced, a sentence or two of elaboration explains how the evidence supports the paragraph’s controlling idea, and then an additional sentence of elaboration explains how the evidence defends the overall claim.

Display:

Samuel should kidnap baby Virginia because living at Jamestown is dangerous due to two factors that could prove fatal for a baby. (1) First, the new settlers “have attacked Indian villages and made enemies where [they] used to have friends” (197). * These American Indians have been cruelly and wrongly treated. * The “jewels from the bodies of their dead werowances” have been stolen, and their houses have been set on fire (190). * Samuel knows that the peace Smith makes after this disaster “cannot last” because “there has been too much killing” (194). * The likelihood that the American Indians will attack Jamestown—like they have many times in the past—is great. * If an American Indian attack occurs, a little baby stands no chance of surviving, especially given the American Indians’ cruel treatment of enemies they have captured in the past, like George Cassen, a former settler the American Indians killed by burning him alive. (2) Second, at Jamestown there are “too many settlers to feed, and yet hardly anyone is working to store food for the winter” (197). * Samuel has lived a few winters at Jamestown when starvation has occurred, and he knows that no food means many deaths.

* In addition, if the American Indians regard the settlers as their enemy, there is little chance that the Jamestown colonists can trade for food, and they won’t have Smith or Samuel there to negotiate.

* A baby is especially helpless. * If she doesn’t eat—or Ann cannot produce enough milk because she is starving—she will die. Therefore, baby Virginia should not stay at Jamestown during this particular winter due to the increased American Indian conflict and the decrease in food supplies.

Pairs take ten minutes to complete Handout 13A.

After ten minutes, ask for volunteers to share the second reason they drafted and one piece of evidence and elaboration that supports both this reason and the claim.

Extension

Afterward, if time permits, display a model of how this paragraph could have been completed, and walk students through each component (reason, evidence, and elaboration). Point out for students that the underlined phrase or sentence specifically connects the evidence and elaboration to the claim.

Reason: Samuel should also kidnap baby Virginia because Point Comfort offers more protection for her.

Evidence and Elaboration: Samuel will be living at Point Comfort. Other than Smith, Samuel is probably the best settler to have in your corner. He has learned much from the American Indians—how to hunt, how to speak Algonquian—that he can use to help Point Comfort thrive and keep baby Virginia safe and well-fed

Evidence and Elaboration: Samuel also has deep friendships with certain American Indians—Namontack, Pocahontas, and Kainta—that he can fall back on for help. His respect for the American Indians has created relationships that will protect them. For example, Samuel “[knows] everyone in the village by name” (206). Baby Virginia’s life will be protected by these relationships

Evidence and Elaboration: Samuel also has Captain Smith’s “new world diamonds,” very valuable beads that will trade for a fortune (201). He can barter these to get food. If they run low on food supplies, and Ann starves, baby Virginia starves.

Evidence and Elaboration: There will only be “about thirty men to feed” at Point Comfort (205). They will be given their own supplies, such as “hogs,” and the experienced settlers who are resettling there for the winter know how to catch fish and dig for oysters. They have far fewer people to take care of. Baby Virginia’s mother will be well-fed, and she will be, too.

Remind students that for upcoming assessments, they will use their argumentative writing skills to respond to prompts.

Land

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display:

What is one way Samuel has changed since the beginning of Blood on the River that can be attributed to Captain John Smith? State this change in one sentence.

Students consider the Content Framing Question and complete the displayed Exit Ticket.

1 MIN.

ASSIGN HOMEWORK

Students read chapters 26–27 and add factors to the Factor Tracker section of their Response Journal. In addition, distribute Handout 13B: Optional Fluency Practice 3 for those students who will benefit from additional work building these skills.

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Wrap

Name Date Class Handout 13B: Optional Fluency Practice 3 Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. What shall say? But thus we lost him, that in all his proceedings, made justice his first guide, and experience his second; ever hating baseness, sloth, pride, and indignitie, more than any dangers; that never allowed more for himselfe, then his soldiers with him; that upon no danger would send them where he would not lead them himselfe; that would never see us want what either he had, or could by any means get us…whose adventures were our lives, and whose losse our deathes. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 200. Student Performance Checklist: Day Day 2 Day 3 Day 4 You Listener* You Listener* You Listener* You Listener* Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume. *adult or peer Self-reflection: What choices did you make when deciding how to read this passage, and why? What would you like to improve on or try differently next time? (Thoughtfully answer these questions on the back of this paper. © Great Minds PBC G6 M3 Handout 13B WIT WISDOM Page 1 of © 2023 Great Minds PBC G6 M3 Lesson 13 WIT & WISDOM®

Analyze

Context and Alignment

Student pairs find evidence of John Smith’s positive impact on Samuel (RL.6.3). The first CFU assesses how well students understand how deeply influential Smith has been to Samuel’s development while living in Jamestown. Check for the following success criterion:

Chooses evidence that shows how Captain Smith’s influence and impact positively affect Samuel’s development.

Pairs complete Handout 13A (W.6.1.a, W.6.1.b). The second CFU assesses how well students can consider preselected evidence and use it to generate a second reason that supports a predetermined claim; then students choose two pieces of evidence from this collection and effectively elaborate how they defend both the second reason and the overall claim. Check for the following success criteria:

Considers evidence and generates a reasonable second reason that supports the claim.

Chooses two pieces of evidence from this collection, and explains how they support the second body paragraph’s reason and the claim.

Next Steps

If students struggle to find evidence of Smith’s impact on Samuel, consider providing them with specific quotes or page numbers to reference from the entire novel. Ask students to explain how these quotes or the ideas on these pages show a change in Samuel.

Analyze students’ levels of proficiency at developing reasons based on evidence. This skill is crucial to success on the EOM Task, use this opportunity to gauge how prepared students are. For those who are unable to develop a reason based on the provided evidence, give students an opportunity to talk about each piece of evidence and its significance to baby Virginia’s survival. Why are each of those reasons relevant? Support students in selecting the ones they feel are most relevant and in building their reason from those ideas.

Explore Text-Critical Vocabulary: Naïve

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Use context and reference materials to understand the meaning of the word naïve and the role it plays in Samuel’s decision to steal Ann’s baby (L.6.4.a, L.6.4.b, L.6.4.c).

Launch

One of the things Samuel learned from Captain Smith is how to channel anger into change. He uses this knowledge in one of his biggest decisions he makes in Blood on the River. Explain that students will examine the author’s word choice to better understand what prompts Samuel to make this decision.

Students skim pages 206–208, annotating any descriptions the author provides about Ann or her behavior. Call on students to share findings and page numbers, display ideas.

n sitting quietly (Carbone 206)

n self-satisfied (Carbone 207)

n young and innocent (Carbone 208)

n only fifteen (Carbone 208)

n naïve (Carbone 208)

Explain that all these ideas contributed to Samuel’s decision to steal Ann’s baby but that students will study the word naïve in depth to understand how it influenced Samuel’s actions.

Learn

Remind students that using context is one strategy to determining the meaning of unknown words.

Display:

I look at Ann. She is young and innocent, too—only fifteen. And she is naïve—she trusts Captain Ratcliffe to keep her safe and fed. Suddenly it is Reverend Hunt’s voice I hear in my head: You must learn to make decisions out of love, not out of fear (Carbone 208).

182

Lesson 13 Deep Dive: Vocabulary

Ask: “What do you notice about the punctuation in the displayed text?”

n The dashes lead to additional information in the sentence.

n The ideas that come after the dashes tell you more about what Samuel is thinking as he looks at Ann.

n The colon introduces the inner monologue. Invite students to Think–Pair–Share, and ask: “How does the information after the dashes, the nonrestrictive elements, help you understand the word naïve?” After students discuss their ideas, call on several students to explain their thinking.

n Because Ann is naïve, she trusts Captain Ratcliffe will take care of her. Samuel knows this isn’t true and that she shouldn’t assume Captain Ratcliffe will make the best decisions to help Jamestown survive. Naïve means “trusting the wrong person.”

n Samuel knows that Ann is putting her trust in someone untrustworthy, so he, himself, can’t assume she’s making good decisions about her life and the baby.

n The first nonrestrictive element is a reminder to readers that Ann might be a mother but that she’s really young and inexperienced.

Remind students that in addition to context, word knowledge also gives clues about words’ meanings. Explain that naïve comes from the Latin root nat, which students studied in an earlier lesson. Using the ideas from context and the meaning of nat recorded in the Morphology section of their Vocabulary Journal, students develop a preliminary definition for naïve.

Distribute dictionaries or electronic resources. Student pairs use a thesaurus to find synonyms for naïve and add ideas to their definition before looking it up in the dictionary. After reading the dictionary definition, students reread their own, revising it as needed before recording naïve and two synonyms into the New Words section of their Vocabulary Journal.

Land Display:

How did Samuel’s understanding of Ann’s naïveté—her being naïve—influence his decision to steal her baby?

Students compose a Quick Write in response to the displayed task.

2 1 3 5 6 7 15 26 11 19

9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18

22 4 37

Blood on the River, Elisa Carbone, Chapters 26–27 TEXT Lesson 14 FOCUSING QUESTION: LESSONS 9–15 Who has the greatest impact on Samuel’s development during his time in Jamestown?

38 36 35

Lesson 14: At a Glance

AGENDA

Welcome (3 min.)

Launch (5 min.) Learn (61 min.)

Analyze the Plot’s Climax and Resolution (36 min.)

Execute Narrative Writing (25 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Content Vocabulary: Flogging, lured, ambush, retract (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*

Writing W.6.9.a, W.6.10

Speaking and Listening SL.6.1

Language L.6.5.b

MATERIALS

Handout 14A: Samuel’s Letter to Captain Smith

Learning Goals

Examine how the novel’s climax cements

Samuel’s growth and the resolution reveals Samuel’s transformation since leaving England (RL.6.1, RL.6.3, W.6.9.a).

Write responses to TDQs.

Use the relationship between flogging, lured, ambush, and retract to better understand each word’s meaning (L.6.5.b, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

CONTENT FRAMING QUESTION: Lesson 14

Reveal: What does a deeper exploration of plot reveal in Blood on the River?

Students examine how the plot of Blood on the River reaches its climax with Samuel’s impending punishment and possible hanging and how the novel’s resolution highlights how Samuel’s growth helps him redeem his past—such as his guilt involving James’s death—and propels him forward to become whomever he wants to be. In addition, students execute their narrative writing skills honed in Module 2 as they pen a letter as Samuel writing to Captain Smith, which shares with him the tumultuous events that occur after his departure.

Welcome

3 MIN.

Pairs share new and ongoing social and environmental factors that cause problems for the Jamestown settlement in chapter 26, updating their Factor Tracker entries.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Facilitate a whole-group discussion about new and ongoing factors in the novel’s final chapters.

Social factors

n The settlers’ and American Indians’ conflict has grown worse. When Ratcliffe goes to trade with the American Indians at Werowocomoco, they do not respond by welcoming them as friends. Instead, they slit the throats of the men and torture Ratcliffe to death. Now it is clear that the Jamestown settlers have real enemies who wish to kill them.

Environmental factors

n The settlers do not have enough food to see them through the winter. They do not have enough corn. If they do not get or find food soon, starvation in the coming months could be an issue, just like it was during some of the past winters.

Ask: “At the end of chapter 26, what are some unanswered questions the reader is left wondering? What needs closure in the story?”

n The reader wonders what will happen to Samuel. Are they going to kill him?

n The reader wonders what will happen to Jamestown now that Ratcliffe has been killed and no corn has been traded.

n The reader wonders what will happen to Ann and her baby. Will they return to Jamestown?

Point out that a typical plot structure gradually builds conflict that propels the story forward until it reaches a moment that holds the greatest tension. At this point in the plot—also called the climax—the reader wonders how the story will end. For example, what will happen to Samuel now that he finally has followed his heart and done something truly noble? What will happen to Jamestown because of the social and environmental factors working against it? After reaching its climax, the plot usually includes a few more moments that help resolve this great tension and bring the story to an end. In the resolution, often unanswered questions are answered, or the main character experiences some type of closure.

Explain to students that today’s lesson covers the climax and resolution of the novel, since these components are included in the novel’s final two chapters read for homework. Students will examine both to determine how the end of the novel highlights how much Samuel has grown since coming to the New World and learning from others.

61 MIN.

ANALYZE THE PLOT’S CLIMAX AND RESOLUTION 36 MIN.

Pairs

Inform students that they will examine some of the events leading up the story’s climax. Have students turn to page 204 and reread the last paragraph.

Instruct pairs to Think–Pair–Share, and ask: “Ratcliffe and his men are lured, meaning ‘attracted by the offer of a reward,’ to Werowocomoco ‘with promises of corn’ (214). Why is Ratcliffe so naïve to think Chief Powhatan wants to trade with him?”

n Ratcliffe assumes that anyone can negotiate with the American Indians. He does not view Smith as a “hero who saved [the] colony from extinction” (197). He has never respected Captain Smith and does not value his communication skills.

n Ratcliffe also assumes the American Indians are inferior to the English, and he doesn’t realize that they have laid a trap for him. He has been outsmarted.

188

Learn

Next, tell students to turn to page 214 and reread the third paragraph and then reread the epigraph on page 215.

Instruct pairs to Think–Pair–Share, and ask: “What happens to Ratcliffe and his men? Why might Ratcliffe have been easy to ambush, meaning ‘hiding and attacking by surprise’?”

n Ratcliffe and his men are described as walking into a “trap” (214).

n “Only a few escape” (214). The American Indians slaughter the rest.

n The event is filled with “horror” (214). The men have their “throats slit,” and Ratcliffe is “tortured to death” (214).

n Unlike Smith in the past who has spotted an ambush, Ratcliffe really does not understand or know his native neighbors very well. He thinks because he is in charge, and he is used to getting what he wants, he can use this power to get the American Indians to trade. He has not bothered to learn anything about them, and the result is his men lose their lives and Ratcliffe suffers horribly.

Give pairs time to discuss and write responses to the following three TDQs in their Response Journal. After approximately fifteen minutes, reconvene the class and discuss answers.

1. How does Ratcliffe’s mistake move the plot forward and help bring closure to the story?

n Ratcliffe’s mistake moves the plot forward because the reader has been hoping Samuel’s life will be saved, and now it can be.

n When Ratcliffe is killed, Samuel’s point is proven that Jamestown will not be safe. Ann and John both realize they have been naïve about Ratcliffe, and Samuel has actually saved all their lives.

n Ratcliffe has treated the American Indians horribly, as well as many of the settlers. His actions have cost and threatened a lot of lives. His death feels like justice has been served.

2. As Samuel awaits his punishment, what thoughts go through his head? How does this scene—representing the novel’s climax—highlight his growth since the beginning of the novel?

n Samuel thinks he might “not be able to follow through on [his] promise” to Captain Smith to stay alive (213).

n He feels like he has “failed” because baby Virginia and Ann are returning to Jamestown in the morning (213).

n He says “sorry” to God and repeats how sorry he is that he failed to protect James, and now he has failed to protect Virginia and Ann. He knows that he “meant no harm” and hopes he will go to heaven and be with his mum.

n Samuel thinks of others, not himself. He is no longer the kid who trusts no one and pushes people away. Instead, he fights for them and has opened his heart so that he loves them (and is willing to sacrifice himself for their benefit). Love makes him kidnap Virginia, and he does not regret having done so. He just wishes that it could have worked out. He does not express any anger.

n After news of Ratcliffe’s execution reaches Point Comfort, both Ann and John beg for Samuel to not be punished. Samuel is extremely appreciative and believes he “[owes his] life to both of them” (216). He “[jumps] up to do as [Ann] bids” because he loves her and he wants her to know how grateful he is that she defended him (216).

n The settlers at Point Comfort are doing well during the winter, thanks to Samuel’s skills and relationships. They have enough food (secured through Samuel’s beads and his trading with the Kecoughtans), and their houses are well-built and warm (which Samuel helped build). They are safe and happy.

n Samuel realizes how good he has it at Point Comfort, and he wonders if the settlers in Jamestown also are faring well. He wants them to be doing well, too, and doesn’t just think about himself. His “old sense of doom and dread” kicks in about the other settlement, and he hopes he is wrong (217).

n Samuel is self-confident and feels “strong” (217). He is proud of his achievements, like helping build all the cabins at Point Comfort. It feels good to know that he can contribute to the group.

n Samuel finally has a family with Ann, John, and Virginia. He has people to love, and people who love him back.

n He loves his American Indian friends. He knows that he has learned much from them, and he looks forward “when the river thaws” to “paddle across to visit [Kainta]” (216). He feels at home in the New World and with its people.

Have students reexamine the book’s back cover and the last line of the summary. Note how the resolution captures how Samuel “[sees] that he can be whomever he wants to be in this new land.”

EXECUTE NARRATIVE WRITING 25 MIN.

Individuals

Distribute and display Handout 14A: Samuel’s Letter to Captain Smith. Review the directions and answer questions.

Students complete Handout 14A, finishing it for homework if necessary.

190

3. How does Samuel’s depiction in the novel’s resolution portray a different boy than the one who left England years ago?

Name Date Class Handout 14A: Samuel’s Letter to Captain Smith Directions: Pretend you are Samuel, and you sit down one winter evening and write a letter to Captain Smith informing him about what has taken place since his departure. In your letter, make sure you cover the following events and moments of Blood on the River using descriptive language: 1. The climax of the novel when you anxiously await punishment for kidnapping baby Virginia and learn of Ratcliffe’s execution; 2. and the resolution when your sentence of twenty lashings is retracted and you create a happy and safe existence for yourself at Point Comfort living with John Laydon’s family. Stay true to what you know about Samuel as you capture his voice and retell these events. Keep in mind that the audience is Captain Smith, so include details you know Samuel would share with this particular character. © Great Minds PBC Page of 1 © 2023 Great Minds PBC G6 M3 Lesson 14 WIT & WISDOM®

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Invite students to think about the Content Framing Question by composing a response to the following Quick Write: Look back over pages 217 and 218. What are some details included in these pages that help bring resolution to the story and help the reader believe that Samuel will survive in the New World?

1 MIN.

ASSIGN HOMEWORK

Students finish Handout 14A if needed. In addition, students who benefit from fluency work should continue completing Handout 13B.

Land

Wrap

Name Date Class Handout 13B: Optional Fluency Practice 3 Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. What shall say? But thus we lost him, that in all his proceedings, made justice his first guide, and experience his second; ever hating baseness, sloth, pride, and indignitie, more than any dangers; that never allowed more for himselfe, then his soldiers with him; that upon no danger would send them where he would not lead them himselfe; that would never see us want what either he had, or could by any means get us…whose adventures were our lives, and whose losse our deathes. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 200. Student Performance Checklist: Day 1 Day 2 Day 3 Day 4 You Listener* You Listener* You Listener* You Listener* Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume. *adult or peer Self-reflection: What choices did you make when deciding how to read this passage, and why? What would you like to improve on or try differently next time? Thoughtfully answer these questions on the back of this paper. Page 1 of 191 © 2023 Great Minds PBC G6 M3 Lesson 14 WIT & WISDOM®

Analyze

Context and Alignment

Student pairs respond to three TDQs (RL.6.1, RL.6.3, W.6.9.a). The CFU assesses students’ ability to discern how Blood on the River’s climax and resolution help convey Samuel’s growth and transformation. Check for the following success criteria:

Explains how the story’s climax conveys Samuel’s growth by emphasizing how he now puts other people before himself and controls his anger.

Explains how the story’s resolution emphasizes how much Samuel has changed (for example, he now considers many American Indians his friends) and how this change helps him become stronger and happier.

Next Steps

If students are challenged by the first TDQ, explain that closure means “coming to an end; concluding.” Help students recognize that Ratcliffe’s error proves that Samuel was correct about Jamestown being unsafe and that Ann was wrong to trust Ratcliffe to take care of the settlers. These events confirm that the decision Samuel made out of love may have saved Ann and Virginia’s lives. For those who struggle with the second and third TDQ, have students create a T-chart, listing facts about Samuel’s situation in pages 213–218 on the right side and corresponding or contrasting facts on the left from the beginning of the novel. Some may still be the same (he’s in trouble with the law in both the beginning and the end of the novel) but many will be different (he’s alone at the beginning of the novel but is living with a loving family at the end). Help students recognize the ways in which Samuel has grown since he left England.

192

,

lured

Time: 15 min.

Text: Blood on the River, Elisa Carbone

,

ambush

,

Explore Content Vocabulary: Flogging

retract

Vocabulary Learning Goal: Use the relationship between flogging, lured, ambush, and retract to better understand each word’s meaning (L.6.5.b).

Launch

Explain that in the final two chapters of the text, new ideas are introduced about how punishments were handled in Jamestown as well as what happened to those who remained in Jamestown in the winter of 1609–1610. Students will again use the Link Up strategy to develop a better understanding of these terms.

Display and read aloud:

1. “I have seen whippings where at the end they are flogging a corpse” (Carbone 213).

2. “The men were lured to Werowocomoco with promises of corn. Instead they were attacked, their throats slit” (214).

3. “Powhatan thus invited Captain Ratcliffe and thirty others to trade for corn, and having brought them within his ambush, murdered them” (215).

4. “After what she heard happened to Captain Ratcliffe, Ann begged Captain Davies to retract my sentence. I don’t know if I’d have survived the twenty lashes that were to be my punishment” (216).

Assign student pairs one of the four sentences. Student pairs use context to develop a preliminary definition for their assigned word.

Learn

Remind students that for each round of Link Up, they will link arms with a new partner, share their word and its definition, and then discuss together what the relationship is between the two words.

Facilitate three two-minute rounds of Link Up.

Call on students to share their definitions of each word. Display ideas, calling on several students to contribute ideas before distilling them into one definition for each word that students record in the New Words section of their Vocabulary Journal.

Lesson 14 Deep Dive: Vocabulary

Land Display:

Summarize the ending of Blood on the River. Incorporate flogging, lured, ambush, and retract into your answer.

Students compose a Quick Write in response to the displayed task.

194

Blood on the River, Elisa Carbone TEXT

FOCUSING

Lesson 15

QUESTION: LESSONS 9–15 Who has the greatest impact on Samuel’s development during his time in Jamestown?

Lesson 15: At a Glance

AGENDA

Welcome (5 min.)

Launch (3 min.)

Learn (60 min.)

Analyze Characters’ Impact on Samuel’s Growth (30 min.)

Complete Focusing Question Task (30 min.)

Land (6 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Excel: Shifts in Pronoun Person and Number (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.3*, RL.6.6

Writing

W.6.1, W.6.4, W.6.9.a

Speaking and Listening SL.6.1

Language

L.6.1.c, L.6.3.a, L.6.6 L.6.1.c

MATERIALS

Assessment 15A: Focusing Question Task 2

Handout 15A: Argumentative Essay Graphic Organizers

Learning Goals

Complete Assessment 15A.

Recognize and correct inappropriate shifts in pronoun person or number (L.6.1.c, W.6.10).

Complete a Quick Write.

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 9–15

Who has the greatest impact on Samuel’s development during his time in Jamestown?

CONTENT FRAMING QUESTION: Lesson 15

Reveal: What does a deeper exploration of Samuel’s character reveal in Blood on the River?

Students complete the second Focusing Question Task of the module. Students continue to analyze how Reverend Hunt and Captain Smith impact Samuel’s growth, and in preparation for Focusing Question Task 2, they consider all the evidence they have collected and add to it before choosing which character they believe has had the greatest impact on Samuel’s development. To show their understanding, they craft a claim and support and prove it with two argumentative paragraphs that include reasons, evidence, and elaboration.

Welcome

5 MIN.

Pairs discuss the following question: What are some ways in which Samuel has grown or changed since living in the New World?

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Facilitate a whole-group discussion of the Welcome activity’s question.

n Samuel is no longer naïve, like Ann is at the end of chapter 24, about the very real danger of living in Jamestown over the winter. He knows that starvation and disease can wipe out a colony quickly.

n Samuel no longer dreams of finding gold. He knows that it is a waste of time and hurts their chances of survival.

n Samuel has an open mind about who the American Indians are: some are their enemy because they have been wronged, but many are still their friends and can be counted on for help, like Kainta and Namontack.

n Samuel no longer believes that the American Indian way of life is inferior to the English way of life.

n Samuel has become very aware that the old ways of the English do not work in the New World, such as the attitude that gentlemen do not need to pitch in. Everyone has to work if the group is to survive. Survival requires standing on many feet.

n Samuel believes in the importance of trusting others. He knows that having friends and people you love helps keep you happy and helps protect you. Having friends means you are protected.

n Learning to channel his anger tests his patience, but he changes his perspective (thanks to Captain Smith and others) and understands anger’s destructive nature.

Explain to students that today, they will examine Samuel’s New World journey and the characters who have impacted it. Inform students that after working in pairs to consider and process the evidence already collected for Hunt and Smith (in Lessons 12 and 13), students will independently decide and argue in writing which character has had the greatest impact on Samuel’s growth.

ANALYZE CHARACTERS’ IMPACT ON SAMUEL’S GROWTH

Pairs

30 MIN.

Divide the class in half. Instruct one set of students to take out their Response Journal and turn to the section titled Reverend Hunt’s Impact, and the other set to turn to the section titled Captain Smith’s Impact. Tell both sets of students to carefully read over the evidence collected for Hunt or Smith’s impact on Samuel.

Have students pair up according to the character they have been assigned and review and add any additional examples to their notes. In addition, instruct students to add to their notes how this character impacts Samuel’s development in some way, capturing how Hunt or Smith’s influence helps shape Samuel’s perspective or beliefs while living in the New World.

Next, instruct pairs to discuss and answer the following three questions:

1. How might you finish this sentence starter and create a claim based on the evidence for Hunt or Smith? ___________ impacts Samuel’s development the most because ______________________________

2. Based on the evidence collected, what could potentially be TWO reasons that support your claim?

3. Based on the evidence collected, what two pieces of evidence would best support the reasons you drafted?

After another five minutes, have pairs switch characters they are examining, and instruct pairs to review the evidence for the character they have not yet discussed. Pairs repeat the same steps for this next character.

198

Learn 60 MIN.

________________________________________________________________________________.

Remind students that they will next argue in writing who has had the most impact on Samuel’s development. Emphasize that although they have prepped for this question by collecting evidence for Reverend Hunt and Captain Smith, they are not limited to these choices. If they decide that another character impacts Samuel’s development the most, they first need to brainstorm evidence before generating a claim and completing Focusing Question Task 2.

Inform students that next they will execute their argumentative writing skills and argue which character has impacted Samuel’s growth the most.

COMPLETE FOCUSING QUESTION TASK 30 MIN.

Individuals

Distribute Assessment

15A: Focusing Question Task 2 and Handout

15A: Argumentative Essay Graphic Organizers. Review the directions and field any questions as needed.

Students complete Assessment 15A. If needed, students may finish their paragraphs for homework.

an audience who has read and studied Blood on the River as you have, write a claim and two argumentative paragraphs in which you argue who had the greatest impact on Samuel’s growth and change as he navigated the unknowns in his new world of Jamestown; in other words, from whom did he learn or gain the most? Please remember to include proper citations for your textual evidence, follow the conventions of standard written English, and maintain formal style. Please incorporate the following words into your response: interaction and servitude

Support your response using evidence from the following text:

Blood on the River Elisa Carbone Hint: You should refer to your Response Journal to help you complete this task. You can also use the optional Argumentative Essay Graphic Organizers (Handout 15A) to help you plan your essay.

Checklist for Success: Include the following in your response:

A claim about who had the greatest impact on Samuel. Two argumentative supporting paragraphs that each include: A clear reason that supports your claim.

Textual evidence that supports your reason.

Elaboration that explains how the evidence supports your reason.

A concluding statement that reinforces your reason and closes the paragraph.

Transitional words or phrases to show connections among your sentences.

A variety of sentence structures and types to convey your ideas effectively.

Internal citations to indicate where in the texts your evidence is located.

An established and consistent formal style. Correct pronoun number and person to improve clarity in writing. Effectively incorporated module vocabulary words.

6 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students compose a Quick Write in response to the following prompt:

What is the main lesson the following characters teach Samuel: Reverend Hunt, Captain Smith, the Powhatans, and Ann? For each character, write one brief sentence.

TEACHER NOTE

Land

Date Class Handout 15A: Argumentative Essay Graphic Organizers Directions: You may use these optional graphic organizers to help you plan your argumentative essay. Introduction Hook ntroduce Claim and Preview © Great Minds PBC G6 M3 Handout 15A WIT & WISDOM Page 1 of 3 Date Class Assessment 15A: Focusing Question Task 2 Introduction: During the previous lessons, you’ve read and analyzed Carbone’s Blood on the River in order to build your understanding about events and characters depicted as well as about the development and decline of the Jamestown colony. This task is an opportunity for you to synthesize your understanding about Samuel and his experiences with the other characters during his journey to and in Jamestown. This task also enables you to put into practice all you’ve been learning about argument writing, which will also prepare you for success on the End-of-Module Task. Task: For

G6 M3 Assessment 15A WIT WISDOM

ASSIGN HOMEWORK

Students read the Author’s Note and add additional factors to their Factor Tracker in their Response Journal. In addition, students needing more time can complete Focusing Question Task 2 for homework. Selected students also continue practicing fluency work.

Analyze Context and Alignment

Students individually complete Focusing Question Task 2 (RL.6.1, RL.6.3, W.6.1, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a, L.6.6). The CFU assesses students’ understanding of how another character impacts Samuel’s growth and development as he deals with the unknowns of living in the New World. It also assesses how well students can articulate this understanding by formulating a claim and defending it with two reasons, supported by evidence and elaboration. Please see sample student responses and explanatory writing rubric located in Appendix C for additional support with this assessment.

Next Steps

For students who struggle to develop a claim and support it with reasons, evidence, and elaboration, examine their work on Handout 15A to determine where their struggle began (or have them complete Handout 15A if they didn’t do so when writing the essay). It’s important to isolate where students are struggling with the argument essay, as this is the same type of writing they will do for the EOM Task. Provide modeling, exemplars, or small group instruction as needed to support students in revising and improving the aspect(s) of the argument essay in which they struggled.

200

Wrap 1 MIN.

Lesson 15 Deep Dive: Style and Conventions

Excel: Shifts in Pronoun Person and Number

Time: 15 min.

Text: Student-generated Focusing Question Task 2 Responses

Style and Conventions Learning Goal: Recognize and correct inappropriate shifts in pronoun person or number (L.6.1.c).

CONVENTIONS CRAFT QUESTION: Lesson 15

Excel: How do I improve pronoun person and number in my writing?

Launch

Post the Style and Conventions Craft Question.

Student pairs reread the notes they’ve taken on pronouns in the Knowledge of Skills section of their Knowledge Journal. Call on students to share ideas and display them:

n There are singular and plural pronouns, and they should always correspond in number to the noun they are replacing.

n There are different pronouns for first, second, and third person in writing. Pronoun person should always match the rest of the writing it’s a part of.

n Using pronouns in your writing allows you to eliminate repetition and make writing easier to understand.

Reinforce the idea that pronouns are an important part of making writing clear for readers. Checking that all pronouns are written in a person and number appropriate for their context is part of the process that ensures the clarity of the author’s message.

Learn

Students skim their Focusing Question Task 2 response, underlining all the pronouns. They then reread to verify that they’ve selected the pronouns that best support meaning as well as to monitor for any inappropriate shifts in pronoun person or number. Students revise work as needed. Remind students to reference the notes in their Knowledge Journal if they need ideas about which pronouns to use.

Land Display:

Recopy a sentence from your Focusing Question Task 2 response in which you use a noun and a corresponding pronoun. Draw an arrow to connect the pronoun to its antecedent, and explain how a different choice of pronoun would not be as effective.

Students compose a Quick Write in response to the displayed task.

202

TEXT Blood on the River, Elisa

Afterword and Author’s Note FOCUSING

Carbone,

QUESTION: LESSONS 16–20 How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

Lesson 16: At a Glance

AGENDA

Welcome (3 min.)

Launch (3 min.)

Learn (63 min.)

Examine Jamestown’s Decline and Development (20 min.)

Complete New-Read Assessment (43 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (2 min.)

Assign Homework

Vocabulary Deep Dive: Explore Content Vocabulary: Expedition, excavated (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*, RI.6.6

Writing W.6.2, W.6.9.b

Speaking and Listening SL.6.1

Language

L.6.4.a, L.6.5.b, L.6.5.c L.6.4.a, L.6.4.b, L.6.4.d

MATERIALS

Assessment 16A: New-Read Assessment 1

Handout 16A: Challenges of Writing Historical Fiction

Handout 16B: “Address to Captain John Smith,” Chief Powhatan

Learning Goals

Apply an understanding of language and content to a new text through independent reading and analysis and explain what challenges Elisa Carbone encountered and what solutions she used while writing her historical fiction novel (RI.6.1, RI.6.2, RI.6.6, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.e, W.6.9.b, L.6.5.b, L.6.5.c).

Complete Assessment 16A.

Determine the meanings of expedition and excavated to better understand how Carbone created the historical setting for Blood on the River (L.6.4.a, L.6.4.b, L.6.4.d, W.6.10).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 16–20

How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its decline and development?

CONTENT FRAMING QUESTION: Lesson 16

Reveal: What does a deeper exploration of the Afterword and Author’s Note reveal in Blood on the River?

Students continue to build on their knowledge about what factors were responsible for the decline of Jamestown by processing the events that follow the winter of 1609–1610, and they contemplate how both social and environmental factors at that time were also responsible for the English colony’s development (such as widespread disease, which wiped out the American Indian population). Students also complete their first New-Read Assessment after reading the Author’s Note and considering the many challenges faced by a writer of historical fiction.

Welcome

3 MIN.

Pairs discuss the following question:

What were some questions answered for you in the Afterword?

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Facilitate a whole-group discussion of the Welcome activity’s task.

n I wondered what would happen to the settlers at Jamestown during the winter of 1609–1610. The Afterword supplied me that information. Most of them died, and died horribly. People actually dug up and ate corpses to survive.

n I wondered if the Jamestown colony would totally fail. It turns out it didn’t. The Afterword gives readers information about what happens to the colony, and it explains what happens to the American Indian.

n I wondered about some of the characters and what happened to them. The Afterword supplies interesting information about what actually happened to Pocahontas, Samuel, and Captain Smith.

Explain to students that today, they will synthesize the information from the Afterword to help deepen their understanding of how social and environmental factors impacted both the decline and development of Jamestown and the larger English colony, especially after the period known as the Starving Time. They will then turn their attention to the Author’s Note and learn what it was like for Elisa Carbone to write a historical fiction novel.

63 MIN.

EXAMINE JAMESTOWN’S DECLINE AND DEVELOPMENT

Whole Group

20 MIN.

Instruct students to turn to the Factor Tracker in their Response Journal and read what positive and negative factors they recorded for homework.

Ask: “Based on what you read in the Afterword, what were some social and environmental factors that caused problems for the Jamestown settlement during the winter of 1609–1610 and beyond?”

As volunteers share, instruct students to add examples they have not yet included to the Factor Tracker in their Response Journal.

Social factors:

n Conflict with the American Indians was a major, ongoing social factor. During the winter of 1609–1610, Chief Powhatan ordered his tribes to stop trading with the settlers, kill any of them who wandered outside of the fort, and kill all their hogs on Hog Island (219). After this winter and into the future, the American Indians continued to conduct “raids,” and there was “killing on both sides” (221).

n The Jamestown settlers gave up on each other. A group of settlers deserted Jamestown, stole food from the American Indians and one of the settlers’ ships, and returned to England. They were still not acting like a united group.

n Their spirits were low. Settlers felt like their situation was hopeless. When Captain Gates arrived, he decided to take the settlers back to England and “abandon the settlement” because the “desperate conditions” convinced him that it was not worth giving it another try (221). He only stayed because they received news that more colonists were coming, and more importantly, more food supplies were on their way.

Environmental factors:

n Starvation was a major factor. During the winter of 1609–1610, the settlers at Jamestown experienced horrible famine that caused most of them to lose their lives, and even caused some settlers to eat corpses to stay alive.

n Harsh weather was a factor. The settlers at Jamestown could not communicate with the ones at Point Comfort because “ice formed on the river,” which prevented them from getting any help (219).

206

Learn

Ask: “Based on what you read in the Afterword, what were some social and environmental factors that contributed to the development of Jamestown and the larger English colony?”

Again, as volunteers share, instruct students to add examples they have not yet included to the Factor Tracker in their Response Journal.

Social factors:

n Pocahontas became the settlers’ ally. Pocahontas ended up marrying the settler John Wolfe, and this marriage resulted in “a period of time some historians call the Peace of Pocahontas” (222). During this time, there was less “bloodshed” and “the two groups shared the land together” (222). She also went to England to try to “promote the Jamestown colony” (222).

n The slave trade brought “much labor needed for the tobacco fields” and helped increase this crop’s production and made the English colony valuable (222).

n There were good leaders. Samuel became an “appointed leader of a town” because of his “knowledge, skills, and ability to communicate with the natives in their own language” (223).

n There were more and more colonists sent from England “every couple of months” that the American Indians could not simply kill off (223).

Environmental factors:

n The settlement kept receiving new supplies and colonists from England, which prevented mass starvation from happening. By getting these new supplies and colonists, the settlers were able to rebuild and repopulate Jamestown.

n The settlers discovered tobacco grew well in the New World and would sell well back in England. By growing tobacco, the settlers finally had hope that they could “make a profit for the Virginia Company,” which would encourage England to keep sending supplies to Jamestown (222).

n The American Indian population was “decimated” by the “new diseases the Europeans brought with them” (224). So many of them died because of illness that they could not put up a lasting fight against the English. Within the first hundred years of the English arriving, “90 percent of Virginia’s native population was killed” by warfare and disease (224).

Remind students that they will return to study and reference the factors they have tracked for the EOM Task.

Individuals

Distribute and display Assessment 16A: New-Read Assessment 1 and Handout 16A: Challenges of Writing Historical Fiction.

During this assessment, they will independently read the Author’s Note on pages 225–233.

Name

Assessment 16A: New-Read Assessment 1

Directions: For this New-Read Assessment, you will read Carbone’s “Author’s Note” from Blood on the River. As you read, consider the difficulties Carbone faced as she prepared to write this historical novel. Then, answer the following questions which will allow you to demonstrate your understanding of this text.

1. What is the relationship between the words excavated and uncovering in the first paragraph on page 226. a. They represent antonyms; they have opposite meanings.

b. They represent synonyms; they have similar meanings.

c. They represent cause/effect; one causes the other.

d. They represent part and whole; one is a part of the other.

2. In the first paragraph on page 226, Carbone explains what she did at the newly rediscovered Jamestown fort to help her write the book. What did she do? a. She spoke to archaeologists.

b. She participated in the excavations.

c. She spent a night camping at the fort. d. She led tours of the site for visitors.

3. What point about Fort Caroline does Carbone make in the last paragraph on page 228? a. There are no surviving documents about this event. b. The French version is the most accurate. c. The Spanish version is the most accurate. d. It is difficult to determine which version is most accurate.

4. What other word from that same paragraph could be used to replace the word incident in the third sentence?

a. record b. event c. version d. story

5. What is Carbone’s point of view about the story of John Smith and Pocahontas? a. There was a romance between the two of them. b. It was an “adoption ceremony” (230). c. They did not know each other. d. Pocahontas saved John Smith’s life.

6. Which piece of evidence supports Carbone’s point of view about the history of Jamestown? a. “a thrilling, exciting adventure story” (225) b. “so glad didn’t have to read that kind of thing” (227) c. “maybe the whole thing is just a fish story” (229) d. “Boooooooring” (225)

Name Date Class

Handout 16A: Challenges of Writing Historical Fiction

Directions: While reading the Author’s Note, use this handout to record notes that you can later use to complete the New-Read Assessment.

1. Identify three challenges Carbone faced while writing Blood on the River 2. Explain why each issue was a challenge. 3. Explain how Carbone responded to and solved that challenge.

Author’s Note Challenge Why Solution Page of

Explain that as students read the Author’s Note, they can use this handout to record notes about the challenges Carbone faced and the solutions she used to write an engaging and accurate historical fiction novel. They can then reference and use this handout to help complete the NewRead Assessment.

Students complete Assessment 16A.

Page of 2

TEACHER NOTE

Instruct students to look closely at the task and decide what they need to do for success. Although it is up to students to decide how many times they reread, the Organize stage is especially important for orientation to the text and task. Engaging in the appropriate stages of reading and using appropriate accompanying routines, without teacher cues, shows how well the student has internalized the value of deep comprehension for assessment success.

208 COMPLETE NEW-READ ASSESSMENT 43 MIN.

Date Class

G6 M3 Lesson 16 WIT & WISDOM®

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students complete the following 3–2–1 Exit Ticket:

State three facts about the decline or development of the English colony.

State two challenges a historical fiction writer often confronts.

State one thing you find fascinating about this period in American history.

2 MIN.

ASSIGN HOMEWORK

Distribute Handout 16B: “Address to Captain John Smith,” Chief Powhatan. Students read the speech and complete the tasks in the handout’s directions. In addition, students who will benefit from fluency work should complete Handout 13B.

G6 M3 Handout 13B WIT WISDOM

Name Date Class

Handout 16B: “Address to Captain John Smith,” Chief Powhatan Directions: Read Chief Powhatan’s historical speech delivered to Captain John Smith in 1609. Next, reread the speech, and jot down the main idea of each paragraph. Underline words or phrases that support what you identify as the gist. I am now grown old, and must soon die; and the succession must descend, in order, to my brothers, Opitchapan, Opekankanough, and Catataugh, and then to my two sisters, and their two daughters. I wish their experience was equal to mine; and that your love to us might not be less than ours to you. Why should you take by force that from us which you can have by love? Why should you destroy us, who have provided you with food? 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.

What is the cause of your jealousy? You see us unarmed, and willing to supply your wants, if you will come in a friendly manner, and not with swords and guns, as to invade an enemy. am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and whatever else want, than to fly from all, to lie cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that I cannot rest, eat, or sleep. In such circumstances, my men must watch, and if a twig should but break, all would cry out, “Here comes Captain Smith”; and so, in this miserable manner, to end my miserable life; and, Capt. Smith, this might be soon your fate too, through your rashness and unadvisedness.

G6 M3 Handout 16B WIT & WISDOM Day Day 2 Day 3 Day 4 You Listener* You Listener* You Listener* You Listener* Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume. *adult or peer Self-reflection: What choices did you make when deciding how to read this passage, and why? What would you like to improve on or try differently next time? (Thoughtfully answer these questions on the back of this paper.

Page of

Land

Wrap

I, therefore, exhort you to peaceable councils; and, above all, insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away. 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. Page of 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Name Date Class Handout 13B: Optional Fluency Practice 3 Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. What shall say? But thus we lost him, that in all his proceedings, made justice his first guide, and experience his second; ever hating baseness, sloth, pride, and indignitie, more than any dangers; that never allowed more for himselfe, then his soldiers with him; that upon no danger would send them where he would not lead them himselfe; that would never see us want what either he had, or could by any means get us…whose adventures were our lives, and whose losse our deathes. Carbone, Elisa. Blood on the River: James Town 1607 Puffin Books, 2006, p. 200. Student Performance Checklist:

Analyze

Context and Alignment

Students individually complete the New-Read Assessment (RI.6.1, RI.6.2, RI.6.3, RI.6.6, W.6.2, W.6.9.b, L.6.4.a). The assessment gauges how well students are able to understand the unique challenges that Carbone describes overcoming to create an authentic, historically accurate story. Please see sample student responses and the explanatory writing rubric located in Appendix C for additional support with this assessment.

Next Steps

For students who had trouble recognizing the challenges Carbone describes, encourage them to skim pages 227–229 for key words that indicate a challenge (e.g., “not the easiest thing in the world” [227], “not always easy” [228], “Another challenge” [229]). Pair students to reread these sections to identify the challenge Carbone is referring to and the solution she developed to address this challenge.

210

Lesson 16 deep dive: vocabulary

Explore Content Vocabulary: Expedition, excavated

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Vocabulary Learning Goal: Determine the meanings of expedition and excavated to better understand how Elisa Carbone created the historical setting for Blood on the River (L.6.4.a, L.6.4.b, L.6.4.d).

Launch

Student pairs skim page 226 to generate a list of all the ways Carbone researched Jamestown to make her book historically accurate. Call on students to share ideas and display them.

n She did “book research” (226), reading historical records written by people like John Smith.

n She spent “day after day” at the Jamestown sites, “researching” and “asking questions” (226).

n She camped out on the James River to understand what it was like “when colonists first landed” (226).

Explain that students will use the Outside-In strategy to gather more information about Carbone’s insights and how they helped her write Blood on the River.

Learn Display:

The records indicate that Samuel went with Captain Smith on two expeditions. The first was to Werowocomoco, in the fall of 1608, where the American Indian maidens did their “warriors” dance. On the second expedition, en route to Werowocomoco, Samuel was left to live at the Warraskoyack village for a time (Carbone 231).

Invite students to Think–Pair–Share, and ask: “What clues outside the words expedition help you understand its meaning?” If needed, explain that en route means “on the way to.” After a minute, call on students to share their ideas and circle the relevant context on the displayed copy.

n The first expedition is described as something Samuel “went with Captain Smith on” (231). It might be a trip or something he rode on.

n If en route means “on the way to,” then expedition means something about traveling. Ask students if they recall the meaning of the affix ex–. If needed, explain that ex– means “out.” Ask student pairs to discuss how this affix gives clues about the meaning of expedition. Call on students to share ideas.

n An expedition might be a trip outside.

n An expedition might be a trip out of where you live or out to somewhere new.

Students develop a preliminary definition for expedition to be verified later in the Deep Dive.

Display:

“In addition to the Jamestown Settlement, the newly rediscovered original Jamestown fort is being excavated by archaeologists. Every day they are uncovering pieces of pottery, building foundations, postholes from the original palisades, and even graves from the early Jamestown years” (226).

Student pairs apply the Outside-In strategy to develop a preliminary definition for excavated

When finished, call on several students to share their definitions for expedition and excavated. Then provide the following definitions for students to use as a verification of their ideas. Invite students to read the definitions, compare them to their own, and make any needed revisions to their ideas before adding the definitions to the New Words section of their Vocabulary Journal.

Word Meaning expedition (n.) A purposeful journey. excavated (v.) To have dug up and removed dirt from.

Land Display:

How did studying expeditions and things that were excavated prepare Elisa Carbone to write Blood on the River?

Students compose a Quick Write in response to the displayed question.

212

FOCUSING QUESTION: LESSONS 16–20

TEXTS

“Address to Captain John Smith,” Chief Powhatan (Handout 16B)

“Chief Powhatan Address to Captain John Smith” (http://witeng.link/0215) Blood on the River, Elisa Carbone

How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline? Lesson 17

Lesson 17: At a Glance

AGENDA

Welcome (4 min.)

Launch (3 min.) Learn (63 min.)

Examine a Speaker’s Argument (23 min.)

Analyze the Purpose of Epigraphs (40 min.)

Land (4 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework Style and Conventions Deep Dive: Examine: Use Questions to Enhance Reader Interest (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*, RI.6.8 RL.6.1, RL.6.5

Writing W.6.10

Speaking and Listening

SL.6.1, SL.6.2*

Language L.6.3.a

MATERIALS

Handout 16B: “Address to Captain John Smith,” Chief Powhatan

Handout 17A: Optional Fluency Practice 4

Chart paper and markers

Learning Goals

Examine how Chief Powhatan’s speech sequences its ideas and includes powerful details to produce a clear argument (RI.6.2, SL.6.2).

Write and share responses completed in pairs.

Analyze how an epigraph connects to a chapter’s content and captures a social factor that impacts Jamestown’s decline or development (RI.6.1, RI.6.2, RL.6.1, RL.6.5).

Complete analysis tasks on chart paper.

Analyze how the incorporation of questions enhances writing (L.6.3.a, W.6.10).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 16–20

How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its decline and development?

CONTENT FRAMING QUESTION: Lesson 17

Know: How do the epigraphs build my knowledge of Jamestown’s development and decline?

CRAFT QUESTION: Lesson 17

Examine: Why are the sequence of ideas and the inclusion of details important when orally presenting an argument?

Students listen to and study Chief Powhatan’s address to Captain Smith—of which an excerpt of the speech is used as an epigraph to begin chapter 23—and consider the argument he makes and what connections the speech shares with chapter 23’s events, characters, and big ideas. Next, they turn their attention to other epigraphs and analyze how they also connect to their chapters’ content as well as capture a social factor that impacts the decline or development of Jamestown.

Welcome

4 MIN.

Trios discuss ideas about the following prompt:

At the beginning of every chapter in Blood on the River, the author includes an epigraph? What do these epigraphs help do? What is their purpose?

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Students share responses to the Welcome activity.

n They make the story seem more historically accurate because they contain the real writings of some of the characters, like entries from Captain Smith’s journal.

n They connect to an event in the chapter. The epigraph might include a quote from someone’s journal describing what happened.

n They connect to characters. Many of the epigraphs are from the characters’ journals and diaries.

Explain to students that today, they will analyze the purpose of a selected set of epigraphs. They will consider how these epigraphs connect to a chapter’s events, characters, and big ideas as well as reveal social factors that impact the decline and development of Jamestown.

63 MIN.

EXAMINE A SPEAKER’S ARGUMENT 23 MIN.

Pairs

Display the Craft Question:

Examine: Why are the sequence of ideas and the inclusion of details important when orally presenting an argument?

G6 M3 Handout 16B WIT & WISDOM G6 M3 Lesson 17 WIT & WISDOM®

Instruct students to take out Handout 16B: “Address to Captain John Smith,” Chief Powhatan.

Students reread their notes about the main idea and supporting details put forth in each paragraph of the speech.

Inform students that they will next listen to a recording of Chief Powhatan’s speech.

Students silently reread the speech as they listen to the recording and annotate for any additional details that the speaker emphasizes to help back up his main ideas.

Ask: “What are the main ideas of each paragraph?”

n Paragraph 1: Chief Powhatan says there will be no peace with the American Indians if the settlers bring their weapons.

Why should you destroy us, who have provided you with food? 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. What is the cause of your jealousy? You see us unarmed, and willing to supply your wants, if you will come in a friendly manner, and not with swords and guns, as to invade an enemy. am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and whatever else want, than to fly from all, to lie cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that cannot rest, eat, or sleep. In such circumstances, my men must watch, and if a twig should but break, all would cry out, “Here comes Captain Smith”; and so, in this miserable manner, to end my miserable life; and, Capt. Smith, this might be soon your fate too, through your rashness and unadvisedness.

I, therefore, exhort you to peaceable councils; and, above all, insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away.

Instruct pairs to Jot–Pair–Share, and ask: “How does the speaker sequence his ideas logically? In other words, what order does he use to arrange his ideas, and does this order make sense?”

n First, Chief Powhatan provides a reason why his audience—Captain Smith—should listen to him. He will die soon and be replaced with a new leader.

n Second, Powhatan states what he wants Smith to do: encourage his fellow settlers not to be violent toward the Powhatans. He warns that violence against the Powhatans will result in the American Indians regarding the settlers as their enemy.

n Third, Powhatan points out how horrible things will be, especially for the settlers, if the two groups are enemies.

216

Learn

Name Date Class Handout 16B: “Address to Captain John Smith,” Chief Powhatan Directions: Read Chief Powhatan’s historical speech delivered to Captain John Smith in 1609. Next, reread the speech, and jot down the main idea of each paragraph. Underline words or phrases that support what you identify as the gist. am now grown old, and must soon die; and the succession must descend, in order, to my brothers, Opitchapan, Opekankanough, and Catataugh, and then to my two sisters, and their two daughters. wish their experience was equal to mine; and that your love to us might not be less than ours to you. Why should you take by force that from us which you can have by love?

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.

Finally, Chief Powhatan emphasizes again that violence will not be tolerated by the Powhatans, and he encourages Smith to put away his weapons.

n This order makes sense because Chief Powhatan first provides a reason to listen to him, then states what he wants, follows up with a threat about what will happen if this wish is ignored, and ends by restating his wish.

Ask: “What details does the speaker use to highlight his main ideas?”

n He states that the Powhatans can “hide provisions” from the English (Powhatan 5). They can hide their food and not trade it. They don’t need the settlers like the settlers need them.

n He tells Smith that the Powhatans can “fly into the woods” (5–6). This detail helps show how quickly the American Indians can desert the English and not offer them help.

n He uses details to describe how peaceful the Powhatans are, such as “unarmed” and “willing to supply” help (7). He emphasizes that the Powhatans want “to be merry with the English” (9–10). He wants to convey the idea that the problem is not the Powhatans; the problem is the settlers and their “jealousy” (7).

n He uses details to describe what the settlers’ life will be like without the American Indians as their friends: it will be “miserable,” and they will “be cold in the woods” and feel “hunted” (11–13). Explain that exhort means “to seriously advise or urge.”

Instruct students to Think–Pair–Share, and ask: “What does Chief Powhatan exhort Captain Smith to do in the speech’s closing paragraph? What reasons does Chief Powhatan provide throughout the speech that make this exhortation make sense?”

n Chief Powhatan exhorts Captain Smith to come in peace and put away his guns.

n Chief Powhatan provides plenty of reasons the settlers should come in peace, not in war. One reason is that the American Indians “have provided [them] with food” (5). If they continue to be allies, they can keep trading and avoid famine.

n Another reason for the settlers to come in peace is that the American Indians “can hide [their] provisions and fly into the woods” (5–6). They do not need to trade with the settlers.

n Another reason for the settlers to come in peace is that war makes life miserable. No one can “rest, eat, or sleep” (12).

Instruct students to Jot–Pair–Share, and ask: “What seems to be Chief Powhatan’s overall argument? What seems to be his purpose for putting forth this argument?

n Chief Powhatan asks Smith, “What can you get by war?” (5). By asking this question and then answering it in his speech, he puts forth the argument that the settlers can get nothing if they choose violence as a way to interact with the Powhatans.

n His purpose might be to give Smith advice about how to interact with the American Indians and form relationships. He wants to avoid a war. He wants to convince Captain Smith that if force is chosen by the colonists, the American Indians will also use it, and the settlers will lose.

n Chief Powhatan wants Smith to know that the colonists need the American Indians, not the other way around. The American Indians are willing to help if they are treated as respected friends.

Inform students that they will practice sequencing their ideas and including details when presenting and defending claims to their peers in the next upcoming Socratic Seminar.

ANALYZE THE PURPOSE OF EPIGRAPHS 40 MIN.

Small Groups

Instruct students to turn to page 186 in chapter 23. Point out that an excerpt of Chief Powhatan’s speech is used as this chapter’s epigraph.

Display the following questions:

How does this epigraph connect to events, characters, and/or big ideas presented in the chapter?

How does this epigraph capture a social and/or environmental factor presented in the chapter that contributes to the decline or development of Jamestown?

Conduct a Think Aloud, and demonstrate how to answer both questions with evidence from the text.

In chapter 23, the new settlers attack the American Indians almost for sport, and they rob their temples and set their houses on fire. They turn the American Indians into Jamestown’s enemy. This event is what the epigraph warns against the settlers committing.

The new settlers act rashly rather than intelligently. Their actions almost “start an all-out war with the natives” and threaten their chances of trading (191).

Captain Smith echoes what Chief Powhatan shares in the epigraph. When he discovers that some of the new colonists have “burned the natives’ houses (and) beat the people with clubs and shot them with muskets,” he knows that this type of force is wrong and dangerous. He yells at them: “Are you trying to start an all-out war with the natives? With ten thousand of them and a few hundred of us? Are you insane?” (190–191). Smith knows that war will result in the destruction of the colony, just like Powhatan suggests.

Like Powhatan’s advice in the epigraph, Smith tries to educate others and give sound advice that will result in the group’s survival. He “tries to explain” to the new colonists the “delicate relationship with the Indians,” and he emphasizes that they need to “trade and work to keep a fragile peace” (189). He knows that being ignorant about this power arrangement will cost the new colonists; they cannot survive without the American Indians.

The epigraph and chapter 23 target one of the novel’s big ideas about the danger of ignorance and imbalanced power. Smith believes that “when someone gains power, someone else loses power,” like “weights in a balance” (189). In order to balance the power between the American Indians and the English, both groups need to feel like they are not submissive to the other. Trading and showing respect protect this sensitive relationship between the American Indians and English.

218

The conflict between the American Indians and the new settlers is a major social factor that impacts the decline of Jamestown. In the epigraph, Powhatan warns that the settlers will “famish” without the American Indians’ help, and that is exactly what does happen during the Starving Time when Powhatan forbids his tribes to help the settlement (186). This social factor is responsible for causing the environmental factor of starvation to almost destroy Jamestown. Most of the settlers lose their lives because they have nothing to eat.

Assign groups one of the following epigraphs from a chapter to analyze: chapters 1, 10, 18, 21, or 22. In addition, provide groups a sheet of chart paper and a copy of their epigraph so that they do not need to rewrite it.

Each group rereads their assigned epigraph and completes the following analysis work on their poster that will be displayed during a Gallery Walk:

Cuts and pastes the epigraph onto the poster.

Briefly summarizes the epigraph in their own words.

Explains how the epigraph connects to an event, character, and/or big idea presented in the chapter or novel.

Explains how the epigraph captures a social factor that contributes to the decline or development of Jamestown.

Groups meet for approximately fifteen minutes to discuss their epigraph and complete their tasks. Circulate the room to support and prompt students as needed.

Have students hang posters around the room and conduct a Gallery Walk. Instruct students to add comments and insight to at least two of their peers’ posters.

Reconvene the class after ten minutes.

Facilitate a whole-group discussion of the social factors the epigraphs help capture.

n For chapter 1: The prophecy captures the ongoing conflict between the American Indians and the settlers. In the prophecy, three times the Powahatan battle against the colonists, and the end result is “the Powhatan kingdom will be no more” (1). This social factor is responsible for the decline of Jamestown, for in the early years of the settlement, fighting with the American Indians only makes things worse for the colonists who constantly do not have enough food to keep the group alive. The American Indians also kill many of them.

n For chapter 10: This epigraph captures how the settlers think the American Indians are friendly, but they are in fact plotting to attack them. This leads to the settlers mistrusting and hating the American Indians, and this social factor causes many settlers to view the American Indians only as savages.

n For chapter 18: In this epigraph, Pocahontas pledges her love for Captain Smith because he is her “countryman” (136). On the one hand, the strong relationship Smith has with the American Indians helps the development of Jamestown. He is able to trade with the American Indians and build trust, which helps feed the settlers and prevents war from happening. However, Pocahontas views Smith as her countryman because Chief Powhatan views the settlers as his subjects. This power struggle between the American Indians and the settlers creates conflict that is ongoing and results in continual fighting.

For chapter 21: In this epigraph, Chief Powhatan expresses his anger that King James is not treating him like an emperor. King James, and many of the settlers, view the American Indians as inferior. This disrespect causes conflict between the two groups. The English think they have a right to the land, and the American Indians will not put up with this arrogance.

n For chapter 22: In this epigraph, the chief of the Warraskoyacks warns Smith that Chief Powhatan is planning on killing him and his men. Some of the strong relationships between the settlers—like Smith and Samuel—and their American Indian neighbors help the development of the English colony. Samuel learns much from the Warraskoyacks, like how to hunt, make weapons, and speak their language. These skills enable him to help his fellow settlers, which he does when living at Point Comfort.

As volunteers share, instruct students to add examples they have not yet included to the Factor Tracker in their Response Journal.

Land4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students answer the Content Framing Question in their Response Journal and refer to at least one other group’s poster in their explanation.

1 MIN.

ASSIGN HOMEWORK

Instruct students to spend some time rereading the notes they have included so far in their Response Journal. Inform them that for tomorrow, they will be participating in another Socratic Seminar, and refreshing their memory about what has taken place over the course of the novel is an excellent way to prepare for this academic discussion. Also, selected students complete the first day of fluency practice on Handout 17A: Optional Fluency Practice 4.

220

Wrap

Name Handout 17A: Optional Fluency Practice 4 Directions: 1. Day 1: Read the text carefully, and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. am now grown old, and must soon die; and the succession must descend, in order, to my brothers, Opitchapan, Opekankanough, and Catataugh, and then to my two sisters, and their two daughters. wish their experience was equal to mine; and that your love to us might not be less than ours to you. Why should you take by force that from us which you can have by love? Why should you destroy us, who have provided you with food? What can you get by war? We can hide our provisions,

cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that I cannot rest, eat, or sleep. In such circumstances, my men must, and if a twig should but break, all would cry out “Here comes Capt. Smith”; and so, in this miserable manner, to end my miserable life; and, Capt. Smith, this might be soon your fate too, through your rashness and unadvisedness. I, therefore, exhort you to peaceable councils; and, above all, insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away. 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. © Great Minds PBC G6 M3 Handout 17A WIT & WISDOM Page 1 of 2 © 2023 Great Minds PBC G6 M3 Lesson 17 WIT & WISDOM®

and fly into the woods; and then you must consequently famish by wronging your friends. What is the cause of your jealousy? You see us unarmed, and willing to supply your wants, if you come in a friendly manner, and not with swords and guns, as to invade an enemy. I am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and whatever else want, than to fly from all, to lie

Analyze

Context and Alignment

Students Jot–Pair–Share about the sequence and details used in Chief Powhatan’s speech (RI.6.1, RI.6.2). This first CFU assesses if students can discern how a speaker sequences his ideas and includes powerful details to produce a clear argument. Check for the following success criteria:

Identifies the order in which Chief Powhatan introduces his ideas.

Cites details Chief Powhatan uses to support his ideas.

Small groups create a poster to display their analysis of an assigned epigraph (RI.6.1, RI.6.2, RL.6.1, RL.6.5). The second CFU assesses how well students understand how an epigraph is used to introduce a chapter’s events, characters, and/or big ideas, all of which shed light on social factors that contribute to the decline or development of Jamestown. Check for the following success criteria:

Summarizes the epigraph correctly.

Explains how the assigned epigraph connects to some part of the chapter’s content.

Explains how the epigraph captures a social factor that contributes to the decline or development of Jamestown.

Next Steps

If students are struggling to identify Chief Powhatan’s sequencing or use of details, read the speech aloud, pausing at each paragraph for students to restate the main ideas in their own words. Once the entire speech has been read aloud again, ask students to identify how Chief Powhatan begins and ends his speech. Challenge them to then identify the ways he then appeals to Smith and to consider why he chose this order of ideas. Once students have identified the ways Powhatan appeals to Smith, ask pairs to dig deeper into the text to find the details he uses to further promote the request he is making.

If student groups had trouble completing the epigraph poster, consider whether they’re having trouble understanding the epigraph itself or its connection to a larger challenge that threatened the survival of Jamestown. Provide comprehension support for groups struggling with epigraph meaning and encourage group members to reach out to peers to generate connections between the ideas in the epigraph and the environmental and social factors affecting the settlement.

Lesson 17 Deep Dive: Style and Conventions

Examine: Use Questions to Enhance Reader Interest

Time: 15 min.

Text: “Address to Captain John Smith,” Chief Powhatan (Handout 16B)

Style and Conventions Learning Goal: Analyze how the incorporation of questions enhances writing (L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 17

Examine: Why is using questions important?

Launch

Student pairs take turns reading aloud the second paragraph of Chief Powhatan’s speech. Remind students to use masterful fluency as they read, paying specific attention to the punctuation in this paragraph.

Learn

Ask: “How is the sentence structure different in this paragraph than in the other paragraphs in this speech?”

n This paragraph has more questions than regular sentences.

n The sentences in this paragraph are shorter than in others. Remind students that using varied sentence patterns is one way to engage readers. In this case, Powhatan uses questions to engage Smith’s attention. Ask: “Why was it important to Chief Powhatan that John Smith be interested in what he was saying?”

n Chief Powhatan believed they were about to go to war. He didn’t want to live in a “miserable manner” (Powhatan) and gave this speech to convince Smith to work with him instead of against him.

n Chief Powhatan realized he was getting older and didn’t want to live the rest of his life “cold in the woods” (Powhatan) and battling the settlers. This speech is his call to Smith to intervene before things got worse.

Emphasize that this was a significant speech for Chief Powhatan because the relationship between the American Indians and colonists was deteriorating rapidly. He wanted to make peace between the two groups and it was important that John Smith understood Chief Powhatan’s position.

222

Display:

1. “Why should you take by force that from us which you can have by love?” (Powhatan)

2. “Why should you destroy us who have provided you with food?” (Powhatan)

3. “What can you get by war?” (Powhatan)

Student pairs convert these ideas into statements instead of questions. If support is needed, model how to convert the first question into statement. Call on students to share ideas, and display suggested statements alongside the corresponding question.

1. You need to stop taking things from us. We would give them to you because we love you.

2. We’ve given you food to stay alive. It’s ungrateful that you’re now trying to destroy us.

3. You won’t get anywhere by going to war with us; it’ll only be more destructive.

Ask: “Why might Powhatan have decided to phrase these ideas as questions instead of statements?”

n When they’re written out as statements, they come across as proud and demanding. Smith might not have listened to Powhatan if he’d said them in this way.

n The questions would have made Smith stop and think. If he’d heard these statements and disagreed, he might have stopped listening to Chief Powhatan. Instead, the questions might have made him wonder about the answers and kept him listening to more of Chief Powhatan’s ideas.

Emphasize that Chief Powhatan needed to keep Smith engaged in listening to his ideas and did so by incorporating questions into his speech. Using questions in writing allows authors a way to hook readers’ attention and get them thinking about the ideas the writer is working to convey.

Land Display:

Convert Chief Powhatan’s question in the first sentence of the third paragraph into a statement. Evaluate whether this idea is better conveyed as a question than a statement, explain your thinking.

Students compose a Quick Write in response to the displayed task.

TEXT FOCUSING

Blood

QUESTION: LESSONS 16–20 How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

on the River, Elisa Carbone

Lesson 18: At a Glance

AGENDA

Welcome (5 min.)

Launch (8 min.)

Learn (57 min.)

Analyze Big Ideas and Themes (32 min.)

Participate in a Socratic Seminar (25 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Experiment: Use Questions to Enhance Reader Interest (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.2

Writing W.6.1.a, W.6.1.e, W.6.10

Speaking and Listening

SL.6.1, SL.6.2*, SL.6.4*, SL.6.6

Language L.6.3.a

MATERIALS

Handout 6A: Evidence Collection

Handout 9A: Speaking and Listening Checklist

Handout 18A: Argumentative Essay Writing Model

Learning Goals

Debate whether words or weapons have been more instrumental in the settlers’ survival, and explain how this idea connects to a theme of the novel (RL.6.2, SL.6.1, SL.6.2, SL.6.4, SL.6.6, W.6.10).

Complete a Quick Write, and participate in a Socratic Seminar.

Develop questions, varying sentence patterns to engage reader interest (L.6.3.a).

Revise the introduction to engage reader interest.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 16–20

How do the settlers’ and the Powhatans’ responses to the unknowns of Jamestown impact its decline and development?

CONTENT FRAMING QUESTION: Lesson 18

Distill: What are the themes of Blood on the River?

CRAFT QUESTION: Lesson 18

Experiment: How do the sequencing of ideas and the inclusion of details work in supporting a speaker’s argument?

To prepare for the second Socratic Seminar, students revisit and add to their list of big ideas explored in the novel, and they analyze how some of these ideas have transformed into themes illuminated by the text. In the Socratic Seminar, students debate one question that thematically connects to Blood on the River, formulate a claim based on the textual evidence they have collected, and practice presenting their argument by sequencing their ideas and using details to help accentuate them.

Welcome

8 MIN.

Display: Is ignorance or greed more dangerous to Jamestown’s development?

Trios discuss the question and jot notes in their Response Journal.

Launch

8 MIN.

Post the Focusing Question and Content Framing Question.

Ask for volunteers to share their ideas about what type of evidence they brainstormed to support both positions about ignorance or greed being more dangerous to Jamestown’s development.

The settlers do not know how to do some basic things (without the Powhatans’ help), like plant crops that grow well in the New World, hunt without making noise, make a bow and arrow, and protect their skin from the sun. Without having these skills and knowledge, the settlers struggle to survive in the New World.

The gentlemen view their time at Jamestown as temporary. They just want to find gold, get rich, and then go home. They do not seem to really care about building a lasting community or making life good for the group. They are all about their own selfish interests. They even desert the commoners at one point, stealing all the food and a ship, and they try to sail away.

The settlers have no clue (except for Samuel and Smith) how the Powhatans view them: as their subjects. They think they can crown Chief Powhatan as a prince of King James and he will accept this situation. They don’t understand how mad they make the Powhatans because of their ignorance. With the American Indians as their enemy, the settlers threaten their survival.

The fire that almost burns down Jamestown is a result of the greed the men have for getting gold. They leave in a rush to find gold without putting out their morning fires. Some of the settlers are so obsessed with getting rich that it almost blinds them to what is important; they don’t make good decisions that would help Jamestown become a stronger fort.

The new settlers who arrive view the Powhatans as savages, and they kill them and rob their villages. They don’t understand how they need the Powhatans if they are to survive. If they are at war with the Powhatans, the settlers cannot trade with the American Indians when their food supplies run low.

King James is also greedy. He wants to stay in power, even in the New World, which is not his country. His greed for power makes him decide to order the settlers to crown Chief Powhatan his prince and subject. This action threatens Jamestown because Chief Powhatan orders his tribes not to trade with the settlers because the English have insulted him.

Ask: “The Welcome activity’s question thematically connects to Blood on the River. What is the difference between a big idea and a theme?”

n A big idea is a concept or topic that a story explores, such as the nature of power or the importance of cooperation.

n A theme is a statement that conveys a message about the big idea. It suggests something important about the human condition or experience.

Emphasize that a theme is a general truth that stands independent of the text, although the text helps deliver it to the reader.

Display and review the following example:

A big idea of Blood on the River is the danger of greed or the danger of ignorance.

A theme that is conveyed about this big idea—that stands independent of the text but also is delivered by it—is that greed blinds people from seeing what is truly valuable and important and ignorance limits people’s power and handicaps their growth

228

Ignorance is more dangerous to Jamestown’s development

Greed is more dangerous to Jamestown’s development

Remind students about the discussion of big ideas in Lessons 5 and 9. Explain that in this lesson, they’ll be building upon their previous work with the text’s big ideas by analyzing how many of these ideas have transformed into themes. Then, practicing their speaking skills in presenting and defending a claim, they will debate one probing question in a Socratic Seminar that explores a theme conveyed by Blood on the River.

57 MIN.

ANALYZE BIG IDEAS AND THEMES

Pairs

32 MIN.

Post the following big ideas students identified and discussed in Lessons 5 and 9:

The big idea that being foolish, or ignorant, is dangerous.

The big idea that listening to and learning from each other is important.

The big idea that standing together is important.

The big idea that knowledge is a form of power.

The big idea that decisions need to be made based on love, not on anger.

The big idea that adaptability is important.

Instruct pairs to Think–Pair–Share, and ask: “What is one other big idea the novel explores? How does the text explore this idea?”

The big idea that channeling one’s anger is important: Smith gives this advice to Samuel, and Samuel, throughout the last half of the novel, learns how to use his anger in a positive way, such as helping another person. For example, he channels his anger when Ann decides to stay in Jamestown, and instead of losing his cool, he focuses on how he can make the situation better, which he does by taking baby Virginia and removing her from harm.

The big idea that hardship helps people grow: Samuel has had painful experiences, like feeling guilty over James’s death, and uncomfortable experiences, like when Smith leaves him on his own in the American Indian village of Warraskoyack and Samuel wonders if he will ever see Smith again. These experiences push Samuel to develop and mature. He has to face his inner demons with James, and he has to find inner courage when Smith departs.

Add and record these big ideas to the posted list.

Return to the big idea and theme about greed briefly reviewed in the Launch.

Learn

Display:

A big idea of Blood on the River is the danger of greed.

A theme that is conveyed about this big idea—that stands independent of the text but also is delivered by it—is that greed blinds people from seeing what is truly valuable and important.

Conduct a Think Aloud with the following evidence and elaboration that helps students understand how the text supports this theme.

Display and explain:

The novel supports this theme because the gentlemen’s greed is self-destructive and nearsighted. For example, the obsession with finding gold almost causes the fort to burn to the ground and destroys months of hard work. The settlement also suffers because the gentlemen’s overall behavior is selfish and greedy. For example, Ratcliffe has been greedy in wanting a mansion built for himself despite the fact that all the men are too sick to build it, and he eats more “than his share of the stores” despite the fact that the settlers are constantly having issues with storing enough food (143). The gentlemen’s fixation on gold and greedily satisfying their needs—not the group’s—results in almost ruining the colony. Greed prevents them from seeing how to make the colony truly rich: making peace with the American Indians and working hard together to create a fort that can sustain its settlers.

Instruct pairs to Think–Pair–Share, and ask: “How has one of the posted big ideas morphed into a theme?”

TEACHER NOTE

Consider providing students sentence frames that might help them more easily consider how a big idea can be transformed into a theme that captures a larger truth about the human existence. For example, “Love helps people .” Or, “anger and fear cause people to .” Emphasize that in order to finish the sentence frame, students need to consider what the text has included as evidence that would support such a thematic statement.

n Violence is the natural result when people do not listen or learn from each other.

n Anger and fear cause people to stop listening to each other.

n Love helps people keep an open mind.

n Power corrupts people.

n People who can adapt and change get ahead.

n Power between and among people is constantly shifting.

Point out an additional theme about power, the quote Captain Smith shares with Samuel:

“No one gains power without someone else losing power” (152).

Instruct pairs to Jot–Pair–Share, and ask: “How does what happens in the novel support this theme about power?”

230

n The whole conflict between the American Indians and the settlers helps advance this theme that no one gains power without someone else losing power. Throughout the novel, the settlers and the American Indians fight for power, and when one group has more power than the other (like when Captain Newport forces Chief Powhatan to his knees and places King James’s crown on his head), conflict begins again because neither group will accept being the subject of the other.

n The prophecy in the beginning of the book also supports this theme. Three times the American Indians fight back against the settlers, and twice they defeat them, yet the settlers “grow strong again” because they do not accept being the ones with less power (1). The final time the settlers end this power struggle by defeating the Powhatan kingdom once and for all.

Finally, present students with the guiding question they will debate in the Socratic Seminar:

Are words or weapons more powerful for the settlers to use to secure their survival?

Have pairs spend the next ten minutes collecting evidence that could be used to argue either position. For assistance, instruct students to reference and build upon Handout 6A that addresses this question but only includes evidence from the beginning part of the novel.

PARTICIPATE IN A SOCRATIC SEMINAR 25 MIN.

Whole Group

Display the Craft Question:

Experiment: How do the sequencing of ideas and the inclusion of details work in supporting a speaker’s argument?

Inform students that they will practice presenting a claim and arguing one position answering the guiding question, and they will support it by sequencing their reasons and providing detailed evidence as they participate in another Socratic Seminar.

Name Date Class Handout 6A: Evidence Collection Directions: Are words more powerful than weapons for the Jamestown settlers like Smith suggests, or are weapons more powerful than words? Listen carefully as the examples of evidence provided in the table are explained. Then skim the text and collect additional evidence for both sides to help you determine your claim. Share your ideas with the class! Write ideas from your peers! Weapons are more powerful than words for the settlers. Words are more powerful than weapons for the settlers. Captain Gosnold points out that the expedition team would have been killed by the Indians “if it had not been for the cannons scaring them off” (83). This expedition team had Smith with them as a translator, but it did not help. They needed weapons, more than words, to survive. The gentlemen unshackle Smith because he is the only one, they believe, who can translate for them. Smith’s understanding

the Algonquian language helps him regain power on

ship and saves his life.

Indians mount an attack on

reason the Indians leave

cannons

settlers survive

weapons

powerful

Indians’ weapons.

Captain

board the

When the

Jamestown, the only

“in retreat” is because someone begins firing the

(79). Before the attack, the settlers were communicating with the Indians, and they thought they were on good terms, but the Indians were tricking them. The only reason the

is because the settlers’

are more

than the

Words don’t help in this situation.

Smith has Samuel study the Algonquian language. He knows that if Samuel learns this language, he will be valued by the settlers and the Indians. He will become an important person to each group because he will be able to help people communicate. This position will bring him power.

G6 M3 G6 M3 Lesson 18 WIT & WISDOM®

Distribute Handout 9A. Remind students they used a similar handout in Lesson 9. Review the rules they previously created to guide class discussion. Display the rules.

Organize students into a circle (or two concentric circles if the class size is larger than twenty-two). They should have their copies of Blood on the River, Handouts 6A and 9A, Response Journal, and their prewriting brainstorming notes (that they added to evidence collected in Handout 6A).

For this Socratic Seminar, inform students that the discussion goal for the class is for students to powerfully present claims and findings as they participate and share. Ask students to write one goal about their own participation on Handout 9A.

Handout 9A WIT

I used text evidence to

I asked questions.

I responded to questions.

I made relevant observations.

I followed all the rules for speaking in a group.

I set and met my participation goal.

I acknowledged and elaborated on comments from my peers.

I listened to interpret when engaging with my peers.

I understood my peers’ points.

I built off my peers’ points.

I stayed engaged in the conversation the whole time.

I brought the conversation back on topic when needed.

I used appropriate, formal, academic language. For example:

Return students’ attention to the first question guiding this Socratic Seminar, reminding students that all of the evidence they use to support claims must come directly from Blood on the River (not personal opinions). Pose the second question if time permits:

Are words or weapons more powerful for the settlers to use to secure their survival?

Are there situations when anger, not love, is the right response for the settlers or the Powhatans?

Students participate in the Socratic Seminar.

TEACHER NOTE

After approximately twenty minutes of discussion, students complete their self-assessment using Handout 9A.

232

6 Speaking and Listening Checklist Self +/ ∆ Peer +/ ∆ Teacher +/ ∆

Grade

support

my opinion.

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students write one sentence explaining how Blood on the River conveys a theme that connects to the guiding Socratic Seminar question: “Are words or weapons more powerful for the settlers to use to secure their survival?”

Collect these responses.

1 MIN.

ASSIGN HOMEWORK

Distribute Handout 18A: Argumentative Essay Writing Model. Students complete this handout. In addition, tell students to reread Chief Powhatan’s speech on Handout 16B, since they will return to this speech for Focusing Question Task 3. Selected students also complete the second day of fluency practice on Handout 17A.

Name

Handout 18A: Argumentative Essay Writing Model

the

underline the essay’s claim and number its supporting reasons.

For each supporting paragraph circle transitional words and phrases; place a check next to evidence; and a question mark next to each sentence containing elaboration (indicating that the elaboration helps answer questions in the reader’s mind about how the evidence supports both the reason and the claim).

In the conclusion underline any words or phrases that reinforce the essay’s argument. Introduction: It is not often that risky and desperate behavior is rewarded with new opportunities. When Samuel reaches the orphanage, he is angry. He’s been arrested for theft. He’d rather fight others than risk trusting anyone. For these reasons, he’s chosen to be John Smith’s page on the journey to Virginia, which changes Samuel’s life. John Smith has the greatest impact on Samuel’s growth and change while living in Jamestown. Because of Smith, Samuel learns how to channel his anger and he understands that people must work together to survive in the New World.

Supporting Paragraph 1: Samuel begins his journey angry and ready to fight. Instead, John Smith shows Samuel how to calm himself down and use his anger as motivation. Smith tells Samuel to “Channel it—let it give [him] the strength for what [he] can do to change things, to make things better” (201). This advice helps Samuel see that managing his anger is a way to create positive change. Smith’s advice is especially impactful because Samuel sees Smith using the same strategy, “[he has] watched [Smith] do this over and over, this shifting of anger into calm action” (201). Seeing Smith channel his anger makes it easier for Samuel to understand how to do so himself. This allows Samuel to grow as a person. Without Smith’s intervention, Samuel would have continued to have angry outbursts. He might have even been arrested again. He never would have gained his freedom without Smith’s help. John Smith truly changed Samuel’s life.

Supporting Paragraph 2 Besides managing his anger, John Smith teaches Samuel that he must work with others to survive. Before coming to Jamestown, Samuel’s philosophy is “Trust no one” (17). He believes he can survive without anyone’s help. John Smith helps Samuel understand that existing this way in the New World isn’t an option because “The wilderness is like a ship in a storm. [They] need one another to survive” (56). John Smith forces Samuel to depend on others. He even sends him to live with the Warraskoyacks where he learns skills that will help all the settlers in Virginia survive. Smith creates opportunities for Samuel to work alongside others instead of against them. Had Smith not intervened, Samuel would have been alone. Once Samuel has learned this important lesson, Smith frees him from his servitude. Learning this lesson from John Smith radically changes Samuel’s path.

Conclusion: John Smith’s impact on Samuel is life-altering. If Samuel continued to get violently angry or refuse to work with others in Jamestown, his behavior might have cost him his life. Instead, John Smith’s influence helps Samuel earn his freedom and find a family in which he belongs. All of the things Samuel wished for in England have come true in Virginia because of the impactful influence of John Smith. © Great Minds PBC

G6 M3 Handout 18A WIT & WISDOM Page of

I am now grown old, and must soon die; and the succession must descend, in order, to my brothers, Opitchapan, Opekankanough, and Catataugh, and then to my two sisters, and their two daughters.

I wish their experience was equal to mine; and that your love to us might not be less than ours to you. Why should you take by force that from us which you can have by love? Why should you destroy us, who have provided you with food? 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.

What is the cause of your jealousy? You see us unarmed, and willing to supply your wants, if you will come in a friendly manner, and not with swords and guns, as to invade an enemy. am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and whatever else I want, than to fly from all, to lie cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that I cannot rest, eat, or sleep. In such circumstances, my men must watch, and if a twig should but break, all would cry out, “Here comes Captain Smith”; and so, in this miserable manner, to end my miserable life; and, Capt. Smith, this might be soon your fate too, through your rashness and unadvisedness.

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 G6 M3 Lesson 18 WIT & WISDOM®

I, therefore, exhort you to peaceable councils; and, above all, insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away.

Minds

Page of 1

Land

Wrap

Name

Directions: Read the following model essay that answers Focusing Question Task 2 (which you completed in Lesson 15). Review the argumentative essay outline found on the next page. Then complete

following steps: 1. In the introduction

PBC G6 M3 Handout 16B WIT & WISDOM

Analyze

Context and Alignment

Students engage in a Socratic Seminar (RL.6.2, SL.6.1, SL.6.2, SL.6.4, SL.6.6, W.6.10). Participation in this discussion offers students the opportunity to demonstrate their understanding of how the Blood on the River’s big ideas and themes—such as words being more powerful than weapons—are supported by and deeply rooted in the text but also speak to the human experience or condition. For the Socratic Seminar discussion and the theme statement, check for the following success criteria:

Presents a claim that addresses the Socratic Seminar’s guiding question, and supports it with evidence from the text that is clearly laid out in a logical sequence.

Explains how a theme connects to the Socratic Seminar’s guiding question.

Next Steps

Take stock of how well students understand that themes need to speak beyond the individual text and contain kernels of truth or knowledge that captures the human experience. For those struggling with this concept, provide additional examples of how themes from Blood on the River connect to contemporary times. Invite students to share examples from their own experiences.

234

Lesson 18 Deep Dive: Style and Conventions

Experiment: Use Questions to Enhance Reader Interest

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Style and Conventions Learning Goal: Develop questions, varying sentence patterns to engage reader interest (L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 18

Experiment: How does using questions to enhance reader interest work?

Launch

Post the Style and Conventions Craft Question.

Display and read aloud:

I am seething with anger—why can’t they see? Why won’t they listen to me?! I want to punch something. I ball up my fist, ready to slug the wall. Then an image flashes in my mind, of Captain Smith ready to lose control of his anger, then of him taking a deep breath, focusing, calming, devising a plan (Carbone 207).

Ask: “How do the questions in this passage engage reader interest?”

n These questions show the build-up of Samuel’s anger. The italicized word and punctuation shows how upset he’s getting. This engages the reader’s interest because we know Samuel struggles with controlling his anger. The questions show how furious he is, and the reader wants to keep reading to see whether he can get himself under control.

n The reader’s interest is engaged because they don’t know the answers to these questions. The reader only knows Samuel’s point of view and might be wondering the same things.

Explain that the integration of questions is something that many authors use in their writing. Students will experiment with creating questions of their own as a way to strengthen their writing and convey their ideas in a way that peaks the readers’ interest.

Learn

Explain that using questions in argument writing is one way to highlight important ideas or to get readers thinking about the writer’s claim.

Tell students that they will practice incorporating questions into writing using the conclusion of the sample student essay on Handout 18A.

Display and call on students to read aloud:

John Smith’s impact on Samuel is life-altering. If Samuel continued to get violently angry or refuse to work with others in James Town, his behavior might have cost him his life. Instead, John Smith’s influence helps Samuel earn his freedom and find a family in which he belongs. All of the things Samuel wished for in England have come true in Virginia because of the impactful influence of John Smith.

Invite students to Think–Pair–Share, and ask: “How does changing one of these statements into a question engage readers’ interest?” Remind students that questions should be answered by the statement they are replacing; students are generating the questions to emphasize ideas or encourage thinking about a certain concept.

n Where would Samuel be without John Smith? This lets the reader imagine how bad Samuel’s life might get.

n Would Samuel have survived if he kept acting out of anger? That question makes the reader think about how important it is to remain calm.

n Would Samuel’s life have been the same without John Smith? Asking this encourages the reader to think about an alternate side of the story.

Reiterate that questions are used to get readers thinking about authors claims, however questions are never used to replace a claim. Questions are incorporated to supplement an argument, making it stronger.

Land

Convert one of the ideas in the introduction of the sample student essay on Handout 18A into a question, and explain how the conversion engages reader interest.

Explain to students that, as they read, they should continue to monitor for the ways authors incorporate questions into their writing to engage reader interest.

236

TEXTS

“Address to Captain John Smith,” Chief Powhatan (Handout 16B)

Blood on the River, Elisa Carbone

FOCUSING

the

Lesson 19

QUESTION: LESSONS 16–20 How do

settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

Lesson 19: At a Glance

AGENDA

Welcome (3 min.)

Launch (2 min.)

Learn (65 min.)

Examine and Experiment with Introductions and Conclusions (25 min.)

Complete Focusing Question Task (40 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.) Assign Homework

Style and Conventions Deep Dive: Excel: Use Questions to Enhance Reader Interest (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1, RI.6.2*, RI.6.6

Writing

W.6.1, W.6.4, W.6.9

Speaking and Listening SL.6.1

Language

L.6.1.a, L.6.1.c, L.6.3.a L.6.3.a

MATERIALS

Assessment 19A: Focusing Question Task 3

Handout 16B: “Address to Captain John Smith,” Chief Powhatan Handout 18A: Argumentative Essay Writing Model

Handout 19A: Introduction and Conclusion Practice

Handout 19B: Chief Powhatan’s Perspective

Learning Goals

Complete Focusing Question Task 3.

Incorporate questions into writing, varying sentence patterns to engage reader interest (L.6.3.a, W.6.10).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

FOCUSING QUESTION: Lessons 16–20

How do the settlers’ and the Powhatans’ responses to the unknowns of Jamestown impact its decline and development?

CONTENT FRAMING QUESTION: Lesson 19

Know: How does Chief Powhatan’s speech build my knowledge of Jamestown’s development and decline?

CRAFT QUESTION: Lesson 19

Examine and Experiment: How do introductions and conclusions work in argumentative writing?

Students continue to study argumentative writing and hone their skill at writing introductions and conclusions before turning their attention to Focusing Question Task 3. To prepare for this task, students independently consider how Chief Powhatan’s use of language reveals his perspective about both the settlers and his people. After identifying this perspective, they evaluate whether his perspective is supported or contradicted by the events and characters in Blood on the River. Finally, students write a four-paragraph essay that argues whether Powhatan’s perspective is justified based on Carbone’s depiction of the colonists’ and American Indians’ relationship.

3 MIN.

Students silently reread Chief Powhatan’s speech on Handout 16B and reread the notes they took in their Response Journal during Lesson 17 about this speech.

Prepare

Welcome

Date Class Handout 16B: “Address to Captain John Smith,” Chief Powhatan Directions: Read Chief Powhatan’s historical speech delivered to Captain John Smith in 1609. Next, reread the speech, and jot down the main idea of each paragraph. Underline words or phrases that support what you identify as the gist. am now grown old, and must soon die; and the succession must descend, in order, to my brothers, Opitchapan, Opekankanough, and Catataugh, and then to my two sisters, and their two daughters. wish their experience was equal to mine; and that your love to us might not be less than ours to you. Why should you take by force that from us which you can have by love? Why should you destroy us, who have provided you with food? What

whatever else I want, than to fly from all, to lie cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that cannot rest, eat, or sleep. In such circumstances, my men must watch, and if a twig should but break, all would cry out, “Here comes Captain Smith”; and so, in this miserable manner, to end my miserable life; and, Capt. Smith, this might be soon your fate too, through your rashness and unadvisedness. I, therefore, exhort you to peaceable councils; and, above all, I insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away. 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. 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 © Great Minds PBC G6 M3 Handout 16B WIT & WISDOM Page of 239 © 2023 Great Minds PBC G6 M3 Lesson 19 WIT & WISDOM®

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. What is the cause of your jealousy? You see us unarmed, and willing to supply your wants, if you will come in a friendly manner, and not with swords and guns, as to invade an enemy. am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and

Launch

2 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “You read Chief Powhatan’s speech a few days ago. From your memory and your notes, what were some of Chief Powhatan’s main concerns he shared with Captain Smith?”

n Chief Powhatan told Smith that the settlers were using too much force.

n He told Smith that war would begin again if the settlers kept being violent.

n He told Smith that the settlers would die because the American Indians would stop trading with them.

Explain that students will return to Chief Powhatan’s speech and study how his word choice reveals his perspective about the settlers and their treatment of his people. They will then return to Blood on the River and consider how textual evidence either supports or calls into question Chief Powhatan’s viewpoint of the settlers and the Powhatans.

65 MIN.

25 MIN.

Pairs

Instruct students to take out Handout 18A. Ask students to quickly share how they identified the outline’s different components in the model essay.

anger as motivation. Smith tells Samuel to Channel it—let it give [him] the strength for what [he] can do to change things, to make things better” (201). This advice helps Samuel see that managing his anger is a way to create positive change. Smith’s advice is especially impactful because Samuel sees Smith using the same strategy, “[he has] watched [Smith] do this over and over, this shifting of anger into calm action” (201). Seeing Smith channel his anger makes it easier for Samuel to understand how to do so himself. This allows Samuel to grow as a person. Without Smith’s intervention, Samuel would have continued to have angry outbursts. He might have even been arrested again. He never would have gained his freedom without Smith’s help. John Smith truly changed Samuel’s life.

240

Learn

EXAMINE AND

WITH INTRODUCTIONS

CONCLUSIONS

EXPERIMENT

AND

introductions

Display the Craft Question: Examine and Experiment: How do

and conclusions work in argumentative writing?

Date Class Handout 18A: Argumentative Essay Writing Model Directions: Read the following model essay that answers Focusing Question Task 2 (which you completed in Lesson 15). Review the argumentative essay outline found on the next page. Then complete the following steps: 1. In the introduction underline the essay’s claim and number its supporting reasons. 2. For each supporting paragraph circle transitional words and phrases; place a check next to evidence; and a question mark next to each sentence containing elaboration (indicating that the elaboration helps answer questions in the reader’s mind about how the evidence supports both the reason and the claim). 3. In the conclusion, underline any words or phrases that reinforce the essay’s argument. Introduction: It is not often that risky and desperate behavior is rewarded with new opportunities. When Samuel reaches the orphanage, he is angry. He’s been arrested for theft. He’d rather fight others than risk trusting anyone. For these reasons, he’s chosen to be John Smith’s page on the journey to Virginia, which changes Samuel’s life. John Smith has the greatest impact on Samuel’s growth and change while living in Jamestown. Because of Smith, Samuel learns how to channel his anger and he understands that people must work together to survive in the New World. Supporting Paragraph 1: Samuel begins his journey angry and ready to fight. Instead, John Smith shows Samuel how to calm himself down and use his

an option because “The wilderness is like a ship in a storm. [They] need one another to survive” (56). John Smith forces Samuel to depend on others. He even sends him to live with the Warraskoyacks where he learns skills that will help all the settlers in Virginia survive. Smith creates opportunities for Samuel to work alongside others instead of against them. Had Smith not intervened, Samuel would have been alone. Once Samuel has learned this important lesson, Smith frees him from his servitude. Learning this lesson from John Smith radically changes Samuel’s path. Conclusion: John Smith’s impact on Samuel is life-altering. If Samuel continued to get violently angry or refuse to work with others in Jamestown, his behavior might have cost him his life. Instead, John Smith’s influence helps Samuel earn his freedom and find a family in which he belongs. All of the things Samuel wished for in England have come true in Virginia because of the impactful influence of John Smith. © Great Minds PBC G6 M3 Handout 18A WIT & WISDOM Page 1 of 2 © 2023 Great Minds PBC G6 M3 Lesson 19 WIT & WISDOM®

TEACHER NOTE

Consider displaying the whole essay, and as volunteers suggest answers, mark up this essay so all students can clearly see which sentences should be labeled with each component. This exercise should not take much time, especially if done in this way.

Point out that the components necessary in an argumentative essay’s introduction and conclusion should seem very similar to what has been covered as necessary components in an explanatory essay’s introduction and conclusion. Note that the main difference is that a claim is much more debatable than a thesis. However, the basic organization of an introduction, and the basic restatement of the essay’s controlling idea in the conclusion, are the same for both types of writing.

Next, distribute and display Handout 19A: Introduction and Conclusion Practice.

Inform students that with a partner, they will now practice either writing an introduction or a conclusion for an incomplete argumentative essay that only includes two body paragraphs. Point out that the first step for all students is to read the prompt and claim, and then read the two body paragraphs.

As a class, read both paragraphs and identify their components.

Ask: “What are the two main reasons the body paragraphs supply that support the claim?”

that his philosophy of pushing people away does not work. Captain Smith opens Samuel’s mind to the idea that the colonists “will need one another to survive” (56). Samuel begins to believe in the “importance of standing together, or cooperating” and making his “circle” of support “bigger” (136). He becomes friends with Richard, whose friendship helps him deal with Reverend Hunt’s death and helps him not feel alone when Captain Smith is not at Jamestown. He also cooperates more willingly, like when he works tirelessly and successfully to put out the fire that threatens Jamestown. By embracing and cooperating with other people, Samuel not only gains friends and protection, but he also allows himself to learn from others and develop his abilities, which contribute to his survival in an unknown land. © Great Minds PBC

n Samuel best responds to the unknown by choosing the path of love and becoming friends and cooperating with his fellow settlers.

n Samuel best responds to the unknown by choosing the path of love and responding with an open heart and mind to the American Indians.

Emphasize that these reasons need to be previewed in the introduction after the claim is stated, and they need to be returned to in the conclusion to help restate the claim and extend its ideas.

Assign pairs either the introduction of conclusion to write. Give pairs five minutes to complete this task, then reconvene and ask for two volunteers to provide an introduction and a conclusion.

As volunteers share, note if they have included all components of an introduction (the hook, the claim, and the reasons, stitched together with transitional words and phrases), and if they have included the components of a conclusion (a restatement of the claim and its main reasons, in a way that extends its ideas in a new, thoughtful way).

Inform students that they will now practice using these skills when they respond in writing to Focusing Question Task 3. They will write a four-paragraph argumentative essay that includes an introduction and a conclusion.

Name Date Class Handout 19A: Introduction and Conclusion Practice Directions: Draft either an introduction or conclusion with your partner for the incomplete essay found below. Reference Handout 18A: Argumentative Essay Writing Model, and review its outline if needed. Question: What is one of the novel’s big ideas that captures Samuel’s best response to the unknowns of Jamestown? Claim: Samuel’s best response to the unknowns of Jamestown is choosing the path of love and not of fear. Intro: Supporting Paragraph 1: Survival in Jamestown is a big unknown that Samuel confronts by choosing to become friends and cooperate with his fellow settlers. Before coming to the New World, Samuel does not believe that he is “teachable,” and he rejects people’s help and friendship (9). His motto is “trust no one,” for he believes that people will only disappoint or abuse him (17). In the New World where survival is not guaranteed, he begins to see

G6 M3 Handout 19A WIT & WISDOM Page of 2

COMPLETE FOCUSING QUESTION TASK 40 MIN.

Individuals

Instruct students to take out Handout 16B.

Distribute and display Handout 19B: Chief Powhatan’s Perspective. Inform students that Handout 19B allows them to capture ideas and evidence that they can then use to craft their response to Focusing Question Task 3.

Distribute Assessment 19A: Focusing Question Task 3. Review the directions, and field any questions as needed.

Students complete the preparatory work on Handout 19B and then begin completing Assessment 19A, finishing it for homework.

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

relationship between the settlers and the Powhatans and to work across two texts, integrating evidence from two texts to support an argument, which will prepare you for success on the End-of-Module Task.

Task: For an audience who has read and studied Blood on the River and Chief Powhatan’s speech as you have, write an essay in which you argue whether Chief Powhatan’s perspective in this speech is justified, given your understanding of the relationship between the settlers and the Powhatans as depicted in Carbone’s text. Please remember to include proper citations for your textual evidence, follow the conventions of standard written English, and maintain formal style.

Support your response using evidence from the following texts: Blood on the River, Elisa Carbone “Address to Captain John Smith,” Chief Powhatan (Handout 16B) Hint: You should refer to your Response Journal and Handout 19B: Chief Powhatan’s Perspective to help you complete this task. You can also use the optional argumentative essay graphic organizers (Handout 15A) to help you plan your essay.

Checklist for Success: Include the following in your response: Introduction that includes: A hook. An introduction. A claim. A preview of your reasons. Two argumentative supporting paragraphs that each includes: A clear reason that supports your claim. Textual evidence that supports your reason.

G6 M3 Assessment 19A WIT WISDOM © Great Minds PBC

Elaboration that explains how the evidence supports your reason. A concluding statement that reinforces your reason and closes the paragraph.

Conclusion that: Reinforces your argument. Offers a “So What” that reflects the larger significance. Transitional words or phrases to show connections among your sentences. A variety of sentences structures and types to convey your ideas effectively. Internal citations to indicate where in the texts your evidence is located.

Have students answer the Content Framing Question in their Response Journal.

242

Land

Name Date Class Handout 19B: Chief Powhatan’s Perspective Directions: Skim again Chief Powhatan’s “Address to Captain John Smith” (Handout 16B), and then determine Powhatan’s perspective about the settlers and the American Indians as it is conveyed through his use of language. Then analyze how events and characters in Blood on the River support his perspective or call it into question. Note: This handout is to help you draft a response to Focusing Question Task 3. You do not need to use complete sentences when you record notes on this handout. Chief Powhatan’s Perspective: What is it, and how does language help convey it? How do events and characters in Blood on the River support Powhatan’s perspective? How do events and characters in Blood on the River contradict Powhatan’s perspective? Settlers Great Minds PBC G6 M3 Handout 19B WIT WISDOM Page of Date Class Assessment 19A: Focusing Question Task 3 Introduction: During the previous lessons, you’ve read and analyzed Carbone’s Blood on the River in order to build your understanding about the development and decline of the Jamestown colony. You’ve also spent some time examining the primary text excerpts Carbone uses as epigraphs to begin each chapter. This task is an opportunity for you to examine more closely the

Page

ASSIGN HOMEWORK

Allow all students extra time to complete Focusing Question Task 3 for homework. If students finish their essay in class, have them bring it home and edit it. In addition, selected students complete the third day of fluency practice on Handout 17A.

that from us which you can have by love? Why should you destroy us, who have provided you with food? 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. What is the cause of your jealousy? You see us unarmed, and willing to supply your wants, if you come in a friendly manner, and not with swords and guns, as to invade an enemy. I am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and whatever else want, than to fly from all, to lie cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that cannot rest, eat, or sleep. In such circumstances, my men must, and if a twig should but break, all would cry out “Here comes Capt. Smith”; and so, in this miserable manner, to end my miserable life; and, Capt. Smith, this might be soon your fate too, through your rashness and unadvisedness. I, therefore, exhort you to peaceable councils; and, above all, insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away. 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. © Great Minds PBC

Analyze

Context and Alignment

Individually, students create an argument essay in response to Focusing Question Task 3 (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a). This task assesses students’ ability to use evidence from Blood on the River to craft and support a claim arguing that Chief Powhatan’s perspective of his people and the settlers, conveyed in his address to Captain John Smith, is fair or unfair. Please see sample student responses and explanatory writing rubric located in Appendix C for additional support with this assessment.

Next Steps

Use this assessment to take stock of areas in which students are still struggling with the elements of an argument essay. Address areas of need with additional modeling or deconstruction of a strong student essay.

Wrap

1 MIN.

Name Date Class Handout 17A: Optional Fluency Practice 4 Directions: 1. Day 1: Read the text carefully, and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. am now grown old, and must soon die; and the succession must descend, in order, to my brothers, Opitchapan, Opekankanough, and Catataugh, and then to my two sisters, and their two daughters. wish their experience was equal to mine; and that your love to us might not be less than ours to you. Why should you take by force

G6 M3 Handout 17A WIT & WISDOM Page of 2

Lesson 19 Deep Dive: Style and Conventions

Excel: Use Questions to Enhance Reader Interest

Time: 15 min.

Text: Student-generated Focusing Question Task 3 response

Style and Conventions Learning Goal: Incorporate questions into writing, varying sentence patterns to engage reader interest (L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 19 Excel: How do I improve the use of questions to enhance reader interest?

Launch

Post the Style and Conventions Craft Question.

Students brainstorm all the ways questions can begin. Invite them to skim Blood on the River for ideas.

n Who. n What. n When. n Where. n How. n Why. n In what way. n If.

Explain that students will be revising the Focusing Question Task 3 response that they just completed to include at least one question to enhance reader interest.

244

Ask: “In an argument essay, what do you want your readers to be most interested in?”

n You want readers to be interested in your claim; it’s what the whole essay is about.

n Your elaboration is important because you want readers to really understand your reasoning behind the evidence you’ve selected.

n Readers need to be interested in the introduction of your essay; it’s what hooks them into reading the rest of it.

n Conclusions are where you prove your “So what?” idea. That’s a good place for readers to really pay attention.

Acknowledge that all opinions about this are valid. Emphasize that questions should be used to engage reader attention about an important point or idea. The answer to the question should be evident in the argument made by the writer.

Students reread their Focusing Question Task 3 response and consider where adding a question could increase reader interest in their writing. Students revise writing as needed.

Land Display:

Recopy one of the sentences from your essay, and convert it into a question. Explain how this question engages reader interest. Remember that a question should not replace a claim but should be used to draw reader’s attention to your argument.

Students compose a Quick Write in response to the displayed task.

Learn

TEXT Blood on the River, Elisa Carbone FOCUSING

QUESTION: LESSONS 16–20 How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

Lesson 20: At a Glance

AGENDA

Welcome (5 min.)

Launch (3 min.) Learn (62 min.)

Examine Reliability and Credibility (25 min.)

Wonder about Jamestown (15 min.)

Experiment Finding Reliable and Credible Sources (22 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (2 min.)

Assign Homework

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RL.6.6, RI.6.1

Writing W.6.7, W.6.8

Speaking and Listening SL.6.1

MATERIALS

Learning Goals

Evaluate and select credible and reliable sources that support successful research about a historical subject or topic (RI.6.1, W.6.7, W.6.8).

Complete Part 1 of Handout 20A.

Assessment 33A: Focusing Question Task 5

Handout 20A: Reliability and Credibility of Sources

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 16–20

How do the settlers’ and the Powhatans’ responses to the unknowns of Jamestown impact its development and decline?

CONTENT FRAMING QUESTION: Lesson 20

Wonder: What do I wonder about Jamestown’s development and decline?

CRAFT QUESTION: Lesson 20

Examine and Experiment: How does establishing reliability and credibility of sources work?

Students examine what it means for a source to be both reliable and credible and do so in part by returning to the novel and studying how Smith’s recounting of his rescue by Pocahontas raises questions about his ability to be such a source. Students then brainstorm the remaining questions they have about the early English colony; they select a topic or subject to continue studying, and then find reliable, credible sources that provide them information to conduct a mini-research project.

Welcome

5 MIN.

Instruct students to take out their Knowledge Journal and record a new entry under the category “Reflections.”

Display: If we were continuing our study of this text, what would you examine next? Why?

Students independently complete a response.

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “What are some of the lingering questions you have about the decline and development of Jamestown and the early English colony?”

Invite a few volunteers to share responses.

Explain to students that they will find and evaluate additional informational sources that can help deepen their knowledge about the decline and development of Jamestown and the early English colony.

62 MIN.

EXAMINE RELIABILITY AND CREDIBILITY

Whole Group

Display the Craft Question.

25 MIN.

Examine and Experiment: How does establishing reliability and credibility of sources work?

Provide students the following definitions to add to the Literary Terms of their Vocabulary Journal.

Word Meaning

reliability (n.) The level to which something is dependable. credibility (n.) The level to which something is believable. bias (n.) Prejudice; unfair opinion.

Display two columns: one for reliability and one for credibility.

Under reliability, note the following characteristics:

The source has been published recently; it has the most updated information about a topic or subject.

The source’s information can be found on other websites; its information can be verified by checking other sources. In addition, its information makes sense.

Under credibility, note the following characteristics:

The author of the source has credentials (such as an educational background) that support the assertions they make.

The author does not appear to have a bias. They seem neutral about the subject matter. They present factual information and do not color it with strong opinions.

250

Learn

Instruct trios to Think–Pair–Share, and ask: “Reread the definitions for reliability, credibility, and bias. Why might it be important that sources used for research purposes are reliable, credible, and unbiased?”

n Research sources need to be reliable because a student needs to know that the source includes factually correct information that can be used and cited in a paper.

n Research sources need to be credible because if a student is citing information from a source, the author of that source needs to really know their subject. Their credentials should make them some type of authority on the source’s subject.

n If an author of a source is biased, then they might not present all the information that is necessary for a reader to form their own opinions after reading the source. An unbiased source would present all sides of an issue or all parts of a topic.

Next, have students skim pages 119–120 in Blood on the River featuring the scene when Captain Smith recounts for a group of boys how Pocahontas’s intervention saved his life.

Point out that Captain Smith acts as a source of information, informing the boys about his capture by the American Indians and his rescue by the princess Pocahontas. Inform students that they will consider if Smith is a reliable and credible source.

Provide students the next three TDQs, and give them time to jot answers independently in their Response Journal. Then reconvene the class and review responses.

1. How do the boys react upon hearing Captain Smith’s story about his capture and rescue? Do they view Smith as a reliable, credible source? Is he a reliable, credible source?

n Samuel believes Smith. He knows that Smith understands the American Indians; Smith has interacted with the American Indians more than any other settler and knows the most about them. In the past, Smith has given him factually correct information about the American Indians, and he assumes he is doing so now.

n Henry expresses disbelief. He doubts that Captain Smith is telling the truth. Something doesn’t feel right to him about Smith’s story. His experience tells him that the American Indians would not have behaved in the way Smith describes. Smith’s version does not make sense to Henry.

n Captain Smith’s story cannot be verified; there is no one else who witnessed what happened. This does not make him a very reliable source. Interestingly, later in the novel, Namontack presents a completely different version of what happened during Smith’s capture and rescue, proving that Smith’s story is not factually correct.

n Captain Smith has a plan. He wants the boys to view him as a hero. He is biased toward making himself look good in the eyes of these boys. This makes him less credible as a source.

2. How does Captain Smith portray the American Indians on pages 118–120? Why might he portray them in this way? Does their portrayal make his story seem credible?

n He emphasizes that the American Indians are “savages” and they look like “fearsome devils” (119). He faces a fierce and dangerous enemy. If he survives, he seems heroic.

n He suggests that they are cannibals who “as soon as I was fat enough for their liking … would kill [him] and eat [him]” (119). He makes the American Indians appear evil. His listeners want to cheer only for him.

n The American Indian chief Powhatan is powerful. He has hundreds of warriors who protect him. Again, Smith knows that the story will be more interesting, and he will look more heroic, if the enemy is described as impossible to beat.

n They are violent. They force Smith’s head “down on one of the stones” and “[raise] the clubs, ready to bash [his] brains out” (119). Smith knows how to build conflict and tension in his story. This depiction makes Smith’s escape seem unbelievable.

n His description of the American Indians makes his story not seem so credible. If they were so violent, why would they not kill Pocahontas when she disobeyed her father? Why would he get to live? He makes the American Indians appear way more threatening than they are because this portrayal makes him look brave. He is not unbiased. He wants the American Indians to look savage because it makes him look heroic.

3. Look at what is italicized on pages 119–120. Why might emphasizing these words raise questions about the reliability and credibility of Smith’s story?

n “I thought the Powhatans were not cannibals” (119). Samuel is confused by some of Captain Smith’s story because it contradicts what he knows. By including this dialogue between Samuel and Smith, the author suggests that Smith’s rescue story might not be completely factual. Samuel’s line is meant to poke holes in Smith’s story.

n “Well, he didn’t get his brains bashed out, now did he?” (120). Samuel is very taken by Smith’s story, and when he hears that Smith almost was clubbed to death, he “[sucks] in his breath” (119). Henry is not so taken by the story, and he is annoyed at how gullible Samuel seems to be. Before the boys can hear the end of the tale, Henry says this line, which reminds the reader that Smith’s storytelling is a bit dramatic and might not be completely accurate.

n “Don’t you ever call me a liar again” (120). At the end of Smith’s story, Henry tells Smith that he does not believe the story is true. Smith reacts in extreme anger to being indirectly called a liar. His behavior suggests he might be overreacting because he is aware that he has exaggerated the story.

Note that whether it is a fictional character—or an author of an informational text—the presentation of information may or may not be credible because bias, or personal reasons, gets in the way. As in Smith’s case, his reason to depict Pocahontas as his rescuer was probably less about the truth and more about his need to protect, or aggrandize, himself.

WONDER ABOUT JAMESTOWN

Whole Group

Instruct students to skim the Afterword and write one person, place, thing, and/or event that the author introduces in this section that sparks their curiosity and connects to the history of the early English colony.

Ask volunteers to share findings and record.

n The cannibalism that occurred during the Starving Time at Jamestown.

n The slaughter of the hogs at Hog Island.

n The men that deserted Jamestown and sailed back to England after ransacking an American Indian village.

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15 MIN.

n Sir Thomas Gates: who was he, and what happened to him in Bermuda?

n What kind of leader was Sir Thomas West?

n What were some of the American Indian raids like after the Starving Time?

n Did Pocahontas really love John Rolfe? Why did she agree to marry him?

n How did the English view Pocahontas when she traveled to England?

n How did the early African indentured servants and slaves view the American Indians, and vice versa?

n What ended up happening to Captain John Smith?

n What new diseases brought by the Europeans killed the most American Indians?

Inform students that they will conduct either an independent or pair/group project that researches a person, place, thing, or event from the Afterword (or another part of Blood on the River, like the mentioning of the lost colony of Roanoke) and complete a mini-research project that uses two sources to help deepen their understanding about their selected subject.

Have students take a moment to consider the following two questions:

What am I most interested in researching about this time period, place, and people? Do I want to work alone or with others?

Distribute and display Assessment 33A: Focusing Question Task 5. Preview the assignment, and explain how students will work on the project in the lessons ahead.

G6 M3 Assessment 33A WIT WISDOM

your knowledge of Jamestown’s settlement and development. As is likely evidenced by our discussions and your Knowledge Journal and Response Journal, however, you are left with many questions and topics you’d like to know more about to help you create a more comprehensive picture of this historical moment. This task gives you a chance to get your feet wet with some informal research in order to answer your lingering questions and practice establishing the reliability and credibility of possible sources. Working with additional sources will create a more robust knowledge base, which will support your success on the End-of-Module Task. Task: For an audience of your peers, complete the steps below for your informal research poster presentations. You’ll have a little time during class to help you complete this task, but much will be done on your own.

Step 1: Choose a topic or question to guide your informal research. Review your journal entries and our class charting.

Step 2: Decide if you want to work alone, with a partner, or with a small group.

Step 3: Start looking for credible and reliable sources to help you answer your question or learn about your topic. Complete Handout 20A.

Step 4: Record unfamiliar words (at least five total per person). Try your best to determine the definition using the vocabulary strategies you’ve learned, and then verify those definitions using a dictionary. Keep track of this work in your Vocabulary Journal, and be prepared to submit those for assessment.

Step 5: Summarize the information from your sources, citing evidence and details.

Step 6: Create a poster to help convey the information that you learned. Use your summaries, list of new words, and visuals to make an interesting and informative display.

Step 7: Prepare an elevator speech in which you explain your question and what you learned.

Remember, you did elevator speeches in Module 2! Also, be prepared to answer questions from your audience members.

Great Minds PBC Page 1 of 2

Introduction: So far in this module, you’ve read and analyzed Blood on the River and Chief Powhatan’s address to

Smith

build

Date Class Assessment 33A: Focusing Question Task 5

John

as a way to

EXPERIMENT FINDING RELIABLE AND CREDIBLE SOURCES 22

Individuals

Display the Craft Question:

Experiment: How does establishing reliability and credibility of sources work?

Distribute and display Handout 20A: Reliability and Credibility of Sources. Inform students that this handout will help them record notes about the subject they decide to research.

Individuals research their chosen subject using available resources. They complete Part 1 of Handout 20A in class. After finding at least two sources that are both reliable and credible, students begin to collect and organize information in Part 2 of the handout for homework.

MIN.

TEACHER NOTE

Doing brief, informal research assignments helps students become more comfortable with the research process, practice their skills as researchers without the burden of having to produce a formal research paper, and learn how to use research to answer questions of interest.

Depending upon students’ skills and the technology available, consider letting students search for resources on their own. Or, consider providing them with access to encyclopedias or links to appropriate websites with material on Jamestown and the early English colony.

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students complete an Exit Ticket briefly explaining one thing they noticed about their selected subject from one of the available resources, and one thing they still wonder.

254

Land

Date Class Handout 20A: Reliability and Credibility of Sources Directions: Follow the directions to assess the credibility and reliability of your sources. PART 1: Find at least two sources (based on the criteria covered during the lesson) that are reliable and credible in supplying information. List these sources here: 1. Source 1: Explain why this source is both reliable and credible 2. Source 2: Explain why this source is both reliable and credible PART 2: Please complete notes for the following questions about your subject (person, place, thing, or event), using at least two sources as references. In your notes, make sure to cite from which source you obtained the information. 1. What is your subject? 2. Where? For example, where did this person live? Where did this event take place? 3. When? What dates might be important to record for your person, place, thing, or event? © Great Minds PBC G6 M3 Handout 20A WIT & WISDOM Page of 2 © 2023 Great Minds PBC G6 M3 Lesson 20 WIT & WISDOM®

ASSIGN HOMEWORK

Students begin working on informal research and completing Part 2 of Handout 20A. In addition, selected students complete the fourth and final day of fluency practice on Handout 17A.

who have provided you with food? 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. What is the cause of your jealousy? You see us unarmed, and willing to supply your wants, if you come in a friendly manner, and not with swords and guns, as to invade an enemy. am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and whatever else want, than to fly from all, to lie cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that cannot rest, eat, or sleep. In such circumstances, my men must, and if a twig should but break, all would cry out “Here comes Capt. Smith”; and so, in this miserable manner, to end my miserable life; and, Capt. Smith, this might be soon your fate too, through your rashness and unadvisedness. I, therefore, exhort you to peaceable councils; and, above all, insist that the guns and swords, the cause of all our jealousy and uneasiness, be removed and sent away. 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. © Great Minds PBC G6 M3 Lesson 20 WIT & WISDOM®

Analyze

Context and Alignment

Students individually complete Part 1 of Handout 20A (RI.6.1, W.6.7, W.6.8). This CFU addresses whether students understand why a source is reliable and credible and how these qualities ensure that they receive solid, unbiased information. Check for the following success criterion:

Explains how both selected sources offer proof of their reliability and credibility based on the characteristics covered during the lesson.

Next Steps

Verify that students’ explanations of reliability and credibility are sound. If not, ask students to find additional sources with stronger reliability and credibility and to resubmit Part 1 of Handout 20A.

G6 M3 Handout 17A WIT WISDOM Page of *Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

Wrap

2 MIN.

Date Class Handout 17A: Optional Fluency Practice 4 Directions: 1. Day 1: Read the text carefully, and annotate to help you read fluently. 2. Each day: a. Practice reading the text three to five times. b. Evaluate your progress by placing a +,  and - in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Respond to the self-reflection questions. am now grown old, and must soon die; and the succession must descend, in order, to my brothers, Opitchapan, Opekankanough, and Catataugh, and then to my two sisters, and their two daughters. wish their experience was equal to mine; and that your love to us might not be less than ours to you. Why should you take by force that from us which you can have by love? Why should you destroy us,

Students should leave class having decided upon what subject or topic they will continue to explore over the next few weeks. For those less decisive students, consider providing them additional topics to research that would deepen their understanding of the decline and development of Jamestown and the early English colony. 255 © 2023 Great Minds PBC

QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 21

“Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

TEXT

FOCUSING

2 1 3

5 6 7

26 11

30 9

24 21

8 16 27 12

10 18 29 14 25 22 4 37 38 36 35

Lesson 21: At a Glance

AGENDA

Welcome (5 min.)

Record Vocabulary Launch (5 min.)

Learn (58 min.)

Notice and Wonder (40 min.)

Organize and Summarize (18 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (2 min.)

Assign Homework Vocabulary Deep Dive: Explore Content Vocabulary: Aggravated, relations, dwindling (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1, RI.6.2*

Writing W.6.10

Speaking and Listening SL.6.1, SL.6.2*

Language L.6.5.b

MATERIALS

Learning Goals

Summarize each paragraph of the article (RI.6.2, W.6.10).

Complete Handout 21B.

Use the relationship between aggravated, relations, and dwindling to better understand a challenge faced by Jamestown colonists (L.6.5.b, W.6.10).

Complete a Quick Write.

Handout 21A: “Rethinking Jamestown,” Jeffery Sheler

Handout 21B: “Rethinking Jamestown” Summary

Handout 21C: Word Relationships

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 21

Organize: What’s happening in Sheler’s article?

This lesson marks the beginning of a new focusing question, one centered on observation as it pertains to those studying Jamestown’s history, which students will encounter with additional module texts, as well as to the students who will act as careful observers in the analysis of those texts. In this lesson, students read “Rethinking Jamestown” and are introduced to a new environmental factor that may have threatened the colony’s survival. Because of the complexity of this text, students work in small groups for their first and second readings. Analysis of the author’s argument will occur in the next lesson; students work first to understand the text and then summarize the ideas within it.

Post the Focusing Question and Content Framing Question. Students share ideas from the Welcome activity. Press students to generate examples of those in the text who lacked perseverance.

Welcome 5 MIN. RECORD VOCABULARY Display: Word Meaning Similar Word perseverance (n.) Continued, unstopping behavior despite challenges. patience

how different characters in

on the River

Launch

MIN.

Pairs brainstorm

Blood

showed or lacked perseverance.

n The gentlemen who tried to steal the food and sail back to America while John Smith was gone were examples of those who lacked perseverance. They were ready to give up and go home, allowing others to die because of it.

n Master Wingfield lacked perseverance. He kept his own private supply of food because he knew he couldn’t survive on the bug-filled wheat and barley that everyone else had to eat.

n The new settlers who attacked Powhatan’s people looked for a quick solution. Instead of learning to farm and contributing to the work in Jamestown that kept the colony going, they raided the American Indians’ food instead, hurting and killing people in the process.

Remind students that some historians blame the social factors in Jamestown for the colony’s struggles, like a lack of settlers willing to persevere through the challenges that faced them. However, not all researchers agree with this idea. Students will read an argument written by an author who has a different perspective on Jamestown’s struggles. Explain that for the remainder of the module, students will encounter additional texts about Jamestown and will work across those texts to carefully observe differences in content and presentation as they deepen their knowledge of Jamestown’s history.

TEACHER

NOTE The focusing question for this arc will be discussed at the start of Lesson 23.

58 MIN.

NOTICE AND WONDER 40 MIN.

Small Groups

Distribute Handout 21A: “Rethinking Jamestown,” Jeffery Sheler.

Explain that this text is a scientific article about recent archaeological research being done at the Jamestown site. Ask students to share how this genre of text is different from the historical narrative, Blood on the River

to ensure ample warning of approaching Spanish warships. They set about building a fortress and clearing land for the commercial outpost they had been sent to establish and which they called “James Cittie.” They were eager to get down to the business of extracting gold, timber and other commodities to ship back to London. But Jamestown proved to be neither paradise nor gold mine. In the heat of that first summer at the mosquitoinfested settlement, 46 of the colonists died of fever, starvation or Indian arrows. By year’s end, only 38 remained. Were it not for the timely arrival of British supply ships in January 1608, and again the following October, Jamestown, like Roanoke a few years before, almost certainly would have vanished. It is little wonder that history has not smiled on the colonists of Jamestown. Though recognized as the first permanent English settlement in North America and the setting for the charming (if apocryphal) tale of Pocahontas and Capt. John Smith, Jamestown has been largely ignored in colonial lore in favor of Massachusetts’ Plymouth Colony. And what has survived is not flattering, especially when compared with the image of industrious and devout Pilgrims seeking religious

260

Learn

Name Date Class Handout 21A: “Rethinking Jamestown,” Jeffery Sheler Directions: Use this article as directed in this and upcoming lessons. To help you as you read, work with, and discuss the text, lines have been numbered on the left side and paragraphs have been numbered on the right side. 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 America’s first permanent colonists have long been considered incompetent. But new evidence suggests that it was a drought—not indolence—that almost did them in. To the English voyagers who waded ashore at the mouth of the Chesapeake Bay on a balmy April day in 1607, the lush Virginia landscape must have seemed like a garden paradise after four and a half months at sea. One ebullient adventurer later wrote that he was “almost ravished” by the sight of the freshwater streams and “faire meddowes and goodly tall trees” they encountered when they first landed at Cape Henry. After skirmishing with a band of Natives and planting cross, the men of the Virginia Company expedition returned to their ships—the Susan Constant, Godspeed and Discovery — and the 104 passengers and crew continued up the Powhatan River (soon to be renamed the James in honor of their king, James I) in search of a more secure site. They thought they had found it on a marshy peninsula some 50 miles upstream—a spot they believed could be defended against Indians attacking from the mainland and that was far enough from the coast

freedom in a new land. In contrast, the Jamestown settlers are largely remembered as a motley assortment of inept and indolent English gentlemen who came looking for easy money and instead found self-inflicted catastrophe. “Without a trace of foresight or enterprise,” wrote historian W. E. Woodward in his 1936 A New American History, “ they wandered about, looking over the country, and dreaming of gold mines.” But today the banks of the James River are yielding secrets hidden for nearly 400 years that seem to tell a different story. Archaeologists working at the settlement site have turned up what they consider dramatic evidence that the colonists were not ill-prepared dandies and laggards, and that the disaster-plagued Virginia Colony, perhaps more than Plymouth, was the seedbed of the American nation—a bold experiment in democracy, perseverance and enterprise. 2 3 4 5 Great Minds PBC G6 M3 Handout 21A WIT & WISDOM Page 1 of 5 © 2023 Great Minds PBC G6 M3 Lesson 21 WIT & WISDOM®

TEACHER NOTE

Read aloud the first two bolded sentences (tagline for the article), explaining that incompetent means “without necessary skills,” and that indolent means “lazy.” If needed, explain that did them in means “ended their survival.”

Ask students to reread the two sentences to themselves, invite them to Think–Pair–Share and restate them in their own words.

n For a long time, people have thought that the first permanent colonists were lazy and unskilled. New evidence shows it was a long drought that nearly ended their lives instead of laziness.

Ask: “How does this idea contrast with Blood on the River?”

n Blood on the River didn’t have any information about a drought. Colonists had trouble growing their crops because of laziness and salty water, but the book didn’t mention a drought.

Read aloud the first page of “Rethinking Jamestown,” pausing every two paragraphs for students to track their ideas on a Notice and Wonder T-Chart in their Response Journal.

After the sixth paragraph, students share responses with the whole group.

Notice Wonder

This version of the story of colonists’ arrival includes a conflict with “a band of Natives.”

I wonder why the colonists planted a cross at Cape Henry but then made their settlement somewhere else.

Only 38 people were still alive when the ship from England arrived with supplies.

What made Cape Henry unsecure?

Archaeologists discovered the remains of James Fort in 1996.

It took 7 years to uncover the fort’s perimeter.

Why does the Plymouth colony get more attention than Jamestown?

How do archeologists do their job?

What kind of secrets are hidden in the banks of the James River?

What kind of things will William Kelso and his team discover at the site?

Trios read aloud the rest of the article, pausing as needed to note observations and questions.

Scaffold

Continue reading aloud a few paragraphs at a time while students read along in their heads. Alternatively, if students are going to read in groups, consider creating an anchor chart with definitions for archaeology, archaeologist, excavate, artifact, ruins, and ceramic and for the following idioms:

History has not smiled on (4): people are critical of the choices made.

Flies in the face of (8): proves wrong.

Fatal flaws (17): decisions that led to the collapse of something.

ORGANIZE AND SUMMARIZE 18 MIN.

Small Groups

Distribute Handout 21B: “Rethinking Jamestown” Summary. Read the directions aloud and address any questions.

Students complete Handout 21B. If extra time is needed, students may finish for homework.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students Mix and Mingle, sharing a new idea about the challenges of life in Jamestown they learned from reading “Rethinking Jamestown.”

262

Land

Name Date Class Handout 21B: “Rethinking Jamestown” Summary Directions: Reread Sheler’s “Rethinking Jamestown” (Handout 21A), and stop after each paragraph to create a one sentence summary of what you’ve just read. Paragraph Summary 2 Colonists found a secure location and began building their settlement. 3 4 5 6 7 8 9 Artifacts excavated from the remains of Jamestown show that colonists were working and manufacturing things. 10 11 Colonists had bucklers to protect them from American Indian attacks. 12 Kelso and Straube analyze artifacts from a trash site to better understand the colonists’ lives. 13 14 © Great Minds PBC G6 M3 Handout 21B WIT & WISDOM Page of © 2023 Great Minds PBC G6 M3 Lesson 21 WIT & WISDOM®

ASSIGN HOMEWORK

Students reread “Rethinking Jamestown” (Handout 21A), finishing Handout 21B if needed, and labeling each paragraph as follows:

B: Background information about Jamestown.

S: Content about previous claim(s) about the settlers.

A: Content that looks like it is part of Sheler’s argument (i.e., claim, reason, evidence, elaboration).

?: “I’m not sure.”

Consider modeling this process with the first few paragraphs of the article if needed.

Analyze

Context and Alignment

In small groups, students summarize each paragraph of the text (RI.6.2, W.6.10). Check for the following success criteria:

Accurate summaries, especially of the following key sections:

p The summary of paragraph 5 should echo the first two sentences of the article: evidence points to Jamestown’s struggle to survive being linked to factors outside of colonists’ laziness.

p Paragraph 9’s summary should articulate that the artifacts show that colonists had the tools they needed to thrive.

p Summaries of paragraphs 19—21 should acknowledge that the drought threatened settlers’ survival.

p Paragraph 31’s summary should restate the ideas of paragraph 5, adding that Jamestown helped shape what America became.

Next Steps

Because students will analyze Sheler’s argument in the next lesson, it’s important that they understand his ideas in this Organize stage. If students are unable to generate these summaries in their small groups, reread these sections aloud and invite students to restate the information, paragraph by paragraph, to a partner before rewriting their summaries.

Wrap 2 MIN.

,

relations

Time: 15 min.

Text: “Rethinking Jamestown,” Jeffery Sheler

,

Explore Content Vocabulary: Aggravated

dwindling

Vocabulary Learning Goal: Use the relationship between aggravated, relations, and dwindling to better understand a challenge faced by Jamestown colonists (L.6.5.b).

Launch

Explain that Sheler’s article introduces new ideas about Jamestown’s development and decline that weren’t included in Blood on the River. Students will examine some of the vocabulary used by Jeffery Sheler to build a stronger understanding of one of these new ideas.

Provide the following definitions for students to add to the New Words section of their Vocabulary Journal.

Word Meaning

aggravated (v.) Made worse. relations (n.) The ways people communicate or act toward each other. dwindling (adj.) Shrinking down to nothing.

Learn

Display and read aloud. If needed, explain that subsided means “to become less.”

The study’s authors say a major drought would have dried up fresh-water supplies and devastated corn crops on which both the colonists and the Indians depended. It also would have aggravated relations with the Powhatans, who found themselves competing with the English for the dwindling food supply … Relations improved when the drought subsided (Sheler 164–170).

Ask student pairs to reread the second displayed sentence aloud, replacing each of the underlined words with its definition. Address any questions about these words or their meanings in this context. Explain that students will now explore the relationships between these three words to better understand how the drought impacted Powhatan-colonist relations.

264

Lesson 21 Deep Dive: Vocabulary

Distribute Handout 21C: Word Relationships. Read the directions aloud, and call on students to share ideas about the first relationship.

n The relations between the Powhatans and the colonists were aggravated when the drought killed all their crops. There wasn’t enough food for everyone, and the groups started fighting.

n The aggravated Powhatans and colonists had poor relations because there was a shortage of food.

n Relations wouldn’t have been so aggravated if there hadn’t been a drought happening.

n The drought caused aggravated relations between Powhatans and colonists.

Pairs complete Handout 21C.

Land Display:

How did the drought impact the Powhatans, the colonists, and their relationship with each other? Incorporate aggravated, relations, or dwindling into your response.

Students compose a Quick Write in response to the displayed question.

Name Date Class Handout 21C: Word Relationships Directions: Read the excerpt from Sheler’s article, with particular attention to the relationships between each word pair. Then answer the questions. The study’s authors say a major drought would have dried up fresh-water supplies and devastated corn crops on which both the colonists and the Indians depended. It also would have aggravated relations with the Powhatans, who found themselves competing with the English for the dwindling food supply … Relations improved when the drought subsided (Sheler 164—170). 1. What is the relationship between aggravated and relations? 2. What is the relationship between relations and dwindling? 3. What is the relationship between aggravated and dwindling? Page of 265 © 2023 Great Minds PBC G6 M3 Lesson 21 WIT & WISDOM®

QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 22

“Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

TEXT

FOCUSING

2 1 3

17 28 13

12 23

4 37

5 6 7

26 11

30 9

24 21

8 16 27

10 18 29 14 25 22

38 36 35

Lesson 22: At a Glance

AGENDA

Welcome (10 min.)

Review Labels

Launch (5 min.)

Learn (54 min.)

Analyze Argument (40 min.)

Evaluate Argument (14 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Academic Vocabulary: Incompetent, sacrificed (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*, RI.6.5, RI.6.8

Writing W.6.10

Language L.6.4.a, L.6.4.d, L.6.5.b

MATERIALS

Handout 21A: “Rethinking Jamestown,” Jeffery Sheler Handout 21B: “Rethinking Jamestown” Summary

Handout 22A: Mapping an Argument

Learning Goals

Evaluate the development and effectiveness of Sheler’s argument (RI.6.1, RI.6.2, RI.6.8, W.6.10).

Complete Handout 22A.

Analyze how the words incompetent and sacrificed support Sheler’s argument (L.6.4.a, L.6.4.d, L.6.5.b).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 22

Reveal: What does a deeper exploration of Sheler’s argument reveal about Jamestown’s history?

Students continue their study of Sheler’s article by analyzing and then evaluating his argument and connecting this new information with what they’ve come to understand about Jamestown from Blood on the River

Welcome

REVIEW LABELS

Trios compare their labeling of the paragraphs of Sheler’s article (B = background information, S = previous claims about settlers, A = parts of his argument, and ? = they weren’t sure what label to use) that they completed for homework, revising as needed and helping each other with the places about which they were unsure.

Scaffold

Depending on the level of support needed by your students, you might display the correct labeling against which students can check theirs.

Prepare

10 MIN.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “What new ideas does Sheler introduce about Jamestown in his article?”

n He says there was an extremely bad drought that made it nearly impossible to grow crops.

n Sheler says that the artifacts found by Kelso and Straube show that the colonists had the tools they needed to start working as soon as they arrived in Jamestown.

n It was so bad during the starving time that the settlers ate lots of unusual and troubling things.

n He says John Smith’s writing was possibly unreliable.

n Some historians do not believe the Pocahontas story.

Ask: “What elements make up a strong argument?”

n A claim.

n Supporting reasons.

n Evidence.

n Elaboration.

Ask: “Why are reasons and evidence important to an argument?”

n They show that the argument isn’t just the writer’s opinion; it gives a reason as to why their belief is true.

n Evidence gives examples that support the accuracy of a claim.

Explain that in this lesson, students will analyze Sheler’s argument, identifying and evaluating his reasoning and the evidence he uses to support it. This analysis will help them deepen their understanding of Jamestown’s development and decline as well as deepen their understanding about how arguments are constructed in writing.

270

ANALYZE ARGUMENT 40 MIN.

Small Groups

Distribute Handout 22A: Mapping an Argument.

Remind students that Sheler wrote this article after examining and considering all of the available evidence about Jamestown, just like they did in preparation for Focusing Question Task 2 about who had the greatest impact on Samuel.

Students review their marked text to respond to the following. Remind them they should focus on the places they marked with an A as they look at how his argument is constructed.

TEACHER NOTE

A complicating factor in this text is that Sheler is doing a lot with counterclaim, places they have likely marked as S in their homework, which these Grade 6 students will not do in their own essays. If students are getting stuck in those places, explain that Sheler is reminding us that some people think the failure of Jamestown was all about greed and the bad gentlemen before he goes on to tell us what he thinks happened based on his review of the evidence. Another challenge is that Sheler includes background information about Jamestown (something else they marked for homework), more than they as student writers will do. Point out those sections and remind students that they won’t need to include a lot of that information when they write because their target audience comes with the knowledge they’ve all built together in this module. This should help students be able to focus on the structure of his argument.

Ask: “What is Sheler’s claim?”

n The most significant factor to the decline of Jamestown was the drought that occurred during its early years.

Ask: “Where does Sheler state his claim?”

n The first two bold sentences (the tagline).

n Lines 28–31.

Learn

54 MIN.

Name Date Class Handout 22A: Mapping an Argument Directions: Reread Sheler’s “Rethinking Jamestown” (Handout 21A), and map Sheler’s argument using the table. Be sure to paraphrase and reference all with the line numbers from the text. Use as many reason boxes and as many evidence rows as necessary. Claim Reason Evidence © Great Minds PBC G6 M3 Handout 22A WIT & WISDOM Page of 2 271 © 2023 Great Minds PBC G6 M3 Lesson 22 WIT & WISDOM®

Instruct students to paraphrase Sheler’s claim and write it in the claim box on Handout 22A.

Invite students to Think–Pair–Share, and ask: “What are the reasons Sheler provides to support his claim?”

n Settlers were actually not ill-equipped or unprepared.

n The drought made survival nearly impossible.

Ask: “Where does Sheler state his reasons?”

n First reason is stated in lines 48–49.

n Second reason is stated in lines 117–119.

Instruct students to paraphrase Sheler’s reasons and write them in two of the reason boxes on Handout 22A.

Trios work to gather the evidence used to support each reason on Handout 22A.

After ten minutes, display a copy of the article and call on students to suggest annotations, recording them on the displayed copy. Encourage students to justify their ideas, bringing them back to the reasons and Sheler’s original claim.

EVALUATE ARGUMENT

Small Groups

14 MIN.

Students respond to the final question on Handout 22A.

Ask for a couple of volunteers to share their responses, and encourage students to revise their own as necessary after hearing from their peers.

Explain that they’ll use this same process—analyzing and then evaluating the argument presented— with another text later in the module.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Conduct a Whip Around in which students share something new they learned about Jamestown from Sheler’s article.

272

Land

ASSIGN HOMEWORK

Students add to their Factor Tracker in their Response Journal (based on Handout 5A), noting what additional information about the social and/or environmental factors that impacted Jamestown’s development and decline was gleaned from Sheler’s text.

Students continue their informal, independent research for their poster presentations (Assessment 33A) later in the module.

Analyze Context and Alignment

After mapping Sheler’s argument, students evaluate the effectiveness of his claim and reasoning (RI.6.1, RI.6.2, RI.6.8, W.6.10). Students have had an opportunity to revise their ideas after hearing others’ responses and should have developed well-justified answers that thoroughly address all three questions within the Evaluation section. Criteria for success include:

Recognizes that Sheler’s use of reasons and evidence effectively supports his claim.

Identifies the logical nature of his reasoning.

Acknowledges the credibility and sufficiency of Sheler’s evidence and elaboration.

Next Steps

It’s most important that students recognize that Sheler’s article is a strong example of argument writing. If students struggle to identify the logic behind his reasoning, ask students to consider his ideas as cause and effect pairs (the availability of necessary tools was the cause, the effect was that settlers had what they needed to build their community; drought was the cause, the effect was that settlers and American Indians struggled to survive). When reasoning is illogical, it’s harder to pair a cause with an effect. Ensure that students understand that Sheler’s elaboration is sufficient; he thoroughly explains his reasoning and integrates quotes from experts like Straube and Kelso to support the credibility of his ideas. If needed, ask students to highlight the quotes Sheler includes from Jamestown experts and help students understand how the inclusion of these ideas boosts the credibility of Sheler’s argument.

Wrap 1 MIN.

Explore Academic Vocabulary: Incompetent, sacrificed

Time: 15 min.

Text: “Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

Vocabulary Learning Goal: Analyze how the words incompetent and sacrificed support Sheler’s argument (L.6.4.a, L.6.4.d, L.6.5.b).

Launch

Student pairs restate Sheler’s argument and two supporting reasons in their own words. Call on students to share their ideas.

n Sheler argues that the struggles settlers faced in Jamestown weren’t because they were lazy or unprepared. It was because of a drought.

n His first supporting reason is that excavations have found evidence that settlers had the tools they needed and they were prepared. His second reason is that there’s proof of a horrible drought that prevented their crops from growing.

Explain that students will analyze how Sheler concludes his argument, specifically examining how the word choice in the quote he uses supports his ideas.

Learn

Display and read aloud:

“Were there gentlemen at Jamestown?” says Kelso. “Of course. And some of them were lazy and incompetent. But not all. The proof of the matter is that the settlement survived, and it survived because people persisted and sacrificed” (Sheler 183–185).

Remind students that these are not Sheler’s words; they were said by William Kelso, the chief archaeologist at the Jamestown excavation site. Sheler chose them and purposefully placed them in the conclusion of his essay. Students will first determine the meaning of two of these words and then analyze why Sheler chose them to conclude his article.

274

Lesson 22 Deep Dive: Vocabulary

Invite students to Think–Pair–Share, and ask: “What context gives you clues about the meaning of incompetent?”

n Incompetent is paired with lazy, Kelso says some of the gentlemen were both of these things. So, incompetent is similar to lazy or is, at least, a negative thing.

n The word but is how Kelso shows that he doesn’t think all the gentlemen were incompetent. He goes on to say that some persisted, which I know means “kept going.” So, incompetent might mean the opposite, “giving up or not helping.”

Guide students to noticing that Kelso pairs two synonyms together when describing some of the gentlemen. The word and indicates that lazy and incompetent go together, and it can be assumed they are similar in nature. The relationship between these two words is synonymous, and recognizing their relationship is one strategy for finding the meaning of the unknown word, incompetent. Students develop a preliminary definition for incompetent.

Tell student pairs to apply this same understanding of how a synonymous relationship of two words is joined by the conjunction and, plus an analysis of context to develop a preliminary definition for sacrificed

When finished, provide the following definition for students to use as verification of their ideas. Invite students to read the definition, compare it to their own, and make any needed revisions to their ideas.

Word Meaning

incompetent (adj.) Without necessary skills.

sacrificed (v.) Gave up something great out of loyalty or affection.

Land Display: Explain how the ideas in William Kelso’s quote in lines 183–185 support Sheler’s claim. Students compose a Quick Write in response to the displayed prompt.

FOCUSING QUESTION: LESSONS 21–32 How

Lesson 23

TEXTS

“Innovation in Plain Sight,” Amy Herman (http://witeng.link/0241)

The Lighthouse at Two Lights, Edward Hopper (http://witeng.link/0242)

Lighthouse Hill, Edward Hopper (http://witeng.link/0243)

does the

contribute

art and science

observation

to a

complete narrative of Jamestown’s development and decline?

Lesson 23: At a Glance

AGENDA

Welcome (4 min.)

Launch (5 min.)

Learn (60 min.)

View Video (25 min.)

Observe and Communicate (35 min.)

Land (5 min.) Answer the Content Framing Question

Wrap (1 min.) Assign Homework

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*

Writing

W.6.10

Speaking and Listening

SL.6.1, SL.6.2*, SL.6.6

Learning Goals

Compose an objective written summary of the video segment (RI.6.1, RI.6.2, SL.6.2, W.6.10).

Create a summary paragraph.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 23

Organize: What is happening in Amy Herman’s “Innovation in Plain Sight”?

CRAFT QUESTION: Lesson 23

Execute: How do I listen to interpret?

This lesson introduces students to the work of Amy Herman and the power of observation. This is work they will continue to put into practice as they encounter additional module texts, expand their understanding, and build the narrative of Jamestown’s history. Students view a segment of video where Herman discusses her work and then they participate in one of her activities with one of Edward Hopper’s paintings.

Welcome

4 MIN.

Pairs share the Factor Tracker updates they made in their Response Journal for homework and revise as necessary.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Display

“Yet rewriting history, [Kelso] says, was not what he had in mind when he began the work. ‘I simply wanted to get the rest of the story’” (Sheler 152–153).

Ask: “What did Kelso and Straube do in order to “get the rest of the story” about Jamestown?

n They kept looking at the evidence, they noticed what was and wasn’t there, what was out of place, they kept searching for additional artifacts, they didn’t accept the assumptions of prior researchers, they brought in additional evidence (climate data) to answer questions.

Explain that the ways in which Kelso and Straube are going about their research is exactly the kind of careful work that is being done in other fields and with artwork. Explain that this lesson introduces them to the work of Amy Herman and her ideas about the power of careful observation, work that crosses disciplinary boundaries among art and science and history.

Learn60 MIN.

VIEW VIDEO 25 MIN.

Whole Group

Explain that students will first view a segment from, “Innovation in Plain Sight,” a talk Amy Herman gave at the Dole Institute of Politics. Instruct students to take notes on the video in their Response Journal about who Herman is, who she works with, what she does, why she does it, and why it’s important as well as anything else they want to note.

Show the excerpt 4:38–26:07 (http://witeng.link/0241).

OBSERVE AND COMMUNICATE 35 MIN.

Pairs

Post the Craft Question: Execute: How do I listen to interpret?

Explain that now that they have an idea about Herman’s work, they will try out one of her activities and practice their observational, communication, and listening skills.

Ask a student to share what they learned previously in this module about listening to interpret.

Have students form pairs. Explain that one person in each pair will describe the painting that will be displayed to the other person, who will keep their eyes closed. Then, after listening to the details, that person will try to identify which of two paintings was the one being described. This is just like the exercise in the segment of the video they watched.

Have pairs decide who will be the “describer” and who will be the “listener.” Instruct the “listeners” to turn their back to the screen and close their eyes.

Display this painting without giving or showing the title or artist: http://witeng.link/0242.

280

Remind the “listener” partners to listen carefully, not to ask questions or speak, and to keep their backs turned and eyes closed.

Instruct the “describers” to take a few minutes to convey all the details they can to their partner in order to help them visualize the image.

After a few minutes, when it seems “describers” are done, display the first painting side by side and simultaneously with this additional painting: http://witeng.link/0243.

Instruct the “listeners” to open their eyes and take a look, and ask: “Which of these paintings do you think your partner described to you?”

Give students a few minutes to review the images, raising their hands when they have made a decision.

When all “listeners” have their hands raised, ask them to keep their hand up if they thought it was the painting on the left side of the screen. Have everyone put hands down, and then ask them to raise their hands if they thought it was the paining on the right side of the screen.

Reveal which was the correct painting, and facilitate a brief discussion to debrief the activity, using these questions:

What was it like to be a “describer”?

What was it like to be a “listener”?

How well did your partner describe?

What do you now notice that would have helped your partner?

TEACHER NOTE

The following background information might be helpful for you, but this information should not be shared with the students, especially at this point in the lesson as we want them to relay on their observational skills to talk about Edward Hopper’s paintings in this lesson and the next when they study Nighthawks

Edward Hopper is known for depicting subjects isolated in public places, passing through hotels, movie theaters, restaurants, and gas stations. Hopper studied commercial illustration and then fine art in the United States and Europe. Although he painted in realist style, he was influenced by the Impressionists and never worked in the abstract style that became important in the art world during his later years. Hopper was a fan of movies and of noir detective fiction. He also cites Hemingway’s short stories such as “The Killer” as influences.

His works suggest themes of loneliness, isolation, even voyeurism, as we observe figures and ponder their relationships. A quotation from the Metropolitan Museum’s Heilbrunn Timeline of Art History: “… the characteristics of Hopper’s style: clearly outlined forms in strongly defined lighting, a cropped composition with an almost ‘cinematic’ viewpoint, and a mood of eerie stillness … a sense of silence and estrangement.’”

Pairs work together to write a summary of this segment of Herman’s talk and how her ideas connect with the research in Sheler’s article.

n Herman works with the CIA, FBI, and NYPD to help officers sharpen their observation skills. Herman believes that every word matters when you’re describing what you’ve seen to others. She also believes that you should notice what isn’t present in addition to what is. This is connected to Jeffrey Sheler’s work because he uses the discoveries at the Jamestown site to support his argument. The observations of artifacts and the climate study helped experts build different understandings about Jamestown. Sheler had to clearly communicate these new understandings because they contradicted what was previously thought about the colony.

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Have a few students share their responses to the Quick Write.

282

Land

1 MIN.

ASSIGN HOMEWORK

Students continue their informal, independent research for their poster presentations (Assessment 33A) later in the module.

Analyze Context and Alignment

Student pairs develop a summary of Herman’s ideas and connect them to Sheler’s argument (RI.6.1, RI.6.2, SL.6.2, W.6.10). Check for the following success criteria:

Articulates that Herman believes that the words you choose to convey your observations are important.

Explains that Herman also believes it’s critical to describe what you don’t see as well as what you do see.

Connects the importance of close observation to the archeological discoveries made at the Jamestown site used in Sheler’s argument.

Next Steps

If students are struggling to identify the main ideas of Herman’s presentation, replay minutes 20:15—21:22 and 24:00—26:07 of the video, pausing between clips to have students restate what they’ve heard in their own words. For students having trouble connecting Herman’s ideas to Sheler’s argument, encourage them to skim Sheler’s text, annotating any ideas about Jamestown that were generated based on observations. Facilitate a discussion about how careful observation and noticing the pertinent negatives at the Jamestown site yielded the understandings that support Sheler’s claim.

*Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

Wrap

QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 24

TEXT Nighthawks, Edward Hopper (http://witeng.link/0244)

FOCUSING

34 2 1 3 5 6 7 15 26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22 4 37 38 36 35

Lesson 24: At a Glance

AGENDA

Welcome (5 min.)

Review Art Elements Launch (2 min.)

Learn (59 min.)

Notice and Wonder (14 min.) Organize Ideas (12 min.) Build Inferences (12 min.)

Analyze Art Elements (21 min.)

Land (8 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Execute: Pronoun Case (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading RL.6.1

Writing W.6.1.c, W.6.10

Speaking and Listening SL.6.2*

Language L.6.1.a

MATERIALS

Chart paper and markers

Learning Goals

Analyze Nighthawks to deepen understanding of Herman’s ideas (RL.6.1, W.6.10, SL.6.2).

Complete a Quick Write.

Use pronouns in the proper case (subjective, objective, possessive) (L.6.1.a). Complete an Exit Ticket.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 24

Know: How does studying Nighthawks build my knowledge?

Students continue their work with art and observation with another of Edward Hopper’s paintings, analyzing the painting Nighthawks. They notice details, develop questions, build inferences, and analyze the different elements of art used by Hopper. Students then explain how this analysis supported their understanding of the painting itself and their understanding of Herman’s ideas about the power of observation.

Welcome

5 MIN.

REVIEW ART ELEMENTS

Pairs brainstorm the elements of art that they recall from prior modules, sketching examples, or creating definitions in their own words.

Launch

2 MIN.

Post the Focusing Question and Content Framing Question.

Explain that in this lesson, students will explore another piece of art. Like William Kelso and the archaeologists who study the remains of Jamestown to build understandings about the past, students will analyze the elements of a painting to help build understandings about the image and about how we can use careful observation to answer questions.

59 MIN.

NOTICE AND WONDER 14 MIN.

Pairs

Without telling students the title or painter, display Nighthawks (http://witeng.link/0244).

Allow students to view the image uninterrupted for two to three minutes without speaking. Then give student pairs five minutes to complete a Notice and Wonder T-Chart in their Response Journal.

Call on students to share ideas, and add them to the displayed chart.

Notice Wonder

I see three customers in a restaurant.

I notice the man in all white is working at the restaurant.

We observe them through a large window.

The people don’t seem to be eating, just sitting there. It doesn’t look as though anyone is talking.

The lights inside the diner seem to be the only lights on the street.

The restaurant looks empty besides those three people.

The street outside is totally deserted.

There are no cars parked on the street outside the restaurant.

ORGANIZE IDEAS 12 MIN.

Small Groups

Display:

The woman is wearing a red dress. The woman is wearing a pretty red dress.

Why aren’t other people in the painting? Do the people know each other?

Are the man and woman together? Who are they?

Because the street outside the window is dark and no one is walking, it might be late at night. Why aren’t these people at home?

Is the feeling inside the diner comfortable or sad? Are they all waiting for their food to come, or is no one eating? What time of day is it?

Does anyone live in the building across from the restaurant?

Ask: “What is the difference between these two statements?”

288 Learn

Help students recognize that pretty is a value judgment and that part of interpreting visual data is doing so without judgment. This allows the observer to gather information without allowing their opinion to influence their interpretation of what they see. In groups of three, students will record observations about different aspects of the painting without placing value or judgment on them.

On three separate sheets of paper, students write the following headings, one per page: Setting, People, Objects.

For eight minutes, student groups conduct silent conversations, sharing the papers to record observations on the appropriate page and adding ideas or clarifying questions in response to those of group members. Remind students to make their objective observations very detailed, as though they are describing this painting to someone with their eyes closed. If students notice that one of the ideas is a value judgment instead of an observation, they should revise it.

Setting People Objects

The restaurant doesn’t look like it has a door that leads outside.

No one is on the street outside the restaurant.

The restaurant has tall windows that wrap around two sides of the building.

There’s a sign that says “Phillies” above the restaurant.

It looks like the sign above the restaurant is advertising cigars for five cents each.

The waiter looks up toward the couple, but they aren’t looking at him.

There are three long counters.

There are large silver urns that might hold coffee.

The woman holds something in her right hand and looks down at it.

The man has a cigarette in his right hand.

There are napkin holders and salt and pepper shakers in different spots on the counter.

BUILD INFERENCES

Small Groups

No one has food, only coffee cups.

The figures are not talking with one another.

The customers’ coffee cups are off to the sides instead of in front of them.

The hands of the man and woman are next to each other on the counter but don’t touch.

There are lots of empty stools at the counter.

There’s a glass of water on the counter but no one seated by it.

All of the diners sit with their elbows on the countertop, hunched over.

12 MIN.

All the men are wearing hats.

Explain that after making detailed, objective observations, viewers consider all the visual data in front of them and make inferences based on what they’ve seen. Remind students about the emergency room doctors that Herman spoke about. The doctors take their observations about what symptoms are present and which are absent and use them to create a diagnosis. Students will

use the observations they’ve made about the visual data in the painting to make inferences about the image. Using objective observations ensures that inferences are realistic instead of influenced by opinion.

Use Think Aloud to model realistic inference building:

One of my objective observations is that there are lots of empty stools at the counter and very few customers. Another observation is that it’s dark on the street outside the restaurant. I can combine those two observations and infer that it’s late at night and most people aren’t out.

Small groups use their objective observations and develop at least three inferences about Nighthawks After five minutes, call on student groups to share one of their ideas, asking them to explain how their detailed, objective observation led them to their inference. Help students revise any inferences built on judgment or subjectivity.

ANALYZE ART ELEMENTS 21 MIN.

Whole Group

Ask: “What kind of a bird might a nighthawk be?” Students should note that hawks are solitary predators.

Ask: “Do any of the figures appear predatory? As prey? What about the viewer?”

Invite students to infer why Hopper chose this title.

n The title helps set a mood.

n Maybe he chose Nighthawks because the figures are all perched at the counter, waiting like birds on a telephone wire.

n Nighthawks makes me think of birds that would be awake at night. All these figures are awake and sitting at a restaurant, and it looks like it’s nighttime outside.

TEACHER NOTE

If needed, provide background information about diners—casual restaurants serving inexpensive sandwiches and grill items, often open late at night—and their role in late-night American culture of the mid-twentieth century in the days before fast food restaurant chains.

Explain that archaeologists analyze many different aspects of a time period to determine what really happened. William Kelso and Beverly Straube had to examine artifacts, written records, and climate studies to really understand the drought that caused so much hardship in Jamestown. When interpreting visual data, it’s also important to analyze different elements of the image to determine meaning. To find meaning in Nighthawks, students will analyze Hopper’s use of color, line, and space.

290

Display:

Color: The way the human eye sees light reflected off objects.

Line: A single long, unbroken mark that a point makes as it moves through space.

Space: The areas around, between, or within shapes or forms in a work of art.

Ask: “How does the artist use color to attract the eye in this painting?”

n Hopper uses dark colors to show the empty night streets outside the diner. The bright colors and lights inside the diner contrast with the darkness outside. The bright colors draw our eye to the figures.

n The lightest part of the painting is the corner with the waiter in his white coat and cap and the two coffee urns.

n The woman in red with her red hair, and the faces of her figure, and that of the man next to her draw our eye next.

n The white objects in the place setting on the counter and the light on the side of the other man’s face draw our eye to his end of the counter.

n The brown lines of the wooden counter connect all the figures.

n The busy, colorful interior spaces are balanced by the emptier, darker spaces on the left side of the painting.

Ask: “How does Hopper’s use of color help tell a story or create a mood?”

n The bright fluorescent light helps us clearly see the figures. The lighting reminds us of the feeling inside a busy diner, big market, or fast food restaurant. But here, most of the space is empty. The empty spaces remind us that it’s after hours, and other people are at home.

n The darker colors of the windows across the street seem lonely. No one is there. The lights have been turned out, leaving the windows like black holes. We can’t see who might be inside them, or whether they’ve been abandoned, or whether the people who live there have left for the night.

n The lighting puts the figures on display, as though they’re in a lit display case or fishbowl. Anyone can watch them from the darkness outside.

Ask: “How does the artist use line to draw attention?”

n The diner has strong diagonal lines, including the counter and row of stools. The window juts into the street at an angle. The single diner sits at the center of an angle formed by the two lines of the counter.

n The sweeping angles of the diner building are balanced by the vertical lines formed by the windows and doorways of the building outside.

n The diner corner walls and the posts in the window form additional vertical lines.

n The triangle formed by the diner ceiling and walls mirror the triangle formed by the counter.

n The figures are contained by these lines.

Ask: “How does the author use space to draw attention?”

n The transparent sheet of window glass separates the interior and exterior spaces. The window removes the privacy from the people inside. They can be observed by anyone passing by or watched from the dark windows across the street.

n The spaces between the figures, the empty spaces at counter, the space where a customer has left behind a water glass, all give a sense of separation or aloneness.

n The figures are small compared to the empty spaces in the street, which overpowers them.

Ask: “How does the artist use color, line, and space to convey a feeling or mood?” Accept a variety of responses supported by data.

n The diner looks peaceful. The bright colors against the dark night street seem to invite us inside, to warm up and have a hot cup of coffee.

n I think it looks lonely. I wouldn’t like sitting by myself in a restaurant or knowing that people are watching me. The empty spaces around the figures makes them look isolated in the big room, as though lots of other people should be there to keep them company.

8 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display: How did studying Nighthawks build my knowledge of Amy Herman’s ideas?

Students complete Quick Write in response to the displayed question. Invite students to Think–Pair–Share about the Content Framing Question before calling on students to share their ideas.

If time allows, call on students to share their ideas.

Wrap

1 MIN.

ASSIGN HOMEWORK

Students continue their informal, independent research for their poster presentations (Assessment 33A) later in the module.

292

Land

Analyze

Context and Alignment

Students individually explain how engaging in this study of Nighthawks built their understanding of Herman’s ideas about observation, inference, or insight built on an element of art (RL.6.1, W.6.10, SL.6.2).

Next Steps

For students having trouble applying Herman’s ideas to this painting, facilitate an exploration of Herman’s pertinent negative analysis. Ask students to identify things are missing from the situation depicted in Hopper’s painting (e.g, cars on the street, other customers, food on the counter, streetlamps, tables in the diner). Then ask students to explain how analyzing what isn’t present helps them build inferences about the people and things that are there. Guide students to see that Herman’s approach to observation helps them discover new ideas about the visual data they are viewing.

Lesson 24 Deep Dive: Style and

Conventions

Execute: Pronoun Case

Time: 15 min.

Text: Nighthawks, Edward Hopper (http://witeng.link/0244)

Style and Conventions Learning Goal: Use pronouns in the proper case (subjective, objective, possessive) (L.6.1.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 24 Execute: How do I use proper pronoun case?

Refresher Pronoun Case

The term pronoun case refers to the function of the pronoun in a sentence.

If a pronoun is used as the subject of the sentence, then its case is subjective Example: She is sitting at the counter.

If the pronoun is used as a direct object, an indirect object, or the object of a preposition, then its case is objective Example: The waiter is serving them Example: A man is sitting next to her

If a pronoun is used to show possession, then its case is possessive Example: Another man is sitting with his back to the viewer.

An antecedent is the corresponding noun that the pronoun replaces.

Launch

Post the Style and Conventions Craft Question.

Display:

Nighthawks by Edward Hopper shows three customers leaning their arms on the counter of a diner. They sit with their backs to the windows. Two of them sit next to each other, and the other customer sits by himself.

Direct students to identify all the pronouns and their antecedents. If needed, remind students that antecedents are the nouns that pronouns replace.

n In the first sentence, their has the antecedent customers

n In the second sentence, they also has the antecedent customers

n In the last sentence, them has the antecedent two, and himself has the antecedent customer.

294

Highlight pronouns as students identify them, and encourage them to identify the case of each pronoun. If needed, remind students that pronoun case is determined by how the pronoun is used in a sentence: subjective pronouns function as the subject of the sentence, objective pronouns function as an object of either the verb or of a preposition, and possessive pronouns show ownership.

n In the first sentence, their is possessive.

n In the second sentence, they is subjective.

n In the last sentence, them and himself are objective.

Learn Display:

She and him sit across from he on stools at the counter where their having they coffee.

Instruct students to rewrite the displayed sentence, fixing errors in pronoun case. Pairs identify the correct case that needs to be used, and Think–Pair–Share how using correct pronoun case clarifies meaning of the sentence. Call on students to correct the displayed sentence.

n Him should change to he because the pronoun needs to be subjective.

n He needs to change to him because it is the object of the preposition from

n Their should be they’re because it needs to be subjective not possessive.

n They needs to change to their because it shows possession of the coffee.

TEACHER NOTE

Land

Students may find she and he sounds awkward. If needed, encourage students to choose which pronoun case should be used: they, them, or their.

Explain that students will write about two of the figures in the painting Nighthawks by Edward Hopper. Remind students to use objective observations, removing any judgments from their writing. Encourage students to use all three pronoun cases when completing their Exit Ticket, and remind them that using the wrong pronoun case will confuse meaning.

Students complete an Exit Ticket by writing three detailed sentences about two of the figures in the painting Nighthawks by Edward Hopper, incorporating and labeling at least one subjective, objective, and possessive pronoun into their sentences.

FOCUSING QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 25

Written in Bone, Sally Walker, Chapter 1

TEXT

1 3 5 6 7 15 26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22 4 37 38 36 35

Lesson 25: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.)

Learn (55 min.)

Read Chapter 1 (25 min.)

Organize and Summarize (30 min.)

Land (9 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Content Vocabulary: Meticulous, procedure (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*

Writing

W.6.1.c, W.6.10

Language

L.6.4.a

MATERIALS

Handout 25A: Boxes and Bullets Organizer—Chapter 1

Learning Goals

Compose an objective written summary of one chapter of Written in Bone after organizing its main ideas and supporting details (RI.6.1, RI.6.2, W.6.10).

Complete Handout 25A.

Explain how Herman’s ideas about observation are evident in the science of Written in Bone (W.6.10).

Complete a Quick Write.

Analyze the context of meticulous and procedure to deepen understanding of each word and of the excavation process (L.6.4.a, W.6.10).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 25

Organize: What’s happening in chapter 1 of Written in Bone?

Students begin reading the second core text of this module, Written in Bone, annotating their observations and questions during their first reading of the text. Small groups reread an assigned section to analyze how a main idea is developed through key details. Students use a Boxes and Bullets Organizer to support summary writing.

Welcome

5 MIN.

Pairs look at the front and back covers and the table of contents and page through Written in Bone, noting observations and questions in a Notice and Wonder Chart in their Response Journal.

TEACHER NOTE

Since pairs will likely be sharing one copy of the text, take time to model how to share a text while reading as needed (e.g., sitting side by side so each partner can see both pages of the text, waiting until both partners are finished reading before turning the page, turning toward each other to quietly confer about questions or confusions).

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Call on several students to share their ideas from the Welcome activity.

Notice Wonder

It says the book is about “Buried Lives.”

Whose skeleton is on the front cover?

It’s about the lives of people in Jamestown and Maryland, and it looks like there’s a map of Virginia in the background on the cover.

The book was a finalist in a competition for nonfiction books.

On the back, there’s a photo of a bunch of people looking at a skeleton in the ground.

There’s a photo of a spine next to the table of contents.

The chapter titles mention graves and bodies.

Who are the archaeologists on the back cover?

What are they doing with the instruments to the skeleton?

Are they deep in the ground looking at that skeleton?

Does someone come out of a grave in chapter 3?

Is the captain in chapter 4 one of the captains of the boats that sailed to Virginia from England?

Remind students that Blood on the River is a historical fiction novel based on the factual experiences of those who lived in the Jamestown colony. Some of our understanding of those factual experiences are based on the writings of those who were there, but others come from the study of what remains of the settlement. While Sheler’s article discussed the archaeological discoveries that helped researchers better understand life in Jamestown, Sally Walker integrates archaeological findings and forensic anthropology to uncover new ideas about survival in Jamestown.

55 MIN.

READ CHAPTER 1 25 MIN.

Pairs

Explain that all reading of this book will be done together in class and that you’ll read aloud the first section before students start reading in pairs.

Instruct students to add to their Notice and Wonder Chart in their Response Journal as they read, and they should work together to untangle difficult places. Additionally, they should consult dictionaries as needed to help them with unfamiliar words, which they should be encouraged to add to their Vocabulary Journal.

Read aloud the first three paragraphs of chapter 1 (8–9) while students read along in their books.

Pairs read the rest of the chapter (9–21), continuing to add to their Notice and Wonder Chart as needed. Circulate to provide support and answer questions as pairs work.

300

Learn

TEACHER NOTE

Understanding vocabulary and building background knowledge are essential for students’ comprehension of complex text. Wit & Wisdom students study topics for an extended period of time, building background knowledge. Additionally, the lessons and Deep Dives provide vocabulary instruction; however, students may need additional support with unfamiliar vocabulary as they access complex text. See Words to Know in Appendix B for additional words from this text that may pose a challenge to student comprehension. You may want to provide definitions or a glossary for these challenging words so that students will comprehend complex text. Use a free resource such as Wordsmyth (http://witeng.link/glossary) to generate glossaries for students.

ORGANIZE AND SUMMARIZE 30 MIN.

Small Groups

Distribute and display Handout 25A: Boxes and Bullets Organizer—Chapter 1.

Explain that a Boxes and Bullets Organizer is used to organize ideas about a text before summarizing the text.

TEACHER NOTE

In this chapter’s Boxes and Bullets Organizer, the main ideas have been provided to allow students the opportunity to practice identifying relevant supporting details. Students will develop main ideas for chapter 2 themselves in Lesson 26.

Additionally, to save time and help students focus on the most relevant information within this chapter, not every page of the text is included in this activity.

Name Date Class Handout 25A: Boxes and Bullets Organizer—Chapter 1 Directions: Add the supporting details for each section’s given main idea in the Boxes and Bullets Organizer. Then use the main ideas and details to write a summary of the chapter. Text: chapter 1, Written in Bone Main Idea of page 9: Historians and scientists have always been interested in the lives and deaths of Jamestown settlers. Details: Main Idea of pages 14–15: The rediscovery of James Fort was very complex. Details Great Minds PBC G6 M3 Handout 25A WIT & WISDOM Page 1 of 2 301 © 2023 Great Minds PBC G6 M3 Lesson 25 WIT & WISDOM®

Remind students that main ideas are larger concepts that the author wants readers to understand.

To convey these main ideas, the author includes examples and ideas that give explanations about why this larger idea is true; these are the supporting ideas and details.

Call on a student to read aloud the first main idea on page 9.

Ask students to review the first four paragraphs of “Puzzles of the Chesapeake” (9).

Ask: “What details does the author use in this section to support the main idea?”

Display answers; students record ideas on Handout 25A.

Main Idea of page 9:

Historians and scientists have always been interested in the lives and deaths of Jamestown settlers.

Scientists are especially interested in the Chesapeake Bay region because it was where the first English settlement in North America was built.

Written records from survivors don’t tell the whole story.

Archaeologists help us understand the past by studying artifacts.

Forensic anthropologists examine skeletons for clues about people’s lives and deaths.

Emphasize that one key detail came from each paragraph. While this may not always be the case, this is one way to estimate how many key details may be in a large section of text. Although there are four bullets in each section of the handout, explain to students that there may not always be four supporting ideas or details.

Assign groups one of the remaining sections on Handout 25A.

Groups take ten minutes to complete the details for their assigned section’s given main idea.

Students Mix and Mingle to complete the details for the remaining two sections of Handout 25A.

If time permits, students begin writing the summary of chapter 1 on Handout 25A. They can complete it for homework if time is short.

302

9 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Display:

“Medical and law enforcement professionals aren’t the only ones who need to know how to identify pertinent information, prioritize it, draw conclusions from it, and communicate it” (Herman xvi–xvii).

“The ability to see, to pay attention to what is often readily available right in front of us, is not only a means to avert disaster but also the precursor and prerequisite to great discovery” (Herman 5).

Choose one of the quotations from Amy Herman. Based on your understanding of chapter 1, in what ways does Written in Bone support Herman’s ideas about the importance of observation?

Students complete a Quick Write.

Wrap1 MIN.

ASSIGN HOMEWORK

Students write the summary of chapter 1 on Handout 25A. Students will have a chance at the start of Lesson 26 to review and revise with a partner before submitting for teacher review.

Land

Analyze

Context and Alignment

In small groups, students identify key details within a section of text and individually summarize chapter 1 (RI.6.1, RI.6.2, W.6.10). Check for the following success criteria:

Includes supporting ideas for pages 14–15, like precise records, a grid to monitor soil color, and tens of thousands of artifacts.

Includes supporting ideas for pages 16–17, like information about soil stains and grave discovery.

Includes supporting ideas for “Under the Soil,” like subsoil stains indicating a burial, standard procedures for grave excavations, and the helpfulness of objects discovered during excavation.

Develops a summary that includes an understanding of why historians were interested in Jamestown, how they discovered the remains of the colony, the importance of soil in archaeology, and the techniques and approaches used in excavating the area.

Next Steps

If students struggle with summarizing, check first if they are matching relevant key details to the main ideas. If not, they may not be understanding the text. Reread the text aloud and if needed, use a Think Aloud to talk through the decision-making of which details directly support the main idea. If students are only having trouble creating an accurate summary, provide an exemplar and ask them to work backward, tying each sentence of the summary back to an idea in the Boxes and Bullets Organizer.

304

Lesson 25 Deep Dive: Vocabulary

Explore Content Vocabulary: Meticulous, procedure

Time: 15 min.

Text: Written in Bone, Sally Walker

Vocabulary Learning Goal: Analyze the context of meticulous and procedure to deepen understanding of each word and of the excavation process (L.6.4.a).

Launch

Explain that now that students have built understandings about the first chapter of Written in Bone as a whole, they’ll conduct an in-depth study of two of its paragraphs and several specific words to better understand how excavations are conducted.

Learn

Display and read aloud. If needed, explain that standard means “widely accepted.”

At this point, the team shifted to a standard procedure for grave excavations. “[First,] we … take a photo of the stain of [the] grave shaft,” explained William Kelso. The photograph serves as a permanent record of the appearance of the stain prior to excavation. Next, soil is removed and placed in buckets. As each bucket is taken out of the grave shaft, its contents are shifted through a mesh screen with holes measuring 0.25 inches (6.4 millimeters) on each side. As Kelso noted, “We screen every bit of grave shaft soil” to ensure that not even the tiniest artifact is overlooked (Walker 20).

Invite students to Think–Pair–Share, and ask: “What words or ideas in this paragraph help you understand procedure?

n The transition words like “first” and “next” (20) help you understand what people are doing during the procedure.

n Words like “take a photo,” “soil is removed,” and “contents are shifted” (20) tell you exactly what’s happening in the procedure.

n “To ensure that not even the tiniest artifact is overlooked” (20) tells you the purpose of the procedure.

Ask student pairs to develop a definition for procedure. Call on pairs to share their ideas, display them, and help students arrive upon a definition that is close to “steps that are taken in order to do something.”

Display and read aloud:

As the excavation of the shaft progressed, the team’s anticipation grew. No matter how high the level of excitement may be at an archaeological dig, nothing can be permitted to disrupt the meticulous use of scientific methods and procedures. Proper excavation requires that every feature and found object be given a unique identifying number (Walker 21).

Student pairs use context and their understanding of the meaning of procedures to develop a definition for meticulous. When finished, students Mix and Mingle, sharing their definitions and revising meaning, if needed. Monitor for misconceptions, and reconvene the group, again displaying ideas and helping students come to a definition close to “carefully attentive to small details.”

Students add their definitions to the New Words section of their Vocabulary Journal.

Land Display: Why do archaeologists use “meticulous … scientific methods and procedures” (Walker 21) when excavating?

Students compose a Quick Write in response to the displayed question.

306

FOCUSING QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 26

Written in Bone, Sally Walker, Chapter 2

TEXT

Lesson 26: At a Glance

AGENDA

Welcome (5 min.)

Share Summaries

Launch (5 min.)

Learn (59 min.)

Read Chapter 2 (30 min.)

Organize and Summarize (29 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Content Vocabulary: Ancestry, adapt, trait (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*

Writing W.6.10

Language L.6.5.b

MATERIALS

Handout 26A: Boxes and Bullets Organizer—Chapter 2

Learning Goals

Compose an objective written summary of one chapter of Written in Bone after organizing its main ideas and supporting details (RI.6.1, RI.6.2, W.6.10).

Complete Handout 26A.

Use the relationships between ancestry, adapt, and trait to better understand each word and its significance to forensic anthropology (L.6.5.b, W.6.10).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 26

Organize: What’s happening in chapter 2 of Written in Bone?

Students continue their reading of Written in Bone, annotating their observations and questions during their first reading of chapter 2 and then again using a Boxes and Bullets Organizer to support their summary writing.

5 MIN.

SHARE SUMMARIES

Pairs share and revise the summaries of chapter 1 they completed for homework on Handout 25A before submitting them for review.

Prepare

Welcome

Name Date Class Handout 25A: Boxes and Bullets Organizer—Chapter 1 Directions: Add the supporting details for each section’s given main idea in the Boxes and Bullets Organizer. Then use the main ideas and details to write a summary of the chapter. Text: chapter 1, Written in Bone Main Idea of page 9: Historians and scientists have always been interested in the lives and deaths of Jamestown settlers. Details: Main Idea of pages 14–15: The rediscovery of James Fort was very complex. Details G6 M3 Handout 25A WIT & WISDOM Page of 2 309 © 2023 Great Minds PBC G6 M3 Lesson 26 WIT & WISDOM®

Launch

5 MIN.

Post the Focusing Question and Content Framing Question

Pairs page through chapter 2 to discuss what they notice.

Ask students what they noticed about the text features in chapter 2.

If needed, provide a list of text features:

Photographs. Illustrations. Maps. Diagrams. Captions. Titles. Headings. Different fonts and colors or sizes of text. Student responses might include:

n Most of the headings are questions.

n The chapter title and each of the question headings are asking about someone.

n There are photos and images that compare children and adults and men and women’s body parts.

n There’s an illustration of a skeleton and then photographs of an actual one.

n The chart on page 32 compares skulls by their ethnicities.

Explain that in chapter 2, the focus of the chapter will be the discoveries of the specific skeleton found at the end of chapter 1, and they’ll again use a Boxes and Bullets Organizer to help them organize their understanding of this new chapter.

310

59 MIN.

READ CHAPTER 2 30 MIN.

Pairs

Remind students to add to their Notice and Wonder Chart in their Response Journal as they read, and they should work together to untangle difficult places. Additionally, they should consult dictionaries as needed to help them with unfamiliar words, which they should be encouraged to add to their Vocabulary Journal.

Pairs read Chapter 2 (22-35), adding to the Notice and Wonder Chart in their Response Journal as needed. If students find the answer to one of their previous questions, they should mark it with a check mark.

Circulate to provide support and answer questions as pairs work.

ORGANIZE AND SUMMARIZE 29 MIN.

Small Groups

Distribute Handout 26A: Boxes and Bullets Organizer—Chapter 2.

TEACHER NOTE

To save time and help students focus on the most relevant information within this chapter, not every page of the text is included in this activity.

Explain that this time, they will determine the main ideas as well as the supporting details and that you’ll guide them through the first one together.

Ask pairs to skim pages 22–24, and suggest supporting details and ideas from this section of the text. Write them onto the displayed copy as students record them on Handout 26A. Guide students to recognize broad details about skeletal remains instead of specific details about microbial breakdown or specific bones. Help students understand that the first paragraph is an introduction to the chapter and that not all paragraphs contribute supporting ideas.

n Bones are the only thing found in graves because everything else is consumed by microbes.

n Bones collapse, leaving the skull closest to the surface.

Learn

Name Handout 26A: Boxes and Bullets Organizer—Chapter 2 Directions: Add the supporting details for each section’s given main idea in the Boxes and Bullets Organizer. Then use the main ideas and details to write a summary of the chapter. Text: chapter 2, Written in Bone Main Idea of pages 22–24: Details: Main Idea of “How Old Were You?” on pages 27–30: Details: © Great Minds PBC G6 M3 Handout 26A WIT & WISDOM Page of 2 311 © 2023 Great Minds PBC G6 M3 Lesson 26 WIT & WISDOM®

n Hudgins and Schmidt used special tools to carefully uncover the boy’s fragile skeleton.

n The skeleton was in poor condition because of the Jamestown soil.

Ask: “How do you develop a main idea once you have identified the supporting details?”

Call on students to share their process, but reinforce that they should reread all the supporting ideas and create a broad, main idea that encompasses each of them. Call on students to create a main idea for pages 22–24, copying it onto the displayed handout as students add it to their copy.

n Hudgins and Schmidt carefully unearthed the bones of the boy’s fragile skeleton.

Assign groups one of the remaining sections on Handout 26A.

Groups take twelve minutes to complete the main idea and details for their assigned section on Handout 26A. Circulate as students are working, supporting their work and monitoring for misconceptions.

Students Mix and Mingle to complete the details for the remaining two sections of Handout 26A.

If time permits, students begin writing the summary of chapter 2 on Handout 26A. They can complete for homework if time is short.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Ask students to share remaining questions about chapter 2, and encourage the class to help in answering them.

1 MIN.

ASSIGN HOMEWORK

Students write the summary of chapter 2 on Handout 26A. Students will again have a chance at the start of Lesson 27 to review and revise with a partner before submitting for teacher review.

312

Land

Wrap

Analyze

Context and Alignment

In small groups, students identify key details within a section of text and individually summarize chapter 2 (RI.6.1, RI.6.2, W.6.10). Check for the following success criteria:

Crafts a main idea for “How Old Were You?” that focuses on how leg bones and teeth indicate a skeleton’s age at death.

Includes supporting ideas for “How Old Were You?”, like long bones grow until maturity, epiphyses give clues about the age of death, and teeth also indicate age.

Crafts a main idea for “He or She?” that focuses on how pelvises and skulls indicate a skeleton’s gender.

Includes supporting ideas for “He or She?”, like female pelvises are shaped differently for childbirth, men have longer long bones and teeth, and a larger skull and brow ridges indicate a male skeleton.

Crafts a main idea for “Where Did You Come From?” that focuses on how the skull and mouth bones indicate a skeleton’s ethnicity.

Includes supporting ideas for “Where Did You Come From?” that include the idea that examining a skeleton’s nose, cheeks, and jaw can help identify ethnicity and that ethnicity can also be identifies by examining teeth and the bones in the roof of the mouth.

Develops a summary that includes an understanding of how studying a skeleton can reveal the person’s age, gender, and ethnicity.

Next Steps

Read aloud sections of text where students had trouble identifying main or supporting ideas while students follow along, pausing frequently to talk through what the larger (main) ideas of the section are and which smaller ideas give more details about (support) the larger concept.

For those struggling to summarize the chapter, ask the following questions:

1. “What did Owsley learn about JR1225B by looking at the skeleton?”

n He figured out that the skeleton was male.

n Owsley learned that the skeleton was a European teenager.

2. “How did Owsley make these determinations?”

n He needed to know that the length and fusing of someone’s epiphyses helps you determine their age and gender.

n Owsley knew that teeth “appear at fairly predictable times in all humans” (29), so studying those could also help him figure out the skeleton’s age when he died.

n He had to know that the shape of the pelvis and brow ridge of a skull tell the gender of a skeleton.

n Owsley had to know that “certain features of a person’s skull can provide clues about what population a skeleton may have belonged to” (32).

Help students work backward from these answers to recognize how the main ideas of the chapter are Owsley’s discoveries about the skeleton and the supporting ideas and details are the ways he determined this information.

314

Explore Content Vocabulary: Ancestry

,

adapt

Time: 15 min.

Text: Written in Bone, Sally Walker

,

trait

Vocabulary Learning Goal: Use the relationships between ancestry, adapt, and trait to better understand each word and its significance to forensic anthropology (L.6.5.b).

Launch

Explain that students will be examining word relationships to better understand an important aspect of forensic anthropology. Provide the following definitions for students to add to the New Words section of their Vocabulary Journal.

Word Meaning

ancestry (n.) Family background.

adapt (v.) To change. trait (n.) A quality that makes someone different from others.

Learn

Display and read aloud:

Another step in unraveling the mystery of human remains is to try to determine the individual’s ancestry. All organisms—including humans—adapt to their environment in ways that make their survival easier. Parents pass along these adaptations, including physical traits and characteristics such as skin color or hair texture, to their offspring. While each person is unique, over many generations, some traits may start to occur in recognizable patterns (Walker 32).

Explain that adaptations are the changes that occur when someone or something adapts to the environment. Call on a student to reread the second and third sentences aloud. Ask: “How are adapt and adaptations related to traits?” Call on students to share ideas.

n Adaptations include traits

n Traits like “skin color or hair texture” (Walker 32) are a result of the way people had to adapt to their environment.

Lesson 26 Deep Dive: Vocabulary

Help students understand that in this paragraph, the relationship between adapt and traits is one of cause and effect. Humans respond to their environment by adapting their bodies. These adaptations create specific traits that reflect the environment from which the humans come. Adaptations cause traits to form.

Explain that the relationship between ancestry and traits is one of a part and a whole; one word represents a large idea and the other word is just one part of that larger idea. Invite students to Think–Pair–Share, and ask: “Consider the words ancestry and traits: which is the part, and which is the whole?”

n Ancestry is the whole and traits is just part of it. Your ancestry is your family history and where you’ve come from, and the traits that have been passed down through your family are just one part of that history.

Ensure that students understand that ancestry is made up of more than just physical traits. Physical traits, however, are the one aspect of ancestry that can be identified through forensic anthropology. It is important for forensic anthropologists to be able to recognize traits in order to better identify the specific ancestry of remains.

Land Display:

How does the study of physical traits help forensic anthropologists understand a skeleton’s ancestry?

Students compose a Quick Write in response to the displayed question.

Tell students that the discovery of JR1225B’s ancestry was an important one for Doug Owsley and his team. In the next chapter of Written in Bone, students will see how these discoveries led even more understandings about JR1225B’s life in Jamestown.

316

Lesson 27 WIT & WISDOM®

TEXTS

Written in Bone, Sally Walker, Chapters 1–2 Blood on the River, Elisa Carbone “Rethinking Jamestown,” Jeffery Sheler (Handout 21A) 33 34 2 1 3 5 6 7 15 26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22 4 37 38 36 35

Lesson 27: At a Glance

AGENDA

Welcome (5 min.)

Share Summaries

Launch (5 min.)

Learn (60 min.)

Compare and Contrast Texts (20 min.)

Observe Photographs (40 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Examine: Sentence Variety (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1, RI.6.2*, RI.6.6, RI.6.7

Writing W.6.10

Speaking and Listening SL.6.1, SL.6.4*

Language L.6.3.a

MATERIALS

Handout 26A: Boxes and Bullets Organizer—Chapter 2

Handout 27A: Photograph Analysis

Chart paper and markers

Learning Goals

Explain how photographs in Written in Bone deepen understanding of the text’s central ideas (RI.6.2, RI.6.7, W.6.10, SL.6.4).

Complete and present Handout 27A.

Analyze how the use of varied sentence patterns engages reader interest (L.6.3.a, W.6.10).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 27

Reveal: What does a deeper exploration of photographs in Written in Bone reveal?

Students put their observational skills into practice by beginning to examine the way multiple texts present information. Students also engage in an observational exploration of the photographs in chapters 1 and 2 of Written in Bone to analyze their contribution to the development of the chapters’ central ideas.

SHARE SUMMARIES

Pairs share and revise the summaries of chapter 2 they completed for homework on Handout 26A before submitting them for review.

Prepare

MIN.

Welcome 5

Name Date Class Handout 26A: Boxes and Bullets Organizer—Chapter 2 Directions: Add the supporting details for each section’s given main idea in the Boxes and Bullets Organizer. Then use the main ideas and details to write a summary of the chapter. Text: chapter 2, Written in Bone Main Idea of pages 22–24: Details: Main Idea of “How Old Were You?” on pages 27–30: Details: G6 M3 Handout 26A WIT & WISDOM Page 1 of 2 319 © 2023 Great Minds PBC G6 M3 Lesson 27 WIT & WISDOM®

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Explain that it is important to use multiple texts and multiple kinds of evidence to build knowledge about a complex history, like that of Jamestown’s development and decline. Part of that work means comparing and contrasting the information different texts provide and having a critical eye about their use of language and how they convey their perspectives about the topic, which is something they’ll do for the Focusing Question Task at the end of this arc of lessons.

Explain that the first part of today’s lesson models that careful observational work using two earlier texts from the module: Sheler’s “Rethinking Jamestown” and Carbone’s Blood on the River. Later in this lesson, they will examine how the photographs included in Written in Bone contribute to the development of the larger ideas in the text, further developing their observational skills to make meaning from what they see.

60 MIN.

COMPARE AND CONTRAST

Whole Group

TEXTS

20 MIN.

Ask students to brainstorm all the groups of people involved in the study of the Jamestown settlement.

n Archaeologists.

n Forensic scientists.

n Historians.

n Researchers.

Explain that these professionals, in addition to the authors that write about them, all have their own points of view about Jamestown’s development and decline.

Display a Venn diagram, titled First Days in Jamestown, with Sheler’s name on one side and Carbone’s on the other.

320

Learn

Display:

“Over the next several days, we boys, servants, laborers, sailors, carpenters, and soldiers work as hard as mules … We fell some of the big trees and split the logs longways into planks, making clapboards … I am so tired by the end of the day that sometimes I fall in bed without bothering to take off my shoes … Some of the gentlemen pitch in and work hard but most of them just take turns standing guard, their muskets ready, with slow matches smoking” (Carbone 69–70).

“They set about building a fortress and clearing land for the commercial outpost they had been sent to establish and which they called ‘James Cittie’” (Sheler 1).

Read, or have a student read, the excerpts aloud. If needed, explain that clearing means “removing anything in the way” and that clearing land often involves cutting down trees.

Facilitate the completion of the Venn diagram as a whole class, writing what they notice about these two excerpts’ similarities and differences in the appropriate locations.

n Both versions say that people were clearing the land so there was room to build.

n In Sheler’s version, it says They, and you assume every colonist is working hard.

n In Carbone’s version, it’s the servants and laborers working hard and some of the gentlemen not helping at all.

Ask: “Why is comparing evidence from these two sources important?”

n If you only read Sheler’s version, you think everyone shared the responsibility.

n Carbone’s version helps you understand why there was so much disagreement between the laborers and gentlemen in Jamestown. One group was working hard while the other group stood around. If you only read Sheler’s presentation, you miss that.

Reinforce the idea that students are reading multiple texts from different genres to build a more complete understanding of Jamestown’s struggles. Explain that they’ll continue this comparative work in the next lessons but will now turn their attention back to Written in Bone.

OBSERVE PHOTOGRAPHS

Pairs

40 MIN.

Pairs skim the photographs in chapters 1 and 2 of Written in Bone.

Ask: “How do the photographs in Written in Bone add to your understanding of the text?”

n Some of the photos are of JR1225B’s skeleton. It helps you understand exactly how it looked in the grave once the dirt was removed.

n The photographs and drawings of the human skeleton help you understand what parts of the body are being referred to when forensic anthropologists are determining the age, gender, or ethnicity of JR1225B.

n Photos of the archaeological dig show exactly what Kelso and his team discovered and what their research looks like as it occurs.

Ask: “How do the images in chapter 1 differ from those in chapter 2?” Give students three minutes to look through the text before calling on students to share their ideas.

n In chapter 1, the images show the beginning of the archaeological dig. In chapter 2, they are all focusedon JR1225B’s skeleton and how different parts of his body revealed different information about him.

n Chapter 1 helps you understand what the Jamestown site looked like when Kelso and his team first started digging; it gives you an idea of what archaeology is all about. Chapter 2 is totally focused on JR1225B’s skeleton; it helps you understand more about forensic anthropology.

Explain that to facilitate a deeper exploration of the ideas within each of the chapters, student pairs will each analyze one of the images from that chapter and present the meaning behind the image to the class to build an understanding of the chapter as a whole.

Distribute Handout 27A: Photograph Analysis, and review the directions.

Remind students of the objective observation work they did with Nighthawks and the level of detail they should use to describe what they see. Encourage them to make observations about the image without including their own judgments or opinions.

Pairs complete Handout 27A for their selected photograph and then present in the order that photographs appear in the text.

Students listen and take notes in their Response Journal about each photograph.

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Conduct a Whip Around in which students share their notes and observations from the photograph presentations.

322

Land

Name Date Class Handout 27A: Photograph Analysis Directions: Choose one of the following photographs from chapters 1 and 2 of Written in Bone, and complete the steps. You’ll notice these are the same steps we followed when we studied Hopper’s painting, Nighthawks Although it may be difficult, please ignore the surrounding text and the captions (cover them with sticky notes if you’re tempted) and focus solely on your selected photograph. Step 1: Notice and Wonder Look at the photograph for several minutes, and record your observations and questions. Notice Wonder Step 2: Organize Ideas Carefully observe the photograph again, this time noting what you see for each of the following categories. Setting Colors People Textures Objects Other Page of 2 © 2023 Great Minds PBC G6 M3 Lesson 27 WIT & WISDOM®

1 MIN.

ASSIGN HOMEWORK

Students continue their informal, independent research for their poster presentations (Assessment 33A) later in the module.

Analyze

Context and Alignment

Student pairs complete and present an analysis of an assigned photograph from Written in Bone, explaining how the image builds their understanding of the discoveries made at the Jamestown site (RI.6.2, RI.6.7, W.6.10, SL.6.4). Check for the following success criteria:

Accurately explains the connection between the photograph and the central ideas of the text.

Presents ideas using appropriate eye contact, adequate volume, and clear pronunciation.

Next Steps

If students are unable to draw a connection between their image and the text’s central ideas, give them an opportunity to listen to the presentations of others before reexamining their image. For those who have trouble with the delivery of their ideas to the class, incorporate additional opportunities to practice eye contact, volume, and pronunciation. Students will be presenting their mini-research project later in the module, and it is important that they are able to convey their thinking skillfully.

Wrap

Lesson 27 Deep Dive: Style and Conventions

Examine: Sentence Variety

Time: 15 min.

Text: Written in Bone, Sally Walker

Style and Conventions Learning Goal: Analyze how the use of varied sentence patterns engages reader interest (L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 27

Examine: Why is sentence variety important?

Launch

Post the Style and Conventions Craft Question.

Ask students to brainstorm what they remember about varying sentence patterns in writing. Suggest ideas, if needed.

n Sentence variety means changing up the length of sentences you use.

n Sentences should start in different ways, with different words or prepositions or conjunctions.

n If you use a variety of sentences, your writing is easier to understand.

Tell students that they will build on these understandings and consider how Walker uses sentence variety in Written in Bone.

Learn

Display and read aloud:

One of the graves I helped to excavate contained the remains of an infant who had lived only five or six months. As the mother of two children, I felt sad when I saw the tiny bones. I thought of the baby’s mother, possibly the last person to touch the child, and I sensed a connection with her that reached across hundreds of years. In a small way, our lives touched. Once again, I wondered: Who were these people? What were their lives like? (Walker 7).

Student pairs discuss the sentence varieties that Walker used. Call on students to share ideas and to annotate them on the displayed copy.

n Walker uses a mix of long and short sentences. The shortest sentence is only seven words long.

n Each sentence starts with a different word.

n She uses questions to help the reader understand what she was thinking and experiencing.

324

TEACHER NOTE

While students may notice Walker’s use of questioning as a form of sentence variety, encourage them to focus on sentence length, the use of prepositions or conjunctions, and varied beginning words as well.

Ask: “How does this sentence variety engage reader interest?”

n It makes it easy to understand her ideas. If the sentences were all long, it might be hard to see what she was saying.

n Her writing is more interesting to read because there’s no repetition. If all the sentences started with I, it would be boring.

Tell students that they will go on a Grammar Safari to examine more ways in which Walker uses sentence variety in her writing. For five minutes, student pairs skim chapters 1—2, finding examples of sentence variety.

Land

Students compose a Quick Write in which they cite a unique example of sentence variety in Walker’s text and explain how it engages reader interest.

Explain that studying examples of sentence variety gives students ideas about how to incorporate them into their own writing, making it more interesting for their readers.

FOCUSING QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 28

Written in Bone, Sally Walker, Chapter 3 “Address to Captain John Smith,” Chief Powhatan (Handout 16B)

TEXT

1 3 5 6 7

26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18 29 14 25 22 4 37 38 36 35

Lesson 28: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.) Learn (60 min.)

Complete New-Read Assessment Land (4 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Experiment: Sentence Variety (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*, RI.6.4, RI.6.6, RI.6.8

Writing

W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.9.b

Language L.6.4.a L.6.3.a

MATERIALS

Assessment 28A: New-Read Assessment 2

Handout 28A: Boxes and Bullets Organizer—Chapter 3

Handout 28B: Experiment with Sentence Variety

Learning Goals

Complete Assessment 28A.

Revise sentence variety to enhance reader interest (L.6.3.a).

Complete Handout 28B.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 28

Reveal: What does a deeper exploration of Walker’s argument reveal in Written in Bone?

Students continue to read and analyze Written in Bone, completing Assessment 28A with chapter 3 and putting into practice the skills they have been building in this arc of lessons.

Welcome

5 MIN.

Pairs share the Factor Tracker updates they made in their Response Journal for homework and revise as necessary.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Explain that in this lesson, students will continue the kind of work they did with chapters 1 and 2 and the argument analysis they did with Jeffery Sheler’s text but this time on their own and with chapter 3 for their New-Read Assessment 2. Ask students to share what they’ve learned about reading, untangling, organizing, summarizing, and analyzing texts in the last seven lessons as well as what tools (e.g., Boxes and Bullets Organizer) they have used to support that work.

60 MIN.

COMPLETE NEW-READ

Individual

Distribute Assessment 28A: New-Read Assessment 2 and Handout 28A: Boxes and Bullets Organizer—Chapter 3. Review the directions, and address questions as needed.

ASSESSMENT

60 MIN.

TEACHER NOTE

Students complete Assessment 28A.

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Invite students to Think–Pair–Share about whether Walker’s argument effectively convinced them of JR1225B’s identity.

330 Learn

Land

Name Date Class Assessment 28A: New-Read Assessment 2 Directions: Read chapter 3 in Written in Bone You may use the optional boxes and bullets organizer (Handout 28A) to help you organize the chapter before answering the questions below. 1. Write a summary of chapter 3. 2. What is the central idea of this chapter? a. The isotope analysis had different results than researching historical records for JR1225B’s identity. b. Isotope analysis and historical evidence show that JR1225B may be Richard Mutton, but more research is needed. c. Catherine Correll Walls found enough historical information to prove that JR1225B is Richard Mutton. d. Two of the boys who traveled to Virginia from England are mentioned as being alive in 1608, and the third boy is only nine years old during the voyage. 3. PART A: What is the main idea of the first paragraph on page 42? a. Catherine Correll Walls works as a volunteer historian with the Association for the Preservation of Virginia Antiquities. b. The third boy was nine years old when he arrived in Virginia and couldn’t be JR1225B. c. The isotope analysis revealing high numbers of carbon-13 didn’t match historical records about JR1225B. d. Historical records confirmed the isotope analysis that the boy had recently arrived in Virginia. G6 M3 Assessment 28A WIT & WISDOM © Great Minds PBC Page of 3 Name Date Class

Boxes and Bullets

Directions: Use this optional Boxes and Bullets Organizer as needed to support you in writing the summary of chapter 3 as part of New-Read Assessment 2. Text: chapter 3, Written in Bone Main Idea of Details: Main Idea of Details: © Great Minds PBC G6 M3 Handout 28A

Handout 28A:

Organizer—Chapter 3

WIT

Analyze

Context and Alignment

Individually, students complete Assessment 28A (RI.6.1, RI.6.2, RI.6.4, RI.6.6, RI.6.8, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.9.b, L.6.4.a). Please see answer key, sample student responses, and writing rubric located in Appendix C for additional support with this assessment.

Next Steps

For students struggling to summarize the chapter, ask students to reread each section and develop a one-sentence summary for each one. These summary sentences can then be combined to create the larger chapter summary. For those who weren’t able to clearly identify Walker’s argument, read aloud pages 42–43 while students follow along. Give special emphasis to the final two paragraphs of the chapter, as this is where Walker states her argument, revealing her point of view as well as Correll Walls’s. Help students recognize that the first two paragraphs on page 42 are dedicated to the presentation of and elaboration upon Walker’s supporting reasons. The order in which these ideas are presented may be confusing for students; if needed, display a copy of pages 42–43, and color code the different aspects of Walker’s argument as was done in earlier lessons.

Lesson 28 Deep Dive: Style and Conventions

Experiment: Sentence Variety

Time: 15 min.

Text: “Address to Captain John Smith,” Chief Powhatan (Handout 16B)

Style and Conventions Learning Goal: Revise sentence variety to enhance reader interest (L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 28 Experiment: How does sentence variety work?

Launch

Post the Style and Conventions Craft Question.

Invite students to Think–Pair–Share, and ask: “What are some sentence varieties you know how to incorporate to make your writing more engaging to readers?”

n I can use questions to get readers’ attention and make them think about what I’m writing about.

n I can use short and longer sentences to keep my writing interesting.

n By beginning sentences with different words, I’m making my writing less repetitive.

Explain that all these approaches are great ways to make writing more interesting, the more variety students can incorporate, the more they increase reader engagement. Students will have an opportunity to practice using different sentence varieties with a text they are already familiar with.

Learn

Distribute Handout 28B: Experiment with Sentence Variety. Read the directions, and address any student questions.

Students complete Handout 28B.

332

Name Date Class Handout 28B: Experiment with Sentence Variety Directions: Read the excerpt on the left from Powhatan’s speech. Rewrite Powhatan’s ideas on the right, incorporating more sentence variety to engage reader interest. I am not so simple, as not to know it is better to eat good meat, lie well, and sleep quietly with my women and children; to laugh and be merry with the English; and, being their friend, to have copper, hatchets, and whatever else want, than to fly from all, to lie cold in the woods, feed upon acorns, roots, and such trash, and to be so hunted, that I cannot rest, eat, or sleep (Powhatan 8—12). Page of © 2023 Great Minds PBC G6 M3 Lesson 28 WIT & WISDOM®

Ask: “How did your revisions make Chief Powhatan’s message more interesting for readers?”

n Powhatan’s original sentence was very long. By shortening it into several sentences, it became easier to understand.

n I divided Chief Powhatan’s ideas so that the examples of life without war were in their own sentences, separate from the examples of how awful life would be if war were to begin. This made the ideas more distinct and helped make his argument stronger.

Reinforce the idea that sentence variety can make writing easier to understand, and when writing is made easier to understand, reader interest is increased. This is important in argument writing because writers are working to convince their readers of the validity of their claim. Readers must be engaged in what they’re reading if they are to be swayed by the author’s argument. Explain that students will apply their sentence variety understandings to their own writing in Lesson 29.

Land

FOCUSING QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 29

Written in Bone, Sally Walker, Chapter 4

TEXT

33 34 2 1 3 5 6 7 15 26 11 19 30 9 17 28 13 24 21 32 8 16 27 12 23 20 31 10 18

22 4 37 38

36 35

Lesson 29: At a Glance

AGENDA

Welcome (5 min.)

Notice and Wonder Launch (5 min.)

Learn (59 min.)

Read Chapter 4 (25 min.)

Organize and Summarize (34 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Explore Academic Vocabulary: serv, preserve (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*

Writing W.6.10

Language L.6.4.b

MATERIALS

Handout 29A: Boxes and Bullets Organizer—Chapter 4

Learning Goals

Compose an objective written summary of one chapter of Written in Bone after organizing its main ideas and supporting details (RI.6.1, RI.6.2, W.6.10).

Complete Handout 29A.

Use word knowledge to determine the meaning of preserve and deepen understanding of the significance of preservation to those excavating the Jamestown site (L.6.4.b, W.6.10).

Complete a Quick Write.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 29

Organize: What is happening in chapter 4 of Written in Bone?

Students continue their reading of Written in Bone, annotating their observations and questions during their first reading of chapter 4, and then again using a Boxes and Bullets Organizer to support their summary writing.

Welcome

5 MIN.

NOTICE AND WONDER

Pairs quickly page through chapter 4, recording any observations and questions in preparation for their reading.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Students share ideas from the Welcome activity.

Explain that chapter 4 explores the discovery of a second skeleton, and they’ll again use Boxes and Bullets Organizers to help them organize their understanding of this new chapter.

59 MIN.

READ CHAPTER 4 25 MIN.

Pairs

Pairs read chapter 4 (44–53), adding to the Notice and Wonder Chart in their Response Journal as needed. If students find the answer to one of their previous questions, they should mark it with a check mark.

Circulate to provide support and answer questions as pairs work.

ORGANIZE AND SUMMARIZE 34 MIN.

Small Group

Distribute Handout 29A: Boxes and Bullets Organizer—Chapter 4.

TEACHER NOTE

To save time and help students focus on the most relevant information within this chapter, not every page of the text is included in this activity.

Explain that this time, they will determine the main ideas as well as the supporting details for two sections of the chapter.

Assign student groups to the sections on Handout 29A.

Groups take fifteen minutes to complete the main idea and details for their assigned sections on Handout 29A. Circulate as students are working, supporting their work and monitoring for misconceptions.

Students Mix and Mingle to complete the details for the remaining two sections of Handout 29A.

338

Learn

Name Date Class Handout 29A: Boxes and Bullets Organizer—Chapter 4 Directions: Add the main idea and supporting details for each section in the Boxes and Bullets Organizer. Then use the main ideas and details to write a summary of the chapter. Text: chapter 4, Written in Bone Main Idea of pages 44–45 (stop after second full paragraph): Details: Main Idea of pages 45–46 (stop after second full paragraph): Details: © Great Minds PBC G6 M3 Handout 29A WIT & WISDOM Page of © 2023 Great Minds PBC G6 M3 Lesson 29 WIT & WISDOM®

If time permits, students begin writing the summary of chapter 4 on Handout 29A. They can complete for homework if time is short.

Land5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Ask students to share remaining questions about chapter 4, and encourage the class to help in answering them.

Wrap

1 MIN.

ASSIGN HOMEWORK

Students write the summary of chapter 4 on Handout 29A. Students will again have a chance at the start of Lesson 30 to review and revise with a partner before submitting for teacher review.

Analyze

Context and Alignment

In small groups, students identify the main ideas and supporting details and ideas for sections within the text, ending their analysis with a summary of the chapter (RI.6.1, RI.6.2, W.6.10). Their summary should include ideas about realizing the skeleton was a highly honored man because of his coffin, staff, and pins and that analysis revealed much information that points to this skeleton belonging to Captain Bartholomew Gosnold. Check for the following success criteria:

Creates a main idea for page 44—second full paragraph on page 45 that centers on Kelso’s team discovering a skeleton in an unusual place.

Includes supporting ideas for page 44—second full paragraph on page 45 like trash buried above a grave indicating the grave was forgotten, the importance of finding a grave outside the fort, the significance of a grave dug parallel to the wall.

Creates a main idea for page 45—second full paragraph on page 46 that centers on the team realizing this was an important person.

Includes supporting ideas for page 45—second full paragraph on page 46, like the use of a coffin indicating the person was important and the discovery of a lance-like weapon being used for a person of high rank.

Creates a main idea for page 48—second full paragraph on page 50 that centers on Owsley’s examination of the skeleton revealing many new things.

Includes supporting ideas for page 48—second full paragraph on page 50 like having slight arthritis, slender build, a physically active right-handed man, tooth loss, sounding like he had a stuffy nose, and the Captain being an upper class gentleman.

Creates a main idea for page 50—page 52 that centers on the skeleton likely belonging to Captain Bartholomew Gosnold.

Includes supporting ideas for page 50—page 52, like Gosnold being one of the three ships’ captains, forensic analysis and documented facts supported it possibly being Gosnold, but that tooth enamel testing said it could also be Archer or Wenman.

Next Steps

If students are still struggling with summarizing, check their Boxes and Bullets Outline to ensure that they are able to match key details with main ideas. If not, take the time to read a section aloud and model how to analyze a section of text for its larger and supporting ideas. Then use an exemplar summary to show how these main ideas become part of a summary of the entire chapter. For those still struggling with identifying main and supporting ideas, use Think Aloud while rereading pages 50–52, modeling the thought process involved in recognizing main and supporting ideas in context.

340

Explore Academic Vocabulary: serv

,

preserve

Time: 15 min.

Text: Written in Bone, Sally Walker

Vocabulary Learning Goal: Use word knowledge to determine the meaning of preserve and deepen understanding of the significance of preservation to those excavating the Jamestown site (L.6.4.b).

Launch

Ask: “In what ways was the Captain’s skeleton different from JR1225B’s?”

n The Captain was buried with a “ceremonial weapon” (46).

n The Captain’s remains were “enclosed in a coffin” (45).

n JR1225B’s skeleton showed that he had “likely died as a result of violence” (38) and the Captain died from other causes.

Explain that students will use word knowledge to explore the meaning of preserved, a word used frequently in chapter 4. They will then consider how a well-preserved skeleton helps researchers understand more about life in Jamestown.

Learn

Create cards with a single word and its definition written on them. Words should include:

Conserve: To keep something from being wasted or lost.

Conservation: The protection of natural resources from harm.

Reserve: To save for a particular person or purpose.

Reservation: A request to save something for a particular person.

Reservation: An area of land given to American Indians by the U.S. government.

Distribute one card to each student. Review the procedures of Link Up without explicitly mentioning the root serv. Address any student questions. Facilitate four rounds of Link Up before sending students back to their seats.

Facilitate a discussion about the meaning of the root serv. Call on students to suggest meanings and guide them to the meaning “to save.” Students add this to the Morphology section of their Vocabulary Journal.

Lesson 29 Deep Dive: Vocabulary

Display:

“They were delighted to discover the skeleton in the grave was very well preserved” (Walker 46).

“Given the poorly preserved state of other Jamestown skeletons, such as JR1225B, why were the Captain’s bones in such excellent condition?” (Walker 46).

Student pairs develop a definition for preserved and add it to their Vocabulary Journal. Monitor pairs for misconceptions.

Land Display:

Why is the well-preserved condition of the Captain’s bones important to Kelso and the other researchers?

Students compose a Quick Write in response to the displayed question.

342

QUESTION: LESSONS 21–32 How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson

TEXTS

Written in Bone, Sally Walker

Blood on the River, Elisa Carbone “Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

30 FOCUSING

Lesson 30: At a Glance

AGENDA

Welcome (5 min.)

Share Summaries

Launch (10 min.)

Learn (55 min.)

Compare and Contrast Texts (25 min.)

Organize Factors (30 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1, RI.6.6, RI.6.9

Writing W.6.9, W.6.10

Speaking and Listening SL.6.1

MATERIALS

Handout 30A: Sheler and Carbone

Learning Goals

Compare and contrast two authors’ presentations of events (RI.6.6, RI.6.9).

Complete Handout 30A.

Explain how Herman’s ideas about observation expand understanding of the module texts and ideas (RI.6.1, W.6.10).

Revise a Quick Write from Lesson 25.

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 30

Know: How does careful observation of the module texts build my knowledge?

In this lesson, students employ their careful observation skills to compare and examine the module texts. In preparation for the upcoming Focusing Question Task, students continue the comparative work they started in Lesson 27 with additional excerpts of Sheler and Carbone’s texts. Students also update their Factor Tracker entries in preparation for the EOM Task, and finally they revisit their initial thinking about Herman’s ideas about the power of observation to build knowledge.

Welcome

SHARE SUMMARIES

5 MIN.

Pairs share and revise the summaries of chapter 4 they completed for homework on Handout 29A before submitting them for review.

Launch

10 MIN.

Post the Focusing Question and Content Framing Question.

Display: “Reading journals, church records, and many other materials, Correll Walls meticulously traced leads for each name (Walker 42).”

Ask: “Why is it important for a historian to be meticulous?”

n They have to make sure their discoveries are accurate. The evidence they have access to may be the only records that exist about that time period, so they need to be very careful they are analyzing them correctly.

n Historians can prove that the findings of anthropologists or forensic scientists are correct or not. If they make a mistake, they could accidently undo all the discoveries that have been made.

Ask: “How does the word meticulous apply to Amy Herman’s ideas?”

n Herman says that observers should be meticulous in their descriptions of what they see. Every word matters and should be chosen carefully or meticulously.

n Part of Herman’s work is noticing what isn’t present as well as what is. This is meticulous observation, scanning and looking for things present and those that are missing.

Explain that in this lesson, students will continue to hone their observation skills and begin to synthesize their understanding of the texts and ideas they’ve explored in this module.

55 MIN.

COMPARE AND

Pairs

CONTRAST TEXTS

25 MIN.

Ask a student to remind the class why it’s important to compare evidence from two sources.

n By comparing evidence from two sources, you’re able to get more information about an event or idea. You’ll have two perspectives to learn from instead of just one.

Explain that they’ll work in pairs to do the same kind of comparison work the class did together in Lesson 27, using a Venn diagram to show the similarities and differences between the ways two texts present the same event or topic.

Distribute Handout 30A: Sheler and Carbone, and answer any questions.

Pairs complete Handout 30A. Circulate as pairs work to identify students who are struggling and may need additional support before the Focusing Question Task.

Pairs display their Venn diagrams, and students participate in a Gallery Walk, noting the similarities and differences among their comparisons.

Facilitate a whole-class discussion to debrief the activity.

346

Learn

Name Date Class Handout 30A: Sheler and Carbone Directions: Complete the provided Venn diagram to compare and contrast the following two excerpts from Sheler’s “Rethinking Jamestown” and Carbone’s Blood on the River If you need help, review the Venn diagram completed as a class in Lesson 27 with two other excerpts from these texts. “After skirmishing with a band of Natives and planting a cross, the men of the Virginia Company expedition returned to their ships—the Susan Constant, Godspeed, and Discovery—and the 104 passengers and crew continued up the Powhatan River” (Sheler 1). At dusk we hear voices and look out to see the men returning. They are in good spirits, and wonder if they’ve found gold already … Suddenly hear a cry, then frantic shouting and someone moaning. I run to the railing. In the half-light of dusk see them, five of them, crouched on a hill, their naked bodies painted, arrows flying from their longbows … A gentlemen, Gabriel Archer, has been shot through both hands, and a sailor has been shot twice in the torso (Carbone 61–62). Great Minds PBC G6 M3 Handout 30A WIT & WISDOM Page of © 2023 Great Minds PBC G6 M3 Lesson 30 WIT & WISDOM®

Small Groups

Students work in small groups to add to their Factor Tracker in their Response Journal (based on Handout 5A), noting what additional information about the social and/or environmental factors that impacted Jamestown’s development and decline was gleaned from the last two chapters of Walker’s text, as well as any they may have missed recording from the first two chapters or from previous texts (e.g., Sheler or Powhatan).

Social Factors Environmental Factors

Colonists grew violent toward the Powhatan, taking “by force that from [them] which [they] could have had by love” (Powhatan). This conflict ended trading and cost many lives on both sides.

Disease and sickness during the Starving Time killed many colonists in the winter of 1609–1610. “Kelso estimates that more than 150 of Jamestown’s 215 colonists lost their lives that winter” (Walker 18).

The colonists began coming to meetings with the Powhatan “with swords and guns as to invade an enemy” (Powhatan). This sent a message that their relationship was no longer friendly and contributed to the end of the partnership between the Powhatan and the settlers.

Colonists didn’t have a way to cure bacterial infections. “Colonial people often died from infections that modern antibiotics can cure” (Walker 40).

Diseases killed many of the colonists because there wasn’t medical care to save their lives. “The Captain probably died of one of the various diseases that killed colonists within days or weeks, such as dysentery” (Walker 50).

During the Starving Time, the colonists were “out of food” and “grew sick and weak.” They ate dogs, horses, rats, and dead bodies. “By spring, only 60 colonists were still alive, down from 500 the previous fall” (Sheler 3).

There was a horrible drought happening as Jamestown was colonized, it was “the worst sevenyear dry spell in nearly 800 years” (Sheler 3) and made it impossible for colonists to grow the food they needed to survive.

Display:

ORGANIZE

30 MIN.

FACTORS

Instruct students to take out their response to the Quick Write from Lesson 25 in which they discussed how the displayed quotations applied to chapter 1 of Written in Bone.

Students review and revise their initial response now that they have finished Written in Bone.

Ask: “How has careful observation of the module texts built your knowledge?”

Students add their response to their Quick Write.

Land

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Conduct a Whip Around in which students share what they think is the most important word from their Quick Write response.

Wrap

1 MIN.

ASSIGN HOMEWORK

Students continue their informal, independent research and creation of their poster presentations (Assessment 33A).

348

Analyze

Context and Alignment

Students complete Handout 30A to compare and contrast Sheler and Carbone’s versions of the colonists’ first “skirmish” with American Indians (RI.6.6, RI.6.9). Commonalities should include that both presentations include the conflict between the two groups. Contrasting information should include the idea that Sheler presents the event as a quick conflict and then everyone getting back onto the boats while Carbone paints the picture as an ambush that severely injures two colonists. Check for the following success criteria:

Identifies commonalities between the two versions.

Contrasts versions, recognizing that Carbone includes more details about the consequences of their stepping ashore.

Next Steps

It’s important that students can complete the Venn diagram and articulate their ideas as they will be doing so in the Lesson 31 Focusing Question Task. For students struggling to find commonalities, remind them of the objective observation activity done when analyzing Hopper’s Nighthawks. Without judgment or value, what events do both texts include? Encourage students to not overthink this aspect of the analysis. For those who have difficulty recognizing differences in presentations, invite students to visualize or sketch each version. What would each version of events look like, and how would those versions appear differently to an observer? In Sheler’s version, everyone gets on the boats and leaves. In Carbone’s version, doctors must treat Archer and the sailor; they may even have to bury a body before leaving. Offer additional opportunities to practice contrasting events, if needed.

* Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

TEXTS

Blood on the River, Elisa Carbone Written in Bone, Sally Walker

FOCUSING QUESTION: LESSONS 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 31

Lesson 31: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.) Learn (59 min.)

Gather Details about Richard (15 min.)

Compare and Contrast Texts (30 min.)

Reflect on Learning (14 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Excel: Sentence Variety (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1, RI.6.3, RI.6.9

Writing

W.6.2, W.6.4, W.6.9

Speaking and Listening SL.6.1

Language

L.6.1.a, L.6.1.c, L.6.3.a L.6.3.a

MATERIALS

Assessment 31A: Focusing Question Task 4

Learning Goals

Complete Assessment 31A.

Revise writing to include varied sentence patterns (L.6.3.a).

Reread Focusing Question Task 4 response, revising writing to include varied sentence patterns.

Checks for Understanding

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 31

Know: How do the module texts build my knowledge of Jamestown?

Students complete Focusing Question Task 4, comparing and contrasting Carbone and Walker’s presentations of information about Richard Mutton. Finally, students reflect on their learning and record ideas in their Response Journal.

Welcome

5 MIN.

Pairs review and discuss what they learned about Richard from Blood on the River.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “What new ideas about Jamestown were revealed in Written in Bone?”

n Written in Bone included more information about how the illnesses of Jamestown affected people’s bones and immune systems.

n Written in Bone gave more details about burials and how colonists handled the burials of those who died.

n Written in Bone revealed more information about how class status influenced the way people were treated after their deaths.

Remind students that some of these understandings have been built by comparing and contrasting the ideas of the module texts as well as by working on their observation and analytic skills. In this lesson’s Focusing Question Task, students will look specifically at how two authors present information about Richard Mutton and his experience in Jamestown.

Prepare

59 MIN.

GATHER DETAILS ABOUT RICHARD 15 MIN.

Pairs

Pairs continue to review and gather details about Richard from Blood on the River and from Written in Bone. Circulate as students work, and remind them to note page numbers where they find information.

COMPARE AND CONTRAST TEXTS 30 MIN.

Individuals

Distribute Assessment 31A: Focusing Question Task 4. Review the directions, and address any student questions.

Remind students that they should use their keen observational skills to see what they notice about how these two authors convey information about Richard. Encourage students to create a Venn diagram to help them organize the information they generated together with their partners as a way to help them plan their writing.

Students complete Assessment 31A. If students need additional time, they can complete this task for homework.

REFLECT ON LEARNING 14 MIN.

Individuals

G6 M3 Assessment 31A WIT & WISDOM

your textual evidence, follow the conventions of standard written English, and maintain formal style.

Support your response using evidence from the following texts: Blood on the River Elisa Carbone Written in Bone, Sally Walker Hint: You should refer to your Response Journal to help you complete this task. You can also use the optional explanatory essay graphic organizers (Handout 8A) to help you plan your essay.

Checklist for Success: Include the following in your response: Introduction that includes: A hook. An introduction. A thesis that conveys and previews your ideas.

Two explanatory supporting paragraphs that each include: A topic statement that presents your idea. Textual evidence that develops your idea. Elaboration that explains how the evidence develops your idea. A concluding statement that reinforces your idea.

Conclusion that: Reinforces your topic statement and ideas. Offers a “So What” that reflects the larger significance. Transitional words or phrases to show connections among your sentences. A variety of sentences structures and types to convey your ideas effectively. Internal citations to indicate where in the texts your evidence is located. An established and consistent formal style. Consistent use of correct number, person, and case of pronouns to improve clarity in writing.

In the World of Knowledge section of their Response Journal, students reflect on what Written in Bone has helped them understand about the world. This may include restatements of the ideas they generated as part of the Welcome or thoughts from the Boxes and Bullets Organizers (Handouts 25A, 26A, 28A, and 29A).

n By studying skeletons, forensic anthropologists can determine gender, age, health, and the cause of the person’s death.

n When historical records are limited, studying bones and artifacts can help us understand the past.

n Forensic anthropologists have special tools and procedures that preserve delicate bones.

354

Learn

Date Class Assessment 31A: Focusing Question Task 4 Introduction: In this module, you’ve read and analyzed several texts in order to build your understanding about the development and decline of the Jamestown colony. You’ve also spent time learning about how archaeology and forensic anthropology uncover evidence that supports or challenges the presentation of ideas in historical records. As an extension of this study and to highlight the importance of using multiple texts to build knowledge about a topic, you’ll now examine how two different authors, one a researcher and writer of historical fiction (Carbone) and the other a scientific and historical researcher (Walker) introduce and depict a common subject. Completing

this activity will support your success on the End-of-Module Task when you integrate evidence from two texts to support an argument about Jamestown’s struggle to survive.

Task: For an audience who has read and studied Carbone’s Blood on the River and Walker’s Written in Bone as you have, write an explanatory essay in which you compare and contrast Carbone’s and Walker’s presentations of Richard Mutton. As part of your response, explain how each author introduces Richard and how each describes his character and his experiences in Jamestown. Please remember to include proper citations for

n Diseases and health conditions that caused death in the 1600s are easily treated by doctors today.

n Starvation and sickness killed almost half the original settlers of Jamestown.

When finished, students turn to the Skills section of their Response Journal and reflect on the skills they used to understand the ideas in Written in Bone

n Headings give you information about how ideas in the text are sorted.

n Captions help you understand the photograph or image they are placed next to.

n Key details support the larger, main ideas by giving more information or specific facts.

n Larger pieces of text have many main ideas within them.

n A central idea is the larger message of a text that is relevant to all the ideas within it.

n Comparing two authors’ presentations of events helps you build a deeper understanding of the ideas.

Land5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Conduct a Whip Around in which each student shares one idea about Jamestown learned from a module text.

Wrap1 MIN.

ASSIGN HOMEWORK

Students finish Assessment 31A if more time is needed. Students continue their informal, independent research and creation of their poster presentations (Assessment 33A).

Analyze

Context and Alignment

Students individually respond to Assessment 31A (RL.6.1, RI.6.1, RI.6.3, RI.6.9, W.6.2, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a). Please see sample student response and writing rubric located in Appendix C for additional support with this assessment.

Next Steps

For students still struggling with comparing and contrasting two authors’ presentations of ideas, offer additional opportunities to practice. Consider using Carbone and Walker’s presentations of the Starving Time (Carbone 220, Walker 18) or Carbone and Sheler’s presentations of Pocahontas’s role in “saving” John Smith (Carbone 229–220, Sheler 218–221). Support students in identifying commonalities and differences in the presentations of information and developing a thesis statement that conveys these ideas. Encourage students to use a Venn diagram to organize their analysis before writing.

356

Lesson 31 Deep Dive: Style and Conventions

Excel: Sentence Variety

Time: 15 min.

Text: Blood on the River, Elisa Carbone

Style and Conventions Learning Goal: Revise writing to include varied sentence patterns (L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 31 Excel: How do I improve varied sentence patterns in my writing?

Launch

Post the Style and Conventions Craft Question.

Remind students that varying sentence patterns is important when creating writing that engages reader interest.

Display and read aloud:

This chills me to my bones. I want to object, to tell Captain Smith not to go. Why is he willingly walking into a trap? We are surviving on our grain, I want to tell him. Captain Newport will be back soon. Let us all return to James Town tomorrow and wait for the supply ship. But I don’t say anything. It’s not my place (Carbone 176).

Ask: “How does Elisa Carbone use variety in her sentences in this paragraph from Blood on the River?”

n She uses a question to help engage reader interest in what Samuel is thinking.

n The author uses sentences of different lengths; there are short and long ones in this paragraph.

n She begins and ends the paragraph with really short sentences.

n All the sentences start with different words, even if they’re talking about similar ideas.

Explain that students now have the opportunity to put these understandings into practice while revising the sentences in their Focusing Question Task response.

Learn

Students revise their responses to Assessment 31A to include/improve varied sentence patterns.

Land

Give students four minutes to record what they know about varying sentence patterns into the World of Skills section of their Knowledge Journal. Invite them to quietly confer with a partner, if needed.

Emphasize that students should continue to use varied sentence patterns in all of their writing and to continue to add ideas about sentence patterns to their Knowledge Journal as they encounter new variations.

358

QUESTION: LESSONS 21–32 How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Lesson 32

TEXTS

Blood on the River, Elisa Carbone “Rethinking Jamestown,” Jeffery Sheler (Handout 21A) Written in Bone, Sally Walker

FOCUSING

Lesson 32: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.)

Learn (57 min.)

Participate in a Socratic Seminar (30 min.)

Synthesize Understanding (27 min.)

Land (7 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Vocabulary Assessment 1 (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1

Writing W.6.10

Speaking and Listening

SL.6.1, SL.6.2*, SL.6.4*, SL.6.6

Language

L.6.4.b, L.6.6

MATERIALS

Learning Goals

Develop a claim with reasons and evidence about whether the Jamestown settlement failed (RL.6.1, RI.6.1, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6).

Complete a Quick Write and participate in a Socratic Seminar.

Apply knowledge of contextual and morphemic clues to correctly define words in context (L.6.4.b, L.6.6).

Complete Assessment 32A.

Handout 9A: Speaking and Listening Checklist

Assessment 32A: Vocabulary Assessment 1

* This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 21–32

How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

CONTENT FRAMING QUESTION: Lesson 32

Know: How do the module texts build my knowledge?

CRAFT QUESTION: Lesson 32

Excel: How do I improve my presentation of claims and reasons and my ability to listen to interpret in a Socratic Seminar?

Students participate in a Socratic Seminar to synthesize all they have learned about the development and decline of Jamestown. Students also participate in a Chalk Talk and complete a Knowledge Journal entry in which they apply Amy Herman’s ideas about perception to their work throughout this module.

In preparation for this lesson, you’ll need to create charts with the following quotations from Herman’s text Visual Intelligence: Sharpen Your Perception, Change Your Life to use during the Chalk Talk:

“You will see color and light and detail and opportunity where you swore there were none. You will see life and possibility and truth in the emptiest spaces. You will see order and find answers in the most chaotic and messiest places” (xx).

“To see what’s there that others don’t. To see what’s not there that should be. To see opportunities, the solution, the warning signs, the quick way, the way out, the win. To see what matters” (5).

TEACHER NOTE

“Don’t be afraid of complexity, and don’t rush to judgment. Step back and take things apart one layer at a time … Make sure you’ve considered all the data possible…. Always ask questions, especially of yourself. No matter how ‘obvious’ it seems to be, state what you see, because it’s possible that no one else will see it” (277).

“Make sure you are only dealing in objective facts. Describe what you see without letting your emotions and assumptions block your perception. Don’t divorce yourself from your experience, but be conscious of it and how it might affect you so it doesn’t lead you toward faulty assumptions” (277).

“When we are observing what we see, we must also note the important information we don’t see, especially if we’re expecting it to be there…. Identifying the pertinent negative helps give our observations more specificity. By articulating what is conspicuously absent, we are giving a more precise description of what we perceive” (159).

Welcome

5 MIN.

Groups meet to check in about and to finalize their upcoming poster presentation.

362

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “If someone asked you what you learned through this module, what would you say? What content have you learned? What skills?”

n Jamestown’s development and decline.

n Understanding historical events.

n Being a careful observer.

n The importance of detail.

n Writing arguments.

n Reading caomplex texts.

n Effectively communicating with others.

Explain that in this lesson, students will pull together all they have learned throughout this module and get ready to complete the EOM Task.

57 MIN.

PARTICIPATE IN A SOCRATIC SEMINAR

Whole Group

Display the Craft Question:

30 MIN.

Excel: How do I improve my presentation of claims and reasons and my ability to listen to interpret in a Socratic Seminar?

Ask: “Think back to our last Socratic Seminar: What can we do this time to make our conversation even more effective and productive?”

Create and display the list of student responses about areas of improvement.

Remind students that their participation in this Socratic Seminar should include listening to interpret and presenting claims and findings. Encourage students to paraphrase the ideas of others before adding their new ideas and using logical sequencing when explaining their thoughts.

Learn

Distribute Handout 9A.

As students move into a circle (or two concentric circles if the class size is larger than twenty-two), ask them to get out all the module texts as well as their Response Journal.

Display and ask: “Was the Jamestown settlement a failure? Did Jamestown fail?”

Students take a few minutes to complete a Quick Write in response to the displayed question, using the texts and their Response Journal for reasons and evidence to support their claim.

Students participate in the Socratic Seminar, using their Quick Writes as a starting place for discussion.

TEACHER NOTE Appendix C contains the Socratic Seminar Tracking Sheet and the Speaking and Listening Rubric to assist in assessing students’ participation. For more information on the Socratic Seminar routine, see the Wit & Wisdom Program Guide.

After approximately twenty minutes, or when the discussion seems to have run its course, students review and revise their Quick Write to reflect how their thinking was expanded or changed by their participation in the discussion.

SYNTHESIZE UNDERSTANDING

Whole Group

27 MIN.

Display the charts with Amy Herman’s quotes around the room.

Explain that these are all quotations from Herman, the woman whose work with artwork and perception they encountered earlier in this module.

Student participate in a Chalk Talk, adding their ideas to each chart and responding to their peers’ ideas.

After about fifteen minutes, have students stand near the chart with which they identify or are drawn to the most, and in round-robin fashion, have students at each chart share their thoughts. As students listen, they take notes in their Response Journal about how these ideas connect to their module learning.

364

Name Date Class Handout 9A: Speaking and Listening Checklist Directions: Evaluate your participation by marking + for “yes” and Δ for “needs improvement” in the appropriate boxes. Ask someone (adult or peer) to evaluate your participation as well. Grade 6 Speaking and Listening Checklist Self +/ ∆ Peer +/ ∆ Teacher +/ ∆ used text evidence to support my opinion. asked questions. responded to questions. made relevant observations. followed all the rules for speaking in a group. set and met my participation goal. acknowledged and elaborated on comments from my peers. listened to interpret when engaging with my peers. understood my peers’ points. built off my peers’ points. stayed engaged in the conversation the whole time. brought the conversation back on topic when needed. used appropriate, formal, academic language. For example: used vocabulary that I learned in this module, such as these words: G6 M3 Handout 9A WIT & WISDOM Page of © 2023 Great Minds PBC G6 M3 Lesson 32 WIT & WISDOM®

7 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Using their experiences from today’s lesson, students review and revise their Knowledge Journal entry from Lesson 31.

Ask a couple students to share.

Wrap1 MIN.

ASSIGN HOMEWORK

Students finish Assessment 33A, which they will present in Lesson 33.

Analyze Context and Alignment

Students independently create and revise a Quick Write justifying whether Jamestown was a failure (RL.6.1, RI.6.1, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6). Check for the following success criteria:

Makes a claim about this issue (yes, it was a failure or no, it was not).

Includes specific ideas from the module texts to support claim.

Next Steps

It’s important to identify any misconceptions about Jamestown’s struggles before students begin planning their EOM Task essay. Analyze the reasoning students use to justify their claim to ensure there is no confusion or misunderstanding about the Jamestown colony and its many challenges. If needed, clarify any confusion or misunderstandings by revisiting the module texts.

Land

Lesson 32 Deep Dive: Vocabulary

Vocabulary Assessment 1

Time: 15 min.

Vocabulary or Learning Goal: Apply knowledge of contextual and morphemic clues to correctly define words in context (L.6.4.b, L.6.6).

Launch

Explain that today students will take the first part of the Vocabulary Assessment.

Learn

Distribute Assessment 32A: Vocabulary Assessment 1. Clarify directions as needed. Tell students that for number 12, they should write the meaning of the root serv. For number 13, they should write the meaning of the root vert.

Students complete Assessment 32A. Circulate to provide support, including help with pronunciation and spelling.

Land

Collect assessments. Ask students to share any questions or comments about completing the assessment and address them.

366

Name Date Class Assessment 32A: Vocabulary Assessment 1 Directions: Under each sentence below, write a brief definition of the bolded word. Definitions do not need to be in complete sentences. Instead, define words with synonyms or brief explanations. For example, if the sample sentence is, “The scientist tried to find out which medicines would be helpful,” either of the following responses would be correct: Sample response #1: researcher Sample response #2: a person who measures when patients get better from medicine 1. The prophecy came true.* 2. The soldier was wielding his weapon. 3. The principal interceded 4. The procedure will be the same every time.* 5. He will try to convert their thinking. * 6. That manager is incompetent G6 M3 Assessment 32A WIT & WISDOM © Great Minds PBC Page of © 2023 Great Minds PBC G6 M3 Lesson 32 WIT & WISDOM®

TEXT None FOCUSING QUESTION:

the

LESSONS 33–38 How did

social and environmental factors in the unknown world of Jamestown shape its development and decline?

Lesson 33: At a Glance

AGENDA

Welcome (10 min.) Rehearse Presentations

Launch (5 min.)

Learn (50 min.) Present Elevator Speech and Poster

Land (10 min.) Answer the Content Framing Question

Vocabulary Deep Dive: Vocabulary Assessment 2 (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1, RI.6.2*

Writing

W.6.4, W.6.7, W.6.8, W.6.9, W.6.10

Speaking and Listening

SL.6.2*, SL.6.4*, SL.6.5, SL.6.6

Language

L.6.4.c, L.6.4.d, L.6.5.b L.6.4.b, L.6.6

MATERIALS

Assessment 33A: Focusing Question Task 5

Assessment 33B: Vocabulary Assessment 2 Handout 33A: Presentation Tracker

Learning Goals

Present results of research on self-generated questions about Jamestown’s development or decline (RI.6.1, RI.6.2, W.6.4, W.6.7, W.6.8, W.6.9, W.6.10, SL.6.2, SL.6.4, SL.6.5, SL.6.6, L.6.4.c, L.6.4.d, L.6.5.b).

Complete Assessment 33A.

Listen to interpret ideas conveyed verbally and visually during the presentations (SL.6.2, W.6.10).

Complete Handout 33A.

Apply knowledge of contextual and morphemic clues to correctly define words in context (L.6.4.b, L.6.6).

Complete Assessment 33B.

*This standard is only partially addressed in this module because it has received previous instruction and assessment in earlier Grade 6 module(s).

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 33–38

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

CONTENT FRAMING QUESTION: Lesson 33

Know: How does research build my knowledge of Jamestown?

CRAFT QUESTION: Lesson 33

Excel: How do I improve my ability to listen to interpret and my presentation of claims and reasons?

Students deliver poster session presentations to peers from their informal research. Students listen to interpret, tracking ideas and their connection to Jamestown’s development and decline. Finally, students update their Factor Tracker entries to reflect the research of their peers.

Welcome

10 MIN.

REHEARSE PRESENTATIONS

Students rehearse poster session presentations with a peer, providing each other with informal feedback.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Explain that students will use a presentation tracker to record ideas as they listen to one another to help record the new ideas introduced through others’ research. Encourage students to ask questions to clarify ideas.

50 MIN.

PRESENT ELEVATOR SPEECH AND POSTER 50 MIN.

Individuals

Display the Craft Question:

Excel: How do I improve my ability to listen to interpret and my presentation of claims and reasons?

Ask: “So far we’ve practiced listening to interpret during group discussions and with Amy Herman’s video. What should listening to interpret look like during today’s poster sessions?”

n We’ll have to stand closer to people to hear them because there’ll be presentations all over the room.

n We’ll be listening to their ideas while also looking at their poster.

n We should paraphrase their ideas when asking questions to make sure we understood them correctly.

n We should use eye contact.

Distribute Handout 33A: Presentation Tracker.

Direct one half of the groups to set up their posters and prepare to present while the other half prepares to complete their trackers while listening to presentations.

First groups of students deliver poster session presentations.

Listeners complete Handout 33A as they visit as many presenting groups as they can in the time to gather information as well as ask questions.

After twenty-two minutes, the groups switch, and those who listened now present, and vice versa.

10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students update their Factor Tracker in their Response Journal to include any new factors influencing Jamestown’s development and decline that were revealed in presentations.

370 Learn

Land

Name Date Class Handout 33A: Presentation Tracker Directions: Use this table to take notes on the poster presentations you visited. Presenter Names Topic Findings Connection to Jamestown’s Development and Decline (if applicable) Great Minds PBC G6 M3 Handout 33A WIT WISDOM Page of © 2023 Great Minds PBC G6 M3 Lesson 33 WIT & WISDOM®

Analyze

Context and Alignment

Students complete the presentation tracker, writing ideas about the research of their peers and explaining its connection to Jamestown’s development and decline (SL.6.2, W.6.10). Check student work to ensure that their interpretations of information and understandings about the connection to Jamestown are true. Because students can use this research in their EOM Task, it’s important they are recording ideas and making connections that are accurate.

Next Steps

If inaccuracies are reflected in Handout 33A, check student posters to determine whether incorrect ideas were conveyed by the presenters or misinterpreted by listeners. If inaccuracies were made in the student research or presentation of ideas, address these issues with the students responsible and give them an opportunity to correct their errors, presenting their ideas again to the class. If students misinterpreted the ideas presented, address misconceptions directly. Give students the opportunity to update their Factor Trackers with correct information.

Lesson 33 Deep Dive: Vocabulary

Vocabulary Assessment 2

Time: 15 min.

Vocabulary Learning Goal: Apply knowledge of contextual and morphemic clues to correctly define words in context (L.6.4.b, L.6.6).

Launch

Explain that today students will take the second part of the Vocabulary Assessment.

Learn

Distribute Assessment 33B: Vocabulary Assessment 2. Clarify directions as needed. Tell students that for number 7, they should write the meaning of the root nat

Students complete Assessment 33B. Circulate to provide support, including help with pronunciation and spelling.

Land

Collect assessments. Ask students to share any questions or comments about completing the assessment and address them.

372

Name Date Class Assessment 33B: Vocabulary Assessment 2 Directions: Under each sentence below, write a brief definition of the bolded word. Definitions do not need to be in complete sentences. Instead, define words with synonyms or brief explanations. For example, if the sample sentence is, “The scientist tried to find out which medicines would be helpful,” either of the following responses would be correct: Sample response #1: researcher Sample response #2: a person who measures when patients get better from medicine 1. They saw the native walking toward them. 2. The boy was very gullible 3. We can adapt the classroom for a wheelchair.* 4. The bones were excavated yesterday.* 5. They are savages 6. There was great clamoring Page of © 2023 Great Minds PBC G6 M3 Lesson 33 WIT & WISDOM®

TEXTS

Blood on the River, Elisa Carbone “Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

Written in Bone, Sally Walker

the

Lesson 34 FOCUSING QUESTION: LESSONS 33–38 How did

social and environmental factors in the unknown world of Jamestown shape its development and decline?

Lesson 34: At a Glance

AGENDA

Welcome (5 min.)

Share Ideas

Launch (5 min.)

Learn (59 min.)

Analyze EOM Task (10 min.)

Deconstruct Exemplar Essay (49 min.)

Land (5 min.) Assess Progress Wrap (1 min.) Assign Homework

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.6.1

Writing W.6.10

MATERIALS

Assessment 34A: End-of-Module Task

Handout 34A: End-of-Module Task Resources

Learning Goals

Deconstruct and evaluate exemplar argument essay (RI.6.1, W.6.10).

Complete Step 1 on Handout 34A.

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 33–38

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

CONTENT FRAMING QUESTION: Lesson 34

Know: How do the module texts build my knowledge of Jamestown’s development and decline?

CRAFT QUESTION: Lesson 34

Examine: How do claims, reasons, and evidence work to respond to the EOM Task?

Students spend this lesson learning about the EOM Task. In preparation, students analyze an exemplar essay, deconstructing the aspects of an argument essay to better understand their own assignment.

Welcome

SHARE IDEAS

5 MIN.

Pairs share their Response Journal and Handout 5A to review all the evidence they’ve gathered about the social and environmental factors that impacted Jamestown, verifying ideas and revising as needed.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Call on students to share some of the strongest ideas they noticed on their Factor Tracker from the Welcome activity. Encourage diverse opinions, and remind students that the struggles of Jamestown occurred because of a combination of many factors.

Explain that during this lesson, they will discuss and deconstruct an exemplar for the EOM Task.

59 MIN.

ANALYZE EOM TASK 10 MIN.

Whole Group

Distribute and display Assessment 34A: End-of-Module Task.

Students read it independently, annotating their questions and important ideas. Answer any student questions.

Ask students to restate the EOM Task to a partner, using transition words to indicate sequence.

Call on students to share ideas aloud, and address any misconceptions.

DECONSTRUCT EXEMPLAR ESSAY 49 MIN.

Pairs

Display the Craft Question:

Examine: How do claims, reasons, and evidence work to respond to the EOM Task?

Distribute and display Handout 34A: End-of-Module Task Resources.

Students read the EOM Task Process. Field any student questions.

Ask students to find the exemplar essay, and instruct them to take about ten minutes to read the prompt and essay and note any observations or questions.

Reconvene the class and read the exemplar essay aloud, modeling masterful fluency, while students follow along.

Facilitate a brief discussion of student questions.

376 Learn

Name Date Class Assessment 34A: End-of-Module Task Introduction: Over the course of this module, you have learned about the hardships and challenges faced by those who colonized Jamestown. You have examined how settlers responded to these challenges, how they were shaped by them, and how science has helped uncover new understandings about life in Jamestown more than 400 years after its settlement. In this task you will synthesize your knowledge of this time period and argue which factors most significantly impacted the development and decline of Jamestown. You will demonstrate your understanding using an argumentative essay, the kind of writing you have read, learned about, and with which you have developed expertise throughout the module. Task: During the establishment of the Jamestown settlement, the colony’s development and decline was influenced by many factors, some social and some environmental. For an audience who has read and studied all the module texts as you have, write an essay in which you argue whether it was the social or the environmental factors faced by Jamestown’s early settlers that were most significant to the settlement’s struggle to thrive. Your argument should be based on your understanding of Jamestown’s development and decline as represented by the module texts and your research. Please remember to include proper citations for your textual evidence, follow the conventions of standard written English, and maintain formal style. Please incorporate the following words into your response: relations sacrificed and aggravated Support your response using evidence from the following texts: Blood on the River At least one of the following other module texts: “Rethinking Jamestown,” Jeffery Sheler (Handout 21A) “Address to Captain John Smith,” Chief Powhatan (Handout 16B) Written in Bone Sally Walker Hint: You should refer to your Response Journal and Handout 5A (Factor Tracker) to help you complete this task. You can also use the optional Argumentative Essay Graphic Organizers (Handout 15A) to help you plan your essay. Page of Date Class Handout 34A: End-of-Module Task Resources Directions: Follow the steps described in the table, and use the noted resources as directed to complete the End-of-Module Task. End-of-Module Task Process Step Step Description Resources (items in bold are included in this packet)  When Complete 1 GET CLEAR Understand the End-of-Module Task. Deconstruct exemplar for the claim, reasons, evidence, and elaboration. Assessment 34A. Exemplar Argument Essay. Deconstruct Exemplar Argument. 2 PLAN Review evidence. Generate claim. Plan the reasons and evidence to support your claim. Take notes about how you will elaborate on your evidence. Confer with your peers and teacher as needed. All of the above. Factor Tracker (Handout 5A and in Response Journal). Argument Essay Graphic Organizer (Handout 15A). 3 DRAFT Draft your essay. Confer with your peers and teacher as needed. All of the above. 4 REVIEW Complete Peer Review. Content Review. Style and Conventions Editing. 5 REVISE Review and discuss feedback. Consult with your peers and teacher as needed. Revise the structure, content, and language of your essay. All of the above. 6 SELF-ASSESS Review Rubric. Complete Self-Checklist. Argument Writing Checklist. Argument Writing Rubric. 7 SUBMIT Make final revisions. Submit your essay. You’re done! © Great Minds PBC G6 M3 Handout 34A WIT & WISDOM Page of 8 © 2023 Great Minds PBC G6 M3 Lesson 34 WIT & WISDOM®

Direct students to Step 1 in Handout 34A, and remind them that they used this organizer to map both Sheler’s and Walker’s arguments previously. Now they will use it to map the exemplar argument.

Pairs work for fifteen minutes to analyze the argument of the exemplar, using Handout 34A.

Pairs share their findings in a round-robin fashion. Encourage listeners to ask for reasoning and evidence, as needed.

Claim: The most important factors in the young boy’s death in Jamestown were environmental.

Reason 1: Poor nutrition

n He had probably not had enough food to eat and not enough iron in the food he did eat. In the text, we read that the “bones above his eye sockets had small holes, a sign that his diet lacked sufficient iron” (Walker 39).

n In addition, the author writes, “X-rays of the boy’s leg bones showed bands called Harris lines, which form when the growth of a bone repeatedly stops and restarts” (Walker 39). This also comes from bad nutrition.

Reason 2: Infection

in jaw

n They could see that he had had an abscess at the root of one of his teeth.

n They could tell from his skeleton that the abscess had spread into his chin and jaw and caused an infection. Walker writes, “Depending on the type of bacteria involved, the severity of JR1225B’s infection would have soon caused him to die.”

If time allows, students can also discuss the qualities of the exemplar’s elaboration, transitions, and introduction or conclusion.

TEACHER NOTE See Appendix C for an annotated version of this exemplar argument essay.

Students check off Step 1 on Handout 34A: End-of-Module Task Resources.

5 MIN.

ASSESS PROGRESS

Display:

1. What part of the End-of-Module Task do you feel confident about?

2. What challenges do you anticipate?

3. What do you need help with?

Students compose a Quick Write in response to the displayed questions.

1 MIN.

ASSIGN HOMEWORK

Students reread their Response Journal and Handout 5A: Factor Tracker, numbering the six factors they think are strongest.

378 Land

Wrap

Name Handout 5A: Factor Tracker Directions: Use this table to track the social and environmental factors (both negative and positive) that impact the new colony of Jamestown as you read Blood on the River and the other module texts. Add the text and page numbers, then sort and explain the factor, and indicate whether it positively (+) or negatively (-) impacts Jamestown’s development. Continue your Factor Tracker in your Response Journal when you run out of space (Hint: keep this handout in your Response Journal.). Social factors are causes that come from people. They include how people treat each other and behave toward each other. Environmental factors are causes that come from the natural world. They are not made by humans; environmental factors exist in nature. Text/Page Number Social Factor Environmental Factor © Great Minds PBC G6 M3 Handout 5A WIT & WISDOM Page of 2 © 2023 Great Minds PBC G6 M3 Lesson 34 WIT & WISDOM®

Analyze

Context and Alignment

Student pairs deconstruct and evaluate the exemplar essay (RI.6.1, W.6.10). Check for the following success criteria:

Identifies the author’s claim and supporting reasons.

Accurately matches evidence to reasons.

Next Steps

Ensure that all students are able to accurately identify the claim, reasons, and evidence of this exemplar essay. For students who are unable to do so, reread the essay aloud, pausing frequently to discuss the ideas conveyed by the author. Support students in identifying how each of the pieces of evidence aligns directly with the author’s supporting reason and how each reason helps justify the author’s overall claim.

* Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

TEXTS

Blood on the River, Elisa Carbone “Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

Written in Bone, Sally Walker

the

Lesson 35 FOCUSING QUESTION: LESSONS 33–38 How did

social and environmental factors in the unknown world of Jamestown shape its development and decline?

Lesson 35: At a Glance

AGENDA

Welcome (12 min.)

Evaluate Factors Launch (3 min.)

Learn (50 min.)

Analyze Evidence and Generate Claim (20 min.)

Plan Argument (30 min.)

Land (9 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Excel: Pronoun Case, Number, and Person (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1

Writing

W.6.1.a, W.6.1.b, W.6.5

Language

L.6.1.a, L.6.1.c

MATERIALS

Learning Goals

Evaluate evidence to determine a claim and supporting reasons for an argument essay (RL.6.1, RI.6.1, W.6.1.a, W.6.1.b, W.6.5).

Complete Step 2 on Handout 34A.

Recognize and revise pronouns in the improper case and inappropriate shifts in pronoun number or person (L.6.1.a, L.6.1.c, W.6.10).

Handout 15A: Argumentative Essay Graphic Organizers

Assessment 34A: End-of-Module Task

Handout 34A: End-of-Module Task Resources

Complete a Quick Write.

Checks for Understanding

FOCUSING QUESTION: Lessons 33–38

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

CONTENT FRAMING QUESTION: Lesson 35

Know: How do the module texts and research build my knowledge of Jamestown’s development and decline?

CRAFT QUESTION: Lesson 35

Execute: How do I use the elements of an argument in the EOM Task?

In this lesson, students consider all the evidence they’ve gathered throughout the module and determine whether it is the social or environmental factors that had a stronger impact on the decline of Jamestown. Once they’ve decided on their claim, students begin planning their essay with reasons and evidence.

12 MIN.

EVALUATE FACTORS

Pairs share their top factors from the homework, and reread their Response Journal and Handout 5A to review all the evidence they’ve gathered about the social and environmental factors that impacted Jamestown.

Prepare

Welcome

Name Date Class Handout 5A: Factor Tracker Directions: Use this table to track the social and environmental factors (both negative and positive) that impact the new colony of Jamestown as you read Blood on the River and the other module texts. Add the text and page numbers, then sort and explain the factor, and indicate whether it positively (+) or negatively (-) impacts Jamestown’s development. Continue your Factor Tracker in your Response Journal when you run out of space (Hint: keep this handout in your Response Journal.). Social factors are causes that come from people. They include how people treat each other and behave toward each other. Environmental factors are causes that come from the natural world. They are not made by humans; environmental factors exist in nature. Text/Page Number Social Factor Environmental Factor Page of 2 383 © 2023 Great Minds PBC G6 M3 Lesson 35 WIT & WISDOM®

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Call on a student to read Step 2 on Handout 34A: End-of-Module Task Resources.

Explain that students will be evaluating the factors they’ve tracked while reading each text to determine whether social or environmental factors had the greatest impact on Jamestown’s development and decline. Once they’ve made this decision, they’ll begin planning how they will support their claim with reasons and evidence.

50 MIN.

ANALYZE EVIDENCE AND GENERATE CLAIM

Pairs

20 MIN.

Pairs look at their prioritized list of factors and consider whether the evidence for the social or environmental factors is stronger. Remind students as they are working that each partner should make their own independent decision, but this is an opportunity to first talk through their thinking with someone else, clarifying or revising their ideas.

PLAN ARGUMENT 30 MIN.

Individual

Students complete Step 2 on Handout 34A as they work on planning their essay, using Handout 15A. Circulate to monitor student work, answering questions and addressing misconceptions as needed.

384

Learn

Name Handout 34A: End-of-Module Task Resources Directions: Follow the steps described in the table, and use the noted resources as directed to complete the End-of-Module Task. End-of-Module Task Process Step Step Description Resources (items in bold are included in this packet)  When Complete 1 GET CLEAR Understand the End-of-Module Task. Deconstruct exemplar for the claim, reasons, evidence, and elaboration. Assessment 34A. Exemplar Argument Essay. Deconstruct Exemplar Argument. 2 PLAN Review evidence. Generate claim. Plan the reasons and evidence to support your claim. Take notes about how you will elaborate on your evidence. Confer with your peers and teacher as needed. All of the above. Factor Tracker (Handout 5A and in Response Journal). Argument Essay Graphic Organizer (Handout 15A). 3 DRAFT Draft your essay. Confer with your peers and teacher as needed. All of the above. 4 REVIEW Complete Peer Review. Content Review. Style and Conventions Editing. 5 REVISE Review and discuss feedback. Consult with your peers and teacher as needed. Revise the structure, content, and language of your essay. All of the above. 6 SELF-ASSESS Review Rubric. Complete Self-Checklist. Argument Writing Checklist. Argument Writing Rubric. 7 SUBMIT Make final revisions. Submit your essay. You’re done! © Great Minds PBC G6 M3 Handout 34A WIT & WISDOM Page of 8 © 2023 Great Minds PBC G6 M3 Lesson 35 WIT & WISDOM®

Consider building in brief conferences with each student or just those who may be struggling to verify that they have selected either social or environmental factors and have adequate evidence.

9 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Conduct a Whip Around in which students share their claims and reasons with the whole group.

Wrap1 MIN.

ASSIGN HOMEWORK

Students continue to plan their essay as needed or may begin drafting.

Analyze

Students independently identify which factor they believe has the strongest evidence and explain which two supporting reasons they’ll use to justify their claim (RL.6.1, RI.6.1, W.6.1.a, W.6.1.b, W.6.5). Check for the following success criteria:

Selects only one of the two groups of factors: social or environmental.

Articulates two related, relevant supporting reasons that can be justified with evidence from the text or students’ own research.

Next Steps

This CFU serves as a brief check-in to make sure students are planning an effective essay. Ensure that students are writing about only one of the factors and that their supporting reasons align with their chosen factor. Consider whether students’ supporting reasons can be justified with evidence from one of the module texts or students’ own research; intervene now if students are planning to write about ideas that are unsupported by text evidence.

Scaffold

Land

Lesson 35 Deep Dive: Style and Conventions

Excel: Pronoun Case, Number, and Person

Time: 15 min.

Text: Student-generated EOM Task Responses

Style and Conventions Learning Goal: Recognize and revise pronouns in the improper case and inappropriate shifts in pronoun number or person (L.6.1.a, L.6.1.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 35 Excel: How do I improve pronoun case, number, and person in my writing?

Launch

Post the Style and Conventions Craft Question.

Student pairs review notes in their Knowledge Journal to help them create examples and nonexamples of proper pronoun case and agreement in pronoun number and person. Call on students to share ideas. If possible, display ideas and ask students to draw an arrow connecting the pronoun and its antecedent.

n Example: The sisters and I are going over to their house.

n Nonexample: The sisters and I are going over to they house.

n Example: My friend teased me, and I told her to stop.

n Nonexample: My friend teased me, and I told them to stop.

n Example: Before there were cars, people rode horses.

n Nonexample: Before there were cars, you rode horses.

Address student misconceptions, as needed. Remind students that using pronouns in the correct case and creating noun-pronoun agreement makes writing easier for readers to understand. Explain that students will apply their understandings about pronoun case and agreement to the EOM Task essay draft they started writing earlier in the lesson.

Learn

Students reread their EOM Task essay draft, underlining all the pronouns in the first paragraph. Students then analyze sentences with pronouns in them, considering whether all pronouns are in the proper case and that there is agreement in pronoun number and person. Students revise work as needed. Circulate as students are working to answer questions and monitor for accuracy. If students finish checking pronoun case and agreement in their first paragraph, encourage them to move on to subsequent paragraphs, as time allows.

386

Land Display:

Copy or rewrite a sentence from your essay draft that shows pronouns in the proper case or agreement of pronoun number or person. Explain how you know the pronoun and its antecedent are in agreement.

Students compose a Quick Write in response to the displayed question.

TEXTS

Blood on the River, Elisa Carbone “Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

Written in Bone, Sally Walker

the

Lesson 36 FOCUSING QUESTION: LESSONS 33–38 How did

social and environmental factors in the unknown world of Jamestown shape its development and decline?

Lesson 36: At a Glance

AGENDA

Welcome (5 min.)

Address Challenges

Launch (5 min.)

Learn (59 min.)

Draft Argument

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Excel: Sentence Variety (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1

Writing

W.6.1, W.6.4, W.6.5

Language

L.6.1.a, L.6.1.c, L.6.3.a, L.6.6 L.6.3.a

MATERIALS

Learning Goals

Draft an argument essay by applying knowledge of claims and supporting reasoning with evidence (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6).

Complete Step 3 on Handout 34A.

Recognize and revise writing to include a variety of sentence patterns to engage reader interest (L.6.3.a, W.6.10).

Assessment 34A: End-of-Module Task

Handout 34A: End-of-Module Task Resources

Complete a Quick Write.

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 33–38

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

CONTENT FRAMING QUESTION: Lesson 36

Know: How do the module texts and research build my knowledge of Jamestown’s development and decline?

CRAFT QUESTION: Lesson 36

Execute: How do I use the elements of an argument in the EOM Task?

After discussing challenges in the writing process, students draft their argument essay in this lesson. Encourage students to confer with peers to clarify understandings.

Welcome

5 MIN.

ADDRESS CHALLENGES

Students talk with a partner about the challenges they are experiencing while drafting and how they might overcome them.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “How did reading the exemplar essay better help you understand the structure of the argument essay you’re now writing?”

59 MIN.

DRAFT ARGUMENT 59 MIN.

Individuals

Remind students to refer to Handout 34A: End-of-Module Task Resources for help and resources to guide their writing.

Students complete Step 3 on Handout 34A as they draft their argument essay. Circulate as students are working, conferring with students as needed. Encourage students to quietly confer with peers to help generate or clarify ideas.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students Mix and Mingle, sharing one way in which they effectively supported one of their reasons with evidence from a text, reading aloud an example.

1 MIN.

ASSIGN HOMEWORK

Students complete the draft of their argument essay if they didn’t finish during the lesson.

392 Learn

Land

Wrap

Date Class Handout 34A: End-of-Module Task Resources Directions: Follow the steps described in the table, and use the noted resources as directed to complete the End-of-Module Task. End-of-Module Task Process Step Step Description Resources (items in bold are included in this packet)  When Complete 1 GET CLEAR Understand the End-of-Module Task. Deconstruct exemplar for the claim, reasons, evidence, and elaboration. Assessment 34A. Exemplar Argument Essay. Deconstruct Exemplar Argument. 2 PLAN Review evidence. Generate claim. Plan the reasons and evidence to support your claim. Take notes about how you will elaborate on your evidence. Confer with your peers and teacher as needed. All of the above. Factor Tracker (Handout 5A and in Response Journal). Argument Essay Graphic Organizer (Handout 15A). 3 DRAFT Draft your essay. Confer with your peers and teacher as needed. All of the above. 4 REVIEW Complete Peer Review. Content Review. Style and Conventions Editing. 5 REVISE Review and discuss feedback. Consult with your peers and teacher as needed. Revise the structure, content, and language of your essay. All of the above. 6 SELF-ASSESS Review Rubric. Complete Self-Checklist. Argument Writing Checklist. Argument Writing Rubric. 7 SUBMIT Make final revisions. Submit your essay. You’re done! © Great Minds PBC G6 M3 Handout 34A WIT & WISDOM Page 1 of 8 © 2023 Great Minds PBC G6 M3 Lesson 36 WIT & WISDOM®

Analyze

Context and Alignment

Students individually draft their argument essay (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6). Check for the following success criteria:

Includes an introduction and conclusion.

Clearly states a claim about social or environmental factors’ impact on Jamestown’s development or decline.

Crafts two body paragraphs supporting the claim with reasoning, evidence, and elaboration.

Concludes the essay with a “So What?” explanation.

Next Steps

Because students will be conducting peer revision and revising in the next lesson, the focus of this analysis should be on whether students are successfully addressing the expectations of an argument essay. Revisit the exemplar essay, if needed, as a model for a complete argument essay.

Lesson 36 Deep Dive: Style and Conventions

Excel: Sentence Variety

Time: 15 min.

Texts: Blood on the River, Elisa Carbone, and Student-generated EOM Task Responses

Style and Conventions Learning Goal: Recognize and revise writing to include a variety of sentence patterns to engage reader interest (L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 36 Excel: How do I improve sentence variety in my writing?

Launch

Post the Style and Conventions Craft Question.

Display:

“Working with wood and stone is a good way to keep my mind off what might be happening to Captain Smith” (Carbone 177).

Using notes in their Knowledge Journal, student pairs divide the ideas of this sentence into two sentences, rewriting it to incorporate different sentence patterns without changing the meaning. After three minutes, call on students to share ideas and display them.

n What was happening to Captain Smith? I focused on the wood and stone instead of letting my mind wander.

n I focused on working with the wood and stone. It was a good way to keep my mind off what could be happening to Captain Smith.

n I focused on my work. It was a good to have wood and stone to think about instead of wondering about what could be happening to Captain Smith.

n In front of me was wood and stone, which helped me keep my mind off of what might be happening to Captain Smith.

Address student misconceptions, as needed. Remind students that incorporating different sentence variations keeps readers interested in what they’re reading. Explain that students will apply their understandings about sentence variety to their EOM Task essay draft.

394

Learn

Display:

Do I include a question in my essay?

Do my sentences begin in different ways?

Are my sentences different lengths?

Explain that students should consider the displayed questions while rereading their EOM Task essay draft and use them to identify opportunities to revise their writing to incorporate more sentence variety. Circulate as students are working to answer questions and provide support.

Land Display:

Recopy a revision you made in your essay draft that allowed you to include more sentence variety. Explain how this change increases readers’ interest in your writing.

Students compose a Quick Write in response to the displayed prompt.

Lesson 37

TEXTS

Blood on the River, Elisa Carbone

“Rethinking Jamestown,” Jeffery Sheler (Handout 21A)

Written in Bone, Sally Walker

the

FOCUSING QUESTION: LESSONS 33–38 How did

social and environmental factors in the unknown world of Jamestown shape its development and decline?

Lesson 37: At a Glance

AGENDA

Welcome (5 min.)

Verify Citations Launch (3 min.)

Learn (57 min.)

Excel with Argument Writing

Land (9 min.) Assess Progress Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Excel: Pronoun Case, Number, and Person and Sentence Variety (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1

Writing

W.6.1, W.6.4, W.6.5

Language

L.6.1.a, L.6.1.c, L.6.3.a, L.6.6 W.6.5, L.6.1.a, L.6.1.c, L.6.2.b, L.6.3.a

MATERIALS

Assessment 34A: End-of-Module Task

Handout 34A: End-of-Module Task Resources

Learning Goals

Evaluate and revise argumentative essay by examining its content, structure, development, style, and conventions (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6).

Complete Peer Review, and revise argument essay.

Evaluate and revise argument essay to reflect correct pronoun use and sentence variety (W.6.5, L.6.1.a, L.6.1.c, L.6.2.b, L.6.3.a).

Complete Style and Conventions Editing Form, and revise essay.

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 33–38

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

CONTENT FRAMING QUESTION: Lesson 37

Know: How do the module texts and research build my knowledge of Jamestown’s development and decline?

CRAFT QUESTION: Lesson 37

Excel: How do I improve my argument writing in the EOM Task?

Students engage in two stages of peer review, one content and one style and conventions, to identify areas in need of revisions before the argument essay is submitted.

Welcome

VERIFY CITATIONS

5 MIN.

Student partners trade papers and use the module texts to verify that their partner’s page numbers and author citations are accurate. Students revise their work, if necessary.

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Ask: “Think back to Modules 1 and 2: What kind of things should you be looking for when doing a Peer Review?”

n You should be reading the essay to make sure it all makes sense.

n You’re looking for spelling or grammar errors.

n You have to make sure the ideas are in a logical order that makes it easy to understand.

Remind students that working with a peer allows them the opportunity to strengthen their writing by incorporating suggestions and ideas in essay revisions. Encourage students to be thorough and productive in their feedback on the Peer Revision sheet to help their partner improve upon their ideas. Clarify that in the core lesson, they’ll do the content review, and then during the Deep Dive, they’ll focus on editing for style and conventions.

Direct students to Step 4 in Handout 34A: End-of-Module Task Resources.

Partners exchange argument essays and complete the Peer Review. Circulate as students work to confer and support as necessary.

Students revise their draft after receiving and discussing their partner’s feedback.

400

Learn

57 MIN. EXCEL WITH ARGUMENT WRITING 57 MIN. Pairs Display the Craft Question: Excel: How do I improve my argument writing in the EOM Task?

Date Class Handout 34A: End-of-Module Task Resources Directions: Follow the steps described in the table, and use the noted resources as directed to complete the End-of-Module Task. End-of-Module Task Process Step Step Description Resources (items in bold are included in this packet)  When Complete 1 GET CLEAR Understand the End-of-Module Task. Deconstruct exemplar for the claim, reasons, evidence, and elaboration. Assessment 34A. Exemplar Argument Essay. Deconstruct Exemplar Argument. 2 PLAN Review evidence. Generate claim. Plan the reasons and evidence to support your claim. Take notes about how you will elaborate on your evidence. Confer with your peers and teacher as needed. All of the above. Factor Tracker (Handout 5A and in Response Journal). Argument Essay Graphic Organizer (Handout 15A). 3 DRAFT Draft your essay. Confer with your peers and teacher as needed. All of the above. 4 REVIEW Complete Peer Review. Content Review. Style and Conventions Editing. 5 REVISE Review and discuss feedback. Consult with your peers and teacher as needed. Revise the structure, content, and language of your essay. All of the above. 6 SELF-ASSESS Review Rubric. Complete Self-Checklist. Argument Writing Checklist. Argument Writing Rubric. 7 SUBMIT Make final revisions. Submit your essay. You’re done! © Great Minds PBC G6 M3 Handout 34A WIT & WISDOM Page of 8 © 2023 Great Minds PBC G6 M3 Lesson 37 WIT & WISDOM®

9 MIN.

ASSESS PROGRESS

Display: Three areas you improved upon in your argument essay after today’s peer review.

Two things you’re working on or struggling with in your EOM Task.

One question or concern you have about the EOM Task.

Students complete the 3–2–1.

Wrap1 MIN.

ASSIGN HOMEWORK

Students continue to revise and finalize their response to the EOM Task.

Analyze

Context and Alignment

Students complete peer review of the EOM Task by assessing an essay’s content, structure, development, style, and conventions and then revise as needed (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6). The CFU assesses how well students complete the writing process for an argumentative essay. Please see sample student responses and Argument Writing Rubric located in Appendix C for additional support with this assessment.

Next Steps

Take stock of the student revisions as a whole, noticing trends or areas of deficit. Are the revisions mostly conventions errors or spelling mistakes? Have revisions prompted students to change the evidence they’re using for a supporting reason? Consider whether trends within students’ revisions warrant additional instruction or modeling for either a small group or the entire class.

Land

Lesson 37 Deep Dive: Style and Conventions

Excel: Pronoun Case, Number, and Person and Sentence Variety

Time: 15 min.

Text: Student-generated EOM Task Responses

Style and Conventions Learning Goal: Evaluate and revise argument essay to reflect correct pronoun use and sentence variety (W.6.5, L.6.1.a, L.6.1.c, L.6.2.b, L.6.3.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 37 Excel: How do I improve pronoun use and varied sentence patterns in my writing?

Launch

Post the Style and Conventions Craft Question.

Student partners review what they know about correct pronoun case, number, and person and about how to vary sentence patterns to increase reader interest, referring to ideas in their Knowledge Journal, if needed.

Explain that students will use these understandings to help a partner today by engaging in a peer review.

Learn

Students take out Handout 34A and turn to the Style and Conventions Editing Form. Explain that students will exchange essays with a partner and read their partner’s essay before doing any writing. Students then answer the questions on the Editing Form, giving as much detailed and specific feedback as possible. Students should not write on their partner’s essay. Address any student questions before peer revision begins.

Students exchange essays and complete the Style and Conventions Editing Form in Handout 34A. Students revise their draft after receiving and discussing their partner’s feedback.

Circulate as students work to confer and support as necessary.

Land

Explain that students should continue to revise their writing using their partner’s feedback as they create the final draft of their EOM Task essay.

402

How did WIT & WISDOM®

social and environmental factors in the unknown world of Jamestown shape its development and decline? Lesson

Blood on the River, Elisa Carbone “Rethinking Jamestown,” Jeffery Sheler (Handout 21A) Written in Bone, Sally Walker 2 1 3 5 6 4 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

the

TEXTS 38

Lesson 38: At a Glance

AGENDA

Welcome (5 min.)

Review Rubric

Launch (10 min.)

Learn (45 min.)

Self-Assess (15 min.)

Reflect on Learning (30 min.)

Land (14 min.)

Answer the Content Framing Question

Wrap (1 min.)

Submit Work

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.6.1, RI.6.1

Writing W.6.1, W.6.4, W.6.5

Language

L.6.1.a, L.6.1.c, L.6.3.a, L.6.6

MATERIALS

Learning Goals

Evaluate and revise argument essay by examining its content, structure, development, style, and conventions (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6).

Complete the Argument Writing Checklist, and revise argument essay.

Assessment 34A: End-of-Module Task

Handout 34A: End-of-Module Task Resources

Checks for Understanding

Prepare

FOCUSING QUESTION: Lessons 33–38

How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

CONTENT FRAMING QUESTION: Lesson 38

Know: How do the module texts and research build my knowledge of Jamestown’s development and decline?

CRAFT QUESTION: Lesson 38

Excel: How do I improve my argument writing in the EOM Task?

Students examine the Argument Writing Rubric and then evaluate their argument essay using the Self-Checklist. First independently and then with peers, students consider what larger messages module texts conveyed about how people react to challenges and change. Students then discuss how these larger messages are connected to Jamestown’s development and decline.

Welcome

REVIEW RUBRIC

5 MIN.

Students read the Argument Writing Rubric, noting observations and questions.

Launch

10 MIN.

Post the Focusing Question and Content Framing Question.

Conduct a Whip Around in which each student shares one important idea from the rubric in their own words.

Answer any outstanding student questions about the rubric.

Explain that the rubric helps students recognize the difference between an exemplary essay and one that only partially meets expectations. Students will use the Argument Writing Checklist in Handout 34A, which is based on the argument rubric, to assess how well their argument essay meets the expectations for this project.

Learn

45 MIN.

SELF-ASSESS 15 MIN.

Individual

Display the Craft Question: Excel: How do I improve my argument writing in the EOM Task?

Direct students to the Argument Writing Checklist, Step 6 in Handout 34A.

Students complete the Argument Writing Checklist for their own essay. Students make final revisions to their essays.

As students work, circulate to address any questions or concerns.

REFLECT ON LEARNING

30 MIN.

Individuals Display: How did the module texts build your knowledge of how people react to challenges and change?

Students take ten minutes to respond to the displayed prompt in the Reflection section of their Knowledge Journal. Encourage students to skim through their Response Journal for ideas.

Students form trios and share their ideas. Encourage students to add to their own reflections after listening to the ideas of their peers.

406

Name Date Class Handout 34A: End-of-Module Task Resources Directions: Follow the steps described in the table, and use the noted resources as directed to complete the End-of-Module Task. End-of-Module Task Process Step Step Description Resources (items in bold are included in this packet)  When Complete GET CLEAR Understand the End-of-Module Task. Deconstruct exemplar for the claim, reasons, evidence, and elaboration. Assessment 34A. Exemplar Argument Essay. Deconstruct Exemplar Argument. 2 PLAN Review evidence. Generate claim. Plan the reasons and evidence to support your claim. Take notes about how you will elaborate on your evidence. Confer with your peers and teacher as needed. All of the above. Factor Tracker (Handout 5A and in Response Journal). Argument Essay Graphic Organizer (Handout 15A). 3 DRAFT Draft your essay. Confer with your peers and teacher as needed. All of the above. 4 REVIEW Complete Peer Review. Content Review. Style and Conventions Editing. 5 REVISE Review and discuss feedback. Consult with your peers and teacher as needed. Revise the structure, content, and language of your essay. All of the above. 6 SELF-ASSESS Review Rubric. Complete Self-Checklist. Argument Writing Checklist. Argument Writing Rubric. SUBMIT Make final revisions. Submit your essay. You’re done! Page of 8 © 2023 Great Minds PBC G6 M3 Lesson 38 WIT & WISDOM®

After rereading what they’ve written, students choose the most important ideas in their reflection and rewrite them as statements in the Knowledge of Ideas section of their Knowledge Journal.

n When faced with a challenge, you can choose to react out of fear or out of love.

n Working together allows you to grow stronger. Working against each other makes everyone weaker.

n It’s important to recognize and respect other people’s differences instead of forcing them to act and believe as you do.

Land14 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students Mix and Mingle, reading one of the ideas they wrote in their Knowledge Journal and explaining how this idea is connected to the development or decline of Jamestown.

Wrap

1 MIN.

SUBMIT WORK

Students turn in their argument essays.

Analyze

Context and Alignment

Students independently complete the Argument Writing Checklist for their essay (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.5, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a, L.6.6). Use this as an opportunity to gauge students’ self-awareness of the skills they are demonstrating through their writing. Please see sample student responses and writing rubric located in Appendix C for additional support with this assessment.

Next Steps

Assess how closely students’ self-evaluations align with your assessment of their work. For students who aren’t recognizing areas of deficit in their writing, consider providing more examples—both of strong writing and of writing that does not meet the expectations of the task. Support students in revising the examples that don’t meet expectations and then in revising their own writing.

* Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

408

Appendix A: Text Complexity

Great Minds® carefully selects content-rich, complex module texts. Module texts, especially the core texts, must be appropriately challenging so that students develop their literacy skills and progress toward meeting Anchor Standard for Reading 10 by year’s end. Great Minds evaluates each core module text using quantitative and qualitative text-complexity criteria outlined in both Appendix A of the Common Core State Standards (CCSS) (http://witeng.link/0483) and the updated supplement (http://witeng.link/0093).

This Appendix provides text-complexity details for each core text in order of appearance in the module. The analysis supports teachers and administrators in understanding the texts’ richness and complexity, and the module’s knowledge building and goals. Alongside the Family Tip Sheets, this information can also support conversations with families about texts.

Core module texts:

Title and Author Blood on the River, Elisa Carbone

Description of Text This engaging novel tracks a young, indentured servant’s journey to the New World as the page of Captain John Smith. The story includes information about the period, especially the hardships faced by settlers in the Jamestown colony. The novel’s emphasis on multiple perspectives, including those of Powhatan tribe members, English gentlemen, and John Smith and other commoners who emerge as leaders, begets a complex story of colonial history.

Complexity Ratings Quantitative: 820L

Qualitative:

Meaning/Purpose: The story has many perspectives about Jamestown, but they are presented through the accessible lens of the eleven-year-old protagonist. Ideas about class conflict, relationships between natives and colonists, and clashing leadership styles are not always directly stated.

Structure: The novel is broken into many small chapters. Epigraphs from seventeenth-century primary sources appear at the start of each chapter. The language of the epigraphs and their connection to the chapters may be challenging for students.

Language: The narrative and epigraphs include some archaic words.

Knowledge Demands: The novel has references to historical events and figures connected with the Jamestown colony.

Text-Reader-Task Considerations

Students examine the actions, speech, thoughts, and most importantly, interactions of the characters to build a deeper understanding of the colonists and the conflicts that divide them. Students focus particularly on social and environmental challenges to build knowledge about Jamestown and the people who lived there. Students also consider the multiple perspectives presented in the novel, though students may need additional support to discern and infer the larger context of these perspectives and the conflicts that arise from them. This work with multiple perspectives prepares students to take their own perspective as they write argumentative paragraphs in response to the novel.

Rationale for Placement

Students apply what they know about resilience and journey narratives from Modules 1 and 2 to this work of historical fiction. Beginning the module with this engaging, knowledgerich work of fiction sets the stage for students’ work with the more challenging nonfiction anthropological text, Written in Bone.

Title

Buried Lives

Description of Text Written in Bone details ways artifacts reveal compelling stories of seventeenth- and eighteenth-century life in the Jamestown and Maryland colonies. The author’s detective-like curiosity combines with descriptions of forensic methods.

Complexity Ratings

Quantitative: 1140L

Qualitative:

Meaning/Purpose: The detailed discussions of forensics, anthropology, archaeology, anatomy, and technology are dense but are aided by precise definitions of difficult concepts.

Structure: Diagrams and photographs provide essential information and understanding about the excavation of artifacts.

Language: The specialized scholarly language may be unfamiliar to students.

Knowledge Demands: The references to historical cultures and scientific investigations may extend well beyond students’ cultural experiences. The scientific vocabulary is demanding but definitions are provided.

Text-Reader-Task Considerations

Students summarize and paraphrase the central ideas of this complex informational text, applying their understanding to what they know about Jamestown. This text is difficult for Grade 6 students, so all reading of Written in Bone is completed in class in pairs or groups. Students deeply analyze selected sections of the book. When they complete their reading, students compare the presentation of information in the two core texts.

Rationale for Placement

Written in Bone introduces students to forensic anthropology and shows students how excavation can provide answers—and raise new questions—about American history. The text provides students an opportunity to build cultural knowledge of the early colonies and to understand the various hardships of colonists’ lives.

and Author Written in Bone: of Jamestown and Colonial Maryland, Sally M. Walker

Appendix B: Vocabulary

Wit & Wisdom focuses on teaching and learning words from texts. Students develop an awareness of how words are built, how they function within sentences, and how word choice affects meaning and reveals an author’s purpose.

The purpose of vocabulary study in Wit & Wisdom is to achieve the following three key student outcomes:

Improve comprehension of complex texts.

Increase students’ knowledge of words and word parts (including affixes, Latin or Greek roots, etc.).

Increase students’ ability to solve for unknown words on their own.

To achieve these outcomes, vocabulary study in Wit & Wisdom emphasizes the following three categories of vocabulary words:

Content Vocabulary: Necessary for understanding a central idea of the domain-specific text and/or module topic.

Academic Vocabulary: “High-priority” words that can be used across disciplines and are likely to be encountered in other texts. Often abstract and with multiple meanings, these words are unlikely to be known by students with limited vocabularies.

Text-Critical Vocabulary: Words and phrases that are essential to students’ understanding of a particular text or excerpt.

Vocabulary study in Wit & Wisdom will occur within the following types of instruction:

Core 75-min. daily lessons: Vocabulary study that is essential to understanding the text at-hand. Instructional strategies are explicitly introduced and practiced during vocabulary instruction and put into practice during a reading of a text.

Vocabulary Deep Dives: Vocabulary instruction and practice that advances students’ knowledge of high-value words and word-solving strategies, focusing on aspects such as abstract or multiple meanings, connotation, relationships across words, and morphology.

Vocabulary learning is assessed indirectly through application and directly through two-question assessments (Grades K–2) and sentence assessments (Grades 3–8).

Indirect Assessment: Students are expected to use and incorporate words from the below list into their academic discourse, through speaking and listening (during Socratic Seminars) and writing (during formal writing tasks, such as the EOM Task).

Direct Assessment: Students’ word knowledge will also be evaluated directly through definition assessments. Assessment words are selected because of their importance to the module’s content as well as their relevance and transferability to other texts and subject areas. Teachers

MODULE WORD LIST

The following is a complete list of all words taught and practiced in the module. Those that are assessed, directly or indirectly, are indicated.

Module Words (not found in texts)

Teacherprovided definition

should make this list of assessed words available to students. (List of assessment words can also be broken down into smaller word banks for ease of use.)



Lesson Number Word ContentSpecific Academic Text Critical Teaching Strategy Assessment

epigraph



factor

6 claim 

6 valid 

7 tone 

20 reliability 

20 credibility 

20 bias 

1607

 

Teacherprovided definition Blood on the River: James Town

, Elisa Carbone Lesson Number Word ContentSpecific Academic Text Critical Teaching Strategy Assessment

prophecy

Teacherprovided definition Direct—Vocabulary Assessment 1 in L32

2 native 

3 ignorant 

3 gullible 

3 fuming 

3 savages 

5 palisade   TDQ

6 interaction 

6 interpreter 

6 intercede 

7 clamoring  Frayer

9 imputation 

9 depose  

11 convert  Link

12 wielding 

13 servitude 

Studentdeveloped definition Direct—Vocabulary Assessment 2 in L33

Teacherprovided definition Direct—Vocabulary Assessment 2 in L33

Teacherprovided definition Direct—Vocabulary Assessment 1 in L32

Teacherprovided definition Direct—Vocabulary Assessment 2 in L33

Direct—Vocabulary Assessment 2 in L33

Outside-In Indirect—FQT2 in L15

Outside-In Direct—Vocabulary Assessment 1 in L32

Model Direct—Vocabulary Assessment 2 in L33

Teacherprovided definition

Up Direct—Vocabulary Assessment 1 in L32

Frayer Model Direct—Vocabulary Assessment 1 in L32

Teacherprovided definition Indirect—FQT2 in L15

Teacherprovided definition Direct—Vocabulary Assessment 2 in L33

Teacherprovided definition Direct—Vocabulary Assessment 1 in L32

13 apprentice  

13 naïve 

14 flogging  Link Up 14 lured 

14 ambush 

14 retract 

16 excavated 

16 succession 

16 expedition 

“Rethinking Jamestown,” Jeffrey L. Sheler Lesson Number Word ContentSpecific Academic Text Critical Teaching Strategy Assessment 21 aggravated  Word relationships Indirect—EOM task 21 relations  Word relationships Indirect—EOM task 21 dwindling  Word relationships

Assessment 2 in L33 22 incompetent  Word relationships

Link Up Direct—Vocabulary Assessment 1 in L32

Link

Direct—Vocabulary Assessment 2 in L33

Teacherprovided definition; Outside-In Direct—Vocabulary Assessment 2 in L33

Outside-In Direct—Vocabulary Assessment 2 in L33

Direct—Vocabulary

Direct—Vocabulary Assessment 1 in

Studentdeveloped definition Direct—Vocabulary Assessment 1 in L32 25 meticulous  

Studentdeveloped definition Direct—Vocabulary Assessment 2 in L33 26 ancestry  Word relationships 26 adapt  Word relationships Direct—Vocabulary Assessment 2 in L33 26 trait  Word relationships 29 preserved 

Studentdeveloped definition Direct—Vocabulary Assessment 1 in L32

WORDS TO KNOW

Understanding vocabulary and building background knowledge are essential for students’ comprehension of complex text. Wit & Wisdom students study topics for an extended period of time, building background knowledge. However, students may need additional support with unfamiliar vocabulary as they access complex text.

The words listed here may pose a challenge to student comprehension. Provide definitions or a glossary for these challenging words so students will comprehend complex text. Use a free resource such as Wordsmyth (http://witeng.link/glossary) to generate glossaries for students.

Blood on the River: James Town 1607, Elisa Carbone

Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally M. Walker Lesson Number Word ContentSpecific Academic Text Critical Teaching Strategy Assessment

25 procedure 

poorhouse

magistrate

gallows

snickering

quill

lye

tallow

regiment

writhing

threshing exalted cannibals retch ruckus moor provisions pulpit pews impaled mariners arsenic shirk communal hoarfrost mantles cowers wattle daub quell breechcloth rushes decree coifs satchel plague dawdling vigil moccasins delirium fiasco capsize exterminating

“Rethinking

Jamestown,” Jeffery Sheler

balmy ebullient ample commodities apocryphal devout motley self-inflicted seedbed longheld catalogued curator detritus crucible molten protrusion vessel obsolete provisioned

guerilla

shards

distilling

sifting

cohabitated

cultivate

recruits

forage

potable

debris

barracks

tilling

hoeing

appraisals quadricentennial revisionist prolific chroniclers compatriots shiftless concedes missteps

prospect legitimate trowel controversy refrain conclusive penetrated succumbed mortality subsequently fundamental telltale splayed fuse

acrylic prominent

tantalizing

encased

revered

deteriorated

glean

Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

Appendix C: Answer Keys, Rubrics, and Sample Responses

Assessment 8A: Focusing Question Task 1 Sample Response

Assessments 8A, 16A, 28A, and 31A: Informative/Explanatory Writing Rubric

Assessments 9A, 18A, and 32: Socratic Seminar Tracking Sheet

Assessments 9A, 18A, 32, and 33: Speaking and Listening Rubric

Assessment 15A: Focusing Question Task 2 Sample Response

Assessments 15A, 19A, and 34A: Argument Writing Rubric

Assessment 16A: New-Read Assessment 1 Answer Key

Assessment 19A: Focusing Question Task 3 Sample Response

Assessment 28A: New-Read Assessment 2 Answer Key

Assessment 31A: Focusing Question Task 4 Sample Response

Assessment 32A: Vocabulary Assessment 1 Answer Key

Assessment 33A: Focusing Question Task 5 Sample Response

Assessment 33B: Vocabulary Assessment 2 Answer Key

Assessment 34A: End-of-Module Task Annotated Exemplar

Assessment 34A: End-of-Module Task Annotated Sample Response

Assessment 8A: Focusing Question Task 1 Sample Response

Text: Blood on the River, Elisa Carbone

Content Focusing Question: How do the settlers respond to the challenges of their journey to the unknown?

Prompt: Please see Assessment 8A for full description of this task. What follows below is for quick reference and doesn’t contain all of the details and requirements.

Write two explanatory paragraphs. In the first paragraph, explain Samuel’s point of view about one of the social or environmental factors threatening Jamestown. Then, in the second paragraph, explain how Carbone uses language and specific word choice to develop and illustrate Samuel’s point of view about that factor (RL.6.1, RL.6.4, RL.6.6, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a).

Sample Response:

n Samuel Collier is a young boy growing up in Jamestown in Elisa Carbone’s Blood on the River. Samuel believes that one social factor is causing major problems for the settlers. They do not cooperate with each other and do not value standing together as a united group. By chapter 16, Jamestown is falling apart because the settlers are acting more like enemies than friends. Samuel develops this viewpoint because of Captain Smith’s influence. Samuel once believed that he should “trust no one” and didn’t feel like he “[needed] anyone’s help” (Carbone 57). Captain Smith sets him straight. Smith points out that the settlers “will need one another to survive” if they are to overcome all the other hurdles placed in front of them (56). Samuel learns through experiences that Smith is right. Jamestown is threatened when the group does not take care of each other, such as when Master Wingfield hoards food while others starve. Samuel ends up telling Captain Smith about what Wingfield is doing because Samuel knows that this social factor threatens everyone’s survival.

The author’s word choice shows how Samuel struggles to understand this social factor, but ends up changing his mind about the importance of cooperation. While at sea, Captain Smith orders Samuel to “stand on one foot” on the rocking boat (55). Smith shows Samuel that “standing on your own” without the help of others is not an act of power (56). Instead, it is foolish. Carbone’s word choice during this moment shows Samuel’s angry attitude as he struggles with this new perspective. Samuel feels “tears catch in [his] throat” because he feels embarrassed by what Captain Smith makes him do (55). Samuel is mad at Captain Smith, but he finally accepts that he “cannot balance on one leg in a storm” (55). Later, Samuel thinks about this metaphor while living at Jamestown. When he becomes friends with Richard, he sees the value in having “a few people to stick up for you” (110–111). He understands that having “more legs to stand on” is a smarter way to live (111). This realization becomes very clear to Samuel in chapter 16. The gentlemen try to desert the commoners, and they steal all the food and a ship. Smith stops them, but everyone at Jamestown now wants to “kill one another off” (126). Samuel sees that Jamestown is “[breaking] like glass” (126). He knows that the settlement is failing because no one is standing together.

1 (Does not yet meet expectations)

2 (Partially meets expectations)

Does not respond to prompt; offtopic. Piece lacks focus on topic. Does not introduce topic. Ideas are disorganized. Does not provide a conclusion. Does not use transitions to connect ideas.

Responds to some elements of prompt. Often departs from focus on topic. Introduces topic in an incomplete or unclear way. Organizes ideas inconsistently. Provides a conclusion that is incomplete or may not follow from the focus. Inconsistently uses transitions to connect ideas.

Does not use relevant evidence from text(s). Does not elaborate upon evidence.

Develops topic with insufficient relevant evidence from text(s). Elaborates upon evidence vaguely or superficially.

Sentence patterns are basic and repetitive. Uses limited vocabulary inappropriate to the content. Language is imprecise and lacks concision, often wordy or redundant. Uses an inappropriately informal style. Writing is inappropriate to audience.

Varies sentence patterns occasionally for clarity or interest. Uses general vocabulary with a few domain-specific words. Language is occasionally precise and may be unnecessarily wordy. Attempts to use a formal style but with many lapses. Writing is somewhat appropriate to audience.

3 (Meets expectations)

Responds to all elements of prompt. Maintains focus on topic throughout piece with occasional minor departures. Introduces topic. Organizes ideas clearly and effectively. Provides a conclusion that follows from the focus. Uses appropriate transitions to clarify relationships.

Writing 4 (Exceeds expectations)

Responds thoroughly to all elements of prompt. Maintains focus on topic throughout piece. Introduces topic. Organizes ideas clearly and effectively. Provides a strong conclusion that follows from and expands on the focus. Uses appropriate transitions to clarify relationships.

Structure

Develops topic with sufficient, relevant evidence from text(s). Elaborates upon evidence with accurate analysis.

Develops topic with relevant, sufficient evidence from text(s). Elaborates upon evidence thoroughly with accurate, insightful analysis.

Varies sentence patterns for clarity and interest. Uses domain-specific vocabulary. Mostly expresses ideas precisely. Establishes a formal style, with occasional minor lapses. Writing is appropriate to audience.

Varies sentence patterns for clarity, interest, emphasis and style. Uses precise language and domainspecific vocabulary. Consistently expresses ideas precisely. Establishes and maintains a consistent, formal, and engaging style. Writing shows exceptional awareness and skill in addressing audience’s needs.

Development

Style

Shows strong command of grammar, mechanics, spelling, and usage; errors are minor and few.

Does not show command of grammar, mechanics, spelling, and usage; errors significantly interfere with overall meaning and writing is difficult to follow. G6 M3 Appendix C: Answer Keys, Rubrics, and Sample Responses WIT & WISDOM® 421 This page may be reproduced for classroom use only.

Conventions

Assessments 8A, 16A, 28A, and 31A: Informative/Explanatory

6 –Informative/Explanatory

Writing Rubric Grade

Shows consistent command of grammar, mechanics, spelling, and usage; occasional errors do not significantly interfere with meaning.

Assessments

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. © 2023 Great Minds PBC G6 M3 Appendix C: Answer Keys, Rubrics, and Sample Responses WIT & WISDOM® 422 This page may be reproduced for classroom use only.

9A, 18A, and 32: Socratic Seminar Tracking Sheet Listening Reading Speaking Name Builds on Previous Speaker Faces Speaker Cites Text Speaks Once or More Uses Complete Sentences Relevant Initiates Idea Elaborates Insightful Respectful

1 (Does not yet meet expectations)

2 (Partially meets expectations)

Does not yet present claims. Does not recount stories and experiences. Does not yet respond to points in conversations. Does not prepare for discussions. Does not yet use logic.

Presents claims and some details. Responds to points in conversations. Prepares in advance for discussions. Responds with some attention to logic.

3 (Meets expectations)

Presents claims and findings using pertinent descriptions, facts, and details. Responds to points and reasons in conversations. Prepares in advance for discussions and draws on evidence from that preparation. Logically orders contributions.

4 (Exceeds expectations)

Presents strong claims and findings using pertinent descriptions, facts, and details. Responds to and provides points and reasons in conversations. Prepares thoroughly in advance for discussions and draws extensively on evidence from that preparation. Logically and strategically orders contributions.

Development

Does not use multimedia components. Word choice doesn’t yet enhance expression. Does not yet use inflection. Does not yet speak formally. Does not yet adapt inflection, tone, or nonverbal expression to audience or purpose.

Uses multimedia components when speaking. Chooses words to express ideas and feelings. Adapts inflection, tone, or nonverbal expression to audience or purpose. Speaks formally in academic conversations.

Uses multimedia components to add detail to spoken descriptions. Chooses strong words to express ideas and feelings clearly. Adapts inflection, tone, and nonverbal expression to audience and purpose. Varies formality of speech to context.

Uses multimedia components to strengthen spoken descriptions. Chooses precise and meaningful words to express ideas and feelings clearly. Optimally adapts inflection, tone, and non-verbal expression to audience and purpose. Effectively varies formality of speech to context.

Style

Speaks audibly and clearly. Speaks in coherent sentences. Speaks at an understandable pace. Uses appropriate eye contact. Pronounces words clearly.

Conventions

Does not yet speak audibly or clearly. Does not yet speak in complete sentences. Speaks too fast or too slow. Does not yet make eye contact. Rarely, if ever, pronounces words clearly. G6 M3 Appendix C: Answer Keys, Rubrics, and Sample Responses WIT & WISDOM® 423 This page may be reproduced for classroom use only.

Assessments 9A, 18A, 32, and 33 Speaking

Grade 6 –Speaking and

Grade

Rubric

and Listening Rubric

Listening

Level

Expresses clearly with effective volume. Speaks in coherent and complex sentences. Paces speech dynamically for meaning. Uses effective eye contact. Pronounces words clearly and accurately.

Does not yet contribute both questions and statements in conversations. Follows few, if any, agreed-upon rules for conversations. Does not yet set goals or deadlines. Does not yet link comments to comments of others. Does not yet indicate agreement or disagreement. Contributions do not yet indicate compliance.

Contributes both questions and statements in conversations. Follows rules for collegial discussions or defines individual roles. Sets goals or deadlines. Links comments to comments of others. Agrees and disagrees respectfully. Contributions indicate compliance.

Comments balance questions and statements that contribute to discussion. Follows rules for collegial discussions and defines individual roles. Sets goals and deadlines. Builds and elaborates on other’s comments. Agrees and disagrees respectfully and strategically. Contributions indicate engagement.

Comments effectively balance questions and statements contribute significantly to discussion. Upholds rules for collegial discussions for self and others and carries out defined individual roles. Sets specific and effective goals and deadlines. Builds and elaborates on other’s comments and contributes positively to a collaborative group process. Agrees and disagrees respectfully and strategically, using knowledge of common categories of disagreements. Contributions indicate curiosity.

Eye contact and body language demonstrate attention. Attends in a structured conversation for at least 30 minutes. Cues the speaker with gestures and/or facial expressions. Reflects and paraphrases to consider multiple perspectives.

Facial expressions and body language demonstrate curiosity. Attends in a structured conversation for as long as needed. Listens actively and cues the speaker with gestures and facial expressions. Reflects and paraphrases strategically to consider multiple perspectives.

Listening

Sometimes track speakers. Attends in a structured conversation for less than 20 minutes. Does not yet give the speaker cues. Does not yet reflects or paraphrases to consider multiple perspectives. G6 M3 Appendix C: Answer Keys, Rubrics, and Sample Responses WIT & WISDOM® 424

Process

Assessment 15A: Focusing Question Task 2 Sample Response

Text: Blood on the River, Elisa Carbone

Content Focusing Question: Who has the greatest impact on Samuel’s development during his time in Jamestown?

Prompt: Please see Assessment 15A for full description of this task. What follows below is for quick reference and doesn’t contain all of the details and requirements.

Write a claim and two argumentative paragraphs in which you argue who had the greatest impact on Samuel’s growth and change as he navigated the unknowns in his new world of Jamestown (RL.6.1, RL.6.3, W.6.1, W.6.4, W.6.9.a, L.6.1.c, L.6.3.a, L.6.6).

Sample Response:

n Claim: John Smith has the greatest impact on Samuel’s growth and change while living in Jamestown.

Samuel begins his journey angry and ready to fight. Instead, John Smith shows Samuel how to calm himself down and use his anger as motivation. Smith tells Samuel to “Channel it—let it give [him] the strength for what [he] can do to change things, to make things better” (Carbone 201). This advice helps Samuel see that managing his anger is a way create positive change. Smith’s advice is especially impactful because Samuel sees Smith using the same strategy, “[he has] watched [Smith] do this over and over, this shifting of anger into calm action” (201). Seeing Smith channel his anger makes it easier for Samuel to understand how to do so himself. This allows Samuel to grow as a person. Without this Smith’s intervention, Samuel would have continued to have angry outbursts. He might have even been arrested again. He never would have gained his freedom without Smith’s help. John Smith truly changed Samuel’s life.

Besides managing his anger, John Smith teaches Samuel that he must work with others to survive. Before coming to Jamestown, Samuel’s philosophy is “Trust no one” (17). He believes he can survive without anyone’s help. John Smith helps Samuel understand that existing this way in the New World isn’t an option because “The wilderness is like a ship in a storm. [They] need one another to survive” (56). John Smith forces Samuel to depend on others. He even sends him to live with the Warraskoyacks where he learns skills that will help all the settlers in Virginia survive. Smith creates opportunities for Samuel to work alongside others instead of against them. Had Smith not intervened, Samuel would have been alone. Once Samuel has learned this important lesson, Smith frees him from his servitude. Learning this lesson from John Smith radically changes Samuel’s path.

1 (Does not yet meet expectations)

2 (Partially meets expectations)

Does not respond to prompt; offtopic. Piece lacks focus on claim or argues in support of alternate/opposing claims. Does not introduce claim. Reasons and evidence are disorganized. Does not provide a conclusion. Does not use transitions to connect ideas.

Responds to some elements of prompt. Often departs from focus on claim; may at times argue in support of alternate/opposing claims. Introduces claim in an incomplete or unclear way. Organizes reasons and evidence inconsistently. Provides a conclusion that is incomplete or may not follow from the focus. Inconsistently uses transitions to connect ideas.

Does not support claim with reasons; lacks relevant, accurate evidence from text(s). Does not elaborate upon evidence.

Supports claim with unclear reasons and evidence from text(s) that is occasionally irrelevant or inaccurate. Elaborates upon evidence vaguely or superficially.

3 (Meets expectations)

Responds to all elements of prompt. Maintains focus by arguing in support of claim throughout piece with occasional minor departures. Introduces claim clearly. Organizes reasons and evidence clearly. Provides a conclusion that follows from the focus. Uses appropriate transitions to clarify relationships.

Writing 4 (Exceeds expectations)

Responds thoroughly to all elements of prompt. Maintains focus by arguing in support of claim throughout piece. Introduces claim clearly and thoroughly. Organizes reasons and evidence clearly. Provides a strong conclusion that follows from and expands on the focus. Uses appropriate transitions to clarify relationships.

Supports claim with clear reasons and relevant, accurate evidence from text(s). Elaborates upon evidence.

Supports claim with clear reasons and well-chosen, relevant, and accurate evidence from text(s). Elaborates upon evidence thoroughly and insightfully.

Structure

Does not show command of grammar, mechanics, spelling, and usage; errors significantly interfere with overall meaning and writing is difficult to follow.

Shows inconsistent command of grammar, mechanics, spelling, and usage; some errors interfere with meaning.

Shows consistent command of grammar, mechanics, spelling, and usage; occasional errors do not significantly interfere with meaning.

Varies sentence patterns for clarity, emphasis, interest, and style. Uses precise language and domainspecific vocabulary. Consistently expresses ideas precisely. Establishes and maintains a consistent, formal, and engaging style. Writing shows exceptional awareness and skill in addressing audience’s needs.

Development

Style

Shows strong command of grammar, mechanics, spelling, and usage; errors are minor and few.

Conventions

Assessments 15A, 19A, and 34A: Argument

6 –

Writing Rubric Grade

Argument

Assessment 16A: New-Read Assessment 1 Answer Key

Multiple Choice Answer

Relevant Standards

1. L.6.5.b

2. RI.6.1

3. RI.6.2 4. L.6.5.c 5. RI.6.6

6. RI.6.1, RI.6.6

Please see Assessment 16A for short-answer questions.

Sample Response:

Elisa Carbone faced many challenges when writing her novel Blood on the River. To learn about the time period, she read original records, which sometimes included conflicting stories or impossible events. Sometimes “the same event is described by different people in different ways” (Carbone 228). Carbone knew that it would be confusing if she included these different versions in her book. She simply chose the one that made the most sense for her story. Another challenge was when the original records told stories that seemed impossible. She wondered, if it really “happen[ed] as described” (Carbone 229). Even if she questioned whether they were true, Carbone still integrated these stories into her novel. She wanted her book to be as true to the time period as possible. This meant including stories that seemed unlikely. Despite different and impossible versions of stories in original records, Carbone was able to overcome these obstacles. She created an engaging novel that reflected the real-life experiences of those in Jamestown.

7. RI.6.1, W.6.2.a, W.6.2.b, W.6.2.c, W.6.2.e, W.6.9.b

1. B 2. A 3. D 4. B 5. B 6. A

Assessment 19A: Focusing Question Task 3 Sample Response

Text: Blood on the River, Elisa Carbone and “Address to Captain John Smith,” Chief Powhatan

Content Focusing Question: How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?

Prompt: Please see Assessment 19A for full description of this task. What follows below is for quick reference and doesn’t contain all of the details and requirements.

Write an essay in which you argue whether Chief Powhatan’s perspective in this speech is justified or not, given your understanding of the relationship between the settlers and the Powhatans as depicted in Carbone’s text (RL.6.1, RI.6.1, W.6.1, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a).

Sample Response:

n It is never wise to turn against your friends. In his speech to John Smith, Chief Powhatan makes many accusations about how the settlers have mistreated his people. He argues that all of their lives would be better if they could continue living in harmony. He blames the settlers for damaging a relationship that began with love from Powhatan and his tribe. Powhatan’s perspective is justified; it was the actions of Jamestown settlers that ultimately destroyed the relationship between American Indians and colonists.

One of Powhatan’s accusations is that colonists used force to get what they want. For many months, the Powhatan tribe provided food and resources for the settlers, especially after all their things were destroyed in a fire. It was when the third group of colonists arrived at Jamestown that the relationship changed and settlers began using force to take what they wanted. The new colonists were killing Powhatans and taking their belongings. The new colonists “have no hearts, only pride, and a feeling that they are superior” (191). This superiority made the colonists feel like they had a right to take whatever they wanted. This destroyed the peaceful generosity that Powhatans had shown the colonists. Chief Powhatan was absolutely justified in saying that settlers were now using force to get what they had once been given out of love. It was exactly what they were doing. These actions forever altered the relationship between Powhatans and the colonists.

In addition to using unnecessary force, Powhatan accused John Smith and the colonists of loving the Powhatans less than the Powhatans loved them. This criticism is also fair. Even though they owe much to the Powhatans, colonist leaders like Captain Newport value the orders of the Virginia Company more. When Chief Powhatan refuses to receive King James’s crown, Captain Newport “order[s] two soldiers to push down hard on Chief Powhatan’s shoulders. This [makes] the chief take one tripping step, and in that moment, they place the crown on his head” (167). This disrespectful behavior shows how little love and respect the leaders of Jamestown had for Powhatan and his people. Powhatan’s accusation of a lack of love was justified. Captain Newport’s actions make it clear that the colonists value their other relationships in England more than the one they have with the Powhatans. Understandably, Powhatan can’t forgive this change in the settlers.

Powhatan’s accusations were entirely justified and reflected the pain inflicted on both groups as their relationship deteriorated. The destruction of this fragile relationship came at a great cost to those living in Jamestown. What would have happened if the new colonists or leaders been more grateful

or compassionate toward Powhatan? Perhaps settlers wouldn’t have suffered so much. Powhatan’s speech very accurately reflects the grave mistakes made by colonists, ones that cost lives on both sides.

Assessment 28A: New-Read Assessment 2 Answer Key

Multiple Choice Answer

2. B

3A. D

3B. B 4. C 5. A 6. C

7A. A

7B. C

Please see Assessment 28A for short-answer questions.

Sample Responses:

Kelso decided JR1225B should be sent back to Owsley’s lab at the Smithsonian Institution for further testing. These tests revealed more information about JR1225B’s life and death. The boy suffered from poor nutrition and untreated infections. His collarbone was broken shortly before he died. Stable isotope analysis showed that this boy had recently arrived in the New World from England. Historical records show that it might be Richard Mutton.

Sally Walker’s claim is that the skeleton JR1225B is Richard Mutton. Her first piece of evidence is from the historical record. It says that Richard Mutton is one of four boys who traveled to the New World in 1607. She adds that the isotope analysis of JR1225B “fits perfectly with JR1225B’s identity as a boy likely in service to one or more of the men” (Walker 42). By analyzing the amount of carbon in the skeleton, the forensic anthropologists were able to learn that JR1225B had very recently come from England. According to his carbon levels, he didn’t survive long in Virginia. This evidence isn’t effective because Richard is one of four boys who could have been JR1225B. Walker’s other evidence is that, “Two of the boys are mentioned as being alive in journal accounts in 1608…the third boy would have been nine years old that year, too young to be JR1225B” (Walker 42). Because JR1225B’s skeleton showed he was in his midteens, Walker argues that it had to have been Richard who was killed. This evidence is stronger because scientific proof eliminated the other three boys as those who could be JR1225B. Now it seems as though JR1225B must be Richard. Although she states “further research” (42) is needed to confirm JR1225B’s identity, Walker makes a case for this skeleton belonging to Richard Mutton.

Relevant Standards

2. RI.6.2

3A. RI.6.1

3B. RI.6.1 4. RI.6.1 5. RI.6.6 6. RI.6.6

7A. L.6.4.a

7B. RI.6.1, L.6.4.a

1. RI.6.1, RI.6.2

8. RI.6.1, RI.6.4, RI.6.8, W.6.2.b, W.6.2.c, W.6.2.d, W.6.2.e, W.6.9.b

Assessment 31A: Focusing Question Task 4 Sample Response

Text: Written in Bone, Sally Walker and Blood on the River, Elisa Carbone

Content Focusing Question: How does the art and science of observation contribute to a more complete narrative of Jamestown’s development and decline?

Prompt: Please see Assessment 31A for full description of this task. What follows below is for quick reference and doesn’t contain all of the details and requirements.

Write an explanatory essay in which you compare and contrast Carbone’s and Walker’s presentations of Richard Mutton. As part of your response, explain how each author introduces Richard and how each describes his character and his experiences in Jamestown (RL.6.1, RI.6.1, RI.6.3, RI.6.9, W.6.2, W.6.4, W.6.9, L.6.1.a, L.6.1.c, L.6.3.a).

Sample Response:

n The settlement of Jamestown has always been interesting to people. Elisa Carbone tells a fictional story about these years in Blood on the River. In Written in Bone, Sally Walker writes about how the study of Jamestown’s remains help researchers learn more about the colony. In both texts, the authors present information about the boy Richard Mutton. In some ways their presentations about Richard’s time in Jamestown are similar, but in other important ways they are different.

Carbone and Walker’s presentations of the beginning of Richard Mutton’s journey to Virginia are similar. They agree that he came to Jamestown in 1607. In Blood on the River, Carbone makes Richard’s character an orphan who becomes the “reverend’s servant” (Carbone 7). Richard travels with him on the first voyage to Jamestown. This is consistent with Walker’s finding that “Richard Mutton is listed by John Smith as one of the boys that arrived in Virginia in May of 1607” (Walker 43). They also both agree that Richard does not show up again on the historical record after arriving in Virginia. According to Carbone, a boy was killed in an American Indian attack and “it was neither Samuel nor Nathaniel, because their names appear on later lists” (Carbone 232). Walker found that “[Richard’s] name does not appear again in the records” (Walker 43). In both authors’ presentations, Richard was one of the four servant boys who traveled with the first group to Jamestown, and he is not mentioned again in the records.

Although both authors agree about Richard’s arrival, they describe his experiences in Jamestown differently. In Carbone’s text, Richard gets sick but becomes “much better” (Carbone 99). He lives in Jamestown for two years. When he leaves in 1609, it is to “accompany [John Smith] to England” (Carbone 195). Walker’s version is different. She cites historical records and forensic evidence that show that a skeleton labeled JR1225B may be Richard. Walker presents Richard’s experience in Jamestown much differently. He had an infection in his jaw would have caused him “severe pain” (Walker 40). He had “sustained a blow to the head that had healed before his death” (Walker 39). The skeleton that may have been Richard “likely died as a result of violence” (Walker 38). Carbone’s version of Richard returns to England while Walker’s version dies a painful death in Virginia. The two authors present very different information on Richard’s experience in Jamestown.

Carbone and Walker’s representations of Richard share similarities and differences. They both agree on Richard’s arrival in Jamestown. They disagree, however, about how Richard experienced life in

Virginia and whether he remained there. Although forensic evidence and historical records make it seem like the skeleton JR1225B may be Richard, “only further research will determine whether the identity can be confirmed” (Walker 43). Until then, no one can be sure what the real experience of Richard Mutton was.

Assessment 32A: Vocabulary Assessment 1 Answer Key

Note to teachers: The sample answers below are only illustrations: answers will vary, as there are many acceptable ways to define each word. When evaluating student responses, consider what level of specificity you will require for a correct answer. For instance, “The prophecy came true.” might provide enough context for a student to easily answer “message” or “idea,” but to demonstrate understanding of the particular meaning of prophecy, a student would need to indicate that the word means “a prediction or message about the future.”

1. The prophecy came true.*

n (Answer: prediction; message about future)

2. The soldier was wielding his weapon.

n (Answer: using; controlling)

3. The principal interceded

n (Answer: acted between two parties to resolve conflict)

4. The procedure will be the same every time.*

n (Answer: steps used in order)

5. He will try to convert their thinking.*

n (Answer: to change; transform)

6. That manager is incompetent

n (Answer: not able to do job correctly; lacking ability)

7. She was fuming when we arrived.

n (Answer: angry; upset)

8. The smell lured him into the room.*

n (Answer: attracted; drew)

9. He will ambush them when they walk.*

n (Answer: attack unexpectedly)

10. Jill is the interpreter

n (Answer: person who translates ideas between parties)

11. The bones will be preserved.

n (Answer: kept safe, protected)

12. It is wise to conserve energy.* She was interested in animal preservation.* They lived on the reservation.

n (Answer: to save)

13. Invert the triangle. He drove a convertible. That money will revert to the finders.*

n (Answer: to turn)

* From Words Worth Teaching, by Andrew Biemiller (SRA/McGraw-Hill, 2009).

Assessment 33A: Focusing Question Task 5 Sample Response

Text: Students’ choice of texts.

Content Focusing Question: How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

Prompt: Please see Assessment 33A for full description of this task. What follows below is for quick reference and doesn’t contain all of the details and requirements.

Conduct informal research about a question or topic of your choice about Jamestown. Create a poster and elevator speech to share your new learning, and ask questions of your peers as they present during our research poster session (RI.6.1, RI.6.2, W.6.4, W.6.7, W.6.8, W.6.9, W.6.10, SL.6.2, SL.6.4, SL.6.5, SL.6.6, L.6.4.c, L.6.4.d, L.6.5.b).

Sample Response:

Student responses will vary as they are choosing their topics to research and present. Students have done elevator speeches in Module 2, so they are familiar with the format of those short presentations.

Assessment 33B: Vocabulary Assessment 2 Answer Key

Note to teachers: The sample answers below are only illustrations: answers will vary, as there are many acceptable ways to define each word. When evaluating student responses, consider what level of specificity you will require for a correct answer. For instance, “The roof can retract.” might provide enough context for a student to easily answer “change” but to demonstrate understanding of the particular meaning of retract, a student would need to indicate that the word means “pulling back or reversing its direction.”

1. They saw the native walking toward them.

n (Answer: someone born in a particular place or country)

2. The boy was very gullible.

n (Answer: easily tricked; believes anything)

3. We can adapt the classroom for a wheelchair.*

n (Answer: change; modify)

4. The bones were excavated yesterday.*

n (Answer: dug out from the earth; removed from the ground)

5. They are savages.

n (Answer: wild people; untamed people; people without manners)

6. There was great clamoring

n (Answer: loud noise that goes on for a period of time; uproar; racket)

7. She works as a naturalist at the park.* That is a natural reaction. She displayed an innate behavior.

n (Answer: born)

8. He taught the apprentice.*

n (Answer: someone who works for another to learn a trade; a learner)

9. The roof can retract.*

n (Answer: to draw back in; pull back; reverse)

10. She is meticulous when researching.

n (Answer: careful; focused on details)

11. He was found near the palisade

n (Answer: a fence made of tall poles or stakes; barrier of protection)

12. He is ignorant of the laws.*

n (Answer: lacking knowledge; unaware)

13. The expedition will take two weeks.*

n (Answer: a journey or voyage for a purpose)

14. Their money is dwindling.*

n (Answer: shrinking; reducing down to nothing)

15. He is naïve.

n (Answer: simple; lacking suspicion; unsophisticated)

* From Words Worth Teaching, by Andrew Biemiller (SRA/McGraw-Hill, 2009).

Assessment 34A: End-of-Module Task Annotated Exemplar

The text Written in Bone by Sally Walker describes the work scientists did to learn more about the early settlement of Jamestown, Virginia. They studied the bones of a young man who died in the early years of the settlement. They named him JR1225B, and tried to figure out what factors might have caused his death. They looked at several factors, both social and environmental.

What do we mean by the terms “social and environmental factors”? Social factors are causes that come from people. They include how people treat each other and behave towards each other. Environmental factors are causes that come from the natural world. They are not made by humans; environmental factors exist in nature.

In Jamestown, this young boy’s death could have been caused by a combination of social factors and environmental factors. Based on the evidence they have looked at, scientists claim that the most important factors in the young boy’s death in Jamestown were environmental. Although a social factor also mattered, the boy’s wound from an Indian attack, scientists believe that the environmental factors were more important. The most important reasons for their claim are that the boy had poor nutrition, and he was very sick from an infection.

The first reason scientists make this claim is that the young man had suffered from poor nutrition. He had probably not had enough food to eat and not enough iron in the food he did eat. In the text, we read that the “bones above his eye sockets had small holes, a sign that his diet lacked sufficient iron” (Walker 39). In addition, the author writes, “X-rays of the boy’s leg bones showed bands called Harris lines, which form when the growth of a bone repeatedly stops and restarts” (Walker 39). This also comes from bad nutrition. Food is an environmental factor, and this young boy did not have enough of the right food. This would make him weaker and more likely to get sick or even to die. So not having good food was a big environmental factor in this boy’s death.

The second reason that scientists make the claim that environmental factors caused the young boy’s death is that he had a very severe infection in his jaw. They could see that he had had an abscess at the root of one of his teeth. They could tell from his skeleton that the abscess had spread into his chin and jaw and caused an infection. Walker writes, “Depending on the type of bacteria involved, the severity of JR1225B’s infection would have soon caused him to die” (Walker 40). Bacteria are an environmental factor. This young boy did not live in a time when there were medicines to treat the bacteria, so the infection in his jaw from that bacteria killed him. This was a major environmental factor in his death.

To conclude, scientists who have studied the young boy’s skeleton have decided that the evidence for environmental factors in his death is very strong. If he had had better food, and not been so sick from an infection, he may have lived longer. It’s important to recognize the power of environmental factors in trying to understand how events turn out as they do.

Introduction names text, gives short summary of the background and task so that reader/audience can make sense of the essay to follow.

Defines terms social and environmental factors—important context for reader/ audience.

States claim, acknowledges the validity of different viewpoint, goes on to name the two reasons that will be developed to support the claim.

First body paragraph names reason, two pieces of quoted evidence.

Then gives elaboration/analysis of this evidence, ties it back to reason.

Ends paragraph by restating reason.

Second body paragraph names reason, two pieces of evidence (one with quote, one paraphrase).

Then gives elaboration/analysis of this evidence, ties it back to reason.

Ends paragraph by restating reason.

Conclusion restates claim, answers a bit of a “so what” (why is this important).

Assessment 34A: End-of-Module Task Annotated Sample Response

Environmental Factors Sample

If the early colonists of Jamestown had known what was waiting for them in the New World, they might have never left England. Of the 104 that sailed, only thirty-eight survived the first eighteen months in Virginia. For hundreds of years, our understandings about this time came only from written records by survivors. Recent archaeological discoveries have revealed new ideas about the struggles Jamestown colonists faced. These discoveries are explored in the article “Rethinking Jamestown” by Jeffery Sheler and in the informational text Written in Bone by Sally Walker. While some believe it was because the colonists were lazy or unprepared, it was the challenging environmental conditions that were the greatest threat to survival in the New World. The settlers faced an epic drought that seriously reduced their food supply and the water they drank was toxic.

One reason behind Jamestown’s struggle to survive was a great drought. Humans cannot survive without food. This environmental condition controlled their ability to grow anything in the New World. Modern scientists studied tree-rings in cypress trees and discovered a significant drought in 1607. This drought “would have dried up freshwater supplies and devastated corn crops on which both the colonists and the Indians depended” (Sheler 165–166). Settlers weren’t able to grow the food they needed to survive. They couldn’t trade for it either. They had no way to change their situation. This environmental factor led to starvation and death. It greatly reduced the number of survivors in the Jamestown colony.

Another environmental factor challenging the survival of colonists was unclean drinking water. Colonists had no choice about where their water came from. Jamestown was built on an ocean peninsula so settlers could watch for incoming ships. This location meant that “the river mix[ed] with the seawater when the tide [was] up” (Carbone 73). Instead of pure river water, the men in Jamestown were drinking a toxic mix of saltwater and freshwater. Basically, the settlers were poisoning themselves each time they took a drink. Like the drought, settlers had no control over this environmental force. They may not have even realized it was happening. Men in Jamestown lost their lives to diseases caused by the unsafe drinking water, leaving the survivors struggling to keep their colony going.

No one in England could have predicted the extreme environmental conditions that Jamestown colonists would face. Even while living in the New World, the men may not have realized how natural forces were working against their ability to survive. These men only knew that they were dying off day by day. They only knew that they had no control over the world around them. The environmental conditions of the early years in Jamestown created conditions where the odds were certainly not in their favor. The struggles of the early Jamestown settlers show how powerful environmental factors can be and what a huge part they play in our survival.

W.6.1.a, W.6.4: Introduction supplies a hook and context; identifies texts being used and their authors; states a claim that addresses the prompt; and provides two reasons.

W.6.1.a, W.6.1.b, W.6.1.c, W.6.4: Body paragraph two provides evidence and elaboration supporting the essay’s second reason why environmental factors threatened Jamestown. This paragraph includes words, phrases, and clauses to add clarity about how this second reason and its evidence support the claim.

W.6.1.d, W.6.4: A formal style is maintained throughout each paragraph.

W.6.1.e, W.6.4: The conclusion restates the claim in an original way and leaves the reader with a thought to consider about the argument the essay makes.

Social Factors Sample

“The wilderness is like a ship in a storm. We will need one another to survive…This colony will need to stand on many legs if we are not to be toppled over in the Virginia wilderness,” shares Captain Smith to Samuel Collier (Carbone 56). Samuel is the main character in Elisa Carbone’s novel Blood on the River. Carbone’s book follows the lives of the early Jamestown settlers. This novel and the informational text Written in Bone by Sally Walker explore what happens to Jamestown and its struggle to thrive. Although the settlers do indeed face many challenges from their new environment, it is the social factors that cause conflict between groups and contribute the most toward the settlement’s near destruction. The internal conflict between the settlers and the external conflict with the American Indians result in Jamestown’s biggest problems.

One of main reasons Jamestown almost collapses is that the settlers constantly fight with one another. This does not help Jamestown thrive. Captain John Smith and many of the gentlemen, such as Mr. Wingfield, do not respect each other right from the start. Smith remarks when they set sail that “the investors were raving mad when they chose the men for this journey” (Carbone 10). Smith believes that the gentlemen on board can’t handle the work it will take to colonize the New World. The gentlemen also think that Smith is a rebel who has “forgotten [his] place” as a commoner (Carbone 18). This mutual disrespect ends up getting Smith charged with crimes and almost killed. It also causes the other commoners to distrust and hate the gentlemen. They begin their new life in the New World as a divided group.

Problems begin again between the colonists once they build Jamestown. The other internal conflict in the story is that the gentlemen feel they do not need to work as hard and in the same ways the commoners do. The commoners feel that the gentlemen unfairly take food and “stop working” any chance they get (Carbone 107). The result is that crops die and things don’t get done. The colony almost is wiped out because everyone is not doing his fair share.

The other main reason why Jamestown struggles to thrive is because the settlers and the American Indians constantly have conflict. In Written in Bone, Walker points out that “the historical record mentions that violent conflicts with American Indians [occur] during the summer of 1607. At times, the fort [is] under siege and it [isn’t] safe for the settlers to leave the fort” (Walker 18). The settlers are trapped inside their settlement and can’t leave to hunt for food. Some of the men who do venture outside the fort “[die] from wounds received in skirmishes with Native Americans” (Walker 35). Anyone leaving the settlement risks their life. Without access to the river and the woods, the settlers starve. This conflict comes at a high cost for the colonists.

W.6.1.a, W.6.4: Introduction supplies a hook and context; identifies texts being used and their authors; states a claim that addresses the prompt; and provides two reasons.

W.6.1.a, W.6.1.b, W.6.4: Body paragraph one establishes the first reason that supports the claim; provides relevant and effective textual evidence; and includes elaboration that explains how the evidence defends both the reason and the claim. In addition, quotations are integrated correctly. W.6.1.a, W.6.1.b, W.6.1.c, W.6.4: Body paragraph two continues to provide evidence and elaboration supporting the essay’s first reason for why social factors threatened Jamestown. This paragraph includes words, phrases, and clauses to add clarity about how this first reason and its evidence support the claim.

W.6.1.a, W.6.1.b, W.6.1.c, W.6.4: Body paragraphs three and four provide evidence and elaboration supporting the essay’s second reason for why social factors threatened Jamestown. Each paragraph includes words, phrases, and clauses to add clarity about how this second reason and its evidence support the claim.

Although the relationship between settlers and Powhatans improves temporarily, newly arrived colonists take actions that make the conflict worse than before. More colonists mean more food is needed in Jamestown. To get it, the new colonists ambush the American Indians and “[ransack]” their villages (Carbone 194). Instead of trying to maintain the temporary peace, they use force to get the needed food. This results in more violence between both groups and Captain Ratcliffe is “tortured to death” (Carbone 214). The relationship can’t be repaired. The conflict between settlers and American Indians prevents Jamestown from thriving.

The fact that the settlers can’t work with each other or with the American Indians is the main reason for why the Jamestown settlement nearly collapses. There are too few men who believe in Captain Smith’s idea about needing many legs to stand on. The legs of the colony almost give out. The settlement’s struggle to thrive is a result of men not recognizing they need to depend on each other more. It is also a result of men not respecting each other’s opinions and cultures in order to find a way to make things work. Violence and death are the outcomes.

W.6.1.d, W.6.4: A formal style is maintained throughout each paragraph.

W.6.1.e, W.6.4: The conclusion restates the claim in an original way and leaves the reader with a thought to consider about the argument the essay makes.

Content Knowledge: This essay creates an argument about the factors contributing to the development and decline of Jamestown, which is the primary focus of the module. Creating such an argument tasks students with the evaluation of all the contributing factors of the disaster-ridden origins: the conflicts between commoners and gentlemen and between colonists and American Indians, the pressure from the Virginia Company to produce gold, the diseases and illnesses that rocked the colony and the lack of medical advancements to adequately address them, the epic drought that plagued the area, the tainted drinking water, and the natural elements working against colonist survival.

Appendix D: Volume of Reading

Students may select from these recommended titles that support the module content or themes. These texts can be used as part of small-group instruction or as part of an independent and/or choice reading program. Volume of Reading Reflection questions can be found in the back of the Student Edition document.

Lexile measures are listed below when available.

Biography

(930L) Amelia Lost: The Life and Disappearance of Amelia Earhart, Candace Fleming (950L) The Tree of Life, Peter Sís*

Historical Accounts

(850L) The Lost Colony of Roanoke, Jean Fritz (980L) Emperor’s Silent Army: Terracotta Warriors of Ancient China, Jane O’Connor (1010L) Every Bone Tells a Story: Hominin Discoveries, Deductions, and Debates, Jill Rubalcaba and Peter Robertshaw (N/A) 1607: A New Look at Jamestown, Karen Lange*

Novel

(770L) The Sign of the Beaver, Elizabeth George Speare

*This title is currently out of print.

Appendix E: Works Cited

Carbone, Elisa. Blood on the River: James Town 1607. Puffin Books, 2006.

Herman, Amy. Visual Intelligence: Sharpen Your Perception, Change Your Life. Houghton Mifflin, 2016.

Hopper, Edward. The Lighthouse at Two Lights. 1929. Edward Hoppe. Accessed 15 Sept. 2016.

Hopper, Edward. Lighthouse Hill. 1927. Edward Hopper. Accessed 15 Sept. 2016.

Hopper, Edward. Nighthawks. 1942. The Art Institute of Chicago, Chicago. Art Institute Chicago. Accessed 15 Sept. 2016.

“Innovation in Plain Sight – Amy Herman.” YouTube, uploaded by Dole Institute of Politics, 1 May 2014. Accessed 15 Sept. 2016.

Map of Bermuda voyage. Jamestown Settlement and American Revolution Museum at Yorktown, Jamestown-Yorktown Foundation. Accessed 15 Sept. 2016.

Photograph of recreation of Jamestown settlement 1607 ships. Jamestown Settlement and American Revolution Museum at Yorktown, Jamestown-Yorktown Foundation. Accessed 15 Sept. 2016.

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. Accessed 29 Aug. 2017.

Section image of the interior of the Mayflower ship. Project Source Wikispaces, Tangient. Accessed 15 Sept. 2016.

Sheler, Jeffery, L. “Rethinking Jamestown.” Smithsonian Magazine, Smithsonian Institution, Jan. 2005. Accessed 15 Sept. 2016.

Walker, Sally M. Written in Bone: Buried Lives of Jamestown and Colonial Maryland. Lerner Publishing Group, 2009.

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All material from the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum.

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ACKNOWLEDGMENTS

ISBN 979-8-88588-770-0 9 798885 887700 2023 EDITION NARRATING THE UNKNOWN The past is mysterious. How do we understand what came before? Can we ever truly know what happened, and why? Students examine the events at America’s first permanent English settlement, Jamestown, as they read Blood on the River and Written in Bone. Historical fiction, forensic anthropology, and visual analysis provide lenses for looking back in time. MORE MEANINGFUL ENGLISH Wit & Wisdom creates a coherent learning experience that centers on building word and world knowledge. Students engage with

informational texts, and fine art to explore such topics as the

the

and the qualities

These essential topics deepen knowledge across the grades. GRADE 6 MODULES 1. Resilience in the Great Depression 2. A Hero’s Journey 3. Narrating the Unknown 4. Courage in Crisis ON THE COVER Nighthawks, 1942 Edward Hopper, American, 1882–1967 Oil on Canvas The Art Institute of Chicago Grade 6 | Module 3 Learn more at GreatMinds.org WIT & WISDOM® Great

instructional

literature,

Great Depression, the hero’s journey,

mystery of Jamestown,

of leadership.

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materials that inspire joy in teaching and learning. PhD Science ®, Eureka Math®, Eureka Math 2™, and our English curriculum Wit & Wisdom® all give teachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the sciences, mathematics, and the humanities.

Grade 6 Module 3 | Teacher Edition | Wit & Wisdom 2023

Grade 6 Module 3

Narrating the Unknown Teacher

Edition

Table of Contents

MODULE OVERVIEW

INSTRUCTIONAL LESSONS

Focusing Question: Lessons 9–15

Focusing Question: Lessons 16–20

Focusing Question: Lessons 21–32

Focusing Question: Lessons 33–38

Appendices

Teacher Edition

GRADE 6, MODULE 3

Narrating the Unknown

Module Summary

Essential Question

Suggested Student Understandings

Texts

CORE TEXTS

SUPPLEMENTARY TEXTS

Module Learning Goals

KNOWLEDGE GOALS

READING GOALS

WRITING GOALS

Speaking and Listening Goals

Language Goals

Module in Context

Standards

FOCUS STANDARDS

Reading Literary Text

Reading Informational Text

Writing

Language

Speaking and Listening

CONTINUING STANDARDS

Reading Literary Text

Reading Informational Text

Language

Major Assessments

Focusing Question Task Elements That Support Success on the EOM Task Standards

Focusing Question Task Elements That Support Success on the EOM Task Standards

New-Read Assessment

Socratic Seminars

Elements That Support Success on the EOM Task Standards

Elements That Support Success on the EOM Task Standards

EOM Task Elements That Support Success on the EOM Task Standards

Vocabulary Assessments* Elements That Support Success on the EOM Task Standards

Module Map

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

Reveal

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

Lesson 1

Lesson 1: At a Glance

STANDARDS ADDRESSED

Learning Goals

ESSENTIAL QUESTION

Welcome

Launch

OBSERVE, INFER, AND WONDER: BACK COVER 22 MIN.

Whole Group

Extension

OBSERVE, INFER, AND WONDER: CHAPTER 1 35 MIN.

Whole Group

ANSWER THE CONTENT FRAMING QUESTION

ASSIGN HOMEWORK

TEACHER NOTE

Analyze

Context and Alignment

Next Steps

Lesson 1 Deep Dive: Vocabulary

Explore Content Vocabulary: Prophecy

TEACHER NOTE

Launch

Learn

Lesson 2

TEXTS

Lesson 2: At a Glance

AGENDA