In this unit students dive into the world of Greek mythology. Over …
In this unit students dive into the world of Greek mythology. Over the course of the unit students will read the classic myths of Pandora, Arachne, and Echo and Narcissus. In reading the myths, students will gain a deeper understanding of the gods and mortals in ancient Greece and how the ancient Greeks used mythology as a way to make sense of and interpret the world around them. Students will also continue the thematic exploration from previous units about how a person’s beliefs, ethics, or values influence that person’s behavior.
Over the course of the unit, students will read multiple versions of the classic myths. The primary focus of this unit is on close reading and analyzing the differences among the versions and critically analyzing an author’s choice of genre. In doing so, students will be challenged to think about how the structural elements of different genres, particularly prose, drama, and verse, allow a reader to better understand a story or text. Students will also explore how the point of view in which a story is written, either third-person point of view or first-person point of view, changes the way a story is told and the depth of information that a reader knows. Another focus of this unit is determining the central theme of the myths. Because the stories in this unit are shorter than the novels students have read so far, this unit offers students practice in finding the theme of a shorter text and explaining how the author uses evidence to develop the theme.
Students are more likely to meet Common Core expectations for reading, writing, …
Students are more likely to meet Common Core expectations for reading, writing, speaking and listening, and language if they are working with texts on a regular basis. Organizing a curriculum around a series of text sets can provide those opportunities for students. This organization is supported by the PARCC Model Content Frameworks.
Week 36, Day 1---Day 5 Culminating Activity: Reading and Writing Identity Memoir: …
Week 36, Day 1---Day 5 Culminating Activity: Reading and Writing Identity Memoir: Special memories about a person, place, object or time "The memoir you will be writing will be a reflection of how you have changed as a reader and writer this year. It’s going to be like a year in review, so you will create a mini book as part of the memoir project. Some of you may be thinking that this is the same as a personal narrative, but memoirs are more about looking back and thinking about how things have changed over time just like we did at the beginning of class. Narratives tell a story, but memoirs show how the event was meaningful to the author’s life. Also, memoirs are only snapshots. They don’t include the person’s whole life. Now I will add the characteristics of memoirs to the chart. Use 1st person Use true descriptions of actual events Describe any problems faced by the author Include the author’s feelings about the situation or event *Narrative Graphic Organizer
This lesson is the fifth in a series of six in which …
This lesson is the fifth in a series of six in which students engage in a close read aloud of The Invisible Boy. In Session 5, students use a Language Dive to see the cause of and change in Brian's feelings. Additionally, students use Justin's kindness toward Brian as an introduction to compassion, a habit of character.
This lesson is the final one in which students engage in a …
This lesson is the final one in which students engage in a close read-aloud of The Invisible Boy. Students learn that Brian is happier at school because of the new friendship he has built with Justin. This final session allows students to practice recognizing significant events that cause a response in the main character.
This lesson introduces students to the topic of schools and the module …
This lesson introduces students to the topic of schools and the module guiding question: "What is school, and why are schools important?" Throughout the unit, students will answer this question by engaging in focused read-alouds and close read-alouds and classroom conversations.
This lesson opens by introducing students to the Classroom Discussion Norms anchor …
This lesson opens by introducing students to the Classroom Discussion Norms anchor chart. Students add to this anchor chart throughout the module to help them learn behaviors for successful classroom discussions.
In this lesson, the primary goal in reading The Dot is to …
In this lesson, the primary goal in reading The Dot is to ensure that students understand the important events in the text, as well as how Vashti's feelings change throughout the text.
In Work Time A, students complete another focused read-aloud of The Dot. …
In Work Time A, students complete another focused read-aloud of The Dot. In this session, they revisit key sections of the text to answer text-dependent questions that guide them to identify the central message. Students should be able to explain why the author wrote this story or what he wanted us to learn from it.
This lesson is the second in a series of six in which …
This lesson is the second in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 2, students focus their attention on a smaller chunk of the text that dives deeper into understanding the main character, Brian, and an example of something that makes him feel invisible.
This lesson is the third in a series of six in which …
This lesson is the third in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 3, students begin talking about and tracking Brian's feelings on an anchor chart.
This lesson is the fourth in a series of six in which …
This lesson is the fourth in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 4, students explore the connection between being "invisible," Brian's feelings, and the drawings of Brian throughout the book. Additionally, students use Justin's appreciation for Brian's drawing abilities as an introduction to the habit of character respect in the closing of the Close Read Aloud
This lesson kicks off the focus for Unit 2: problems in communities …
This lesson kicks off the focus for Unit 2: problems in communities that keep students from going to school and how communities work together to solve those problems. Students spend most of the unit exploring this topic through a close read-aloud of the text Off to Class, which closely examines three schools around the world.
This lesson is the first in a series of six in which …
This lesson is the first in a series of six in which students engage in a close read-aloud of Off to Class. In this lesson, students are introduced to the idea of learning about a school in a new part of the world that has a problem to overcome. Students practice listening to the text for important details to write as notes in their Off to Class notebook.
This is the second of six close read-aloud sessions of Off to …
This is the second of six close read-aloud sessions of Off to Class. In this session, students explore the solution to the problem the school faced and the benefits the school provides its community. Students continue listening for important details and practicing taking notes.
This is the third of six close read-aloud sessions of Off to …
This is the third of six close read-aloud sessions of Off to Class. In this session, students read the first few paragraphs of "Out of the Rubble" and learn about the problem this community faces in sending students to school. Similar to Sessions 1 and 2, students continue listening for important details and practicing taking notes
This is the fourth of six close read-aloud sessions of Off to …
This is the fourth of six close read-aloud sessions of Off to Class. In this session, students continue reading the section of text they began reading yesterday: "Out of the Rubble "(pages 18-19). Students learn about how this community solves its problem in sending students to school. They also continue listening for important details and practicing taking notes.
This lesson follows a similar pattern to Lessons 4-5. In Work Time …
This lesson follows a similar pattern to Lessons 4-5. In Work Time A, students participate in Session 5 of the close read-aloud. Similar to Lessons 4-5, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. Unlike Lessons 4-5, students' discussions in today's close reading session will serve as Part I of the Unit 2 Assessment and provide formative assessment data on their progress toward RI.2.1, RI.2.2, and L.2.4.
This lesson follows a similar pattern to Lessons 4-6. In Work Time …
This lesson follows a similar pattern to Lessons 4-6. In Work Time A, students participate in Session 6 of the close read-aloud. Similar to Lessons 4-6, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. As in Lesson 6, today's close reading session will serve as part of the Unit 2 Assessment and provide formative assessment data on students' progress toward RI.2.1, RI.2.2, and L.2.4.
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