WEEK 1
EQ: How are people shaped by the challenges
they face?
TP: Students will practice higher level thinking
skills: predicting, inference, analysis, synthesis.
Do Now: (5 min) In your binder write about a time
when you were faced a challenge or a fear. What
happened? How did the experience affect you?
(Think- Write- Pair
-Share)
Anticipatory Set (5min) Have students get into pairs or into small groups and discuss how
bullies can be a problem in school. Lead a class discussion after students have had time
to generate quality ideas. Ask students what advice they would give to a friend with a
bully problem?
Preview Text (5min) – Have students preview the text by looking at the title and pictures.
Have them make a prediction in the “Previewing Texts” section of the worksheet. Begin
filling out the “K” and “W” boxes of the K-W-L chart with the students and have them
complete it on their own.
Unit Objective: Teacher reads the unit objective. Then she reads the unit introduction to
the students.
Students follow along and then discuss with their partners the following:
What does shape mean in this context? What clues tell you that?
How do you think these situations could affect the narrator?
Explain the word shape can refer to an object’s physical form, or it can be a verb meaning
“to influence”.
Point out that the introduction also states that these situations “affect” the narrators.
Guided students to understand that these situations shape the narrators because they
influence or change their feelings.
-Using details from the introduction have students identify characteristics of this short story
and of this poem. Create a chart on the board to record the answers. (5min)
Closure: (5min): Explain the difference in your own words between a poem and a short story.
Teaching Point: How can close reading
help a reader better understand the
text?
Do Now: (5 min) What do you think it
means to close read a passage? Think
of what you would do if I told you to
read something “ closely”.
• When we read books, we sometimes come across parts that seem a
little tricky. There are different reasons why a book might be tricky.
Sometimes authors use descriptive or fancy language to paint a
picture in the reader’s mind to create a feeling or mood. As good
readers we can learn to take a closer look at these parts and think
about what the author is saying. We can use what we’re learning
about questioning, going back into the text, and thinking about the
words to help us understand stories that use lots of descriptive
words.
• Today we are going to read page 11 from the story “Tuesday of the
Other June.” I’m going to give you a chance to think about these
paragraphs and what you can figure out from them, and then we
will do some thinking about the words and meaning together. One
key to our success is that we are going to reread these paragraphs
several times to help us understand what is happening and to help
us understand how the author’s descriptive words paint a picture in
our mind and create a feeling or mood. This is called close reading.
• Close reading helps a reader dig deeper every time they
read.(anchor chart)
First reading- Students read independently
Ask students to read to themselves the first page. Remind students to stop and jot words, phrases, or
sentences that are unclear to them. Ask students to make notes to themselves about major events
or key details.
First discussion- Partner talk to check meaning
After reading independently, ask students to turn to a partner and discuss some of the key details they
read in the text. You may guide the discussion by saying, “Discuss the paragraphs you have just
read. Describe the setting the character is in.”
*Quickly model or use a sentence frame to begin. (Partner A: One detail I noticed was _______, Partner
B: Another detail I noticed was _________ before asking them to discuss the setting)
Second discussion- Assessing for Understanding and Confusions
Ask students to share their key details/setting descriptions with the class. Ask students what words or
phrases were unfamiliar or unclear to them and how they attempted to figure them out.
Second reading- Teacher-led shared reading and think-aloud
Begin reading the section again, aloud to the class. Ask them to follow along on their own copy.
Teacher does a think aloud of any unfamiliar words and important details that help the reader better
understand the text.
Third discussion- Text-dependent questions
These questions could be answered as a discussion with a partner or small group, they could also be
written down using a stop, think, and write technique, (e.g. thinking box, quick jot, quick try, etc.)
and then discussed.
Closure: ( 5min) : How can close
reading help a reader better
understand what they are reading?
Teaching Point: How can
understanding point of view help
readers better understand the text?
Do Now: ( 5 min) Give an example of a
story you heard told in different ways
by different people.
Narrative Perspective (point of view):
first-person, second-person, thirdperson objective, third-person limited,
third-person omniscient.
: http://www.flocabulary.com/point-of-view/
I do: Teacher models first example from the handout. Teacher models a think aloud referring
back to the song.
We do: Class works together to figure out the second example. Students model a think aloud to
figure out the POV.
You do: Students figure out the third passage and the POV. Class then reads page 12 out loud
together.
Critical thinking questions:
What can you infer about June based on what
she says about these “robbers, thieves, and
murderers?
What can we infer about June based on what
she says about her mom?
Exit slip/ Assessment: What point of view is
“Tuesday of the Other June” written in? Explain
your answer with evidence.
Teaching Point: How can making
inferences help readers better
understand events and characters?
Do now: (5min)
What is this picture trying to say?
What clues led you to believe that?
Inferences
Hmmmm??
What is an inference anyway?
To infer is to take a critical look at what you are
reading and make an assumption based on your
own experiences.
When do we use inferencing?
While we are reading,
we are picturing the
story and asking
ourselves questions
about the story.
We find clues in the text and can
make judgments, to answer these
questions, based on what we know
from our experiences.
Take a look at this cartoon:
First let’s
consider Lucy.
What do we
see?
By reading the
picture, we can
see how the
author drew her.
What do
we know?
We know that
when people
look like that,
they are usually
angry.
We can infer that Lucy is
Angry.
What do we
read?
We read that
Lucy sighs and
then says “Youth
never listens.”
What do we know?
We know that
Lucy is a “youth”.
We also know that
when someone
says that someone
else “never
listens,” It’s an
insult.
Because Lucy wouldn’t want to
insult herself, we can infer that
Lucy thinks she is more
Mature
than Linus and Snoopy.
What can you infer from this picture?
Right…
We can infer that these girls are
friends because they are smiling
and walking together.
Yes…
We can also infer that they are
shopping because they are in a
mall and are carrying bags.
What can we infer from this passage?
She stumbled down the road, not sure what
made her car veer like that. The water was
running down her face and dripping off her hair.
She suddenly saw the lights of another car. She
was sure they would be able to help her.
Can you infer what just happened
to the woman?
Can you infer the setting?
Good! Now you know!
Good readers visualize, question, and
make judgments about what they read.
Don’t fly blind, be a good
reader!
http://www.flocabulary.com/inferencing/
Handout:
I do: Teacher thinks aloud how to use prior knowledge and
text clues to make an inference.
We do: Students and teacher work together to make an
inference.
You do: (15min) Class reads pages 13 and 14 out loud.
Students make an inference based on the text.
Closure-(5min) Students share out their inferences and decide if these
are actual inferences.
Teaching Point: How can we
understand similes and metaphors in
literature and music?
Do Now: (5 min) “I am as free as a bird” What
does this sentence mean to you? Can you
relate to this in any way?
Similes and
Metaphors
OBJECTIVES:
Define a simile and a metaphor
Understand the purpose of similes and
metaphors
Explore similes and metaphors in literature and
music
Definition of Simile
• A simile is a comparison of
two unlike things using
‘like’ or ‘as’
Purpose of Simile
• Authors use simile to explain,
express emotion, and to make
their writing more vivid and
entertaining
35
Simile: Examples
The night was as black as coal.
The paper is as light as a
feather.
Her eyes shone like stars in the
night sky.
36
Simile in Poetry
“O my love's like a red, red rose.
That's newly sprung in June;
O my love's like a melody
That's sweetly play'd in tune.”
extract from A Red, Red Rose
by Robert Burns
37
Definition of Metaphor
• A metaphor is a comparison that says one
thing is something else
• Literally, it is not!
Her laughter is a
gentle song.
Metaphors are similar
to similes, but make a
comparison instead of
actually suggesting that
two things are
essentially the same.
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Examples of Metaphors
• She is sunshine, brightening our day
• A blank page is a playground for
imagination
• His cotton candy words did not appeal to
her taste.
39
Metaphor in Poetry
"The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches
and then moves on.“
Fog
by Carl Sandburg
40
Metaphor in Literature
All the world’s a stage,
And all the men and women
merely players;
They have their exits and their
entrances;
As You Like It
— William Shakespeare, As You Like It
This quote is a metaphor because the world is not literally a stage. By figuratively
asserting that the world is a stage, Shakespeare uses the points of comparison
between the world and a stage to convey how the world works and the lives of
the people within it.
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Simile or Metaphor?
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Simile or Metaphor?
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Simile or Metaphor?
44
Simile or Metaphor?
45
http://vimeo.com/16747575
• Class rereads page 14 and 15 and look for
simile and metaphors.
• Think-Write-Pair-Share: Students write what
they think this simile means. They must use
information from the text to do this.