Review Learning Targets
Lesson 2 Learning Targets:
I can:
• Make inferences to deepen my understanding of

Inside Out & Back Again.
Inferences-determining meaning based on things not directly
stated in the text.
•Cite evidence from the novel to explain how incidents reveal aspects
of Ha’s character.
•Use context clues to figure out word meanings.
•Participate in discussions about the text with a partner, small group,
and the whole class.
Lesson Two
Launching the Novel: Character Analysis of Ha
A. Engaging the Reader: Orienting to the Novel’s Text
Structure
“No one would believe me, but at times I
would prefer wartime in Saigon over
peacetime in Alabama.” Pg.195
Based on what you saw and read in
Lesson One, what do you think might have
to happen to a little girl to make her say
that she would prefer war at home in
Saigon (Vietnam) to peace in Alabama?
Lesson Two
Launching the Novel: Character Analysis of Ha
A. Engaging the Reader: Orienting to the Novel’s Text
Structure
• Browse through the pages of the novel and
consider these questions one at a time.
• What do you notice about how this novel is
written?
• How is it like other novels you have read?
• How is it different?
Lesson Two
Launching the Novel: Character Analysis of Ha
A. Engaging the Reader: Orienting to the Novel’s
Text Structure
So, what did we notice?
• Diary entries (dated)
• Written in free verse poetry
~no regular rhythm or rhyming pattern
~looks like a poem with stanzas
Lesson Two
Launching the Novel: Character Analysis of Ha
2. Work Time
A. Introduce “Things Close Readers Do” Using “1975:
Year of the Cat”
•
•
We will keep notes and use these notes throughout the Unit. All
assessments for this Unit will be open notes so be sure to take
complete notes.
Start a new page/side for this chart.
Things Close Readers Do
(we will keep adding items to this chart, so it
should be on its own page.)
Get the gist - figure out what the text is
mostly about.
Lesson Two
Launching the Novel: Character Analysis of Ha
2. Work Time
A. Introduce “Things Close Readers Do” Using “1975:
Year of the Cat”
 Read along silently as I read aloud. Listen for
the gist of the poem.
• What is the gist of this poem (your
sense of what it is mostly about)?
• What do you notice about the language the author
is using? What details really strike you as you read
this poem? Why?
(1’s share)
Lesson Two
Launching the Novel: Character Analysis of Ha
2. Work Time
A. Introduce “Things Close Readers Do” Using
“1975: Year of the Cat”
Your Turn:
• Re-read this poem independently and silently.
• Think about: What have you learned about Ha
in this very first poem?
• What details did you notice in the
text that help you learn about Ha.
Lesson Two
Launching the Novel: Character Analysis of Ha
Academic Vocabulary Reminder
InferenceTake something from the text and combine it with something you
already know in order to figure something out.
Lesson Two
Launching the Novel: Character Analysis of Ha
Who is Ha?
Detail/Evidence
Information about Ha
Lesson Two
Page
Inference/Reasoning
What this shows about Ha’s interests,
traits, values, or beliefs
Launching the Novel: Character Analysis of Ha
2. Work Time
B. Answering Text-Dependent Questions: “1975:
Year of the Cat” (10 minutes)
1. Tet is a special day. When is Tet, and what
two events are celebrated on Tet?
2. How does the family celebrate Tet?
3. How does this special day affect the other days?
4. What does Ha do that might bring bad luck?
5. What can you infer about the narrator based on
this action ?
Lesson Two
Launching the Novel: Character Analysis of Ha
Reread “1975: Year of the Cat,” add to
notes, and read pages 4–9 for gist
• Re-read “1975: Year of the Cat.”
Add at least three more details to
your notes that helped you learn
about Ha.
• Read pages 4-9 for the gist
Homework: Continue reading your independent
reading book. Fill out Blue Sheet for Week #4
Lesson Two
Launching the Novel: Character Analysis of Ha
3. Closing and Assessment
A. Debrief: Adding to Our “Things Close Readers
Do” Anchor Chart
Add to your anchor chart “Things Close Readers Do”
Re-read
Cite evidence
How did you do with today’s learning targets?
Lesson Two
Launching the Novel: Character Analysis of Ha
1. Opening
B. Review Learning Targets
Lesson 3 Learning Targets:
I can:
• Make inferences to deepen my understanding of

Inside Out & Back Again.
Inferences-determining meaning based on things not directly
stated in the text.
•Cite evidence from the novel to explain how incidents reveal aspects
of Ha’s character.
•Use context clues to figure out word meanings.
•Participate in discussions about the text with a partner, small group,
and the whole class.
Lesson Three
Inferring about Character
A. Engaging the Reader: The Gist Mix and Mingle
Scan pages 4-9 to refresh your thinking of
the GIST
• Mix and Mingle
• Find another student
• Share the GIST of the reading with
your partner for 2 minutes
Lesson Three
Inferring about Character
A. Engaging the Reader: The Gist Mix and Mingle
• Was your idea of the gist the
same as your partner’s?
• Did you remember something
else as you shared and
listened?
Lesson Three
Inferring about Character
Lesson Three
Inferring about Character
2. “Inside Out” Text-Dependent Questions
1. How do the events in this poem connect to the
first poem we read, “1975: Year of the Cat,” and
the title of the novel, Inside Out & Back Again?
Lesson Three
Inferring about Character
2. “Inside Out” Text-Dependent Questions
1. How do the events in this poem connect to the
first poem we read, “1975: Year of the Cat,” and
the title of the novel, Inside Out & Back Again?
Reminder: Predict on page 4
Prefix “pre” means “before” and “dict” means “to
say or declare
Parallel with foretell on Page 1
Lesson Three
Inferring about Character
2. “Inside Out” Text-Dependent Questions
2. What does the fortune-teller foretell about the
family’s future?
Lesson Three
Inferring about Character
2. “Inside Out” Text-Dependent Questions
3. Ha lives in a war-torn country. How does she
hope her life will be turned inside out?
Lesson Three
Inferring about Character
2. “Inside Out” Text-Dependent Questions
4. Ha knows that “inside out” probably means
something different. What will probably happen?
Lesson Three
Inferring about Character
B. Guided Practice-Quick Write

In order to keep track of thinking, or think more
carefully about specific sections of text, we will
complete a QuickWrite.
A
short piece of written analysis about text.
 QuickWrite Chart
QuickWrite Chart



Have I answered the prompt completely?
Is the evidence I provided relevant and complete?
Does my paragraph include the following?
A
focus statement
 At least three pieces of specific evidence from the text
 For each piece of evidence, an analysis or explanation:
what does this evidence mean?
 A concluding sentence
QuickWrite Details

Well constructed paragraph including all sentences
required from chart.
 Anytime
you do a QuickWrite, you will be able to use
the novel, graphic organizers, notes, to help you.
 Quickwrite Model
QuickWrite Model

Based on what you have read so far in the novel,
what can you infer about what will happen to Ha
and her family? Be sure to use details from the text
to support your answer.
QuickWrite #1



Reread page 4-9 of Inside Out & Back Again
What kind of person is Ha? Use specific evidence
from the text to write a paragraph in which you
discuss one of Ha’s personality traits.
You may use your text and the notes you collected
in your journal or note-catchers to help you write
this paragraph. A complete paragraph will meet all
the criteria listed on the QuickWrite Chart.
Things Close Readers Do






Get the Gist-figure out the meaning of the text
Reread, Reread
Cite evidence
Use details from the text to make inferences
Use context clues to figure out word meanings
Talk with others about text
Lesson 4

Read the first stanza on page 8 of the poem,
“Papaya Tree.”
 What
is Ha referring to here?
What images do you notice on the cover?
Cover of Book


Based on your reading so far, what kind of tree can
you infer this is?
You took something from the text, and something
you already knew and put it together.
1. Opening
B. Review Learning Targets
Lesson 4 Learning Targets:
I can:
• Make inferences to deepen my understanding of

Inside Out & Back Again.
Inferences-determining meaning based on things not directly
stated in the text.
•Cite evidence from the novel to explain how incidents reveal aspects
of Ha’s character.
•Explain how the specific word choices in “Papaya Tree” create tone
and help reveal meaning.
•Participate in discussions about the text with a partner, small group,
and the whole class.
Lesson Four
Considering a Character’s Relationships with Others
Lesson 4
The critical incident in the novel we will discuss today
is about Ha’s papaya tree.

The incident, or event, is critical (crucial or very
important) because Ha pays attention to it a lot and
writes about it several times.
 We need to infer about the meaning of the papaya
tree.
 Critical
in this context means important. In other
contexts, it can mean negative. For example: A friend is
being critical of you.
Lesson 4

Silently reread “Papaya Tree” on pages 8 and 9.
You’re reading for GIST. What is it mostly
about?
Lesson 4

Now I will read it aloud for descriptive details.
What new or important details struck you after
hearing the poem read aloud?
Lesson 4
Did you notice these details?
The seed is like a fish eye

Slippery/shiny/black
The size and color of the tree
“White blossom”
“Twice as tall as I stand”
Lesson 4


Descriptive details often help readers visualize
what the writer is describing.
We will be paying close attention to this type of
language throughout the sudy of the novel and will
often reread key passages to pay particular
attention to word choice.