Focus
cus
s
Fo Objectives/Standards
Objectives/St
cu
andards
A Students will:
Students will:
s
na
 analyze story
• Analyze
ly
elements,
story
zi
focusing on how
elements,
ng
the setting relates
focusing
sig
to the conflict.
on how
nif RL 3.1, 3.2
the setting
ica
 Use context to
relates to
nc
clarify words RW
the
e
1.3
conflict.
of
 Interpret
RL 3.1,
figurative
set
3.2
language to
tin
• Use
understand
g
As
Resources
context to
message •
or
clarifyAll
•se Q •Text,author's
• Text:
Across Five
•
•
•
RW 1.1
co
ss u
words. in
Summer
Aprils , Irene Hunt
nfl i  Justify
m
RW
1.3p.
a Day,
•Paper
or journal for
interpretations
ict c
en
• 262
Interpret
note
taking
or First
through
group
ts k
figurative
•
Paper
or
Read:
Chapter
1
discussions,
using
A language
journal
for
RL.2
evidence,
n w
to
notetaking
Organizers:
clarifying
a r •Graphic
understan
or
First
through questions,
Analyzing
Author's
l answers
i
d the
Read:
confirming
and
use of Literary
y and
t
author’s
Getting
adjusting
thinking.
LS 1.5
z e
Devices – Language
message.
the
Gist of
 that
Identify and use
i
RW
1.1
• BEFORE
D
the
Story
FIRST
words
withREAD
Latin
n evokes mood
, compare
&
i
RL
2
• Just
Root RW 1.2
g contrast characters,
s  Identify andGist,
ify
• G
use
• Access
prior knowledge.
Journal,
Note-taking,
c
inte
prepositional– Have students respond to the following question: What do you knowra
l
Quick-write
about
u
Quick
Write
rpre
ph
phrases
WC
1.3
i
the
Civil
War?
s •Paper
tati
ic
for paragraph
 Write
t
s
ons
O
Collaborative
explaining how
e
i
thro
rg
Poster
the setting in the
r
Round
Robin
o
ugh
an
story
contributes
a
n
gro
--Students
quickly
get
in
groups
of
3
or
4.
iz
to
the
r
•Graphic Organizer:
s
up
er
--Students
share
their
quick-write.
Remind
them
that
when
one
person
has
the
supportingAuthor's
their
y conflict, Analyzing
• thinking
G
:disc
with
floor,
the others cannot interrupt and that discussion may take place after
Use
oftextual
Literary
ussi
r
A
WS
1.2 has had the opportunity to share.
everyone
d evidenceDevices
ons,
na
Analyze author's
e a •Paper
or
journal
for
usin
p
ly
use
of
v • Read the Literary Analysis on the back cover.
writing
g
h
zi
words/phrases
i
text
i
ng
that
evoke
mood,
c
•c Set purpose
forthinking
reading. Focus questions: What importance does the setting have in theA
story?
ual
recording
e
How
does
the
setting
contribute
to
the
conflict
in
the
story?
evid
ut
s on a collaborative post and
enc
ho
, ino paragraph form.
e,
r 
r’
g
sclar
f
ifyi
a
U
o
ng
n
se
c
ans
i
of
u
wer
z
Li
s
s
e
te
i
FIRST READ
•
•
•
Read the text, chunking the paragraphs as needed, and asking students to confirm and
adjust their thinking as they read.
Optional note taking: First Read: Getting the Gist of the Story RL 2. The focus will be on
setting and conflict, so teachers may want alter the graphic organizer and make the setting space
a bit larger or have students use paper or journals to take notes.
Language: Use context clues, when appropriate, to clarify the meaning of unfamiliar words.
This strategy may be taught/used during the first read or pointed out after the first read.
List of words, comeupance, grave, spare, clump, fennel, hearty
AFTER FIRST READ
•
•
Students complete their thoughts on paper and then discuss the focus questions in small groups.
Share out whole group. Chart ideas.
WRITING WS 1.2
Students move from their notes to writing a paragraph(s) explaining how the setting in this story
contributes to the conflict. They should support their thinking with textual evidence.
CRITICAL THINKING – Discussion question: What did Jethro mean when he said, ...” people
were inclined to select beliefs that bring them the most satisfaction.”
Teacher note: This question can be discussed now or on another day. We want the students to realize
that all stories have narrative elements (characters, plot, point of view, setting, theme), but that some
stories focus on one more than the other. In this story, setting is significant to the conflict.
SECOND DAY
(this may vary with each class, depending upon length of class time)
BEFORE REREADING
•
Set the purpose for reading. Focus question:
How did the author’s choice of words/phrases set the mood throughout the story?
•
Divide the class into groups of four and assign each group a section of the text to reread and
analyze.
There will be a few groups doing section A, a few groups doing section B, etc.
Section A p. 1-5
Section B p. 6-10
Section C p. 11-15
Section D p . 2 0 - 2 5
•
Teacher models by reading p. 26 aloud and recording thoughts on graphic organizer.
Analyzing Author’s Use of Literary Devices - Language that Evokes Mood
REREADING/WRITING

What do these word/phrases
mean?
The kid is really excited, but is a
little doubtful about something
happening.
Students work together as a
group of 4. Students come
to consensus on what to
write and each writes the
It has been raining for a long time.
same information down in his/her
All they know is rain.
graphic organizer. Students Write
All they will ever know is rain.
down words/phrases that resonate
with them.
 Collaborative Poster: Each
group that had a Section ,
get together and discuss
word/phrases they
selected. The group comes to
consensus and records the following
items on their poster that will be
shared with the whole group.
Group #
word/phrase
mood
What mood do these
words/phrases evoke?
excitement anticipation
skeptical
dreary boring miserable
wet
symbol
1. Two
significa
nt
words/p
hrases
2. Words
that
describe
the
mood
 Each group shares
their poster and displays it in the room.
that each
word/ph
rase
LANGUAGE
This may be done on day evokes
1,2, or 3, and reinforced in future writing.
3. A
symbol
 Identify and
use prepositional phrases WC 1.3
to
 Word Analysis: Latin Root p. 8, radiance rad= ray, spoke
represen
p. 19 question ques= ask, seek
t each
p.11
pretext pre= before, text= weave
mood
describe
d
THIRD DAY ( this may vary )
BEFORE REREADING
 Refer to previous work by reviewing what is meant by literary devices. Ask: What literary
devices do author's use to help the reader create meaning?
Refer to chart for possible student responses.
Literary Devices Author's Use to Create/Enhance Meaning
-dialogue
-variety of sentence structures
-figurative language (similes, metaphors, analogies)
-precise nouns, verbs, adjectives
-punctuation
-repetition
-foreshadowing
-surprise ending
-flashback


Explain to students they will be “going on a dig” to find examples of literary devices.
Teacher models the process using graphic organizer: “Analyzing Author's Use of Literary Devices”
Analyzing Author's Use of Literary Devices
Literary Device
Example from Text
How this helped me to create meaning
Variety of sentence
structures
Figurative Language
REREADING
Students work in partners or in small groups and “go on a dig” to find examples of literary devices, filling out
their graphic organizer as they move throughout the text.
WRITING
Students move from the graphic organizer to writing. Paragraph starter/scaffold:
One literary device the author uses is ….. For example ….
Another literary device the author uses is …. For example ….