A 4-Week 4-Week Explorati Exploration on of relationships in literature literature and life Grade 7 Brianna Smith Fall 2016
Unit Placement: This unit will begin the the second 9-week marking period, period, and will be the rst unit taught on a new schedule, with students haing onl! one instructor for all "anguage Arts, rather than two separate instructors for #eading and Writing classes$ %tudents hae been stud!ing arious genres of folk literature, including legends, tall tales, m!ths, and fables$ We will extend our genre stud! to noels, reading Bridge to Terabithia b! &atherine 'aterson$ ( hae chosen this noel because of its appeal to students, as well as its sensitie poignanc! in dealing with complex issues that could possibl! )and often do* touch the lies of m! students, including familial+economic strain, child abuse, friendship, death, loe, and bull!ing$ As well as introducing students to the noel genre, and giing them exposure to these complex ideas+issues, this unit will also include a brief introduction to the use of in-text citations and plagiarism, which will help prepare students for the coming unit on research practices and writing$ Throughout this unit, students will will hae a dail! -minute -minute period of sustained silent reading, a dail! grammar warm-up )sometimes combined with their %%# time*, and a weekl! spelling test, as well as a weekl! homework packet, reiewing reiewing specic grammar concepts+skills that we hae touched on in class$
Student Demographics and Teaching Context: Breakdown of Specic Student!la"" Student!la"" !onte#t $a%erage&'
th grade English "anguage Arts
.-/0 students per class
.1 students with (E'+214 educational plans
#atio of bo!s to girls3 45 female to 2/5 6ale
#acial+Ethnic %ummar!3 %ummar!3 $15 7aucasian, 0$15 8ispanic or "atino, $15 African American, /$15 all other ethnicities About /15 of students are currentl! inoled in extra-curricular actiities, more show interest but face obstacles in participation Breakdown of Specic !ommunit( !onte#t $"ome e"timation&'
(n the maorit! of homes of school-age children, both parents work, but man! make great e:orts to engage and+or inest their time in school+extracurricular actiities$ A large number of students lie in single-parent homes, and+or lie with grandparents or other guardians$ 'ulaski 7ount! )and ;ublin 6iddle %chool, specicall!* proides seeral programs+opportunities for students who are in need of assistance, academicall! and otherwise, including the <"ife After %chool= Tutoring and
7ommunit! Engagement program, >ig >rothers+>ig %isters, ?amil! 'rotectie 'rotectie %erices 7ounseling and da! treatment serices, and
Adapted from Wessling, %$ >$ )/1..*$ %upporting %tudents in a Time of 7ommon 7ore %tandards @rbana, ("3 7TE
Text Complex Comp lexity ity Breakdow Brea kdown: n:
$
TEXTURE TEXTS
CONTEXT TEXTS
Snippets from isney’s The Lion “Origin Story”-Spoken Word poem King ! Zootopia! Zootopia! Toy Story II ! and performed by Phil Kaye and Sarah Sarah Mulan "for introd#$ing signpost Kay reading strategies%dis$#ssing strategies%dis$#ssing “Papa’s Parrot”- Short story by friendship themes& Cythia Rylant.
FULCRUM TEXT(S)
Bridge to Terab Terabithia ithia- 'o(el by Katherine Paterson
THEME/ESSENTIAL QUESTIONS:
Friendship • •
Writing Complexity Breakdown:
What is friendship) Who $an%sho#ld be $onsidered a “friend” "family! s$hool mates! people *ho en+oy the same things that yo# do) People of yo#r $olor%$#lt#re!
%tudents will produce a ariet! of texts+products, Texts produced include )but are not limited to, as students alwa!s hae the opportunit! to add to+modif! this list*3 Their dail! reading reading logs )we will will discuss these as a class, but students will be responsible for completing their indiidual logs independentl!*, free-write responses to occasional discussion Buestions )most often gien in the form of exit tickets*, tickets*, and a nal mixed-media collage proect illustrating the deelopment of a friendship+relationship between two characters in the noel$
Standards Addressed: The guiding guiding standards standards for this unit unit are the the Cirginia Cirginia %tandards %tandards of "earni "earning ng for the seenth grade$ %pecic standards taught and addressed within this unit include3 SOL 7.1 ,he
st#dent *ill parti$ipate in and $ontrib#te to $on(ersations! gro#p dis$#ssions! and oral presentations. b& sk sk probing #estions #estions to seek elaboration and $larifi$ation of ideas. ideas. $& /ake statements to $omm#ni$ate agreement or ta$tf#l disagreement *ith others’ ideas. e& 0se a (ariety of strategies to listen a$ti(ely. a$ti(ely. SOL 7.4 ,he
st#dent *ill read to determine the meanings and pron#n$iations of #nfamiliar *ords and phrases *ithin a#thenti$ a#thenti$ te1ts. a& 2dentify *ord origins and deri(ations. b& 0se roots! $ognates! affi1es! affi1es! synonyms! and antonyms antonyms to e1pand (o$ab#lary. (o$ab#lary. $& 2dentify and analy3e fig#rati(e lang#age. d& 2dentify $onnotations. $onnotations. e& 0se $onte1t and senten$e str#$t#re to determine meanings and differentiate among m#ltiple meanings of *ords. f& 41tend general and spe$iali3ed (o$ab#lary thro#gh speaking! listening! reading! and *riting. SOL 7.5 ,he
st#dent *ill read and demonstrate $omprehension of a (ariety of fi$tional te1ts! narrati(e nonfi$tion! and poetry. a& es$ribe the elements of narrati(e str#$t#re in$l#ding setting! $hara$ter de(elopment! plot str#$t#re! theme! and $onfli$t. $& 2dentify $on(entional elements and $hara$teristi$s of a (ariety of genres. d& es$ribe the impa$t of *ord $hoi$e! imagery! and literary de(i$es in$l#ding fig#rati(e lang#age. e& /ake! $onfirm! and re(ise predi$tions.
f& 0se prior and ba$kgro#nd kno*ledge kno*ledge as a $onte1t for ne* learning. g& /ake inferen$es and dra* $on$l#sions based on the te1t. h& 2dentify the main idea. i& S#mmari3e te1t relating s#pporting details. l& 0se reading strategies to monitor $omprehension thro#gho#t the reading pro$ess. SOL 7.6 ,he
st#dent *ill read and demonstrate $omprehension of a (ariety of fi$tional te1ts! narrati(e nonfi$tion! and poetry. f& 0se prior and ba$kgro#nd kno*ledge kno*ledge as a $onte1t for ne* learning. i& S#mmari3e te1t identifying s#pporting details. SOL 7.8 ,he st#dent *ill edit
*riting for $orre$t grammar! $apitali3ation! p#n$t#ation! spelling! senten$e
str#$t#re! and paragraphing. b& Choose appropriate ad+e$ti(es ad+e$ti(es and ad(erbs to enhan$e *riting. g& 0se #otation marks *ith dialog#e. h& 0se $orre$t spelling for $ommonly #sed *ords. SOL 7.9 ,he
st#dent *ill apply kno*ledge of appropriate referen$e materials to prod#$e a resear$h
prod#$t. a& Colle$t and organi3e information from m#ltiple so#r$es in$l#ding online! print and media. d& Cite primary and se$ondary so#r$es. e& efine the meaning and $onse#en$es of plagiarism and follo* ethi$al and legal g#idelines for gathering and #sing information.
Unit Plan:
Unit P!n N!"e:
>rianna %mith
S#$%e&t Are!/'r!de Lee:
th Drade E"A
es&ripti*n *+ the &!ss (in&#de de"*,r!phi&sin+*r"!ti*n !$*#t spe&i! e!rnersin+*r"!ti*n !$*#t !$iit. ees !nd
This class consists of3 of3 o
.-/0 students
o
.1 students with (E'+214 educational plans
o
#atio of bo!s to girls3 45 female to 2/5 6ale
o
#acial+Ethnic %ummar!3 $15 7aucasian, 0$15 8ispanic or "atino, $15 African American, American, /$15 all all other ethnicities
diersit.) Appr*i"!te $e,innin, !nd endin, d!tes +*r te!&hin, the #nit
>egins3 6onda!, ctober .1, /1. Ends3 ?rida!, oember ., /1.
@nit #ationale 0h!t the eperts s!. 1 (i2e2- 0h. sh*#d the #nit $e t!#,ht3 0h!t is its si,ni4&!n&e3 0h!t i"p*rt!nt 5#esti*ns d*es the #nit !ddress3 Are .*#r pr*p*sed "eth*ds &*nsidered ,**d te!&hin, pr!&ti&e3 Are these "eth*ds in 6eepin, 7ith 7h!t 8eers- At7e- 0e!er0e!er- Christen$#r.- Mit&he- 9ir$. !nd LinerLiner- *r *thers !d*&!te3
Unit Rationale
/y primary goal in tea$hing is to partner *ith my p#pils to prod#$e a learning $omm#nity in *hi$h st#dents e(ent#ally $ome to $onfidently rely on themsel(es and their fello* learners for kno*ledge-$onstr#$tion kno*ledge-$onstr#$tion "5aberman! 67768 9eers! :;;<8 C#nningham = llington! llington! :;66&. :;66&. 2n addition to the no(el that *e are reading as a $lass! *e *ill en$o#nter%e1plore en$o#nter%e1plore e1amples of both traditional and “nontraditional” "Kirby = Cro(it3! :;67& te1ts! like spoken *ord poetry! poetry! short stories! songs! and other media that $onne$t *ith the themes that *e are dis$#ssing. 2n pro(iding these opport#nities for interte1t#al $onne$tion! 2 hope to foster $riti$al thinking and $ross-$#rri$#lar skill $onne$tion among my st#dents! reminding and demonstrating that no kno*ledge e1ists in "or $omes from& a (a$##m. 2n another attempt at dri(ing home this point! 2 hope to lead st#dents into an #nderstanding of themsel(es as readers and *riters thro#gh the #se of o#r $lass te1ts as “mentor “mentor te1ts” *hi$h they $an read $riti$ally! looking looking for *riter’s $raft and analy3ing the a#thor de$isions! and after *hi$h they $an model their *riting. dditionally! dditionally! te1ts read in $lass *ill be introd#$ed and dis$#ssed in *ays that help st#dents “see literat#re and related te1ts as #sef#l tools and to#$hstones in their o*n de(elopment as people” "Smagorinsky! "Smagorinsky! :;;?! p. 667&. 667&. St#dents *ill also be be $onstantly reminded of of the importan$e of de(eloping their “reading li(es” and $onne$ting all of their reading to their ling#isti$-e1periential reser(oirs "Rosenblatt! 67??! p. ?&.,h#s! st#dents sho#ld lea(e my $lass kno*ing a bit more abo#t ho* to “feel” lang#age! ho* to *rite from the “deep parts of themsel(es!” and ho* to t*eak and%or ad+#st *riting% #nderstanding of reading #ntil it “feels right” "Rosenblatt 67?:8 Kittle :;6
9eers! . K.! = Probst! R. 4. ":;6<&. Notice ":;6<&. Notice & note: Strategies Strategies for close reading reading .. Portsmo#th! '5D 5einemann. 9eers! K. ":;;<&. hen !ids can"t read# $hat teachers can do . Portsmo#th! '5D 5einemann. C#nningham! P. /.! = llington! R. E. ":;66&. %lassroos %lassroos that $or!: They can all read and $rite . ddison Wesley Eongman! 2n$.! One Aa$ob Way! Reading! / ;6?F>. 5aberman! /. "6776&. ,he pedagogy of po(erty (ers#s good tea$hing. 'hi (elta Kappan Kappan ! )*"@&! )*"@&! :7;-:7@. Aohnson! A. G.! 0line! C. E.! = Pere3! E. . ":;6@&. ,he #est for mastery. mastery. +ducational Leadership Leadership!! >:":&! @?-B<. Kirby! Kirby! . E.! = Cro(it3! . ":;6:&. Inside ":;6:&. Inside out: Strategies Strategies for teaching teaching $riting, Kittle! P. ":;6@&. ,ea$hing the *riterHs $raft. +ducational Leadership Leadership!! )-">&! )-">&! <@-<7. Rosenblatt! E. /. "67?:&. ,he literary transa$tionD 4(o$ation and response. Theory into practice! practice ! ..-"@&! "@&! :F?-:>>. Smagorinsky! P. ":;;?&. Teaching +nglish by design: /o$ to create and carry out instructional units, 5einemann.
@nit becties O8ECTI;ES: Me!s#r!$e- M!n!,e!$e- M!de First- M*st I"p*rt!nt N*te: E:ectie obectie statements make make e:ectie assessment instrument instrument Buestions$ Example3 O$%e&tie3 %tudents will be able to identif! maor and minor characters in literature selections$ Test Q#esti*n3 After reading the literature selection, name at least three maor characters$ 'lease number obecties and use numbers when writing assessments$ St#dents 7i $e !$e t*:
).* 'ose and consider essential Buestions related to our central theme of friendship, such as
eers I 'robst, /1.0* to monitor reading and comprehension$ )%pecicall! Tough Juestions, 6emor! 6oment, Words of the Wiser, and 7ontrasts and 7ontradictions$* )* @se prior knowledge for comprehension+to participate in class discussions and engage with the reading$ )* %ummariHe a text$ )* (dentif! and explain the use of imager!+guratie language in texts that we encounter in class )noels, poetr!, etc$* )9* ;i:erentiate between connotatie and denotatie meanings of words$ ).1* ;ene inferencing and make inferences while reading$ )..* 'roperl! cite sources in-text using 6"A format and guidelines$ SOLs:
0h!t SOL(s) 7i 7i .*#r st#dents st#dents $e 7*r6in, 7*r6in, *n 7hen the. "!ster .*#r #nit *$%e&ties3
ote: )lea"e write out the te#t of the pertinent S*+",not -u"t number". pa(ing attention to the
lettered "tandard" beneath the numbered S*+/ ighlight the "ection" that mo"t pertain to (our le""on/ SOL 7.1 ,he
st#dent *ill parti$ipate in and $ontrib#te to $on(ersations! gro#p dis$#ssions! and oral presentations. b& sk sk probing #estions #estions to seek elaboration and $larifi$ation of ideas. ideas. $& /ake statements to $omm#ni$ate agreement or ta$tf#l disagreement *ith others’ ideas. e& 0se a (ariety of strategies to listen a$ti(ely. a$ti(ely. SOL 7.4 ,he
st#dent *ill read to determine the meanings and pron#n$iations of #nfamiliar *ords and phrases *ithin a#thenti$ a#thenti$ te1ts. a& 2dentify *ord origins and deri(ations. b& 0se roots! $ognates! affi1es! affi1es! synonyms! and antonyms antonyms to e1pand (o$ab#lary. (o$ab#lary. $& 2dentify and analy3e fig#rati(e lang#age. d& 2dentify $onnotations. $onnotations. e& 0se $onte1t and senten$e str#$t#re to determine meanings and differentiate among m#ltiple meanings of *ords. f& 41tend general and spe$iali3ed (o$ab#lary thro#gh speaking! listening! reading! and *riting. SOL 7.5 ,he
st#dent *ill read and demonstrate $omprehension of a (ariety of fi$tional te1ts! narrati(e nonfi$tion! and poetry. a& es$ribe the elements of narrati(e str#$t#re in$l#ding setting! $hara$ter de(elopment! plot str#$t#re! theme! and $onfli$t. $& 2dentify $on(entional elements and $hara$teristi$s of a (ariety of genres. d& es$ribe the impa$t of *ord $hoi$e! imagery! and literary de(i$es in$l#ding fig#rati(e lang#age. e& /ake! $onfirm! and re(ise predi$tions. f& 0se prior and ba$kgro#nd kno*ledge kno*ledge as a $onte1t for ne* learning. g& /ake inferen$es and dra* $on$l#sions based on the te1t. h& 2dentify the main idea. i& S#mmari3e te1t relating s#pporting details. l& 0se reading strategies to monitor $omprehension thro#gho#t the reading pro$ess. SOL 7.6 ,he
st#dent *ill read and demonstrate $omprehension of a (ariety of fi$tional te1ts! narrati(e nonfi$tion! and poetry. f& 0se prior and ba$kgro#nd kno*ledge kno*ledge as a $onte1t for ne* learning. i& S#mmari3e te1t identifying s#pporting details.
SOL 7.8 ,he st#dent *ill edit
*riting for $orre$t grammar! $apitali3ation! p#n$t#ation! spelling! senten$e
str#$t#re! and paragraphing. b& Choose appropriate ad+e$ti(es ad+e$ti(es and ad(erbs to enhan$e *riting. g& 0se #otation marks *ith dialog#e. h& 0se $orre$t spelling for $ommonly #sed *ords. SOL 7.9 ,he
st#dent *ill apply kno*ledge of appropriate referen$e materials to prod#$e a resear$h
prod#$t. a& Colle$t and organi3e information from m#ltiple so#r$es in$l#ding online! print and media. d& Cite primary and se$ondary so#r$es. e& efine the meaning and $onse#en$es of plagiarism and follo* ethi$al and legal g#idelines for gathering and #sing information.
ASSESSMENT: ASSESSMENT: es&ri$e- $rie<.$rie<.- 7h!t st#dents 7i d* t* sh*7 .*# th!t the. h!e "!stered (*r "!de pr*,ress t*7!rd) e!&h *+ the &*#rse the *$%e&ties2 N*te3 @se the number for each obectie aboe and then explain the wa!s !ou will assess the obectie$
?ormal+7umulatie3 @nit post-testKstudents will answer Buestions reBuiring them to3 •
• •
• • •
• • •
;emonstrate knowledge of specic reading strategies )four of the six <otice and ote= signposts, >eers and 'robst, /1./* )obectie 2* %ummariHe a text )bectie * ;ene and demonstrate an understanding of how h ow to use prior knowledge for comprehension )bectie #ecogniHe #ecogniHe and anal!He imager! (dentif! wa! in which authors use characteriHation )bectie 0* ;i:erentiate between connotation and denotation and identif! the connotation of words 7reate factual and essential Buestions )becties .,/* ;ene inferencing (dentif! proper use of 6"A format for in-text citations$
?ormal+7umulatie3 st 7ee6?s h!nd*#ts 7ith #nit@! i+ p*ssi$e2) ;esigning %ignpost lessons, compiling lm clips )downloading+making sure internet •
• • • • •
access is aailable, etc$ 7reate %ignpost Draphic organiHer ;esign actiities to connect signpost lessons to >ridge to Terabithia readings 7onert all handouts+directions+prompts to %6A#T format 7reate+obtain
ACCOMMOATIONS/AAPT ACCOMMOATIONS/AAPTA ATIONS: es&ri$e !n. steps t!6en t* "!6e the #nit #niers!. !&&essi$e t* ! e!rners- n* "!tter the &h!en,es- dis!$iit.dis!$iit.- *r pers*n!it.2 pers*n!it.2
The instructor instructor will allow allow students who who wish to to work work alone, and gie students students plent! of opportunities to switch partners+group members, haing eer! member of the class work with eer! other member at least once throughout the unit$ %tudents who need organiHational support for proects+assignments will be allowed to leae their work in the classroom )when possible*$ %tudents with isual impairments+diLculties will be proided with all possible isual supports, including magnied materials, digital magnication for %6A#T board actiities, read-aloud supports )incorporated into normal classroom actiit! as much as possible*, as well as support in discussion from their groups, and an! other necessar! accommodation$ %tudents who need breaks and+or independent work-time throughout the class will hae opportunities, within a structured group-work enironment$
6aor "earning Actiities 0h!t spe&i4& e!rnin, !&tiities 7i *r,!nie .*#r #nit3 (t* hep .*# $r!inst*r"- &*nsider these 5#esti*ns: 0i .*# in&#de ! pr*%e&t *+ s*"e s*rt3 H*7 7i .*# h!nde re!din,s3 0h!t re!din, str!te,ies 7i .*# #se@iter!t#re &ir&es- p!ired/sh!red re!din,- *ther "eth*ds3 (n*te: * n*t #se r*#nd r*$in re!din,B) 0h!t 6inds *+ 7ritin, 7i .*#r st#dents d* !s ! p!rt *+ the #nit3 H*7 7i .*# h!nde 7ritin, pr*&ess3 0h!t e!rnin, !&tiities 7i $e en,!,in, .*#r st#dents3 st#dents3 0h!t s#pp*rtin, h!nd*#ts/*r,!niers 7i 7i .*# #se3 0h!t te&hn**,. 7i 7i st#dents #se d#rin, the &*#rse *+ *+ the #nit3) *#r *#r ist *+ "!%*r e!rnin, !&tiities !&tiities "i,ht in&#de s*"e *+ the +**7in,: (>) Resp*nse Resp*nse L*,s- (D) Pre= Pre= re!din,- #rin, Re!din,- !nd !nd P*st=re!din, A&tiities- () !i. Free7ritesFree7rites- () 8e=Rin,er 0*r60*r6- (G) Unit Pr*%e&t () M!%*r 0ritin, Assi,n"ent- () Pre= !nd P*st Test Test (this *ne is re5#iredB)
List !nd ep!in the "!%*r .* /* 0* 4* 2*
e!rnin, !&tiities $e*72 $e*72 're-r 're-readi eading ng ?riendsh riendship ip %ure! %ure! ?riendship unit unit 're-T 're-Test+='reiew= est+='reiew= and 'ost-T 'ost-Test #eaderGs #eaderGs Theatre+T Theatre+Teacher #ead #ead Aloud Aloud )reading )reading noel noel in-class* in-class* 7lose 7lose read readin ing g stick stick! ! notes notes %ignpost connection connection lessons-learni lessons-learning ng signpost signpost and using the noel noel to demonstrate understanding before attempting to nd signposts in indiidual reading * 7ulminating 7ulminating ?riendsh ?riendship ip 7ollage 7ollage 'roect 'roect )nding Buotes, photos, and illustrations that demonstrate friendship or the deelopment of a relationship between two characters in the noel*
#eMection A+ter 7ritin, .*#r #nit p!n !nd >J ess*ns- re
Unit Reflection
,hro#gho#t the *riting and tea$hing "and re-*riting& of this #nit! 2 ha(e dis$o(ered some important things abo#t my st#dents! myself as a tea$her! and tea$hing 4nglish! as a *hole. 2 ha(e learned! for e1ample! the importan$e of r#nning ea$h day’s lesson plans%a$ti(ities thro#gh a “mental test”! imagining ea$h of my $lasses $ompleting these a$ti(ities! and ad+#sting these plans based on *hat 2 kno* abo#t my $lasses%the $on$erns or diffi$#lties that 2 $an predi$t. One of the most fr#strating elements of lesson planning at the start of this #nit *as timing. 5alf*ay thro#gh my #nit! 2 *as fa$ed *ith the de$ision of $#tting o#t either the e1ternal “$onte1t” te1ts! *hi$h in$l#ded the short story and spoken *ord poem! or not tea$hing the signpost reading strategies. strategies. 9oth of these *ere elements that 2 had $onsidered integral to my #nit! and 2 did not *ant to let either of them go. 5o*e(er! 2 de$ided to $#t o#t the e1tra te1ts! and tea$h the signposts! as they are tools that $an easily by applied to st#dents’ o#tside o#tside "and $ross-$#rri$#lar& reading. C#tting o#t these te1ts meant a slight de$rease in the amo#nt of (ariability bet*een lessonsIb#t the pi$k-#p in pa$e did help *ith st#dent fo$#s! and $lassroom dis$#ssions impro(ed impro(ed as the st#dents narro*ed their fo$#s to the one te1t. 2f 2 $o#ld%someday end #p tea$hing this lesson again! 2 belie(e that 2 *o#ld re-think reading! possibly planning for reader’s theatre thro#gho#t the the entire no(el! as it helped helped to s#stain st#dent st#dent interest in reading. reading. On a similar note! 2 might $onsider implementing some type of literat#re $ir$le%dis$#ssion gro#ps! gro#ps! as m#$h of the $lass time not spent reading *as rather tea$her-$entered. 2 *ant to help my st#dents be$ome more independent thinkers and readers! and literat#re $ir$les "or similar gro#ps%a$ti(ities& might +#st pro(ide the s$affolding s$affolding needed to de(elop de(elop that self-s#ffi$ien$y. self-s#ffi$ien$y.
Unit Plan Calendar: $!ontinue" on ne#t page& %@>NE7 th Drade "anguage T Arts3 #eading
're-test > @nit (ntro
%%#, ;ail! %%#, ;ail! %%#, ;ail! %pelling ;rill ;rill ;rill test <
0
#eaderGs
#ecording %#dg+;isc
%%#, ;ail! %%#, ;ail! %%#, ;ail! D ;rill ;rill ;rill >tT
E 6rs$ % 0 #ead
#eaderGs Theatre
8alf ;a! '-T 'T
%78"
8alf ;a! >ell %cience,
%%#, ;ail! %%#, ;rill / ;ail! ;rill J 0 JP/
0 #ecorded %rdg+;isc
%%#, ;ail! F ;rill
%%#, J P0 >tT
%pelling test 8W/+%ignp
6 rs $ %
%%#, ;ail! %%#, ;ail! %pelling ;rill ;rill test
0
%%#, ;ail! 'apaGs G ;rill 'arrot
7atch-up )if need*
'osttest+?inal
>egin #esearch
0
H
0
!esson Plans: 'lease see attached <"esson 'lans and 6aterials= folder$
Summati"e Post#Test
Friendship Unit Test %ignposts .* What are we as readers readers looking looking for when we talk about about the
4* Which signpost was exemplied b! )shown in* the excerpt aboeF a* 6emor 6emor! ! 6omen 6omentt b* 7ontrasts 7ontrasts and and 7ontra 7ontradict dictions ions c* Aha Aha 6o 6oment ment d* Tough Tough Juestions Juestions
Essential Juestions ire&ti*ns3 #ead the following passage for Buestion 2$
Fr*" Bridge to Tera$ithia - $. 9!therine P!ters*n 'aterson, &atherine$ Bridge to Terabithia $ ew Oork3 7rowell , .9$
8e )Nesse* would like to show his drawings to his dad, but he he didnSt dare$ When he was in rst grade, he had told his dad that he wanted to be an artist when he grew up$ 8eSd thought his dad would be pleased$ 8e wasnSt$ What are the! teaching in that damn schoolF he had asked$ >unch of old ladies turning m! onl! son into some kind of a$$$ 8e had stopped on the word, but Ness had gotten the message$ (t was one !ou didnSt forget, een after four !ears$ The deil of it was that that none of his regular teachers eer liked his drawings$ When the!Sd catch him scribbling, the!Sd screech about wasted time, wasted paper, wasted abilit!$ Except 6iss Edmunds, the music teacher$ %he was the onl! one he dared show an!thing to, and sheSd onl! been at school one !ear, and then onl! on ?rida!s$ 6iss Edmunds was one of his secrets$ 8e was in loe with her$ her$ ot the kind of sill! stu: Ellie and >renda giggled about on the telephone$ This was too real and too deep to talk about, een to think about er! much$ 8er long swish! black hair and blue, blue e!es$ %he could pla! the guitar like a regular recording star, and she had this soft Moat! oice that made Ness N ess sBuish inside$ "ord, she was gorgeous$ And she liked him, too$ ne da! last winter he had gien her one of o f his pictures$ Nust shoed it into her hand after class and run$ The next n ext ?rida! ?rida! she
had asked him to sta! a minute after class$ %he said he was unusuall! talented, and she hoped he wouldnSt let an!thing discourage him, but would keep keep it up$ That meant, Ness belieed, that she thought he was the best$ (t was not n ot the kind of best that counted either at school or at home, but it was a genuine kind of best$ 8e kept the knowledge of it buried inside himself like a pirate treasure$ treasure$ 8e was rich, er! rich, r ich, but no one could know about it for now except his fellow outlaw, Nulia Edmunds$
2* (n the following following chart, please please create create 0 factual factual )<#ight )<#ight There=* There=* Buestions, and 0 essential )<n 6! wn=* Buestions based on the passage aboe )taken from Bridge to Terabithia, b! &atherine 'aterson*$ ?actu actual al )< )<#igh #ightt Ther There= e=** Jues Juesti tion ons s .*
Esse Essent ntia iall )<n )<n 6! 6! wn wn=* Jue Juest stio ions ns .*
/*
/*
0*
0*
'rior &nowledge * What does does it mean when when we talk abou aboutt using pri*r 6n*7ed,e +*r &*"prehensi*n while we are readingF );escribe in !our own words$* QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQ QQ
QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQ QQ
n one of his regular teachers eer *
%ummariHing * (n the space proided proided below, please summariHe summariHe Bridge to Terabithia in around %"e sentences&
7haracteriHation 9* 'lease list three three of the deices+elemen deices+elements ts that all+an! all+an! authors authors use to tell+show us about their characters$ .* QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQ QQQ /* QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQ QQQ 0* QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQ QQQ
(mager! ire&ti*ns3 #ead the following poem b! "angston 8ughes for Buestions .. and ./$
5arlemD ream eferred by Eangston 5#ghes 5#ghes
What happens to a dream deferred) oes it dry #p like a raisin in the s#n Or fester like a soreJ nd then r#n) oes it stink like rotten meat) Or $r#st and s#gar o(erJ Eike a syr#py s*eet) /aybe it +#st sags like a hea(y load. Or does it e1plode)
.1* .1* (den (denti tif! f! thr three phra phrase ses s tha thatt ar are exa examp mple les s of of ima image ger! r! in the the po poem on the preious page$ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQ QQQQ
QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQ QQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQ QQQQQQQQQQQ QQQQ
..* ..* What What stat statem emen entt migh mightt the the auth author or be tr!i tr!ing ng to mak make wit with h the the images in this poemF a$ All drea dreams ms com come e true$ true$ b$ eer eer put aside aside+def +defer er !our !our dreams dreams$$ c$ ;ream ;reams s are are lik like food food$$ d$ ;reams ;reams can onl! onl! hurt hurt !ou$ !ou$ 7onnotation+;enotation ./* ./*
Expl Explai ain n the the conn connot otat atio ion n of ea each ch of the the foll follow owin ing g wor words3 ds3
'upp!KQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ 6uttKQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ .0* The enotati%e meaning of a word can be found QQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQ$ QQQQ$ (nferencing .4* a$ b$ c$ d$
An inference is An analog analog! ! compari comparing ng two two things things A conclusi conclusion on reache reached d b! reaso reasoning ning A best guess guess made made without without enough enough infor informati mation on A compar comparison ison using using
7itation+6"A ?ormat .2* Paterson, Katherine. Bridge to Terabithia . New York, NY: HarperCollins, 1977. Print.
The aboe aboe citation is in 6"A format$ 'lease 'lease select the the proper proper in-text in-text citation for the aboe work$ a$ )' )'at ater erso son n 42*$ 42*$ b$ )& )&ath ather erine ine,, 42 42$* $* c$ )' )'at ater erso son n .9 .9$* $* d$ )Bridge, ew Oork, O*$
Assignment'(u$ric Assignment'(u$ric )or Summati"e Assessment Assessment Pro*ect:
>ridge to Terabithia ?inal 'roect3 ?riendship %tud! 7ollage Oour Oour nal proect proect for this unit unit on ?riendship ?riendship++ Bridge to Terabithia Will be a collage depicting+showing the friendship of two people from this noel$ Oou will incorporate words, images, drawings and Buotes from the text to illustrate a friendship found within the noel$ Oour Oour collage+pr collage+proect oect must include include AT AT "EA%T3 "EA%T3 •
•
•
The names names of t7* &h!r!&ters who hae been or hae become friends throughout the noel$ dire&t 5#*tes from the noel describing+telling us something about the wa! that the two characters interact Uwith the page number, cited correctl! in 6"A format, like this3 )'aterson /2*$V i"!,es )from magaHines* that represent some part of !our charactersG friendship )0 are reBuired, but please include more, if !ou wish*
•
•
ne I#str!ti*n (s6et&h) of an important scene for !our two friends, or of the characters themseles )Oou ma! cut+paste !our characteriHation actiit! sketch for this, if it applies, and !ou wish to*$ 8ONUS: One 5#*te specicall! showing conMict between the friends$ This Buote can describe describe something something that troubled troubled the friendship, friendship, such as an essential or elle asking <>ut "eslie, what if !ou dieF=X Nesse hitting 6a! >elle, etc, "eslie getting mad at Ness, etc$*
>esides these reBuirements, !ou ma! make this collage !our own, hae fun with it Also, feel free to use !our preious assignments to help !ou on this, including !our reading log, stick! notes, !our characteriHation actiit!, !our personal knowledge, and an! other source !ou need$ >e as specic and detailed as possibleX go be!ond the obious and look for solid examples from the text$
The following following rubric rubric will be used to assess !our nal nal proect$ proect$ go od idea to familiari3e fa miliari3e (our"elf (our"elf with the rubric. e%en before or o r YYote3 t i" a good a" (ou begin working on (our pro-ect. and come back to it throughout (our writingre%i"ingediting writingre%i"ingediting proce""e"/
+riendship Study Collage (u$ric ame ,,,,,,,,,,,,,,,,,,,,,,,,, ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, ,,,,,,,,,,,, Criteri!
P*int s
The collage includes includes the names of two characters who hae been or become friends throughout the noel$
+2
The collage includes includes 0 direct Buotes Buotes from the noel describing+telling us something about the wa! that the two characters interactKwith the page number, cited correctl! in 6"A format, like this3 )'aterson /2*
+2
C*""ents
The collage includes 0 or more images )from magaHines* that represent some part of !our charactersG friendship$
+2
The collage includes includes one (llustration )sketch* of an important scene for the friends, or of the characters themseles$
+2
The product is neat, neat, with less than 0 spelling mistakes$
+2
>@% '(T%3 ne Buote specicall! showing conMict between the friends$
+2
T*t!
/DG
