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Chandler unified school districtSuggested Resource Guide for Required TextsExtended Text:Wrinkle in TimeMadeleine L’Engle978-0-312-36754-1TitleAuthorISBNGRADE LEVEL: 6Synopsis:A Wrinkle in Time is a story in the fantasy and science fiction genres. It tells of how three children, Meg Murry, Charles Wallace Murry, and Calvin O’Keefe are transported from Earth by Mrs. Whatsit, Mrs. Who, and Mrs. Which in order to save Mr. Murry (Meg and Charles Wallace’s father) from the Dark Thing. The three women transport the children by way of a tesserract, a wrinkle in time, to view and understand how the Dark Thing had imprisoned Mr. Murry. The children arrive to the planet of Camazotz armed with tools to help save their father. They discover that the planet of Camazotz is much like their own, except for the fact that the citizens act in unison, much like robots, and live in homes that tend of be identical. After learning more about this planet, they enter the CENTRAL The Central Intelligence building and encounter IT, the force that controls the entire planet. IT manipulates Charles Wallace into believing the ways of Camazotz. Meg finds her father imprisoned in a transparent column. In order to save themselves from being controlled by IT, they are forced to leave Camazotz and Charles Wallace behind. Meg later returns to save Charles Wallace and does so with the most powerful gift of love.Background:Provide important information about the author, the subject of the text, or any historical considerations. Describe any interdisciplinary connections if applicable.Text Complexity Analysis:In the Reader and Task section, include specific concerns, modifications, scaffolding, or opportunities for differentiation—address how the text should be approached for diverse learners (gifted, honors, ELL, SPED).Quantitative: 740L () Grade level equivalent 4.7 (Renaissance Place) 6-8 Grade level band starts at 860LQualitative: According to the Kansas Qualitative Measures Rubric for Literacy Text, texts can be measured by meaning, structure, language, and knowledge demands. When qualitatively assessing the text Wrinkle in Time, there is a High level of meaning and purpose to this text. The structure of the text is Middle High, using some complex narrative structures that are more implicit than explicit with occasional shifts in point of view, and several major shifts in time. The Language used in Winkle in Time can be assessed as High due to the conventionality (heavy use of abstract or figurative language) and clarity (dense and complex language with some domain-specific vocabulary). Lastly, the Knowledge Demands of this text can be assessed as Middle High because the reader is required to understand many cultural/literary references and allusions. Despite the fantasy component to Wrinkle in Time, readers will explore multiple themes of varying levels of complexity.Reader and Task: In considering the Reader and Task as outlined on the Kansas list, students should be able to maintain therequired attention to read and comprehend the text. This text is appropriate for a 6th grade reader’s maturity level with characters that are relatable. With scaffolding, students would be able to comprehend the complex vocabulary and numerous cultural and literary references and allusions. The author has also painted strong pictures for the students to facilitate a better understanding.Motifs and Themes:good vs. evil, overcoming one’s desire for conformity, different types of communication, love conquers all, overcoming insecuritiesLANGUAGE:Vocabulary Acquisition and UseTier 2 VocabularyTier 3 VocabularyAntagonistic (Ch. 1-4)Assimilate (Ch. 1-4)Apprehension (Ch. 1-4)Belligerent (Ch. 1-4)Compulsion (Ch. 1-4)Diction (Ch. 1-4)Ephemeral (Ch. 1-4)Propitious (Ch. 1-4)Prodigious (Ch. 1-4)Relinquish (Ch. 1-4)Tangible (Ch. 1-4)Wraithlike (Ch. 1-4)Aberration (Ch. 5-8)Obliquely (Ch. 5-8)Perturbed (Ch. 5-8)Precipitously (Ch. 5-8)Wheedle (Ch. 5-8)Brusquely (Ch. 9-12)Emanate (Ch. 9-12)Impenetrable (Ch. 9-12)Trepidation (Ch. 9-12)Tesseract (Ch. 1-4)Antagonistic (Ch. 1-4)Talisman (Ch. 5-8)Myopic (Ch. 5-8)Reverberate (Ch. 5-8)Sadist (Ch. 5-8)Omnipotent (Ch. 9-12)Translucent (Ch. 9-12)Transparent (Ch. 9-12)Conventions of Standard English or Knowledge of Language focus standard:Standard CodeStandard TextDescription of where and how it fits with the extended text6.L.4bUse common, grade-appropriate Greek or Latin affixes or roots as clues to the meaning of a word.This can be tied in throughout the text, for example, when introducing the following vocabulary terms: reverberate, translucent, transparent, impenetrable, brusquely, etc).6.L.4cConsult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word to determine or clarify its precise meaning or its part of speech.These reference materials can be used when introducing vocabulary. Companion Texts:1-3 Short Informational TextsText Title and AuthorA short description of the text and how it relates to the extended textLabel Difficulty:AdvancedGrade LevelMeant for Scaffolding Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger A colorful photo-display and history of Mars 6-8 grade Text Exemplar List Text, 670L1-3 Short Literary TextsText Title and AuthorA short description of the text and how it relates to the extended textLabel Difficulty:AdvancedGrade LevelMeant for Scaffolding “All Summer in a Day” by: Ray Bradbury (or other short stories by this author)“A Loint of Paw” by: Isaac Asimov Life on another planet where the sun only comes out once a season. This is a story of a boy who imprisons a girl and she misses the one day of sun.Time travel, can parallel tesseracting as in Wrinkle in Time HL210L (high interest, low readability) possibly use as a scaffold to differentiate.800s – 900s for Asimov’s short stories. Standards-Based Activities:ACTIVITY #1: Character Analysis including Figurative LanguageRESOURCES:Wrinkle in Time textCharacter Analysis Graphic Organizers- Sequence charts (Flow Maps)STANDARDS ADDRESSED:6.RL.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.DESCRIPTION: Students will identify events within the text that contribute to the overall development of a character and display these events on a flow map (to sequence these major events). With this graphic organizer, students will analyze how the character changes over time either in group discussion, class presentation, or a written response. Major Characters: Meg, Charles Wallace, Calvin ACTIVITY #2: Identifying Theme in a TextTeaching Channel Video of Theme in Layers Lesson: : Titles of familiar fairy tales and a list of various themesLarge poster with a Tree Map listing various themes and space underneath. Sticky NotesSTANDARDS ADDRESSED:6.RL.2: Determine a theme or central idea of a text and how it conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.6.RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.6.SL.1a: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to prove and reflect on ideas under discussion.6.RL.5: Analyze how a particular sentence, chapter, scene, or stanza, fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.DESCRIPTION:Students will use sticky notes to match a fairy tale title under the theme they determine is represented within that tale.Discuss how theme is the central idea for a text, one that often reoccurs and is represented throughout the entire text, not just a single point.Move to discussion of theme of Wrinkle in Time. In groups, the students will use a circle map (main idea: Theme and Central Ideas of Wrinkle in Time) to identify and write as many words or phrases that come to mind when thinking of a central idea or theme for Wrinkle in Time. Then guide the students to find commonalities and reoccurring ideas. With these identified on the circle map, students will create a phrase or sentence that describes the theme or central idea of the text.ACTIVITY #3RESOURCES: Gettysburg Address – copy of Lincoln’s speechSTANDARDS ADDRESSED:6.RL.5: Analyze how a particular sentence, chapter, scene, or stanza, fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.DESCRIPTION:Class discuss on the essential question: What basic freedoms do you feel are most important to our society?After reading the Gettysburg Address, have students discuss what ideals President Lincoln had in mind drawing upon the ideals that our country was founded upon.Reread in chapter 9 where Calvin recites Lincoln’s speech to resist being controlled by IT.Students will create double bubble map to compare and contrast ideas in the address with those on Camazotz.This map can then be extended further into a written response.Writing Prompts:Offer a series of optional writing prompts. Include at least 2-3 opinion/argument prompts, 2-3 informational/explanatory prompts, and 1-2 possible narrative prompts. Also, include at least 2 research prompts where the questions would require students to find information outside the classroom and/or not provided by the teacher. Be sure to label the DOK for all questions.Argument/Opinion Prompts:When they arrive on the planet, Camazotz, Charles Wallace, Meg, and Calvin notice the extreme conformity and lack of diversity on the planet. Write an argumentative piece defending your stance on conformity citing textual evidence from Wrinkle in Time. DOK: 3Upon returning to Camazotz to save Charles Wallace, Meg learns that love is the strongest force of all. Identify how the theme of Love Conquers All is represented in the text. DOK 3Informational/Explanatory Prompts:Create your own perfect society and outline all aspects of your utopian society. What affects would this have on the population? DOK 2Describe the dystopian society depicted in Wrinkle in Time and cite at least three pieces of evidence from the text. DOK 3Narrative Prompts:Choose a mythical or scientific creature and write a poem about the creatures using 3-4 forms of figurative language. DOK 3Meg always criticized herself for her faults and differences and later realized it was these differences that were her greatest strengths. What are your greatest strengths and weaknesses? Describe how one of your weaknesses could become one of your greatest strengths. DOK 3Research Prompts:Research the history of time travel in science fiction. Where did it initiate? Cite texts that use time travel and describe how it has changed over time. DOK 4 Mrs. Whatsit, Mrs. Who, and Mrs. Which all had special powers. Choose a Greek or Roman God from your Social Studies unit and research their history and special powers. DOK 4As outlined by PARCC, the prompts above may occur in a variety of writing environments. Teachers should consider:Incorporating a mix of on-demand and review-and-revision writing assignmentsIncluding routine writing, such as short constructed-responses to text-dependent questions, to build content knowledge and provide opportunities for reflection on a specific aspect of a text or textsIntegrating of a number of analytic writings that places a premium on using evidence, as well as on crafting works that display some logical integration and coherence. These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read. Over the course of the year, analytic writing should include comparative analysis and compositions that share findings from the research projectInclude narrative writing to offer students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. ................
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