This - Ellen Gallagher - About me



Social StudiesPoetryTitle of Book: When Thunder Comes: Poems for Civil Rights LeadersCopyright Date: 2013Subject: Social StudiesAuthor:J. Patrick LewisCultures:Cross-Cultural Interest Level: 8-12 (age)Readability: 6**from Illustrator:Jim Burke, R. Gregory Christie, Tonya Engel, John Parra, and Meilo SoPublisher: Chronicle Books City: San FranciscoSummary:Poet Laureate, J. Patrick Lewis, provides the reader with a collection of poems written to give voice to civil rights leaders from various cultures. Each poem is accompanied by an illustration that connects to the message of the poem. At the end of the book, Lewis provides a paragraph explaining the civil rights struggle of each leader featured in one of the poems. This lesson focuses on one of the poems, “the activist,” [sic] about the civil rights leader Coretta Scott King and the hope that has endured after the assassination of her husband, Martin Luther King, Jr. Reading Activity This poem will serve as a resource to study personification. Begin by conducting a mini-lesson on personification. Provide examples for students as a model and then have them brainstorm some of their own. Students develop a class definition for personification. Distribute the “frayer model” graphic organizer for personification. Students complete the definition. Next, distribute a copy of the poem for each student. Read the poem aloud once as students listen. Next, students alternate reading stanzas with a partner. Independently, students will highlight the examples of personification (her silent shadow roared, Death marshaled itself for a fight, put away the sinister guns, embrace the boys that Hate employs, when dignity has set us free). Partners share answers with one another. As the class shares out, students highlight any examples that they missed. Next, students write the examples of personification on their frayer models. Discuss the reason why the poet may have chosen these particular personifications. Students explain in their own words the impact that this personification has on the reader on their frayer models. CCSS.RL.6.4:?Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.Literacy/Writing Activity: The ELA teacher will partner with the Social Studies teacher to determine the past or current units of study to create a list of writing topics for students. Students will choose one of the topics and write an original poem using details from the topic and including personification in the final piece. Poems must include no less than two stanzas, and each stanza must include at least one example of personification. They style of poetry—free verse or rhyme—is student SS. W.6.3:?Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.“the activist”by J. Patrick LewisDEFINITIONExamples from the poem18859502906395personification00personificationWhat is the effect of thepersonification on the reader?My Poemwith Personification Writing/ELAPoetryTitle of Book: Jump Ball: A Basketball Season in PoemsCopyright Date: 1997Subject: WritingAuthor:Mel GlennCultures:Cross-Cultural Interest Level: 9-12 (grade)Readability: 5.9Illustrator:N/APublisher: Penguin Group City: OrlandoSummary:Jump Ball is a unique collection of poems that tells a story. Each poem is told from the perspective of one of the characters in the story. This collection of poems tells the story of one team’s basketball season, reflecting the perspectives of players, students, families, teachers and coaches.Reading Activity Pre-reading activity: Students will do a quick write. “If you could do anything with your life, what would it be and why? What would others think of your choice?”Students will read Jump Ball with a partner. While reading, students will analyze the character of Garrett James. When students get to a poem by Garrett, they will stop to complete the graphic organizer. When they encounter a poem in which another character expresses feelings about Garrett, they will stop to complete the graphic organizer. Teacher will model the activity with the first Garrett James poem (pg. 13) and the poem by his mother, Fiona James (pg. 16). After reading, the teacher will facilitate a whole group discussion about Garrett’s character. For example, what kind of person was Garrett? What were his hopes and dreams for his future? What were his worries? How is Garrett like other kids his age? How is he different? What do others think of Garrett? Lead a discussion so that students understand that at the end of the collection things are beginning to change for Garrett. He is questioning whether basketball should come before college and also whether he still enjoys it as much as he did before. Literacy/Writing Activity: Students will read the article “Pros and Cons of High Schoolers going Pro.” After reading, students will respond to the following prompt. Write an essay on a pro or con position for the following: High school basketball athletes should be required to earn a college degree before being eligible for the NBA draft. 1. State your claim.2. Argue your position with sufficient support from the article and your own perspective.3. Conclude with a strong statement that supports the argument.Garrett JamesExample from poemWhat the example reveals about Garrett JamesHis wordsSpeak to my coach, speak to my principal, speak to my mother. Yeah, I can speak for myself. I do my talkin’ on the court.Garrett still relies on others to make decisions for him, but he feels in control on the court.His thoughtsWhat other characters say or feel about himThe whole world may be impressed with you, but you ain’t impressin’ me none, until you do your chores, until you do God’s work and your own.Garrett must not help out around the house and doesn’t show that he cares about his mother’s values.His actionsFriday, April 11?Pros and cons of high schoolers going proBy Fred CarterSpecial to Why high school kids should go pro1. Time:?Most people don't realize the amount of teaching these kids receive in the NBA before and after practice. In college there are time restraints on how long a player can be in the gym. In the pros there are no limitations, and these kids are practicing and playing with the best players in the world.2. The second contract:?By going straight to the pros, players can get started in the salary-cap system right away. The quicker you get to the league, the quicker you get out of your first contract -- which is automatic for first-rounders, based on draft position -- and into the second, big-money contract. If a super-talented high school player goes to college, he's missing out on four years of being paid to learn how to play professional basketball.3. All about the cash:?The point of college is to receive a better education to increase your ability to make more money. The best high school players can bypass college and go straight to the money. As Rod Tidwell said in "Jerry Maguire": "Show me the money!"Why high school kids shouldn't go pro1. Maturity:?Most kids coming out of high school lack physical and mental maturity. After games, some NBA players will go to bars and clubs, but these kids have to return to their hotels for video games. For the most part, there's no one his age on the team who can understand what he's going through.2. Bad elements:?There are too many bad elements out there for an 18- or 19-year-old kid to become involved with. It's one of the reasons that NBA players will pay for their friends from the old neighborhood to hang out with them. It makes it easier for them to know who their real friends are and who's there just for the money.3. Work ethic:?A young high school kid usually doesn't realize how hard he has to work in the NBA and is left shell-shocked. He's been Big Man On Campus in high school, and suddenly he isn't the biggest, strongest or fastest anymore. It's a huge adjustment.Fred Carter is an NBA analyst for ESPN.Writing/ELAPoetryTitle of Book: Earth-Shattering PoemsCopyright Date: 1998Subject: WritingAuthor:Edited by Liz RosenbergCultures:Cross-Cultural Interest Level: 7-12 (grade)Readability: 7.1Illustrator:N/APublisher: Henry Holt and Company City: New YorkSummary:Liz Rosenberg has put together a collection of some of the most emotionally charged poems. The collection is meant to inspire and support the reader through life’s challenges and to provide guidance for the reader when he falls.Reading Activity This lesson focuses on the poem, “A Poison Tree” by William Blake. Students will learn the vocabulary words—wrath, foe, deceitful, wiles, and veiled. First, students will complete a “knowledge of vocabulary chart” by indicating if they know the word well (must include a definition); have seen or heard it before (but don’t know the meaning); or have no clue. Next, students will read the poem “A Poison Tree” with their partners giving special attention to the vocabulary words. After reading, students will discuss the meaning of the words as used in context and share out as a class. The teacher will not indicate yet if the answers are right or wrong. Next, the teacher will give examples of the words one by one, but no definitions. Here are sample scenarios:1. Wrath: The children were teasing the German shepherd and when the dog could take it no more, he ran at them viciously tearing at their clothes with his sharp teeth.2. Foe: The terrorists who attacked our country on 9/11 were not our friends.3. Deceitful: My older brother denies the fact that he was with the boys who robbed the store even though the cameras show that he was there.4. Wiles: My sister promises to share her allowance with me if I will do her chores for her while she sneaks out with her boyfriend.5. Veiled: The shadow created by the giant veiled the small creature from everyone’s view. After each example, students discuss the word’s meaning with their partners and then share out as a class. Students compare their new definitions (which the teacher validates) to the “Knowledge of Vocabulary Chart,” and correct or fill in definitions as necessary. Next, students will create their own scenarios and illustrations to show the word’s meaning. Students will fold a paper in fours and use each box (use both sides) to write the word, write the scenario, and illustrate the scenario. Next, students will re-read the poem and continue with a discussion and analysis of the poem.ELL Students: Pair each illustration with the word and definition in the student’s L1. Literacy/Writing Activity: Students will work in groups of four to prepare a live skit of the poem. Students will define their roles and write the scenario they will be acting out. For example, the students may decide that the poem is about a love relationship and the “friend” in the poem is the one he/she loved. The foe could be someone with whom the friend cheated. Students will need to decide what props they will use to represent the tree and the apple. Students will also need to decide if the poison tree is symbolic of something else or if it was really a poison that killed the foe.A Poison Tree By William Blake I was angry with my friend:I told my wrath, my wrath did end. I was angry with my foe:I told it not, my wrath did grow. And I water’d it in fears, Night and morning with my tears; And I sunned it with smiles, And with soft, deceitful wiles. And it grew both day and night, Till it bore an apple bright; And my foe beheld it shine, And he know that it was mine, And into my garden stole When the night had veil’d the pole; In the morning glad I see My foe outstretch’d beneath the tree. “A Poison Tree”Knowledge Rating ScaleWordKnow It WellHave Seen or Heard ItHave No ClueThis is What It MeanswrathfoedeceitfulwilesveiledWriting/ELAPoetryTitle of Book: I, Too, Sing America: Three Centuries of African American PoetryCopyright Date: 1998Subject: Author:Catherine ClintonCultures:African-American Interest Level: 6Readability: 7.3Illustrator:Stephen AlcornPublisher: Houghton Mifflin Company City: BostonSummary: A collection of poems that spans three centuries from the very first known black poet—Lucy Terry to recent poets such as Maya Angelou on whose poetry this lesson is based. The poems capture the essence of the black poet recounting hardships and triumphs, dreams and ambitions.Reading Activity Students will determine the narrator’s tone in “Still I Rise.” Review tone with students, reminding them that tone refers to the author’s, poet’s, narrator’s attitude toward a subject. Use a few examples in which the teacher changes her tone of voice (for example, various tones of the phrase “Shut up.”) Teacher reads aloud the poem with emotion asking students to listen for the narrator’s tone. Next, distribute a copy of the poem for each student. Ask students to read it aloud with you while trying to imitate the emotion in your voice. Next, students will read the poem with their partners. Tell students that tone can be created by the word choice in a text. Pass out a copy of the graphic organizer for each student. Explain the activity. Go over the first example as a model, pointing out that the narrator continues to question the listener and/or to point out what she believes the listener thinks or feels. When she does this, she uses negative words. She also states her own response to the negativity and uses positive words. Students work with their partners to analyze the positive and negative words in the poem and complete the graphic organizer. Finally, students will identify the narrator’s tone and respond to the question using support from the poem. Final answers should indicate that the narrator’s tone is one of pride, strength, courage, determination, etc. Accept all reasonable responses that are supported by the text.Literacy/Writing Activity: Students will read the Maya Angelou biography. This can be done as partners or independently at the teacher’s discretion. If needed, the teacher can work with small groups on the reading for support. While reading, students will highlight words that indicate Angelou’s success. Use the first paragraph as a model. When finished, students will share out some of the events that indicated Angelou’s success. Explain to students that a found poem is one in which the poet finds words in a piece of text and arranges them in such a way that they become a poem. The teacher may want to provide a model of this from an alternate piece of text. Students will work independently to arrange their highlighted words (they do not need to use all of them), so that they communicate the positive and successful life of Maya Angelou.Negative Words, PhrasesPositive Words, PhrasesStanza 1bitter, twisted liestrod me in the very dirtStanza 1but still, like dust, I’ll riseStanza 2Stanza 2Stanza 3Stanza 3Stanza 4Stanza 4Directions: Read “Still I Rise” by Maya Angelou. While reading, identify the negative words and phrases that the narrator believes of the intended listener and also the positive words and phrases the narrator has about herself. The first one has been done for you. After reading, identify the narrator’s tone (her attitude) and explain your answer with support from the poem.Stanza 5Stanza 5Stanza 6Stanza 6Stanza 7Stanza 7Stanza 8Stanza 8Stanza 9Stanza 9center0What is the narrator’s tone in “Still I Rise?” Explain and support your answer with details from the poem.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________020000What is the narrator’s tone in “Still I Rise?” Explain and support your answer with details from the poem.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Maya Angelou?biographySYNOPSISWriter and African-American activist Maya Angelou was born on April 4, 1928, in St. Louis, Missouri. Maya Angelou's five autobiographical novels were met with critical and popular success. Her volume of poetry,?Just Give Me a Cool Drink of Water 'Fore I Die?was nominated for the Pulitzer Prize. In 1993, Angelou wrote a poem for Clinton's inauguration. In 2008, she earned a NAACP Award.EARLY YEARSMultitalented barely seems to cover the depth and breadth of Maya Angelou's accomplishments. She is an author, actress, screenwriter, dancer and poet. Born Marguerite Annie Johnson, Angelou had a difficult childhood. Her parents split up when she was very young, and she and her older brother Bailey were sent to live with their father's mother, Anne Henderson, in Stamps, Arkansas.As an African American, Angelou experienced firsthand racial prejudices and discrimination in Arkansas. She also suffered at the hands of a family associate around the age of seven. During a visit with her mother, Angelou was raped by her mother's boyfriend. Her uncles killed the boyfriend for the sexual assault. So traumatized by the experience, Angelou stopped talking. She returned to Arkansas and spent years as a virtual mute.During World War II, Angelou moved to San Francisco. There she won a scholarship to study dance and acting at the Labor School. Angelou worked for a time as the first female African American cable car conductor. In 1944, the 16-year-old future literary icon gave birth to her son Guy. Angelou worked a number of jobs to support herself and her son.CAREER BEGINNINGSIn the mid-1950s, Angelou's career as a performer started to take off. She landed a role in a touring production of?Porgy and Bess. Angelou later appeared off-Broadway in?Calypso Heat Wave?and released her first album?Miss Calypso. A member of the Harlem Writers Guild and a civil rights activist, she organized and starred in the musical revue?Cabaret for Freedom?as a benefit for the Southern Christian Leadership Conference (SCLC). Angelou served as the SCLC's northern coordinator.In 1961, Angelou appeared in an off-Broadway production of Jean Genet's?The Blacks?with?James Earl Jones, Lou Gossett, Jr. and?Cicely Tyson. While the play earned strong reviews, she moved on to other pursuits. Angelou spent much of the 1960s living abroad. She first lived in Egypt and then in Ghana, working as an editor and a freelance writer. Angelou also held a position at the University of Ghana for a time.Angelou returned to the United States. At the urging of her friend, writer?James Baldwin, she began writing about her life experiences. The result of her efforts became the 1970 best-selling memoir about her childhood and young adult years entitled?I Know Why the Caged Bird Sings. This poignant work made Angelou an international literary star.Angelou soon broke new creative ground, becoming the first African American woman to have her screenplay produced. She wrote the 1972 drama?Georgia, Georgia. Continuing to act, Angelou earned a Tony Award nomination for her role in the 1973 play?Look Away?and an Emmy Award nomination for her work in the 1977 television miniseries?Roots.LATER SUCCESSESAngelou has written several autobiographies, including?All God's Children Need Traveling Shoes?(1986) and?A Song Flung Up to Heaven?(2002), but the most popular of which has consistently been?I Know Why the Caged Bird Sings. In 1995, Angelou was recognized for remaining on?The New York Times'?paperback nonfiction best-seller list for two years - the longest-running record in the chart's history.She has also published several collections of poetry, including?Just Give Me a Cool Drink of Water 'Fore I Die?(1971). This collection was nominated for the Pulitzer Prize. One of her most famous works was the poem "On the Pulse of Morning," which she wrote especially for the inauguration of President Bill Clinton in January 1993. Angelou won a Grammy Award for the audio version of the poem.Seeking new creative challenges, Angelou made her directorial debut in 1998 with?Down in the Delta, which starred Alfre Woodard. Angelou has also written a number of inspirational works, from the essay collection?Wouldn't Take Nothing for My Journey Now?(1994) to her advice for young women in?Letter to My Daughter?(2008). Interested in health, Angelou published a cookbook,?Great Food, All Day Long?(2010).PERSONAL LIFEAngelou is good friends with television personality Oprah Winfrey. Winfrey has organized several birthday celebrations for Angelou, including a week-long cruise for her 70th birthday in 1998.Maya Angelou. (2013).?The Biography Channel website. Retrieved 06:10, Mar 16, 2013, from? of Book: A Fire in my HandsCopyright Date: 2006Subject: ArtAuthor:Gary SotoCultures:Mexican-American Interest Level: 6-8Readability: 5.9Illustrator:N/APublisher: Harcourt, Inc. City: OrlandoSummary:Gary Soto writes poems that are inspired by the experiences of his youth. Sometimes humorous and sometimes serious, he recounts moments that are easily relatable for the middle school child. In A Fire in my Hands, Soto gives readers a collection of 21 of his favorite poems and each one is preceded by a personal anecdote explaining his inspiration for writing it. This lesson focuses on “Oranges,” a poem in which Soto talks about his first love.Reading Activity Pre-reading activity: Students do a quick-write explaining their memory of their first love. The teacher should also write one and be the first to share so as to encourage students to share. Then, the teacher will explain that they are going to read a poem by Gary Soto in which he recounts his memory of his first love.Conduct a mini-lesson on imagery. Use examples from previously read text as a model. Make sure students understand that imagery is writing that appeals to the five senses. Next, students will read the poem “Oranges.” The teacher will read it aloud, then the students will choral read with the teacher. Next, students work with their partners to identify and highlight all examples of imagery in the poem. Students will discuss the image that is revealed through Soto’s words and the sense that it appeals to. Students will then complete the graphic SS.RL.5.1:?Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the SS.RL.5.4:?Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Literacy/Writing Activity: The teacher will select lines from the poem and write them on slips of paper (the color coding on the poem below shows the lines for the slips of paper). Arrange students in five groups (if groups are too large, allow for two slips of paper for each group of lines). Each group will randomly select one slip of paper, read it, but not allow other groups to see it. Students in groups will first brainstorm and write the key details in their lines of the poem. Then, group members will share and compile one list of the key details in the lines of the poem. Finally, group members will work together to illustrate the lines of the poem on chart paper, making sure to include the key details.When finished, groups will hang the illustrations around the room. The teacher will provide 5 large sticky notes for each student. Students sit at their desks and independently write the lines that are illustrated in each poster. When finished, students place their sticky notes on the corresponding drawing. After confirming that all responses are correct, the teacher will display the illustrations in order along with the lines of the poem that correspond to RA.R.1:?Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the SS.RL.5.5:?Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Orangesby Gary SotoThe first time I walkedWith a girl, I was twelve,Cold, and weighted downWith two oranges in my jacket.December. Frost crackingBeneath my steps, my breathBefore me, then gone,As I walked towardHer house, the one whosePorch light burned yellowNight and day, in any weather.A dog barked at me, untilShe came out pullingAt her gloves, face brightWith rouge. I smiled,Touched her shoulder, and ledHer down the street, acrossA used car lot and a lineOf newly planted trees,Until we were breathingBefore a drugstore. WeEntered, the tiny bellBringing a salesladyDown a narrow aisle of goods.I turned to the candiesTiered like bleachers,And asked what she wanted -Light in her eyes, a smileStarting at the cornersOf her mouth. I fingeredA nickel in my pocket,And when she lifted a chocolateThat cost a dime,I didn’t say anything.I took the nickel fromMy pocket, then an orange,And set them quietly onThe counter. When I looked up,The lady’s eyes met mine,And held them, knowingVery well what it was allAbout.Outside,A few cars hissing past,Fog hanging like oldCoats between the trees.I took my girl’s handIn mine for two blocks,Then released it to letHer unwrap the chocolate.I peeled my orangeThat was so bright againstThe gray of DecemberThat, from some distance,Someone might have thoughtI was making a fire in my hands.“Oranges”By Gary SotoDirections: While reading “Oranges” by Gary Soto, find examples from the poem that use imagery. Write the example in the first column, the sense that it appeals to in the second column, and an explanation of the image that was created in the third column. The first one has been done for you.Example from textSense UsedImage Createdcold and weighted down with two oranges in my jacketsight and touchI get the sense that the narrator is nervous about being with the girl; otherwise, he wouldn’t even notice the cold or the feel the weight of those oranges. Also, I can picture that he must be slouching from the weight of the oranges; this could also signal his nervousness.Writing/ELAPoetryTitle of Book: Sharing the Seasons: A Book of PoemsCopyright Date: 2010Subject: WritingAuthor:Selected by Lee Bennet HopkinsCultures:Cross-Cultural Interest Level: Readability: Illustrator:David DiazPublisher: Margaret K. McElderry Books City: New YorkSummary: In this collection of poems, Hopkins and Diaz, give the reader a trip through the four seasons. Each season is uniquely presented with twelve poems and illustrations that accompany each. The poems allow the reader to experience the natural development of each season through the words of the poem.Reading Activity This activity is based upon the poem, “Boardwalk in Winter” by Joan Bransfield Graham. The text of the poem is printed below. First, the teacher will explain that she is going to read a poem and the students are to decide what season is being described; then, the teacher will read the poem aloud without providing the title for students and by leaving out the word ‘winter’ on the first reading. Next, students will discuss with their partners the season that was being described and explain what details support their answer. (differentiation: students are free to jot notes during the first reading since they will not have a copy of the poem in front of them). Students will share out seasons and details and the teacher will validate that Winter is the season being described. Next, the teacher will discuss alliteration with students. Show the word “alliteration” on the board. Tell students that this is a poetic device in which some of the words that are close by one another in the poem begin with the same letter sound. Give one example of alliteration and ask students to brainstorm others (these can be on any topic and do not have to relate to the poem). Pass out copies of the poem. Collaborative pairs will take turns reading the poem aloud to one another. Next, students will highlight any examples of alliteration in the poem (e.g. summer smells/sound; boarded-up/bare; swept/salty. Next, collaborative pairs will discuss the effect of the alliteration in the poem (depending on ability level, the teacher may want to have a discussion about why poets use alliteration when first introducing the term). Finally, students will independently respond to the question on the poem worksheet. Accept all reasonable responses; students might notice that /s/ in summer/smells/sounds emphasizes key words that represent something that is no longer there; or that /s/ gives a feeling of cold, windy days as in swept/salty air. All students should recognize that the alliteration provides emphasis on particular words that draw the reader’s attention to them. The reason why these words are emphasized can be up for reasonable interpretation with support.Literacy/Writing Activity: Students will select one of the other three seasons and write a poem about the boardwalk during that season. Before writing, students will brainstorm the sights, sounds, smells, tastes, and feelings of the season. Students will complete the sensory graphic organizer for the brainstorm. Then, students will organize their brainstorm activity into words that could be used alliteratively. Finally, students will write their poems, which must at least two examples of alliteration.Differentiation: More proficient students can be required to add rhyme and rhythm to their poems. Extension: Students can write an analysis of the effect they hope their alliteration has on the poem they wrote and then switch poems with their partner and write an analysis of the effect they experience from the alliteration. Students will then compare the “poet’s” analysis with the “reader’s” analysis. “Boardwalk in Winter”by Joan Bransfield Graham12192001619251. Give two examples of alliteration from the poem, “Boardwalk in Winter.”a. ___________________________________________________b. ___________________________________________________2. Explain the effect that the alliteration has on this poem. Hint: Re-reading the poem can help you determine the effect of the alliteration.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________001. Give two examples of alliteration from the poem, “Boardwalk in Winter.”a. ___________________________________________________b. ___________________________________________________2. Explain the effect that the alliteration has on this poem. Hint: Re-reading the poem can help you determine the effect of the alliteration.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________No summer smells, and not a sound, winter quiet all around,boarded up, deserted, bare,swept by cold and salty airthe ocean’s roaris all that’s loud,an echo of last summer’s crowd.Writing/ELAPoetryTitle of Book: What have You Lost?Copyright Date: 1999Subject: WritingAuthor:Poems selected by Naomi Shihab NyeCultures:Cross-Cultural Interest Level: 9 (grade)Readability: 7.9Illustrator:Photographs by Michael NyePublisher: Greenwillow Books City: New YorkSummary:Naomi Shihab Nye explains in her introduction how the idea of this collection of poems came to her. After she had lost a neck pillow on an airplane and figured that she would never get it back, she began to recount the things she had lost in her life. Then, during one of her classes, she asked students to make lists of everything they had lost in their lives—some concrete and some abstract. After this brainstorm, her students wrote some of the best poetry she had ever seen from them. So, she began looking for examples of poetry that expressed loss of some kind. The result was the collection—What have You Lost? This lesson focuses on the poem “Teenagers” that expresses a temporary loss that one experiences when their children become teenagers and no longer seem reachable.Reading Activity Provide a copy of the poem for students without the title. Read the poem aloud to them. Next, have students read the poem along with you. Alternate reading stanzas—teacher reads one; boys read next; girls read last. After reading, point out the pronouns “they” and “I.” Tell students that they are going to determine who the pronouns are referring to and give support to prove their answer. Students will discuss with their partners for a few minutes while the teacher walks the room listening to discussions. Student pairs will then partner with another pair and share out their thoughts. Finally, the class will share out as a whole. Students should see that “I” is a parent and the support is “I pace the hall,” “mouthed by mouths I taught to speak,” “faces I once held,” “familiar skin.” Students should also see that “they” refers to the child and the support is “disappear into their rooms,” “doors and lips shut,” “a code,” “skin stretched on long bodies.” Next, ask students what title they think would be good for this poem. Students share with a partner and then record their answers in their journals. Students share out, then the teacher reveals the title and asks if students think this is the best title for the poem. Students discuss with a partner and then record their answers in their journals and then share RA.R.1:?Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the RA.R.6:?Assess how point of view or purpose shapes the content and style of a text.Literacy/Writing Activity: Following the reading of the poem, the teacher will facilitate a discussion about loss. Ask students, “What was lost for the parent in the poem? What was lost for the teenager?” Encourage students to think beyond the relationship of the two. Discuss such things as dependence, communication, childhood, friendship, trust, etc. Help students to see that loss is not always concrete.As described in the summary of this book above, students will generate a list of things they have lost in their lifetime—concrete and abstract. Using this list, students will write a poem that expresses the loss and longing for or perhaps eventual letting go of the SS. CCRA.W.3:?Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.Reading/ELATraditional LiteratureTitle of Book: African MythsCopyright Date: 1981Subject: ReadingAuthor: Gary JeffreyCultures:AfricanInterest Level: grade 5-8Readability: 4.1Illustrator:Terry RileyPublisher: The Rosen Publishing GroupCity: New YorkSummary: African Myths is a graphic novel that provides some background on African myths and tells three African myths in graphic form. This lesson plan focuses on the story “How Anansi Came to Own all the Tales that are Told.” In the story, Anansi offers to buy all the stories of the world from the Sky God, Nyame. Nyame agrees but cautions Anansi that the price is high. He must bring back the hornets, the python and the leopard. Through his trickery and deceit, Anansi accomplishes the task and becomes sole owner of all the tales of the world.Reading ActivityDuring reading, students will identify character traits of Anansi the spider and support the trait with evidence from the story. Project the image of the spider graphic organizer. Tell students that the long lines are for the trait and the shorter lines are for the evidence that supports the trait. The teacher will model the identification of one trait. After reading the first page of the story aloud, the teacher will say, “I think Anansi is very confident. Confidence is a character trait.” The teacher writes “confident” on one leg. Students, think-pair-share the evidence that supports the character trait, “confident.” After sharing, explain to the class that an inference was made, using the evidence that Anansi answered, “I will bring them” after being charged with the task of bringing hornets, a python, and a leopard to the Sky God, Nyame. Teacher shows how to write the evidence and explanation on the shorter SS.RL.4.1?Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the SS.RL.4.3?Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Literacy/Writing Activity:Students will pretend that they are newspaper reporters. They will interview Anansi about his feats in the story. In particular, students should focus on asking him questions that relate to their character charts (above). Anansi’s responses should reveal his character traits as specified in the reading activity. Students will write 10 questions and 10 SS.W.4.4?Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.Name ______________________________Date ______________________HOW ANANSI CAME TO OWN ALL THE TALES THAT ARE TOLD335280015049500FROM THE ASHANTI PEOPLE OF GHANA-11430012763500533400156210004581525184150099060063500004181475108585001057275253111000-2571751273810003724275315023500311467526174700034480501321435003333753150235002286000741045ANANSI00ANANSI198120047371000Social StudiesTraditional LiteratureTitle of Book: American Tall TalesCopyright Date: 1991Subject: Social StudiesAuthor:Mary Pope OsborneCultures:American Interest Level: grade 3-6Readability: 5.5Illustrator:Michael McCurdyPublisher: Alfred A. KnopfCity: New YorkSummary:American Tall Tales is a collection of tall tales taken from American history. Mary Pope Osborne chose to put this collection together after conducting research on Abraham Lincoln. She came across some stories about many of these tall tale characters and felt that a collection would “paint a rich and colorful map of nineteenth century America” (Osborne, pg. xi). This bibliography focuses on one of those tall tales—“Davy Crockett.” Unlike many tall tale characters, Davy Crockett was real. He lived in the mountains of Tennessee, ran for Congress, and died fighting in the Battle of the Alamo. After Crockett’s death, legends were told about the great feats he accomplished, which became increasingly exaggerated the more they were told. This story is highly exaggerated and humorous, making Davy, like all tall tale characters, bigger than life.Reading ActivityStudents will partner read “Davy Crockett” while completing a story map. After completion, students will work independently to write a retelling of “Davy Crockett.” Students can then share their retellings with their partners. Pair ELL students with students who have strong English speaking skills. Provide support as SS. RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the SS. RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Literacy/Writing Activity: Students will visit the website listed below. Before reading, support students in setting a purpose for reading. Say, “We have just read the tall tale about Davy Crockett, and we know that the feats he accomplished were highly exaggerated. But, what you may not know is that Davy Crockett was a real person who lived in the 1800s. What do you think the real Davy Crockett accomplished in his life?” Students create a list independently and then share their lists with a partner before sharing out to the class. Tell student that they are going to visit a website that tells about the life of the real Davy Crockett. Students can work with their partners as they read the article on the website. While reading, students will record main ideas and facts on a Cornell Notes graphic organizer. After reading, students will write a summary of the article. Next, students will work with their partners to create a poster comparing and contrasting the real life Davy Crockett to the bigger than life tall tale Crockett. Students should use the information recorded from the website, their story maps, and their retellings.. RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or SS. RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.Reading/ELATraditional LiteratureTitle of Book: How the People Sang the Mountains upCopyright Date: 1967Subject: ReadingAuthor: Maria LeachCultures:AfricanInterest Level: grades 5-6Readability: 6 **from Illustrator:Glen RoundsPublisher: Viking PressCity: New YorkSummary: A collection of pourquoi tales that answered many questions of the primitive people. These answers soon became their beliefs and the stories that were passed down. This lesson focuses on the story, “The Moon’s Face” which explains the image of a face on the moon’s surface. The Masai people of Kenya tell a story that Sun and Moon were man and wife. One day they got in a terrible fight. Sun was ashamed of himself for hurting Moon, so he made himself so bright that no one could look at him. Moon, however, did not care and instead remained in the sky with her distorted face for all to see.Reading ActivityBefore reading, students will respond to the following: Brainstorm a list of 5 possible reasons why the moon’s surface appears to have a face; reasons can be real or imagined. Share one idea with your partner and add his/her idea to your list. Read the story aloud with your partner by alternating paragraphs. Then, with your partner, write a $2.00 summary of the story, explaining how the moon got its face. Each word in the $2.00 summary costs 10 cents and you cannot spend more than $2.00, so choose your words carefully. Use complete sentences in your summary. The words, “a,” “an,” and “the” are free words. CCSS.RL.6.2:?Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Literacy/Writing Activity:Students will choose some other phenomenon in nature, such as a blizzard, hurricane, the tide, the rising and setting of the sun, etc. and write their own pourquoi tale explaining how it came to be. Finished products will include the characteristics of a pourquoi tale. Teacher will review the characteristics with SS.W.6.3:?Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Characteristics of Pourquoi Tales: ??Explains something in nature ??At the beginning of the tale, something is the opposite of the way we know it to be ??It is fiction ??The elements of a story are evident: the setting, the characters, a problem, a solution (sometimes) ??Characters are usually animals who act like humans ??There is dialogue ??The main character may be a trickster ??May contain magic ??May have Mother Earth as one of the characters ??Contains colorful languageReading/ELATraditional LiteratureTitle of Book: It Could Always be Worse: A Yiddish FolktaleCopyright Date: 1976Subject: ReadingAuthor:Margot ZemachCultures:Yiddish Interest Level: K-3Readability: 3.7Illustrator:Margot ZemachPublisher: Farrar, Straus & GirouxCity: New YorkSummary:It Could Always be Worse is a Yiddish folk tale retold and illustrated by Margot Zemach. An unfortunate man lives in a one room hut with his large family of eight people. He is not able to bear the chaos that comes from the crying and quarreling, so he seeks the help of the Rabbi. Through a series of suggestions, the Rabbi convinces the man to bring all his farm animals inside, thus creating more and more chaos. When the man can bear it no longer, he runs back to the Rabbi who tells him to let all the animals go. The man joyfully rushes home, empties his house of the animals and enjoys his first peaceful night’s sleep in a long time. Ironically, he is unaware of the original noise of the family that so disturbed him.Reading ActivityProvide copies of the text for each student. Show students the specific stopping points on the worksheet and allow them to mark those points with a sticky note. Students will read the story independently, stopping to make and check predictions along the way. After reading, students will answer the evaluation question—“Did making predictions help you understand the story? Why or why not?”CCSS.RF.3.4a:?Read grade-level text with purpose and SS.RL.3.1:?Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Literacy/Writing Activity:In Things Could Always be Worse, the Rabbi teaches the man a valuable lesson that no matter how bad things seem to be, the situation could always be worse and he should learn to be happy with what he has. Think about a situation, real or imagined, in which someone is not happy with what he/she has. With your group, create a skit that teaches the same lesson as the book. Perform your skit for the class.Alternately: Teacher can require students to videotape their skits and show to the class. In our school, we have access to digital video cameras and have used them in this manner in the past. CCSS.W.3.3:?Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event SS.W.3.6:?With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with SS.SL.3.1a?Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under SS.SL.3.4?Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Story EventWhat I think will happenWhat actually happenedOne day the poor, unfortunate man couldn’t stand it anymore. He ran to the Rabbi for advice. (page 1)“Now go home and take the chickens, the rooster, and the goose into your hut to live with you.”(page 3)“Now go home and take the old goat into your hut to live with you.” (page 8)“Go home, then,” said the Rabbi, “and take the cow into your hut.”(page 14)The cow trampled everything. At last when he could stand it no longer, he ran to the Rabbi for help. (page 19)The Rabbi listened and thought. At last he said, “Go home now, my poor unfortunate man, and let the animals out of your hut.”(page 20)ScienceTraditional LiteratureTitle of Book: Pecos BillCopyright Date: 1995Subject: ReadingAuthor: adapted by Brian GleesonCultures:American Interest Level: grade 3-6Readability: 5.1Illustrator:Tim RaglinPublisher: Rabbit Ears Productions, Inc.City: RowaytonSummary:Brian Gleeson retells the tall tale of Pecos Bill, the first cowboy. Gleeson takes the reader through the humorous account of Pecos Bill’s life from the time he was raised by coyotes, and became a coyote himself, until the day he rode the twister to his fate in the clouds. In this larger than life story, readers are entertained as Pecos Bill rides a wild cougar, tames his wild Mustang, invents the cattle drive, meets the love of his life—Slue Foot Sue, and eventually fights a cyclone that he refuses to let go. The story ends with the legend that when the wind howls in Texas, all one needs to do is to glance up in the clouds and there will be Pecos Bill riding his Mustang with Slue Foot Sue alongside him.Reading ActivityReaders will analyze the imagery created by the author’s use of hyperbole. Before reading, the teacher will facilitate a mini-lesson on hyperbole. Use another tall tale such as Paul Bunyan (story found here: ) and model how to complete the chart. Once students are able to identify hyperbole as a literary device in text, they will read Pecos Bill in collaborative pairs. During reading, students will find and record on the graphic organizer the ten examples of hyperbole that they feel create the best mental image. After reading, students will finish completing the graphic organizer by providing an explanation of what the author is emphasizing through the use of each hyperbole and illustrating the image created. Differentiation: provide a partially completed chart. CCSS.RL.5.4?Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and SS.RF.5.4a?Read grade-level text with purpose and understanding.Literacy/Writing Activity:In Pecos Bill’s final stand, he attempted to tame a cyclone. Unable to do so, he was taken to the sky and never heard from again. Students should understand that what Pecos Bill did is impossible, and that cyclones/tornadoes pose a very real threat. Students will visit the FEMA website on safety preparedness for tornadoes. Students will collect information from the website that they will use to create safety preparedness trifold brochure. The brochure will include, but not be limited to—what to do before, during, and after a tornado; what supplies should always be on hand; and where to go if a tornado strikes. CCSS.W.5.2b:?Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the SS.W.5.2d:?Use precise language and domain-specific vocabulary to inform about or explain the SS.W.5.8:?Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.Example of HyperboleInterpretation of HyperboleIllustrationReading/ELATraditional LiteratureTitle of Book: Raven the TricksterCopyright Date: 1981Subject: ReadingAuthor: retold by Gail RobinsonCultures:Native AmericansInterest Level: grade 3-6Readability: 6.2Illustrator:Joanna TroughtonPublisher: AtheneumCity: New YorkSummary:Raven the Trickster is a collection of Native American folk tales of the trickster, Raven. In these tales, the trickster attempts to get the better of others and always ends up in trouble himself. This lesson is based on one story from this collection—“Why Raven isn’t Perfect.” The story tells about twin Ravens, one evil and one good. The evil Raven always destroys the perfection that the good Raven brings to the world. Good Raven asks his brother to stop destroying everything and when he refuses, Good Raven kills his brother, smashing his skull. As the blood spews forth onto the good Raven, his feathers darken and he becomes black as night. From that moment on as he tries to create perfect creatures, he becomes aware of each one’s flaws. He creates the skunk, who sprays a foul smelling scent; the bear, who is lazy and greedy for food; and the deer, who fears humans. Finally, Raven thinks he has created a perfect creature, but as fox watches on, he tells Raven that he will kill the creature because when he looks at it, he will only see his own imperfections. It is then that Raven sees that each creature is perfect in its own way and that the imperfections are what make it unique.Reading ActivityTeacher facilitates a whole class mini-lesson on internal and external conflicts in literature, including these types—man vs. man, man vs. nature, man vs. society. Explain to students that the character of the Raven will be identified as “man” in their conflict activity. Then, students will independently read “Raven the Trickster.” While reading, students will find examples of conflict in the story, identifying both the type of conflict—internal or external and also naming the type of external conflict as noted above. Students will complete the graphic organizer while reading. After reading and completion of the chart, the teacher will facilitate a whole group discussion on the types of conflict that were identified by students and how the Raven might have overcome them. During the discussion, the teacher can use the think-pair-share strategy to engage all learners. (teacher poses a question, students think about their response and then share with a partner). Finally, students will share out to the whole SS.RL.6.1:?Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Literacy/Writing Activity:Students will visit the website listed here: . Students will choose one of the trickster tales listed on the site. Students will read the tale and complete a Venn Diagram detailing the similarities and differences between the trickster, Raven and the trickster character in the story of their choice. When finished, students will create a help wanted poster for a trickster character. The students focus should be on the traits that the characters shared, rather than their differences. The similarities between the tricksters would be the strengths that they would bring to the job. Alternately, some students can create the posters, while other students can respond with a letter telling the employer why they are the best “trickster” for the SS. RL.6.9:?Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and SS. W.6.4:?Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceWhat the text saysIs this an internal or external conflict?If it is external, identify the type—man vs. man; man vs. society; man vs. natureSocial StudiesTraditional LiteratureTitle of Book: Pandora’s BoxCopyright Date: 2007Subject: ReadingAuthor: Nick SaundersCultures:Native AmericansInterest Level: grade 6-8Readability: 7**from Illustrator:Nick SaundersPublisher: World Almanac LibraryCity: MilwaukeeSummary:In this ancient Greek myth, Pandora’s Box, the Greek god, Zeus is angry because the Titan god, Prometheus, stole fire from him and gave it to man. To get his revenge and to make man suffer, Zeus creates the first woman, Pandora. Each god in Zeus’s family gives Pandora a special gift that allows her to both please and tempt man. The gods give Pandora a box that holds many secrets and caution her to never open it. Zeus’s wife, Hera, gives Pandora the gift of never-ending curiosity, ensuring that she will not be able to resist the box and will unleash endless suffering on man. When curiosity finally gets the best of Pandora, she opens the box and releases all the evils of the world. Man begins to suffer with sickness, old age and death. Realizing that one final secret has not been released, Pandora opens the box again and releases Hope. Not wanting humans to experience any happiness, Zeus sends a flood to destroy them. Every human dies in the flood except for Pandora’s daughter and Prometheus’s son, who rebuild the human race.Reading ActivityStudents will complete the anticipation guide before reading the story Pandora’s Box. Teacher will facilitate a discussion in which students defend why they chose the answer they did. In some cases, their answers may be guesses, but in other cases, students will have some background knowledge about Greek gods to help formulate their responses. Students will read the graphic novel with their partner. While reading, students will stop to discuss the statements on the anticipation guide and mark agree/disagree in the after reading column. Once all students are done, the teacher will again facilitate a whole class discussion, but this time, students must be able to identify the support from the text that proves they are SS.RL.7.1:?Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Literacy/Writing Activity:After reading the myth of Pandora, students will create their own modern day Pandora’s box. Each student’s box should be decorated on the outside with words and images that entice someone to open it. On the inside, students will find 5 examples of evil in our modern day world (e.g. Sandy Hook massacre). These can be newspaper headlines or objects. Remind students that all objects must be middle school appropriate. Finally, students will also put 2 examples of hope from our modern day world in their boxes. After the boxes are complete, students will present the contents and explain why they chose the items they SS.SL.7.2?Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under SS.SL.7.4?Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.Name 457200-1333500Topic Read each statement below. Respond in the left column whether you agree (A) or disagree (D) with each statement. Think about why you agree or disagree, and be prepared to share.Before ReadingAgree/DisagreeStatement/QuestionAfter ReadingAgree/DisagreeAncient Greek gods were immortal.Half-gods had special powers.Ancient Greek gods and goddesses were nothing like humans.Zeus wanted revenge because Prometheus stole his powers from him.In the early times of the Greek gods, men, women, and children were forced to live on Earth.Hercules was a god who was always willing to help those in pain.Pandora was created to punish mankind.All of the gods, except Athena, gave Pandora a gift.Pandora’s box contained both good and evil. Zeus considered himself a winner at the end of the story.Social StudiesPicture BooksTitle of Book: Almost to FreedomCopyright Date: 2003Subject:Social Studies/Underground RailroadAuthor:Vaunda Micheaux NelsonCultures:African-AmericanInterest level: 3Readability: Grade 4-5Illustrator:Colin BootmanPublisher: Carolrhoda BooksCity: MinneapolisSummary:The text and illustrations of Almost to Freedom work together to tell the story of Lindy, a young slave girl’s, escape to Freedom. As narrated through the eyes of Lindy’s ragdoll, Sally, readers experience the hardships and emotions faced by Lindy and her family, both in slavery and in their escape to a safe house. When the family is forced to leave the safe house in haste, Lindy inadvertently leaves Sally behind. When another family is given safe haven in the same home, Sally is found by another little girl who names her Linda. This name connection to her former friend is just what Sally needed to feel happy again.Reading ActivityBefore reading, determine your students’ level of understanding of The Underground Railroad. If it is necessary to build the background knowledge, have students work independently or as partners to complete the interactive online The Underground Railroad: Escape from slavery. After reading, students will create a 9 “screen” timeline including illustrations and descriptions of the events on the timeline graphic organizer. (separate PDF file) Students will illustrate the main idea for every 3 pages of text (there are 27 pages of text). Students will “join” timelines together as needed in a horizontal format (shown below). The finished product will be an illustrative timeline of events in Almost to Freedom, including a summary of events below each picture. CCSS.RL.4.1?Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the SS.RL.4.2?Determine a theme of a story, drama, or poem from details in the text; summarize the text.Literacy/Writing Activity: Students write a sequel to the book Almost to Freedom in picture book style. The sequel will be written from the ragdoll’s point of view and tell the story of what happens when she is taken by the freed slave child who finds her at the safe house. Alternately, students can choose to create a picture book that tells the story of Lindy after she hastily leaves the safe house with her CS.W.4.3:?Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Social StudiesPicture BooksTitle of Book: The People Could FlyCopyright Date: Text 1985; Illustrations: 2004Subject: Social StudiesSlavery/FreedomAuthor:Virginia HamiltonCultures:African-AmericanInterest Level: 3-5Readability: grade 4-5Illustrators: Leo and Diane DillonPublisher: Alfred A. KnopfCity: New YorkSummary:The People Could Fly is a magical, symbolic African tale of those slaves who possessed the physical and mental strength to escape slavery. Toby is a slave who possesses the magic words that allows slaves to fly to freedom. Eventually, he speaks the magic words and one by one the slaves who are able, begin to fly to freedom. The Overseer, Master, and Driver look on in disbelief as their slaves escape them. When Toby has spoken the magic words for all the slaves who have the “power” to fly, he himself flies away, sadly leaving behind those who either cannot or do not want to fly to freedom.Reading Activity After a mini-lesson on types of figurative language, and a model of how to find and record examples from the story, students will partner-read The People Could Fly. As students encounter the figurative language in the text, they should pause to complete the T-chart. Students should find all examples of metaphors, similes, and personification. Partners discuss their interpretations of the figurative language. Record examples in column 1 and interpretations in column 2. (note: T-chart [copy below] should be copied double-sided as there are many examples of figurative language in this folk tale).CCSS.RL.8.4?Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other SS.RL.8.1?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Literacy/Writing Activity:Note: The People Could Fly has a readability level at grade 4-5, but this literacy activity is designed for grade 8 students. The text on the first website is a grade 8 level text and the video content is appropriate for middle level students. Students will apply higher order thinking skills in determining the criteria that will be used to compare and contrast Toby and Harriet Tubman. After reading The People Could Fly students will read this text about Harriet Tubman while taking notes on Harriet’s life. Students can use a bulleted list for notes. Next, they will watch a video about Harriet Tubman seen here while taking notes on facts presented. After reading and viewing, students will complete a comparison/contrast chart for the fictional character Toby and the real-life Harriet Tubman (see below). Students will determine the criteria that they will use to contrast these two characters. The teacher models a criteria selection such as symbolism. Toby’s symbol for freedom was black wings; Harriet’s symbol of freedom was the Underground Railroad. Students must provide specific examples to support these differences. Struggling students may find it helpful to first create a simple Venn diagram to first record the similarities and differences and then categorize the differences according to specific criteria. Finally, students complete the compare/contrast chart below (attached below).CCSS.RL.8.1?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the SS.RI.8.1?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the SS.RI.8.3?Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).Figurative Language(identify the type & write the example from the text)My InterpretationExample: Simile: “and they flew like blackbirds over the fields” The author wants the reader to picture what the sky must have looked like when the slaves flew to freedom, so she used the familiar image of many blackbirds flying over fields to show how far away they must have been, to look as small as blackbirds. Social StudiesPicture BooksTitle of Book: Smoky NightCopyright Date: 1994Subject:Social StudiesPrejudice/Race Relations/RiotingAuthor:Eve BuntingCultures:American, Asian, Hispanic,African-American Interest Level: K and upReadability: 2.5*sensitive content**lessons are designed for upper grades*Illustrator:David DiazPublisher: HarcourtCity: OrlandoSummary:Smoky Night is a children’s tale that addresses the difficult issue of prejudice and rioting. Daniel and his mother live in a diverse community filled with prejudice and segregation. Even Daniel’s cat, Jasmine, fights with their neighbor, Mrs. Kim’s cat. Bunting reveals the tolerance and intolerance of the humans through the actions of the cats. In the streets below their apartment window, Daniel and his mother watch as looters destroy their neighborhood. When fire from the riots threatens their safety, they are forced to leave their apartment. In the chaos, Daniel is unable to find his cat, and must leave without her. Daniel, his mother, and all the neighbors are taken to a shelter where a fireman shows up with Daniel’s cat and Mrs. Kim’s cat, which he found hiding together, seeking safety from the riots and fire. When the two cats drink from the same saucer of milk, the adults learn a lesson about tolerance. Daniel’s mother then introduces herself to Mrs. Kim and invites her to “share a dish of milk” with them after they return to their homes.Reading ActivityWhile reading Smoky Night, students will make inferences about the characters, emotions and events in the story. The teacher will model inferencing on the first page of the story using a think-aloud. The teacher says, “Why do Daniel and his mother stand at the window with their lights off even though it’s almost dark? Well, the text says there was rioting in the streets below and I know that rioting is dangerous. I also know that people can be seen at their window with the lights on, so I am thinking that since Daniel and his mother know that the riots are dangerous, they stand by the window with the lights off so as not to be seen by the looters.” Teacher models how to complete the inference chart (an example is provided) using the “It says (what the text says explicitly), I say (the student explains his connection or understanding of the text events), and so (the student makes an inference)” strategy. For this strategy, students will use a three Students read with a partner, pausing to discuss and respond to inference questions. Students share out responses after reading and teacher records inferences on a class graphic organizer.(Inference chart attached below)CCSS.RL.8.1:?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Literacy/Writing Activity: Students will research one of the top ten race riots in U.S. History. Final essays will include the cause and outcome of the riot. Essays will conclude with an analysis about whether the riots were racially motivated and whether the outcome helped citizens develop a deeper understanding of one another as was exemplified in Smoky Night. All opinions must be substantiated with details from the events. the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the SS.W.8.2:?Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant SS.W.8.1:?Write arguments to support claims with clear reasons and relevant evidence.My QuestionIt SaysI SayAnd SoWhy do Daniel and his mother stand at the window with the lights off even though it is almost dark?People are rioting in the street below.Rioting is dangerous and when your lights are on, you can be seen in the window.Daniel and his mother must leave the lights off because they do not want to be seen because they fear for their safety.Daniel says, “They look angry, but they look happy too.” Why would the rioters look happy?“My mama and I don’t go into Mrs. Kim’s market even though it’s close.” Why don’t Daniel and his mother shop at Mrs. Kim’s?Why does Daniel have to leave his clothes on when he goes to bed?Why does everyone get quiet when Daniel says, “They probably didn’t know each other before. Now they do”?Mama tells Mrs. Kim, “Perhaps…you and your cat will come over and share a dish of milk with us.” Daniel thinks this is funny, but no one laughs. Why did no one laugh?Social StudiesPicture BooksTitle of Book: Grandfather’s JourneyCopyright Date: 1993Subject: Social StudiesImmigration/HomesicknessAuthor:Allen SayCultures:Japanese-American Interest Level: 3Readability: 4.2Illustrator:Allen SayPublisher: Houghton MifflinCity: BostonSummary:Grandfather’s Journey, a Caldecott Medal book, tells the story of the author’s grandfather. As a young man, the grandfather moves to a new land called America and visits many places, including California. He loves the new land so much that he returns home to Japan to marry his childhood sweetheart and bring her to America to start a family. When his daughter is grown, he becomes homesick for Japan, and moves the family back there. Although he is very happy in Japan, he never forgets the mountains and rivers of California. When the daughter marries and the grandson is born, the grandfather tells him many stories about California and promises to take him there someday, but war begins, their city and home are destroyed, and they are forced to move to the village of the grandfather’s youth. Although the grandfather longs to see California one more time, he never does. When the grandson is nearly grown, he moves to California and is at once struck by what his grandfather loved so much. He misses his home in Japan and returns at times to visit. This longing for two lands helps him to “know” his grandfather on a deeper level.Reading ActivityModel for students how to ask questions before reading Grandfather’s Journey. Show the cover and ask a question such as “Where is the journey (or trip) taking grandfather? Ask students to pose their own questions and write them on a class before-reading double entry journal. Students will record their questions on the left side of the journal and their corresponding answers on the right side of the journal. Distribute double entry journals. Begin reading. Read aloud page 4. Stop and model a during-reading question such as, “What part of the world is grandfather going to see?” Write the question on a class during-reading double entry journal. Read on to find the answer—New World—North America and record it on the class chart. Have students listen as you read aloud stopping at specific points to allow them to write their own questions and answers. Provide students with the option of including drawings in their answers. This will support students who struggle with writing as well as ELLs who may not yet have the writing skills. Finish reading the story. Allow students to share out their during-reading questions; record questions and answers on the class during-reading chart. Model how to ask an after-reading question such as “Why did the grandson say, I think I know my grandfather now?” Allow students to pose their own after-reading questions, guiding them as needed. Record questions on an after-reading double entry journal. Facilitate a class discussion on how each type of question—before, during, and after are different—and ask how questioning helps the students to comprehend the text. CCSS.ELA: RL.3.1?Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Literacy/Writing Activity: Differentiated Activities by choice:1. (for students who immigrated to America) Write about your own experience in moving to America. Include what you like best here and what you miss most about your homeland. This can be done in comic strip format with captions to explain the events. 2. Write 6 interview questions to ask someone who moved to America from another country (e.g. grandparents, parents, aunts, uncles etc.) Conduct the interview and record the responses in comic strip format or question/answer format.3. In Grandfather’s Journey, the grandfather loves coming to America but misses Japan, his homeland. Create a comic strip with captions that tells the story of a time that you missed home even though you liked where you were (e.g. some children miss home when they go on vacation, to school, summer camp etc.)*Use comic strip template (double sided) (included as a separate PDF file)CCSS.W.3.3a,b,c,d: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event SS.ELA-Literacy.W.3.4?With guidance and support from adults, produce writing in which the development and organization are appropriate to task and SS.ELA-Literacy.SL.3.3?Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.What the text says…My Question…MathematicsPicture BooksTitle of Book: Alexander Who Use to be Rich Last SundayCopyright Date: 1978Subject:Mathematics/Finances/BudgetAuthor:Judith ViorstCultures:AmericanInterest level: 4 and upReadability: 3.5Illustrator:Ray CruzPublisher: Simon and SchusterCity: New YorkSummary:Alexander, the well-known character in Judith Viorst’s series, finds himself in another mess when he can’t seem to hold onto the dollar he is given by his grandparents. Despite Alexander’s best wishes to remain rich, he finds multiple ways to spend the money that he is determined to save. Viorst takes us through Alexander’s impulsive spending decisions as he counts down his dollar to nothing but a pocketful of bus tokens. Reading ActivityAfter reading, Alexander Who Used to be Rich Last Sunday, teacher will facilitate a class discussion about the character traits that Alexander displays. Teacher models using the graphic organizer for one trait and shows how to find the details in the text that support it. Students work in collaborative pairs to complete the character chart using precise details from the text to support their analysis of Alexander. (map is a PDF separate page)Finally, students independently complete a bio-poem for Alexander, using the details from the character web. (bio-poem example link below) RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).CCSS.RF.4.4a: Read grade-level text with purpose and understanding.Literacy/Writing Activity: Students track Alexander’s spending using a graphic organizer. Column one students illustrate Alexander’s purchase. Column two students record the cost of the purchase. Column 3 students compute the remainder of Alexander’s dollar. Column 4 students support their personal opinion about Alexander’s purchase. Alexander Math Graphic Organizer (attached below) CCSS.W.4.1b: Provide reasons that are supported by facts and SS.RF.4.4a: Read grade-level text with purpose and SS.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Alexander’s Purchases(Illustrate)What did it cost?How much does he have left? (show your work)Did Alexander make a good choice? Why or why not?Reading/ELAPicture BooksTitle of Book: One Fine DayCopyright Date: 1971Subject: ReadingConsequences/Retribution/ReparationAuthor:Nonny HogrogianCultures:AllInterest Level: K-2Readability: 3.4Illustrator:Nonny HogrogianPublisher: The Trumpet ClubCity: New YorkSummary:Nonny Hogrogrian takes the reader through a cumulative tail of a fox who greedily laps up a peddler woman’s milk. In her anger, she cuts off his tail. The peddler woman makes a deal with the fox that she will sew his tail back in place if he replaces her milk. The fox agrees, but must rely on the kindness of nature and the creatures of the field in order to get the milk for the peddler woman. After a series of deals with the other creatures, the fox returns the woman’s milk and true to her word, she sews his tail back in place. Reading ActivityBefore reading One Fine Day students will do a picture walk. After looking at the illustrations in the book (which can be displayed using a document camera if students do not have individual copies of the book), students will write a prediction about the book’s characters, setting, conflict, and resolution. After reading, students will check the predictions and write the actual plot elements of the story. (prediction chart attached below)CCSS.RL.2.7:?Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or SS.RL.2.1:?Ask and answer such questions as?who, what, where, when, why, and how?to demonstrate understanding of key details in a text.Literacy/Writing Activity: Discuss the Caldecott Medal that was given to Nonny Hogrogian, the illustrator of One Fine Day. Explain to students that the Caldecott Medal is awarded to an illustrator of a book published in the U.S. and that members of a committee must ultimately agree on one book. The illustrations must be of a high quality, be interesting and also support the story. Explain that One Fine Day was awarded the Caldecott Medal. Have students discuss with a partner why they think this book was chosen. Based upon the discussion, students will create a rubric for being awarded the Caldecott Medal. (rubrics can be created using a checklist or online using a program such as rubistar).Ask the school librarian to gather other Caldecott Medal books. Student pairs will select one book, analyze the illustrations, and score it using the rubric. Next, students will score One Fine Day using the same rubric. Finally, using information from the rubric, students will complete a Venn Diagram to compare and contrast the illustrations in One Fine Day to their chosen book and decide which of the two books was most deserving of the medal. Students write their choice and support on separate SS.SL.2.1:?Participate in collaborative conversations with diverse partners about grade 2 topics and texts?with peers and adults in small and larger SS.W.2.8: ?Recall information from experiences or gather information from provided sources to answer a SS.W.2.1?Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because,?and,?also) to connect opinion and reasons, and provide a concluding statement or section.CharactersSettingConflictResolutionI predict…I predict…I predict…I predict…What actually happened...What actually happened…What actually happened…What actually happened…Reading /ELAPicture BooksTitle of Book: Amazing GraceCopyright Date: 1993Subject: ReadingOvercoming ObstaclesAuthor:Mary HoffmanCultures:African-American Interest Level: 1-3Readability: Grade 4Illustrator:Caroline BinchPublisher: Scholastic, Inc.City: New YorkSummary:Grace loves all kinds of stories and especially loves to act them out. When her teacher tells the class that they will be doing a performance of Peter Pan, Grace decides she will audition for the role of Peter Pan. Grace becomes discouraged when her friends tell her that she can’t play the role because she is a girl and also because she is black. When Grace tells her Nana what the kids in school said, Nana continues to encourage Grace, telling her she can do whatever she sets her mind to. Grace spends all weekend practicing her acting for Peter Pan. When she auditions, her friends are astounded by her ability and she easily wins the role.Reading Activity ComprehensionStudents will complete a story map for Amazing Grace. (attached below). Teacher will model the story map completion for students using a familiar story such as “Goldilocks and The Three Bears” or another story that was read in class. Students will partner read Amazing Grace and work in pairs to complete the story map. FluencyTeacher works with small groups of students who need fluency practice. Students should be grouped according to their independent reading level. This text is appropriate for students reading at a 4.0 level. Provide students with copies of the text to be read. Teacher first models fluent reading of a short passage from Amazing Grace: e.g. the first page. Next, the students choral read with the teacher. After practicing with the teacher, students are paired within the small group. Students take turns reading the same passage aloud to one another. The teacher provides feedback and intervenes if SS.RF.4.4?Read with sufficient accuracy and fluency to support SS.RL.4.3?Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Literacy/Writing Activity: Diary Entry:Write the diary entry that Grace would have written after her performance in the play. Students must include specific as well as inferred details from the text. For example, the text says that “the play was a success and Grace was an amazing Peter Pan.” Students know the play was a success but must infer what Grace did that made her “amazing.” Students can also make predictions about what may have happened after the play, for example, her family may have had a celebration for her. Diary entries should be no less than 10 sentences.Letter to my younger self:Imagine that Grace is now grown and has become a famous actress and/or dancer. Take on the role of the adult Grace and write a letter to your younger self in appreciation for the hard work and perseverance you showed in your youth. Letters should include details from Grace’s younger self taken from the text as well as predicted details from the life Grace now leads as an adult. Letters should be no less than 10 sentences. Differentiation:Allow ELL students the option of creating an illustrated diary. Students should be encouraged to write captions with their illustrations (provide support as needed).CCSS.RL.4.1?Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the SS.W.4.3?Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.45720000000000Student’s Name: _____________________________________________________________0100330000100330Title:00Title:7620015240000026670Author:Illustrator:00Author:Illustrator:02667000762007810500762006731000762006902450076200347345000118745Setting:00Setting:0118745000342900076200428625007620085725000-142875Characters:00Characters:7620063500000114935000114935Beginning:00Beginning:7620010293350076200686435007620034353500081915Middle:00Middle:7620013398500762001225550076200111760007620090995500762002052955007620017100550076200136715500011385550001138555Reader’s Conclusion (Problem/Solution):00Reader’s Conclusion (Problem/Solution):048895End:00End:76200620395007620027749500Reading/ELANon-FictionTitle of Book: AntarcticaCopyright Date: 2004Subject: ReadingAuthor:Wendy VierowCultures:AllInterest Level: 3-6 (grades)Readability: 5.2Illustrator:N/APublisher: Rosen Publishing GroupCity: New YorkSummary:Antarctica is a non-fiction book that includes supportive text features such as maps, illustrations and graphics explaining geographical features Additionally, the book includes information about how scientists are working to study the causes of global warming and monitoring ways to prevent it.Reading Activity Before reading, students will complete an anticipation guide. Students will read a series of 10 statements and indicate if they agree or disagree with the statement. Students will share responses with a partner and defend why they responded as they did. Then, the teacher will allow students to share out responses to assess the level of prior knowledge that students have on this topic. The teacher will read the first two pages of text (pages 4 and 6) and model how to find the information for the first statement on the anticipation guide. The teacher will show with evidence that the statement should be marked as “agree.” The teacher will also model using a think aloud to show how the graphics support the text. Then, students will partner read the rest of the book and complete the statements as agree or disagree based on evidence from the text. After reading, the teacher will model how to identify the “disagree” statements and show how to correct it with evidence from the text. For example, statement # 3 would be changed to “Seven countries claim land in Antarctica, including Argentina, Australia, Chile, France, the United Kingdom, New Zealand, and Norway.” Students will look at all the statements that are marked “disagree” in the right column and work with a partner to write a correct statement that comes from the text. ELL Differentiation: Before completing the statements, preview the word “Antarctica.” Point out the continent’s location on a globe. Ask students what they already know about this continent and explain that for the first part of the activity there is not right or wrong answer. These students can work with a partner for reading support, if SS.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Literacy/Writing Activity:Scientists in Antarctica often work in mobile teams that venture out on the ice to do research. They bring survival equipment in case conditions such as storms, accidents, or equipment failure prevent them from returning to camp. In this activity students plan a standard survival pack that would enable them to endure severe weather for 24 hours.Divide students into teams of four and distribute the "Icy Survival" student handout and the "Icy Survival Fact Sheet" student handout (one per student). Preview the conditions worksheet in order to decide what to bring on an expedition to Antarctica. Students will independently identify 10 items from the “Icy Survival” handout that they consider to be essential to survival in Antarctica. After team members make their selections, compare lists with other team members. Discuss how the items would be used and why they think they are essential. The team must revise their lists and create one group list based upon the discussion. Student team members will share lists with another team and explain why they think they have the tools for survival. Teacher will facilitate a whole class discussion on which team is most likely to survive. Differentiation for ELLs: Provide visuals of the items on the survival SS.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.Before ReadingAgree/DisagreeStatement/QuestionAfter ReadingAgree/DisagreeDinosaurs once lived on the continent of Antarctica.Most of Antarctica is a desert.Antarctica is owned by the United States.The inland parts of Antarctica get over 3 feet of snow per month.Antarctica’s climate is like the climate on Jupiter.Antarctica’s largest animal is an insect that is ? inch long.70% of the world’s fresh water is found in Antarctica.Robert F. Scott and his crew were the first explorers to reach the South PoleGlobal warming is an increase in the Earth’s temperature.Warmer temperatures in Antarctica will cause the world’s sea levels to rise.MathNon-FictionTitle of Book: Children of the Great DepressionCopyright Date: 2005Subject: MathAuthor:Russell FreedmanCultures:AmericanInterest Level: 6 (grade)Readability: 6.9Illustrator:N/APublisher: Clarion BooksCity: New YorkSummary:Children of the Great Depression draws on information from memoirs, diaries, letter, and other primary sources to chronicle the lives of children during the Great Depression. The text is paired with photographs that show both the innocence of the children and the hardships that they faced. Reading Activity **Note: This activity would be best following a unit on the Great Depression.Tell students that they are going to be reading a book about the children who lived through the Great Depression. Distribute a KWL chart to each student. Ask them to think about how the depression might have affected children. Working independently, students will write what they Know about children in the Great Depression. Then, working with a partner, students will discuss what they know (or at least what they think they know) about the experiences of children during the Great Depression and add to their lists. Then, students will do a “picture walk” through the text. After previewing, they will write the things they Want to know about children of the Great Depression. Assign each student pair one chapter of the book to read. Student pairs will alternate the reading by page or by paragraph according to their choosing. After reading, students will discuss what they Learned about children of the depression and record those ideas on the chart. Teacher will assign each pair to work with a pair who read a different chapter. During the share, each pair will tell what they learned from their chapter and students will record the new information on their charts. Finally, students will write a response to the question, “How did the column ‘what I know’ before you read the text differ from the column ‘what I learned’ after you read the text?”CCSS. RI.7.1:?Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Differentiation for ELLs: The opportunity to partner talk and share with other partners will support ELLs in their completion of the K column. To generate the things the ELL wants to know, he/she may benefit from talking about the pictures with a partner or with the teacher. The teacher can point out specific pictures and say, “What do you think is happening in this picture? What would you like to know about it?” Then, instruct the student to write his/her response.Literacy/Writing Activity:Teacher will write the word “inflation” on the board. Give students a few minutes to decide what they know about inflation. Students turn to a partner and share what they know. Student partners turn to another pair and share what they know. Then, students share out with the whole class. The teacher will write all responses on the board. Next, the teacher will discuss the meaning of inflation and provide some modern day examples. For example, the teacher might talk about the rising price of gas, the rising price of groceries, the rising price of clothes, etc. Distribute the “Great Depression Math” handout. Have students preview the salaries listed. Then, ask them if they think people are better off today or in 1938. Discuss. Finally, explain to students that they will be researching the cost of food items in 2013, calculating the cost to feed a family of 4 in 1938 and 2013, and formulating a supported opinion as to whether people were better able to afford to feed their families in 1938 or 2013 (based on the occupations and salaries listed).CCSS.RST.6-8.7:?Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).CCSS.W.7.2:?Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.KWLWhat I KnowWhat I Want to KnowWhat I Learnedcenter0How did the column “What I know” differ from the column “What I learned”? How does thinking about what you know support your understanding of informational text?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________00How did the column “What I know” differ from the column “What I learned”? How does thinking about what you know support your understanding of informational text?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________hGreat Depression MathThe Great Depression put millions of Americans out of work. Look at the wages and prices below and compare them to the wages and prices of today. Do you think it is easier to live today or in the 1930s?Weekly Wages Earned During the Great Depression and TodayOccupationThenNowManufacturing Worker$16.89$500.00Manufacturing$15.00$236.00Doctor$61.11$1800.00Teacher$23.59$865.00Accountant$45.00$1500.00Food ItemPrice 1938Price NowEstimated Cost to feed a family of 4 for one month1938Estimated cost to feed a family of 4 for one month2013Loaf of bread5 cents12 oranges25 cents1 lb. ground beef15 cents per poundGallon of milk55 cents1 lb. of bacon35 centshot dogs8 cents per poundpeanut butter23 centsdozen eggs18 centsbananas19 cents for 4 poundsPotatoes18 cents for 10 poundsSteak23 cents for 1 poundpork and beans5 cents per canham39 cents per poundDirections: Use the price chart above to determine an estimated cost to feed a family of four for one month. In your calculations, consider how much of the food item a typical family of four would consume. Do not base it on your personal likes and dislikes. Then, use the internet to research prices at local grocery stores such as Acme, Safeway, Shop Rite, Wal-Mart, etc. Write the price of the items in the “price now” column and calculate the cost to feed a typical family of four in 2013.After completing all calculations, consider what you know about the average salaries and the cost of food and respond to the question below.center0Do you think it is easier for families to afford food today or during The Great Depression? Use information from the salary chart and your calculations to support your answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________00Do you think it is easier for families to afford food today or during The Great Depression? Use information from the salary chart and your calculations to support your answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________85725534035HealthNon-FictionTitle of Book: Heroin and Your Veins: The Incredibly Disgusting StoryCopyright Date: 2000Subject: HealthAuthor:Allan B. CobbCultures:AllInterest Level: 5-8 (grade)Readability: 6.5Illustrator:N/APublisher: The Rosen Publishing GroupCity: New YorkSummary:Heroin and Your Veins discusses the illegal use of heroin as a narcotic. It describes in graphic detail the ways that people use heroin, the harm that heroin inflicts on one’s body, and the addiction that is caused by using it. The text is supported with graphics that aid comprehension.Reading Activity Students will use the elements of THIEVES strategy to preview the text. THIEVES is an acronym that stands for Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and Vocabulary, End of chapter questions, and Summary. Distribute the “Becoming THIEVES” handout. Display a copy on the Smart board. With students, brainstorm what each letter of the acronym stands for. Support as needed. Students fill in their handout as the teacher fills in the one displayed. Next, distribute the semantic map graphic organizer. List each element of the THIEVES on the map, one to a line. Next, branch off each element and point out to students what they might look for in the text. For example, the title connects with the topic; the headings connect with the topic of each section, etc. Students label their semantic maps as you label the one displayed. Distribute the “Elements of THIEVES” handout for guiding support as students watch you model and as they work through chapters on their own. Use the handout questions as a guide. Model the procedure for using THIEVES with the first chapter—“What is Heroin?” Say, for example, “Well, I see the title is ‘What is Heroin?’ and I know I can answer some of the questions for ‘T.’ First, I think this chapter will be explaining what heroin is. For the second question, I already know that it is a drug and that it is illegal.” The teacher will write the answers on the “Becoming THIEVES” handout. Continue in this manner until all questions have been answered (or addressed since some will not be able to be answered). Read the chapter with students and review the answers done during the preview. Were your answers accurate? How did the text differ from your predictions?Next, students will work with a partner to apply the THIEVES strategy. Distribute a clean copy of “Becoming THIEVES.” Assign Chapter Two. Students will preview the chapter using THIEVES and write their answers on the “Heroin and Your Veins” handout. Then, students will alternate the partner reading at each heading. Students will check their preview responses against what the chapter revealed. Differentiation for ELLs: Provide a recorded version of the text for ELL students. The teacher (or a fluent student reader) can record a reading of the text in advance of the activity. The ELL student(s) can listen to the recording while they orally read along during their turn and also listen while their partner reads. CCSS. RI.6.5:?Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.Literacy/Writing Activity:Students will visit the website-- Kids Health: Dealing With Addiction. Students will take the “Substance Abuse Quiz” by clicking on the link on the right side. After checking the answers, students will read the information on the pages titled, “Dealing with Addiction.” Then, students will create a pamphlet that educates teens about drug abuse and addiction. The students will also follow the link for “Who Can Help?” in order to include some support information in the pamphlet.Differentiation for ELLs: The website includes a feature that allows it to be read to the SS. W.6.2:?Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.ELA/WritingNon-FictionTitle of Book: I am an American: A True Story of Japanese InternmentCopyright Date: 1994Subject: ELA/WritingAuthor:Jerry StanleyCultures:Japanese and AmericanInterest Level: 4 (grade)Readability: 6.2Illustrator:N/APublisher: Scholastic, Inc.City: New YorkSummary:I am an American recounts the experiences of Japanese-Americans affected by the internment following the Japanese attack on Pearl Harbor in December 1941. Stanley focuses the book on primary accounts of the American citizens of Japanese descent who were affected by the internment.Reading ActivityTo introduce the book, the teacher will have students independently read the summary on the back of the book and then look at the picture on the front cover as well as the picture on the title page. Teacher will distribute the “Think-Pair-Share” graphic organizer. This can be prepared with questions in advance of the reading or the students can fill in the questions at the direction of the teacher. Question #1: “What did you learn about this book from the summary?”Question #2: “Why do you think the author chose those pictures for the cover and the title page?”Students will fill in their response in the column labeled “My thoughts” for both questions. Then, students will share their response with a partner and record those in the column labeled “My Partner’s Thoughts” and synthesize their responses and add to the column labeled “What we want to share.” Students will then share with the class. Instruct students to write the word “summary” in the first column for all remaining boxes. The student pairs will read a chapter by alternating pages. At the end of each section, they will stop, write a one sentence summary in the box labeled, “My thoughts” and the fill in their partner’s thoughts and then write what they want to share for their summary. After reading, students will share out their summaries with the class.Differentiation for ELLs: Think-Pair-Share supports the ELL by allowing time to process thinking on his/her own before “testing” his/her responses with a peer. Additionally, the share time may provide the ELL with a further understanding of a concept that eluded him/her in the initial read. During reading of the book, ELL students will record questions in their journals for ideas, terminology, figurative language, etc. that may be confusing to them. The student pair and/or class will discuss the meanings of these terms after reading and go back to the section of text to explain the meaning in SS.RI.6.2:?Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Literacy/Writing Activity:After reading, the teacher will ask students to divide themselves in two groups. One group whose birthdays fall between January 1 and June 30 and the other group whose birthdays fall between July 1 and December 31. Students will move to opposite sides of the room depending on when their birthday falls. Then, the teacher will present the scenario given on the writing prompt handout. The teacher will explain that all the students on the Jan. 1 to June 30 side of the room have been considered a danger because they share the common characteristic of a birthday with the enemy. That is why the president has decided that they will be interned. Facilitate a class discussion (while students remain standing) about the president’s decision. Is it fair to associate the group of student’s with the enemy? Will it cause one group to turn against the other group? Is it a necessary move in order to keep our country safe? Allow students to debate the issues and then explain the prompt that they will be answering. Students will move back to their desks to complete the “Guiding Questions” handout for brainstorming and then respond to the prompt, “Write a letter to President Obama from the point of view decided by your birthday as one who is being interned or as one who is safe from internment explaining your position on the internment.” CCSS. SL.6.1:?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. CCSS. W.6.2:?Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.center0ScenarioHalf of the U.S. population was born between January 1 and June 30, while the other half was born between July 1 and December 31. Imagine that our country has just been attacked by a group of people from another country whose birthdays were between January 1 and June 30. To protect our nation from further attacks, President Obama has decided that anyone in the U.S. who has a birthday between January 1 and June 30 might be friends with the attackers, so he has decided that all those citizens born in that time frame must be interned so that they will not be a threat to our country. Guiding QuestionsThink about when your birthday is. Are you one of the citizens who will be interned or are you safe from internment? Are you a friend of someone who will be interned? How do you feel about the president’s decision? How will the decision affect you? If you are safe from internment, do you feel that those who are being interned are a danger to the U.S.? If you are being interned, how do you feel about those who are safe? Is it fair to associate the group of student’s with the enemy? Will it cause one group to turn against the other group? Is it a necessary move in order to keep our country safe?Writing Prompt Write a letter to President Obama from the point of view decided by your birthday as one who is being interned or one who is safe from internment explaining your position on the internment. Think about the guiding questions above as your write your response.Use the guiding questions handout to brainstorm your response to the president.020000ScenarioHalf of the U.S. population was born between January 1 and June 30, while the other half was born between July 1 and December 31. Imagine that our country has just been attacked by a group of people from another country whose birthdays were between January 1 and June 30. To protect our nation from further attacks, President Obama has decided that anyone in the U.S. who has a birthday between January 1 and June 30 might be friends with the attackers, so he has decided that all those citizens born in that time frame must be interned so that they will not be a threat to our country. Guiding QuestionsThink about when your birthday is. Are you one of the citizens who will be interned or are you safe from internment? Are you a friend of someone who will be interned? How do you feel about the president’s decision? How will the decision affect you? If you are safe from internment, do you feel that those who are being interned are a danger to the U.S.? If you are being interned, how do you feel about those who are safe? Is it fair to associate the group of student’s with the enemy? Will it cause one group to turn against the other group? Is it a necessary move in order to keep our country safe?Writing Prompt Write a letter to President Obama from the point of view decided by your birthday as one who is being interned or one who is safe from internment explaining your position on the internment. Think about the guiding questions above as your write your response.Use the guiding questions handout to brainstorm your response to the president.Guiding QuestionsThink about when your birthday is. Are you one of the citizens who will be interned or are you safe from internment? Are you a friend of someone who will be interned? How do you feel about the president’s decision? How will the decision affect you? If you are safe from internment, do you feel that those who are being interned are a danger to the U.S.? If you are being interned, how do you feel about those who are safe? Is it fair to associate the group of student’s with the enemy? Will it cause one group to turn against the other group? Is it a necessary move in order to keep our country safe?Correspondence Writing Graphic OrganizerWho are you writing to?What is your purpose for writing?How do you want to begin your letter? What type of letter are you writing?What are some questions that you want to address?What do you want to say in the closing of your letter?Social StudiesNon-FictionTitle of Book: NightCopyright Date: 2006Subject: Social StudiesAuthor:Elie WieselCultures:JewishInterest Level: 9 (grade)Readability: 8.7Illustrator:N/APublisher: Hill and WangCity: New YorkSummary:Elie Wiesel tells his first-hand account of the Holocaust. Wiesel was taken prisoner at Auschwitz when he was 15 years old. In this book, Wiesel recalls in graphic detail the persecution that he suffered and witnessed as well as the loss of his family. Readers experience Wiesel’s struggle to stay alive, while fighting the evil around him. Night is one man’s story of pain, persecution, struggle, grief compassion and triumph. Reading Activity*this is a higher level book that can be used with honors classes or the most proficient readersDivide the class in groups of 4 students each. Distribute “Reciprocal Teaching Guidelines” handout to students. Review each strategy and tell students that they will be applying the strategies for a video and the text that they will read. Discuss and answer any questions. Show the video segment listed below. As students watch, they will record notes to help them in applying the 4 strategies. *Show video @ 2:45-11:06. the application of each strategy by answering one of the questions for each strategy on the guidelines handout. Then, give students time within their groups to apply the 4 strategies to their viewing of the movie clip. Students share out. Next, assign one strategy to each group member. (These can be alternated during the reading of the book). Pass out “Reciprocal Teaching Notes” handout for students’ note taking. Group members will share the oral reading of the text and can determine how to divide it (alternating paragraphs or sections). Each group member will record his/her own notes for the assigned role. After reading the chapter, students will discuss the summary, clarification, questions, and predictions. Continue with reciprocal teaching (alternating roles) to read the entire book.The teacher will support groups by walking around the room to listen to reading and discussions and only intervening when SS.RI.8.1:?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the SS. RI.8.2:?Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the SS. RI.8.4:?Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.Literacy/Writing Activity:Students will visit the website list here—. Student groups will be assigned one of the ghettos to research. As a group, students will create a poster presentation giving information about the ghetto (i.e. conditions in the ghetto, people of the ghetto, where it was located, its significance, etc.). Additional links are embedded in each section and students will use these links to discover additional SS. RI.8.1:?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.ELA /WritingNon-FictionTitle of Book: Through My EyesCopyright Date: 1999Subject: ELA/WritingAuthor:Ruby BridgesCultures:African-AmericanInterest Level: 3 (grade)Readability: 5.6Illustrator:N/APublisher: The Dial PressCity: New YorkSummary:The award winning book, Through My Eyes, chronicles the experiences of 6 year old Ruby Bridges, and her involvement in the integration of all white schools in New Orleans in 1960. Initially surrounded by Marshalls and heckled by angry white mobs, Ruby learns math and reading under the care of a sympathetic teacher.Reading Activity Review text structure with students. Tell students that the book they will be reading is written in a chronological text structure. Instruct partner 1 to tell partner 2 what chronological text structure is. Instruct partner 2 to give an example of chronological order to partner 1. Partners share out ideas with the class. Distribute the graphic organizer and model how to complete it by using examples from your own life. Then, assign parts of the book to each collaborative pair. Since there are 40 pages of text, assign approximately 5 pages to every pair (some pages will be repeated depending on class size). Students will partner read the assigned text by alternating paragraphs. Then, students will go back to the text and complete the timeline for their assigned reading. After completing the timeline, students will work together using the timeline to write a summary of their section. Then, student pairs will come forward in chronological order to present their summaries to the class (which should ultimately provide a summary of the whole book). CCSS..RI.5.10:?By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and SS. RI.5.1:?Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Literacy/Writing Activity:Post one word on chart paper in each of the four corners of the room (patient, courageous, hopeful, and peaceful). Preview the words with the students so all students understand the meaning. Ask students to give examples of each word. Students will discuss with their partner which word they think most pertains to Ruby Bridges and tell why. Tell students that they do not need to agree with one another, they just need to share their thinking. Then, provide each student with a sticky note and instruct them to independently write the word they think pertains to Ruby Bridges on the sticky note and write why they think that. Students will move to the corner of the room for the word they chose and place their sticky note on the chart paper. Circulate groups to the other vocabulary words so they can see what their classmates said, or have students present from their corner of the room. Finally, students will write a letter to Ruby Bridges telling her why they think she exemplifies that trait, using details from the charts, discussions, and text (the address for Ruby Bridges’ is at the back of the book).Differentiation for ELLs: Provide visuals depicting the meanings of the words at each station or provide comprehensible input by acting out each word SS.W.5.2:?Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Writing/ELANon-FictionTitle of Book: Warriors Don’t CryCopyright Date: 1994Subject: Writing/ELAAuthor:Melba Patillo BealsCultures:African-AmericanInterest Level: 6 (grade)Readability: 5.9Illustrator:N/APublisher: Washington Square PressCity: New YorkSummary:On May 17, 1954, the Supreme Court in Topeka, KS ruled that it was illegal to segregate schools and ordered that all schools begin a process of integration. Warriors Don’t Cry takes place in Little Rock, AR where the author, 15 year old Melba Patillo Beals, is chosen as one of a group of nine black students who will be the first black students to integrate Central High. In this chilling memoir, Melba recounts the horrors she faced each day in the face of racism and hatred. The story begins as the nine students return to Central High School some 30 years later to meet with then governor Bill Clinton. Reading Activity Before reading, teacher will introduce key vocabulary by using the “4 corners strategy.” The teacher will fold chart paper in 4s so that only one square is showing at a time. Then, the teacher will illustrate the first word with a drawing of her choice and explain the drawing to students. Next, the teacher will write a definition for the word that has been illustrated. Next, the teacher will write a sentence that uses the word in context. Finally, the teacher will write the word (alternately, the teacher can pause after each step to allow partners to share what they predict the word is; partners share out). Repeat these steps for each of the words and post the chart paper in the room throughout the reading of the book as a reference for discussion and/or written responses. This visual representation of key vocabulary is a support for ELL students. After creating the charts, students will create their own charts for the same words, but should use original illustrations and construct original contextual sentences. The key vocabulary for this lesson is prejudice, racism, segregation, discrimination.Differentiation: As needed to support ELLs and struggling students, a further discussion of base words and affixes using the key vocabulary can be facilitated. Students can complete the Vocabulary Study handout for the words before or during reading (one exception to this handout is that a class generated definition is preferred over a dictionary definition). ELLs can work with a partner to complete the charts.Note: Due to the mature content in this book, the CCSS and lessons are designed for a Grade 8 SS. L.8.4b:?Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,?precede, recede, secede).CCSS. L.8.4:?Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on?grade 8 reading and content, choosing flexibly from a range of strategies.Literacy/Writing Activity:Students will conduct a mock interview of Melba Patillo Beals using the interview script from Scholastic. Students will work with their partners to determine the roles (or these can be teacher assigned). Students will practice conducting the interviews so they become natural sounding. ELL students can be the interviewer since those lines require less reading. ELL students should be partnered with fluent readers to support their growth in fluency. Alternately, ELL students can be placed in groups with two other English speaking students—one would be the interviewer and one would be Melba—the ELL would choral read with the student whose role is Melba.The teacher will walk the room supporting pairs (or triads) as needed. Alternately, the teacher can choose exemplars to perform their interviews for the class.After completing the interviews, students will respond to the following prompt:Imagine yourself in Melba's shoes. Think about being in a situation in which you are fighting to change the way things have always been. Imagine being the first to do something very hard — so hard most people wouldn't even try. Write an entry that might appear in your diary describing the situation and how you feel about SS. SL.8.6:?Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or SS. W.8.2:?Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Interview with Melba Pattillo BealsFollowing is a transcript of the January 31, 1995, live chat with Melba Pattillo Beals, one of the nine black students who integrated Little Rock Central High School in September, 1957.OnlineHost:?Good afternoon! Today Scholastic is honored to welcome an important figure in the integration of American public schools, Melba Pattillo Beals. She's a featured guest during January's special event, entitled "Honoring Dr. King." As a teenager Melba Pattillo was one of nine black students who enrolled in Central High School in Little Rock, Arkansas, amidst protests from the governor and much of the white community. The confrontation grew, until finally, President Dwight Eisenhower ordered thousands of federal troops and the National Guard to surround the school and ensure the safety of these nine brave students.?Comment:?From Bay Farm: It is so difficult not to give in to public and peer pressure as a teenager, let alone facing hundreds of people in a confrontation. Your experience may help students face their own issues and resist the pressure around them.Question:?We wondered how and why you were "chosen" as one of the students who would enter Little Rock's Central High School in 1957?Melba Beals:?I was chosen because I lived in the area of the school, because I had good grades, because I seemed to be even-tempered. At the first round of selections, I actually volunteered. I was selected by the Little Rock School Board, which sent out a call for students in the area who wanted to go. And from that original pool of more than 100 students, they selected 16, and I was one of these. The NAACP was pushing legislation that forced the school board to integrate.Question:?What made you take a stand as a 9th grade student?Melba Beals:?I felt that if what my parents said was correct — that God loved me equally with all the white people — then I deserved to have what everybody else had. I deserved to go to whatever school I chose. I trusted 100% that God would take care of me, because I was doing the right thing. Therefore, God was my courage.Question:?Why didn't you tell your parents you'd signed up for Central High School?Melba Beals:?I didn't tell my parents because I wasn't totally certain at that point that anything would come of their offer to integrate. There were so many forces against it. I knew that by reading the newspaper. So, I didn't want to frighten or upset them because I wasn't sure how they'd react. I thought I'd wait until this was a reality. Eventually they learned that I signed up by watching the evening news — they mentioned my name. It resulted in their anguished response...as I'd anticipated. They were so very afraid. They were terrified of what people might do to us for daring to want to go to school with their children. Even though my mother had integrated the university, there seemed to be much more hostility toward black children integrating with white children.Question:?Can you describe your feelings as you walked up the sidewalk that historic day?Melba Beals:?The first day I approached Central High School, my heart pounded in my ears. My face was hot; I was so frightened about what would happen to me. I still remember that. My skin was stinging. I was right, because the very first day I was chased away by men carrying ropes, men from the white segregationist mob who threatened to kill me.The second time I went to Central High School, I was also frightened because I could see this huge mob gathered directly across the street from the school as I entered the side door. I couldn't help wondering what would become of me. By noon, I had to be secreted out because the mob was overrunning the school — rushing towards us, rushing past the policemen, who were throwing down their badges and some of them were joining the mob. It was a mess.When I entered the school protected by the 101st Airborne soldiers, sent by the President to enforce the law and hold off the segregationist mob, I felt proud to be an American. I felt hopeful that integration could work. And that it would work almost immediately. I thought to myself, if they just get to know me, if they understand that I'm smart, I'm clean, that I wear nice clothes, that I polish my saddle shoes, and I sing, they will understand that although my color is brown, I am no different than they are.Question:?Were you ever actually accepted by the other students?Melba Beals:?In the beginning, a few of the white students reached out to us. They smiled, they wanted to talk to us. They actually tried to befriend us. But as September turned into October, these few souls were crushed in the machinery set up by segregationists to separate us, to torture us until we left the school. Physically and mentally tortured us. So within a short amount of time these white students had to cut off from us to save themselves. Otherwise they, too, would be ostracized by the segregationists. They had to turn away from us. This was the case throughout the ment:?We think you were brave to go to a white school.Question:?How did your friends, who did not enter the all-white high school, treat you?Melba Beals:?My black friends eventually turned against us too, because their families were being punished by the white people who didn't want us to integrate the school. We nine students were eliminated from the normal stream of activities at the black high school because we weren't there. As time passed it became easier to ignore us. We were trouble in their eyes. I was very lonely. There were times at Central High School that I pinched myself to see if I really was there. Because no one talked to me, no one acknowledged my presence.My grandmother India — who had been a maid — thought that my integrating Central was a way of assuring that I wouldn't be a maid too. It was a way of demanding that I would be treated equally and have equal opportunity, a life that she never had. So she would talk to me and say that I was chosen to perform this task by God, and if I denied that I had to do it — if I did not comply — then I would suffer in many ways...in my own heart, and in my belief in God. These beliefs were a central part of my ment:?Thanks for sharing your experiences with us. You are an inspiration to us.Question:?How unequal was your all-black school?Melba Beals:?The teachers in my all-black school were dedicated and committed to making our education as good as possible. Central High School was seven floors high and two blocks square, with state-of-the-art equipment. Built in 1940s, It would stand up against any high school in the U.S. today in terms of its equipment. It was ranked very high in the nation — one of the tops in the country.My own high school — Horace Mann — was one story high, one tenth as large, and no comparing the equipment. Central High had typewriters, kitchens for home economics, early models of computers, extraordinary musical instruments, extraordinary physical ed. equipment, and an enviable scholastic program. Still today, many of its students are Rhodes scholars. That was true then, and it is now. I was just there recently. I was astounded to look at the physical plant. Even though it was built so long ago, it resembles a European castle, and has not changed much since I was there. But now it's 60% black.When I went back with all the students in 1987 (Bill Clinton called a reunion), it reminded me of those days when I walked the stairs so helpless, so powerless, awaiting attack at any moment by some ruthless student who would throw an egg, or trip me up, or call me nigger. When I got to the top of the stairs I saw a young black boy wearing wire-rimmed glasses, slight of stature. He bowed and said, "Welcome to Central H.S. I'm the president of the student body." Of course, I was quite tearful. Climbing all those stairs, seeing him. I hadn't been up those stairs in 40 years. So when he stepped out, I was expecting something other than this black child. This had been my dream, my vision. This was why I had endured all the pain and physical punishment — so this boy could stand there and say that. It was ment:?I read your book and think you are a marvelous writer. I loved, too, how you gave your mom credit for encouraging that love!Question:?Did you ever think about quitting school?Melba Beals:?Every moment of every day. If someone called me names or spat on me, or kicked me in the shin, or walked on my heel, I thought I couldn't make it one more moment. But each time I would go home, and my grandmother would point out that what I was doing was not for myself, but for generations yet unborn. She would tell me that I would be OK, and turn me right around and send me back. She would also inspire me, explain to me why I would want to go back.I never quit. Our goal was to make it through the year. We did. At the end of the year the governor closed all of the schools in order to prevent integration. But eventually in 1962, he would have to open the schools, and two of our nine students went back and graduated.Question:?At that time did you realize the significance and impact of the event?Melba Beals:?I did not. At the time, all I wanted was an equal education, the right to go to the local movies, and the right to eat in a restaurant. I had no idea of the significance of my struggle during that horrifying year. I just knew that something was happening inside me, and I would never, never, be the same again.Question:?How did this event change your future?Melba Beals:?Because of Central High School I had to leave Little Rock and my family, because the Ku Klux Klan had a price on my head — $10,000 dead and $5,000 alive. I was 16, going on 17 years old. I went to Santa Rosa, CA, taken in by Dr. and Mrs. George McCabe, who I still call mom and dad today. I have two sets of parents — I'm very blessed.That's why I don't want anyone to believe that I have hatred in my heart for white people, or that I condone any division of the races. I do not. I would not be alive today were it not for the white people who risked their lives for mine, including a white policeman who drove us from the school, a couple of the white officials within the school, a couple of white ministers, news reporters, and people who traveled to Little Rock — Quakers — who set up safe houses and tutoring schools. They taught us nonviolence and how to protect ourselves. In the end, these white parents in Santa Rosa nurtured me, made me whole again, took me to college, and walked me over the bridge to adulthood.I finished high school in California. Montgomery High School — an integrated school. Because the Klan had this reward out for us, and because the governor closed the school, the NAACP put a call out across the country for safe houses, and the remaining black students were sent to these. So how my life was changed was by leaving my family and moving to another place.I would later become a journalist because I watched and understood that if not for the white journalists who saw and reported fairly on the events at Central High School, I would not be alive ment:?Melba, this is beautiful and you are doing a fabulous job — an amazing feat, online.Question:?Do you still associate with any of the black students you started Central with?Melba Beals:?Absolutely. I'm hoping to see them in a couple of weeks. Two of them left the country forever because they were so frightened by events. We've all talked regularly by phone over the years.Question:?Did you know or ever meet Dr. Martin Luther King, Jr. or Rosa Parks?Melba Beals:?A couple of times I met him. I'd love to meet her. Dr. King came to Little Rock during our troubles. Just being in the room with him was a meditative experience. It was incredible. He was so centered, so certain of the path, that it encouraged us to stick with our program.Question:?When you visit schools today how do you feel when you see all races learning together?Melba Beals:?It brings joyful tears to my heart! I laugh, and I say to myself, "You see, there is a God." There are solutions to all of our problems. The answer is time; it takes time to make things happen. But integration is proof that all of our dreams can come true. When I was a child I never would've thought that this would ever have happened.And for all those people who are negative and want to look at the glass as half-empty, and who want to say that the "Brown" decision didn't make any difference and we haven't made any progress — I say YOU'RE WRONG. We have made progress. Because I've come a long way. It is a long, long way from being a little girl who grew up in Little Rock and sat in the back of the bus, and drank from water fountains marked colored, and went to a black school in an apartheid society, to my California home where I am free! A long way, so I say let's go forward. We've done a whole lot in my lifetime, we can do a lot more. Everything is possible to those who have faith and belief.I just want to say also, that we all need each other, love is the answer, and that any time you look at another human being, the same God that exists in you, exists in them, and no matter where they came from, who they worship, or what they wear, you owe them eye contact, consideration, and a smile...at the very least.I appreciate the opportunity to talk to you, and thank you very much for hearing me. The greatest gift you can give anyone is to listen, and to care. And that's exactly what you're doing.OnlineHost:?Many thanks to Melba Beals for joining us this afternoon and for sharing her life and work. We appreciate this special opportunity to speak with you. And thanks to our audience for your great questions!MathFictionTitle of Book: Romiette and JulioCopyright Date: 1999Subject: MathAuthor:Sharon M. DraperCultures:Cross-culturalAfrican-AmericanHispanicInterest Level: 9 (grade)Readability: 6.6Illustrator:N/APublisher: Simon Pulse City: New YorkSummary:Romiette and Julio is a contemporary version of Shakespeare’s Romeo and Juliet. Julio is Hispanic and Romiette is African-American. When they begin dating and fall in love, they are met with rejection from their families and the community in which they live, most especially the Devil Dogs, a neighborhood gang. When Romiette and Julio are severely threatened by the Devil Dogs, they devise a risky plan to escape. Things go very wrong and the two find themselves caught in a situation that seems like certain death. Through the power of their love for one another, they are able to survive, and ultimately, they win over the acceptance of the community and their families. Reading Activity This lesson focuses on Chapters 3 and 4. Before reading these chapters, students will watch a video clip explaining narrative point of view . After watching, students will partner read Chapter 3 (partner 1) and Chapter 4 (partner 2). Students will then look for clues to identify the point of view from which these chapters are told (3rd person limited omniscient). Students will write the clues on the graphic organizer and then correctly identify the POV. Students will also indicate whose thoughts, feelings, words, and actions are being told (Romi in chapter 3 and Julio in chapter 4). Finally, student pairs will work together to identify clues that indicate the chapters are describing the same scene. CCSS.RL.8.6:?Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or SS.RL.8.1:?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Literacy/Writing Activity: The news media play a central role in the novel, Romiette and Julio. Discuss with students the role that our media might play in creating a sensation around a news story. Have students watch the news twice during the week and record the types of stories that are reported and the amount of time that is dedicated to the story. In class, students will share their list and work together in groups of 4 to categorize the stories. Students will agree upon a label for each category and be able to support why they chose that label. For example, some stories might fit under the label of crime. Students will also work together to determine an average amount of time that was spent on the stories in each category. Students will then create a graph that shows the categories of stories and the amount of time dedicated to each (this is an average time based upon the results of the group). The graph will be drawn on a poster and displayed with other groups’ posters in the room. End with a discussion on the similarities and differences in each groups’ chart; which category of news stories get the most coverage; what effect does the coverage have on the mindset and opinions of the SS.RST.6-8.7:?Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).CCSS.SL.8.2:?Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.32518355717540008515356174740How do you know that the narrator is describing the same scene in Chapters 3 and 4?00How do you know that the narrator is describing the same scene in Chapters 3 and 4?33661351717040009658353888740What information is the narrator able to give the reader?00What information is the narrator able to give the reader?5309235171704000153733517170400025660352059940Proof:00Proof:47377352059940Proof:00Proof:3943352059940Proof:00Proof:8515351145540Point of View-Whose story is the narrator telling?00Point of View-Whose story is the narrator telling?851535231140Title: Romiette and Julio00Title: Romiette and JulioWriting/ELA/TechnologyFictionTitle of Book: ScorpionsCopyright Date: 1988Subject: WritingAuthor:Walter Dean MyersCultures:Cross-culturalAfrican-AmericanHispanicInterest Level: 6 (grade)Readability: 7.1Illustrator:N/APublisher: Harper Collins Publishers City: New YorkSummary:Scorpions is set in Harlem, New York City. Jamal Hicks is the twelve year old protagonist in the story, growing up in a gang infested neighborhood. Jamal’s brother Randy is in prison for armed robbery and Jamal’s mother does all she can to try and keep Jamal on a better path. When Randy gets word to the gang that he wants his brother, Jamal, to lead the Scorpions, trouble begins. The older, more experienced gang members do not welcome Jamal. Additionally, Jamal experiences a lot of trouble in school, both with his teachers, principal, and other students. He is bullied and challenged on a daily basis. Unable to take the pressure any more, Jamal confronts one of his enemies with a gun that was given to him by the gang. Jamal’s friend, Tito, tries to convince him to get rid of the gun, but Jamal realizes that he may be able to make enough money to help get his brother out of prison if he does one drug deal. When Jamal and Tito make plans to meet up with two other members of the gang, things go terribly wrong, causing Tito to shoot and kill one of the gang members. Tito admits his guilt and is sent to live in Puerto Rico with his father, while Jamal must pick up his life without his best friend.Reading Activity Students will read Scorpions in pairs. During reading, students will respond to the inference questions using the It Says, I Say, and So strategy. Students read the question and then note any clues that the author provides (It says). Students then note what they know or understand about the information provided (I say). Finally, students answer the question by combining what the text says with what the student says (and so).CCSS.RL.8.1:?Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Literacy/Writing Activity:After reading Scorpions, students should understand the role that drugs/alcohol played in destroying the lives of some of the characters. Students will write goals for their own lives that could not be if they abused drugs/alcohol. Students will listen to, view a video, or read the lyrics for “Unwritten” by Natasha Bedingfield. Teacher will facilitate a class discussion about the meaning of the lyrics and how the lyrics apply to the students’ lives. Then, the students will follow the instructions for writing life goals and illustrating them in a powerpoint presentation. Alternately, students can make a book out of craft supplies, following the same instruction.Students will write a goal for each decade of their lives up to and including years 80-89. After writing, students will create their “books” as either a powerpoint presentation or a paper book. Each page of the book will represent one goal that the student has for him/herself along with artwork depicting the goal.Students will share their powerpoint presentations with a partner via Google Drive and comment on their goals and the way in which they illustrated them. (this is an alternate activity that can be done if students have google drive accounts as they do in our school).CCSS.W.8.6:?Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.ScorpionsBy Walter Dean MyersIt Says…I Say…and So…QuestionsIt SaysI SayAnd SoRead the question.Find information from the text to help you answer the question.Consider what you know about the information.Put together the information from the text with what you know to answer the question.1. After reading chapter 1, explain what kind of neighborhood Jamal lives in.2. After reading chapters 4 and 5, describe Jamal’s relationship with Tito.3. After reading chapters 7, tell what emotion Mama is feeling when the author says, “Mama’s teeth were tight together and her eyes were closed.”4. After reading chapters 9, tell how Jamal felt when his father talked about “straightening him out.”5. After reading chapters 14, explain what Reverend Biggs means when he says, “We can’t let the good mess up the bad.”6. After reading chapter 16, describe what Jamal was feeling when he tried to call Indian.7. After reading chapter 20, explain what Tito meant when he said, It’s too big inside me. I had to tell her.”"Unwritten" am unwritten, can't read my mind, I'm undefinedI'm just beginning, the pen's in my hand, ending unplanned(refrain) Staring at the blank page before youOpen up the dirty windowLet the sun illuminate the words that you could not findReaching for something in the distanceSo close you can almost taste itRelease your inhibitionsFeel the rain on your skinNo one else can feel it for youOnly you can let it inNo one else, no one elseCan speak the words on your lipsDrench yourself in words unspokenLive your life with arms wide openToday is where your book beginsThe rest is still unwrittenOh, oh, ohI break tradition, sometimes my tries, are outside the linesWe've been conditioned to not make mistakes, but I can't live that way“Unwritten”Book AssignmentDrugs and alcohol play a major role in destroying the lives of characters in Scorpions. Think about the goals that you have for your life and the impact that drugs and/or alcohol could have in derailing your dreams. Listen to the song, “Unwritten” by Natasha Bedingfield and then work to create a PowerPoint “book” for the goals in your life.As the above lyrics state, your “book” is unwritten. The focus of the following activity is to assist you in choosing the way your book (life) will be written. Please list one goal you have for each of the decades in your future.After selecting realistic goals, the next step is to create your “book.” Create a PowerPoint presentation as your book. Each page in your presentation will illustrate your goals for each decade listed below. Use words, pictures, clipart etc. to design your pages.Your heading should be the decadeYour subheading should be the goalYour artistic expression on the page is your choice, but you must illustrate your goal in some manner My current age _______ through age 19; my goal is__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Age 20 through 29; my goal is__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Age 30 through 39; my goal is__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Age 40 through 49; my goal is__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Age 50 through 59; my goal is__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Age 60 through 69; my goal is__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Age 70 through 79; my goal is __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Age 80 through 89; my goal is_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ArtFictionTitle of Book: The OutsidersCopyright Date: 1967Subject: ArtAuthor:S.E. HintonCultures:Cross-culturalInterest Level: 6 (grade)Readability: 5.1Illustrator:N/APublisher: Laurel Leaf Books City: New YorkSummary:The Outsiders is the story of East Side kids vs. West Side kids. On the east side of town, the poorer side, reside the Greasers and on the west side of town, the wealthier side, reside the Socials or Socs. The story opens when one Greaser, Ponyboy is walking home from the movies and is jumped by the Socs. Although Ponyboy is rescued by his friends that night, the conflict continues the next night when Ponyboy and his friend Johnny are jumped again. Ponyboy pulls a knife and ends up killing one of the Socs. Dally, a hardened gang member and friend of the Greasers, comes to their aid and provides them with a hideout in an old abandoned church. One day while there, Dally comes to visit them and takes them out for lunch. When they return, the church is on fire and there are children inside who were there for a school picnic. Johnny and Ponyboy race inside to rescue the children, and although they were successful, Johnny is severely injured. The gang stages a war against the Socs, and they ultimately win the rumble. When Dally and Ponyboy rush to the hospital to tell Johnny, they find out that he died. Dally is grief stricken and makes himself a target for police who gun him down. Ponyboy falls into a deep depression, and it appears that he will never be the same; but when he begins to recover, he decides to tell his story so that others will know and remember what he and Johnny did. The resulting story is the novel, The Outsiders.Reading Activity During reading, students will record words, phrases, actions, or descriptions of each character—Ponyboy, Sodapop, Darry—and include the chapter where the information was found (this will be recorded on the characterization graphic organizer). After reading, students will complete the Read-Write-Think graphic organizer, “How and Why Characters Change.”Then, the teacher will facilitate a whole class discussion about how these characters changed and what caused them to change. The strategy for reading the novel can be altered depending on the students in the class. Reading can be done in partners with partner 1 reading a page and then partner 2 reading a page; the teacher can sometimes read aloud as students follow along or the students can choral read to support fluency; the students can spend time reading independently; students (especially struggling readers and/or ELLs can listen to some chapters of the story on CD).CCSS.RL.6.3:?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.Literacy/Writing Activity:After reading, refer students to the poem, “Nothing Gold can Stay” by Robert Frost, which is included in chapter 5 of The Outsiders. Facilitate a class discussion about the meaning of the poem. Preview challenging vocabulary (hue, subsides, grief, and the allusion to Eden). Have students talk in collaborative pairs about each line of the poem, alternating partners with each line and sharing out after each line. For example, teacher instructs, “Read the first line of the poem. Partner 1, tell partner 2 what you think it means.” Partner 2 then shares out to the class. Continue alternating lines and partners in this manner until the whole poem is analyzed. Next, students will partner read the passage that begins, “One morning I woke up…and ends, It was beautiful.” After reading, students will use the description of the sunrise in this passage to illustrate what Ponyboy saw. Then, students will copy the poem “Nothing Gold can Stay” and include it as part of the illustration. Teacher will post exemplars on a class bulletin SS.RL.6.4:?Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and toneDelaware Visual and Performing Arts Standard 3.4: Select and use subject matter, symbols and ideas to communicate meaning in works of artCharacterizationIdentify actions, words, and descriptions that are used to reveal qualities of characters in The Outsiders. Then, complete the “How and Why Characters Change” graphic organizer.Name of characterActions / Words / Description of characterPonyboySodapopDarry65151009525“Nothing Gold Can Stay”By Robert Frost________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________00“Nothing Gold Can Stay”By Robert Frost________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________0-9525ScienceFictionTitle of Book: SeedfolksCopyright Date: 2002Subject: ScienceAuthor:Paul FleischmanCultures:Cross-cultural—Vietnamese, American, Guatemalan, African-American, Haitian, Korean, East IndianInterest Level: 5 (grade)Readability: 4.9Illustrator:N/APublisher: Harper TrophyCity: New YorkSummary:Seedfolks begins with a chapter narrated by Ana whose father died when she was 8 months old. Since she had never gotten to know him, she decides to plant lima beans in the abandoned lot adjacent to her apartment building. She does this in the hopes that she can make her father proud of her. First one neighbor sees her hanging around the lot and believes that she is up to no good, but when she investigates, she finds that the girl has planted the beans and commits to helping her. As the story continues, each chapter presents the first person narrative of a new character, who comes to the garden with his/her own goals, but the planting of the garden becomes a symbol for the unification of the neighborhood as people begin to let go of their prejudices and stereotypes. The story ends as a new spring begins and Ana once again comes to the garden to plant her lima beans.Reading Activity Assign one chapter to each student. Double up on chapters if needed, and partner struggling readers and/or ELL students with someone who is compatible. After reading, students will illustrate their chapter in 4-6 frames that provide a summary of the events. Students will include captions for each illustration to support talking points later in the activity. Students will display their illustrations in the classroom in order of their chapter number. Then, one by one, students will orally present the chapter to the other students until the whole book has been told. Teacher will facilitate a discussion about what interested them when hearing all the chapters. How did presenting the book this way help their understanding? How did it hinder? Finally, students will work with their collaborative partner to read the entire book. Template for illustrations and captions (double sided)CCSS.RL.5.5:?Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or SS. RL.5.6:?Describe how a narrator’s or speaker’s point of view influences how events are SS. RF.5.4a:?Read grade-level text with purpose and understanding.Literacy/Writing Activity:Teacher will provide dried lima beans, a paper cup, and soil for each student. Students will plant the seeds in the cup by first putting some soil, then adding the beans, then adding more soil and then watering the beans. Students will place the cups in sunny location in the classroom. Students will monitor the soil each day to see if it needs water. Each week, students will write their observations of the plant in their journals. Students should describe what they see and what they smell. Students should also imagine what Ana might have felt as she began to see her beans sprouting and, to that end, they should write about what they feel as the plants begin to grow. When the plants have grown too big for the paper cups, students should bring them home and plant them in a family garden. Students should continue to record their observations until the plants are harvested. If a student’s plant dies, they should write how they feel considering that other’s plants have lived and comment on what they might have done differently to achieve success. CCSS.RST.6-8.3:?Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical SS.WHST.6-8.2:?Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.Social StudiesFictionTitle of Book: Fever 1793Copyright Date: 2000Subject: Social StudiesAuthor:Laurie Halse AndersonCultures:American and African-AmericanInterest Level: 6 (grade)Readability: 7.6Illustrator:N/APublisher: Aladdin PaperbacksCity: New YorkSummary:Fever 1793 is a fictional account of the Yellow Fever epidemic that plagued the city of Philadelphia in the late 1700s. This first person account told through the eyes of the narrator, Mattie Cook, recounts the summer of 1793, the year that yellow fever plagued her family, neighbors, and community. When the fever hits her mother, she is ordered to leave Philadelphia with her grandfather in order to escape the illness. Reading Activity Students will keep a double entry journal while reading Fever 1793. Each chapter in Fever 1793 begins with an authentic quote from a person who lived during the period of the plague. Students will read the quote that begins each chapter and write it on the left side of the journal. With their partners, they will predict how the quote will connect to the upcoming chapter. Then students will read the chapter recording words, events, themes, etc. that give clues to an analysis of why the author chose this quotation to start the chapter. After reading, students will discuss the outcome of their predictions with their partners, and then explain in a sentence or two how the quote connects to the events of the chapter.Differentiation: The quotes include vocabulary that is specific to the time period of the 18th century. ELLs will need additional support with this challenging vocabulary since it is not commonly used today. Before reading each chapter, the teacher will work with small groups (ELLs and/or struggling readers) to define the vocabulary. The teacher can also support those small groups in making predictions. After reading, the teacher will facilitate a small group discussion as to the connection between the quote and the chapter’s events. Support will be removed as students show proficiency in defining vocabulary and making SS.RL.6.1:?Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.RL.6.2:?Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Literacy/Writing Activity:After reading, the teacher will facilitate a short discussion about the genre of historical fiction, explaining that author’s do extensive research about the historical event in order to make the novel as authentic as possible (post the PDF poster for support). Discuss the research that authors undertake to understand and write authentically about the time period including period dress, language, events, people, etc. Then, students will visit the PBS website— —and read about the yellow fever epidemic. While reading, students will record answers to questions on the worksheet. After reading and recording all responses, students will respond to the final evaluation question—“Imagine that Laurie Halse Anderson is being considered for an award for ‘best historical fiction’ for Fever 1793 and that you are a member of the committee who will recommend her. Write an evaluation of the book Fever 1793 that either supports Anderson winning this award or explains why she should not. Use details from Fever 1793 along with the information from the PBS website to support your evaluation.” Remember to refer to the poster for characteristics of historical fiction when writing your response.Support for ELL students: Provide ELL (or struggling students) with a 3 column matrix to compare and contrast the historical characteristics of Fever 1793 with the historical account on the PBS website. Provide students with a partially completed graphic organizer as needed for support. CCSS.RH.6-8.1:?Cite specific textual evidence to support analysis of primary and secondary SS.RH.6-8.2:?Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or SS.RL.6.9:?Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.Quote from ChapterHow does the quote connect to the events of the chapter?Chapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Chapter 17Chapter 18Chapter 19Chapter 20Chapter 21Chapter 22Chapter 23Chapter 24Chapter 25Chapter 26Chapter 27Chapter 28Chapter 29Directions: Visit the PBS website found here-- you view the website, find and record answers to the following questions.1. Read about Dr. Rush under People and Events. What was one of his accomplishments and who did he recruit to help with the Yellow Fever?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Look under “Yellow Fever Epidemic.” How many people died from the epidemic? Why were the free blacks dedicated to helping the sick?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Look under “A Short Account of the Malignant Fever.” Who did they blame for the epidemic? ____________________________________________________________________________________________________________________________________________________________4. Look under “Extracts from the Journal of Elizabeth Drinker” and click on the historical document. What words indicate the time period that the journals were written?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. Go back to the home page link above. Under “Modern Voices,” click on John Edgar Wideman. List the ways that people tried to keep the fever out of their homes.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. As you are preparing your answer to the evaluation question listed below, continue to use the website to record instances when Anderson remained true to the historical events of the Yellow Fever epidemic as well as instances when she did not. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________“Imagine that Laurie Halse Anderson is being considered for an award for ‘best historical fiction’ for Fever 1793 and that you are a member of the committee who will recommend her. Write an evaluation of the book Fever 1793 that either supports Anderson winning this award or explains why she should not. Use details from Fever 1793 along with the information from the PBS website to support your evaluation.” Remember to refer to the poster for characteristics of historical fiction when writing your response.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Fever 1793Compare/Contrast MatrixFever 1793PBS WebsiteEventsLanguagePeopleSocial StudiesFictionTitle of Book: Number the StarsCopyright Date: 1989Subject: Social StudiesAuthor:Lois LowryCultures:JewishInterest Level: 3 (grade)Readability: 5.1Illustrator:N/APublisher: Bantam Doubleday Dell Publishing GroupCity: New YorkSummary:Number the Stars is set in 1943 in Copenhagen, Denmark during the time of the Nazi occupation. The story is told from the first person point of view of Annemarie Johansen, a ten year old girl. Annemarie is best friends with Ellen, who is Jewish. As the girls are walking home from school one day, they are encountered by German soldiers. Fearing what might happen, the parents advise them to take a different route. As tensions in the community mount and stores of Jewish owners are closed, a plan is devised to help Ellen’s family escape to safety in Sweden. With the help of the Johansen’s and their friends, the Rosen family is able to trick the German soldiers and escape to safety. When the war ends, Annemarie anxiously awaits the return of her best friend, Ellen and her family.Reading Activity Teacher will distribute a “bravery” frayer model to each student. Students will work in collaborative pairs to discuss the term “bravery” and complete the frayer model. After completion, students will share their frayer with one other pair in the class, adding ideas as they do. Then, the pairs will share out and the teacher will create a class frayer model on chart paper or the smartboard. Teacher will add the word “frightened” to characteristics of bravery if no student has suggested it. Then, the teacher will facilitate a discussion as to whether students agree that one can be frightened and brave at the same time and ask students to provide personal examples. Assign Chapter 9 for students to read. Students will read in collaborative pairs, alternating each of the 8 pages. To support fluency, strategically partner the ELL students with fluent readers and instruct those pairs to 1) non-ELL reads first; 2) non-ELL and ELL read together; 3) non-ELL reads; 4) ELL reads; 5) non-ELL and ELL read together; 6) ELL reads; 7) non-ELL reads; 8) ELL reads. All reading is done orally. After reading, students will revisit the frayer model and make any additions that they feel are needed. Students will then work independently to answer the question, “Do you agree with Uncle Henrik that it is easier to be brave if you don’t know anything? Why or why not? Use details from the text as well as personal examples to support your answer.” Differentiation: Struggling students and ELLs can discuss possible answers to the question with their partners before writing their individual response. CCSS.RF.5.4:?Read with sufficient accuracy and fluency to support comprehension. CCSS.RL.5.1:?Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Literacy/Writing Activity:Students will visit “The Children of the Holocaust” website found here— HYPERLINK "" . Students will select a child to read about and share the name with the teacher (only one student per child). During reading, students will take notes on the child they chose. Next, students will create a power point presentation to teach the class about their child. Slides will include, but not be limited to, the name of the child, birth date, birth place, family members, and experiences during the holocaust, as well as the fate of the child. Students will include a picture of the child and other pictures that can be used as symbols of the child’s experiences. Final presentations will be no less than 5 slides. Students will present their projects to the SS.RI.5.1:?Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the SS.WHST.6-8.6:?Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and SS.WHST.6-8.2b:?Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.“Do you agree with Uncle Henrik that it is easier to be brave if you don’t know anything? Why or why not? Use details from the text as well as personal examples to support your answer.” __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Writing/ELAFictionTitle of Book: The House on Mango StreetCopyright Date: 1984Subject: Writing/ELAAuthor:Sandra CisnerosCultures:MexicanInterest Level: 6 (grade)Readability: 4.5Illustrator:N/APublisher: Vintage ContemporariesCity: New YorkSummary:The House on Mango Street is written as a series of short vignettes told in the first person point of view of the narrator, Esperanza, a 12 year old girl. The novel recounts a year in Esperanza’s life as she grows from a girl into a young woman. The story opens as the family moves into the house on Mango Street, and even though it is a huge improvement over where they lived before, it falls short of Esperanza’s dreams. At school Esperanza is ashamed of her family’s poverty and her name and finds her escape in her writing. As Esperanza develops into puberty, she becomes friends with a more mature girl named Sally, who uses men and boys for attention. One day when Sally leaves Esperanza alone, she is sexually assaulted by a group of boys. The trauma of this experience makes Esperanza more determined to leave Mango Street one day. But, as she matures, she realizes that Mango Street will always be with her and that she will work hard to help the others left behind. She continues to use her writing as an emotional escape and hopes to one day use it as her means to physically escape Mango Street.Reading Activity Pre-reading activity. Hand out the “your name” graphic organizer and have students complete it independently. Allow students to share their responses. Read aloud pages 10-11 from The House on Mango Street. Instruct students to pay attention to how Esperanza feels about her name. Then, students will read pages 10-11 on their own. During reading, students will answer the questions about Esperanza’s name on the graphic organizer. After reading, students will write a bio-poem about Esperanza using the format provided (the format is a modified version of the typical bio poem).Differentiation: Pre-teach vocabulary from “My Name” vignette. Some words that may cause difficulty for ELL students are—identity, sobbing, chandelier, inherited, and baptized. Provide the meaning of these words for students. Students write the words and definitions in column one of a two column chart. Then, students will draw an illustration in column two to remind them of the meaning. A further review of the words can be conducted by having students stand when a stated example corresponds with one of the vocabulary words. For example, the teacher can say, “My last name is part of my identity” (students stand). “The lights in our classroom are chandeliers” (students do not stand). “The young child wanted his mommy so badly he was sobbing” (students stand).CCSS.RL.6.1:?Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the SS.RL.6.4:?Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.Literacy/Writing Activity:Students will conduct some research about their own names. First, students will interview their parents, grandparents, family etc. about the significance of their name and why they were named that. Students will then research using the internet to find additional information about their names. Students will write their own bio poem using the same format they used for Esperanza. Finally, students will create a two column poster—one side featuring Esperanza’s bio poem and the other side featuring the student’s bio poem. Each side will then be decorated with pictures, words, symbols etc. that could be associated with Esperanza and would be associated with the student. Students will present their posters to the class, explaining the significance of their names and of the decorations on the SS.W.6.7:?Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when SS.W.6.3d:?Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.What name did your parents give you?Why did your parents give you your name?How do you feel about your name?Do you have a nickname? If so, what does your nickname mean to you, your family, or friends?If not, would you like to have a nickname? What would you like to be called?What is the meaning of your name? If you don’t know, that’s OK.Directions: A person’s name is part of his/her identity. Think about your own name and respond to the questions below.What does Esperanza mean in English?What does it mean in Spanish?What figures of speech does Esperanza use to describe her name? What does that tell you about how she feels about her name?How does Esperanza describe her name as it’s pronounced in Spanish?Who was Esperanza named after?How was her name pronounced at school? How does Esperanza feel about it?Why does Esperanza, who inherited her great-grandmother’s name, not want to inherit her place at the window?What new names does Esperanza want to baptize herself under? Why?Directions: During or after reading, answer these questions about Esperanza.Bio PoemEsperanzaEsperanza (four words that describe Esperanza) Relative of (list three close family members) Resident of (place where she lives) Who likes (three things she likes) Who loves (three things she loves) Who wishes (three things) Who needs (three things she needs) Who aspires to (at least two aspirations) EsperanzaBio PoemStudentYour first name (four words that describe you) Relative of (list three close family members) Resident of (place where you live) Who likes (three things you like) Who loves (three things you love) Who wishes (three things) Who needs (three things you need) Who aspires to (at least two aspirations) Your first nameReading /ELAFantasyTitle of Book: Mary PoppinsCopyright Date: 1997Subject: ReadingAuthor:P.L. TraversCultures:Cross-Cultural Interest Level: 6Readability: 6.1Illustrator:Mary ShepardPublisher: Harcourt, Inc. City: San DiegoSummary:Mary Poppins is the tale of a nanny by the same name who arrives at 17 Cherry Tree Lane to care for the Banks children, Jane, Michael, and the twins. While there, Mary turns every ordinary event in their lives into an extraordinary experience. She slides UP banisters, pulls unimaginable items from her carpet bag, and takes the children on magical adventures. During her time with the children, she not only teaches them the values of family, but also indirectly teaches Mr. Banks this value as well. Reading Activity This activity focuses on Chapter 3, “Laughing Gas” but can be used with other chapters as well. After instruction in identifying cause and effect, students will record the causes and effects of the events in Chapter 3. Students will complete the cause and effect graphic organizer HYPERLINK "" This activity can be differentiated according to ability levels. First, the most proficient students can identify the causes and effects in the chapter with no support; second, less proficient students can have a graphic organizer that is partially completed; third, struggling students can have a graphic organizer that is complete with all causes and they must identify the effect.Examples of cause and effect:1. Jane calls Miss Persimmon, Mrs. Wigg—Miss Persimmon gets very angry—the kids think that Mr. Wigg must be very odd 2. Mr. Wigg laughs heartily—he floats on the ceiling3. The kids laugh heartily—they join Mr. Wigg on the ceiling4. Mary Poppins puts her hands on her sides—Mary floats to the ceiling5. Mr. Wigg, Jane, and Michael want the tea and crumpets—they try to think of sad events6. They think of sad events—they laugh harder7. Mr. Wigg begs Mary Poppins to help get the tea and crumpets—Mary mysteriously causes the tray to float to the ceiling8. Mary shouts, “It’s time to go home!”—Jane, Michael, and Mr. Wigg fall to the floor.9. On the ride home the kids ask Mary Poppins how often her uncle floats to the ceiling—Mary Poppins denies that it ever happened and is offended that the kids suggested it. CCSS. RL.6.3: ?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. Literacy/Writing Activity: Students will compare and contrast the tone and mood used in two very different trailers for Mary Poppins. First, discuss the difference between tone (what the author feels and thinks about a subject) and mood (what the reader or viewer feels about the subject). Provide students with a copy of commonly used tone and mood words along with the “tone and mood man” graphic organizer . Explain to students that just as authors use vivid imagery and word choice to set the tone and mood, movie makers use lighting, dialogue, music, and editing to do the same. Next, tell students that they are going to see two trailers for the movie Mary Poppins. Show the original trailer for Mary Poppins—. After viewing, have students choose three tone words that represent the attitude of the creators. Then, students choose mood words that describe their feelings toward the piece. Next, show the recut version of the trailer—. After viewing, students will do the same activity described above. End with a discussion about the similarities and differences in the trailers. Discuss how the change in tone caused a change in mood. CCSS. RL.6.4: ?Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.3238510795004937760424815Important Terms:Tone in literature tells us how the author thinks about his or her subject. The author's style conveys the tone in literature. Tone is the author's attitude toward story and readers. Mood is the effect of the writer's words on the reader. Mood is how the writer’s words make us feel.00Important Terms:Tone in literature tells us how the author thinks about his or her subject. The author's style conveys the tone in literature. Tone is the author's attitude toward story and readers. Mood is the effect of the writer's words on the reader. Mood is how the writer’s words make us feel. SEQ CHAPTER \h \r 1256603548260Tone Words:00Tone Words:2566035124460Mood Words:00Mood Words:5309235132715Adapted from: 00Adapted from: tone = speaker’s attitudePOSITIVE TONE WORDSNEUTRAL (+, -, or neutral)NEGATIVE TONE WORDSadmiringadoringaffectionateappreciativeapprovingbemusedbenevolentblithecalmcasualcelebratorycheerfulcomfortingcomiccompassionatecomplimentaryconciliatoryconfidentcontenteddelightfulearnestebullientecstaticeffusiveelatedempatheticencouragingeuphoricexcitedexhilaratedexpectantfacetiousferventflippantforthrightfriendlyfunnygleefulgushyhappyhilarioushopefulhumorousinterestedintrospective jovialjoyfullaudatorylightlivelymirthfulmodestnostalgicoptimisticpassionateplacidplayfulpoignantproudreassuringreflectiverelaxedrespectfulreverentromanticsanguinescholarlyself-assured sentimentalserenesillysprightlystraightforwardsympathetictendertranquilwhimsicalwistfulworshipfulzealouscommandingdirectimpartialindirectmeditativeobjectivequestioningspeculativeunambiguousunconcernedunderstatedabhorringacerbicambiguousambivalentangryannoyedantagonisticanxiousapatheticapprehensivebelligerentbewilderedbitingbitterbluntbossycoldconceitedcondescendingconfusedcontemptuouscurtcynicaldemandingdepressedderisivederogatorydesolatedespairingdesperatedetacheddiabolicdisappointeddislikingdisrespectfuldoubtfulembarrassedenragedevasivefatalisticfearfulforcefulforebodingfranticfrightenedfrustratedfuriousgloomygravegreedygrimharshhaughtyholier-than-thouhopelesshostileimpatientincredulous indifferentindignantinflammatoryinsecureinsolentirreverentlethargicmelancholymischievousmiserablemockingmournfulnervousominousoutragedparanoidpatheticpatronizingpedanticpensivepessimisticpretentiouspsychoticresignedreticentsarcasticsardonicscornfulself-deprecatingselfishseriousseveresinisterskepticalslysolemnsombersternstolidstressfulstridentsuspicioustensethreateningtragicuncertainuneasyunfriendlyunsympatheticupsetviolentwrymood = emotional effect thatthe text creates for the audiencePOSITIVE MOOD WORDSNEGATIVE MOOD WORDSamusedawedbouncycalmcheerfulchipperconfidentcontemplativecontentdetermineddignifieddreamyecstaticempoweredenergeticenlightenedenthralledexcitedexhilaratedflirtygiddygratefulharmonioushopefulhyperidyllicjoyousjubilantliberatinglight-heartedlovingmellownostalgicoptimisticpassionatepeacefulplayfulpleasedrefreshedrejuvenatedrelaxedrelievedsatiatedsatisfiedsentimentalsillysurprisedsympatheticthankfulthoughtfultouchedtrustfulvivaciouswarmwelcomingaggravatedannoyedanxiousapatheticapprehensivebarrenbroodingcoldconfiningconfusedcrankycrushedcynicaldepresseddesolatedisappointeddiscontenteddistresseddraineddrearyembarrassedenragedenviousexhaustedfatalisticforebodingfrustratedfutilegloomygrumpyhauntingheartbrokenhopelesshostileindifferentinfuriatedinsidiousintimidatedirateirritatedjealouslethargiclonelymelancholicmercilessmoodymorosenauseatednervousnightmarishnumboverwhelmedpainfulpensivepessimisticpredatoryrejectedrestlessscaredserioussicksomberstressedsuspensefultenseterrifyingthreateninguncomfortablevengefulviolentworriedWriting/ELAFantasyTitle of Book: Shoeless Joe and MeCopyright Date: 2002Subject: WritingAuthor:Dan GutmanCultures:Cross-cultural Interest Level: 3Readability: 4.8Illustrator:N/APublisher: Harper Collins PublishersCity: New YorkSummary:Joe Stoshack, the main character of Shoeless Joe and Me possesses a special gift. When he holds a baseball card in his hand, he is capable of traveling back in time to when the player on the card lived. After an unfair call at one of Joe’s baseball games, he is told by the team’s sponsor that sometimes life isn’t fair. The owner tells Joe the story of Shoeless Joe Jackson, who along with his teammates from the 1919 Chicago White Sox, was banned forever from playing professional baseball. Some of the teammates had lost the World Series on purpose as part of a gambling deal. Even though Shoeless Joe was not involved, he still suffered the same penalty. So, Joe Stoshack decides to hold one of Shoeless Joe’s baseball cards and travel back in time to try and keep the deal from going down.Reading Activity Double Entry JournalStudents will keep a dialogue journal in their notebooks with another student while reading the novel, Shoeless Joe and Me. For this reading activity, ELL students will be paired with native speaking students in order to support their second language writing skills. Reading strategies can vary as the novel is read. For example, the teacher may choose to read some of the chapters aloud; the students can partner read; the class can choral read; the teacher can read with small groups while the other students read independently; or the whole class can read independently. These choices should be made based on the ability and motivation of the class. At a specified time (perhaps every other day or weekly) the students will write in their dialogue journals. The topics can be self-selected but should focus on the reading. Some modeling of this step is critical. The student may wish to write their thoughts about the character’s choices or they may wish to write about what they would have done in the same situation. The student may wish to question the author. Questions can be on any number of topics, but might include—the author’s stylistic choices; the author’s inspiration for the events; the author’s decisions about the traits of the characters, etc. All topics are acceptable as long as they connect with the readings. When the student finishes writing, he/she will share the journal with his/her partner and the partner will respond with his/her thoughts on the student’s ideas. CCSS. RL.4.1:?Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the SS. RL.4.2:?Determine a theme of a story, drama, or poem from details in the text; summarize the SS.RL.4.3:?Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). *Note: focus standards may vary based upon student’s choice of journaling. Literacy/Writing Activity: Students will visit Dan Gutman’s website found here: . While there, students will read Dan’s bio about himself and the rejection letters he received for some of his writing. Additionally, students can view some of the video clips that Dan has posted including, but not limited to (Dan talks about how he came to write children’s books). Using information from the website and their knowledge of the book, students will write a letter to Dan on one of the topics listed:1. Give an example of a time when the student was rejected and explain how the student handled that rejection and inquire what strategies Dan uses to accept rejection and stay motivated.2. The student’s critique of Shoeless Joe and Me3. Dan says that he is “good at writing for kids.” Students write their thoughts about Dan’s assessment of himself (referring to their reading experience from Shoeless Joe and Me)Alternately, 4. Students can write a short story to send to Dan for his criticisms. CCSS. W.4.2:?Write informative/explanatory texts to examine a topic and convey ideas and information SS. W.4.1:?Write opinion pieces on topics or texts, supporting a point of view with reasons and SS. W.4.3:?Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.*Note: focus standard will vary dependent upon the student’s choice of topic.Writing /ELAFantasyTitle of Book: SonCopyright Date: 2012Subject: WritingAuthor:Lois LowryCultures:Cross-cultural Interest Level: 6Readability: 6*Illustrator:N/APublisher: Houghton MifflinCity: New YorkSummary:Lois Lowry provides the stunning conclusion of The Giver quartet, including Gathering Blue and Messenger. The story begins in the Utopian Community of Sameness where Jonas lived in The Giver. In this flashback chapter, the reader learns that Claire was the woman who gave birth to Gabriel, the baby that Jonas took Elsewhere. As Claire realizes the flaws of the community, she embarks on a journey to find Gabriel and reunite with Jonas. Her journey brings her to a community very unlike her own, where she is welcomed with open arms and given help for the journey ahead. In a strange twist, Claire gives her youth to the Trademaster (an evil wizard) who gives her the knowledge and skills to find Gabriel, but when she does, she finds that she is too old and decrepit to share her story with him. She eventually confides in Jonas and he in turn shares her story with Gabriel. As Claire nears death, Gabriel goes on a mission to slay the Trademaster and return Claire’s youth to her. Gabriel is successful in killing the Trademaster and returns home to be reunited with his birthmother and Jonas.Reading Activity Before reading, students work with a partner to define “community.” Then, student pairs share out responses, and the class agrees on a definition for “community.” The teacher records the definition on chart paper for later reference. During reading students will record characteristics of the three communities where Claire resides, including details about how the members of each community perceive Claire. After reading, students will refer to the class definitions of “community” and respond to the following: “Which community most closely matches our class definition of community? Support with details from the text and your graphic organizer in your response.” Differentiation: Since the book is divided into three sections representing the three communities, have students stop at the end of each section and answer the question—“how is this community the same as or different from our class definition of community?” Answering this question along the way will provide students with notes to follow when responding to the final question above. CCSS. RL.6.1:?Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the SS.RL.6.3:?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.Literacy/Writing Activity: After reading, students will view the trailer for Son, narrated by Lois Lowry found here: . In the trailer, Lowry comments that as a “writer she had the opportunity to go back and revisit the characters [from The Giver] to see what happened to them.” She explains that she has to create some conflict that the characters will need to overcome which then becomes the plot of the book. While viewing, students will record notes on Lowry’s inspiration to write the plot line that became the novel, Son. Teacher facilitates a class discussion in which students talk about other novels they have read for which a sequel could be written. Students will brainstorm ideas for sequels to the novels. Next, students will choose a book they have read in class or on their own and write the plot line for a sequel to the book. Students will record their ideas on a story map graphic organizer. Finally, students will use their story maps to write a short sequel for the book of their SS. W.6.3:?Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.BeforeBetweenBeyondName: ____________________________Directions: During reading, record characteristics of each community. Include details about how Claire is perceived in each community.Use your notes from your chart and details from the novel, Son, to answer the following question.center0“Which community most closely matches our class definition of community? Support with details from the text and your graphic organizer in your response.”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________00“Which community most closely matches our class definition of community? Support with details from the text and your graphic organizer in your response.”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Writing /ELAFantasyTitle of Book: Surviving Antarctica: Reality TV 2083Copyright Date: 2006Subject: WritingAuthor:Andrea WhiteCultures:Cross-cultural Interest Level: grade 6-8Readability: 4.9Illustrator:N/APublisher: Harper Collins PublishersCity: New YorkSummary:Surviving Antarctica is a futuristic, cautionary tale about what can happen when society begins to rely too heavily on technology to educate and allows a government to rule with autonomy. Andrea White tells a tale of a government so bent on controlling its citizens that young people cannot pursue an education beyond age 14 unless they win a chance roll of the dice in a game called Toss. The five protagonists are all 14 year old teens who lost their Toss and have entered a contest that will require them to participate in a simulation of the historical and fateful Robert F. Scott expedition to the South Pole that will be televised as reality TV and that all citizens will be required to watch. If the kids succeed, their prize is $10,000.00. Additionally, the citizens will vote on the Most Valuable Player of the game and that teen will win an additional $90,000.00, thus raising the stakes for the kids. Before the journey, the teens’ unknowingly are fitted with video cameras in their eyes so that their expedition is viewed without the availability of adult cameramen to provide them with assistance. As the kids journey, the workers in the editing department begin to feel compassion for the teens and risk their futures by offering forbidden assistance by speaking to them through microphones that are part of the eye cameras. As the citizens watch the excitement of the journey and the hardships that the kids face, they begin to rebel and demand that the government send help for the kids to bring them home. Unable to fend off the editors’ help, along with the rebellion of the community, the government must relent and bring the kids safely home. In an odd twist, two of the kids resist the rescue and instead ask permission to continue the journey. The book ends as a cliffhanger, never revealing what happens to the kids who were left behind.Reading Activity Building background: In order for students to understand the hardships that the kids must endure, they must have some background on the conditions in Antarctica as well as the conditions that Robert Scott and his explorers endured. The teacher will show clips from the video Great Adventurers: Robert Falcon Scott (we have copies of this video in our school library) pausing so students can answer questions on their worksheets and discuss as a class. The questions will focus on five critical issues that the original explorers faced—conditions in Antartica; crevasses; issues with dogs and ponies for travel; frostbite; and a summary of the Robert F. Scott expedition including the student’s opinion as to what was the ultimate cause of their SS. RI.6.1:?Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the SS. SL.6.2:?Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.Literacy/Writing Activity: At the end of the book, two of the characters, Robert and Grace, decide that they do not want to be rescued and instead would like to continue their trek to the South Pole. Andrea White ends the book without letting the readers know what happens to those two kids. Students will write a letter either from Robert’s or Grace’s point of view upon reaching the South Pole and returning safely home.In the letters, students will include information about the conditions they faced; the hardships endured; the emotions felt upon reaching the South Pole; a description of the view at the Pole, and goals for the future now that they have arrived safely SS. W.6.3:?Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event SS. W.6.4:?Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Name: ________________________________Date: ________Period:______Robert Falcon ScottDescribe the conditions in Antarctica.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What is a crevasse? Describe.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How were the dogs useful? What was one problem the explorers faced with the dogs?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe frostbite. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What happened to the explorers in Scott’s 1912 expedition? Why do you think that happened?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ScienceFantasyTitle of Book: The Hunger GamesCopyright Date: 2010Subject: ScienceAuthor:Suzanne CollinsCultures:Cross-cultural Interest Level: 6Readability: 7Illustrator:N/APublisher: Scholastic, Inc.City: New YorkSummary:Many years ago, the citizens of Panem, which used to be known as North America, unsuccessfully rose up against the evils of the government known as the Capitol. To maintain order and remind its citizens to never again rebel, the Capitol holds a Hunger Games each year. The games are a fight to the death, televised event. Two tributes, ranging in age from 12 to 18, are randomly selected from each of the twelve districts in Panem. The Capitol prepares these teens for battle and then unleashes them on one another in an arena that provides both help and hindrance to its tributes. The story revolves around Katniss Everdeen and Peeta Malarch, the two tributes from District 12. As they face the dangers of the arena, Katniss and Peeta form a bond and, after killing all the other tributes, refuse to kill one another and instead, threaten the Capitol with a double suicide. The Capitol, fearing the reaction of its citizens, intervenes and names both tributes as victors of the Hunger Games. Reading Activity Students will evaluate Katniss Everdeen as either a dynamic or static character. While reading, students will record details about Katniss on the graphic organizer. The teacher will read the first chapter with the students and model how to identify details that support a characterization. For example, in Chapter One, Katniss can be described as brave. The details that support this trait are that she climbs under the electric fence even though it is forbidden by law; she goes to the woods to hunt for food even though she knows that there are dangers lurking there; she poaches game in the woods even though the Capitol would enforce the strictest penalty if she were caught; and she adds her name to the drawing for the Hunger Games in exchange for tesserae, which provides an additional year’s worth of grain and oil for one person. Students will continue reading the novel independently, with partners, or as a read aloud, alternating strategies throughout the SS.RL.7.1:?Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Literacy/Writing Activity: Students will complete the activities in The New York Times Learning Network lesson on genetically modified organisms. The lesson can be found here and copies are also included with this bibliography. As stated in the lesson, students will read and research the advantages and disadvantages of genetically modified organisms and develop a presentation based upon their teacher assigned SS. RI.7.1:?Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the SS. W.7.2:?Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant SS.W.7.7:?Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.Name____________________________ Date __________________ Pd._________________Is Katniss Everdeen Static or Dynamic?Katniss EverdeenHow Katniss is in the BeginningChapters 1-9How Katniss is in the MiddleChapters 10-18How Katniss is at the EndChapters 19-27Think about:What she doesWhat she saysWhat she thinksWhat she feelsWhat others say about herWhat others say to herHow she perceives events How she deals with conflictIs Katniss static or dynamic? Explain how you know. center46990__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________00__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________MAY 16, 2012,?3:31 PM‘Hunger Games’ Science: Investigating Genetically Engineered OrganismsBy?JENNIFER CUTRARO?and?KATHERINE SCHULTENOverview?| What lessons can we learn about genetically engineered organisms from the example of the jabberjay, a fictional bird in the movie “The Hunger Games”? In this lesson, students discuss the definition of genetically modified organisms, learn about the risks and benefits of research on G.M.O.’s, explore the growing do-it-yourself biology movement, and develop proposals seeking to either restrict or permit research into genetically modifying the avian flu virus.Materials?| Computers with Internet accessWarm-up?| Before students arrive, write the following prompt on the board:In the movie “The Hunger Games,” the Capitol (a term used to refer to what we would call the government) produced genetically enhanced birds called jabberjays to spy on rebels. Unexpectedly, these birds bred with mockingbirds, creating a new hybrid bird called the mockingjay. The Capitol did not intend for this to happen, and the bird became a symbol of rebellion. What lessons can we draw about genetic engineering from these examples? Could a scenario like this, where a genetically engineered organism hybridizes with a wild animal or plant, happen in the real world? Why or why not?When students arrive, allow several minutes for them to reply individually to this prompt in their journals. Then, take a quick poll by asking students to raise their hands if they think a scenario like the one depicted in “The Hunger Games” could happen in the real world. Ask, “What conditions would be required for a genetically engineered organism to hybridize with a wild animal or plant? What steps could be put in place to keep this from happening?”Finally, explain that students will now read about how “The Hunger Games” scenario speaks to a growing movement known as?D.I.Y. biology, in which anyone can acquire the basic tools of biotechnology and potentially engineer new organisms of their own.Related?| In the article?“Do-It-Yourself Biology, on the Wings of the Mockingjay,”?James Gorman reports on the growing availability of tools to modify organisms, and the possibility that a creature like the bird imagined in the “Hunger Games” series could someday exist:Genetically modified organisms are not wildly popular these days, except one: a fictional bird that is central to the hugely popular movie and book trilogy “The Hunger Games.” That’s the mockingjay, a cross between a mockingbird and a genetically engineered spy bird called a jabberjay.The action in “The Hunger Games” takes place in a fictional future in which teenagers are forced to hunt and kill one another in annual competitions designed to entertain and suppress a highly controlled population. The mockingjay first appears as a symbol, when Katniss Everdeen, the heroine, is given a pin that depicts the bird. Mockingjay pins, although not the birds, have spread to the real world.“They’re funny birds and something of a slap in the face to the Capitol,” Katniss explains in the first book. And the nature of that slap in face is a new twist on the great fear about genetic engineering, that modified organisms or their genes will escape into the wild and wreak havoc. The mockingjay is just such an unintended consequence, resulting from a failed creation of the government, what Katniss means when she refers to “the Capitol.” But rather than being a disaster, the bird is a much-loved reminder of the limits of totalitarian control.…I asked Joan Slonczewski, a microbiologist and science fiction writer at Kenyon College in Ohio, about her take on the mockingjay. Dr. Slonczewski, whose recent books include a text and a novel, “The Highest Frontier,” teaches a course called “Biology in Science Fiction.” The tools needed to modify organisms are already widely dispersed in industry and beyond. “Now anybody can do a start-up,” she said.Read the entire article with your class, using the questions below.Questions?| For discussion and reading comprehension:What is a?genetically modified organism?What is a jabberjay? A mockingjay?What roles do these organisms play in the book series “The Hunger Games”?What is the value of creating genetically modified organisms? What are some of the concerns surrounding G.M.O.’s?What predictions can you make for what might happen if the tools of biotechnology spread to everyone, and lead to “an explosion of diversity of new living creatures”?Activity?| In the main article, the author states, “The tools needed to modify organisms are already widely dispersed in industry and beyond.” That could mean the development of an animal like a jabberjay might not be so far-fetched. In fact, a growing “do-it-yourself” biology movement raises concerns about how easy it might be for people outside research laboratories to create harmful micro-organisms.To familiarize students with D.I.Y. biology, have the class read Carl Zimmer’s article summarizing concerns held by some scientists about the possibility that?“garage scientists”?might inadvertently create and release harmful viruses, like avian flu.Students will then use the avian flu example to develop presentations for the National Institutes of Health’s?National Scientific Advisory Board for Biosecurity?regarding D.I.Y. biology and current research into the avian flu virus.Divide the class into the following four groups, and assign them to research and present on the questions described below for each:1. D.I.Y. BiologistsStudents in this group should be able to describe the?“do-it-yourself” biology movement. They should address concerns about the?safety?of D.I.Y. biology and discuss whether this type of activity should be?regulated. Students also should be prepared to talk about whether increased accessibility to the tools of biotechnology presents any biosecurity risks. Note to teachers: Students may find some valuable insights in the readers’ comments section of?this article.2. Scientists Who Support the Publication of Research That May Make It Easier for the Avian Flu Virus to Spread Among MammalsStudents in this group should convince the board of the importance of a better understanding of how the avian flu virus works, and present the?evidence?for it. They should be able to explain why some scientists believe that in the interests of public safety, this research needs to proceed and be made?publicly available.3. Researchers Opposed to This Research and Its PublicationStudents in this group should convince the board that research that alters the avian flu virus in a way making it contagious to mammals should be limited. They should first explain how avian flu in its unaltered form can be transmitted to mammals from birds. They also should be able to explain why scientists involved in the research?voluntarily stopped their work?last winter.4. Members of the National Scientific Advisory Board for BiosecurityWhile the other groups prepare their presentations, this group should explore the arguments for and against research into avian flu contagion. In addition, students should identify arguments both for and against?limiting or regulating?the availability of biotechnology to D.I.Y. researchers. As they research, students should make a list of questions they will ask the other groups as they present.When all groups have completed their research, they should make short presentations to those in the National Scientific Advisory Board group. As these presentations are made, the students playing the board members should pose critical questions to each of the teams, asking them to explain why their point of view regarding potentially risky research should prevail.When all the students have finished their presentations, allow a few minutes for the advisory board group to decide what steps its members would take regarding research into avian flu virus, as well as what suggestions about the D.I.Y. biology movement they would make. At the same time, have the rest of the students, working individually, decide which presentation they thought was the most convincing, and why. (You might tell them they cannot vote for their own.) When the members of the advisory board announce their choice, poll the class to see if the rest of the students agree. Why or why not?To wrap up, read aloud the following passage from a?recent article summarizing the status of the avian flu research:A controversial research paper by Wisconsin researchers that details how to make an airborne version of the H5N1 avian influenza virus is finally making its public debut.Published online May 2 in Nature, the paper, as well as a similar one by Dutch authors, spells out genetic changes that may render the bird virus infectious between humans by airborne transmission. In November, a U.S. government advisory panel decided that information about creating a fully lethal and transmissible form of the virus should not be published.Ask, “After hearing your classmates’ presentations, do you agree with the decision to publish this research? Why or why not?”Going Further?| Students dream up their own genetically modified organisms that could be used by governments. They might find inspiration in this summary of some of the ways government intelligence agencies have sought to use?animals in various spy missions, or the potential to?use glowing bacteria to encrypt secret messages. Invite them to create and display illustrations or prototypes of their organisms, along with information about the origins and special characteristics of each.And for more “Hunger Games”-inspired teaching ideas, see our collection,?“The Odds Ever in Your Favor: Ideas and Resources for Teaching ‘The Hunger Games’”Standards?| This lesson is correlated to? HYPERLINK "" McREL’s national standards?(it can also be aligned to the new?Common Core State Standards):Language Arts1. Demonstrates competence in the general skills and strategies of the writing process.4. Gathers and uses information for research purposes.Life Skills: Life Work2. Uses various information sources, including those of a technical nature, to accomplish specific tasks.Life Skills: Working With Others1. Contributes to the overall effort of a group.4. Displays effective interpersonal communication skills.Science8. Understands the structure and properties of matter9. Understands the sources and properties of energy10. Understands forces and motion11. Understands the nature of scientific knowledge12. Understands the nature of scientific inquiry13. Understands the scientific enterpriseTechnology6. Understands the nature and uses of different forms of technology.May 10, 2012D.I.Y. Biology, on the Wings of the MockingjayBy?JAMES GORMANGenetically modified organisms are not wildly popular these days, except one: a fictional bird that is central to the hugely popular movie and book trilogy “The Hunger Games.” That’s the mockingjay, a cross between a mockingbird and a genetically engineered spy bird called a jabberjay.The action in “The Hunger Games” takes place in a fictional future in which teenagers are forced to hunt and kill one another in annual competitions designed to entertain and suppress a highly controlled population. The mockingjay first appears as a symbol, when Katniss Everdeen, the heroine, is given a pin that depicts the bird. Mockingjay pins, although not the birds, have spread to the real world.“They’re funny birds and something of a slap in the face to the Capitol,” Katniss explains in the first book. And the nature of that slap in face is a new twist on the great fear about genetic engineering, that modified organisms or their genes will escape into the wild and wreak havoc. The mockingjay is just such an unintended consequence, resulting from a failed creation of the government, what Katniss means when she refers to “the Capitol.” But rather than being a disaster, the bird is a much-loved reminder of the limits of totalitarian control.The origin of the bird, Katniss explains, is that the rulers modified an unspecified species of jay to make a new creature, an animal of the state called a jabberjay. Jabberjays were intended to function as biological recording machines that no one would suspect. They would listen to conversations and then return to their masters to replay them.The jabberjays, all male, were left to die out when the public realized what they were doing. Like genetically modified organisms today, the jabberjays were not expected to survive in the wild, but they bred with mockingbirds and produced a thriving hybrid that could mimic human sounds and songs, and lived on, to the irritation of the government and the delight of the people.Setting aside whether jays could actually breed with mockingbirds — this is a kind of fairy tale, after all — the choice of species rings true. Jays, along with crows and ravens, belong to a highly intelligent group of birds called the corvids. And jays are naturally thieves and spies, keeping track of where other jays hide food, for example, to raid it later. Mockingbirds, of course, have a fantastic ability to mimic other birds’ songs. Coincidentally, or perhaps not, Thomas Jefferson, a lover of both birds and liberty, kept a pet mockingbird in the White House.I asked?Joan Slonczewski, a microbiologist and science fiction writer at Kenyon College in Ohio, about her take on the mockingjay. Dr. Slonczewski, whose recent books include a text and a novel, “The Highest Frontier,” teaches a course called “Biology in Science Fiction.” The tools needed to modify organisms are already widely dispersed in industry and beyond. “Now anybody can do a start-up,” she said.That’s no exaggeration. Do-it-yourself biology is growing. The technology to copy pieces of DNA can be bought on eBay for a few hundred dollars, as?Carl Zimmer reported?in The New York Times in March. As to where D.I.Y. biology may lead, Freeman Dyson, a thinker at the Institute for Advanced Study known for his provocative ideas, presented one view in 2007 in?The New York Review of Books. He envisioned the tools of biotechnology spreading to everyone, including pet breeders and children, and leading to “an explosion of diversity of new living creatures.”Eventually, he wrote, the mixing of genes by humans will initiate a new stage in evolution. Along the way, if he is right, the world may have more than its share of do-it-yourself mockingjays.March 5, 2012Amateurs Are New Fear in Creating Mutant VirusBy CARL ZIMMERJust how easy is it to make a deadly virus?This disturbing question has been on the minds of many scientists recently, thanks to?a pair of controversial experiments?in which the H5N1?bird flu?virus was transformed into mutant forms that spread among mammals.After months of intense worldwide debate, a panel of scientists brought together by the?World Health Organization?recommended last week in favor of publishing the results. There is no word on exactly when those papers — withheld since last fall by the journals Nature and Science — will appear. But when they do, will it be possible for others to recreate the mutant virus? And if so, who might they be and how would they do it?Scientists are sharply divided on those questions, as they are on the whole complex of issues surrounding the mutated virus known as mutH5N1.On the question of who, while terrorists and cults have long been a concern in biosecurity circles, some scientists also fear that publication may allow curious amateurs to recreate the mutated virus — raising the risk of an accidental release.Over the past decade, more amateur biologists have started to do genetic experiments of their own. One hub of this so-called D.I.Y. biology movement, the Web site?, now has more than 2,000 members.“I worry about the garage scientist, about the do-your-own scientist, about the person who just wants to try and see if they can do it,” Michael T. Osterholm of the University of Minnesota said last week at a meeting of biosecurity experts in Washington.Dr. Arturo Casadevall of the Albert Einstein College of Medicine in New York City, who along with Dr. Osterholm is a member of the scientific advisory board that initially recommended against publishing the papers, agreed. “Mike is right,” he said in a telephone interview. “Humans are very inventive.”Advocates of D.I.Y. biology say such fears not only are wildly exaggerated, but could interfere with their efforts to educate the public.“I am really sick and tired of folks waving this particular red flag,” said Ellen D. Jorgensen, a molecular biologist who is president of Genspace, a “community biotechnology lab” in Brooklyn.There are many ways to make a virus. The simplest and oldest way is to get the viruses do all the work. In the 19th century, doctors produced?smallpox?vaccines by inoculating cows with cowpox viruses. The viruses replicated in the cows and produced scabs, which were then applied to patients, protecting them from the closely related smallpox virus.By the turn of the century, scientists had discovered how to isolate a number of other viruses from animals and transfer them to new hosts. And by midcentury scientists were rearing viruses in colonies of cells, which made their study far easier. (Viruses have to infect host cells to reproduce; they cannot replicate on their own.)More recently, scientists discovered how to make new viruses — or at least new variations on old ones. The biotechnology revolution of the 1970s enabled them to move genes from one virus to another.Flu?vaccines can be made this way. Scientists can move some genes from a dangerous flu strain to a harmless virus that grows quickly in chicken eggs. They inject the engineered viruses into the eggs to let them multiply, then kill the viruses to prepare injectable vaccines.Scientists have also learned how to tweak individual virus genes. They remove a portion of the gene and then use enzymes to mutate specific sites. Using other enzymes, they paste the altered portion back into the virus’s genes.Another way to make altered viruses is to harness evolution. In a method called serial passage, scientists infect an animal with viruses. The descendants of those viruses mutate inside the animal, and some mutations allow certain viruses to multiply faster than others. The scientists then take a sample of the viruses and infect another animal.Viruses can change in important ways during this process. If it is done in the presence of antiviral drugs, scientists can observe how viruses evolve resistance. And viruses can become weak, making them useful as vaccines.At the biosecurity meeting in Washington last week, Ron Fouchier, who led the Dutch team that created one of the mutant H5N1 viruses, described part of the experiment.The scientists used well-established methods: First they introduced a few mutations into the H5N1 flu genes that they thought might help the bird flu infect mammals. They administered the viruses to the throats of ferrets, waited for the animals to get sick and then transferred viruses to other ferrets. After several rounds, they ended up with a strain that could spread on its own from one ferret to another in the air.If trained virologists could see the full details of the paper, there would be several ways they could make mutH5N1 for themselves. The most sophisticated way would be to make the viruses from scratch. They could take the publicly available genome sequence of H5N1 and rewrite it to include the new mutations, then simply copy the new sequence into an e-mail.“It’s outsourced to companies that do this for a living,” said Steffen Mueller, a virologist at Stony Brook University on Long Island, who regularly synthesizes flu viruses to design new vaccines.A DNA-synthesis company would then send back harmless segments of?the flu’s genes, pasted into the DNA of bacteria. The scientists could cut out the viral segments from the bacteria, paste them together and inject the reconstructed virus genes into cells. If everything went right, the cells would start making mutH5N1 viruses.The synthesis companies are on the lookout for matches between requested DNA and the genomes of dangerous pathogens. But some experts say such safeguards are hardly airtight. “You could imagine a determined actor could cleverly disguise orders,” Dr. Casadevall said. “I have a lot of respect for human ingenuity.”Synthesizing viruses has a high-tech glamour about it, but trained virologists could use a simpler method. Knowing the mutations acquired by mutH5N1, they could simply alter ordinary H5N1 viruses at the same sites in its genes to match it.Virologists might even be able to figure out how to make mutH5N1 from the few details that have already emerged. According to reports, there were only five mutations in the Dutch viruses, and these were most likely at key sites involved in getting viruses into host cells.Matthew B. Frieman, a virologist at the University of Maryland School of Medicine, said that a review of the scientific literature could point to where the mutations were inserted. “It’s not like nuclear fission,” he said.Some of the equipment that scientists use to work on viruses has grown so inexpensive that it is no longer limited to university labs. Devices for duplicating pieces of DNA sell for a few hundred dollars on eBay, for example.Those falling costs have spurred the rise of the D.I.Y. biology movement; they have also generated concerns about what a do-it-yourselfer might be able accomplish.D.I.Y. biologists sometimes laugh at the sinister powers people think they have. “People overestimate our technological abilities and underestimate our ethics,” said Jason Bobe, a founder .Todd Kuiken, a senior research associate at the Woodrow Wilson Center in Washington who specializes in the movement, points out that typical D.I.Y. projects are relatively simple, like inserting a gene into bacteria to make them glow. Producing viruses involves much more expensive equipment to do things like rearing host cells. “It’s not going to happen in someone’s basement,” he said.Nor do these amateurs have the years of training it takes to grow viruses successfully. “It’s like I say, ‘I want to be a four-star chef,’?” said Dr. Jorgensen, the president of Genspace, who worked with viruses for her Ph.D. “You can read about it, but unless someone teaches you side by side, I don’t think you’re going to get far.”It is hard to predict how the future evolution of biotechnology will affect the risk of homegrown pathogens.“There ought to be oversight down the road,” Mr. Bobe said. But he and others question whether holding back scientific information can reduce the risk. While it might be challenging to make one particular flu virus, like mutH5N1, it is not hard to try to breed new flu viruses.“If you are a farmer somewhere in China, you could do it,” said Dr. Mueller, the virologist at Stony Brook. All that would be necessary is to bring some sick chickens in contact with ferrets or other mammals. “Without knowing what you’re doing, you could do it anyway.”Of course, someone trying to make a new flu this way might well end up its first victim.And some experts say that regardless of how a lethal virus might arise, the important thing is to be able to defeat it when it appears, so that we can avoid a global catastrophe like the 1918 flu pandemic, which killed 50 million people.“The only thing that can be done, and to my mind should be done,” said Ron Atlas, a University of Louisville microbiologist and expert on bioterrorism, “is to have a vaccine that protect against this. We need an urgent program for a generalized?influenza vaccine. We would take off the table another 1918-type event.”ScienceFantasyTitle of Book: The Little PrinceCopyright Date: 1943Subject: ScienceAuthor:Antoine de Saint-ExuperyCultures:Cross-cultural Interest Level: 6Readability: 7.1Illustrator:Antoine de Saint-ExuperyPublisher: Harcourt PublishersCity: New YorkSummary:The Little Prince is told from the point of view of a young boy who wanted to be an artist, but when he shows his drawings to grown-ups, they do not have the imagination to see beyond the illustration and he is discouraged from drawing again. He then decides to become a pilot. Unfortunately, on one outing he crash lands his plane in the Sahara Desert. While there, he encounters a mystical prince, who he learns comes from an asteroid known as B-612. During their time together, the little prince explains to the pilot why he left his “planet;” how he came to live on six other planets; and describes all the characters he met along the way. The pilot and the prince become good friends while in the desert and when the little prince leaves to return to his asteroid, the narrator misses him dearly. He wonders how the little prince has fared back in his homeland and knows that “no grown up who reads the story will ever understand how such a thing could be so important (pg. 83).Reading Activity Students will read The Little Prince in collaborative groups using a reciprocal teaching model. In each group of four, one role is assigned to each student. Roles can be alternated on subsequent days. The roles are predictor, clarifier, questioner, and summarizer. Students will pause after each section (marked in the text by Roman Numerals) to allow time to record responses, share out and discuss. As the reading continues, the teacher walks the room and can assume any of the defined roles within a group to aid the discussion. ELLs should be assigned a role that will not prove too frustrating for them. For example, summarizing the events may be a challenge, while making a prediction or asking a question may be feasible. The teacher should be mindful when assigning roles according the ELL’s SS. RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the SS.RL. 7.2:?Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the SS. RL.7.4:?Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.*Note: focus of standards will vary according to the student’s role.Literacy/Writing Activity: In The Little Prince, the prince tells the pilot that baobab trees are dangerous to his planet. If the seeds are left to grow untended, then the tree grows very large taking over the whole small planet and eventually, the roots break through bursting the planet into pieces. This begs the question as to whether the baobab trees are native to the prince’s planet since they seem to cause trouble to the environment.Students will conduct a short research project to answer the question—“What happens when an organism is “out of place?” Students will visit two websites-- and HYPERLINK "" . Students will record notes detailing the negative (and sometimes positive) impact that kudzu has had on our environment and how efforts to stop its growth have failed. Then, students will write a 5 paragraph essay answering the question, “What happens when an organism is “out of place?”CCSS. RST.6-8.2:?Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.W.7.7:?Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and SS. RI.7.1:?Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Social StudiesFantasyTitle of Book: The Time MachineCopyright Date: 1993Subject: Social StudiesAuthor:H.G. Wells retold by Raymond JamesCultures:American Interest Level: 6-8Readability: 5**Illustrator:Jim DealPublisher: Troll AssociatesCity: MahwahSummary: Raymond James retells the original H.G. Wells’ The Time Machine, in this condensed illustrated version. The Time Traveler presents his colleagues with a smaller version of his time machine and demonstrates how it disappears before their very eyes. When he tells them it has traveled into the future, they are doubtful. He then shows them a much larger version of the time machine and tells them that he intends to use it for time travel. In the weeks to come, the guests return to the house only to find the Time Traveler in a state of disarray. His clothes are torn and tattered and he is bruised and beaten. The Time Traveler proceeds to share his story of travel to a time some 800 thousand years in the future. His travel takes him to a world inhabited by kind, human-like creatures called Eloi as well as evil, ape-like creatures called Morlocks. The Morlocks have captured the time travel machine and in order to get it back, the Time Traveler must devise a plan to conquer them. Having learned about their fear of fire, the Time Traveler attempts to scare them with lit matches and when that is not fully successful, he starts a fire. This gives him the chance to return to his time machine, pull the lever, and escape to the past with no time to spare. As the Time Traveler’s story ends, his guests look on in disbelief. They leave him, believing the whole thing to be a hoax. However, when the narrator returns to talk with the Time Traveler the next day, he enters the house and finds the Time Traveler already in his time machine and watches as it spins and disappears never to be seen again.Reading Activity Pre-reading Activity: Students will create two illustrations—one depicting a machine made for time travel and one depicting the world they would find if they traveled 5000 years into the future. Students will have an opportunity to share their illustrations and views about the future with the class.During reading Activity: Students will partner read The Time Machine, alternating pages and complete the corresponding chart for figurative language. While reading, students will find examples of similes, metaphors, and visual imagery. Students will record the page number, the example from the text, the type of figurative language and an explanation of the impact on the reader. English Language Learners: Partner ELLs with native speakers for reading support. In these partnerships the ELL can read along with the native speaking student or he/she can alternate reading as above, dependent on reading ability. CCSS. RL.5.4:?Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and SS. RL.5.1:?Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Literacy/Writing Activity: Referring back to the pre-reading activity in which students depicted a time travel machine and a vision of the future 5000 years from now, students will create a travel brochure advertising travel to the future.Students will refer to the list of “Things to Include in a Travel Brochure,” making sure to include each one in the final brochure. The teacher can reference the example brochure as a model for students will use the “Online Printing Press” to create, print, and save brochures Alternately, students can save their work to their Google Drive accounts, allowing other students (and the teacher) to comment on their work (students should set the restriction to “comment only” so that other students cannot modify their work). CCSS. RH.6-8.7:?Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital SS. W.5.2d:?Use precise language and domain-specific vocabulary to inform about or explain the SS. W.5.2a:?Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding SS. W.5.6:?With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.Page #Example from textFigurative Language TypeEffect on Readers4“soon it looked like a ghost of itself—so faint and pale had it become in the whirling.”visual imageryhelps the reader to visualize the swift movement and ultimate disappearance of the time machine ................
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