1

6th

Grade Literacy Curriculum Guide Module 1

2014-2015

Unit Name The Westing Game

Module (Number of Days=) TLI Reading Focus Literary

Unit Overview

Students will be guided through the book chapter by chapter They will focus on developing an understanding of the authorrsquos point of view and the different perspectives of characters

Performance Task

Write an argumentative essay on The Westing Gamersquos movie and novel Which do you prefer Why Write about the specific literary elements for

each media during the argumentative essay Take a stand and cite supportive evidence to state your claim

Essential Questions What are the literary elements necessary in a mystery novel How can viewing an event from a different perspective change your opinion of the event

Building Background Knowledge Prior to Teaching

Please refer to the North Carolina Unpacked Standards Explanations and Instructional Examples in this document reference the Arizona

Delaware North Carolina and Ohio Departments of Education

ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

2

PBSD- Grade 7 Common Core- Module 1

Reading Complex Texts RLRI410

Writing About Texts W41-2 4-6 9-10

Research Project W47-9

RLRI41-10

Narrative Writing W43-610

5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Writing Literature

Missing Malaysian Airline

Literary

The Westing Game

Develop and Convey Understanding

Make a list of charactersrsquo positive and negative

attributes

Develop a test for your classmates

Write a letter to the

author

Write a private dialogue between two characters

Focus on Inform amp Explain

Journal Keep a journal of the charactersrsquo personal

backgrounds and connections to the family

CompareContrast Media

Compare a video and script of ldquoWhorsquos on Firstrdquo

Bio-Poem

Write a poem about a character from the novel

Use graphic organizers to analyze literary elements

Integrate knowledge from sources when

composing

Research Research the writing of a

will and why it is an important document

Performance Task Compare the book and

the novel

Convey Experiences

Mystery Write a short narrative that is

a mystery with a plot twist

Obituary Write an obituary for one of

the characters

Chapter 31

Write the outine for another chapter to the book

Literature What are the elements

of a good mystery

Literature Review various types of poetry Write Bio-

Poem

Science Mystery Craters

Social Studies Why is a will important

Art

Design a title page for

the novel Design a bookmark for

your book

For Reading and Writing in Each Module Cite Evidence

RLRI41 Analyze Content

RLRI42-9 SL42-3 Study and Apply Grammar

L41-3 SL46 Study and Apply Vocabulary

L44-6 Conduct Discussions

SL41 Report Findings

SL44-6

3

Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

4

6th

Grade ELA Checklist for Module 1

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6th Grade Writing Standards ndash Embedded into ALL Modules

6

ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 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 three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

3

Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

4

6th

Grade ELA Checklist for Module 1

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6th Grade Writing Standards ndash Embedded into ALL Modules

6

ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 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 three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

4

6th

Grade ELA Checklist for Module 1

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6th Grade Writing Standards ndash Embedded into ALL Modules

6

ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 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 three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6th Grade Writing Standards ndash Embedded into ALL Modules

6

ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 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 three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

6

ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 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 three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

7

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Students will be able to identify specific instances in the text to support a clear or inferential analysis of the text Citations may be written or orally presented Students paraphrase or quote directly from the literature to support their analysis or inference in a formal (eg paragraph essay literary response summary presentation etc) or informal (eg discussion journal response etc) written or oral response to literature Students read a piece of historical fiction and support the events using primary source documents

Literature Response Discuss the elements of setting (eg time place environment) with your classmates Find examples of how time place and environment are used in Peter Pan by JM Barrie Write your ideas on a sticky note before sharing ideas as a class After the class discussion look back in the text to find specific examples of how JM Barrie described Neverland and even how he described the Darlingrsquos home in England Create a three-column chart (one column for each element of setting) in your journal (RL61 RL63) Sample Questions bull Why was Jonathan able to finish the race first How do you know What is the textual evidence that supports your answer bull What is so special about Mario How do you know What is the textual evidence that supports your answer bull How did moving to New York change Juanrsquos career How do you know What is the textual evidence that supports your answer bull Why did Tiesha try out for the play How do you know What is the textual evidence that supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know What is the textual evidence that supports your answer bull How is John different from Paul What is the textual evidence that supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

CCCS Focus Standards Explanation of Standard Instructional Strategies and Activities

8

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Teachers please feel free to write your own notes

in this space

Citing Evidence Strategy

Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases

Because hellip

Based on what I read hellip

For instance hellip

The author stated hellip

For example hellip

According to the texthellip

On page _____ it said that hellip

In paragraph ____ it said that hellip

From the reading I knew that hellip

Two different sources told me that hellip

CCCS Focus Standards Explanation of Standard Instructional Strategies and Activities

9

RL62 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

Theme is an underlying message an author conveys in a story Students will identify a theme or a central idea in a text Students explain how different details in the text support the theme Students summarize the theme or central idea without stating their own opinion Students identify a theme or central idea of Louisa May Alcottrsquos Little Women Students will be able to find examples in the novel that demonstrate the theme While summarizing one theme of the novel students refrain from using words indicating their opinion about the theme (eg I think I believe I agree I disagree this theme is the best etc)

Graphic Organizer As you read a variety of myths and legends keep track of the following information in your journal

Characters

Country of origin

Problem (that canrsquot be solved)

Setting

Title

Hero (who comes to solve the problem or explains the mystery)

Ending

Characteristics unique to this countryrsquos folklore Your teacher may ask you to share your responses with a partner before class discussion Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (RL61 RL62 RL63) Using Textual Evidence As students read a story or trade book have them cite textual evidence on a graphic organizer of how a character changes through major events Examining the completed organizer can help them determine the theme of the text rather than the main idea One example of this may be noting themes of several fairy tales and looking for commonality Sample Questions bull What is the theme of _____ (text title) What details in the storypoemdrama help the reader determine this theme bull How does the author of _____ (text title) help the reader understand the theme of the story What details from the story support your answer bull How does the author use the way Tyrone responds to his situation to develop the theme of the story bull Summarize the storydramapoem without including personal opinions or judgments

CCCS Focus Standards Explanation of Standard Instructional Strategies and Activities

10

RL62 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

Teachers please feel free to write your own notes

in this space

Lesson Plans and Activities

Summary Graphic Organizer ndash SWBST (Someone hellip Wanted hellip But hellip Sohellip Then hellip)

Use a story map to summarize and to retell the story

Students summarize text incorporating explanation of the theme from their notes

Theme one word or a few words that sums up the story

Model summarizing from the text to support the theme of a story The teacher may combine the key points in order to demonstrate generalized meaning or theme (a broader view)

Model the process of determining a theme by thinking aloud using a well-known story (eg Three Little Pigs collaboration or working together brings success The Boy Who Cried Wolf honesty is the best policy)

Target Fundamental Lesson SE006

Lesson Plans for RL 2-4 - Great Resource

Pinterest Board with Summary and Theme Anchor

Charts and Ideas

CCCS Focus Standards Explanation of Standard Instructional Strategies and Activities

10

RL62 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

Teachers please feel free to write your own notes

in this space

Lesson Plans and Activities

Summary Graphic Organizer ndash SWBST (Someone hellip Wanted hellip But hellip Sohellip Then hellip)

Use a story map to summarize and to retell the story

Students summarize text incorporating explanation of the theme from their notes

Theme one word or a few words that sums up the story

Model summarizing from the text to support the theme of a story The teacher may combine the key points in order to demonstrate generalized meaning or theme (a broader view)

Model the process of determining a theme by thinking aloud using a well-known story (eg Three Little Pigs collaboration or working together brings success The Boy Who Cried Wolf honesty is the best policy)

Target Fundamental Lesson SE006

Lesson Plans for RL 2-4 - Great Resource

Pinterest Board with Summary and Theme Anchor

Charts and Ideas

CCCS Focus Standards Explanation of Standard Instructional Strategies and Activities

11

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Students examine the events in a story or play Students also examine how the characters react change or grow as the plot develops Students identify major and minor characters Students define the elements of plot development ndash from exposition rising action climax falling action to resolution Students develop a plot mapplot mountain of a play or short story Students describe how the main charactersrsquo experiences emotions and relationships help them grow and change over the course of the events in the plot Students examine a historical event or era and describe how society responded to change

Pinterest Board for story-elements-character-traits-summary -

plot

Literature Response

Outline how the plot of a myth legend tall tale or pour quoi tale of choice unfolds in a series of episodes by creating a comic strip of key events Be sure to include the characters and how they respond or change as the plot moves towards the ldquohappy endingrdquo Make note of page numbers each box refers to so you can go back and cite the text during class discussion if needed (RL63)

Sample Questions bull What are the main events in the storydrama How does each of these main events contribute to the development of the plot bull How did Karen and Mary respond to the crisis the family faced How did their response contribute to its resolution What specific details from the storydrama support your answer bull How does the main character change throughout the storydrama What specific details from the storydrama support your answer

Lesson Plans and Activities Learn zillion video -explain-how-a-characters-actions-

contribute-to-the-sequence-of-events

httpbetterlessoncom RL-3-3-describe-characters-in-a-story-

Character Trait Lesson Plan using the book Chrysanthemum with list of character traits

Comparing Across Books Lesson Plan

Lesson Plans for RL 2-4 - Great Resource

CCCS Focus Standards Explanation of Standard Instructional Strategies and Activities

12

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Teachers please feel free to write your own notes

in this space

Pinterest Board for story-elements-character-traits-summary

CCCS Focus Standards Explanation of Standard Instructional Strategies and Activities

13

RL64 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

Students interpret the meaning of unknown words and phrases within a given text Students use a reference such as a dictionary to verify the meaning of unknown words Students recognize the underlying meaning of a text as indicated by the word choice Students may interpret the tone of the text as indicated by the words the author used Students interpret the meanings of the words and phrases in the Navajo traditional poem ldquoTwelfth Song of Thunderrdquo to understand the underlying meaning and tone of the poem After reading an excerpt from the Magna Charta or another relevant historical or legal document students analyze the impact of specific word choices on meaning and tone

Pinterest Board with Anchor Charts and Ideas for Figurative

Language Vocabulary and Context Clues

Word Study Keep an index card file of words studied while reading about immigrant experiences Keeping the words on index cards will help you when we sort words by prefix suffix root words meaning country of origin spelling feature etc Just as we can trace the path of our ancestors we can trace the path of words Choose some words and trace back from modern-day uses of the words to their historical origins (eg culture heritage immigration emigration immigrant endowment lineage racism tolerance legacy ancestry etc) This will be an ongoing activity all year long In addition you will create an individual semantic map of the phrase ldquoembracing heritagerdquo in order to represent visually your understanding of this phrase (RL64 L64) Sample Questions bull What is the meaning of ______ in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoAs solid as the ground we stand onrdquo in paragraph 3 bull What is meant by the phrase ldquoYou are the sun in my skyrdquo in paragraph 1 bull What is the effect of using the word _____ in paragraph 4 bull What is the tone of the story What word choices from the story support your answer bull How does the use of the phrase ldquobarged inrdquo rather than ldquoentered the roomrdquo change the tone of the scene the author is creating bull How does the use of the word ldquoscrawnyrdquo rather than ldquoskinnyrdquo impact the image the author is creating of the character bull What does the authorrsquos word choice reveal about hisher attitude towards his topic Use examples from the text to support your answer

14

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL64 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

Teachers please feel free to write your own

notes in this space

Lesson Plans and Activities Lesson Plans for RL 2-4 - Great Resource

Target Fundamental Lesson LD004 Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips Lesson Graphic Organizers and Assessment

Context Clues Graphic Organizers and Lesson Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to

determine the wordrsquos meaning Follow up with discussion

Pinterest Board with Anchor Charts and Ideas for Context Clues

15

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Thinking StemsAnchor Chart Poetry bull What do you notice about the structure of this poem bull How is the author using stanzas lines rhyme bull What do you notice about the rhythm of the poem bull How does the rhyme pattern contribute to the rhythm bull How does this author use ldquosounds and silencerdquo to create rhythm bull How does the author use repetition (a type of ldquosoundrdquo) within the poem

Pinterest Board for Poetry

Just the Factsrdquo Graphic Organizer You and your classmates will read different mysteries keep track of this information in your journal or mark your book with sticky notes to facilitate class discussions

Title and author of your mystery

Each characterrsquos name hisher traits and hisher role in the mystery

List of clues including page numbers on which they are found

Make and revise predictions (Since mystery stories continually evolve it is important to make predictions and return to them each time new evidence is found)

Solution Your teacher may ask you to write your own response in your journal and share it with a partner before class discussion (RI64 RI65) Deduction or Inductionrdquo T-chart Graphic Organizer As you discuss how you solve mysteries and math problems classify your approach as inductive or deductive

When do you use inductive reasoning When do you use deductive reasoning Why

Where would you put each of these problem-solving approaches (eg Acting it out role-playing drawing a picture making a list working backwards making educated guesses and checking how they work drawing a web of facts events and characters etc)

What strategies do your characters use (eg Reynis Kate Sticky and Constance from The Mysterious Benedict Society by Trenton Lee Stewart and Carson Ellis)

Your teacher may ask you to write your own response in your journal and share it with a partner before each section of the class chart is filled in Be sure to make notes of page numbers with relevant information so you can go back and cite the text during class discussion (RL65 RI64)

16

RL65 (continued)

Teachers please feel free to write your own notes in this area

Sample Questions bull How does chapter 4 contribute to the rising action of the novel Use information from the novel to support your analysis bull How does the author use scene 2 to begin to develop the theme of the play Use information from the scene to support your analysis bull How does the description in the first stanza establish the setting of the poem Use information from the poem to support your analysis bull Analyze how chapter 3 contributes to the development of the themesettingplot of the book Use information from the text to support your analysis Lesson Plans and Activities

How Readers Theatre Should Look in a Classroom Lesson Plan

How Parts Fit Together Lesson Plan with Video Formative Assessment Opportunities Listen during class discussions of the book Record observations of students who are able to refer to specific chapters in the book Also note students who are able to describe how each chapter helps to build the story Continue to confer with students who are having difficulty with this standard Performance Task Have students choose one chapter from the book and describe how that chapter builds on the earlier chapters For example if a student chose chapter 2 in My Fatherrsquos Dragon by Ruth Stiles Gannett they could describe how they find out how Elmer will be able to fly in this chapter In chapter 1 the reader only knows that Elmer wants to fly but not how In this chapter the cat tells Elmer about the dragon and how the animals on the island have captured the dragon for their own use ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly

17

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

18

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Students define different types of point of view (eg omniscient first person third person objective limited omniscient etc) Students will recognize and explain the narratorrsquos or speakerrsquos point of view in a particular text Students will recognize the first person point of view of La Vaughn in Virginia Euwer Wolffrsquos novel Make Lemonade They will be able to cite examples showing La Vaughnrsquos point of view and her perspective on Jollyrsquos way of life as compared with her own Students will be able to explain how a historical author (eg Plato Socrates Confucius etc) has developed point of view in a given text

Author Characters or Narrator My Point of view

Class Discussion In Peter and the Starcatchers Dave Barry and Ridley Pearson wrote about what happened prior to the events in a well-known book Peter Pan by JM Barrie How do Barry and Pearson connect this story to the original What elements and details are kept and which ones are left out Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (SL61 RL61 RL66) Sample Questions bull Explain how Gary Paulsen develops the point of view of the narrator in ______ (text title) Use examples from the story in your explanation bull What is the most likely reason why the author decided to tell the story from Mikersquos point of view Is it effective Why or why not Use examples from the story in your explanation bull How does telling the story from Tonyarsquos point of view influence the story Use examples from the story in your answer

Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three

Little Pigs

Point of View Activity

18

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Students define different types of point of view (eg omniscient first person third person objective limited omniscient etc) Students will recognize and explain the narratorrsquos or speakerrsquos point of view in a particular text Students will recognize the first person point of view of La Vaughn in Virginia Euwer Wolffrsquos novel Make Lemonade They will be able to cite examples showing La Vaughnrsquos point of view and her perspective on Jollyrsquos way of life as compared with her own Students will be able to explain how a historical author (eg Plato Socrates Confucius etc) has developed point of view in a given text

Author Characters or Narrator My Point of view

Class Discussion In Peter and the Starcatchers Dave Barry and Ridley Pearson wrote about what happened prior to the events in a well-known book Peter Pan by JM Barrie How do Barry and Pearson connect this story to the original What elements and details are kept and which ones are left out Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (SL61 RL61 RL66) Sample Questions bull Explain how Gary Paulsen develops the point of view of the narrator in ______ (text title) Use examples from the story in your explanation bull What is the most likely reason why the author decided to tell the story from Mikersquos point of view Is it effective Why or why not Use examples from the story in your explanation bull How does telling the story from Tonyarsquos point of view influence the story Use examples from the story in your answer

Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three

Little Pigs

Point of View Activity

19

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Teachers please feel free to write your own

notes in this space

Pinterest Board with Point of View Anchor Charts

20

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch 6RL8 (not applicable to literature)

Students read a story drama or poem and either listen to an audio version or watch a filmed or live version of the same text Students compare and contrast the two pieces to critique what they observe in each medium They will notice what pieces of the text stand out when reading it as compared to watching and listening to it As students read Louise Fletcherrsquos Sorry Wrong Number they will discuss what elements words actions and characters capture their attention Students then view a film version or stage production of the play and discuss what captures their attention Finally students will then analyze both pieces to identify similarities and differences in their perceptions Students read about a particular historical event or figure and then view a production about the same historical event or figure in order to compare and contrast their experience the information etc

Literature ResponseMedia Appreciation What does the phrase ldquoI wonrsquot grow uprdquo mean to you Based on the lyrics from the musical version of Peter Pan what does growing up mean to Peter Does this song include all aspects of growing up Do you want to grow up Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class (RL61) You may watch the ldquoI Wonrsquot Grow Uprdquo scene from the movie and then discuss (RL67) Reflection Journal Use a novel (eg The Watsonrsquos Go to Birmingham by Curtis Number the Stars by Lowry) that has an intense action chapter Students read the chapter on their own and then choose to do one of the following bull Using any audio equipment record their voicesreadings of the chapter (this could be reduced to a certain number of pages for lower-level students) bull Act out an action from the chapter (small group or on their own) Sample Questions bull How is watching the filmed version of Holes alike and different from reading the book Use specific examples from both versions in your answer How is listening to an audiotape of ldquoThe Ravenrdquo by Edgar Allen Poe alike and different from reading the poem Use specific examples from both versions in your answer bull How is watching a performance of ____ (title of a play) alike and different from reading the play Use specific examples in your explanation bull Which did you prefer listening to the audiotape version of ldquoThe Ravenrdquo or reading the poem Why bull Which did you prefer watching the filmed version of Holes or reading the book Why

21

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

Teachers please feel free to write your own

notes in this space

Lesson Plans and Activities httplearnzillioncomlessons1943-explain-how-

illustrations-contribute-to-the-meaning-of-a-story - video

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link) - see next page

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Pedagogy for Teaching Meaning using Words and Visualizing

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link)

Brian Selznick

The Dinosaurs of Waterhouse Hawkins

Selnicks detailed illustrations provide

another dimension to this biography of a

little-known scientist and his lifes work

Mark Teague

Dear Mrs LaRue Letters from Obedience

School

In this humorous look at a dogs life behind

bars Teague uses an interplay between

illustrations and text to tell the whole story

Ana Juan

The Night Eater

In this picture book Juans lush illustrations

bring readers into the fantastical world of The

Night Eater a creature that gobbles up

darkness

Ana Juan

Frida

In this biography of the famous painter Frida

Kahlo Juans whimsical representations of

Fridas life both incorporate and pay homage

to Fridas artistic style

21

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

Teachers please feel free to write your own

notes in this space

Lesson Plans and Activities httplearnzillioncomlessons1943-explain-how-

illustrations-contribute-to-the-meaning-of-a-story - video

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link) - see next page

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Pedagogy for Teaching Meaning using Words and Visualizing

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link)

Brian Selznick

The Dinosaurs of Waterhouse Hawkins

Selnicks detailed illustrations provide

another dimension to this biography of a

little-known scientist and his lifes work

Mark Teague

Dear Mrs LaRue Letters from Obedience

School

In this humorous look at a dogs life behind

bars Teague uses an interplay between

illustrations and text to tell the whole story

Ana Juan

The Night Eater

In this picture book Juans lush illustrations

bring readers into the fantastical world of The

Night Eater a creature that gobbles up

darkness

Ana Juan

Frida

In this biography of the famous painter Frida

Kahlo Juans whimsical representations of

Fridas life both incorporate and pay homage

to Fridas artistic style

22

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Students explain different literary forms (eg poems stories plays novels etc) and genres (eg historical fiction fantasy fables science fiction mysteries adventure mythology etc) Students read two pieces of literature from different forms or in different genres with similar themes and topics After reading both students compare and contrast the two literary piecesrsquo approaches to the themes and topics Students compare and contrast the approaches to the theme of isolation in Susan Glaspellrsquos one-act play ldquoTriflesrdquo and Maya Angeloursquos poem ldquoCaged Birdrdquo Students read poetry drama historical accounts historical documents articles etc about the Renaissance or another era to compare and contrast how different forms or genres approach the topic

Comparing Across Books Lesson Plan

Class DiscussionVenn Diagram What are the similarities and differences you notice among myths legends tale tales and pour quoi tales Your teacher may ask you to write your own responses in your journal and share it with a partner before class discussion After class discussion create a Venn diagram in your journal that outlines the similarities and differences among three of the types of folklore (SL61 RL69) CompareContrast Using a comparecontrast chart students compare andor contrast a movie and a work of literature (eg The Legend of Sleepy Hollow) First students look at the similarities Then they consider the differences making sure to indicate on what criteria they are drawing out the dissimilarities Jigsaw Using trade books poems and essays on the same topic have students gather in small groups and determine a theme for a particular topic Students talk together to determine how that theme is made apparent The groups then ldquojigsawrdquo and each student explains to the others about the demonstrated theme and evidence to support their conclusions Sample Questions How are ______ (text title) and _______ (text title) alike and different in their approach to the theme of friendship and loyalty Which text is more effective in relaying this theme Why Use examples from both texts to support your answer (Texts should be two texts from different genres or formsmdasha story and a poem historical novel and fantasy story) bull How are ______ (text title) and _______(text title) alike and different in their approach to the topic of competition Which text is more interesting Why Use examples from both texts to support your answer (Texts should be two texts from different genres or formsmdasha story and a poem historical novel and fantasy story)

23

CCCS Focus Standards

Explanation of Standard Instructional Strategies and Activities

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Pinterest Board of Book Collections and Rewards

Lesson Plans and Activities Lesson Plans for RL 9 (p111517)

Target Fundamental Lesson SE014

24

CCCS FOCUS

STANDARDS

EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED

RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Pre-Reading Activities Reading Mini-lessons Lesson 1 EQ How are the elements of a mystery storynovel different or the same as elements of a fictional storynovel Mystery Prior Knowledge (p3) Have students work together to create a class web of their previous experiences with mystery Book at a Glance (p3) After glancing only at the covertitle have students make a prediction about storyline What tonemood will the story have Serious Funny Revisit the predictions after the story to see if anyone was close KWHL Strategy Use KWL chart for a mystery have students complete the first two columns of the chart on their own Brainstorm what they know about a mystery storynovel and what they want to know about a mystery storynovel

Language Writing The Westing Game Chapter by Chapter Guide

Predicting Character Traits p 39 -40

PredictionsSummary by Chapters p 39

Research the author Ellen Raskin Include in your biography a list of other books that she has written

Brief Summary of Each Chapter of Westing Game wwwshoopcom

25

CCCS FOCUS STANDARDS

EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 1 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 1 Summary (p4) Sunset Towers

Use Context Clues to Introduce Vocabulary (P4)

Comprehension Questions Short Answer p4

Chapter 2

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 2 Summary (p5) Ghosts or Worse

Use Context Clues to Introduce Vocabulary (P)

Comprehension Questions Short Answer p5

Chapter 3 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 3 Summary (p6) Tenants In and Out

Use Context Clues to Introduce Vocabulary (P4)

Comprehension Questions Short Answer p4

Language Writing The Westing Game Chapter by Chapter Guide

What do we learn about Grace in the first chapter

Character Connections p 39 45

Vocabulary Chapter 1 (p4)

Tenant

Exclusive

Plush

Stationery

Warped

Chandelier

Alcove

Booked

Vocabulary Chapter 2 (p5)

Stocky

Maggots

Gruesome

Stubble

Vocabulary Chapter 3 (p6)

Hassock

Pudgy

Lunatic

Podiatrist

Amputation

Gaunt

Avert

Ample

Putrid

26

CCCS FOCUS STANDARDS

EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 4 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 4 Summary (p7) The Corpse Found

Use Context Clues to Introduce Vocabulary (P7)

Comprehension Questions Short Answer p7

Discussion Questions Ch 1-4 p 34

Chapter 5

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 5 Summary (p8) The Sixteen Heirs

Use Context Clues to Introduce Vocabulary (P8)

Comprehension Questions Short Answer p8

Language

Choose a character and discuss both their negative and positive attributes

Venn Diagram Strategy ndash Compare and contrast 2 characters

Writing

Heres your chance to be the teacher Pretend you have to introduce the book to your class Design a lesson plan and dont be shy about asking your teacher for help

Keep a journal similar to Sandy McSouthers documenting everyonersquos personal backgrounds and connections to the Westing family

Vocabulary Chapter 4 (p7)

Receding

Vigil

Immigrant

Meager

Pyrotechnic

Coroner

Executor

Beneficiary

Heiress

Legacy

Vocabulary Chapter 5 (p8)

Appraise

Mourning

Monogram

Relinquish

Aviator

Invalid

Convulsion

Afflicted

Morbid

Diagnosis

Scrutiny

Incompetence

Poise

27

CCCS FOCUS STANDARDS

EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 6 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 6 Summary (p9) The Westing Will

Use Context Clues to Introduce Vocabulary (P9)

Comprehension Questions Short Answer p9

Chapter 7

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 7 Summary (p10) Westing Game

Use Context Clues to Introduce Vocabulary (P10)

Comprehension Questions Short Answer p10

Language Writing

Pretend that you are the author of this novel and that you are unsatisfied with the final copy You have decided that the only way to improve the book is by adding another character Write a brief description of your new character and explain how you will utilize them in your novel

Pretend your school or class is conducting a book sale Design a poster that you think will encourage customers to buy The Westing Game

Vocabulary Chapter 6 (p9)

Verified

Eccentric

Appalled

Purported

Slur

Autopsy

Embalmed

Cremated

Culprit

Corrupt

Reverence

Vocabulary Chapter 7 (p 10)

Jittery

Forfeit

Jaunty

Pompous

Indignant

Shrewd

Wafted

Dialect

28

CCCS FOCUS STANDARDS

EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 8 Reading Mini-lessons

The Westing Game Chapter by Chapter Guide

Chapter 8 Summary (p11) The Paired Heirs

Use Context Clues to Introduce Vocabulary (P11)

Comprehension Questions Short Answer p11

Discussion Questions Ch 5-8 (p 34)

Chapter 9 Reading Mini-lessons

The Westing Game Chapter by Chapter Guide

Chapter 9 Summary (p12) Lost and Found

Use Context Clues to Introduce Vocabulary (P12)

Comprehension Questions Short Answer p12

Language Writing

When reading a whodunit or murder mystery the reader must be an active rather than passive reader For example the active reader would already be formulating an opinion as to who committed the murder Who might be some of the most likely suspects at this point in the story Defend your position

Assume the role of the author Ellen Raskin and then allow your classmates to interview you about your work including the present novel The Westing Game

Vocabulary Chapter 8 (p11)

Rite

Stint

Inscrutable

Pretentious

Incrimination

Pool

Divisive

Vocabulary Chapter 9 (p12)

Tardy

Defiantly

Uppity

Jabbering

Hors drsquooeuvres

29

CCCS FOCUS STANDARDS

EXTENDED TEXT

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 10 Reading Mini-Lesson

The Westing Game Chapter by Chapter Guide

Chapter summary 10 (p13) The Long Party

Use context Clues to introduce Vocabulary

Comprehension QuestionsShort Answer p 13

Chapter 11 Reading Mini-Lesson

The Westing Game Chapter by Chapter Guide

Chapter 11 Summary (p14) The Meeting

Use Context Clues to introduce Vocabulary (p14)

Comprehension QuestionsShort Answers p 14

Language Locate the quote May God thy gold refine on internet or in a book of quotations Discuss its meaning

AMERICA THE BEAUTIFUL O beautiful for heroes proved -

In liberating strife Who more than self the country loved

And mercy more than life America America

May God thy gold refine Till all success be nobleness

And every gain divine

Katherine Lee Bates

Writing

Organize into small groups and discuss who you think the murderer is Explain your opinion with evidence from the novel Share your information with another group

Vocabulary Chapter 10 p13

Prattle

Appetizer

Paternal

Embrace

Humiliation

Chiding

Hobbled

Coiffure

Abstention

Grimaced

Vocabulary Chapter 11 p14

Lured

Scoffing

Contempt

Vault

Envy

Sequined

Larcenist

Felon

Alibis

Sprawling

30

CCCS FOCUS STANDARDS

EXTENDED TEXT MINI-

LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 12 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 12 Summary (p15) The First Bomb

Use Context Clues to introduce vocabulary (p15)

Comprehension questionsshort answers p15

Discussion Questions Ch 9-12 (p 34)

Chapter 13

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 13 Summary (p16) The Second Bomb

Use Context Clues to introduce vocabulary (p16)

Comprehension questionsshort answers p16

Language Is it ever possible to justify the use of violence to achieve your goals Explain and justify your opinion Conduct a class debate Writing Form a group with a few of your classmates and design a bulletin board in your classroom to promote the reading of The Westing Game

Vocabulary Chapter 12 p15

Woozy

Transcribing

Obituary

Unbolted

Paraphernalia

Sappy

Intern

Prop

Caption

Vocabulary Chapter 13 p16

Scrumptious

Mementos

Harried

Baffled

Woefully

Pedicures

Demeaning

Bodice

Ritual

Waddled

Petrified

Distraught

31

CCSS FOCUS STANDARDS EXTENDED TEXT MINI

LESSONS IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 14

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 14 Summary (p17) Paired Repaired

Use Context Clues to introduce vocabulary (p17)

Comprehension questionsshort answers p17

Chapter 15

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 15 Summary (p18) Fact and Gossip

Use Context Clues to introduce vocabulary (p18)

Comprehension questionsshort answers p18

Language Writing

Research the writing of a will Why might you want a lawyer to help with the writing of a will Find out what might invalidate a will Try and locate some funny or interesting wills Culminate this activity by writing your own will

Read or listen to the famous Whos on First baseball routine by Abbott and Costello

Vocabulary Chapter 14 p17

Amends

Brewery

Contender

Flattery

Obsequious

Gross

Oath

Trousseau

Patriotism

Deception

Remission

Rigid

Vocabulary Chapter 15 p18

Presided

Injected

Venom

Profound

Smirking

Guffaw

Interrogate

Bribery

CCSS FOCUS STANDARDS EXTENDED TEXTS ROUTINE WRITING RELATED RESOURCES amp

32

MINI-LESSON IDEAS VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 16 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 16 Summary (p19) The Third Bomb

Use Context Clues to introduce vocabulary (p 19)

Comprehension questionsshort answers p19

Discussion Questions Ch 13-16 (p 35)

Chapter 17

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 17 Summary (p20) Some Solutions

Use Context Clues to introduce vocabulary (p20)

Comprehension questionsshort answers p20

Language Writing

People who suspect others of committing a crime but have no evidence or proof often say they are relying on instinct or a gut feeling Are there any problems with relying on instinct or gut feeling Explain

Vocabulary Chapter 16 p19

Impractical

Vaguely

Prank

Amnesia

Despondently

Incriminating Vocabulary Chapter 17 p20

Incinerator

Bonbon

Culled

Snooping

Eluding

CCSS FOCUS STANDARDS EXTENDED TEXTS ROUTINE WRITING RELATED RESOURCES amp

33

MINI-LESSON IDEAS VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 18 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 18 Summary (p21) The Tracker

Use Context Clues to introduce vocabulary (p21)

Comprehension questionsshort answers p21

Chapter 19

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 19 Summary (p22) Odd Relatives

Use Context Clues to introduce vocabulary (p22)

Comprehension questionsshort answers p 22

Language Writing

The author makes use of humor throughout the novel Give some examples

How are judges selected in your country Research to see if they are selected the same way in other countries Most countries have many different types of judges Interview a lawyer or judge in your area to find out more about the judicial system Invite a lawyer or judge into your class to give a brief presentation

Vocabulary Chapter 18 p21

Conferring

Propellant

Ailment

Malady

Coyly

Graft

Swatches

Neurologist

Ransom

Vocabulary Chapter 19 p22

Soothes

Penance

Distorted

Blotched

Vengeance

Chronic

Covetousness

Mutilator

Manipulated

CCSS FOCUS STANDARDS EXTENDED TEXTS ROUTINE WRITING RELATED RESOURCES amp

34

MINI-LESSON IDEAS VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 20 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 20 Summary (p23) Confessions

Use Context Clues to introduce vocabulary (p23)

Comprehension questionsshort answers

Discussion Questions CH 17-20 (p 35)

Chapter 21 Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 21 Summary (p24) The Fourth Bomb

Use Context Clues to introduce vocabulary (p24)

Comprehension questionsshort answers

Writing Lesson

Elements of a Mystery

How are the elements of a mystery story different or the same to a fictional story

How does the introduction and development of the characters affect the other elements of a mystery

How can you identify clues to help solve the mystery

How do great mystery writers hook and hold their readers

Writing Activities

Create your own mystery using ldquowhodunitrdquo vocabulary and detective plot twists

List as many reasons as possible why someone might make a false confession Invite an experienced police officer into your class to find out how they interrogate suspects

Write a private dialogue between two of the characters in your story

Vocabulary Chapter 20 p23

Legitimate

Sprinted

Wincing

Faltered

Hack

Eloped

Plotted

Loathed

Vocabulary Chapter 21 p24

Fuming

Blackmail

Lurched

Wretched

Derelict

Meticulous

Appellate

Arsenal

Singed

Juvenile

Divert

Remedy

35

CCSS FOCUS STANDARDS EXTENDED TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 22

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 22 Summary (p25) Losers Winners

Use Context Clues to introduce vocabulary (p25)

Comprehension questionshort answers

Chapter 23

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 23 Summary (p26) Strange Answers

Use Context Clues to introduce vocabulary (p26)

Comprehension questionshort answers

Chapter 24

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 24 Summary (p27) Wrong All Wrong

Use Context Clues to introduce vocabulary (p27)

Comprehension questionshort answers

Discussion Questions Ch 21-24 (p 35)

Language

Pretend you are a school

librarian Give a book talk to your students but make sure that while your perk their interest you dont reveal too much of the plot Ask permission from your teacher and librarian to present your book talk to a group of students

Writing

Create a chart with three different classifications Likely Suspects Possible Suspects and Least Likely Suspects Based on your opinion fill in the chart Provide evidence from the novel Update the chart as your opinion changes

Publishers often reject manuscripts from authors who later achieve great success with another publishing firm Pretend that you are employed in a publishing house that has just decided to reject the novel The Westing Game Write an imaginary letter to Ellen Raskin rejecting her novel and explaining why

Vocabulary Chapter 22 p25

Scrimp

Tousled

Wreak

Pompous Vocabulary Chapter 23 p26

Fumbled

Wad

Lolled

Regally

Swathed

Turban

Ethnic

Gilt

Bleary

Ornithologist

Slurred

Derisive

Flask Vocabulary Chapter 24 p27

Paranoia

Ravings

Condemn

Vicious

Null

Immigrant

Fanatic

36

CCSS FOCUS STANDARDS EXTENDED TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 25

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 25 Summary (p28) Westingrsquos Wake

Use Context Clues to introduce vocabulary (p28)

Comprehension questionshort answers

Chapter 26

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 26 Summary (p29) Turtlersquos Trail

Use Context Clues to introduce vocabulary (p29)

Comprehension questionshort answers

Language

Pretend you are a television reporter or newspaper journalist Make a video tape or write an article on the latest happenings in your story

Writing Write an imaginary letter to

Ellen Raskin telling her about your experiences reading this book

Vocabulary Chapter 25 p28

Wake

Stoolie

Conscience

Checkmate

Bolted

Poring

Sole

Culprit

Dastardly Vocabulary Chapter 26 p29

Gavel

Stenographer

Flaw

Accomplice

Interceded

Bristled

Baffled

Booty

Fib

Benefactor

37

CCSS FOCUS STANDARDS EXTENDED TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 27

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 27 Summary (p30) A Fourth

Use Context Clues to introduce vocabulary (p30)

Comprehension questionshort answers

Chapter 28

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 28 Summary (p 31) And Thenhellip

Use Context Clues to introduce vocabulary (p31)

Comprehension questionshort answers

Chapter 29

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 29 Summary (p 32) Five Years Pass

Use Context Clues to introduce vocabulary (p32)

Comprehension questionshort answers

Language Writing

Prepare a test of 10 questions for your classmates Administer the test to those students who would like to try it

Research the history of the abacus Locate an abacus and learn to use it Compare the abacus and calculator discussing their advantages and disadvantages

Have students write an Obituary of one of the characters that passes away at the end of the story

Vocabulary Chapter 27 (p30)

Masking

Bequeath

Deed Vengeful

Smoldering

Charred

Mimicked

Inlaid

Chapter 28 (p31) Vocabulary

Draped

Heirloom

Sobered

Debt

Tutor

Toting

Abacus

Vocabulary Chapter 29 (p32)

Fragile

Stouter

Nape

Confetti

Tango

Correspondent

Radiant

38

CCSS FOCUS STANDARDS EXTENDED TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 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

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Chapter 30

Reading Mini-lessons The Westing Game Chapter by Chapter Guide

Chapter 30 Summary (p 33) The End

Use Context Clues to introduce vocabulary (p33)

Comprehension questionshort answers

The Westing Game Chapter by Chapter Guide

Discussion Questions Ch 25-30 (p 35)

Post Reading Discussion Questions p 36

Language

Make a presentation to a small group or your entire class on your favorite part of the book

Writing

Revisit the KWL chart and complete third column the what did I learn portion

Vocabulary Chapter 30 (p33)

Orthopedic

Subspecies

Veiled

Audible

39

CCSS FOCUS STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution RL64 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

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Bio-Poem

This strategy works best when used after the students have read at least half of the book Suggested characters to write about include Turtle Wexler Grace Wexler Angela Wexler Sydelle Pulaski Flora Baumbach Sam Westing etc Reading Mini-lesson

Discuss character traits

Write characters and traits on graphic organizer

Select one for poem Reading Mini-lessons

Read various types of poetry

Discuss the differences

Discuss vocabulary specific to poetry

Identify figures of speech and discuss the meaning

Language Writing Writing a Bio-Poem Lesson

Vocabulary Review Character Traits

40

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

Reading Mini-lessons Read andor listen to the famous Whos on First baseball routine by Abbott and Costello Video - Routine of ldquoWhorsquos on Firstrdquo by Abbott and Costello wwwyoutubecom The Script - Integrative Art 10 ldquoWhorsquos on Firstrdquo wwwpsuedu

Language Highlight the different parts of speech especially pronouns Writing Students will compare and contrast the video and the script Which do you prefer Give evidence for your opinion

Vocabulary

41

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

SL63 Delineate a speakerrsquos argument and specific claims distinguishing claims that are supported by reasons and evidence from claims that are not

W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

Reading Mini-lessons Why Making a Will Is Important

Language Writing Will Students will organize information from the article and write a summary of why having a will is very important List your five most treasured items and who you would give them to if a tragedy occurred

Vocabulary

42

Performance TaskResearch Project ( of days)

CCSS STANDARDS

PERFORMANCE TASK WRITING RELATED RESOURCES

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

(A) Movie vs Novel

Students will watch the movie The Westing Game and compare it to the novel Students will complete a graphic organizer of the elements of the novel and write notes on it as they view the movie

(B) Movie Clip vs Novel Chapter The teacher will select a particular section of the movie to compare to a scene in the movie Students will compare the two media selections Students will complete a graphic organizer of the elements of the novel and write notes on it as they view the movie

43

43