Emily CloughEDU 517May 8, 2017

Rationale:

Kelly Barnhill’s The Girl Who Drank the Moon is great introduction to the exploration of fantasy as a genre. The text is full of rich language, has fully developed characters, and many relevant themes. Important themes presented throughout The Girl Who Drank the Moon include: love and sacrifice, coming of age, hope when there is sorrow, and the power of storytelling. Moreover, The Girl Who Drank the Moon can act as a mentor text for figurative language. Barnhill uses similes, metaphors and sensory details to create vivid, unforgettable images and scenes.

Timeline:

Timeframe: 3 Weeks

Week One: (pages 1-111)Before reading the book:

o Encourage a genre study of fantasyo Have students look at text features to get a preview of the texto Have students view the book trailer for a preview of the text

Use text as a whole class read aloud or group guided reading to starto Model appropriate comprehension strategies while reading

During readingo Encourage students begin to create character diagrams and a setting map to keep track of

the characters (some names change throughout the text based on whose point of view it is; i.e. Sister Ignatia, Head Mistress, Sorrow Eater) and where the characters are within the text

o Discuss/Teach:o The Elders power of the people of Protectorate

How did they get this power? o Symbolism: The birthmark on the baby’s (Luna) forehead and its significance o The differences between how Xan is treated by the free cities and Protectorate o Assess Inferential Comprehension: Did Xan feed the baby (Luna) the moon on

purpose or by accident What inferences from the text can you make

o Figurative Language: The use of metaphors and similes throughout the texto What is Luna’s development of magic doing to Xan?o Is knowledge dangerous? Why do the Sisters of the Star relieve the apprentice of

his duties when they discover he is hungry for knowledge? How does Antain feel about the Sisters of the Star?

o The madwoman’s belief of her childo Symbolism: The significance of the paper birds? What do they symbolize

Week Two (pages 112-247)Have students read the book independently and with partners; Read aloud when time allows

Encourage Students to continue their character and setting mapsHave students ask at least one question and make one prediction on a post it after every chapter to monitor comprehension

Discuss/write abouto The attack on Antain by the paper birds

How does he feel about his scars? How do these scars change is destiny? What do the scars symbolize?

o The Madwoman’s transition from sorrow to hope How does this affect Sister Ignatia?

Why do you think it affected her in this way?o How does the meaning of the symbol of the bird change when Antain opens the

falcon and reads the message?o What impact does secret keeping have on Luna and Xan’s relationship?

Explain the significance of the quote: “And the things that they did not speak of began to out-weigh the things that they did. Each, secret, each unspoken thing was round and hard and heavy and cold, like a stone hung around the necks of both the grandmother and the girl. Their backs bent under the weight of secrets.” (Page 164)

o Look for and discuss examples of Lunas magic beginning to come out (talking to animals)

What is happening to Xan as this occurs?o What is the significance of Luna drawing the map?

Why does she write “she is here” Think back to the Madwoman Do you think she knows who the Madwoman is?

o Why is Antain going against what he learned growing up and facing the Witch? What is his motivation? Can you make text-to-self connections?

Is there anyone you’d do anything for to protect? o Why do you think Sister Ignatia and Grand Elder Gherland are so fearful of hope

in the city of Protectorate?

Week Three (pages 247-388)Have students read the book independently and with partners; Read aloud when time allows

Encourage Students to continue their character and setting mapsHave students ask at least one question and make one prediction on a post it after every chapter to monitor comprehension OR have students email their pen pals discussing events in the book and questions they may have

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Discuss/write in journals: The Madwoman, Head Sister Ignatia, Xan, Luna, Glerk, Fyrian and Antain are

all starting their journey in the woods. What are similarities and differences about their journeys/reasons for exploration

“A story can tell the truth, but a story can also lie. Controlling stories is power indeed.” (page 309) Analyze this quote, what impact does storytelling have on the characters in The Girl Who Drank the Moon

Why do you think Fyrian transforms from a perfectly tiny dragon to a massive dragon?

When Luna, Xan, Antain, and the Madwoman meet all together—what does each character discover?

Explain the events of Sister Ignatia’s past and why she is referred to as the Sorrow Eater---how does Luna defeat her?

How do you think the people of Protectorate will react to Luna, Xan, Antain and Sister Ignatia?

o Are they grateful for the protection from the volcano?o Are they fearful of the Witcho Who may be upset by their return?

How has Protectorate changed since the volcano explosion? Explain the message and the significance of Glerk’s last poem to Luna.

After Reading Activities Create a monologue for a character in a scene from the text Create a board game incorporating ideas, symbols and relevant themes from the text Rewrite a scene from the text as a picture book

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To be completed by the Student Teacher; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation.

Eastern Connecticut State University Lesson Plan Format Adopted from the Connecticut State Department of Education

Student Teacher Emily Clough Grade Level 6 Date of lesson OctoberInstitution Eastern Connecticut State University Length of lesson 60 minutes

Content Standards:

CCSS.ELA-LITERACY.W.6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-LITERACY.RL.6.5Analyze 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.

Prior Knowledge/Connections: o Have read up to page 342 in The Girl Who Drank the Moon by Kelly Barnhill

Student Learning Objective(s): Students will analyze a quote from The Girl Who Drank the Moon, explain its relevance to the text up until this point as it relates to the characters in the text, and predict the future implications of what is inferred from the quote for characters the text in three paragraphs.

Vocabulary: Identify essential terminology to be used during instruction.

o Obfuscate- make unclear

Assessment-Essential Key Question: State essential key question(s) and identify Informal, Formal Formative and Summative Assessment that will be used during the lesson.

How does storytelling have an impact on society?

Students will be assessed using a rubric. (see attached)

Strong responses will thoughtfully analyze the quote and apply its meaning to the text. The response will incorporate several characters and how they have been impacted by storytelling. The response will also thoughtfully predict future events using textual evidence as support.

Weak responses will make limited references and connections to the events in the text. The response will not identify specific characters impacted by storytelling thus far, nor will it make thoughtful predictions for the future of these characters.

Materials/Resources:

o Barnhill, K. R. (2016). The girl who drank the moon. Chapel Hill, NC: Algonquin Young Readers.o Graphic Organizer

Technological resources: o Smartboardo Interview with Kelly Barnhill (stop at 5:31) https://www.youtube.com/watch?v=I3JXsIk3kJ4

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Learning Activities:

Lesson Procedures: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).

1. Initiate the lesson by presenting the whole class the interview with Kelly Barnhill (stop at 5:31) https://www.youtube.com/watch?v=I3JXsIk3kJ4

2. Continue by reading the quote “A story can tell the truth, she knew, but a story can also lie. Stories can bend and twist and obfuscate. Controlling stories is power indeed.” (P.309)

3. Ask questions to guide discussion of the quotea. What do you think this quote means?b. What’s the significance of storytelling in the text so far?

4. As a class create a list of people who “control the story” in The Girl Who Drank the Moon a. Discuss what power this gives each of them

5. Discuss what impact story telling had on Antaina. Model on the smartboard how to make predictions with textual support

i. Antain is on a quest to find and kill “the witch in the woods” before she can take his sonii. Antain has a knife and has just found Luna who he believes to be “the witch in the woods”

iii. We know he resents and is also fearful of “the witch in the woods” because he, along with the people of Protectorate, were told foreboding stories of the dangers of the witch and were warned against going out into the dangerous forest because of her

1. Remind students that the italicized chapters are representations of stories that are told in Protectorate (Ethyne’s mother’s versions of the witch in the woods)

iv. We also know Antain is planning to immediately harm Luna because at the last chapter ends with Antain saying, “You are the Witch. You are thousands of years old. You have killed countless children…and now I shall kill you” (Page 342) to Luna

v. Based on what we know about Antain, his goals and his perception of the Witch we can predict he might try to kill Luna because through the stories he was told as a child, he thinks she is the Witch he should fear

6. Encourage students to individually respond to the question in three paragraphs in their writing journals:a. “A story can tell the truth, she knew, but a story can also lie. Stories can bend and twist and obfuscate.

Controlling stories is power indeed.” (P.309) Answer the questions:

What role has storytelling played in The Girl Who Drank the Moon? How has storytelling impacted the characters in the text so far? How do you think the implications of storytelling will impact the characters in the future?

i. Students who are ELLs are encouraged to dictate their response to the teacherii. Students who may need intervention in writing are encouraged to complete the graphic organizer

provided belowiii. Students who have demonstrated their ability to analyze the quote and predict future events related

to the quote are encouraged to analyze and describe a connection to the quote they may have.7. As a class discuss the importance of truth and perception in storytelling as it relates to their own lives

a. Discuss truth in journalismi. Ask prompting questions

1. In our society, who do you think controls the storytelling?2. Who gets the power from the storytelling? What do you think of this?3. How does this impact society? Can you think of an example?4. How can we check “stories” to ensure the details we are being told are indeed true?

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“A story can tell the truth, she knew, but a story can also lie. Stories can bend and twist and obfuscate. Controlling stories is power indeed.” (P.309) What role has storytelling played in The Girl Who Drank the Moon? How has storytelling impacted the characters in the text so far and how do you think it will impact the events in the future? Provide examples from the text to support your ideas.

Analyze the meaning of the quote as it relates to the The Girl Who Drank the Moon as a whole.

*Look back at the chapters in the text that are italicized. How have the people of Protectorate been impacted by the story-telling of the “witch in the woods”? Who benefits from telling him these stories?Knowing Antain was told stories of the “witch in the woods”, how do you think he will respond to Luna (who he thinks is the witch in the woods) in the upcoming chapters? Support your ideas with details from the text

Graphic Organizer

Rubric for The Girl Who Drank the Moon

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Does Not Meet Meets ExceedsAnalysis Does not analyze the

quote and/or analysis is not connected to any characters from the text

Analyzes the quote explaining the role of story-telling as it relates to one or two characters

Analyzes the quote explaining the role of story-telling as it relates to multiple characters in using relevant details from the text

Prediction Prediction lacks logic and is not justified by details in the text

Makes thoughtful, logical predictions; does not fully or clearly justify prediction

Makes thoughtful, logical predictions using relevant details from the text to justify

Logic and Organization Information is presented in an unclear manner where grammar and a spelling may interfere with meaning

Information is presented clearly and logically, where grammar and spelling do not interfere with meaning

Information is presented in a clear organized manner with no spelling or grammar mistakes

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To be completed by the Student Teacher; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation.

Eastern Connecticut State University Lesson Plan Format Adopted from the Connecticut State Department of Education

Student Teacher _Emily Clough_Grade Level_6_ Date of lesson_October____

Institution ___Eastern Connecticut ______ Length of lesson_75 minutes__

Content Standards:

CCSS.ELA-LITERACY.RL.6.4Determine 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

Prior Knowledge/Connections:

o Basic knowledge of figurative language o Knowledge of literal and non-literal meanings

Student Learning Objective(s): I

Students will determine the literal and non-literal meanings of two similes and two metaphors found in The Girl Who Drank the Moon (Chapters 43 and 44; Pages 343-355) using a graphic organizer.

Vocabulary: Identify essential terminology to be used during instruction.

Simile- compares two things using the words “like” or “as”Metaphor- a figure of speech in which a word/phrase is applied to an object or action where it doesn’t make literal sense; however, it suggests a likeness or analogy between the them.

Assessment-Essential Key Question: State essential key question(s) and identify Informal, Formal Formative and Summative Assessment that will be used during the lesson. Students will be assessed using the check list provided below:

Meets Does Not MeetIdentification: Student correctly identifies the example as a either a simile or metaphorLiteral Meaning: Student draws a relevant, appropriate picture for the literal meaning of the simile or metaphorNon-literal Meaning:Student accurately explains the non-literal meaning of the simile or metaphor

Example: Simile: “…writhing from her had like snakes”The literal illustration would depict a woman with black snakes for hair.Non-literal meaning: Kelly Barnhill used a simile to describe the Mad Woman’s hair that is long and curly—not actually snakes. Her choice of the words writhing and snakes set the tone for the flashback creating a dark image on a sorrowful day in Luna, Antain and the Madwoman’s life.

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Materials/Resources: List the materials you will use in each learning activity.

o Barnhill, K. R. (2016). The girl who drank the moon. Chapel Hill, NC: Algonquin Young Readers.o http://www.cpalms.org/Uploads/resources/47413/Assessment/FormativeAssessment/docs/Simile-Metaphor

%20Organizer.pdfo Two different colored Post it flags

Technological resources: List the technology resources that you will use in this lesson.o Audio text of The Girl Who Drank the Moon o Smartboard for simile video

Learning Activities:

Lesson Procedures: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).

1. Initiate the lesson by presenting the whole class a video on Similes and Metaphors in Songsa. https://www.youtube.com/watch?v=JcEV_3009gM

2. Define Simile and Metaphor for the classa. Simile- "a comparison using like or as”b. Metaphor- “compares two unlike things by saying on thing is the other”

i. Source: https://www.youtube.com/watch?v=JcEV_3009gM3. Describe how similes, metaphors and other forms of figurative language add value to text by extending the

understanding of events, feelings, objects, etc. in the text. 4. Example: If the text says “The girl is a monkey when she climbs”

a. Explain that the girl is not actually a monkey (literal)b. Explain that the girl is just a good climber (non-literal)

5. On the Smartboard, begin to create a simile and a metaphor—ask class for assistance6. Have students create their own simile and metaphor

a. Ask students to share examples with the class7. Begin to read aloud The Girl Who Drank the Moon

a. On page 345 pause after reading “…a woman with long black hair, writhing from her head like snakes.”b. Ask students to identify whether it is a simile or metaphor

i. *this is an example of a simile because it compares using the word likec. Ask students to explain the literal meaning of the text d. Ask students to explain the non-literal meaning or the texte. Ask questions to prompt discussion about what the simile adds to the text

i. Why do you think Kelly Barnhill chose to describe the Madwoman’s hair as snakes?ii. What image does this produce?

8. Encourage students to find and list four examples of similes and metaphors (two similes, two metaphors) in partners as they continue to partner read The Girl Who Drank the Moon

a. In doing so, have students complete a graphic organizer illustrating the literal and non-literal meaning of the similes and metaphors they find (provide each student with at least 4 graphic organizers, as each graphic organizer only accounts for one simile or metaphor)

b. Instruct students to identify whether the example they found is a simile or metaphor by writing “simile” or “metaphor” on the top of each graphic organizer

i. Have struggling students identify similes and metaphors by marking the text with flagged post its1. Use two different colors (one to identify similes, one to identify metaphors)

ii. Ensure ELL students have access to an audio reading of the textiii. Challenge students who have demonstrated their ability to identify and explain the meanings of

similes and metaphors to find all eight similes and metaphors and to create their own similes and metaphors to describe events from the passage

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9. After completing the graphic organizer, encourage students to share examples they found in the text with the whole class.

10. Discuss these examples and how each one influences the tone and add meaning to the text

To be completed by the Student Teacher; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation.

Eastern Connecticut State University Lesson Plan Format

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Adopted from the Connecticut State Department of Education

Student Teacher _Emily Clough__Grade Level_6_ Date of lesson_October____

Institution ___Eastern Connecticut State University ______ Length of lesson_90 minutes__

Content Standards:

CCSS.ELA-LITERACY.W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

Prior Knowledge/Connections:

o Basic knowledge of monologues o Read The Girl Who Drank the Moon

Student Learning Objective(s): After reading chapters 43-44, students will create a monologue using details from the text for one of the characters in The Girl Who Drank the Moon.

Vocabulary: Identify essential terminology to be used during instruction.o Monologue- a speech delivered by one character to express his or her inner thoughts. o Tone- the attitude of a writer toward the subject or the audience, generally conveyed through

word choice.Assessment-Essential Key Question: State essential key question(s) and identify Informal, Formal Formative and Summative Assessment that will be used during the lesson.

How does storytelling have an impact on society?

Students will be assessed using a rubric. (see attached)

Strong responses will display thoughtful character consideration with relevant messages that relate to what transpired in the text. Tone and intended audience will be present and apparent.

Weak responses will not consider who the character is and what their beliefs are. The tone and intended audience will not be apparent.

Materials/Resources: List the materials you will use in each learning activity.

o Barnhill, K. R. (2016). The girl who drank the moon. Chapel Hill, NC: Algonquin Young Readers.o Schlitz, Laura Amy. (2008). Good masters! Sweet ladies! : [voices from a medieval village]. Prince Frederick,

MD :Recorded Books,o Graphic Organizer provided below

Technological resources: o Smartboard

o Examples of monologues: Charlie Brown: https://www.youtube.com/watch?v=6QaLHqCP2d8 Diary of a Wimpy Kid: https://www.youtube.com/watch?v=-A8MXbk0zN4

o Tablets/Laptopso Examples of monologues

http://www.bbbpress.com/2014/07/4-free-monologues-kids-teens/ http://www.ispgroupinc.com/monologues/monologues_for_kids_and_teens.htm

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Learning Activities:

Lesson Procedures: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).

8. Begin by presenting the whole class examples of monologues on the Smartboarda. Examples of monologues:

i. Charlie Brown: https://www.youtube.com/watch?v=6QaLHqCP2d8ii. Diary of a Wimpy Kid: https://www.youtube.com/watch?v=-A8MXbk0zN4

9. Encourage students to conduct research in partners of monologues on their tablets/laptops and using other classroom resources

a. If students are struggling, guide them in their research by offering these websites:i. http://www.bbbpress.com/2014/07/4-free-monologues-kids-teens/

ii. http://www.ispgroupinc.com/monologues/monologues_for_kids_and_teens.htm b. Provide a copy of Good Masters! Sweet Ladies! [voices from a medieval village] by Laura Amy Schlitz as a

mentor text10. Have students recite short monologues they have found to the class (these may be from Good Masters! Sweet Ladies!

[voices from a medieval village] or ones they have found onlinea. Discuss the characteristics of a monologue that they noticed during their research

i. Ask prompting questions1. How many people are speaking?2. Who is the audience?3. What is the message?4. What is the tone of the monologue?5. What kind of language was used?

11. Define for the class what a monologue isa. Mono-1 logue-speakingb. A speech delivered by one character to discuss his or her inner thoughts or feelings.c. Monologues can be to self, another character, or the audience

12. Continue by discussing the events in Chapters 43-45 of The Girl Who Drank the Moon a. As a class, create a list of the characters in the scene using the smartboard

i. Guide the class in identifying what information we may need to create the monologueii. Ask prompting questions for the characters on the list

1. What do we know about the character?a. Where they are?

2. What are they doing?3. How are they feeling?4. What might the want to say?

a. Who would they say it to? (self, another character, audience, etc.)13. Model on the smartboard how to start a monologue for Luna

a. “Paper birds swirled around me. The man with scares on his face was terrified.”i. Make note that it is written in first person

b. Encourage students to add to the monologue as a class i. Look back at the text to see what happens next

14. Encourage students to individually draft a short monologue for one of the characters in the text for the scene in chapters 43-44

a. Provide students who may need assistance in writing with the monologue graphic organizerb. Encourage students who are strong writers to identify props and stage directions for their monologue.

15. After completing the draft of their monologue, encourage students to share their monologue with the class16. As a class, discuss the different monologues people created

a. How does this add to the text?b. Does this provide you with a different perspective of the text?c. Would you enjoy if the text was written as a script?

The Girl Who Drank the Moon Monologue Graphic Organizer

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Title of Monologue

Who is speaking? (what character are you using)

What do you know about this character?(motives, beliefs, attitudes)

What is the message? (Is the character trying to tell us something or make a point?)

What is the tone? (serious, sad, cheerful, worried, etc.)

Who is the intended audience? (another character, to self, etc.)

The Girl Who Drank the Moon Monologue Rubric:

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Does not meet Meets ExceedsKnowledge of Character

It is unapparent who the character is and/or the motives, beliefs, and attitude presented are not a relevant to the text.

The character stays true to that presented in the text; motives, beliefs, and attitudes presented are relevant to the text

The character is developed beyond the text; motives, beliefs, and attitudes presented are supported by details from the text

Message The message is unclear or has no meaningful relevance to the events in the text

A clear message is presented that is relevant to the events in the text

A clear message is presented that incorporates relevant details from the text

Tone and Audience The tone is unclear or inappropriate with little or no consideration for the audience

The tone is appropriate for the message, it is unclear who the intended audience may be

The tone and intended audience are apparent and appropriate for the message being delivered

Structure and Organization

Information is presented in an unclear manner where grammar and a spelling may interfere with meaning

Information is presented clearly and logically, where grammar and spelling do not interfere with meaning

Information is presented in a clear organized manner with no spelling or grammar mistakes

Reflection: o What essential question would you focus on? There are many present in the text

o What is love?

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o What defines a family?o Symbolism is prevalent throughout the text, how would you teach the concept of symbolism? What

symbols from the text would you use to do this? o How would you teach the concept of character development in this book?

o There are many important characters would you focus on one, a few or all?

Comprehension Assessment

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1) (L)Why is Antain on a mission to find the “Witch” and kill her? a. He does not like witches or vampiresb. Grand Elder told him toc. He wants to put an end to the yearly sacrifice d. Witch hunting is his hobby

2) (L)What shape is Luna’s birthmark?a. A lightning boltb. A moonc. A stard. A bird

3) (I) “And the things that they did not speak of began to out-weigh the things that they did. Each, secret, each unspoken thing was round and hard and heavy and cold, like a stone hung around the necks of both the grandmother and the girl. Their backs bent under the weight of secrets.” (Page 164)

Analyze and explain the meaning of this quote and the role secret keeping played in The Girl Who Drank the Moon.

4) (I) In The Girl Who Drank the Moon, what do the birds represent and how did this symbol change throughout the text?

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