non fiction · 2018. 5. 14. · language arts unit is non-fiction. the non-fiction unit includes:...
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CEI-PEA [Non-fiction Unit] Ms. Vier, Ms. Kim, Ms. Friedman English/Language Arts Grade Six Bronx Charter School for Excellence
Abstract: The focal point of this comprehensive, sixth grade EnglishLanguage Arts unit is non-fiction. The non-fiction unit includes: expository non-fiction passages, magazine article, biography, persuasive essay, documentary, and memoir. The unit commences with an introduction into non-fiction and the components of non-fiction, moves into a non-fiction article, biography, and concludes with a memoir. The content, formative, and summative assessments are derived from McDougal Littell’s Literature anthology, the novel Warriors Don’t Cry by Melba Pattillo Beals, and various other sources including the internet.
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CEI-PEA
Table of Contents Purpose ................................................................................................................................. 3 Goals and Objectives ........................................................................................................ 4 Modifications/ Differentiation ..................................................................................... 5 Learning Standards ....................................................................................................... 10 Assessment ....................................................................................................................... 10 Timeline ............................................................................................................................. 12 Lessons ............................................................................................................................... 17 Data ...................................................................................................................................... 29 Reflection ........................................................................................................................... 32 Blank Materials ............................................................................................................... 34 Work Examples ............................................................................................................... 72 Educational Resources ................................................................................................. 73
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CEI-PEA
Purpose Real World Connection How can the learning from this unit be applied in the student’s life? This sixth grade English Language Arts non-fiction unit plan is applied to students’ lives in the following manner:
Students embark upon a non-fiction journey exploring text features and text structures and learn how to quickly scan non-fiction articles for necessary information.
Students summarize information and compare and contrast information from magazine articles.
Students read and watch a variety of media in order to create a timeline with visuals of significant events leading up to the integration and make historical and personal connections.
Students compare and contrast the life of an African American during the 1950’s in the south to the life of an African American in the Bronx during 2012.
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CEI-PEA
Goals and Objectives See individual lesson plans for unit objectives.
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CEI-PEA
Modifications/ Differentiation
BCSE Middle School Lesson Plan Template Teacher: Ortiz, Vier, Kim, Friedman
Subject: ELA
Core Standards Standard(s) RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
Major Understanding(s) First person accounts can include facts as well an author’s own thoughts, feeling, and words. The same account written from another person may be different.
Vocabulary Civil War: 1861 - 1865 Separate but Equal: 1896 - 1954 NAACP: 1909 Brown v. Board of Education: 1954 Rosa 4. Parks: 1955 Little Rock Nine: 1957
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CEI-PEA Objective(s) 1. To motivate students to read the novel Warriors Don’t Cry by Melba Pattillo Beals. 2. To have scholars engage in before reading strategies: making connections, activating prior knowledge, focusing on important vocabulary, making predictions, and asking questions. Materials 1. Anticipation guide 2. Videos:
http://www.history.com/topics/black-codes/videos#legacy-of-the-civil-war
http://www.history.com/topics/black-codes/videos#brown-vs-board-of-education-separate-is-not-equal
http://www.history.com/videos/little-rock-9#little-rock-9 http://www.youtube.com/watch?v=MijCzE9Y1DI
3. Note taking worksheet 4. Visual timeline worksheet Motivation/Connection (The purpose, connection to experiences, or connection to a previous lesson 2-5 min.) Yesterday you completed a probable passage for Warriors Don’t Cry by Melba Pattillo Beals. Today you are going to watch a series of videos that led up to the setting of the novel. Direct Instruction: (Teacher explains and models correct responses, step-by-step procedure10 -15min.) Last year you read Roll of Thunder Hear My Cry. What time period in history did the novel take place during? Guided Answer: segregation
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CEI-PEA Yes there was a war that led up to segregation someone remind me of the war. Guided Answer: Civil War The Civil War was a war fought on American soil between the north (Union states) and the south (Confederate states). During the war Abraham Lincoln signed the Emancipation Proclamation and “freed the slaves”. Two years later the war ended and the Union states won. The period after the war was known as reconstruction because everything was being re-built. During this time amendments were passed to give blacks freedoms, but they were still not equal. Later on the south decided if the slaves were free then they would be “separate but equal” otherwise known as segregation. This is what we learned so far. The slide show we will watch today will review this and bring us up to the beginning of Warriors Don’t Cry. Guided Practice (Teacher works with scholars: 1. to have them demonstrate understanding of objective with assistance, 2. to allow scholars to show understanding individually or in groups, and 3. to re-teach through multiple intelligences. 10-25 min.) As you are watching the slide show you are going to take notes on each event. Make sure to note:
The name of the event. The date of the event. The setting of the event. Any other important information about the event.
Independent Work (Teacher provides activity and scholars complete tasks independently while teacher observes and informally assesses for understanding. 25-40min.)
Students will take notes from slide show on each event.
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CEI-PEA Students will then create a visual timeline about each event.
Below Level Scholars 1. Scaffolding 2. Graphic Organizers 3. Visuals 4. One-on-one support Above Level Scholars 1. Questioning 2. Text-to-text-connections 3. Text-to-world-connections Closure (Teacher elicits objective(s) from scholars to check for understanding. 5min) Tomorrow we will begin reading Warriors Don’t Cry. Assessment: (oral, exit slip, etc.) Visual Timeline Homework 1. Complete visual timeline. Bloom’s Taxonomy 6.Evaluative 5.Synthesis 4.Analysis 3.Application 2. Comprehension 1.Knowledge
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CEI-PEA Please use Bloom’s Taxonomy (above) as a guide for writing 4 scaffolded questions that you will use support your objective/major understanding. 1. What time period did Roll of Thunder, Hear My Cry take place? 2. How would you define segregation? 3. What major war led to the law separate but equal? 4. Why was Brown v The Board of Education a huge event in American history? 5. Identify the most significant event and support with proof?
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CEI-PEA
Learning Standards See individual lessons for learning standards.
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CEI-PEA
Assessment Throughout the course of study the students received both formative and summative assessments including: Informal
Observations Oral informal quizzes using Blooms taxonomy Do Nows Homework
Formal Grammar quizzes Reading quizzes Reading assessments Oral presentation Writing assessments
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CEI-PEA
Timeline
12
CEI-PEA Fr
iday
Sept
embe
r 16
, 201
1 Re
adin
g:
Who
le g
roup
-M
ini-l
esso
n: te
xt
feat
ures
W
riti
ng:
Inte
grat
ing
quot
es,
citin
g pa
ge #
s/lin
es
Sept
embe
r 23
, 201
1 Re
adin
g: A
ntho
logy
Su
per C
roc
-Tex
t fea
ture
s - T
ext s
truc
ture
Q &
A
- Gra
phic
aid
s -S
trat
egie
s for
read
ing
non-
fictio
n - S
umm
ariz
e ce
ntra
l id
ea
Gram
mar
: Co
mpl
ete
subj
ects
/pre
dica
tes
Wri
ting
: Par
agra
phs,
cent
ral i
dea
and
deta
ils
Thur
sday
Sept
embe
r 15
, 201
1 Re
adin
g:
Intr
oduc
tion
to n
on-
fictio
n:
- Dis
tingu
ish
betw
een
fictio
n an
d no
nfic
tion
- Wor
k w
ith v
ario
us
type
s of n
on-fi
ctio
n to
lis
t fea
ture
s W
riti
ng:
Inte
grat
ing
quot
es,
citin
g pa
ge #
s/lin
es
Sept
embe
r 22
, 201
1 Re
adin
g: A
ntho
logy
Su
per C
roc
-Tex
t fea
ture
s - T
ext s
truc
ture
Q &
A
- Gra
phic
aid
s -S
trat
egie
s for
read
ing
non-
fictio
n - S
umm
ariz
e ce
ntra
l id
ea
Gram
mar
: Com
plet
e su
bjec
ts/p
redi
cate
s W
riti
ng: P
arag
raph
s, ce
ntra
l ide
a an
d de
tails
Wed
nesd
ay
Sept
embe
r 14
, 201
1 Re
adin
g:
Intr
oduc
tion
to n
on-
fictio
n:
- Dis
tingu
ish
betw
een
fictio
n an
d no
nfic
tion
- Wor
k w
ith v
ario
us
type
s of n
on-fi
ctio
n to
lis
t fea
ture
s W
ord
Wal
l: yo
ur/y
ou’re
W
riti
ng: S
tand
up
Inte
grat
ing
quot
es,
Se
ptem
ber
21, 2
011
Read
ing:
Ant
holo
gy:
Supe
r Cro
c -T
ext f
eatu
res
- Tex
t str
uctu
re Q
& A
- G
raph
ic a
ids
-Str
ateg
ies f
or re
adin
g no
n-fic
tion
- Sum
mar
ize
cent
ral
idea
Q
uiz:
gra
mm
ar w
ord
wal
l wor
ds
Wri
ting
: Par
agra
phs,
cent
ral i
dea
and
deta
ils
Tues
day
Sept
embe
r 12
, 201
1 Re
adin
g: F
inis
h re
adin
g as
sess
men
ts
Wri
ting
: Con
tinue
to
wri
te su
mm
arie
s
Sept
embe
r 20
, 201
1 Re
adin
g, D
ay 2
: -S
trat
egie
s for
read
ing
non-
fictio
n - S
umm
ariz
e ce
ntra
l id
ea
Wri
ting
: Par
agra
phs,
cent
ral
idea
an
d de
tails
Mon
day
Sept
embe
r 12
, 201
1 Re
adin
g: F
inis
h re
adin
g as
sess
men
ts
Wri
ting
: Con
tinue
to
wri
te su
mm
arie
s
Sept
embe
r 19
, 201
1 Re
adin
g, D
ay 1
: W
hole
gro
up
Supe
r Cro
c vo
cabu
lary
in co
ntex
t W
hole
gro
up
-Min
i-les
son:
text
fe
atur
es
Voca
bula
ry
Wee
k 1
Wee
k 2
13
CEI-PEA Fr
iday
Sept
embe
r 30
, 201
1 N
o Sc
hool
Oct
ober
7, 2
011
Read
ing:
Spe
llbin
der
The
Life
of
Har
ry H
oudi
ni:
asse
ssm
ent,
cent
ral
idea
and
det
ails
of
sect
ion
and
entir
e te
xt
Gram
mar
: Su
bjec
t/Ve
rb
Agre
emen
t W
riti
ng: f
orm
at fo
r th
e pe
rsua
sive
es
say/
draf
ting
Thur
sday
Sept
embe
r 29
, 201
1 N
o Sc
hool
Oct
ober
6, 2
011
Read
ing,
Day
4:
Spel
lbin
der T
he L
ife o
f H
arry
Hou
dini
: an
thol
ogy,
cent
ral
idea
and
det
ails
of
sect
ion
and
entir
e te
xt
Gram
mar
: Su
bjec
t/Ve
rb
Agre
emen
t W
riti
ng: W
ritin
g a
thes
is st
atem
ent
Wed
nesd
ay
Sept
embe
r 28
, 201
1 Fi
eld
Trip
Oct
ober
5, 2
011
Read
ing,
Day
3:
Spel
lbin
der T
he
Life
of H
arry
Hou
dini
: an
thol
ogy,
cent
ral i
dea,
an
d de
tails
of s
ectio
n an
d en
tire
text
Gr
amm
ar:
Subj
ect/
Verb
Ag
reem
ent
Wri
ting
:Per
suas
ive
Imm
ersi
on
Tues
day
Sept
embe
r 27
, 201
1 Fi
eld
Trip
Oct
ober
4, 2
011
Read
ing,
Day
2:
Spel
lbin
der T
he L
ife o
f H
arry
Hou
dini
: cen
tral
id
ea a
nd d
etai
ls o
f se
ctio
n an
d en
tire
text
Gr
amm
ar:
Subj
ect/
Verb
Ag
reem
ent
Wri
ting
: Per
suas
ive
Imm
ersi
on
Mon
day
Sept
embe
r 26
, 201
1 Re
adin
g: S
uper
Cro
c As
sess
men
t -V
ocab
ular
y - C
ompr
ehen
sion
- S
umm
ariz
e m
ain
idea
- T
ext f
eatu
res
- Tex
t Str
uctu
re/Q
& A
- G
raph
ic a
ids
- Con
text
Clu
es
- Wri
ting
Oct
ober
3, 2
011
Read
ing,
Day
1:
Spel
lbin
der T
he L
ife o
f H
arry
Hou
dini
: vo
cabu
lary
in co
ntex
t Gr
amm
ar:
Subj
ect/
Verb
Ag
reem
ent
Wri
ting
: 15
SSR
Quot
es &
Tho
ught
s du
e
Wee
k 3
Wee
k 4
14
CEI-PEA Fr
iday
Oct
ober
14,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y
Voca
bula
ry a
nd
Chap
ter 1
Ask
ing
Ques
tions
, Mak
ing
Pred
ictio
ns,
Conn
ectio
ns,
Poin
t-of-V
iew
, and
Co
nflic
t Gr
amm
ar: O
bjec
tive
Pron
ouns
W
riti
ng: e
ditin
g/
revi
sing
Oct
ober
21,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Ch
apte
rs 9
-11
Aski
ng Q
uest
ions
, M
akin
g Pr
edic
tions
, Co
nnec
tions
, Po
int-o
f-Vie
w,
Conf
lict,
Cent
ral i
dea
Wri
ting
: dr
aftin
g/co
nfer
enci
ng
Thur
sday
Oct
ober
13,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y vi
sual
tim
elin
e As
king
Que
stio
ns,
Mak
ing
Pred
ictio
ns, a
nd
Conn
ectio
ns
Gram
mar
: Obj
ectiv
e Pr
onou
ns
Wri
ting
: Con
tinue
to
draf
t pe
er e
ditin
g, e
tc.
Oct
ober
20,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Ch
apte
rs 7
-8
Aski
ng Q
uest
ions
, M
akin
g Pr
edic
tions
, Co
nnec
tions
, Po
int-o
f-Vie
w,
Conf
lict,
Cent
ral i
dea
Wri
ting
: mod
el a
4
stud
ent p
aper
Wed
nesd
ay
Oct
ober
12,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Pr
obab
le p
assa
ge
Gram
mar
: Sub
ject
ive
Pron
ouns
W
riti
ng:
draf
ting/
conf
eren
cing
Oct
ober
19,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Ch
apte
rs 5
-6
Aski
ng Q
uest
ions
, M
akin
g Pr
edic
tions
, Co
nnec
tions
, Po
int-o
f-Vie
w, C
onfli
ct,
Cent
ral i
dea
Wri
ting
: res
earc
h
Tues
day
Oct
ober
11,
201
1 Re
adin
g:
Hou
dini
: The
Gre
at
Esca
pe D
ocum
enta
ry
Gram
mar
: Sub
ject
ive
Pron
ouns
W
riti
ng: m
odel
a 4
st
uden
t pap
er
draf
ting/
conf
eren
cing
Oct
ober
18,
201
1 W
riti
ng:
War
rior
s Don
’t Cr
y Ch
apte
rs 3
-4
Aski
ng Q
uest
ions
, M
akin
g Pr
edic
tions
, Co
nnec
tions
, Po
int-o
f-Vie
w,
Conf
lict,
Cent
ral i
dea
Pers
uasi
ve E
ssay
due
W
riti
ng: r
esea
rch
Mon
day
No
Scho
ol
Oct
ober
17,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Ch
apte
r 2
Aski
ng Q
uest
ions
, M
akin
g Pr
edic
tions
, Co
nnec
tions
, Po
int-o
f-Vie
w, a
nd
Conf
lict
Wri
ting
: Ch
oosi
ng
a to
pic
Wee
k 5
Wee
k 6
15
CEI-PEA Fr
iday
Oct
ober
28,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y
Chap
ters
20-
22
Gram
mar
: Rev
iew
W
riti
ng: P
ersu
asiv
e es
say
due
Thur
sday
Oct
ober
27,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y
Chap
ters
18-
19
Gram
mar
: Rev
iew
W
riti
ng: r
evis
ing
Nov
embe
r 3,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y
Fina
l Ass
essm
ent
End
of th
e qu
arte
r
Wed
nesd
ay
Oct
ober
26,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y
Chap
ters
16-
17
Gram
mar
: Rev
iew
W
riti
ng: C
ontin
ue to
dr
aft p
eer e
ditin
g, e
tc.
Nov
embe
r 2,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y
com
pare
/con
tras
t
Tues
day
Oct
ober
25,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Ch
apte
rs 1
4-15
Gr
amm
ar: P
osse
ssiv
e Pr
onou
ns
Wri
ting
: Con
tinue
to
draf
t pee
r edi
ting,
etc
.
Nov
embe
r 1,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Ch
apte
rs 2
6-28
Mon
day
Oct
ober
24,
201
1 Re
adin
g: G
ram
mar
: Po
sses
sive
Pro
noun
s W
arri
ors D
on’t
Cry
Chap
ters
12-
13
Wri
ting
: dr
aftin
g/co
nfer
enci
ng
Oct
ober
31,
201
1 Re
adin
g:
War
rior
s Don
’t Cr
y Ch
apte
rs 2
3-25
Wee
k 7
Wee
k 8
16
CEI-PEA
Lessons Supplies In order to successfully instruct the content of this sixth grade English Language Arts nonfiction unit educators will need the following supplies: Curriculum
Class set of McDougal Littell’s Literature anthology that includes the following narratives: “SuperCroc” by Peter Winkler, “Spellbinder: The Life of Harry Houdini” by Tom Lalicki. “The Story of My Life” by Helen Keller, “Should Wild Animals Be Kept as Pets?” by The Humane Society.
Documentary Houdini: The Great Escape. Class set of the novel Warriors Don’t Cry by Melba Pattillo Beals. Internet access for a variety of media including visuals and
videos.
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CEI-PEA BCSE Middle School Unit Template
Teacher(s): Ortiz, Vier, Kim, Friedman Grade 6 Unit Title: Non-fiction
STAGE 1: DESIRED RESULTS Common Core Standards Reading Standards for Informational Text
• RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
• RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
• RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
• RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
• RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
• RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
• RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
• RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
English Language Arts Writing Standards
• WI.6.1 Write arguments to support claims with clear reasons and relevant evidence. o a. Introduce claim(s) and organize the reasons and evidence clearly. o b. Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text. o c. Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons. o d. Establish and maintain a formal style.
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CEI-PEA o e. Provide a concluding statement or section that follows from the argument
presented. • WI.6.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• WI.6.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
• WI.6.6 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.
Understandings Students will understand that…
1. Fiction is fake and nonfiction text is factual and the two “feel” different when reading. Reading nonfiction is reading to learn new information. 2. Non-fiction texts have distinguishing text features and text structures. An author usually incorporates one main text structure, however he/she may incorporate others throughout the text. Knowing text structures assists in comprehension. 3. Good readers utilize active reading strategies before, during, and after reading. 4. Good readers make connections to text including: text-to-self, which aids in comprehension. 5. First person accounts can include facts as well an author’s own thoughts, feeling, and words. The same account written from another person may be different.
Essential Questions
1. How is reading fiction different than reading non-fiction? 2. What are the distinguishing characteristics of non-fiction?
19
CEI-PEA 3. What strategies do active readers use to construct meaning from various non-fiction texts? 4. How can we learn to appreciate our similarities and differences through literature? 5. How do author’s points of view influence the way in which they convey their own experiences in literature?
Students will know…
Various non-fiction genres and be able to identify nonfiction texts.
Non-fiction reading habits. Text features such as titles, headings, subheadings, visuals,
captions, bolded/italicized, etc and words to understand and interpret information.
Text structures (question and answer, compare and contrast, problem and solution, chronological order) to understand and interpret information.
Steps for identifying and citing quotes for literal and inferential meaning.
Steps for identifying main idea and supporting details in a non-fiction text.
The definition of a theme and strategies/steps to identifying a theme.
Strategies/steps to locate important information in a text using skimming and scanning.
Strategies/steps to determine the relationship between two or more key individuals, events, ideas, or concepts based on specific information from text.
Strategies/steps to determine figurative language and literal meaning.
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CEI-PEA Strategies/steps to determine author’s point of view in non-
fiction text. Strategies/steps to determine author’s purpose for writing non-
fiction. Historical events leading up to the integration of the Little Rock
Nine. Elements of a persuasive essay.
Students will be able to…
Identify characteristics of non-fiction texts. Determine various genres of non-fiction texts. Identify and apply active reading habits for reading nonfiction
texts. Use text features such as titles, headings, subheadings, visuals,
captions, bolded/italicized words to understand and interpret information.
Identify a variety of text structures (question and answer, compare and contrast, problem and solution, chronological order) to understand and interpret information.
Quote accurately from a text to make statements and draw inferences.
Identify and list main ideas and supporting details in a non-fiction text.
Select overall theme in non-fiction texts. Locate information in a text using skimming and scanning Determine and explain the relationship between two or more
key individuals, events, ideas, or concepts based on specific information from text.
Determine the literal and figurative meaning of words or phrases.
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CEI-PEA Identify the author’s point of view in non-fiction text using
textual support. Identify author’s purpose for writing non-fiction text using
textual support to compare and contrast information from various sources.
Vocabulary Vocabulary Activities Students will define vocabulary word using context clues, match definitions with meanings, use vocabulary words in created and original sentences, write synonyms and antonyms of vocabulary words, and illustrate vocabulary words. Warriors Don’t Cry Memoir, segregation, integration, Civil War, separate but equal, Brown v. Board of Education, NAACP, Rosa Parks, Little Rock Nine, point of view, theme, protest, prejudice, racism, reluctantly, apprehensive, cowered, ominous, dignity, resentment “SuperCroc” (Magazine Article) Academic: Domain: expert, fossil, species, extinct, predator “The Story of My Life” Academic: consciousness, repentance, sensation, tangible, uncomprehending “Spellbinder The Life of Harry Houdini” Academic: certify, commence, devise, obstacle “Should Wild Animals Be Kept as Pets?” Academic: instinctive, unsuitable
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CEI-PEA Domain: captivity, domesticate, Grammar 1. Parts of speech review including subjective, objective, possessive pronouns. 2. Complete subjects and predicates. 3. Compound sentences. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Warriors Don’t Cry
Students will read and watch a variety of media in order to create a timeline with visuals of significant events leading up to the integration of Central High school.
Students will identify a significant moment from the text, find a passage to memorize and orally present to the class.
Students will compare and contrast one author’s account of an event with another. Students will compare and contrast Melba Patillo Beal’s account with Elizabeth’s.
Huckaby’s account (former vice principal at Central High) by reading an excerpt of her book.
“SuperCroc” (magazine article)
Students will analyze and identify the various text features in article.
Students will analyze and identify the text structure of the article.
Students will identify the main idea and details of a section of text.
Students will rewrite the information using a different text structure.
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CEI-PEA “The Story of My Life” (autobiography)
Authors often input their point of view into their writing. Other Evidence
Teacher observation Oral and/or written response to essential questions Oral and/or written response to comprehension questions Complete narratives elements chart Exit slips on focus skills and/or grammar rule Quiz on focus skills and/or grammar rule Oral Presentation Final assessments
Homework 1. Read text and answer comprehension questions 2. Complete narrative elements chart 3. Complete worksheets on focus skills, grammar rules, and vocabulary. Performance Tasks Warriors Don’t Cry
Students will read and watch a variety of media in order to create a timeline with visuals of significant events leading up to the integration of Central High school
Students will identify a significant moment from the text, find a passage to memorize and orally present to the class
Students will compare and contrast one author’s account of an event with another. Students will compare and contrast Melba Patillo Beals account with Elizabeth
Huckaby’s account (former vice principal at Central High) by reading an excerpt of her book.
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CEI-PEA “SuperCroc” (magazine article)
Students will analyze and identify the various text features in article.
Students will analyze and identify the text structure of the article.
Students will identify the main idea and details of a section of text.
Students will rewrite the information using a different text structure.
“The Story of My Life” (autobiography)
Authors often input their point of view into their writing. Students will re-read autobiography and look for clues about
how Tom Lalicki felt about Harry Houdini and support with textual support.
Other Evidence
Teacher observation Oral and/or written response to essential questions Oral and/or written response to comprehension questions Complete narratives elements chart Exit slips on focus skills and/or grammar rule Quiz on focus skills and/or grammar rule Oral Presentation Final assessments
Homework 1. Read text and answer comprehension questions. 2. Complete narrative elements chart. 3. Complete worksheets on focus skills, grammar rules, and vocabulary.
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CEI-PEA BCSE Middle School Lesson Plan Template
Teacher: Ortiz, Vier, Kim, Friedman Subject: ELA
Core Standards Standard(s)
• RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
Major Understanding(s) First person accounts can include facts as well an author’s own thoughts, feeling, and words. The same account written from another person may be different. Vocabulary
1. memoir (n): a story of a personal experience. 2. segregation (n): the separation or isolation of a race, class, or group 3. integration (n): acceptance of people from different groups as equals into society 4. prejudice (n): an opinion formed before knowing the facts 5. racism (n): hatred or intolerance of another race or other races.
Objective(s) Students will identify and define vocabulary for Warriors Don’t Cry by Melba Pattillo Beals. Materials 1. power point 2. binder 3. index cards
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CEI-PEA Motivation/Connection (The purpose, connection to experiences, or connection to a previous lesson. 2-5 min.) In preparation for our first novel of sixth grade you are going to learn some new vocabulary words. Please take out your binders and open to the vocabulary section. Direct Instruction (Teacher explains and models correct responses, step-by-step procedure. 10 -15min.) Teacher will be in the front of the classroom by the Smart board.
1. Teacher will read vocabulary word aloud. 2. Students will repeat vocabulary word. 3. Teacher will give students the definition of the word.
Teacher will circulate around the classroom to check for understanding. Guided Practice (Teacher works with scholars: 1. to have them demonstrate understanding of objective with assistance, 2. to allow scholars to show understanding individually or in groups, and 3. to re-teach through multiple intelligences. 10-25 min.) With guidance students will try to determine the meaning of the words based on the usage in the sentence. Independent Work (Teacher provides activity and scholars complete tasks independently while teacher observes and informally assesses for understanding. 25-40min.)
Students will copy vocabulary word and sentence. Students will copy part of speech and definition.
Below Level Scholars 1. One-on-one support 2. Pacing 3. Visuals Above Level Scholars
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CEI-PEA 1. Questioning 2. Students will use context clues to determine the meaning of the word. 3. Students will use the context clues to determine the part of speech. Closure (Teacher elicits objective(s) from scholars to check for understanding. 5min)
Tomorrow we will begin reading Warriors Don’t Cry. Assessment (oral, exit slip, etc.) 1. Observational 2. Students will write one sentence using two vocabulary words Homework 1. Write vocabulary words on index cards: word on blank side and part of speech and definition on lined side Bloom’s Taxonomy
6.Evaluative 5.Synthesis 4.Analysis 3.Application 2. Comprehension 1.Knowledge
Please use Bloom’s Taxonomy (above) as a guide for writing 4 scaffolded questions that you will use support your objective/major understanding. 1. Describe a time you experienced or witnessed prejudice? 2. How would you define integration? 3. Is there time that segregation is acceptable? 4. True or false: a memoir is non-fiction? Explain why? 5. Identify a time that you have experienced some form of racism?
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CEI-PEA
Data The English Language Arts non-fiction unit was created for sixth grade students at the Bronx Charter School for Excellence. Location 1804 Holland Avenue Bronx NY 10462 www.bronxexcellence.org Administration Charlene Reid, Head of the School Jose Rivera, Director of Facilities & Operations Archie Crawford, Director of Development Ife Lenard, Dean of Students Middle School Tanya Ghans, Academic Dean of Middle School Sixth Grade English Language Arts Faculty Jennifer Ortiz, General Education Lili Kim, General Education Casey Vier, Special Education Hailey Friedman, Educational Associate Facts
Bronx Charter School for Excellence is a free, public charter school serving 440 scholars in grades K-7.
The Bronx Charter School for Excellence Middle School includes grades 5-7 and serves 158 scholars.
BCSE is the Highest Performing Charter School in New York State!
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CEI-PEA BCSE is ranked the 4th highest performing K-8 public school in New York State, which includes all traditional public schools and charter schools. It is also the ONLY school amond the top 5 that is not a gifted and talented or specialty school model, which rely on self-selection for admission. In 2009-2010, BCSE’s 5th graders achieved an 88% proficiency level in English Language Arts and a 96% proficiency in Math, far outperforming district schools and making the 5th grade class the highest-performing in New York City. BCSE’s challenging academic program is complemented by parent-driven initiatives, school-wide events, and an extensive extra-curricular offering that includes a partnership with the Alvin Ailey Dance Company – all of which work together to enrich the total child. Sixth Grade Demographics Total scholars: 50 Total male scholars: 27 Total female scholars: 23 Other languages spoken at home: Spanish and Bengali Scholars receiving special education services: 7 ELL Scholars: 1 Scholars who qualify for free and reduced lunches: 78.3%
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CEI-PEA 2010-2011 State Test Results
2007-2011 ELA and Math Proficiency
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CEI-PEA
Reflection At the Bronx Charter School for Excellence the English Language Arts block is ninety minutes and time is allotted for instruction in reading, grammar, and writing. In sixth grade, scholars focus on developing reading and writing strategies that will help him/her navigate through all levels of literary study. Additionally, the scholars have clear expectations on the school code of conduct, classroom procedures, instructional objectives, and homework policy. The environment largely contributes to the scholar learning in that scholars are aware of their expectations and strive to meet those expectations. Overall, the sixth grade scholars were excited to delve into the comprehensive non-fiction unit. During the intensive planning stages we focused on planning for a mixed, race general education class as well as an integrated classroom that includes students with disabilities. We were conscious of the population of scholars and their need for background knowledge especially pertaining to the memoir. We were deliberate in planning lessons and activities that incorporated graphic organizers, colorful visuals, audios, videos, and individual and cooperative, group work. During the planning stages, we centered on focus skills that directly linked to the common core standards as well as several essentials questions including: 1. How is reading fiction different than reading non-fiction? 2. What are the distinguishing characteristics of non-fiction? 3. What strategies do active readers use to construct meaning from various non-fiction texts? 4. How can we learn to appreciate our similarities and differences through literature? 5. How do author’s points of view influence the way in which they convey their own experiences in literature?
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CEI-PEA Throughout the unit we informally assessed the scholars on their understanding of the focus skills linked to the common core standards as well as the essential questions. At the end of the unit, the students were able to successfully understand and answer the essential questions. During the planning days, we planned for instruction, performance tasks, and both informal and formal assessments. However, due to time constraints and timing there were some plans that had to be altered or removed. Although the unit was well planned and executed there are a few changes we would incorporate in order to improve on the unit, instruction and overall student learning. We would incorporate even more group work that included heterogeneous groups and well as more performance assessments with a rubric for assessment.
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CEI-PEA
Blank Materials This includes materials for the following sections:
Analyzing Visuals and Making Predictions Note-taking for Differentiated Instruction Lesson Plan Warriors Don’t Cry Timeline Warriors Don’t Cry Vocab Worksheet Rubrics for Assessment
For Warriors Don’t Cry timeline and vocabulary lesson plans, please see separate file for Powerpoint presentation slides. Additionally, please refer to the following exams for student practice:
New York State English Language Arts Test for Grade Six given on April 26-28, 2010.
New York State English Language Arts Test for Grade Six given on January 17-20, 2006.
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26
Name ______________________________ Date ______________________________
BCSE Class ______________________________
Title ___________________________________ Author __________________________________
Genre ___________________________________ (proof) ____________________________________________________________
Before Reading: Analyzing Visuals and Making Predictions Directions: Read the question and accurately find the information and fill in the chart below.
Question
Answer
1.
Look through the text and write down all the text
features you see?
2.
Look at the visual on page 805. What information does
this poster provide about Houdini?
3.
Look at the visual on page 807. What is happening in
this photograph? Why did Harry Houdini choose to
perform the trick upside down?
4.
Using the text features, make a prediction about the
characters and/or setting.
I predict…
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During Reading: Main Idea, details and chronological order
Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 804
Re-read lines 1-16.
What do these details
about vaudeville and
the Dime museums
help you understand
about Bess and Harry
Houdini.
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Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 806
Re-read lines 31-38.
What main idea do the
details in these lines
support.
Additional question:
What other names did
Harry perform under?
List the next event.
Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 807
In what ways was
meeting Martin Beck
a life-changing
experience for
Houdini?
Additional question:
Was the
Metamorphasis escape
a trick or an illusion?
List the next event.
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Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 808
Re-read lines 95-103
Explain what this
anecdote explains
about Houdini.
List the next two
events.
Section Question
Details Main Idea + Details
= Summary
Question
Entire text
Summarize entire text.
What would you say
is a major character
trait that contributed
to Houdini’s success?
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Name ______________________________ Date ______________________________
BCSE Class ______________________________
Title Spellbinder: The Life of Harry Houdini Author Tom Lalicki
Genre biography (proof) this is non-fiction because it is written about the life of Harry Houdini by another person, Tom
Lalicki.
Before Reading: Analyzing Visuals and Making Predictions Directions: Read the question and accurately find the information and fill in the chart below.
Question
Answer
1.
Look through the text and write down all the text features you
see?
On pages 804 – 808 there is:
- title page 804, footnotes pages 804, 806, 807, and 808
- visuals pages 805 and 807
- captions page 804, 807
- bolded words
2.
Look at the visual on page 805. What information does this
poster provide about Houdini?
From the visual we learn the Harry Houdini was as young man from Europe
known as the World’s handcuff King and Prison Breaker. He must have
escaped from many handcuffs and dressed up while doing it.
3.
Look at the visual on page 807. What is happening in this
photograph? Why did Harry Houdini choose to perform the trick
upside down?
From the caption the reader learns Houdini is completing a straightjacket
escape. He probably did it upside down because it made it more difficult
and made people more interested (he is a performer). The more people
interested the bigger he would become.
4.
Using the text features, make a prediction about the characters
and/or setting.
I predict…that the setting is the 1800’s in the United States because the
caption of the picture on page 805 states that the poster was from a New
York collection. Also, I was spotted the word Massachusetts on page 806.
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During Reading: Main Idea, details and chronological order
Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 804
Re-read lines 1-16. What
do these details about
vaudeville and the Dime
museums help you
understand about Bess and
Harry Houdini.
- vaudeville was
entertaining in the 19th
century
- Harry and Bess Houdini
worked in hard for low
wages in Dime museums
IN the 19th
century
vaudeville was the number
one family entertainment.
However, there were also
Dime museums too that
had jugglers and
magicians. Harry and
Bess Houdini worked in
hard for low wages in
Dime museums
In 1894 Harry and Bess
Houdini were small scale
entertainers at Dime
Museums.
Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 806
Re-read lines 31-38.
What main idea do the
details in these lines
support.
Additional question:
What other names did
Harry perform under?
- Houdini performed
under many different
names but without
success
- People loved his
Metamorphosis
escape, but not his
card tricks
- He worked hard to
improve his act and
promote himself
Houdini had several
different performance
names, but the
Metamorphosis
escape was the most
popular. He worked
very hard at
improving his act and
promoting himself.
In 1895v Houdini let
audience members
handcuff him as part
of his Metamorphosis
escape act.
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Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 807
In what ways was meeting
Martin Beck a life-
changing experience for
Houdini?
Additional question:
Was the Metamorphosis
escape a trick or an
illusion?
- Houdini met Martin
Beck in 1899, while
performing in Minneapolis
- Beck wanted Houdini to
do certain acts in a top
vaudeville theater for
more money
- the offer changed
Houdini
Houdini met Martin Beck
in 1899, while performing
in Minneapolis. Meeting
him allowed Houdini to
work for a top vaudeville
show. It also allowed him
to perfect act.
Houdini met Martin Beck
in 1899, while performing
in Minneapolis.
Section Question
Details Main Idea + Details
= Summary
Chronological
Order
Page 808
Re-read lines 95-103
Explain what this
anecdote explains
about Houdini.
- Houdini improved the
Metamorphosis escape
- He had police certify
that his act was honest
- He still managed a
great escape from ten
handcuffs and one ankle
cuff
Harry Houdini
continued to improve
his act: the
Metamorphosis escape.
On July 13, 1899
Houdini went to a San
Francisco jail where
he was examined
before an act where he
escaped from ten sets
of hand cuffs and
ankle cuffs. He
wanted audiences to
know he was an
honest performer.
On July 13, 1899
Houdini went to a San
Francisco jail where
he was examined
before an act where he
escaped from ten sets
of hand cuffs and
ankle cuffs.
In April 1900, while
naked he escaped
from a jail cell in
Kentucky.
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Section Question
Details Main Idea + Details
= Summary
Question
Entire text
Summarize entire text.
Harry Houdini achieved
much success after hard
work and determination.
He worked his way up
in vaudeville from
working twenty shows a
day at Dime museums
to performing at the top
places. He perfected his
act the Metamorphosis
escape to become one of
the top performers.
What would you say
is a major character
trait that contributed
to Houdini’s success?
A major character trait
is determination.
Houdini never gave
up on himself, even
when he had to work
twenty shows a day
for low wages.
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Name ______________________________ Date ____________________________
School _____________________________ Class ___________________________
Spellbinder: The Life of Harry Houdini by Tom Lalicki Assessment _____/ 32 points
Vocabulary (1 point each)
1. (A) (B) (C) (D)
2. (A) (B) (C) (D)
3. (A) (B) (C) (D)
4. (A) (B) (C) (D)
5. (A) (B) (C) (D)
6. (A) (B) (C) (D)
Comprehension (1 point)
7. (A) (B) (C) (D)
8. (A) (B) (C) (D)
9. (A) (B) (C) (D)
10. (A) (B) (C) (D)
11. (A) (B) (C) (D)
12. (A) (B) (C) (D)
13. (A) (B) (C) (D)
14. (A) (B) (C) (D)
15. (A) (B) (C) (D)
16. (A) (B) (C) (D)
Grammar (1 point)
17. (A) (B) (C) (D)
18. (A) (B) (C) (D)
19. (A) (B) (C) (D)
20. (A) (B) (C) (D)
Word Wall Words (1 point)
21. (A) (B) (C) (D)
22. (A) (B) (C) (D)
23. (A) (B) (C) (D)
24. (A) (B) (C) (D)
Focus Skill (1 point)
25. (A) (B) (C) (D)
26. (A) (B) (C) (D)
27. (A) (B) (C) (D)
28. (A) (B) (C) (D)
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Short Response (2 points each)
29. Houdini was a great performer. Identify two ways Houdini took performing seriously. Support
your answer with details from the text.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
30. How are Harry Houdini and Scientist Paul Serino from Super Croc (page 848) similar? Support
your answer with details from the text.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
36
Name ______________________________ Date ____________________________
BCSE Class ___________________________
Spellbinder: The Life of Harry Houdini by Tom Lalicki Assessment _____/ 32 points
Vocabulary (1 point) Directions: Read each question and choose the best answer then write the letter on the answer
sheet.
1. For their jobs at the pool, Ignacio and Maria must _______________ they have taken a lifesaving
course.
A. trick
B. devise
C. certify
D. illusion
2. Which of the following words is not related in meaning to obstacle?
A. problem
B. barrier
C. block
D. clear
3. The castaways _______________ a method for telling time, using movements of the sun.
A. commence
B. devise
C. certify
D. obstacle
4. All are synonyms for illusion except?
A. certain
B. mirage
C. allusion
D. deception
5. Bird Appreciation Day will _______________ at the visitor center at dawn and end at dusk.
A. commence
B. devise
C. certify
D. obstacle
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6. Which word is opposite in meaning to trick?
A. cheat
B. deceive
C. honesty
D. con
Comprehension (1 point) Directions: Read each question and choose the best answer then write the letter on the answer
sheet.
7. What is the main setting of Spellbinder: The Life of Harry Houdini?
A. Hungary
B. Europe
C. United States
D. None of the above
8. This is an example of a biography because
A. It is a real life account written by another person.
B. It tells a fictional story to explain a man’s behavior.
C. It describes an historical event.
D. It is a fictional account written by another person.
9. This mostly takes place in
A. The 1700’s
B. The 1800’s
C. The Millennium
D. The seventeenth century
10. Houdini was once accused of
A. Stealing jackets
B. Writing false ads
C. Making too much money
D. Using keys to open handcuffs
11. Which detail supports the main idea that Houdini was confident of his talent?
A. Houdini met Martin Beck.
B. Houdini let the police handcuff him.
C. Houdini performed in Dime museums.
D. Houdini dropped his card tricks from the act.
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12. Which of these occurred first?
A. The straightjacket trick flopped.
B. Houdini escaped from a jail cell.
C. Houdini was the “King of Cards.”
D. Houdini performed in an animal cage.
13. In addition to Metamorphosis, what was one of Houdini’s most popular tricks?
A. East Indian Needles
B. The Straightjacket Escape
C. Projea, the Wild Man
D. The Paper Tearing Act
14. Harry Houdini can best be described as
A. Cautious
B. Lazy
C. Hardworking
D. Careless
15. How does the author organize the text?
A. Events are described in the order they occurred.
B. A question is asked and details are given to answer it.
C. A problem is presented, and a solution is given.
D. A comparison is made between two performing arenas.
16. This text is mainly about
A. Harry Houdini’s marriage to his wife Beth Houdini
B. Martin Beck’s influence over Harry Houdini
C. Harry Houdini’s trick the Metamorphosis Escape
D. Harry Houdini’s career from Dime Museums to Vaudeville
Grammar (1 point) Directions: Read each question and choose the best answer then write the letter on the answer
sheet.
17. Identify the complete subject.
Large dragonflies dart around the pond.
A. Dragonflies
B. Large dragonflies
C. Pond
D. Dart around the pond
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18. Identify the complete predicate.
Honeybees gather nectar in the flowers.
A. Gather nectar in the flowers
B. Honeybees
C. Honeybees gather
D. Gather
19. Identify the complete subject.
The chocolate chip cookie was covered with Ants.
A. Was covered with Ants
B. Chocolate chip cookie
C. Was covered
D. The chocolate chip cookie
20. Identify the complete predicate.
At the university Professor Miller studies plants.
A. Professor Miller
B. At the university Professor Miller
C. Studies plants
D. Plants
Word Wall Words (1 point) Directions: Read each sentence and choose the correct word.
21. Please _______________ this pot of my mother’s homemade chicken stew.
A. except
B. accept
22. All the class is going to The Museum of Natural History _______________ Drew.
A. except
B. accept
23. Harmony could not _______________ the difficulty of the job.
A. except
B. accept
24. The medicine will cure all of the symptoms _______________ dizziness.
A. except
B. accept
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Focus Skill (1 point)
25. This text is mainly about
A. Doughnuts are also known as Olykoeks.
B. How most people eat doughnuts.
C. The origins of doughnuts.
D. Captain Gregory made the doughnuts with holes.
Which of these statements best identifies how the information in this article is organized?
A. A question is asked and details are given to answer it.
B. A few important events are listed first followed by details.
C. An issue is stated and debated with valuable points in both sides.
D. An event happens and is followed up with what effects it had.
27. According to the article, what was most dangerous about the conditions under which the
Doughnut Girls worked?
A. They worked aboard a ship.
B. They worked near battlefields.
C. They used untested machines.
D. They used kettles of hot oil.
28. According to the article, Elizabeth Gregory improved doughnuts in the 1800s when she replaced
the uncooked center section with
A. Glaze
B. Jelly filling
C. Spices and nuts
D Leftover bread dough
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Name _____________________________ Date ____________________________
School_____________________________ Class ____________________________
Timeline Note taking
Directions: While watching the videos take notes on each event below.
Event 1: _______________________________
Year of event: _______________________________
Information about event:
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
Event 2: _______________________________
Year of event: _______________________________
Information about event:
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
Event 3: _______________________________
Year of event: _______________________________
Information about event:
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
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Event 4: _______________________________
Year of event: _______________________________
Information about event:
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
Event 5: _______________________________
Year of event: _______________________________
Information about event:
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
Event 6: _______________________________
Year of event: _______________________________
Information about event:
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
! ________________________________________________________________________________________
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Name _____________________________ Date ____________________________
School_____________________________ Class ____________________________
Warriors Don’t Cry Timeline
Directions: On the lines bellow fill in the timeline with the historical events from the civil rights movement that led up to integration
in schools. Draw a colorful, thoughtful picture to accompany each event.
_______________________________ _________________________________ ________________________________
_______________________________ __________________________________ _________________________________
_______________________________ __________________________________ _________________________________
_______________________________ __________________________________ _________________________________
Rosa Parks - 1955 Little Rock Nine - 1957 Separate but Equal - 1896 - 1954
Brown v. Board of Education - 1954 Civil War - 1861 - 1865 NAACP - 1909
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_______________________________ _________________________________ ________________________________
_______________________________ __________________________________ _________________________________
_______________________________ __________________________________ _________________________________
_______________________________ __________________________________ _________________________________
_______________________________ __________________________________ __________________________________
! "#!
Name ________________________________ Date _________________________________
School ________________________________ Class _________________________________
!
!
!"#$%$&$'%((
!
!
!
!
!
!
!
((((((((((((((((((((((((((((((((((((((((()*%'%*+(
((,-"($&($%(.(-"%&"%/"(
!
!
!
!
!
!
!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!(0%&'%*+(
!"#$%$&$'%((
!
!
!
!
!
!
!
((((((((((((((((((((((((((((((((((((((((()*%'%*+(
((,-"($&($%(.(-"%&"%/"(
!
!
!
!
!
!
!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!(0%&'%*+(
1'/.234.5*(6'57(
(
1'/.234.5*(6'57(
(
Picture
!
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Name _____________________________ Date _________________________
School_____________________________ Class _________________________
Warriors Don’t Cry by Melba Pattillo Beals Quiz I
Directions: Choose the best answer then write the letter on the line.
_____ 1. Warriors Don’t Cry is most like a:
A. Historical fiction novel because it has historical facts in a fictional setting.
B. Memoir because it is a small account of a Melba’s life.
C. Realistic fiction because the events could really happen.
D. Autobiography because Melba wrote the novel and she is the main protagonist.
_____2. Where does the narrative mostly take place?
A. Melba’s home at 1121 Cross Street
B. Dunbar Junior High
C. Little Rock, Arkansas
D. Cincinnati, Ohio
_____3. What is the main conflict in novel?
A. Melba wants to live in Cincinnati with her cousins, but Mother won’t let her.
B. Melba wants to integrate to Central High School, but she is met by angry mobs.
C. Melba was born with an infection and the white nurses didn’t come to her aid.
D. Melba was attacked by a white male.
_____ 4. Who was the Governor in 1987 during the Little Rock reunion?
A. Cuomo
B. Faubus
C. Eisenhower
D. Clinton
_____ 5. Which character influenced Melba to express herself in the form of writing?
A. Conrad
B. Mama
C. Papa
D. Grandma India
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_____6. How many students were involved in the desegregation of Central High School?
A. 16
B. 8
C. 9
D. 7
_____ 7. Which best illustrates the point of view in the novel?
A. Third person
B. Third person limited
C. Third person omniscient
D. First person
_____8. Which character was tormented by a mob when trying to enter Central High School?
A. Ernest Green
B. Elizabeth Eckford
C. Gloria Ray
D. Minijean Brown
_____ 9. Which of the following is most important in Melba’s life?
A. Driving
B. Elvis Presley
C. Religion
D. NAACP
_____ 10. Which character opposed integration at Central High School the most?
A. Daisy Bates
B. Arkansas National Guard
C. Governor Faubus
D. President Eisenhower
54
Name _____________________________ Date _________________________
School_____________________________ Class _________________________
Warriors Don’t Cry by Melba Pattillo Beals Quiz II
Directions: Choose the best answer then write the letter on the line.
_____1. Which character said the following: “ ‘You’ll make this your last cry. You’re a
warrior on the battlefield for your Lord. God’s warriors don’t cry, ‘cause they trust
that he’s always by their side.’ ”
A. Grandma India
B. Melba
C. Mother
D. Conrad
_____ 2. Why did white Americans want to stop integration?
A. The were afraid of blacks and whites coming together.
B. They did not want to be considered equal to blacks.
C. They did not understand the African American culture
D. All of the above.
_____ 3. Why was President Eisenhower able to supersede the Arkansas National Guard with the
101st airborne troops?
A. Governor Faubus told President Eisenhower to remove the National troops
B. President Eisenhower has the right under the U.S. Constitution to enforce desegregation under
federal law
C. Judge Davies asked President Eisenhower for a favor
D. Melba prayed for President Eisenhower to help.
_____ 4. Which soldier from the 101st Airborne escorted Melba the most?
A. Link
B. Goggles
C. Danny
D. Sarge
_____ 5. Which adult in CHS showed Melba the most compassion?
A. Principal Jess Matthews
B. Mrs. Pickwick
C. The PE teacher
D. Mrs. Huckaby
55
_____ 6. Who did Grandma India tell Melba to read about and model her behavior after when
dealing with the attackers?
A. Gandhi
B. Martin Luther King
C. Abraham Lincoln
D. President Eisenhower
_____ 7. How was Melba writing a news article an example of foreshadowing?
A. It is foreshadowing because Melba attended CHS.
B. It is foreshadowing because Melba is integrating.
C. It is foreshadowing because Melba went on to become a reporter.
D. It is foreshadowing because Melba met Thurgood Marshall.
_____ 8. How does the protagonist change in the narrative?
A. At first she is careful, then she is reckless.
B. At first she is innocent, then she is wise.
C. At first she is angry, then joyous.
D. At first she is reckless, then she is calm.
_____ 9. How did Melba deal with the torture at CHS?
A. She complained to Danny.
B. She fought back.
C. She quietly prayed.
D. She laughed.
_____ 10. Which character helps Melba take her mind of integration?
A. Vince
B. Marsha
C. Danny
D. Minnijean
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Name _____________________________ Date _________________________
School_____________________________ Class _________________________
Warriors Don’t Cry by Melba Pattillo Beals Final Assessment
Directions: Choose the best answer and write it on the answer sheet.
Narrative Elements (1 point each)
1. What is the setting of Warriors Don’t Cry?
A. 1950’s; northern city
B. 1960’s; southern city
C. 1960’s; northern city
D. 1950’s; southern city
2. Who is the main protagonist in the narrative?
A. Mama
B. Grandma India
C. Melba
D. Minnijean
3. This is an example of a memoir because
A. It is an account of a person’s life written by another person.
B. It is an account of a person’s life written in the past.
C. It is an account of a person’s entire life written by that person.
D. It is an account of part of a person’s life written by that person.
4. This novel is written in the first person point of view because
A. Conrad is in the novel.
B. Grandma tells Melba what to do in the story.
C. Melba tells her own story.
D. Another person tells the story.
5. What is the main conflict in the novel?
A. The Little Rock Nine attempt to segregate from white students at Central High.
B. Little Rock Nine attempt to integrate with white students at Central High
C. The Little Rock Nine are black and don’t fight with white students.
D. The Little Rock Nine want to meet Governor Faubus.
57
6. Who is the main antagonist in the narrative?
A. Judge Harry Robinson
B. Link
C. Governor Faubus
D. Marissa
7. Which of the following is a main event of the novel?
A. Melba moves to California to live with a white family after Central High closes.
B. Melba goes to church with her family.
C. Melba and her family live in the south.
D. Melba attended Horace Mann before Central High School.
8. Which of the following is a theme throughout the novel?
A. Crime Does Not Pay
B. Love Conquers All
C. Loss of Innocence
D. Man versus Nature
9. Which major historical event is part of the narrative?
A. Governor Faubus vs. President Eisenhower
B. Brown vs. The Board of Education
C. Arkansas School Board vs. The NAACP
D. The National Guard vs. The 101st National Airborne
Vocabulary (1 point each)
10. Which of the following words is a synonym for segregation?
A. admittance
B. exclusion
C. acceptance
D. integration
11. Which is an example of racism?
A. Link helping Melba.
B. Melba not being able to attend Central High School because of her race.
C. Danny defending Melba even though he was white.
D. Melba not being able to attend the wrestling match with Grandma India.
58
12. All of the following are antonyms for integration except
A. separation
B. segregation
C. division
D. join
13. All of the following are examples of prejudice except
A. The school denying Minnijean from entering the talent show without listening to her sing.
B. Governor Faubus not viewing the Little Rock Nine as equals.
C. The reporters looking Melba in the eye and interviewing her.
D. Link’s family letting go of his Nana when she was sick.
Comprehension (1 point each)
14. How did Melba cope with her daily experiences at Central High School?
A. She threatened to sue the school.
B. She used physical violence.
C. She complained to Conrad.
D. She used reverse psychology on them and thanked them.
15. What was the biggest challenge Melba faced at Central High?
A. Name calling and physical abuse
B. Paying attention in class
C. Making new friends
D. The homework
16. Where did Minnijean go after she left Central High?
A. Mississippi
B. Arkansas
C. New York
D. Connecticut
17. How did Link know when and where the events planned against Melba would take place?
A. He helped Andy run the meeting where they planned these events
B. His father made him go to the meetings where the events were planned
C. He heard his father on the phone talking with Andy's father
D. He was the leader of the attacks against the Little Rock Nine
59
18. Who was the first African American to graduate from Central High School?
A. Elizabeth Eckford
B. Melba Patillo-Beals
C. Ernest Green
D. Thurgood Marshall
19. Why were the Central High students threatening to kill the Little Rock Nine before the end of
the school year?
A. They didn't want any African Americans to graduate from Central High School
B. They wanted to teach the Little Rock Nine a lesson for trying to integrate
C. They didn't want the school's name to be ruined for accepting African Americans
D. They never threatened to kill the Little Rock Nine; Melba made this up
20. Where did Melba attend college and receive her bachelor’s degree?
A. San Francisco State University
B. Central High School
C. Albany University
D. Horace Mann
21. Why did Melba and the Little Rock Nine revisit Central High again in 1987?
A. It was the thirty-year anniversary.
B. It was a planned vacation.
C. They wanted to meet Governor Bill Clinton.
D. It was the twenty-first anniversary.
22. Melba grew up and became a
A. Mother
B. Wife
C. Journalist
D. All of the Above
23. How does the author organize the information in the novel?
A. She presents a question and gives details that answer it.
B. She compares a present situation with one from the past.
C. She presents an issue with similarities and differences.
D. She describes events in the order in which they happened
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24. How was Melba’s driving past Central High School with Grandma India an example of
foreshadowing?
A. It’s a hint about Melba’s fascination with Vince.
B. It is a hint about Melba’s enrollment in Central High School.
C. It’s a hint about Melba and Grandma India’s relationship.
D. It’s a hint about Melba writing a novel.
Main Events (1 point each) Directions: Place the following events in the order in which they occurred in the novel and
number them 1-6 (1 is the first event and 6 is the last event).
25. ______ Each student has a personal escort from the 101st Airborne Division.
26. ______ Andy and his friends see Melba, but a boy named Link helps her.
27. ______ On Wednesday, September 4, 1957 the Little Rock Nine attend Central High School
for the first time.
28. ______ Minnijean dumps chili on her attackers in the cafeteria and is suspended.
29. ______ Grandma India died from leukemia.
30. ______ Melba moves to California to live with the McCabe family and finish high school.
Grammar (1 point each) Directions: For questions 31-32 replace the subject with the appropriate pronoun.
31. Mrs. Brown thought the mathematics presentation was extremely interesting .
A. she
B. it
C. they
D. we
32. Kali and Susan drove to the Mark’s house last night.
A. his
B. he
C. they
D. them
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Directions: For questions 33-34 replace the noun receiving the action with the appropriate
pronoun.
33. Tomorrow, Millie, Sally, and I will go for a ride with my brother to the movies.
A. we
B. us
C. he
D. him
34. The tourists gave the gentleman operating the boat a twenty-dollar tip.
A. them
B. they
C. him
D. he
Focus Skill (1 point)
35. What is the main idea of this article?
A. Today’s windup toys are for children.
B. Windup toys function in complex ways.
C. Windup toys have developed and changed over time.
D. The most fantastic mechanical figures of all time were created by Jean-Pierre’s son Henri
Louis.
36. According to the article, the main difference between the original automatons
and the windup toys of today is that automatons were more
A. amusing
B. attractive
C. complicated
D. frightening
37. According to information in the article, the main reason the “era of automatons
is over” is because windup toys
A. have become electrical
B. have fewer moving parts
C. are now made only for children
D. are now produced by machines
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38. Which sentence best describes how the information in the article is organized?
A. Different types of automatons are grouped together and described.
B. A general description of automatons is given followed by specific examples.
C. Several problems regarding automatons are presented followed by their solutions.
D. The popularity of automatons is described followed by explanations for that popularity.
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Short Response (2 points each)
Loss of innocence Sacrifices bring rewards Overcoming adversity
39. There are several themes in the novel Warriors Don’t Cry. Choose one theme from the list
above. Using examples and details from the novel, explain how the theme is displayed
throughout the novel.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
40. What is the meaning of the title, Warriors Don’t Cry? Use at least two details from the novel to
support your answer.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Name ____________________________
Warriors Don’t Cry
Oral Presentation Rubric
Category 4 3 2 1
Prepared
Student
completely
memorized
material.
Student nearly
memorized all of
the material.
Student partially
memorized
material.
Student did not
memorize the
material.
Eye
Contact
Student
maintains eye
contact with the
audience.
Student mostly
maintains eye
contact with the
audience.
Student
occasionally
maintains eye
contact with the
audience.
Student makes
little or no eye
contact with the
audience.
Fluency
Student is well
paced with
excellent
pronunciation
of all words.
Student is
paced with a few
mispronunciations
of the words.
Student is
somewhat paced
with some
mispronunciations
of words.
Student is not
paced well and has
many
mispronunciations.
Movement
Student moves
around the
front well and
with gestures.
Student moves
around the front
well with a good
amount of
gestures.
Student moves
around the front
of the room
somewhat with
some gestures.
Student moves
around the room
minimally with
little or no
gestures
Speaking
Student speaks
to the audience
clearly, and
loudly.
Student speaks to
the audience
clearly and with a
mostly loud
voice.
Student speaks to
the audience
somewhat loud
and quietly.
Student speaks to
the audience lowly
and/or whispers.
65
Differentiation
“Spellbinder: The Life of Harry Houdini” by Tom Lalicki
Differentiation
Type
Specific
Modifications
Rationale Benefits
Instructional
presentation of
material
- heterogeneous
groups
- visuals
- one-on-one
support
- graphic organizers
- visuals
- extended time
- pull out if
necessary
- students can work
together
- meet students’
various learning
styles
- one student can
help another
scholar during the
task
- - students learn
best when
material meets
their learning style
Environment
- whole group
instruction in
classroom
- small group
instruction if necessary
- students receive
instruction in whole
group
- heterogeneous
groups
Time Demands
Reading block 45
minutes
- time is also allotted
for grammar and
writing
- teach more than one
content area during
instruction
- maintain student
focus
Behavior
Management
- stating objective
- positive
reinforcement
Content Material
- visuals
- literature
anthology
- graphic organizer
-
- meet students’
various learning styles
- students learn best
when material meets
their learning style
Tasks - pre reading picture
walk with partner
- active reading and
filling in organizer
- active reading
strategies
- students remember
material when they are
actively participating
Other
Above Level
- heterogeneous
groups
- Students will
make - text-to
self connections
- active reading
strategies
- students remember
material when they are
actively participating
66
Warriors Don’t Cry by Melba Pattillo Beals Visual Timeline
Differentiation
Type
Specific Modifications Rationale Benefits
Instructional
presentation of
material
- scaffolding
- graphic organizers
- visuals
- one-on-one support
- extended time
meet students’ various
learning styles
Environment
classroom
Time Demands
Reading block 45
minutes
- time is also allotted
for grammar and writing
- teach more than one
content area during
instruction
- maintain student
focus
Behavior
Management
- stating objective
- positive
reinforcement
-
Content Material
- visuals
- graphic organizer
- meet students’ various
learning styles
- students learn best
when material meets
their learning style
Tasks - To motivate
students to read the
novel
- To have scholars
engage in before
reading strategies:
making
connections,
activating prior
knowledge,
focusing on
important
vocabulary, making
predictions, and
asking questions.
Other
Above Level
- Text-to-text-
connections
- text-to-world-
connections
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Warriors Don’t Cry by Melba Pattillo Beals Vocabulary
Differentiation
Type
Specific
Modifications
Rationale Benefits
Instructional
presentation of
material
- visuals
- one-on-one
support
- visuals
- extended time
- pull out if
necessary
- students can work
together
- meet students’
various learning
styles
- one student can
help another
scholar during the
task
- - students learn
best when
material meets
their learning style
Environment
- whole group
instruction in
classroom
- small group
instruction if necessary
- students receive
instruction in whole
group
- heterogeneous
groups
Time Demands
Reading block 45
minutes
- time is also allotted
for grammar and
writing
- teach more than one
content area during
instruction
- maintain student
focus
Behavior
Management
- stating objective
- positive
reinforcement
Content Material
- visuals
- meet students’
various learning styles
- students learn best
when material meets
their learning style
Tasks - actively participate
and filling in organizer
- active reading
strategies
- students remember
material when they are
actively participating
Other
Above Level
- Questioning
- Students will use
context clues to
determine the meaning
of the word.
- Students will use the
context clues to
determine the part of
speech.
- active reading
strategies
- students remember
material when they are
actively participating
CEI-PEA
71
CEI-PEA
Work Examples
72
CEI-PEA
Educational Resources Warriors Don’t Cry by Melba Pattillo Beals. McDougal Littell’s Literature Anthology
“SuperCroc” by Peter Winkler “Spellbinder: The Life of Harry Houdini” by Tom Lalicki “The Story of My Life” by Helen Keller “Should Wild Animals Be Kept as Pets?” by The Humane Society
Documentary Houdini: The Great Escape
73
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