https://padlet.com/keh2/y1kekp17a2f6 Kara Dayhoff en-us 2016-07-26 15:20:12 UTC 2023-06-13 18:11:33 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117008131 Rationale: 
As the fulcrum text, the use of this text is to show that sometimes a text can use more than one mode of writing in order to accomplish the same purpose or theme.  The theme of survival is apparent in both the poetic writing and nonfiction writing in the text.  This book also serves as an anchor with which to compare the other texts provided in this unit.  Students will refer back to this text when comparing and contrasting how video, fiction, infographics, and poetry can all obtain the same goal of teaching the reader about a similar theme.  This text will also be used as a sample from which students can model their own poems. This book is a unique combination of poetry and nonfiction, which shows students that you do not always have to write in only one mode. It also provides a comparison for other texts chosen for the unit.
Writing skill focus/aspect(s) of craft:
The focus of this book will be for students to learn about the different types of poetry.  Students will also learn that they can pull from their own life experiences, as well as informational text in order to write poetry.  Finally, students will focus on using details to convey a certain theme in their writing, as Sidman does through all of her poems in the book.
Objectives:
Students will learn the differences between types of poetry.  Students will also identify details that support the theme of the book.  Students will identify examples from the author's life that may have influenced the writing of Ubiquitous. 
Standards:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Lesson Ideas:
Read aloud Ubiquitous to the class.  Discuss how this book is different from texts that we have read in the past (it uses both poetry and nonfiction writing).  Also discuss how the author's background inspired her to write the book.  What in her life interested her in writing a nonfiction text about creatures that can survive?

Tell students that one of the themes of this book is about the celebration of animals that are able to survive.  Have students identify several examples by talking to a partner about creatures mentioned in the text that are "survivors" and why they are survivors.

Then, reread the book. Through each page, have students say what they notice about each poem. Also, make not of specific strategies the author makes use of. For example, some poems are concrete, so they look like what they are about. Others are Diamante poems, so they are in the shape of a diamond, use -ing words, and do not have to rhyme or even use punctuation. Some poems rhyme and speak directly to the creature, while others are in the voice of the creature.

Finally, read again and have students identify great examples of descriptive words that Sidman uses that they can use in their own writing or base their writing on.  They can even add these to their treasure chests in the next step.]]> 2016-07-26 15:43:49 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117008131 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117008176 Unit Goal

The goal of this unit is for students to understand how a  theme can be similar or the same across a variety of texts.  Students will also learn to write in a variety of modes based on a theme of their choice.  After teaching literary elements, such as setting, characterization, conflict, point of view, plot, and topic, I will teach theme.  Students will continue to learn and identify these literary elements in their reading and writing, but the main focus during this unit will be theme in reading and writing.  
Our school is a learning focused school, so we use Unit Maps, UEQs, and LEQs to guide our instruction.
The unit essential question is:  "What is Theme?"  
The lesson essential questions are:  
"What is the difference between theme and topic in a text?" 
"How is theme identified in the text?"
 "How do I identify theme in different literature texts and cite my details to support the theme from that text?"
Students will focus on how the author utilizes details in each text to support a theme.  This will be further described for each piece of text.
As writers, students will learn to use details, support an argument, support a theme, and be able to write in several different modes to accomplish a purpose.
As readers, students will learn to compare and contrast various modes of writing to analyze a common theme.  Students will understand that what they read is typically supported by details, whether it is narrative, argumentative, informative, or poetry.  Their job as a reader is to be a "first class noticer," just as it is their job as a writer.  They want to be someone who notices and picks out what speaks to the audience.  That way, they can use it in their own writing.  Their job is also to find out how reading and writing are related to the author's experiences.  They should always ask themselves, "How can I use this in my writing?" and "How can I relate this reading to my life?"

Further goals of this unit will also be discussed in the rationales and lesson ideas throughout the unit.]]> 2016-07-26 15:44:42 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117008176 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117008755 Rationale: 
Students will watch the book trailer in order to gather understanding some of the background of the book.  Students will use this to add to their prior knowledge of the species discussed in the text.  It will also help them notice details that support the theme of survival, as these are highlighted in the video.  In the video, it even talks about the purpose of the book, which is the answer the question, "What does it take to survive?" This also provides a visual component, as well as intrigue.
Writing skill focus/aspect(s) of craft:
Students will focus on gathering ideas from their own background, eventually to choose one idea that focuses on the theme of survival for a final writing piece.  This will be expanded upon in the writing assignment.
Objectives:
Students will understand that when writing, there must be a purpose and a theme that the author wishes to convey to the reader through details and examples.  Students will also notice that sometimes authors convey themes directly to the reader, while others (which they will learn later) that do not directly tell the audience what the theme is, but rather hint at it.
Standards:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Lesson Ideas:
Students will watch the Book Trailer for Ubiquitous: Celebrating Nature's Survivors by Joyce Sidman.  As a class, we will discuss what the trailer said was the purpose of the book (to answer the question, "What does it take to survive?"  Then, have students make predictions  about what type of creatures will be included in the text as survivors.  Talk about what it means to "survive."  We will also talk about what they already know about survival in any context.  Relate the trailer back to the author's note and website by talking about how we can see, even just in the trailer, how Sidman's background influenced her book.]]> 2016-07-26 15:54:46 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117008755 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117008760 Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.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.
CCSS.ELA-LITERACY.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.

Using easel.ly students will create an infographic as a "How to" informative writing assignment.

Below I have a link to the infographic I have created as a model for students.
http://www.easel.ly/viewEasel/4050034
Students should refer back to the Essentials for a DIY Bug Out Bag, as well as a model for their project.

Students should choose something they have survived or will have to survive.  For example, they could talk about school, the dentist, doctor's office, or the first time they did something. They should pull from their treasure chest if they need more ideas.

They should incorporate images, titles, headings, examples, and other text features to create their "How to."]]> 2016-07-26 15:54:52 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117008760 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117010219 Rationale:
This text is used in order to emphasize that there are many different types of informational texts.  It also serves to compare and contrast multiple genres and types of texts, and how they can have the same theme with different details to support the theme.  It also serves as a sample for later work students will do.  The infographic also gives an excellent example of how pictures, words, titles, headings, and other text features work together to provide information toward a particular theme.  Students should also make connections between this piece and Ubiquitous.
Writing skill focus/aspect(s) of craft:
Students will focus on how multiple text features work together to provide information to the reader. They will also focus on informing an audience in a way that is interesting and supported by details.
Objectives:
Students will be able to focus on the theme of the infographic and support the theme with details in the text.  They will also notice how multiple text features work together in order to get across a theme.
Standards:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
Lesson Ideas:
Have students read the infographic.  Students will do this with a partner.  While reading, students will write short notes about anything they notice.  This could be text features, which we learned at the beginning of the year, information that stuck out to them, or the format of the writing piece itself. Students should also discuss how even informational text can have a theme. Students should cite examples supporting the theme of this text.

After students have written down what stuck out to them, they will meet with a discussion group. Students will share their thoughts about what stuck out to them. Then, students will share whole group while thoughts are written on the board.  

Draw students' attention to the format of the piece.  It is not too crowded.  There is a large amount of information given, but not too much that it can't be remembered.  All information provided is short and to the point, as well as on task for the purpose.  Images are provided that are not detailed, but convey the message of each section.  Most of it is written in bullets.

Draw attention also to the text features.  The creator used images, large text for the title, and has subtitles.  They also used bullet points and graphs to convey their message.

Discuss with students the theme of the piece.  Students share how the individual parts support the theme of "survival."  Students also should argue whether or not nonfiction pieces, such as infographics, can actually have and support a theme, citing evidence from the text.

Finally, compare and contrast as a class the similarities and differences we notice between the way the theme is presented in the infographic versus the children's book.  Although both are informative text, how do the author/illustrators support the theme?  ]]> 2016-07-26 16:24:26 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117010219 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117016847 Rationale:
This song is about the French people fighting against the government, which is corrupt, and calling one another to action.  It is about the survival of a cause and how they will go about it.  This will serve as a comparable piece for students who appreciate music especially.  This differs from the informative and poetry pieces used so far, so it will also provide greater contrast.
Writing skill focus/aspect(s) of craft:
Students will write arguments and support them effectively with details.
Objectives:
Students will compare and contrast the purpose of this piece with those of the others.  The others are mainly to inform, some are to entertain, which this piece's purpose is to persuade others to come to action.  Students will understand that in order to create an effective persuasive piece they need a point or purpose for which they will persuade people, as well as reasons people should follow them.
Standards:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Lesson Ideas:
Have students listen to the song at least once through.  Then, listen to the song and have students read the lyrics along with the song.  Have them also refer back to the summary of the background of the musical.  Students will analyze the lyrics as an argumentative piece.  Identify as a class how the singers try to get others to join them in their fight against the government.

Discuss together what the argument of this piece is.  How do the singers go about persuading others to follow them?  Is it an effective argument?  Why or why not?  Also talk about how they usually go about persuading someone.  What do you do?  When and why does it work?

Then, discuss with students how this song is about the theme of survival.  Have students cite examples in the lyrics or summary that discuss how the singers have survived or are surviving.

Compare this text with Ubiquitous. How do both have the same theme? How is it presented and supported in both pieces?]]> 2016-07-26 18:38:53 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117016847 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117016968 Lesson Ideas and Rationale:
"Do You Hear the People Sing?" from Les Miserables--Lyrics
Students will read the lyrics while listening to the song.  This is useful for visual learners and will be beneficial when students go back and have to rewrite the lyrics.]]> 2016-07-26 18:41:00 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117016968 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117017222 Rationale:
This story is about the survival of people who are being hunted by another human.  This text will be related back to Ubiquitous.  Students can specifically relate it back to the final pages that are about human survival over the last many thousands of years.  This is also a narrative piece, which differs from the argumentative, nonfiction, and poetry pieces involved.
Writing skill focus/aspect(s) of craft:
Students will take notes throughout the story and interact with the text.  They will also develop thoughtful questions that are related to the piece and require critical thinking.  Students will also use their writing to develop a plot diagram, showing the action of the story in a visual way.
Objectives:
Students will create questions based on the story.  They will also respond to the story in writing as they interact with the text.  Their questions, notes, and highlighting will lead their peer discussion.  A plot chart of the story will be developed to represent the story.
Standards:
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Lesson Ideas:
Students will read the story with a partner or we can do this as a read aloud.  Directions for what students will do during the story are found below.]]> 2016-07-26 18:46:16 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117017222 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117017446 Rationale:
The summary provides necessary background for students who do not know much about the French Revolution or the story of Les Miserables.  This will allow students to make accurate comparisons and give them prior knowledge.
Objectives:
Students will use the summary to add to their understanding of the song from Les Miserables.
Lesson Ideas:
Students will read the summary prior to hearing the song and reading the lyrics.  Have students share with a partner a two sentence summary of what was read.]]> 2016-07-26 18:49:51 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117017446 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117017607 Students will choose one of the poems we have read from Joyce Sidman's book.  Everyone should refer back to their treasure chests that they added to along the way.  Students will write a poem about survival.  They can choose the subject.  It can be fact or fiction.  If students do not like their choices from their treasure chests, they should brainstorm more options.  Students should view and follow the rubric provided. This is more of a practice in writing for a specific theme and using descriptive details to support that theme. Students will use author text, as well as my own samples, as a model. I will model each type of poetry as a small group mini lesson after students have narrowed down their choice of poem type to two options. After their mini lessons they will choose one as their mode of writing.]]> 2016-07-26 18:54:52 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117017607 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117017684 Rationale: 
Students will read about author background in order to understand the inspiration behind the book.  It is important for students to know they should be writing what they are most interested in and familiar with.  FAQs part two discusses where Sidman gets her ideas, which will show students where they can also gather their own ideas.
Writing skill focus/aspect(s) of craft: 
Gathering ideas will be the focus of this text.  This will be done in conjunction with the Author and Illustrator's Notes in the back of the text.
Objectives:
Students will read and understand where authors get their ideas from.  They will be able to connect this understanding to their own writing, pulling from life experiences to drive what they write.
Standards:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Lesson Ideas:
Read author background and inspiration for the book.  Later, link what is written in the book (it's about animals and has poems referring to what she notices in her life, like squirrels interacting with her dog or babies crying and making messes) to where the author said she gets her ideas from or what her family and life backgrounds are.]]> 2016-07-26 18:57:00 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117017684 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117018168 Standards:
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Lesson Ideas:
After reading Ubiquitous, students will create a treasure chest of ideas that they would like to write about.  I will model first how to create a treasure chest of my own.  On the board, I will list things in my life that I can write about, things I am interested in, or stories that I would like to tell.  This will mainly be topics.  Then, together we will make a whole class list of writing options that they can add to my list that is currently on the board.  Students will turn and talk to one another before they share examples of topics we could write about.  Finally, students can choose topics I listed, those we listed on the board together, or they can add their own.  Students should focus on times when they got through something difficult, know someone who got through a hard time, or causes and organizations they would like to write about.  The students can also write down their favorite pets or animals; anything that they love and can write about.  They will write these in their own treasure chests in their journals.

This can also be pulled from later in the year when students write narratives.  This will give students a wealth of topics to choose from.]]> 2016-07-26 19:10:36 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117018168 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117022162 1. Author Website Background (Context Text)-Lesson 1
2. Author and Illustrator Notes and Acknowledgement (Context Text)-Lesson 1
3. Book Trailer (Context Text)-Lesson 1
4. Ubiquitous (Fulcrum text)-Lesson 1
5. Fill Your Treasure Chest writing assignment-Lesson 1
6. Survival Infographic (Texture Text)-Lesson 2
7. "How To" Infographic writing assignment-Lesson 2
8. Lisel Mueller Author Background (Texture Text)-Lesson 3
9. "Scenic Route" poem reading (Texture Text)-Lesson 3
10. Descriptive Writing Using Senses writing assignment-Lesson 3
11. Les Miserables Background Reading (Texture Text Text)-Lesson 4
12. "Do You Hear the People Sing" Song and Lyrics (Texture Text)-Lesson 4
13. Argumentative Writing Song Re-write-Lesson 4
14. The Most Dangerous Game reading (Texture Text)-Lesson 5
15. Story Events and Discussion writing assignment-Lesson 5
16. Final Writing Assignment: Poetry-Lesson 6
17.  Class Final Discussion-Lesson 7

]]> 2016-07-26 21:01:44 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117022162 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117022352 Rationale: 
Students will read about author and illustrator background in order to understand the inspiration behind the book.  It is important for students to know they should be writing what they are most interested in and familiar with.  This can even be used to encourage students to talk to family, friends, and others to find ideas about what to write, such as Sidman talks about in her acknowledgements section.
Writing skill focus/aspect(s) of craft: 
Gathering ideas will be the focus of this text.  This will be done in conjunction with the Author and Illustrator's Notes in the back of the text.
Objectives:
Students will read and understand where authors get their ideas from.  They will be able to connect this understanding to their own writing, pulling from life experiences to drive what they write.
Standards:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Lesson Ideas:
Read author background and inspiration for the book.  Later, link what is written in the book (it's about animals and has poems referring to what she notices in her life, like squirrels interacting with her dog or babies crying and making messes) to where the author said she gets her ideas from or what her family and life backgrounds are.]]> 2016-07-26 21:06:02 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117022352 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117022641 Standards:
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.

Lesson Ideas:
This song is a call to the people of France to join in the Revolution.  After students have analyzed the song, have them choose an organization or cause that they would like to argue for.  They should rewrite the song (two verses and a chorus) trying to convince others to join their cause.

Students will refer back to the song and our discussion about how to persuade others, as well as what makes up an effective argument and reasons/evidence.

They should be sure to use evidence and reasons that would connect to the hearts of the people, not just their intellect.]]> 2016-07-26 21:12:01 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117022641 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117066110 Rationale:
Students will read this piece in order to notice descriptive writing that is well done.  This will serve as a model for what students can use from their own life to inspire their writing.  The poem will also provide students with ideas for words they can use in their own descriptive writing. Since poetry is part of the fulcrum text, this provides both a similarity and a difference. The authors have different experiences and write in different ways. They do, however, both use their experiences to drive their writing. This also provides a contrast of mode to nonfiction writing in the fulcrum text, even though this is still biographical.
Writing skill focus/aspect(s) of craft:
Students will focus on descriptive writing and using their senses to describe in writing.  They will work to "show not tell" in their writing. 
Objectives:
Students will notice descriptive details and senses used in the poem.  They will be able to use these in their own writing.  Students will also compare the theme of this writing and its supports to those of Ubiquitous.
Standards:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
Lesson Ideas:
Read the poem.  Have students notice the details that Lisel Mueller writes about.  Also discuss with students that the poet chooses to focus only on one small part of the town.  She describes the houses only.  Mueller magnifies one small part of her town.  Ask students to tell different parts of the town.  Then, I will model by choosing one part to describe in detail, as Mueller did.

Students will then compare and contrast this poem's theme and supporting details with the theme and details of Ubiquitous.  What is the same?  What is different?  Since both use real-life experiences and poetry, how do both authors present the theme of survival?  Do you think the authors had similar experiences?]]> 2016-07-27 12:22:16 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117066110 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117066198 Rationale:
This text was chosen in order to provide students with background about the author prior to reading her piece.  This will also give students an idea of what in her life might have impacted her writing.

Lesson Ideas:
Read Lisel Mueller's background.  This way, students can discuss what possibly could have impacted her writing of "Scenic Route." ]]> 2016-07-27 12:24:45 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117066198 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117066364 Students will go outside and view what is around them in their journals.  They will describe what they see, hear, think, smell, and feel.  Students can even draw pictures to describe what they see around them.  Students will add this to their treasure chests about which they can write later. Remind students to think back to how Mueller used specific details, adjectives, nouns, and verbs in order to describe the houses in her town. Students may share these with one another when they finish. They can also use the examples that others share with them to add to their own treasure chests.]]> 2016-07-27 12:29:33 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117066364 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117069307 While students read the story, they will write or highlight important parts of the story, such as characters, setting, and problem in the exposition.  They will then write in the margins of the story two events in the rising action.  They should either highlight or write in the margin the climax of the story.  Then, they will write one event from the falling action.  When students are done reading, they will write the resolution at the end of the story, answering the question, "How was the problem solved?"

When students have done this, they will meet with their discussion groups.  These will be groups of 2 or 4.  Discussion groups will be provided with discussion questions, which will also be talked about before breaking into groups.  Students should also be prepared with one question of their own about the story to ask the group: something they did not understand, something they want to know more about, something the story reminds them of that they would like to share, or other questions related to the story.  Students will talk about the  protagonist and antagonist, as well as their qualities.  How would you describe them both?  They will also discuss what they noticed about the setting.  How would you describe the feeling of the story?  How did the setting affect the problem in the story or the feeling you got from the story?  Did it add to the mystery or the creepiness of the story?  Then, students will discuss what they thought the main problem of the story was and what type of conflict this was (man vs. man, nature, self, or society).  Students will share what they thought were some of the most important events in the story and why they think they were the most important events.  Finally, students will talk about how the problem was solved in the story.  Do you think the problem was solved appropriately?  Would you solve it differently?  Why or why not?

Create a plot chart based on the important events you discussed with your group as a visual representation of the story.

Finally, students should discuss why this story relates to the theme of survival.  Use their highlighting and notes to refer back to important parts in the story that show this.  How do changes in the characters show survival?  What skills do they use to survive?

How is this similar to or different from Ubiquitous?  Why?   How are the themes supported in both by the actions in the story or examples in the text?  Think specifically about the final two pages of Ubiquitous.

Students should write the answers to their personal question as others share.  They should be prepared to share their question with the whole group, as well as a few answers.  Not all students will share during whole group discussion.]]> 2016-07-27 13:17:37 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117069307 keh2 https://padlet.com/keh2/y1kekp17a2f6/wish/117083674 CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

With a partner, write similarities that you noticed between all of the texts we read.  What were some things that several or all of them talked about?  How were the texts different from one another?  Which genre do you think works best for creating a theme of survival?  Why?

This writing should be brief bullet points that students write together. It will be informal.

After students answer the questions, have them get into small groups to discuss their answers and opinions.  Students will have a recorder in the group write what the group says, and then recorders from each group will share with the class what each group discussed.]]> 2016-07-27 17:37:06 UTC https://padlet.com/keh2/y1kekp17a2f6/wish/117083674