background on the Cold War itself, but nothing about what lead up to the Cold to know anything about the Cold War to War. Students don’t have understand the book, but if teachers are wanting to delve into the deeper meaning and themes of the book, students would need to have that background knowledge. Visual Supports: N/A Considerations for Reader and Task Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) Below are factors to consider with respect to the reader and task: for this Text: Potential Challenges this Text Poses: Vocabulary may need to be taught ahead or scaffolded some other way. CCSS.ELA-LITERACY.RI.6.1 Students may have a harder time with the German words. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the If teachers are discussing deeper meaning and themes, there may be some text. students who are not able to understand the effect the Soviet propaganda has on Gerta. 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 Differentiation/Supports for Students: text. Pre-teach vocabulary: Because there are various German words introduced in the book, teachers could pre-teach vocabulary through a game of “Pictionary”. CCSS.ELA-LITERACY.W.6.7 One student could draw the word, (the words are all familiar to the students in Conduct short research projects to answer a question, English), then the teacher could introduce the new German word for the same drawing on several sources and refocusing the inquiry thing. This would and movement while at the enable “whole-brain” learning same time begin engaging for students. when appropriate. CCSS.ELA-LITERACY.RH.6-8.1 While reading for deeper meaning and themes, teachers should show current Cite specific textual evidence to support analysis of commercials or ads and talk to the students about whether or not they the “like” primary and secondary sources. products and why. This will allow those students who might struggle understanding that deeper meaning or theme to better relate to struggle Gerta’s CCSS.ELA-LITERACY.RH.6-8.2 with how information affects her. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
background on the Cold War itself, but nothing about what lead up to the Cold War. Students don’t have to know anything about the Cold War to understand the book, but if teachers are wanting to delve into the deeper meaning and themes of the book, students would need to have that background knowledge. Visual Supports: N/A Considerations for Reader and Task Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text: 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.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.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Below are factors to consider with respect to the reader and task: Potential Challenges this Text Poses: Vocabulary may need to be taught ahead or scaffolded some other way. Students may have a harder time with the German words. If teachers are discussing deeper meaning and themes, there may be some students who are not able to understand the effect the Soviet propaganda has on Gerta. Differentiation/Supports for Students: Pre-teach vocabulary: Because there are various German words introduced in the book, teachers could pre-teach vocabulary through a game of “Pictionary”. One student could draw the word, (the words are all familiar to the students in English), then the teacher could introduce the new German word for the same thing. This would enable “whole-brain” learning and movement while at the same time begin engaging for students. While reading for deeper meaning and themes, teachers should show current commercials or ads and talk to the students about whether or not they “like” the products and why. This will allow those students who might struggle understanding that deeper meaning or theme to better relate to Gerta’s struggle with how information affects her.