Common Core Learning Standards: Addressed Standard(s) CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting detail and ideas. CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Assessed Standard(s) CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Motivation: Students will be asked to consider the following statements: is an inevitable part of “Change life” is better to give than to “It receive.” Students will be asked to choose one of these statements and write about their feelings (about 1 page). Students can share with a classmate if they would like, or with the class as a whole. Since responses may be personal, students can choose not to share. Instructional Materials: A copy of the short story by Pam Munoz Ryan, from the March in the Shade”, “Freddie 2014 edition of Scholastic Scope magazine. Question #1-5 review sheet based on (Attachment 1) in the Shade” “Freddie Imagery review sheet based on (Attachment 2) in the Shade” “Freddie Thematic review sheet based on (Attachment 3) in the Shade” “Freddie Can poetry connection to the short story in the Shade” “Nothing Gold Stay” “Freddie (Attachment 13) Lesson Development/Procedure: Motivation activity. Students will be given a copy of the short story from Scholastic in the Shade” “Freddie Scope magazine.
Common Core Learning Standards: Addressed Standard(s) CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting detail and ideas. CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Assessed Standard(s) CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Motivation: Students will be asked to consider the following statements: “Change is an inevitable part of life” “It is better to give than to receive.” Students will be asked to choose one of these statements and write about their feelings (about 1 page). Students can share with a classmate if they would like, or with the class as a whole. Since responses may be personal, students can choose not to share. Instructional Materials: A copy of the short story “Freddie in the Shade”, by Pam Munoz Ryan, from the March 2014 edition of Scholastic Scope magazine. Question #1-5 review sheet based on “Freddie in the Shade” (Attachment 1) Imagery review sheet based on “Freddie in the Shade” (Attachment 2) Thematic review sheet based on “Freddie in the Shade” (Attachment 3) “Nothing Gold Can Stay” poetry connection to the short story “Freddie in the Shade” (Attachment 13) Lesson Development/Procedure: Motivation activity. Students will be given a copy of the short story “Freddie in the Shade” from Scholastic Scope magazine.
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