Let the Circle Be Unbroken Unit Plan · Circle Be Unbroken go over and discuss their predictions...

Let the Circle Be Unbroken Unit Plan

Teachers: Robinson, Wilkins, Mulkey, Williams, Mangrum, Hamby, Stinson, Gallaway

Grade: 8th Time Frame: October 5October 30, 2015

OVERALL FOCUS QUESTION:

How far will some people go to stand up for what they believe is right?

Background: Let the Circle be Unbroken is a realistic, historical fiction novel set during the Great Depression in a small town in southern Mississippi. It is the sequel to Roll of Thunder, Hear My Cry that you read as 7th graders at the end of last year. The story picks up where the first book left off—TJ is in jail awaiting trial. Times are hard due to the Great Depression. Cotton farmers have been hit unusually hard by the bad economic times, and sharecroppers and tenant farmers have almost nothing to call their own because they are so indebted to the wealthier plantation owners. You will read select passages from an informational text, Up Before Daybreak, to learn more about the vital role cotton has played in our nation’s history, its economic impact on generations of Americans’ lives, and the history of how cotton became known as “King” among crops produced in America. The Logans are a Black family who actually owns their own property, but they are being challenged constantly by the White plantation owners. This is also a time before the Civil Rights Movement so Blacks and Whites do not mix, and Blacks are denied many of their Constitutional rights. You will also study several primary source documents including the 13th Amendment to the U. S. Constitution, the Emancipation Proclamation, and an excerpt from The Power of Nonviolence, to enrich your background knowledge of the history of equal rights in America. There will be some time allotted for you to extend your knowledge through additional research on this time period. Mildred Taylor, the author, wrote these books based on her own family’s experiences during this turbulent time in history. In 7th grade, you discussed characterization and theme as it related to Roll of Thunder, Hear My Cry. Your task as 8th graders will build upon and expand your knowledge of her characters, settings, plots, and themes. As you are reading the book, you will be expected to keep notes on the characters using the provided graphic organizers, contribute to the class anchor charts, participate in class and small group discussions, and complete written responses in your Reading Response Journal. You will also read several supporting texts in your LA class, and you will be expected to keep notes on those sources and use them to support your final task as well. OVERALL TASK: You will be writing an explanatory response to literature for your final Performance Task. You need to CHOOSE ONE task from the TWO tasks below:

Task: You will be writing a response to literature in the form of an explanatory essay for your final Performance Task. You may choose either topic for your essay.

1. Think about the setting for Let the Circle Be Unbroken. You have discussed in class how setting impacts a character’s thoughts and actions. You have also discussed the all that “setting” includes more than just the “time and place.” Choose 2 characters from the book and explain how the setting shaped each one’s thoughts and actions in the story. You must cite evidence from the text to support your explanation.

2. Think about all the different themes that are found in Let the Circle Be Unbroken, and decide which one you believe is the strongest theme. Tell what Mildred Taylor’s purpose is for writing about this theme, and thoroughly explain how the author develops this 1 theme through the plot, setting, and characters. You must cite evidence from the text to support your explanation.

ANCHOR STANDARDS: Primary Reading Standards: (Literary Texts) 8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)

8RL6: Analyze how differences in points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Primary Writing Standard – Informative/Expository/Explanatory

8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [Expository/Informative]

a. Introduces a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, wellchosen facts, definitions concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domainspecific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations from writing types are defined in standards 13 above.)

8W5: 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, focusing on how well purpose and audience have been addressed.

Vocabulary Standards

8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies to allusions to other texts. (Voice Lessons – Diction, Fig. Lang, Tone, Imagery)

8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., verbal irony, puns) in context.

****************************************************************************************************

Lesson Plans Week of October 5, 2015 Teachers: Robinson, Wilkins, Mulkey, Williams, Mangrum, Hamby, Stinson, Gallaway

Grade: 8th

Monday, October 5, 2015 Anticipation Guide, Voc., Begin Chapter 1 FOCUS QUESTION: How far will some people go to stand up for what they believe is right?

STANDARD(S):



DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.

MINILESSON (20 minutes): Students will complete the Anticipation Guide for Let the Circle Be Unbroken go over and discuss their predictions and questions. Review the major characters and families in the book Tree Diagram filled in for them.

WORD WORK: (20 minutes) Complete vocabulary 120 from the first set of vocabulary words. Discuss the EQ about Taylor’s use of DICTION to enhance her Voice as a writer.

WORK TIME: (40 minutes)

RIGOROUS READING: (Anchor Text) Begin reading Chapter 1 in Let the Circle Be Unbroken with the teacher doing read aloud. Make sure that you set up the book and point out the important parts to students while reading aloud to them.

CLOSING: (10 minutes) Students will answer the questions and the short constructed response from the Reading Guide up to the point where you leave off today.

Tuesday, October 6 Review Vocabulary with PPT; Finish Chapter 1 with Teacher Modeling Reading; Students answer questions

and constructed response from Guided Questions sheet.

FOCUS QUESTION:


STANDARD(S):




MINILESSON (10 minutes): Watch video on “playing marbles” in order to activate schema on the topic. https://www.youtube.com/watch?v=ewqFhNw9k7g

WORD WORK: (20 minutes) Review vocabulary 120 from the first set of vocabulary words. Discuss Taylor’s use of DICTION to enhance her Voice as a writer.


RIGOROUS READING: (Anchor Text) Finish reading Chapter 1.

CLOSING: (10 minutes) Constructed response in Writer’s Notebook.

Wednesday, October 7 Review Vocabulary with PPT; Begin Chapter 2 FOCUS QUESTION:

https://www.youtube.com/watch?v=ewqFhNw9k7g


STANDARD(S):




MINILESSON (10 minutes): NONE



RIGOROUS READING: (Anchor Text) Begin reading Chapter 2

CLOSING: (10 minutes) Constructed response in Writer’s Notebook based on where you leave off.

Thursday, October 8 Review Vocabulary; Finish Chapter 2; Answer response on Guided Questions sheet.

FOCUS QUESTION:


STANDARD(S):




MINILESSON (10 minutes): Review inferring and find examples in the text where students had to infer particularly the part about Dube Cross. Note that Mildred Taylor expects her readers to do a lot of inferring with her characters’ motivations as well as with the plot.



RIGOROUS READING: (Anchor Text) Finish reading Chapter 2.


Friday, October 9 Vocab 1 Test; Read Chapter 3 FOCUS QUESTION:


STANDARD(S):




MINILESSON (10 minutes): Review vocabulary for the week

WORD WORK: (20 minutes) Vocabulary Test over Set 1


RIGOROUS READING: (Anchor Text) Read Chapter 3


Monday, October 12 Finish Chapter 2 and 3 in LTCBU; Voc. UBD; Mentor Sentence from UBD

Differentiation Strategies Used:9,6

ELL Strategies (as needed per teacher):4,5,9

FOCUS QUESTION:


STANDARD(S):


8RL6: Analyze how differences in points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.


DO NOW (10 minutes): Students will continue the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.

MINILESSON (30 minutes):

WORD WORK: (20 minutes) Introduce and go over the 20 vocabulary words from Up Before Daybreak using PPT.

Writing Pearl: (10 minutes) Invitation to Notice: Mentor Sentence (from Up Before Daybreak) “The story of cotton growing it, taking it to market, and making it into cloth is like a thread that stretches far back into America’s post” (Hopkinson 1). Focus specifically on the parallel structure, the use of the dash, and the simile this week. I would not worry so much about the individual parts of speech in this sentence.


RIGOROUS READING: (Anchor Text) Finish reading Chapter 23 either independently or with the teacher. Be sure that students understand the use of IRONY in Chapter 3 in TJ’s trial. Students need to go back and add to the setting anchor chart (historical context) any other influences that they see in Chapter 3. Go over the other setting chart (micro, macro one with the circles) and show how the 2 work together. Divide class into groups and give each group a character to consider use TJ, Cassie, and Jeremy at this point in the story. You will need to have more than one group have the same character. You will need to come back to Cassie and Jeremy. NOTE: You will need to scaffold this activity for your regular classes!!!!!!!

CLOSING: (10 minutes) Students share their charts and what they have learned about the effect of the setting on the characters specifically related to TJ’s trial.

HW: Read for 10 minutes independently.

Tuesday, October 13 Intro, Chapt. 1 and 2 of UBD Differentiation Strategies Used:2,6,11


FOCUS QUESTION:

Why and how has cotton impacted the lives of Americans since the Civil War?

STANDARD(S):

8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.




WORD WORK: (10 minutes): Review vocabulary words using either the PPT or another means of review. NOTE: It is very important that you have students practice SAYING and SPELLING/WRITING the words or they will not really learn them! this should occur EVERY WEEK with vocabulary words!

WRITING PEARLS (10 minutes): Invitation to Notice More: Go over the mentor sentence making sure that students have noted the important parts of it. See notes on Monday.

Explain that Up Before Daybreak is an informational text, but that the author uses an overall structure for her book as she tells the story of Cotton in America. Students should pay close attention to the writer’s craft and voice that the author uses as they read at the Introduction to the book. Use Up Before Daybreak PPT Slides 17

READING GEMS: ): Explain how reading groups will work. Everyone will have a “home group.” Then number each person in the home group (1, 2, 3, 4…). Break up into other groups (all the 1’s, all the 2’s etc). Then return to homegroup and make recommendations for whose story should be read to the whole class.


RIGOROUS READING: (Anchor Text) Use PPT slides 120 with the Intro, Chapter 1 and 2. Students will annotate as a group the Introduction to the book and then go over the key points. Read Chapter 1 together and model how to annotate the text looking for Writer’s Craft, and Voice in addition to basically understanding what the text is saying. Then, jigsaw Chapter 2 with each group reading and annotating part of the text. Be sure that students have the actual text to see with all the pictures that go with the text. You will need GROUP copies of the Introduction on large, sheets of paper; you will need copies of the different sections of the text for Chapter 2 on large sheets of paper for group annotations. You will need Chapter 1 on Smart Notebook to model annotations.

CLOSING: (10 minutes) Groups share their annotations and summaries of their parts of Chapter 2 with the whole class. Discuss what aspects of voice and craft students find in the introduction and discuss the tone of the piece and how the author feels about her subject. Ask students to give evidence from the text to support their ideas. Use Slide #7


Wednesday, October 14 Chapt. 3 & 5 UBD Differentiation Strategies Used:3,13


FOCUS QUESTION:


How did cotton affect the Logan family?

STANDARD(S):







WORD WORK: (10 minutes) Review the vocabulary words with PPT or other method

WRITING PEARLS: (10 Minutes) Invitation to Imitate the mentor sentence make sure that students include parallel structure and a simile!

WORK TIME: (60 minutes)RIGOROUS READING: (Anchor Text) Students read Chapter 3 independently and complete reading guide questions. As a class, read Chapter 5 and make connections to the characters in LTCBU using the Reading Guide/Chart. PPT slides 21, 22, 23, and 27, 28, 29

CLOSING: (10 minutes) Students answer the question: Explain how the sharecropping system was just a form of “free” slavery.


Thursday, October 15 Chapt. 7 UBD Differentiation Strategies Used:3,13


FOCUS QUESTION:


STANDARD(S):







WORD WORK: (10 minutes) Review the vocabulary with the PPT or other means.

SKIP THE MENTOR SENTENCE MINILESSON FOR TODAY TO ALLOW MORE TIME TO GET THE CHAPTER READ AND THE WRITING DONE.


RIGOROUS READING: (Anchor Text) Read Chapter 7 in UBD. You can do this as whole class, small groups, PALS If you use PALS, incorporate one of the fluency coaching anchor charts! Students choose one of 2 quotes to write about at the end of the book. There are model essays done for both of these in Drive as well as organizers.

CLOSING: (10 minutes) Call upon 23 students to share their writing.

HW: Read independently for 10 minutes.

Friday, October 16 Voc/Mentor Sent. Quiz; Conclusion for UBD; FOCUS QUESTION:



STANDARD(S):







WORD WORK: (5 minutes) Students review for the vocab. and mentor sentence quiz

(15 minutes) Students complete quiz over vocab and mentor sentence.


RIGOROUS READING: (Anchor Text) Read the conclusion to UBDBYou can do the same activity that you did with the introduction (groups annotate it on large paper) or just read it together and discuss. Really look at this last section for what it can teach about writing a conclusion. It is a very rich passage using topic sentence, elaboration, citations from primary sources, transitions, statistics; page 103 is a good model of how to use transitions; there is a clear “call to action” in the last paragraph making it a persuasive piece at the end. Discuss the perspective of the author students should be able to tell that this book is really a persuasive piece at the end after explaining the history of cotton. Use minilesson idea and chart from page 243 in the Jennifer Serravallo book. Groups could complete that chart for this last section of the book.

CLOSING: (10 minutes) Share students’ charts or create the chart with the whole class helping to fill it in.


Monday, October 19 Chapt. 3 & 5 UBD MANGRUM TO LITERACY LAB



FOCUS QUESTION:



STANDARD(S):





DO NOW (10 minutes): 10+10 rule of reading Students will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.


WORD WORK: (10 minutes) Review the vocabulary words with PPT or other method

WRITING PEARLS: (10 Minutes) Invitation to Notice the mentor sentence “It’s estimated that, between 1916 and 1970, more than six million blacks left the South and brought with them rich social, cultural, and musical traditions that were to have a profound effect on American politics, literature, and music in the twentieth century” (Hopkinson 84). TEACHING POINTS THIS WEEK: It’s and Its; South and south; parallel structuresrich social, cultural, and musical traditions American politics, literature, and music; effect and affect; American as proper noun; HONORS students the subjunctive mood “were to have”; relative pronoun “that” introducing noun clause that between… and adjective clause that were to have...

WORK TIME: (60 minutes)RIGOROUS READING: (Anchor Text) Students read Chapter 3 independently and complete reading guide questions. As a class, read Chapter 5 and make connections to the characters in LTCBU using the Reading Guide/Chart. PPT slides 21, 22, 23, and 27, 28, 29

CLOSING: (10 minutes) Students answer the question: Explain how the sharecropping system was just a form of “free” slavery.


Tuesday, October 20 Chapt. 7 UBD MULKEY TO LITERACY LAB



FOCUS QUESTION:


STANDARD(S):







WORD WORK: (10 minutes) Review the vocabulary with the Wheel of Fortune Smartboard Lesson or other means.

WRITING PEARLS: (10 Minutes) Invitation to Notice More the mentor sentence “It’s estimated that, between 1916 and 1970, more than six million blacks left the South and brought with them rich social, cultural, and musical traditions that were to have a profound effect on American politics, literature, and music in the twentieth century” (Hopkinson 84). TEACHING POINTS THIS WEEK: It’s and Its; South and south; parallel structuresrich social, cultural, and musical traditions American politics, literature, and music; effect and affect; American as proper noun; HONORS students the subjunctive mood “were to have”; relative pronoun “that” introducing noun clause that between… and adjective clause that were to have...


RIGOROUS READING: (Anchor Text) Read Chapter 7 in UBD. You can do this as whole class, small groups, PALS If you use PALS, incorporate one of the fluency coaching anchor charts! Students choose one of 2 quotes to write about at the end of the book. There are model essays done for both of these in Drive as well as organizers.

CLOSING: (10 minutes) Call upon 23 students to share their writing.


Wednesday, October 21 Voc/Mentor Sent. Quiz; Conclusion for UBD; ROBINSON TO LITERACY LAB

FOCUS QUESTION:



STANDARD(S):







WORD WORK: (5 minutes) Students review for the vocab. and mentor sentence quiz

(15 minutes) Students complete quiz over vocab and mentor sentence.


RIGOROUS READING: (Anchor Text) Read the conclusion to UBDBYou can do the same activity that you did with the introduction (groups annotate it on large paper) or just read it together and discuss. Really look at this last section for what it can teach about writing a conclusion. It is a very rich passage using topic sentence, elaboration, citations from primary sources, transitions, statistics; page 103 is a good model of how to use transitions; there is a clear “call to action” in the last paragraph making it a persuasive piece at the end. Discuss the perspective of the author students should be able to tell that this book is really a persuasive piece at the end after explaining the history of cotton. Use minilesson idea and chart from page 243 in the Jennifer Serravallo book. Groups could complete that chart for this last section of the book.

CLOSING: (10 minutes) Share students’ charts or create the chart with the whole class helping to fill it in.


NOTE: New vocabulary and mentor sentence will be introduced on Thursday that go along with Let the Circle Be Unbroken. You will test over both of these the FOLLOWING FRIDAY, Oct. 30!

Thursday, October 22 Voc. #2 for LTCBU, Chapt. 45 summary LTCBU (Reg)Reg. start Chapter 6 (Honors) Read Chapt. 4 and 5

P. WILLIAMS TO LITERACY LAB

FOCUS QUESTION:


STANDARD(S):





WORD WORK: (20 minutes) Introduce Vocabulary #2 for Let the Circle Be Unbroken.


RIGOROUS READING: (Anchor Text)

CLOSING: (10 minutes)

HW:

Friday, October 23 Mentor Sentence, Chapt. 6 LTCBU (Reg) Read Chapt. 6 Honors Reg. finish Chapter 6 and start Chapter 7

FOCUS QUESTION:


STANDARD(S):





WORD WORK: (20 minutes) SKIP TODAY SINCE TEST WILL BE FRIDAY, OCT. 30

WRITING PEARL: (20 minutes) Invitation to Notice Mentor Sentence: “As always, Uncle Hammer was greeted enthusiastically, for he was one of the few people who had ever ventured north from the community and, in the eyes of the people at Great Faith, had made quite a success of his move” (Taylor 148). TEACHING POINTS: Use of “for” to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith and Uncle Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not just “gone”; reason why he moved to the North use as introduction to the Great Migration and Harlem Renaissance as influences of the setting on charactercan add these to the Macro circle on chart if not already there. Watch short 3 minute video from National Geographic http://bit.ly/HarlemRenaissance1 This will help students understand why Uncle Hammer is revered and considered successful by moving north. It will also help lay the foundation for Uncle Bud’s appearance and his marriage to a White woman.

Watch short video on Dust Bowl http://bit.ly/BlackBlizzardDustBowl to give more background on what is going on in the rest of the country, very close to MS. There is a second video that plays right after this one that you can show if students do NOT seem to know anything about the Dust Bowl. Both are 3 minutes long. It talks specifically about the plight of the farmers and students should be able to see why the economic times were so bad and why the government wanted to restrict the price of cotton. NOTE: Students may have read Out of the Dust by Sharon Hesse in elementary school and have some background already.


RIGOROUS READING: (Anchor Text) Teacher reads to get students into the chapter to page 158 after Cousin Bud arrives. Then, using PALS, read Chapter 6 let students also coach each other on fluency.

CLOSING: (10 minutes) There are several key events that happen in Chapter 6: Jake Willis is introduced; Cousin Bud and Suzella come to visit the Logans; Mr. Farnsworth is

http://bit.ly/HarlemRenaissance1

http://bit.ly/BlackBlizzardDustBowl

severely beaten. Discuss or have students turn and talk and then share with the class their thoughts about the direction the book will take with these new plot complications.

HW: Read 10 minutes at home independently.

WILKINS TO LITERACY LAB ON MONDAY 10/26

Monday, October 26 Chapt. 6 & 7 LTCBU

MEDIA CENTER THIS WEEK (SRC Quizzes)

Wilkins TO LITERACY LAB



FOCUS QUESTION:



How does the author use foreshadowing in Chapter 6 with the introduction of several

new characters to advance the plot of the story?

What are the connotative and denotative meanings of words and why did the author use

these particular vocabulary words in the story?

STANDARD(S):

8RI1: Cite the textual evidence that most strongly supports an analysis of what the text

says explicitly as well as inferences drawn from the text.

8RI2: Determine a central idea of a text and analyze its development over the course of

the text, including its relationship to supporting ideas; provide an objective summary of

the text.

8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role

of particular sentences in developing and refining a key concept.

8L4: Determine or clarify the meaning of unknown and multiplemeaning words or

phrases based on grade 8 reading and content, choosing flexibly from a range of

strategies.

DO NOW (10 minutes): 10+10 rule of reading Students will read silently and

independently for 10 minutes at the beginning of class and then 10 minutes at home

each night.


WORD WORK: (10 minutes) Introduce LTCBU Voc. # 2 (located in Drive)

WRITING PEARLS: (10 Minutes) Invitation to Notice Mentor Sentence: “As always,

Uncle Hammer was greeted enthusiastically, for he was one of the few people who had

ever ventured north from the community and, in the eyes of the people at Great Faith,

had made quite a success of his move” (Taylor 148). TEACHING POINTS: Use of “for”

to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith and Uncle

Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not just “gone”;

reason why he moved to the North

use as introduction to the Great Migration and Harlem Renaissance as influences of the

setting on charactercan add these to the Macro circle on chart if not already there.

Watch short 3 minute video from National Geographic

http://bit.ly/HarlemRenaissance1 This will help students understand why Uncle



Hammer is revered and considered successful by moving north. It will also help lay the

foundation for Uncle Bud’s appearance and his marriage to a White woman.

Watch short video on Dust Bowl http://bit.ly/BlackBlizzardDustBowl to give more

background on what is going on in the rest of the country, very close to MS. There is a

second video that plays right after this one that you can show if students do NOT seem

to know anything about the Dust Bowl. Both are 3 minutes long. It talks specifically

about the plight of the farmers and students should be able to see why the economic

times were so bad and why the government wanted to restrict the price of cotton.

NOTE: Students may have read Out of the Dust by Sharon Hesse in elementary school

and have some background already.

WORK TIME: (60 minutes)RIGOROUS READING: (Anchor Text) Students read

Chapter 6 (Regular students can read the summary. NOTE: There are portions of

Chapter 6 that need to be read from the book page numbers are referenced in the

summary.) continuing to make connections between characters and the influence of the

setting. Students can also start making connections between characters and specific

themes they recognize in the book. (NOTE: STUDENTS TALKED ABOUT THEMES

LAST YEAR FOR ROLL OF THUNDER, HEAR MY CRY, so this should not be

brand new to them!)

CLOSING: (10 minutes) There are several events foreshadowed in Chapter 6. Write

your predictions for the following:

1. How do you think that Jake Willis will impact the plot of the story? Remember

that Cassie says, “I just didn’t like the looks of that man.” (pg 157)

2. How do you think Suzella is going to impact the plot of the story? Remember

that her mama is white and her daddy is black, and she can “pass” for white.



3. Will there be any repercussions from the Logans and Jeremy Simms helping

Mr. Farnsworth, the white county agent? Remember what happened to TJ and

how he was “framed” for the murder of Mr. Barnett.


Tuesday, October 27 Chapt. 78 Summaries LTCBU



EQ:

What are the connotative and denotative meanings of words and why did the author use

these particular vocabulary words in the story?

How is Stacey changing? How does Suzella start to complicate the lives of the Logans,

especially Cassie?

STANDARD(S):





the text.





strategies.



each night.


WORD WORK: (10 minutes) Review the vocabulary with the Wheel of Fortune

Smartboard Lesson or other means.

WRITING PEARLS: (10 Minutes) Invitation to Notice More the mentor sentence “As

always, Uncle Hammer was greeted enthusiastically, for he was one of the few people

who had ever ventured north from the community and, in the eyes of the people at

Great Faith, had made quite a success of his move” (Taylor 148). TEACHING POINTS:

Use of “for” to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith

and Uncle Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not

just “gone”; reason why he moved to the North


RIGOROUS READING: (Anchor Text) Read Chapter 78 Summaries from LTCBU.

CLOSING: (10 minutes) Students answer focus question as constructed response

citing specific evidence from the text (summaries): How is Stacey changing? How does

Suzella start to complicate the lives of the Logans, especially Cassie?


Wednesday, October 28

EQ:

What has gotten Moe Turner so upset?

What has Suzella done that may have future consequences?

What problems have Suzella’s actions caused? What could they possibly foreshadow?

STANDARD(S):





the text.





strategies.



each night.

WORD WORK: (5 minutes) Voc. Review

MINILESSON

WRITING PEARLS: (10 minutes): Mentor Sentence Invitation to Revise “As always,








RIGOROUS READING: (Anchor Text) Continue reading summaries for LTCBU. Chs

910

CLOSING: (10 minutes) Discuss and answer the following questions as groups.

Groups should be able to make historical setting connections and add to the

Micro/Meso/Macro charts focusing on historical factors that influence the characters’

lives.

Why does the sharecropping system prevent Moe and his family from making a profit?

Who are the “night men”?


Thursday, October 29

EQ:

What are some of the possible themes in Let the Circle Be Unbroken? What evidence

from the text supports each possible theme?

STANDARD(S):

8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel

the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –

Details, Syntax)



strategies.



each night.


READING GEMS: Add to/or begin a theme chart using themes student have

recognized in the book. Relate characters to specific themes to help prepare them for

their PT if they choose to write about theme.

WRITING PEARLS (10 minutes): Mentor Sentence Invitation to Imitate “As always,







WORD WORK: (10 minutes) Vocabulary Review


RIGOROUS READING: (Anchor Text) Begin reading Ch. 11 LTCBU. Parts work well in

this chapter. Students may read parts while you read the narration.

CLOSING: (10 minutes) Students can answer the focus question using the class

anchor chart as their guide. Have them choose one theme and character to focus on

and explain why that character represents that specific theme.

HW: Read independently for 10 minutes

Friday, October 30

EQ:



STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes): Students study for voc. test

Vocabulary and Mentor Sentence Test

WRITING PEARL: (20 minutes)


RIGOROUS READING: (Anchor Text) Finish Ch. 11/Begin Ch. 12

CLOSING: (10 minutes) Add to setting and theme class anchor charts.


Monday, November 2

We will finish the book next Wednesday!

Differentiation strategies used this week:4,21

ELL Strategies used this week (as needed per teacher):3,17,22

EQ:



STANDARD(S):



Details, Syntax)



strategies.



each night.

MINILESSON (10 minutes): participles

WORD WORK: (5 minutes): Introduce LTCBU Voc. # 2 (located in Drive)


WORK TIME: Introduce the theme chart for LTCBU and allow time to go back to the

beginning chapters and gather some page numbers for evidence to add to those charts.

RIGOROUS READING: (Anchor Text) Begin chapter 9

CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.


Tuesday, November 3

EQ:



STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes): Assign vocab visionary or vocab 4 square activity for this

week's words..allow some class time to begin working on these


WORK TIME: continue the theme chart for LTCBU be sure to relate characters to

specific themes to help prepare them for their PT.

RIGOROUS READING: (Anchor Text) Finish chapter 9 and begin 10



Wednesday, November 4

EQ:



What did Mr. Wheeler discover about the sharcroppers being ordered to plow up thier

cotton?

STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes):Work on vocabulary assignment

WRITING PEARL: (20 minutes) Since we have been working on text structure

students are to write a SEQUENCE/CHRONOLOGICAL paragraph about the process

the Logan’s have to go through to sell their cotton.

WORK TIME: (60 minutes) Introduce the theme chart for LTCBU and allow time to go

back to the beginning chapters and gather some page numbers for evidence to add to

those charts.

RIGOROUS READING: (Anchor Text) Finish chapter 10have students read a certain

amount of pages independently(chunk the reading for them) and the stop and ask

comprehension and higher order thinking questions such as, What is happening on the

se pages? (checks their summary skills), What is the central conflict of these pages?,

Based on the clues, what will follow?, What are the key facts? What are the essential

events?, What motivates the characters to take action?



Thursday, November 5

EQ:



What are two reasons finding Stacey and Moe would be so difficult according to Mr.

Jamison?

STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes):Work on vocabulary assignment; review vocabulary with

technologyQuizzizz, Kahootz, or Plickers.

WRITING PEARL: (20 minutes) Write a constructed response for the following

question: Why is Mama so mad at David (Papa)? This is from chapter 10 so make

sure you have this part before you give them this question.

WORK TIME: (60 minutes) continue theme charts

RIGOROUS READING: (Anchor Text) Begin chapter 11have students read a certain

amount of pages independently(chunk the reading for them) and the stop and ask

comprehension and higher order thinking questions such as, What is happening on the

se pages? (checks their summary skills), What is the central conflict of these pages?,

Based on the clues, what will follow?, What are the key facts? What are the essential

events?, What motivates the characters to take action?



Friday, November 6

EQ:



STANDARD(S):



Details, Syntax)



strategies.



each night.

MINILESSON (10 minutes):review for test

WORD WORK: (5 minutes):Vocabulary and participle test


WORK TIME: continue theme charts

RIGOROUS READING: (Anchor Text) Try to finish 11/begin 12have students read a

certain amount of pages independently(chunk the reading for them) and the stop and

ask comprehension and higher order thinking questions such as, What is happening on

these pages? (checks their summary skills), What is the central conflict of these

pages?, Based on the clues, what will follow?, What are the key facts? What are the

essential events?, What motivates the characters to take action?



Monday, November 9HANDOUT LEARNING

CONTRACTS

Differentiation Strategies used this week: 3,5,14

ELL Strategies used this week (as needed per teacher): 1, 9, 14, 17

EQ:



STANDARD(S):



Details, Syntax)



strategies.



each night.

MINILESSON (10 minutes):participles, text structure, theme (as needed per teacher)

WORD WORK: (5 minutes):Vocabulary list #4LTCBU

WRITING PEARL: (510 minutes) Mentor sentence (honors class): He waited for her

as she crossed the yard; I watched them both from the kitchen window (Taylor, 307).(Use

of semicolon, pronouns, prepositional phrases. This is a good sentence for them to

revise and imitate)

Mentor Sentence (nonhonors)”We’re parked over there,” Mama said, starting off

again with me at her side.

(focus onthe quotation marks and the punctuation surrounding them, where the

commas go etc., prepositional phrases, apostrophe usage)

WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts

RIGOROUS READING: (Anchor Text) finish 11/begin 12have students read a








Tuesday, November 10

EQ:



Why did Mildred Taylor title the book Let the Circle Be Unbroken?

STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes):Vocabulary 4 square assignment

WRITING PEARL: (510 minutes) Mentor sentence (Honors Class): He waited for

her as she crossed the yard; I watched them both from the kitchen window (Taylor,

307).(Use of semicolon, pronouns, prepositional phrases. This is a good sentence for

them to revise and imitate)






RIGOROUS READING: (Anchor Text) finish 12 /begin 13have students read a









EQ:



Are Mrs. Lee Annie’s hopes of voting successful?

STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes):Vocabulary 4 square assignment










RIGOROUS READING: (Anchor Text) finish 13 /begin 14have students read a






As a class discuss lyrics to “Will the Circle Be Unbroken” (lyrics vary) (possibly

play audio recording??)

How does the song relate to the characters/plot of the story? How is the

song similar to Taylor’s voice in the book?

I went back home, my home was lonesome,

Missed my mother she was gone.

All my brothers and sisters crying

In our home so sad and alone.

Will the circle be unbroken?

By and by lord, by and by,

There's a better home awaitin'

In the sky lord, in the sky.

We sang the songs of childhood,

Hymns of faith that made us strong,

Ones that our mother had taught us,

Hear the angels sing along

Will the circle be unbroken?


There's a better home awaitin'


(Another version)

Refrain: Will the circle be unbroken?


There’s a better home awaitin’


Verse 1: I was standing by my window

On a cold and cloudy day.

When I saw the hearse come rollin’

For to take my mother away.

Refrain

Verse 2: I told the undertaker:

“Undertaker, please drive slow,

For this body you are haulin’

Lord, I hate to see her go.”

Refrain

Verse 3: Well I followed close behind her,

Tried to hold up and be brave,

But I could not hide my sorrow

When they laid her in the grave.

Refrain

Verse 4: I went back home, my home was lonesome,

Missed my mother she was gone.

All my brothers and sisters crying

In our home so sad and alone.

Refrain

Verse 5: We sang the songs of childhood,

Hymns of faith that made us strong,

Ones that our mother had taught us,

Hear the angels sing along.




EQ:



How does Stacey’s return home complete the “circle”?

What is Taylor’s purpose in writing this story?

STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes):Review vocabulary with either a technology interactive

game, or use the “Shades of Meaning” activity with the paint chips









WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts,

Review engaging beginnings for explanatory writing

RIGOROUS READING: (Anchor Text) finish 14have students read a certain amount

of pages independently(chunk the reading for them) and the stop and ask

comprehension and higher order thinking questions such as, What is happening on






Friday, November 13

EQ:



How does Stacey’s return home complete the “circle”?

What is Taylor’s purpose in writing this story?

STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (5 minutes):Vocabulary, mentor sentence test

WRITING PEARL: (20 minutes)Discuss elements of explanatory writing, weaving

quotes, etc.Pay special attention to weaving the quotes and correctly punctuating them.

WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts,

Review conclusions for explanatory writing.

RIGOROUS READING: (Anchor Text) finish 14(if not done alreadymust be done

today as the PT begins on Monday)


Make sure students have all their notes from the theme chartsall quotes. Remind them

the PT begins on Monday.


Monday, November 16

Differentiation strategies used this week: 3, 14,

Ell strategies used this week(as needed per teacher): 4, 5,7

EQ:



What are the elements of explanatory writing?

STANDARD(S):



Details, Syntax)



strategies.



each night. Students then write for ONEFIVE minutes in their reading journals (set

these up today). You can suggest that they choose a quote from the text that they want

to respond to and cite the quote correctly, or you might have them work on a “17 word

summary” like Kelly Gallagher suggests.


WORD WORK: (15 minutes):Vocabulary list 5no mentor sentence this weekfocus on

the PT

WRITING PEARL: (25 minutes) Discuss PT and Learning Contracts (again). Discuss

elements of explanatory writing, reviewing engaging beginnings for explanatory writing,

and reviewing conclusions for explanatory writing, and weaving quotes, etc.Pay

special attention to weaving the quotes and correctly punctuating them. Analyze

model task.

WORK TIME:RIGOROUS READING: (45 minutes) Students write their rough draft of

their engaging beginning. (There are resources in DRIVE to use for these lessons you

do not have to recreate the wheel!)

CLOSING: (5 minutes) Call on several students to share their beginnings and allow

students to “steal ideas” for their beginnings if they are struggling.

HW: Read 10 minutes at home independently and write in your reading journal for one

minute.

Tuesday, November 17

EQ:



How can I write an effective beginning for my expository essay?

How do I accurately cite evidence in my essay?

STANDARD(S):



Details, Syntax)



strategies.



each night. Students then write for ONE minute in their reading journals



the PTReview vocabulary

WRITING PEARL: (15 minutes) Continue review how to cite within text and how to

weave a quotes or paraphrases into their papers. (NOTE: This is something that

students really struggle to do well!)

WORK TIME: (55 minutes) Write the first body paragraph using citations. After

students have written their first body paragraph with citations have them work with a

partner to check citations within each other’s body paragraph. Spend the last part of the

work time writing. Students should be working on their rough draft body paragraphs.

Use model text as a reference point. We will work specifically on conclusions tomorrow.


CLOSING: (10 minutes) Share drafts with a partner and have them check that quotes

are woven into the paper and that there are correct citations used.

HW: Read 10 minutes at home independently and write for one minute in your reading

journal. Complete all body paragraphs.


EQ:



How can I write a more effective closing to my expository essay?

STANDARD(S):



Details, Syntax)



strategies.



each night.




WRITING PEARL: (15 minutes) Closing an expository essay and review weaving

quotes

WORK TIME: (55 minutes) Students write their conclusions to their explanatory essay


CLOSING: (10 minutes) Review model text conclusion

HW: Read 10 minutes at home independently and write for one minute in reading

journals. Complete rough draftsBeginning to conclusion.


EQ:




STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (10 minutes): Vocabulary list 5no mentor sentence this weekfocus on


WRITING PEARL: (10 minutes) Review weaving quotes,citations, examine model text

again

WORK TIME: (60 minuntes) Get out your essays. Have a partner proofread and edit

the citations, giving suggestions. Have your neighbor “grade” it based on the rubric.

students work on editing their rough drafts after the peer reviews


CLOSING: (10 minutes) Review the rubric with students as they are preparing to write

their final copy.


journals. Begin writing final copy. These are dueNO EXCEPTIONSat the end of class

tomorrow.

Friday, November 20

EQ:




STANDARD(S):



Details, Syntax)



strategies.



each night.


WORD WORK: (20 minutes): Vocabulary test

WRITING PEARL: (10 minutes) Review over writing a source page

WORK TIME: (55 minutes) Students trade papers with a different partner from

yesterday and have them peer edit their paper. Pay particular attention to quotes and

citations. Be sure evidence is backing up what is being said. Finish final drafts of

essays and source page (due at the end of class today). IF students finish their

drafts, use part of the work time for Author’s Chair, especially in Honors Classes.


CLOSING: (5 minutes) Collect ALL essays.


journals. Do this each day over break.

Let the Circle Be Unbroken Unit Plan · Circle Be Unbroken go over and discuss their predictions...

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Transcript of Let the Circle Be Unbroken Unit Plan · Circle Be Unbroken go over and discuss their predictions...