Students will use the Web 2.0 tool at glogster.com to create a book report, or the tool may be used to create a summary poster for a short story.

In this lesson students analyze the conclusion of a narrative in order to draft a conclusion for their narratives.

In this lesson, students read like a writer and analyze figurative language and the author’s word choice, meaning, and tone in Chapter 3 of Bud, Not Buddy.

In this lesson, students are introduced to “If,” a poem by Rudyard Kipling. They listen to an audio version of the poem while following along with their own text and then they discuss the differences between poetry and prose. Students focus in on a stanza, recording notices and wonders about structure, punctuation, and word choice.

In this lesson, students dig deeper into the meaning of the first stanza, with teacher questioning using the close reading guide.

In this lesson, students will do first and second reads of Stanza 2 from the poem “If ”. The purpose of these reads is to continue developing knowledge of poem structure with an emphasis on punctuation and for students to determine the meaning of unfamiliar words and phrases in a poem using context clues.

In this lesson, students dig deeper into interpreting the meaning of the second stanza of "If", with teacher questioning using the close reading guide.

In this lesson, students read the third stanza from the poem “If ” and continue to develop knowledge of the structure of the poem and the use of punctuation. A new word replacement vocabulary strategy is introduced to give students more options when working out the meaning of unfamiliar vocabulary.

In this lesson, students focus on the third stanza of the poem “If.” Students dig deeper into interpreting the meaning of the third stanza, with teacher questioning using the close reading guide. Students answer more of the questions independently in this lesson in preparation for the mid-unit assessment.

In this lesson, students complete the mid-unit assessment using the final stanza of the poem, which they haven’t yet worked with.

In this lesson, students examine modern voices of adversity expressed through different genres in preparation for sharing their own voice by writing a monologue.

In this lesson, students continue to build on the skills of citing evidence to analyze what is being expressed and using it to make inferences from concrete poems in Blue Lipstick and Technically, It’s Not My Fault.

In this lesson, students will close read, Part 2: “Hugo, the Lord’s Nephew”

In this lesson, students will close read, Part 2: “Taggot, the Blacksmith’s Daughter”

This lesson is the second of two parts in which students work in triads to do a close read of one of the four monologues selected for a Jigsaw presentation.

In this mid-unit assessment, students read the monologue “Pask, the Runaway” in Good Masters! Sweet Ladies! They are asked to determine the themes of adversity, identify and interpret figurative language, and consider how the author’s word choice affects tone and theme development. They will use graphic organizers identical to the ones they have been using to track theme and figurative language in previous lessons. Students are then asked a series of short constructed-response questions about word choice.

In this lesson, students build on their previous work on figurative language from Module 2.

This lesson begins to “gradually release” students to work more independently. They work in pairs without any teacher modeling to find the gist and then to analyze an excerpt of Dragonwings for point of view, figurative language, tone, and meaning.

In this lesson, students work in pairs without any teacher modeling to find the gist and to analyze an excerpt of Dragonwings for point of view, figurative language, tone, and meaning.

In this Mid-Unit 1 Assessment, students read a passage of Dragonwings and are asked to identify and interpret the figurative language in the passage.