In this lesson, students look closely at the new routine in which they examine “Bud’s Rules and Things.” Bud’s rules show up throughout the novel and offer students another insight into him as a character. Bud’s rules will provide a bridge connecting the novel to texts students will be reading in the second half of Unit 1 and in Unit 2.

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 continue using the Figurative Language in Bud, Not Buddy graphic organizer to analyze figurative language from the novel, now without any modeling or input from the teacher. This increased independence will help prepare them for the mid-unit assessment in Lesson 5.

In this mid-unit assessment, students re-read a passage of Bud, Not Buddy Chapter 5. They are asked to identify and interpret the figurative language in this passage using a graphic organizer identical to the one they have been using to track figurative language throughout the novel. Students are then asked a series of short constructed response questions about word choice.

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 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 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.

This is an end of unit assessment: Finding Evidence of Laurence Yep’s Perspective on Being Chinese in Dragonwings and Determining Connotative Language

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.

This lesson builds on the work completed in Lesson 7. Students complete the final column of their Crime in the Neighborhood graphic organizer.

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 triads without any teacher modeling to analyze an excerpt of Flush for point of view, figurative language, tone, and meaning.

This lesson is similar in structure to Lesson 3: students work in triads without any teacher modeling to analyze an excerpt of Flush for point of view, figurative language, tone, and meaning.

In this excerpt, thirteen-year-old Brian Robeson overcomes the initial hurdles of survival in the Canadian wilderness. As he wards off fears from his earlier encounter with a bear, Brian faces off with a porcupine in the dark of night. Realizing that self-pity would get him nowhere, Brian figures out how to use his hatchet and natural materials to start a fire. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.

This resource includes nonfiction two texts, a link to a video, and 13 text-dependent questions (including one optional constructed-response prompt for students). Also includes explanatory information for teachers regarding alignment to the CCSS.