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Module 2A: Unit 1: Lesson 15. Comparing Text Structures: To Kill a Mockingbird and “Those Winter Sundays” (Chapter 6 & 7 ). Agenda. Opening Engaging the Reader and Reviewing Learning Targets: Narrative Structure Chapter 6 (8 minutes) Work Time

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module 2a unit 1 lesson 15

Module 2A: Unit 1: Lesson 15

Comparing Text Structures: To Kill a Mockingbird and “Those Winter Sundays” (Chapter 6 & 7)

agenda
Agenda
  • Opening
    • Engaging the Reader and Reviewing Learning Targets: Narrative Structure Chapter 6 (8 minutes)
  • Work Time
    • Close Read of “Those Winter Sundays” (25 minutes)
    • Comparing and Contrasting Text Structures (10 minutes)
  • Closing and Assessment
    • Debrief Learning Targets and Preview Homework (2 minutes)
  • Homework
    • Complete a first read of Chapter 8. Take notes using the Structured Notes graphic organizer
materials
Materials
  • To Kill a Mockingbird (book; one per student)
  • Narrative Structure Chapter 6 graphic organizer (one per student)
  • “Those Winter Sundays” by Robert Hayden (one per student)
  • Close Reading “Those Winter Sundays” Note-catcher (one per student and one for teacher modeling)
  • Document camera
  • Close Reading “Those Winter Sundays” Note-catcher (for Teacher Reference)
  • Comparing and Contrasting Text Structures Note-catcher (one per student and one for modeling)
  • To Kill a Mockingbird Structured Notes Graphic Organizer, Chapter 8 (one per student)
  • To Kill a Mockingbird Supported Structured Notes Graphic Organizer, Chapter 8 (optional for students needing more support)
lesson vocabulary
Lesson Vocabulary
  • Commotion (54)
  • Malignant (55)
  • Pilgrimage (57)
  • Burdensome
  • Rendered (61)
opening engaging the reader and reviewing learning targets narrative structure chapter 6 8 minutes
Opening: Engaging the Reader and Reviewing Learning Targets: Narrative Structure Chapter 6 (8 minutes)
  • Take out your Structured Notes and copies of To Kill a Mockingbird
  • Distribute the Narrative Structure graphic organizer, Chapter 6 and complete it
  • You need to fill it out only for Chapter 6, not Chapter 7
  • You will not write the summary paragraph today; instead, you will use their graphic organizer to talk about the structure of the chapter.
  • Read the learning target aloud:
    • “I can compare and contrast the structure of Chapter 6 of To Kill a Mockingbird and ‘Those Winter Sundays.’”
  • The learning target is focused on a skill that is new to you, but it will build on what you have already done on narrative structure in previous lessons
work time close reading of those winter sundays 25 minutes
Work Time: Close Reading of “Those Winter Sundays” (25 minutes)
  • Meet with your selected Discussion Appointment partner
  • Distribute “Those Winter Sundays” and the Close Reading “Those Winter Sundays” Note-catcher
  • Read along silently while the poem is read aloud
  • Turn to your partner and reread the text aloud
  • Reread very quietly, because everyone else will be reading, too
  • When you have done that, read the poem silently and think hard as you are reading about what the poet seems to be saying
    • “What do you think the gist of this poem might be?”
  • Share your thoughts with your partner and take notes on your Note-catcher.
work time continued
Work Time Continued…
  • Share your answer
    • “The gist is that the narrator didn’t understand when he was a child that his father loved him.”
  • Revise and correct your own Note-catchers as well
  • Poets choose words the way composers of music choose notes—each and every one matters
  • Look at the vocabulary chart on your Note-catchers
  • Find each word and discuss with your partner to figure out what it might mean
  • Share your inferences and add correct meanings to the displayed Note-catcher
  • Clarify the meanings and write the actual meaning on the chart
work time continued1
Work Time Continued…
  • In addition to choosing words carefully, poets choose structure carefully—how they build the text
  • This poem has been built in stanzas
    • It has three stanzas, and these are the basic structure, or building blocks, of the poem
  • Draw the images that the author creates in each stanza
    • The third stanza has been broken into two parts: the first two lines and the last two lines.
  • Look at Question 4
  • Fill in the chart and think about how the poet uses the stanzas to develop the narrator and the father
work time continued2
Work Time Continued…
  • Share your inferences and add to the displayed Note-catcher
  • Continue to work with your partner on Questions 5 and 6
  • Share your ideas about Questions 5 and 6
  • Revise your own Note-catchers if necessary
  • “Those Winter Sundays” is saying about the Golden Rule.
  • Write that in the Class Consensus box on the displayed Note-catcher.
  • Add to or change it, depending on your ideas
work time comparing and contrasting text structures 10 minutes
Work Time: Comparing and Contrasting Text Structures (10 minutes)
  • Distribute the Comparing and Contrasting Text Structures Note-catcher
  • This Note-catcher asks you to think about how each text—“Those Winter Sundays” and Chapter 6 of To Kill a Mockingbird—uses text structure to help communicate something about the Golden Rule
  • Model how to use this graphic organizer and refer to the Close Reading Note-catcher the class just completed
  • Fill out your Note-catchers as we model
work time continued3
Work Time Continued…

Consider following these steps:

  • First, look to the Close Reading Note-catcher for how “Those Winter Sundays” relates to the Golden Rule
    • Fill that in
  • Look at the next box: We just looked at the text structure of the poem. It has three stanzas with four lines each. The last two lines are the narrator reflecting on his childhood
    • Add that to the Note-catcher
  • Lastly, look at the third box: The structure helps create the meaning because the first two stanzas show what the narrator’s father did to show his love for his son. The last two lines then show that the narrator did not appreciate all the things his father did for him. His father was following the Golden Rule, but the son didn’t know until later
work time continued4
Work Time Continued…
  • Look at your Narrative Structure Chapter 6 graphic organize
  • This organizer describes the structure and the meaning created by the end of the chapter, so you can use it to help you answer the questions
  • Work with your partner to use your Narrative Structure Chapter 6 graphic organizer to help you fill in the column on To Kill a Mockingbird Chapter 6
closing and assessment debrief learning targets and preview homework 2 minutes
Closing and Assessment: Debrief Learning Targets and Preview Homework (2 minutes)
  • Reread the learning target:
    • I can compare and contrast the structure of Chapter 6 of To Kill a Mockingbird and “Those Winter Sundays.”
  • Use Fist to Five to rate how confident you are that you have mastered that learning target
  • Distribute the Homework: To Kill a Mockingbird Structured Notes, Chapter 8
  • To Kill a Mockingbird Supported Structured Notes, Chapter 8
homework
Homework
  • Complete a first read of Chapter 8, using structured notes
  • Answer the focus question:
    • What is an example of the Golden Rule in this chapter?
    • Use the strongest evidence from the novel in your answer.