Class Work, Formative Tasks, and Participation in Discussion
Unit Summative Writing Pieces
Literacy Assignments and Homework
Reading and Writing
S = SUBMITTED
M = MISSING/0
INC = INCOMPLETE
L = LATE
CCSS Rubrics-based Scores:
4 - Exemplary
(Exceeding the Standards)
3 - Proficient
(Meeting the Standards)
2 - Basic
(Approaching the Standards)
1 - Limited
(Far Below the Standards)
LANGUAGE ARTS UNIT: Dragonwings by Laurence Yep
READING CLOSELY AND WRITING TO LEARN:
POINT OF VIEW AND PERSPECTIVE
In this unit, students are involved in a study of how an author develops point of view and how an author’s perspective, based on his or her culture, is evident in his or her writing. Students will read Laurence Yep’s Dragonwings (870L), a high-interest novel about an eight-year-old boy from China who joins his father in San Francisco in the early 1900s. Students will also immerse themselves in the historical time period of the novel in order to comprehend the perspectives, attitudes, and socio-economic issues of the day.
Students also will read excerpts of Laurence Yep’s autobiography The Lost Garden in order to determine how his culture and his experiences shaped his perspective and how his perspective is evident in his novel Dragonwings.
Students will analyze how point of view and perspective are conveyed in excerpts of “Comprehending the Calamity,” a primary source account written by Emma Burke about her experiences of the 1906 San Francisco earthquake and fires.
Students will conduct research to gather factual information and eyewitness accounts about the 1906 San Francisco earthquake and fire in order to determine about how the earthquake and fires affected the people of San Francisco.
We are currently working on:
All About the Author: Laurence Yep
Close Reading and Annotating: Informational Articles
Providing specific TBDs; insightful analysis and explanation of accurate and specific TBDs
Point of View and Perspective
Author's Craft: Examining word choice and analyzing impact on meaning
Organization and Structure of articles and reading passages
Building Historical Background Information: Examining and Analyzing Historical Articles and Websites (Chinese Immigration)
Examining and Analyzing Primary Documents:Historical Photographs, Newspaper Articles, and Political Cartoons
Analyzing Plot Development and Conflicts
Examining, Analyzing, and Determining Changes in Perspectives and Points of View
Greek and Latin Root words
Analyzing Eyewitness Accounts: "Comprehending the Calamity"
HOMEWORK: May 17 and May 18
Reading Guide Chapter 9 Questions 11- 15 due 5/18
Reading Guide Questions 16-20 due by Friday, 5/19.
Please remember that you may always listen to the audio book after your first reading of the chapter to deepen your comprehension or clarify text-based details. The AUDIO links are below the websites.
Interesting Websites and Resources:
Laurence Yep Websites and Videos:
Museum Websites: Chinese Immigration
Dragonwings Audiobook Files:
Click on the Chapter to listen:
Dragonwings - Introduction
Dragonwings - Chapter 1
Dragonwings - Chapter 2
Dragonwings - Chapter 3
Dragonwings - Chapter 4
Dragonwings - Chapter 5
Dragonwings - Chapter 6
Dragonwings - Chapter 7
Dragonwings - Chapter 8
Dragonwings - Chapter 9
Dragonwings - Chapter 10
Dragonwings - Chapter 11
Dragonwings - Chapter 12
Dragonwings - Afterword
Vocabulary Acquisition and Word Study Websites::
Previous Unit of Study: Completed
The Lightning Thief:
From Past to Present:
Students will read Rick Riordan’s The Lightning Thief with a
focus on the elements of the archetypal hero’s journey and mythical allusions. Close reading of complex informational texts focus on themes and elements of mythology. As a whole class, students will closely read and engage in ongoing literary discussions to elaborate, support, and deepen comprehension. In addition, additional close reading of complex Greek myths alluded to in the novel will be analyzed and discussed in small groups to build expertise and prepare for discussion.
Students will continually develop their analytical and comparative writing and discussion skills as they respond to prompts, support claims, analyze character, conflict, and plot development, and provide supporting textual evidence in constructed responses. They will create a crosswalk between the archetypal “Hero’s Journey” and The Lightning Thief that connects informational to literary text.
End-of-Book Activities and Discussion
Chapters 13, 14, 15, 16, 17, 18, 19, 20, 21,22
Resources: After reading and annotating each chapter, you may listen to the Audio versions (LINKS below) This resource is offered to build listening and comprehension skills.
AUDIO LINKS BELOW:
Greek Myths: Not Just Long Ago
Theme: From Past to Present
Why do myths matter?
How do the beliefs, values, culture, and myths of Ancient Greece inspire and affect contemporary literature?
D'Aulaires' Book of Greek Myths:
Through close reading, writing, and discussion, students will analyze, compare, explain, and evaluate the purposes, elements, and themes of Greek mythology and determine their relevance to contemporary literature.
Objectives and Topics:
Reading Guide 1
D'Aulaires' Book of Greek Myths (Section 2):
"The Adventures of Perseus"
"Shrouded in Myth"
"Danaus, Perseus and the Gorgon"
We are building and enriching our
Comprehending Complex Text
Informational Articles and Myths:
Reading with Purpose
Close Reading Skills and Strategies:
Close Reading Symbols
Application of Power Words in Reading, Writing, and Discussion:
Interesting Websites and Resources:
The Lightning Thief:
Vocabulary Acquisition and Word Study: