Nicole A.

Polizzi

SRE Project

April 21, 2015

I. Introduction
A. Background Information
1. I will be teaching this unit to my two 6th grade heterogeneous classes of 27
students; Class A: 17 boys, 10 girls; Class B: 14 boys, 13 girls. The lesson was
implemented on April 13-April 17.
a. I see each class for 55 minutes five times a week, except on Wednesdays,
I see them for 45 minutes.
b. I have extra help sessions on Tuesday mornings before school in my
room. I usually have 7 9 kids present, both 6th and 7th grade. On
occasion, I will keep kids in and have lunch time sessions as well.
c. Additionally, I will utilize our reading resource teacher for the 6 th grade.
She does not currently push into my classroom but she has worked out a
schedule to aid my struggling readers during other times throughout the
day.
2. The text I chose is Roll of Thunder, Hear my Cry by Mildred Taylor.
a. The theme of this book continues our unit of study on diversity, racial
conflict, and maturity. The students have previously read The Cay by
Theodore Taylor and Tangerine by Edward Bloor along with various
shorts stories.
b. I have chosen this novel because of the following common core
standards:
i. CCSS.ELA-Literacy.RL.6.2
Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments.
ii. CCSS.ELA-Literacy.RL.6.4
Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze
the impact of a specific word choice on meaning and tone
iii. CCSS.ELA-Literacy.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits
into the overall structure of a text and contributes to the
development of the theme, setting, or plot.
iv. CCSS.ELA-Literacy.RL.6.6
Explain how an author develops the point of view of the narrator
or speaker in a text.
v. CCSS.ELA-Literacy.RL.6.10
By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity
 band proficiently, with scaffolding as needed at the high end of
the range.
3. Text complexity assessment:
a. Quantitative- This text is marked on the Lexile reading scale as 910,
meaning it is appropriate for ages 10-14. I have taught this novel in
previous years to my 6th graders. They complain about the slow start but
once they get past the introduction, they cannot put it down. I am going
to tier groups this year and have them read together, read silently or work
with me. Think alouds and close reading assignments will also be
utilized. This will assist with challenging passages and content. I chose to
teach this novel at the end of the year as it is more difficult and requires
more them to utilize skills they have learned throughout the year.
b. Qualitative- We have been studying the effects of racism beginning with
Theodore Taylors The Cay. The students also read The Watsons Go to
Birmingham by Christopher Paul Curtis last year in 5th grade.
Additionally, we have studied character maturity and self-discovery in
Tangerine by Edward Bloor.
i. The text is conventional; however some of the slang and dialect
may be hard to navigate for some of my students. I will have to
preview those items with them in class.
ii. For the background information, I am making a PowerPoint
presentation discussing the author, facts about Mississippi, the
Great Depression, the 15th Amendment and segregation. I will
also have a vocabulary preview each Monday when we begin
new chapters of the novel.
iii. Reader and Task- Because they have studied this theme in both
the 5th and 6th grade, they will be ready to cover it in class now.
In the past, the students have been very compassionate and
highly interested in the lives of the Logan children. They love
Cassies sassiness, Little Mans journey on staying perfectly
clean, Christopher-Johns even temperament and Staceys growth
into a man. They really feel for TJ, although not a very lovable
character; they realize at the end forgiveness and understanding
is important in maturity. The difficulty in this text lies within the
southern dialect, vocabulary words and chapter length. With
proper instruction beforehand, this will be alleviated.
B. Philosophical/Theoretical Rationale:
1. My theoretical rationale in the classroom is to motivate students, to guide them
to be independent and cooperative learners, and utilize technology to enhance
instruction.
a. Motivation By scaffolding reading instruction, the students at all levels
will feel successful with the text and assignments given in class. This
keeps students motivated. Also, by cooperative learning, the students
will learn from each other and stay more motivated rather than just
simply listening to me all class long.
 b. Independent and Cooperative Learning- I like to model a practice for the
kids before sending them out on their own. For example, close reading
during chapter 1 (see picture below). I will send a tier 3 group to do that
later in the novel and then they will present findings to the class. It is a
way to give them ownership of their learning. The students become
more independent when the start figuring out answers on their own.
Often times at the beginning of 6th grade year, they need much
reassurance from the teacher. By the end of the year, they are more
confident and independent. This is my goal for them by the end of the
year.
c. Technology- Technology is a wonderful tool used in the classroom to
enhance what you have taught. For example in this unit, the students
will be blogging their response journals from the reading assignments.
This blogging teaches them appropriate internet etiquette, while also
utilizing grace and courtesy with others online. This skill will benefit
them moving forward in their school careers as the internet has become
an essential tool for research, communication and learning. Here is the
site I created: http://mspsixthgrade.blogspot.com/2015/04/chapters-one-
and-two.html
II. Lesson Plan

A. Instructional Objectives:

After instruction, students will be able to identify and be assessed on the following:
theme, vocabulary (see below, on- going writing via blog, characterization (character
development), and plot elements (exposition, point of view, rising action, climax, falling
action and resolution).

These were taken from the NC SCOS,

(http://www.ncpublicschools.org/acre/standards/new-standards/)

Reading 6.2
Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments.
Reading 6.4
Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and
tone
Reading 6.5
Analyze how a particular sentence, chapter, scene, or stanza
fits into the overall) structure of a text and contributes to the
development of the theme, setting, or plot.
Reading 6.6
Explain how an author develops the point of view of the
narrator or speaker in a text.
 Reading 6.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the
high end of the range.

Writing 6.6
Use technology, including the Internet to produce and publish
writing and to interact and collaborate with others.

Writing 6.10

Write routinely over extended timeframes (time for research,

reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Language 6.4

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
Language 6.5
Demonstrate understanding of word relationships and nuances in
word meanings.

Materials: Students will be provided with novels from the library, internet will be utilized both in class
and at home, paper and pen will be provided by students and teacher, characterization charts provided by
teacher, white board will be provided by teacher, PowerPoint will be made by teacher, LadyBug to see a
close reading, and notes and questions will be generated by teacher and students.

B. B-D-A Phases-

1. Pre-reading (Before)- At the beginning of the novel, I plan on giving them

background information via PowerPoint slide show. I will print a slide page so
they may make notations throughout the presentation. They will learn about the
following: Mildred Taylor, The Great Depression, Segregation, the 15 th
Amendment, and pictures of various important elements from the novel that they
may encounter. Discussion will take place during the slide show as well as
questions. Then, they will also have a pre-reading writing assignment: Think
about what it would be like to be part of a large family. What is it like to start a
new school year? What about different groups in school, how are they treated?
Look at the cover of the novel, what do you think this could be about? What
inferences can you make from the picture? Read the back of the novel, what
questions might you have before you start reading? Students will share their
thoughts.
 a. Each Monday, I will give a vocabulary preview from the list of
prescribed words (see below). We will discuss as a class. The students
will pick the most challenging word for them and complete a word map
for the following day.

b. This should take no more than two days at the beginning of the novel,
otherwise, previewing a chapter, it should take approximately one class
period.

c. Please see below for reading schedule for the novel.

2. Reading (During): Each week will follow somewhat of the same format so
the students can get right to work and know what to expect each week.

Day one-receive schedule of reading assignments, blog

assignments, vocabulary and testing/project dates. I do this so
the students can better organize themselves with school events,
sport events and home events. I take time to help them
organize their planners and get everything written in. I also
post this on the internet via RenWeb so the parents are on the
same page.
At the beginning of the novel, students will receive their
novels and watch a close reading of me reading part of chapter
one.
a. I will hand character book marks out to my struggling
readers so they keep better track of all the characters in
the novel. Anyone is welcome to these book marks
but I really want my tier one students to use them.
b. The class will then be divided into reading groups.
This will be determined by reading level. I will have
three tiers: one, two and three. Tier one will work with
me and do ReQuests, and paired reading. They will
work on annotation of text and use characterization
charts; Tier two will do paired reading and SSR and
work on problem/solution chart and
comparison/contrast chart; Tier three will use SSR and
paired reading. They will additionally be responsible
for generating questions used for seminar.
Upon the start of week two, students will be responsible for
chapters one and two (whatever they have not completed in
class). The class will then have a seminar about the chapters
using questions, notes and charts generated throughout the
reading. Vocabulary for the new chapters will also be
previewed each Monday. They will then break up into groups
and read on (Tuesday/ Wednesday Friday).
3. Post-reading (After):
 After reading the assignment chapters, the students will gather each
Monday for a seminar utilizing questions generated by the students. They will
also share their finding regarding problem/solution chart, comparison/contrast
chart, characterization, vocabulary word maps with each other. I will also jump
in to add key points they may have glossed over in discussion such as use of
literary techniques like flashback, symbolism, and point-of-view. I will also do
more close readings at key points in the novel to help better highlight the theme
of the novel. These close readings will also assist in seminar discussions.

D. Assessment:

1. The students will be assessed several ways.

a. Seminar participation- this is counted as quiz grades each Monday. If a student is

absent, they will be required to take a written quiz upon their return. I chose seminar
as it student led and therefore giving them a chance to be independent from my
lectures. It teaches the kids grace, courtesy and public speaking skills. They may
utilize their notes from the previous weeks work. This was previewed in Chapter 10
of Vaca,Vaca & Mraz.

b. Response journals via blogging in Google Classroom

(http://mspsixthgrade.blogspot.com/2015/04/chapters-one-and-two.html). This will
be counted as a homework grade each Tuesday. Please see the attached document for
the questions. They will have the opportunity to again use grace and courtesy in
replying to their classmates various viewpoints regarding the novel. If the students
do not have a computer at home, they may utilize the computer in the back of my
room before school, during lunch, or after school. They may also use the computers
in the library. This was utilized in Chapter 9 of Vaca,Vaca & Mraz.

c. Word Maps for vocabulary words each Tuesday Students will be evaluated on
completion of a word map for the most challenging word for them each week. They
must present the word during the seminar.

d. At the end of the novel, students will have written test to complete. This will
determine how well they understood the novel and utilize their writing skills as they
will have a choice of 3 questions to answer out of five. Students must cite evidence
from the novel to build upon their answers.

e. They will then have a project making a Biopoem about one of the main characters
in the novel. This should reflect character changes throughout the book, as seen in
Chapter 9 of Vaca,Vaca & Mraz.

III. Reflection:
 A. SRE - I have always enjoyed teaching Roll of Thunder, Hear my Cry. I have made specific
changes this year as the children usually do comprehension questions with their chapter reading.
This can be helpful but monotonous. Sometimes the kids felt overwhelmed by the amount of
questions assigned and focused on that rather than the quality of the reading. With replacing
comprehension questions with seminar, I believe the students will learn more and take a more
active role in their learning throughout the novel as I have had great success with seminar
throughout the year. I am a bit worried about my Tier one kids as I dont want them to feel
singled out throughout the group reading. This is why I will have them do paired reading as well
and it will allow me to spend time with other groups in the class too. I will also have more
resources available to them as I have a resource teacher this year that I have never had before
now. Week one of the project was a great success. The tier one kids really enjoyed reading aloud
together and marking their book modeling my instruction on the close reading. The tier 2 kids
really liked the partner reading and presenting their findings with the problem/solution chart. The
tier 3 kids ran with it. Seminar was very successful today and they voted to keep it in place.

B. Implementation I do not expect any problems with implementation as I have done this in the
past. I have allowed ample time for the students to complete each section and have allowed them
to work in groups. The only problem that might arise is kids not completing their HW in time for
seminar, but they will have to sit out, finish their reading and then take a written quiz. Sometimes
when I am planning, I forget about school special events that go on. It is important for me to
remain flexible with my reading schedule. If we are delayed, I will indicate changes online via
RenWeb and in class to the reading schedule to help organize students. I find the organizational
component of the sixth grade is paramount as some students tend to struggle with this. In fact,
each summer I have a camp at school for rising 6 th graders to learn how to close read with their
summer reading and learn organizational skills before entering middle school. In the future, I
would like to apply this to more of my novel studies. I think it will make it easier on both the
students and myself.

**The timeline worked well with my class. I implemented the lesson April 13- 17. One class even
finished both chapters on Friday, April 17. Seminar ran smoothly and students were proud to take control
of their own lesson. I had one kid who said he was bored so I changed his group and he is happier and
more focused in class. All-in-all I plan on using this strategy next year and for summer school.

Sources:

Vaca, R., Vaca, J., & Mraz, M. (2014). Content Area Reading: Literacy and Learning
Across the Curriculum (11th ed., p. 504). Pearson.

K-12 STANDARDS, CURRICULUM AND INSTRUCTION. (n.d.). Retrieved April

2, 2015, from http://www.dpi.state.nc.us/curriculum/
Chapters 1-2

What were the night riders doing?

Why were the children afraid?
Why were the adults afraid?
What do you think will happen next?

Chapters 4-6

What questions do you have about the chapters you read today?
Remember Cassies anger at the way they were treated in Strawberry. Write
about why she was angry. Then write about a time when you were angry you
yourself were treated badly.

Chapters 7-9

Are the Logans prejudice?

Are the children more or less prejudice than their parents?
Were there any characters who did not do as the adults expected them to?
What do you think will happen next?

Chapters 10-12

Write in your log your reaction to the book. Ask: would you recommend this
book to a friend? Why or why not?
Write a letter to the Chairman of the School Board. Tell him how you think
the school system should be changed and why. If you think it might cost
more money, give him ideas on how the changes could be paid for.
If you were Jeremy Sims telling the story, how would it change?
Here is an example of part of a close reading I did in Chapter one on 4/14/15 in class. I used my Ladybug
software to project the text onto the SmartBoard.
Chapters 1 -2 Feigned Uncle Tomming

Meticulously Patronized Gravely

Exasperation Proprietors Pondered

Concession Chapters 5-6 Jovial

Admonished Moderate Sauntered

Mortgage Obnoxious Fallow

Frail Enveloping Shunned

Undaunted Spindly Chapters 9-10

Underhanded Teeming Persnickety

Tarpaulin Mercantile Caressed

Maverick Bland Rile

Gait Retaliated Premature

Ebony Audible Urgency

Lynched Dumbfounded Phenomenal

Lunged Revival

Chapters 3-4 Ominously Sweltering

Resiliency Warily Chapters 11-12

Donned Compassion

Embittered Chapter 7-8 Frenzied

Sodden Bewildered Grimacing

Conspiratorially Apprehensive Despicable

Maneuvered Interminable Vulnerability

Gloat Collateral Emerged

Furrowed Aristocracy Crescendo

Skittish Revenue

Verge Protrude
Due dates for Roll of Thunder, Hear my Cry unit - Polizzi

Wednesday, April 17 Word map for chapter vocabulary word is due

Monday, April 20 Chapters 1 and 2 must be read to participate in Seminar today in class

Tuesday, April 21 - Response journal is due for chapters one and two
http://mspsixthgrade.blogspot.com/2015/04/chapters-one-and-two.html

Monday, April 27- Chapters 3 - 6 must be read to participate in Seminar today in class

Tuesday, April 28 - Response Journal is due for chapters 3-6

Wednesday April 29- Two word maps due for chapters 3-6 today; be ready

to present to class

Monday, May 4- Chapters 7 9 must be read today to participate in Seminar today in class

Tuesday, May 5 - Chapter 7 - 9response journals due today; word maps due

Tuesday, May 12- Chapters 10 12 must be read to participate in seminar today in class

Wednesday, May 13 - In class review

Thursday, May 14 - Seminar on entire novel (serve as review for test)

Friday, May 15 Essay Test

Tuesday May 19 Bio Poem due