In the Year of the Boar and Jackie Robinson by Bette Bao Lord
Literary Development Center
Mrs. Gilboa and Mrs. Gee
You will be keeping a Reader’s Journal. The entries will include as always your opinions, and your thoughts about the main ideas in the chapter and how those ideas play into the plot of the story. More importantly this time, the journal should include what the author wanted you to understand (not the vomit) about the characters, their relationships, and the problem. Support your thoughts and understandings with the events in the story.
March 21 Non-negotiable list for journals… Mrs. Gee will introduce the book and read pages 1-13 of Chapter 1. Homework: Finish reading pages 13-19 of Chapter 1 and journal.
March 22 Share journals. Mrs. Gilboa or Mrs. Gee will read as much of Chapter 2 as possible. Homework: Finish reading any of Chapter 2 that was not complete and journal.
March 23 Share. Mrs. Gilboa or Mrs. Gee will read some of Chapter 3. Homework: Finish Chapter 23 and journal.
March 24 Share. Mrs. Gilboa or Mrs. Gee will read to page 58 of Chapter 4. Homework Read the rest of Chapter 4 . Finish the reading and journal.
March 25 Share. Mrs. Gilboa or Mrs. Gee will read Chapter 5. Homework: Read Chapter 6 and a job you didn’t do on the 4th.
March 28 Share. . Ms. Gee or Mrs. Gilboa will read Chapter 7. Homework Chapter 8 and journal and journal.
March 29 Read Chapter 9 and journal. Homework: Finish the assignment.
March 30 Mrs. Gilboa or Ms. Gee will start Chapter 10. Homework Finish the reading and journal.
March 31 Read Chapter 11 and journal.
April 1 Mrs. Gilboa or Ms. Gee will read Chapter 12 and unpack the book.
Grading Rubric
1 assignment not complete; only plot; or story parts.
Performance hindered the reading of the writing.
2 Plot is evident; issues mentioned. Less than ¼ the lines had CUPS errors; all the other performance standards met.
3 Plot is evident; issues were discussed; pat Less than 1/10 of the lines had CUPS errors; all performance standards met.
4 UNIQUE issues and plot; Zero-1 CUPS errors all performance standards met.
The City of Ember, Jeanne DuPrau
Mrs. Gilboa and Mrs. Gee
Reader’s Reflection Journal—This journal is to tell your teachers what you think about what happened AND the plot. Use your Inside Story Words. Show your inside story.
January 18 Mrs. Gee will read the introduction and Chapter 1 and model check understanding. We will write “in the air” (and the s. b.) what the journal will sound like. Homework: Complete the reading for Chapter 1. Write a journal entry. Remember make me think what you think and feel about the story. Don’t tell me what I can read in the book.
January 19 “Fix-it”-- journal entry for Chapter 1 (So What {plot}? Storytelling? Reflecting?). Read Chapter 2. Use “check understanding while we read Chapter 2 Homework: Complete the reading for Chapter 2 and journal.
January 20 Journal opinions about events and so what does it have to do w/the plot (25 minutes). Read Chapter 3 Check Understanding. Homework Complete the reading for Chapter 3 and journal.
January 21 Literature group fix-(So What {plot}? Storytelling? Reflecting?) from Ch. 3 (15 min). Read Chapter 4 and check understanding. Homework: Be ready to journal in class (Grade).
January 24 Journal in class Ch. 4 (30 min). Homework Read and journal Chapter 5.
January 25 Discuss journal for chapter 5 in table conferences. Read chapter 6 and be ready to journal in class. GRADE
January 26 Journal chapter 6 and read 7 and journal for homework
January 27 Discuss Chapter 7. Read Chapter 8 and check understanding. Homework: Read Chapter 9 and be ready to journal
January 28 Journal chapter 9 (25 min). Read Chapter 10 and journal for homework.
Rubric
1 Plot of the reading is not clear and/or there is no voice to express opinions, thoughts, feelings and or questions. No effort to incorporate suggestions was evident.
2 Main ideas of the chapter are clear but not connected to the plot. The purpose of the journal was more about telling the events. The writers’ Voice (opinions, thoughts, feelings and/or questions) is about the vomit
3 The journal told the reader’s thoughts, opinions, ideas and feelings about the plot of the reading. There was not a retelling of the events. The voice used was appropriate to what was read.
4 The journal told the reader’s thoughts, opinions, ideas and feelings about the plot of the reading. There was not a retelling of the events. The voice used was appropriate to what was read. There is a unique quality to the journal.
Comprehension of Narrative Text: Fiction (Fantasy), Realistic Fiction / Read and Comprehend
ELA.5.10 Draw conclusions from the information presented by an author and evaluate how well
the author's purpose was achieved.
ELA.5.RC.B Ask literal, interpretive, evaluative, and universal questions of text (including judging
the internal consistency or logic of a text, i.e., asking, “Would this character do this? “Does this make
sense here?”).
ELA.5.RC.C Monitor and adjust comprehension (e.g., using background knowledge, creating
sensory images, rereading a portion aloud, generating questions).
ELA.5.2D Identify and explain the meaning of common idioms, adages, and other sayings.
ELA.5.12B Recognize exaggerated, contradictory, or misleading statements in text
ELA.5.RC.D Make inferences about text and use textual evidence to support understanding.
ELA.5.6A Describe (and/or sequence) incidents (including conflict) that advance the story or
novel, explaining how each incident gives rise to or foreshadows future events.
ELA.5.6B Explain the roles and functions of characters in various plots, including their
relationships and conflicts.
ELA.5.RC.E Summarize and paraphrase texts in ways that maintain meaning and logical order
within a text and across texts (or identify the best summary).
Mrs. Gilboa and Mrs. Gee
We will be assuming the role of the delegates attending the very long meeting of the Grand Convention held in May of 1787.
November 22. p. 7-15 Mrs. Gee will give background and read. We will talk about the meeting and who we are. Write home. Tell your family what’s your job as a delegate and what you think about the work you are about to take on?
November 23 p. 16-26 Mrs. Gee will continue reading about the conflicts the delegates are having in setting up the rules for the government. Write a letter to your best friend about the conflicts that came up in deciding the executive branch. Explain Mr. Madison’s idea that our job “was to make the best possible government, not simply to please the people.” HOMEWORK: Finish the letter to your confidant.
November 29 p. 28-37. Write a letter explaining what’s important about the three branches of government to someone back home. Explain how a bill is passed.
November 30 p. 38-44 Test: Name the three branches of government and tell something unique about each one. Explain how a bill is passed into law.
December 1 Test. Write a speech that will convince your state to ratify the Constitution.
December 2 Speeches
December 3 Speeches
Talking Earth, by Jean Craighead George
Mrs. Gilboa/Ms. Gee
Journal outline--
• What’s important? (vomit one event at a time; at least two)
• How do you know it’s important? (What does have to do with the plot?)
• So What? Perhaps…; Maybe….; might
• Opinions and Why (Yours and the characters’)
• Thoughts (I Noticed… I understand that…. I hoped….) See inside story words.
• Wonderings
October 11 Lost Dog Slough. The teacher will read some and you’ll read the rest. Write what you’re thinking following the outline above. Remember there’s more than one important event, but only one most important event. Follow the outline for each important event. Homework: complete the reading.
October 12 We will share what’s important and discuss how readers know which events are important. Do you have…? Read The Serpent. Remember that one event is not enough, but all the events are too many. Homework: Finish the reading and journal.
October 13 Reflect on the journals. Does your journal show that you are thinking about what’s important? Are you using the text? We will read Petang. Homework: Finish the reading and journal
October 14 Taking notes. NOTICE BILLIE WIND’S CHANGE! Mrs. Gee will have table talks while the class reads Swamp Talk to page 62-break). Take Notes. ( After reading, key words, 5 word phrases, use the outline to organize, not optional) Homework Complete the notes from pages 53-62 only. Not optional.
October 15 Finish reading Swamp Talk and taking notes. Be ready to use your notes the next class for a journal. Homework Finish reading and taking notes.
October 18 Assessment—Journal Swamp Talk using your notes and your book. Begin reading Cootchobee. Homework: finish reading Cootchobee and journal.
October 19 Mrs. Gee will read some of Swamp Rivals in class. Homework Finish reading and take notes. There will be an assessment next class.
October 20 Assessment Read The Mute One. Homework: Complete the reading and journal.
October 21 Read Oats and journal. Homework: Complete the reading and journal.
October So Spoke Burden and All of the Animals.
Rubric--
1 An event was chose without considering its importance to the plot. Answers were too brief to show the reader’s thinking about the main idea’s or the events’ relation or the plot.
2 Events were chosen because of their impact on the main idea. There was more than one important events discussed using the guidelines in the “Journal Outline”.
3 The events chosen helped further the plot (chapter’s main idea in relation to the ongoing story). The reader wrote about his/her thinking about the important events explaining personal opinions, characters’ opinions, the reader’s inferences and questions that further the story along.
4 The events chosen helped further the plot (chapter’s main idea in relation to the ongoing story). The reader wrote about his/her thinking about the important events explaining personal opinions, characters’ opinions, the reader’s inferences and questions that further the story along. There was a unique characteristic in the journal that added to the quality of the response.
