Module AttachmentsGrade 3, Quarter 4, 3-5 Weeks

Why Go? (Forced Journeys)Module Instructional Strategies

1.What is a Journey

Notice and Note Signposts: Contrasts and ContradictionsA sharp contrast between what we would expect and what we observe the character doing; behavior contradicts previous behavior or well- established patterns. Anchor Questions: Why would the character act or feel this way? How do the contrasts between characters help us understand them? How might contrasts between situations help us predict plot or conflict? Additional Information, Notice and Note Signposts for Close Reading

Again and AgainThis strategy includes events, images, or particular words that recur over a portion of the novel. Anchor Question: Why might the author bring this up again and again? Teach whole group by making an Anchor Poster for each signpost outlining the clues to look for and the questions to ask in order to find a Signpost* within a story. During the second reading of a text, instruct students to look for these clues in the story. Afterwards conduct a class discussion focusing on the Signposts Anchor Charts and Anchor Questions.

Close Reading Texts: The Pink Refrigerator, and the Signposts strategies: Contrasts & Contradictions and Again & AgainFirst Reading: Introduce the concept of “Journeys” through a class discussion differentiating physical journeys e.g. traveling, changing schools or moving; to personal journeys e.g. becoming a brother or sister, or learning to read. Allow time for students to think deeply and talk through their ideas with peers and, or whole group. Explain that in the story, The Pink Refrigerator, the main character Dodsworth experiences both kinds of journeys. Decide the journeys taken and label each journey as personal or forced. If the idea of one type of journey often causing the other has not yet come up, lead students into that type of analysis referring back to the text after reading or watching the video of the read aloud. Then, students write in their literature response journal or on a white board, which journeys they think were personal and which were physical. Finally, students share their writing with a partner, supporting their ideas with evidence from the text. Second Reading: Introduce the Signposts: Contrast and Contradictions and Again and Again whole group by making an Anchor Poster for each signpost to display in the room. For the second reading, instruct students to look for these clues in the story. Afterwards conduct a class discussion focusing on the Signposts Anchor Charts and Anchor Questions.

Think, Write, Pair ShareUsing the text, The Pink Refrigerator students respond to the following question, Which of Dodsworth’s journeys were personal and which was physical?

Reading Response JournalsIn their journals, students reflect and share personal journeys both literally and conceptually.

2. My Personal Journey

My Personal JourneyUse words, pictures and a visual representation to prepare and present one’s own life journey. Students depict their personal journeys visually using a Personal Journeys Map or Time Line.

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My Personal Journey Map

My Personal Journey Time Line

Module 3-7Comparing and contrasting stories

Literature Comparison ChartIdentify the culture, geographical location, causes of the forced journey, historical circumstances, and the effects on family and culture. After reading each text in modules 3-7, students collaboratively add details to the chart. Students draw a graphic organizer like the example below, or create their own visual representation of their learning. Notice and Note Signposts for Close Reading

In this unit only the Signposts Contrast and Contradiction and Again & Again are used. Further explanation of all of the Signposts from the Book Notice and Note, by Beers and Probst, are provided in the active link listed in the Resources.

Notice and Note Signposts (Literature Comparison Chart)

Signpost and Definitions Clues to the Signpost What Literary Element Helps Us Understand

Anchor Questions

Contrasts and ContradictionsA sharp contrast between what we would expect and what we observe the character doing; behavior contradicts previous behavior or well- established patterns. Also contrasts between characters or situations.

A character behaves or thinks in a way we don’t expect, or an element of a setting is something we would not expect

Character development Internal conflictThemeRelationship between setting and plot

Why would the character act or feel this way?How do the contrasts between characters help us understand them? How might contrasts between situations help us predict plot or conflict?

Again and Again*Events, images, or particular words that recur over a portion of the novel

A word is repeated, sometimes used in an odd way, over and over in the storyAn image reappears several times during the course of the

Plot SettingSymbolismThemeCharacter

Why might the author bring this up again and again?

ELA, Office of Curriculum Development© Page 2 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

3. Four Feet, Two Sandals, written by Karen Williams & Khadra Chayka

Read AloudFour Feet, Two Sandals, written by Karen Williams & Khadra Chayka

Partner /Paired Reading of the texts in modules 3-7

Close ReadingUse the texts, Four Feet, Two Sandals and the Signposts strategies: Contrasts & Contradictions, and Again & Again

ELA, Office of Curriculum Development© Page 3 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

Title Culture Geographical Location

Cause ofForced Journey

Historical Circumstance

Effects on Individual, Family &, or Culture

Four Feet, Two Sandals

Afghani Refugee camp in Pakistan

War War in Afghanistan

Loss of home, family members and country

Migrant Mennonites Journey between Mexico and Canada

Migrant work in Canada

Increased poverty in Mexico

Constantly moving from one place to another

Henry’s Freedom Box

African American Slaves

Journey between Virginia and Philadelphia

Freedom from slavery

Slavery Families being torn apart when members are soldInability to move, eat, drink or make any noise

My Freedom Trip Korean Journey between North and South Korea

Civil War between North and South Korea

Korean War Loss of family membersTraveling with a stranger and not a family member

4. Migrant, by Maxine Trottier

Close ReadingUse the text, Migrant and the Signposts strategies: Contrasts & Contradictions, and Again & Again

Partner /Paired Reading of the texts in modules 3-7

Literature Comparison ChartIdentify the culture, geographical location, causes of the forced journey, historical circumstances, and the effects on family and culture. After reading each text in modules 3-7, students collaboratively add details to the chart. Students draw a graphic organizer like the example below, or create their own visual representation of their learning. Notice and Note Signposts for Close Reading (example provided in modules 3-7)

5. Henry’s Freedom Box: A True Story From the Underground Railroad, by Ellen Levine

Close ReadingUse the text, Henry’s Freedom Box: A True Story From the Underground Railroad and the Signposts strategies: Contrasts & Contradictions, and Again & Again

Partner /Paired Reading of the texts in modules 3-7

Literature Comparison ChartIdentify the culture, geographical location, causes of the forced journey, historical circumstances, and the effects on family and culture. After reading each text in modules 3-7, students collaboratively add details to the chart. Students draw a graphic organizer like the example below, or create their own visual representation of their learning. Notice and Note Signposts for Close Reading (example provided in modules 3-7)

6. My Freedom Trip: A Child’s Escape from North Korea, by Frances Park & Ginger Park

Close ReadingUse the text, My Freedom Trip: A Child’s Escape from North Korea, and the Signposts strategies: Contrasts & Contradictions, and Again & Again

Partner /Paired Reading of the texts in modules 3-7

Literature Comparison ChartIdentify the culture, geographical location, causes of the forced journey, historical circumstances, and the effects on family and culture. After reading each text in modules 3-7, students collaboratively add details to the chart. Students draw a graphic organizer like the example below, or create their own visual representation of their learning. Notice and Note Signposts for Close Reading (example provided in modules 3-7)

7. Theme Comparison Graphic Organizer

Modeled ReadingUsing the text, Underground: Finding the Light to Freedom, focus students’ attention on the use of light and how it is used in the illustrations to depict mood and theme.

Partner /Paired Reading of the texts in modules 3-7

Theme Comparison Graphic OrganizerStudents write examples of similar circumstances experienced by the characters in previous stories read on quotes from Underground: Finding the Light to Freedom. The entries are examples of what could be written with the class after reading Underground: Finding the Light to Freedom. Examples have been excluded purposefully so that it can be used as an assessment.

ELA, Office of Curriculum Development© Page 4 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

Theme Comparison Graphic Organizer

ELA, Office of Curriculum Development© Page 5 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

ELA, Office of Curriculum Development© Page 6 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

Lit Study Titles Four Feet, Two Sandals Migrant Henry’s Freedom Box My Freedom Trip Current articles

Quote from story Underground: Finding the Light to Freedom

Example from Story Example from Story Example from Story Example from Story Example from Story

“The darkness.” Lina left with her family at night

Henry left the night before he would be missed at work and traveled in a wood crate

Soo and her father leave and travel at night

“The escape.” Lina and Faroza escaped war in Afghanistan after family members were killed

Soo and her father escaped to South Korea

“We are quiet” and “The fear”

Henry had to travel upside down afraid to move and he had to be silent when the 2 men on the ship turned and sat on the crate.

Soo and Mr. Haan “crouched in bushes not breathing.”, when the heard soldier’s footsteps.

“We run.” & “We Crawl”“We make new friends.” & “Others help.”

Lena and Faroza’s friendship

Anna’s family members all travel, and work together on the farms in Canada

James, Dr. Smith & William Johnson known as “Conductors and Station Masters” of the Underground Railroad.

Mr. Haan guided Soo and her father to South Korea

“Some don’t make it”

“We are almost there”

“Freedom. I am free. He is free. She is free. We are free.”

8. Today’s refugees, immigrants and migrant workers

NEWSELA InformationStudents can now go on to Newsela.com and set up an account as a student. The teacher should practice this first by signing up one of their students. Once a student has an account, they have full access to the site and articles and can search for articles using the key word refugees, immigrants and, or migrant workers. Students then select from a range of Lexile levels. With a free teachers account, teachers need to read the students writing before they submit and look at their comprehension score before they log out. The teacher is not able to access this information later with a free account. A second option is to select articles for students and print them for Close Reading and, or project the articles onto a white board.

Close ReadingAs a class, model the Close Reading Strategy using an article from Newsela.com. Close with a focus on stating an opinion based on their point of view about the article.

Literature Response JournalStudents write a response to the prompt and answer the text-dependent multiple-choice questions related to the article from Newsela.com. Using the article, students formulate an opinion about the topic including reasons to support their opinion.

Independent ReadingStudents select an article, based on interest and reading level, from Newsela.com to read and then respond to questions and a prompt based on the article.

9. Historical and Current events causing forced journeys inquiry project

Guided Inquiry ProjectThis unit focuses on Connection, Invitation, Tension, Investigation and Representation as an introduction to the Inquiry Cycle.1. Connection: Inquiry always begins with connections to the live experiences and understandings of learners. The role of the teacher is to immerse students in engagements that will allow them to explore their current understandings of the conceptual frame for the inquiry. Students will make connections between their own personal journeys and those endured by the characters in the stories and articles read throughout this unit.2. Invitation: Students are invited to expand their knowledge, experiences, and perspective in order to go beyond their current understandings. Teachers immerse student in a range of engagements that encourage their active engagement and increased knowledge of the inquiry focus. Throughout the unit, this is accomplished through the read alouds, partner reading, literature groups and NEWSELA articles.3. Tension: As students expend their understandings, tensions emerge that are significant and compelling to learners and that they want to investigate in greater depth. Teachers provide students with strategies and tools (literature journals & graphic organizers) for recording the questions and wonderings that emerge during invitations. This is accomplished throughout this unit by creating empathy for, and examining the multiple perspectives of the characters and people forced to make journeys due to historical and current events.4. Investigation: Students engage in in-depth research into the tensions that have become compelling to learners and that they want to investigate in greater depth. Teachers provide students with strategies and materials and organize themselves to find peers with whom they can collaborate throughout using the variety of student engagements throughout the unit.

Scholastic Leveled Bookroom Adoptions

Level L:Subway Mouse, The, Barbara ReidLevel M:Flat Stanley, Jeff BrownLevel N:

ELA, Office of Curriculum Development© Page 7 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

Sacajawea: Her True Story, Joyce MiltonLevel O:Apples to Oregon, Deborah HopkinsonComing to America: The Story of Immigration, Betsy MaestroLevel P:Tar Beach, Faith RinggoldLevel Q:Away West, Patricia McKissickCamping Trip That Changed America, The, Barb RosenstockFinding the Titanic, Robert D. BallardLaRue Across America: Postcards from the Vacation, Mark TeagueLevel R:Freedom Crossing, Margaret Goff ClarkMiracles on Maple Hill, Virginia SorensenTrail of Tears, The, Joseph BruchacLevel S:From the Mixed-Up Files of Mrs. Basil E. Frankweiler, E.L. Konigsburg

Level Title Author Genre ThemeL The Subway Mouse Barbara Reid Fiction Fantasy / AdventureM Flat Stanley Jeff Brown Fiction Fantasy / AdventureN Sacajawea: Her True Story Joyce Milton Biography US History / ExplorationO Apples to Oregon Deborah Hopkinson Historical Fiction US History / Westward MovementO Coming to America: The Story of

ImmigrationBetsy Maestro Informational US History / Immigration

P Tar Beach Faith Ringgold Fantasy Family / ImaginationQ Away West Patricia McKissick Historical Fiction Heading West for a New LifeQ Finding the Titanic Robert D. Ballard Informational Undersea Exploration / Historical

EventsQ LaRue Across America: Postcards From the

VacationMark Teague Fantasy Traveling Across America

Q The Camping Trip That Changed America Barb Rosenstock Informational US History / National ParksR Freedom Crossing Margaret Goff Clark Historical Fiction Underground Railroad / InjusticeR Miracles on Maple Hill Virginia Sorensen Realistic Fiction Adapting to moving , Growing and

changingR The Trail of Tears Joseph Bruchac Informational US History / Difficult JourneysS From the Mixed-Up Files of Mrs. Basil E.

FrankweilerE.L. Konigsburg Mystery Searching for clues / running away

ELA, Office of Curriculum Development© Page 8 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

The Inquiry Cycle

This unit focuses on Connection, Invitation, Tension, Investigation and Representation as an introduction to the Inquiry Cycle.

ELA, Office of Curriculum Development© Page 9 of 9These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students. Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

Authoring CycleConnection: Students will make connections between their own personal journeys and those endured by the characters in the stories and articles read throughout this unitInvitation: Through the read alouds, partner reading literature groups, and NEWSELA articles in this unitTension: This is accomplished throughout this unit by creating empathy for, and examining the multiple perspectives of, the characters and people forced to make journeys due to historical and current events.Investigation: Using information presented in literature, news articles, informational books and web pages, students engage in in-depth research into the tensions that have become compelling and that they want to investigate in greater depth.Representation: Group presentations to include a written, oral, and visual representation of their learning that integrates the use of technology