This unit is adapted from Andrew Clements' fun book and focuses on citing and inferring evidence, working through themes, understanding the progression of relationships in plot, discovering the meaning of vocabulary, and working through the importance of specific sections. This unit is developed in 5 different sections---go as fast or as slow as you want. Although this unit was specifically for reluctant middle school readers (limited English proficiency, lack of motivation, learning difficulties), this unit can easily be adapted for any classroom.
Ways to use this unit:
*whole class learning
*small group work
*class read aloud/follow up
*reluctant reader differentiation in classroom
Standards met in this unit:
CCSS ELA-Literacy-RL6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS ELA-Literacy-RL6.2: Determine a theme or central idea of the text and analyze its development over the course of the text; provide a summary of the text distinct from personal opinions or judgments.
Progress of Plot/ Relationships
CCSS ELA-Literacy-RL6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.
Meanings of words
CCSS ELA-Literacy-RL6.4: 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 mean and tone.
Importance of section
CCSS ELA-Literacy-RL6.5: 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.