1.
What is a Journey / Notice and Note Signposts: Contrasts and Contradictions
A 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 Again
This 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 & Again
First 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 Share
Using the text, The Pink Refrigerator students respond to the following question, Which of Dodsworth’s journeys were personal and which was physical?
Reading Response Journals
In their journals, students reflect and share personal journeys both literally and conceptually.
2. My Personal Journey / My Personal Journey
Use 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.
My Personal Journey Map
My Personal Journey Time Line
Module 3-7
Comparing and contrasting stories / Literature Comparison Chart
Identify 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 Contradictions
A 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 / Characterdevelopment Internal conflict
Theme
Relationship 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 andAgain*
Events, images, or particular words that recur over a portion of the novel / A word is repeated, sometimesused in an odd way, over and over in the story
An image reappears several times during the course of the book / Plot Setting
Symbolism
Theme
Character development Conflict / Why might the author bring this up again andagain?
Title / Culture / Geographical Location / Cause of
Forced 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 sold
Inability 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 members
Traveling with a stranger and not a family member
3. Four Feet, Two Sandals, written by Karen Williams & KhadraChayka / Read Aloud
Four Feet, Two Sandals, written by Karen Williams & KhadraChayka
Partner /Paired Reading of the texts in modules 3-7
Close Reading
Use the texts, Four Feet, Two Sandals and the Signposts strategies: Contrasts & Contradictions, and Again & Again
4. Migrant, by Maxine Trottier / Close Reading
Use the text, Migrant and the Signposts strategies: Contrasts & Contradictions, and Again & Again
Partner /Paired Reading of the texts in modules 3-7
Literature Comparison Chart
Identify 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 Reading
Use 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 Chart
Identify 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 Reading
Use 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 Chart
Identify 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 Reading
Using 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 Organizer
Students 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.
Theme Comparison Graphic Organizer
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 Information
Students 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 Reading
As 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 Journal
Students 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 Reading
Students select an article, based on interest and reading level, from Newsela.comto 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 Project
This 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 Reid
Level M:
Flat Stanley, Jeff Brown
Level N:
Sacajawea: Her True Story, Joyce Milton
Level O:
Apples to Oregon, Deborah Hopkinson
Coming to America: The Story of Immigration, Betsy Maestro
Level P:
Tar Beach, Faith Ringgold
Level Q:
Away West, Patricia McKissick
Camping Trip That Changed America, The, Barb Rosenstock
Finding the Titanic, Robert D. Ballard
LaRue Across America: Postcards from the Vacation, Mark Teague
Level R:
Freedom Crossing, Margaret Goff Clark
Miracles on Maple Hill, Virginia Sorensen
Trail of Tears, The, Joseph Bruchac
Level S:
From the Mixed-Up Files of Mrs. Basil E. Frankweiler, E.L. Konigsburg
Level / Title / Author / Genre / Theme
L / The Subway Mouse / Barbara Reid / Fiction / Fantasy / Adventure
M / Flat Stanley / Jeff Brown / Fiction / Fantasy / Adventure
N / Sacajawea: Her True Story / Joyce Milton / Biography / US History / Exploration
O / Apples to Oregon / Deborah Hopkinson / Historical Fiction / US History / Westward Movement
O / Coming to America: The Story of Immigration / Betsy Maestro / Informational / US History / Immigration
P / Tar Beach / Faith Ringgold / Fantasy / Family / Imagination
Q / Away West / Patricia McKissick / Historical Fiction / Heading West for a New Life
Q / Finding the Titanic / Robert D. Ballard / Informational / Undersea Exploration / Historical Events
Q / LaRue Across America: Postcards From the Vacation / Mark Teague / Fantasy / Traveling Across America
Q / The Camping Trip That Changed America / Barb Rosenstock / Informational / US History / National Parks
R / Freedom Crossing / Margaret Goff Clark / Historical Fiction / Underground Railroad / Injustice
R / Miracles on Maple Hill / Virginia Sorensen / Realistic Fiction / Adapting to moving , Growing and changing
R / The Trail of Tears / Joseph Bruchac / Informational / US History / Difficult Journeys
S / From the Mixed-Up Files of Mrs. Basil E. Frankweiler / E.L. Konigsburg / Mystery / Searching for clues / running away
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 1 of 8
These 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