CEI-PEA [Non-fiction Unit] Ms. Vier, Ms. Kim, Ms. Friedman English/Language Arts Grade Six Bronx Charter School for Excellence

Abstract: The focal point of this comprehensive, sixth grade EnglishLanguage Arts unit is non-fiction. The non-fiction unit includes: expository non-fiction passages, magazine article, biography, persuasive essay, documentary, and memoir. The unit commences with an introduction into non-fiction and the components of non-fiction, moves into a non-fiction article, biography, and concludes with a memoir. The content, formative, and summative assessments are derived from McDougal Littell’s Literature anthology, the novel Warriors Don’t Cry by Melba Pattillo Beals, and various other sources including the internet.

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Table of Contents Purpose ................................................................................................................................. 3 Goals and Objectives ........................................................................................................ 4 Modifications/ Differentiation ..................................................................................... 5 Learning Standards ....................................................................................................... 10 Assessment ....................................................................................................................... 10 Timeline ............................................................................................................................. 12 Lessons ............................................................................................................................... 17 Data ...................................................................................................................................... 29 Reflection ........................................................................................................................... 32 Blank Materials ............................................................................................................... 34 Work Examples ............................................................................................................... 72 Educational Resources ................................................................................................. 73

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Purpose Real World Connection How can the learning from this unit be applied in the student’s life? This sixth grade English Language Arts non-fiction unit plan is applied to students’ lives in the following manner:

Students embark upon a non-fiction journey exploring text features and text structures and learn how to quickly scan non-fiction articles for necessary information.

Students summarize information and compare and contrast information from magazine articles.

Students read and watch a variety of media in order to create a timeline with visuals of significant events leading up to the integration and make historical and personal connections.

Students compare and contrast the life of an African American during the 1950’s in the south to the life of an African American in the Bronx during 2012.

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Goals and Objectives See individual lesson plans for unit objectives.

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Modifications/ Differentiation

BCSE Middle School Lesson Plan Template Teacher: Ortiz, Vier, Kim, Friedman

Subject: ELA

Core Standards Standard(s) RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

Major Understanding(s) First person accounts can include facts as well an author’s own thoughts, feeling, and words. The same account written from another person may be different.

Vocabulary Civil War: 1861 - 1865 Separate but Equal: 1896 - 1954 NAACP: 1909 Brown v. Board of Education: 1954 Rosa 4. Parks: 1955 Little Rock Nine: 1957

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CEI-PEA Objective(s) 1. To motivate students to read the novel Warriors Don’t Cry by Melba Pattillo Beals. 2. To have scholars engage in before reading strategies: making connections, activating prior knowledge, focusing on important vocabulary, making predictions, and asking questions. Materials 1. Anticipation guide 2. Videos:

http://www.history.com/topics/black-codes/videos#legacy-of-the-civil-war

http://www.history.com/topics/black-codes/videos#brown-vs-board-of-education-separate-is-not-equal

http://www.history.com/videos/little-rock-9#little-rock-9 http://www.youtube.com/watch?v=MijCzE9Y1DI

3. Note taking worksheet 4. Visual timeline worksheet Motivation/Connection (The purpose, connection to experiences, or connection to a previous lesson 2-5 min.) Yesterday you completed a probable passage for Warriors Don’t Cry by Melba Pattillo Beals. Today you are going to watch a series of videos that led up to the setting of the novel. Direct Instruction: (Teacher explains and models correct responses, step-by-step procedure10 -15min.) Last year you read Roll of Thunder Hear My Cry. What time period in history did the novel take place during? Guided Answer: segregation

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CEI-PEA Yes there was a war that led up to segregation someone remind me of the war. Guided Answer: Civil War The Civil War was a war fought on American soil between the north (Union states) and the south (Confederate states). During the war Abraham Lincoln signed the Emancipation Proclamation and “freed the slaves”. Two years later the war ended and the Union states won. The period after the war was known as reconstruction because everything was being re-built. During this time amendments were passed to give blacks freedoms, but they were still not equal. Later on the south decided if the slaves were free then they would be “separate but equal” otherwise known as segregation. This is what we learned so far. The slide show we will watch today will review this and bring us up to the beginning of Warriors Don’t Cry. Guided Practice (Teacher works with scholars: 1. to have them demonstrate understanding of objective with assistance, 2. to allow scholars to show understanding individually or in groups, and 3. to re-teach through multiple intelligences. 10-25 min.) As you are watching the slide show you are going to take notes on each event. Make sure to note:

The name of the event. The date of the event. The setting of the event. Any other important information about the event.

Independent Work (Teacher provides activity and scholars complete tasks independently while teacher observes and informally assesses for understanding. 25-40min.)

Students will take notes from slide show on each event.

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CEI-PEA Students will then create a visual timeline about each event.

Below Level Scholars 1. Scaffolding 2. Graphic Organizers 3. Visuals 4. One-on-one support Above Level Scholars 1. Questioning 2. Text-to-text-connections 3. Text-to-world-connections Closure (Teacher elicits objective(s) from scholars to check for understanding. 5min) Tomorrow we will begin reading Warriors Don’t Cry. Assessment: (oral, exit slip, etc.) Visual Timeline Homework 1. Complete visual timeline. Bloom’s Taxonomy 6.Evaluative 5.Synthesis 4.Analysis 3.Application 2. Comprehension 1.Knowledge

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CEI-PEA Please use Bloom’s Taxonomy (above) as a guide for writing 4 scaffolded questions that you will use support your objective/major understanding. 1. What time period did Roll of Thunder, Hear My Cry take place? 2. How would you define segregation? 3. What major war led to the law separate but equal? 4. Why was Brown v The Board of Education a huge event in American history? 5. Identify the most significant event and support with proof?

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Learning Standards See individual lessons for learning standards.

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Assessment Throughout the course of study the students received both formative and summative assessments including: Informal

Observations Oral informal quizzes using Blooms taxonomy Do Nows Homework

Formal Grammar quizzes Reading quizzes Reading assessments Oral presentation Writing assessments

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Timeline

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CEI-PEA

Lessons Supplies In order to successfully instruct the content of this sixth grade English Language Arts nonfiction unit educators will need the following supplies: Curriculum

Class set of McDougal Littell’s Literature anthology that includes the following narratives: “SuperCroc” by Peter Winkler, “Spellbinder: The Life of Harry Houdini” by Tom Lalicki. “The Story of My Life” by Helen Keller, “Should Wild Animals Be Kept as Pets?” by The Humane Society.

Documentary Houdini: The Great Escape. Class set of the novel Warriors Don’t Cry by Melba Pattillo Beals. Internet access for a variety of media including visuals and

videos.

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CEI-PEA BCSE Middle School Unit Template

Teacher(s): Ortiz, Vier, Kim, Friedman Grade 6 Unit Title: Non-fiction

STAGE 1: DESIRED RESULTS Common Core Standards Reading Standards for Informational Text

• RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RI.6.2 Determine a 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.

• RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

• RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

• RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

• RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

• RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

• RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

• RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

English Language Arts Writing Standards

• WI.6.1 Write arguments to support claims with clear reasons and relevant evidence. o a. Introduce claim(s) and organize the reasons and evidence clearly. o b. Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text. o c. Use words, phrases, and clauses to clarify the relationships among claim(s)

and reasons. o d. Establish and maintain a formal style.

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CEI-PEA o e. Provide a concluding statement or section that follows from the argument

presented. • WI.6.4 Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• WI.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

• WI.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Understandings Students will understand that…

1. Fiction is fake and nonfiction text is factual and the two “feel” different when reading. Reading nonfiction is reading to learn new information. 2. Non-fiction texts have distinguishing text features and text structures. An author usually incorporates one main text structure, however he/she may incorporate others throughout the text. Knowing text structures assists in comprehension. 3. Good readers utilize active reading strategies before, during, and after reading. 4. Good readers make connections to text including: text-to-self, which aids in comprehension. 5. First person accounts can include facts as well an author’s own thoughts, feeling, and words. The same account written from another person may be different.

Essential Questions

1. How is reading fiction different than reading non-fiction? 2. What are the distinguishing characteristics of non-fiction?

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CEI-PEA 3. What strategies do active readers use to construct meaning from various non-fiction texts? 4. How can we learn to appreciate our similarities and differences through literature? 5. How do author’s points of view influence the way in which they convey their own experiences in literature?

Students will know…

Various non-fiction genres and be able to identify nonfiction texts.

Non-fiction reading habits. Text features such as titles, headings, subheadings, visuals,

captions, bolded/italicized, etc and words to understand and interpret information.

Text structures (question and answer, compare and contrast, problem and solution, chronological order) to understand and interpret information.

Steps for identifying and citing quotes for literal and inferential meaning.

Steps for identifying main idea and supporting details in a non-fiction text.

The definition of a theme and strategies/steps to identifying a theme.

Strategies/steps to locate important information in a text using skimming and scanning.

Strategies/steps to determine the relationship between two or more key individuals, events, ideas, or concepts based on specific information from text.

Strategies/steps to determine figurative language and literal meaning.

20

CEI-PEA Strategies/steps to determine author’s point of view in non-

fiction text. Strategies/steps to determine author’s purpose for writing non-

fiction. Historical events leading up to the integration of the Little Rock

Nine. Elements of a persuasive essay.

Students will be able to…

Identify characteristics of non-fiction texts. Determine various genres of non-fiction texts. Identify and apply active reading habits for reading nonfiction

texts. Use text features such as titles, headings, subheadings, visuals,

captions, bolded/italicized words to understand and interpret information.

Identify a variety of text structures (question and answer, compare and contrast, problem and solution, chronological order) to understand and interpret information.

Quote accurately from a text to make statements and draw inferences.

Identify and list main ideas and supporting details in a non-fiction text.

Select overall theme in non-fiction texts. Locate information in a text using skimming and scanning Determine and explain the relationship between two or more

key individuals, events, ideas, or concepts based on specific information from text.

Determine the literal and figurative meaning of words or phrases.

21

CEI-PEA Identify the author’s point of view in non-fiction text using

textual support. Identify author’s purpose for writing non-fiction text using

textual support to compare and contrast information from various sources.

Vocabulary Vocabulary Activities Students will define vocabulary word using context clues, match definitions with meanings, use vocabulary words in created and original sentences, write synonyms and antonyms of vocabulary words, and illustrate vocabulary words. Warriors Don’t Cry Memoir, segregation, integration, Civil War, separate but equal, Brown v. Board of Education, NAACP, Rosa Parks, Little Rock Nine, point of view, theme, protest, prejudice, racism, reluctantly, apprehensive, cowered, ominous, dignity, resentment “SuperCroc” (Magazine Article) Academic: Domain: expert, fossil, species, extinct, predator “The Story of My Life” Academic: consciousness, repentance, sensation, tangible, uncomprehending “Spellbinder The Life of Harry Houdini” Academic: certify, commence, devise, obstacle “Should Wild Animals Be Kept as Pets?” Academic: instinctive, unsuitable

22

CEI-PEA Domain: captivity, domesticate, Grammar 1. Parts of speech review including subjective, objective, possessive pronouns. 2. Complete subjects and predicates. 3. Compound sentences. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Warriors Don’t Cry

Students will read and watch a variety of media in order to create a timeline with visuals of significant events leading up to the integration of Central High school.

Students will identify a significant moment from the text, find a passage to memorize and orally present to the class.

Students will compare and contrast one author’s account of an event with another. Students will compare and contrast Melba Patillo Beal’s account with Elizabeth’s.

Huckaby’s account (former vice principal at Central High) by reading an excerpt of her book.

“SuperCroc” (magazine article)

Students will analyze and identify the various text features in article.

Students will analyze and identify the text structure of the article.

Students will identify the main idea and details of a section of text.

Students will rewrite the information using a different text structure.

23

CEI-PEA “The Story of My Life” (autobiography)

Authors often input their point of view into their writing. Other Evidence

Teacher observation Oral and/or written response to essential questions Oral and/or written response to comprehension questions Complete narratives elements chart Exit slips on focus skills and/or grammar rule Quiz on focus skills and/or grammar rule Oral Presentation Final assessments

Homework 1. Read text and answer comprehension questions 2. Complete narrative elements chart 3. Complete worksheets on focus skills, grammar rules, and vocabulary. Performance Tasks Warriors Don’t Cry

Students will read and watch a variety of media in order to create a timeline with visuals of significant events leading up to the integration of Central High school

Students will identify a significant moment from the text, find a passage to memorize and orally present to the class

Students will compare and contrast one author’s account of an event with another. Students will compare and contrast Melba Patillo Beals account with Elizabeth

Huckaby’s account (former vice principal at Central High) by reading an excerpt of her book.

24

CEI-PEA “SuperCroc” (magazine article)

Students will analyze and identify the various text features in article.

Students will analyze and identify the text structure of the article.

Students will identify the main idea and details of a section of text.

Students will rewrite the information using a different text structure.

“The Story of My Life” (autobiography)

Authors often input their point of view into their writing. Students will re-read autobiography and look for clues about

how Tom Lalicki felt about Harry Houdini and support with textual support.

Other Evidence

Teacher observation Oral and/or written response to essential questions Oral and/or written response to comprehension questions Complete narratives elements chart Exit slips on focus skills and/or grammar rule Quiz on focus skills and/or grammar rule Oral Presentation Final assessments

Homework 1. Read text and answer comprehension questions. 2. Complete narrative elements chart. 3. Complete worksheets on focus skills, grammar rules, and vocabulary.

25

CEI-PEA BCSE Middle School Lesson Plan Template

Teacher: Ortiz, Vier, Kim, Friedman Subject: ELA

Core Standards Standard(s)

• RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

Major Understanding(s) First person accounts can include facts as well an author’s own thoughts, feeling, and words. The same account written from another person may be different. Vocabulary

1. memoir (n): a story of a personal experience. 2. segregation (n): the separation or isolation of a race, class, or group 3. integration (n): acceptance of people from different groups as equals into society 4. prejudice (n): an opinion formed before knowing the facts 5. racism (n): hatred or intolerance of another race or other races.

Objective(s) Students will identify and define vocabulary for Warriors Don’t Cry by Melba Pattillo Beals. Materials 1. power point 2. binder 3. index cards

26

CEI-PEA Motivation/Connection (The purpose, connection to experiences, or connection to a previous lesson. 2-5 min.) In preparation for our first novel of sixth grade you are going to learn some new vocabulary words. Please take out your binders and open to the vocabulary section. Direct Instruction (Teacher explains and models correct responses, step-by-step procedure. 10 -15min.) Teacher will be in the front of the classroom by the Smart board.

1. Teacher will read vocabulary word aloud. 2. Students will repeat vocabulary word. 3. Teacher will give students the definition of the word.

Teacher will circulate around the classroom to check for understanding. Guided Practice (Teacher works with scholars: 1. to have them demonstrate understanding of objective with assistance, 2. to allow scholars to show understanding individually or in groups, and 3. to re-teach through multiple intelligences. 10-25 min.) With guidance students will try to determine the meaning of the words based on the usage in the sentence. Independent Work (Teacher provides activity and scholars complete tasks independently while teacher observes and informally assesses for understanding. 25-40min.)

Students will copy vocabulary word and sentence. Students will copy part of speech and definition.

Below Level Scholars 1. One-on-one support 2. Pacing 3. Visuals Above Level Scholars

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CEI-PEA 1. Questioning 2. Students will use context clues to determine the meaning of the word. 3. Students will use the context clues to determine the part of speech. Closure (Teacher elicits objective(s) from scholars to check for understanding. 5min)

Tomorrow we will begin reading Warriors Don’t Cry. Assessment (oral, exit slip, etc.) 1. Observational 2. Students will write one sentence using two vocabulary words Homework 1. Write vocabulary words on index cards: word on blank side and part of speech and definition on lined side Bloom’s Taxonomy

6.Evaluative 5.Synthesis 4.Analysis 3.Application 2. Comprehension 1.Knowledge

Please use Bloom’s Taxonomy (above) as a guide for writing 4 scaffolded questions that you will use support your objective/major understanding. 1. Describe a time you experienced or witnessed prejudice? 2. How would you define integration? 3. Is there time that segregation is acceptable? 4. True or false: a memoir is non-fiction? Explain why? 5. Identify a time that you have experienced some form of racism?

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CEI-PEA

Data The English Language Arts non-fiction unit was created for sixth grade students at the Bronx Charter School for Excellence. Location 1804 Holland Avenue Bronx NY 10462 www.bronxexcellence.org Administration Charlene Reid, Head of the School Jose Rivera, Director of Facilities & Operations Archie Crawford, Director of Development Ife Lenard, Dean of Students Middle School Tanya Ghans, Academic Dean of Middle School Sixth Grade English Language Arts Faculty Jennifer Ortiz, General Education Lili Kim, General Education Casey Vier, Special Education Hailey Friedman, Educational Associate Facts

Bronx Charter School for Excellence is a free, public charter school serving 440 scholars in grades K-7.

The Bronx Charter School for Excellence Middle School includes grades 5-7 and serves 158 scholars.

BCSE is the Highest Performing Charter School in New York State!

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CEI-PEA BCSE is ranked the 4th highest performing K-8 public school in New York State, which includes all traditional public schools and charter schools. It is also the ONLY school amond the top 5 that is not a gifted and talented or specialty school model, which rely on self-selection for admission. In 2009-2010, BCSE’s 5th graders achieved an 88% proficiency level in English Language Arts and a 96% proficiency in Math, far outperforming district schools and making the 5th grade class the highest-performing in New York City. BCSE’s challenging academic program is complemented by parent-driven initiatives, school-wide events, and an extensive extra-curricular offering that includes a partnership with the Alvin Ailey Dance Company – all of which work together to enrich the total child. Sixth Grade Demographics Total scholars: 50 Total male scholars: 27 Total female scholars: 23 Other languages spoken at home: Spanish and Bengali Scholars receiving special education services: 7 ELL Scholars: 1 Scholars who qualify for free and reduced lunches: 78.3%

30

CEI-PEA 2010-2011 State Test Results

2007-2011 ELA and Math Proficiency

31

CEI-PEA

Reflection At the Bronx Charter School for Excellence the English Language Arts block is ninety minutes and time is allotted for instruction in reading, grammar, and writing. In sixth grade, scholars focus on developing reading and writing strategies that will help him/her navigate through all levels of literary study. Additionally, the scholars have clear expectations on the school code of conduct, classroom procedures, instructional objectives, and homework policy. The environment largely contributes to the scholar learning in that scholars are aware of their expectations and strive to meet those expectations. Overall, the sixth grade scholars were excited to delve into the comprehensive non-fiction unit. During the intensive planning stages we focused on planning for a mixed, race general education class as well as an integrated classroom that includes students with disabilities. We were conscious of the population of scholars and their need for background knowledge especially pertaining to the memoir. We were deliberate in planning lessons and activities that incorporated graphic organizers, colorful visuals, audios, videos, and individual and cooperative, group work. During the planning stages, we centered on focus skills that directly linked to the common core standards as well as several essentials questions including: 1. How is reading fiction different than reading non-fiction? 2. What are the distinguishing characteristics of non-fiction? 3. What strategies do active readers use to construct meaning from various non-fiction texts? 4. How can we learn to appreciate our similarities and differences through literature? 5. How do author’s points of view influence the way in which they convey their own experiences in literature?

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CEI-PEA Throughout the unit we informally assessed the scholars on their understanding of the focus skills linked to the common core standards as well as the essential questions. At the end of the unit, the students were able to successfully understand and answer the essential questions. During the planning days, we planned for instruction, performance tasks, and both informal and formal assessments. However, due to time constraints and timing there were some plans that had to be altered or removed. Although the unit was well planned and executed there are a few changes we would incorporate in order to improve on the unit, instruction and overall student learning. We would incorporate even more group work that included heterogeneous groups and well as more performance assessments with a rubric for assessment.

33

CEI-PEA

Blank Materials This includes materials for the following sections:

Analyzing Visuals and Making Predictions Note-taking for Differentiated Instruction Lesson Plan Warriors Don’t Cry Timeline Warriors Don’t Cry Vocab Worksheet Rubrics for Assessment

For Warriors Don’t Cry timeline and vocabulary lesson plans, please see separate file for Powerpoint presentation slides. Additionally, please refer to the following exams for student practice:

New York State English Language Arts Test for Grade Six given on April 26-28, 2010.

New York State English Language Arts Test for Grade Six given on January 17-20, 2006.

34

26

Name ______________________________ Date ______________________________

BCSE Class ______________________________

Title ___________________________________ Author __________________________________

Genre ___________________________________ (proof) ____________________________________________________________

Before Reading: Analyzing Visuals and Making Predictions Directions: Read the question and accurately find the information and fill in the chart below.

Question

Answer

1.

Look through the text and write down all the text

features you see?

2.

Look at the visual on page 805. What information does

this poster provide about Houdini?

3.

Look at the visual on page 807. What is happening in

this photograph? Why did Harry Houdini choose to

perform the trick upside down?

4.

Using the text features, make a prediction about the

characters and/or setting.

I predict…

27

During Reading: Main Idea, details and chronological order

Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 804

Re-read lines 1-16.

What do these details

about vaudeville and

the Dime museums

help you understand

about Bess and Harry

Houdini.

28

Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 806

Re-read lines 31-38.

What main idea do the

details in these lines

support.

Additional question:

What other names did

Harry perform under?

List the next event.

Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 807

In what ways was

meeting Martin Beck

a life-changing

experience for

Houdini?

Additional question:

Was the

Metamorphasis escape

a trick or an illusion?

List the next event.

29

Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 808

Re-read lines 95-103

Explain what this

anecdote explains

about Houdini.

List the next two

events.

Section Question

Details Main Idea + Details

= Summary

Question

Entire text

Summarize entire text.

What would you say

is a major character

trait that contributed

to Houdini’s success?

30

Name ______________________________ Date ______________________________

BCSE Class ______________________________

Title Spellbinder: The Life of Harry Houdini Author Tom Lalicki

Genre biography (proof) this is non-fiction because it is written about the life of Harry Houdini by another person, Tom

Lalicki.

Before Reading: Analyzing Visuals and Making Predictions Directions: Read the question and accurately find the information and fill in the chart below.

Question

Answer

1.

Look through the text and write down all the text features you

see?

On pages 804 – 808 there is:

- title page 804, footnotes pages 804, 806, 807, and 808

- visuals pages 805 and 807

- captions page 804, 807

- bolded words

2.

Look at the visual on page 805. What information does this

poster provide about Houdini?

From the visual we learn the Harry Houdini was as young man from Europe

known as the World’s handcuff King and Prison Breaker. He must have

escaped from many handcuffs and dressed up while doing it.

3.

Look at the visual on page 807. What is happening in this

photograph? Why did Harry Houdini choose to perform the trick

upside down?

From the caption the reader learns Houdini is completing a straightjacket

escape. He probably did it upside down because it made it more difficult

and made people more interested (he is a performer). The more people

interested the bigger he would become.

4.

Using the text features, make a prediction about the characters

and/or setting.

I predict…that the setting is the 1800’s in the United States because the

caption of the picture on page 805 states that the poster was from a New

York collection. Also, I was spotted the word Massachusetts on page 806.

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During Reading: Main Idea, details and chronological order

Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 804

Re-read lines 1-16. What

do these details about

vaudeville and the Dime

museums help you

understand about Bess and

Harry Houdini.

- vaudeville was

entertaining in the 19th

century

- Harry and Bess Houdini

worked in hard for low

wages in Dime museums

IN the 19th

century

vaudeville was the number

one family entertainment.

However, there were also

Dime museums too that

had jugglers and

magicians. Harry and

Bess Houdini worked in

hard for low wages in

Dime museums

In 1894 Harry and Bess

Houdini were small scale

entertainers at Dime

Museums.

Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 806

Re-read lines 31-38.

What main idea do the

details in these lines

support.

Additional question:

What other names did

Harry perform under?

- Houdini performed

under many different

names but without

success

- People loved his

Metamorphosis

escape, but not his

card tricks

- He worked hard to

improve his act and

promote himself

Houdini had several

different performance

names, but the

Metamorphosis

escape was the most

popular. He worked

very hard at

improving his act and

promoting himself.

In 1895v Houdini let

audience members

handcuff him as part

of his Metamorphosis

escape act.

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Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 807

In what ways was meeting

Martin Beck a life-

changing experience for

Houdini?

Additional question:

Was the Metamorphosis

escape a trick or an

illusion?

- Houdini met Martin

Beck in 1899, while

performing in Minneapolis

- Beck wanted Houdini to

do certain acts in a top

vaudeville theater for

more money

- the offer changed

Houdini

Houdini met Martin Beck

in 1899, while performing

in Minneapolis. Meeting

him allowed Houdini to

work for a top vaudeville

show. It also allowed him

to perfect act.

Houdini met Martin Beck

in 1899, while performing

in Minneapolis.

Section Question

Details Main Idea + Details

= Summary

Chronological

Order

Page 808

Re-read lines 95-103

Explain what this

anecdote explains

about Houdini.

- Houdini improved the

Metamorphosis escape

- He had police certify

that his act was honest

- He still managed a

great escape from ten

handcuffs and one ankle

cuff

Harry Houdini

continued to improve

his act: the

Metamorphosis escape.

On July 13, 1899

Houdini went to a San

Francisco jail where

he was examined

before an act where he

escaped from ten sets

of hand cuffs and

ankle cuffs. He

wanted audiences to

know he was an

honest performer.

On July 13, 1899

Houdini went to a San

Francisco jail where

he was examined

before an act where he

escaped from ten sets

of hand cuffs and

ankle cuffs.

In April 1900, while

naked he escaped

from a jail cell in

Kentucky.

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Section Question

Details Main Idea + Details

= Summary

Question

Entire text

Summarize entire text.

Harry Houdini achieved

much success after hard

work and determination.

He worked his way up

in vaudeville from

working twenty shows a

day at Dime museums

to performing at the top

places. He perfected his

act the Metamorphosis

escape to become one of

the top performers.

What would you say

is a major character

trait that contributed

to Houdini’s success?

A major character trait

is determination.

Houdini never gave

up on himself, even

when he had to work

twenty shows a day

for low wages.

34

Name ______________________________ Date ____________________________

School _____________________________ Class ___________________________

Spellbinder: The Life of Harry Houdini by Tom Lalicki Assessment _____/ 32 points

Vocabulary (1 point each)

1. (A) (B) (C) (D)

2. (A) (B) (C) (D)

3. (A) (B) (C) (D)

4. (A) (B) (C) (D)

5. (A) (B) (C) (D)

6. (A) (B) (C) (D)

Comprehension (1 point)

7. (A) (B) (C) (D)

8. (A) (B) (C) (D)

9. (A) (B) (C) (D)

10. (A) (B) (C) (D)

11. (A) (B) (C) (D)

12. (A) (B) (C) (D)

13. (A) (B) (C) (D)

14. (A) (B) (C) (D)

15. (A) (B) (C) (D)

16. (A) (B) (C) (D)

Grammar (1 point)

17. (A) (B) (C) (D)

18. (A) (B) (C) (D)

19. (A) (B) (C) (D)

20. (A) (B) (C) (D)

Word Wall Words (1 point)

21. (A) (B) (C) (D)

22. (A) (B) (C) (D)

23. (A) (B) (C) (D)

24. (A) (B) (C) (D)

Focus Skill (1 point)

25. (A) (B) (C) (D)

26. (A) (B) (C) (D)

27. (A) (B) (C) (D)

28. (A) (B) (C) (D)

35

Short Response (2 points each)

29. Houdini was a great performer. Identify two ways Houdini took performing seriously. Support

your answer with details from the text.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

30. How are Harry Houdini and Scientist Paul Serino from Super Croc (page 848) similar? Support

your answer with details from the text.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

36

Name ______________________________ Date ____________________________

BCSE Class ___________________________

Spellbinder: The Life of Harry Houdini by Tom Lalicki Assessment _____/ 32 points

Vocabulary (1 point) Directions: Read each question and choose the best answer then write the letter on the answer

sheet.

1. For their jobs at the pool, Ignacio and Maria must _______________ they have taken a lifesaving

course.

A. trick

B. devise

C. certify

D. illusion

2. Which of the following words is not related in meaning to obstacle?

A. problem

B. barrier

C. block

D. clear

3. The castaways _______________ a method for telling time, using movements of the sun.

A. commence

B. devise

C. certify

D. obstacle

4. All are synonyms for illusion except?

A. certain

B. mirage

C. allusion

D. deception

5. Bird Appreciation Day will _______________ at the visitor center at dawn and end at dusk.

A. commence

B. devise

C. certify

D. obstacle

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6. Which word is opposite in meaning to trick?

A. cheat

B. deceive

C. honesty

D. con

Comprehension (1 point) Directions: Read each question and choose the best answer then write the letter on the answer

sheet.

7. What is the main setting of Spellbinder: The Life of Harry Houdini?

A. Hungary

B. Europe

C. United States

D. None of the above

8. This is an example of a biography because

A. It is a real life account written by another person.

B. It tells a fictional story to explain a man’s behavior.

C. It describes an historical event.

D. It is a fictional account written by another person.

9. This mostly takes place in

A. The 1700’s

B. The 1800’s

C. The Millennium

D. The seventeenth century

10. Houdini was once accused of

A. Stealing jackets

B. Writing false ads

C. Making too much money

D. Using keys to open handcuffs

11. Which detail supports the main idea that Houdini was confident of his talent?

A. Houdini met Martin Beck.

B. Houdini let the police handcuff him.

C. Houdini performed in Dime museums.

D. Houdini dropped his card tricks from the act.

38

12. Which of these occurred first?

A. The straightjacket trick flopped.

B. Houdini escaped from a jail cell.

C. Houdini was the “King of Cards.”

D. Houdini performed in an animal cage.

13. In addition to Metamorphosis, what was one of Houdini’s most popular tricks?

A. East Indian Needles

B. The Straightjacket Escape

C. Projea, the Wild Man

D. The Paper Tearing Act

14. Harry Houdini can best be described as

A. Cautious

B. Lazy

C. Hardworking

D. Careless

15. How does the author organize the text?

A. Events are described in the order they occurred.

B. A question is asked and details are given to answer it.

C. A problem is presented, and a solution is given.

D. A comparison is made between two performing arenas.

16. This text is mainly about

A. Harry Houdini’s marriage to his wife Beth Houdini

B. Martin Beck’s influence over Harry Houdini

C. Harry Houdini’s trick the Metamorphosis Escape

D. Harry Houdini’s career from Dime Museums to Vaudeville

Grammar (1 point) Directions: Read each question and choose the best answer then write the letter on the answer

sheet.

17. Identify the complete subject.

Large dragonflies dart around the pond.

A. Dragonflies

B. Large dragonflies

C. Pond

D. Dart around the pond

39

18. Identify the complete predicate.

Honeybees gather nectar in the flowers.

A. Gather nectar in the flowers

B. Honeybees

C. Honeybees gather

D. Gather

19. Identify the complete subject.

The chocolate chip cookie was covered with Ants.

A. Was covered with Ants

B. Chocolate chip cookie

C. Was covered

D. The chocolate chip cookie

20. Identify the complete predicate.

At the university Professor Miller studies plants.

A. Professor Miller

B. At the university Professor Miller

C. Studies plants

D. Plants

Word Wall Words (1 point) Directions: Read each sentence and choose the correct word.

21. Please _______________ this pot of my mother’s homemade chicken stew.

A. except

B. accept

22. All the class is going to The Museum of Natural History _______________ Drew.

A. except

B. accept

23. Harmony could not _______________ the difficulty of the job.

A. except

B. accept

24. The medicine will cure all of the symptoms _______________ dizziness.

A. except

B. accept

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Focus Skill (1 point)

25. This text is mainly about

A. Doughnuts are also known as Olykoeks.

B. How most people eat doughnuts.

C. The origins of doughnuts.

D. Captain Gregory made the doughnuts with holes.

Which of these statements best identifies how the information in this article is organized?

A. A question is asked and details are given to answer it.

B. A few important events are listed first followed by details.

C. An issue is stated and debated with valuable points in both sides.

D. An event happens and is followed up with what effects it had.

27. According to the article, what was most dangerous about the conditions under which the

Doughnut Girls worked?

A. They worked aboard a ship.

B. They worked near battlefields.

C. They used untested machines.

D. They used kettles of hot oil.

28. According to the article, Elizabeth Gregory improved doughnuts in the 1800s when she replaced

the uncooked center section with

A. Glaze

B. Jelly filling

C. Spices and nuts

D Leftover bread dough

44

Name _____________________________ Date ____________________________

School_____________________________ Class ____________________________

Timeline Note taking

Directions: While watching the videos take notes on each event below.

Event 1: _______________________________

Year of event: _______________________________

Information about event:

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

Event 2: _______________________________

Year of event: _______________________________

Information about event:

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

Event 3: _______________________________

Year of event: _______________________________

Information about event:

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

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Event 4: _______________________________

Year of event: _______________________________

Information about event:

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

Event 5: _______________________________

Year of event: _______________________________

Information about event:

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

Event 6: _______________________________

Year of event: _______________________________

Information about event:

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

! ________________________________________________________________________________________

46

Name _____________________________ Date ____________________________

School_____________________________ Class ____________________________

Warriors Don’t Cry Timeline

Directions: On the lines bellow fill in the timeline with the historical events from the civil rights movement that led up to integration

in schools. Draw a colorful, thoughtful picture to accompany each event.

_______________________________ _________________________________ ________________________________

_______________________________ __________________________________ _________________________________

_______________________________ __________________________________ _________________________________

_______________________________ __________________________________ _________________________________

Rosa Parks - 1955 Little Rock Nine - 1957 Separate but Equal - 1896 - 1954

Brown v. Board of Education - 1954 Civil War - 1861 - 1865 NAACP - 1909

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_______________________________ _________________________________ ________________________________

_______________________________ __________________________________ _________________________________

_______________________________ __________________________________ _________________________________

_______________________________ __________________________________ _________________________________

_______________________________ __________________________________ __________________________________

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52

Name _____________________________ Date _________________________

School_____________________________ Class _________________________

Warriors Don’t Cry by Melba Pattillo Beals Quiz I

Directions: Choose the best answer then write the letter on the line.

_____ 1. Warriors Don’t Cry is most like a:

A. Historical fiction novel because it has historical facts in a fictional setting.

B. Memoir because it is a small account of a Melba’s life.

C. Realistic fiction because the events could really happen.

D. Autobiography because Melba wrote the novel and she is the main protagonist.

_____2. Where does the narrative mostly take place?

A. Melba’s home at 1121 Cross Street

B. Dunbar Junior High

C. Little Rock, Arkansas

D. Cincinnati, Ohio

_____3. What is the main conflict in novel?

A. Melba wants to live in Cincinnati with her cousins, but Mother won’t let her.

B. Melba wants to integrate to Central High School, but she is met by angry mobs.

C. Melba was born with an infection and the white nurses didn’t come to her aid.

D. Melba was attacked by a white male.

_____ 4. Who was the Governor in 1987 during the Little Rock reunion?

A. Cuomo

B. Faubus

C. Eisenhower

D. Clinton

_____ 5. Which character influenced Melba to express herself in the form of writing?

A. Conrad

B. Mama

C. Papa

D. Grandma India

53

_____6. How many students were involved in the desegregation of Central High School?

A. 16

B. 8

C. 9

D. 7

_____ 7. Which best illustrates the point of view in the novel?

A. Third person

B. Third person limited

C. Third person omniscient

D. First person

_____8. Which character was tormented by a mob when trying to enter Central High School?

A. Ernest Green

B. Elizabeth Eckford

C. Gloria Ray

D. Minijean Brown

_____ 9. Which of the following is most important in Melba’s life?

A. Driving

B. Elvis Presley

C. Religion

D. NAACP

_____ 10. Which character opposed integration at Central High School the most?

A. Daisy Bates

B. Arkansas National Guard

C. Governor Faubus

D. President Eisenhower

54

Name _____________________________ Date _________________________

School_____________________________ Class _________________________

Warriors Don’t Cry by Melba Pattillo Beals Quiz II

Directions: Choose the best answer then write the letter on the line.

_____1. Which character said the following: “ ‘You’ll make this your last cry. You’re a

warrior on the battlefield for your Lord. God’s warriors don’t cry, ‘cause they trust

that he’s always by their side.’ ”

A. Grandma India

B. Melba

C. Mother

D. Conrad

_____ 2. Why did white Americans want to stop integration?

A. The were afraid of blacks and whites coming together.

B. They did not want to be considered equal to blacks.

C. They did not understand the African American culture

D. All of the above.

_____ 3. Why was President Eisenhower able to supersede the Arkansas National Guard with the

101st airborne troops?

A. Governor Faubus told President Eisenhower to remove the National troops

B. President Eisenhower has the right under the U.S. Constitution to enforce desegregation under

federal law

C. Judge Davies asked President Eisenhower for a favor

D. Melba prayed for President Eisenhower to help.

_____ 4. Which soldier from the 101st Airborne escorted Melba the most?

A. Link

B. Goggles

C. Danny

D. Sarge

_____ 5. Which adult in CHS showed Melba the most compassion?

A. Principal Jess Matthews

B. Mrs. Pickwick

C. The PE teacher

D. Mrs. Huckaby

55

_____ 6. Who did Grandma India tell Melba to read about and model her behavior after when

dealing with the attackers?

A. Gandhi

B. Martin Luther King

C. Abraham Lincoln

D. President Eisenhower

_____ 7. How was Melba writing a news article an example of foreshadowing?

A. It is foreshadowing because Melba attended CHS.

B. It is foreshadowing because Melba is integrating.

C. It is foreshadowing because Melba went on to become a reporter.

D. It is foreshadowing because Melba met Thurgood Marshall.

_____ 8. How does the protagonist change in the narrative?

A. At first she is careful, then she is reckless.

B. At first she is innocent, then she is wise.

C. At first she is angry, then joyous.

D. At first she is reckless, then she is calm.

_____ 9. How did Melba deal with the torture at CHS?

A. She complained to Danny.

B. She fought back.

C. She quietly prayed.

D. She laughed.

_____ 10. Which character helps Melba take her mind of integration?

A. Vince

B. Marsha

C. Danny

D. Minnijean

56

Name _____________________________ Date _________________________

School_____________________________ Class _________________________

Warriors Don’t Cry by Melba Pattillo Beals Final Assessment

Directions: Choose the best answer and write it on the answer sheet.

Narrative Elements (1 point each)

1. What is the setting of Warriors Don’t Cry?

A. 1950’s; northern city

B. 1960’s; southern city

C. 1960’s; northern city

D. 1950’s; southern city

2. Who is the main protagonist in the narrative?

A. Mama

B. Grandma India

C. Melba

D. Minnijean

3. This is an example of a memoir because

A. It is an account of a person’s life written by another person.

B. It is an account of a person’s life written in the past.

C. It is an account of a person’s entire life written by that person.

D. It is an account of part of a person’s life written by that person.

4. This novel is written in the first person point of view because

A. Conrad is in the novel.

B. Grandma tells Melba what to do in the story.

C. Melba tells her own story.

D. Another person tells the story.

5. What is the main conflict in the novel?

A. The Little Rock Nine attempt to segregate from white students at Central High.

B. Little Rock Nine attempt to integrate with white students at Central High

C. The Little Rock Nine are black and don’t fight with white students.

D. The Little Rock Nine want to meet Governor Faubus.

57

6. Who is the main antagonist in the narrative?

A. Judge Harry Robinson

B. Link

C. Governor Faubus

D. Marissa

7. Which of the following is a main event of the novel?

A. Melba moves to California to live with a white family after Central High closes.

B. Melba goes to church with her family.

C. Melba and her family live in the south.

D. Melba attended Horace Mann before Central High School.

8. Which of the following is a theme throughout the novel?

A. Crime Does Not Pay

B. Love Conquers All

C. Loss of Innocence

D. Man versus Nature

9. Which major historical event is part of the narrative?

A. Governor Faubus vs. President Eisenhower

B. Brown vs. The Board of Education

C. Arkansas School Board vs. The NAACP

D. The National Guard vs. The 101st National Airborne

Vocabulary (1 point each)

10. Which of the following words is a synonym for segregation?

A. admittance

B. exclusion

C. acceptance

D. integration

11. Which is an example of racism?

A. Link helping Melba.

B. Melba not being able to attend Central High School because of her race.

C. Danny defending Melba even though he was white.

D. Melba not being able to attend the wrestling match with Grandma India.

58

12. All of the following are antonyms for integration except

A. separation

B. segregation

C. division

D. join

13. All of the following are examples of prejudice except

A. The school denying Minnijean from entering the talent show without listening to her sing.

B. Governor Faubus not viewing the Little Rock Nine as equals.

C. The reporters looking Melba in the eye and interviewing her.

D. Link’s family letting go of his Nana when she was sick.

Comprehension (1 point each)

14. How did Melba cope with her daily experiences at Central High School?

A. She threatened to sue the school.

B. She used physical violence.

C. She complained to Conrad.

D. She used reverse psychology on them and thanked them.

15. What was the biggest challenge Melba faced at Central High?

A. Name calling and physical abuse

B. Paying attention in class

C. Making new friends

D. The homework

16. Where did Minnijean go after she left Central High?

A. Mississippi

B. Arkansas

C. New York

D. Connecticut

17. How did Link know when and where the events planned against Melba would take place?

A. He helped Andy run the meeting where they planned these events

B. His father made him go to the meetings where the events were planned

C. He heard his father on the phone talking with Andy's father

D. He was the leader of the attacks against the Little Rock Nine

59

18. Who was the first African American to graduate from Central High School?

A. Elizabeth Eckford

B. Melba Patillo-Beals

C. Ernest Green

D. Thurgood Marshall

19. Why were the Central High students threatening to kill the Little Rock Nine before the end of

the school year?

A. They didn't want any African Americans to graduate from Central High School

B. They wanted to teach the Little Rock Nine a lesson for trying to integrate

C. They didn't want the school's name to be ruined for accepting African Americans

D. They never threatened to kill the Little Rock Nine; Melba made this up

20. Where did Melba attend college and receive her bachelor’s degree?

A. San Francisco State University

B. Central High School

C. Albany University

D. Horace Mann

21. Why did Melba and the Little Rock Nine revisit Central High again in 1987?

A. It was the thirty-year anniversary.

B. It was a planned vacation.

C. They wanted to meet Governor Bill Clinton.

D. It was the twenty-first anniversary.

22. Melba grew up and became a

A. Mother

B. Wife

C. Journalist

D. All of the Above

23. How does the author organize the information in the novel?

A. She presents a question and gives details that answer it.

B. She compares a present situation with one from the past.

C. She presents an issue with similarities and differences.

D. She describes events in the order in which they happened

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24. How was Melba’s driving past Central High School with Grandma India an example of

foreshadowing?

A. It’s a hint about Melba’s fascination with Vince.

B. It is a hint about Melba’s enrollment in Central High School.

C. It’s a hint about Melba and Grandma India’s relationship.

D. It’s a hint about Melba writing a novel.

Main Events (1 point each) Directions: Place the following events in the order in which they occurred in the novel and

number them 1-6 (1 is the first event and 6 is the last event).

25. ______ Each student has a personal escort from the 101st Airborne Division.

26. ______ Andy and his friends see Melba, but a boy named Link helps her.

27. ______ On Wednesday, September 4, 1957 the Little Rock Nine attend Central High School

for the first time.

28. ______ Minnijean dumps chili on her attackers in the cafeteria and is suspended.

29. ______ Grandma India died from leukemia.

30. ______ Melba moves to California to live with the McCabe family and finish high school.

Grammar (1 point each) Directions: For questions 31-32 replace the subject with the appropriate pronoun.

31. Mrs. Brown thought the mathematics presentation was extremely interesting .

A. she

B. it

C. they

D. we

32. Kali and Susan drove to the Mark’s house last night.

A. his

B. he

C. they

D. them

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Directions: For questions 33-34 replace the noun receiving the action with the appropriate

pronoun.

33. Tomorrow, Millie, Sally, and I will go for a ride with my brother to the movies.

A. we

B. us

C. he

D. him

34. The tourists gave the gentleman operating the boat a twenty-dollar tip.

A. them

B. they

C. him

D. he

Focus Skill (1 point)

35. What is the main idea of this article?

A. Today’s windup toys are for children.

B. Windup toys function in complex ways.

C. Windup toys have developed and changed over time.

D. The most fantastic mechanical figures of all time were created by Jean-Pierre’s son Henri

Louis.

36. According to the article, the main difference between the original automatons

and the windup toys of today is that automatons were more

A. amusing

B. attractive

C. complicated

D. frightening

37. According to information in the article, the main reason the “era of automatons

is over” is because windup toys

A. have become electrical

B. have fewer moving parts

C. are now made only for children

D. are now produced by machines

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38. Which sentence best describes how the information in the article is organized?

A. Different types of automatons are grouped together and described.

B. A general description of automatons is given followed by specific examples.

C. Several problems regarding automatons are presented followed by their solutions.

D. The popularity of automatons is described followed by explanations for that popularity.

63

Short Response (2 points each)

Loss of innocence Sacrifices bring rewards Overcoming adversity

39. There are several themes in the novel Warriors Don’t Cry. Choose one theme from the list

above. Using examples and details from the novel, explain how the theme is displayed

throughout the novel.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

40. What is the meaning of the title, Warriors Don’t Cry? Use at least two details from the novel to

support your answer.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

64

Name ____________________________

Warriors Don’t Cry

Oral Presentation Rubric

Category 4 3 2 1

Prepared

Student

completely

memorized

material.

Student nearly

memorized all of

the material.

Student partially

memorized

material.

Student did not

memorize the

material.

Eye

Contact

Student

maintains eye

contact with the

audience.

Student mostly

maintains eye

contact with the

audience.

Student

occasionally

maintains eye

contact with the

audience.

Student makes

little or no eye

contact with the

audience.

Fluency

Student is well

paced with

excellent

pronunciation

of all words.

Student is

paced with a few

mispronunciations

of the words.

Student is

somewhat paced

with some

mispronunciations

of words.

Student is not

paced well and has

many

mispronunciations.

Movement

Student moves

around the

front well and

with gestures.

Student moves

around the front

well with a good

amount of

gestures.

Student moves

around the front

of the room

somewhat with

some gestures.

Student moves

around the room

minimally with

little or no

gestures

Speaking

Student speaks

to the audience

clearly, and

loudly.

Student speaks to

the audience

clearly and with a

mostly loud

voice.

Student speaks to

the audience

somewhat loud

and quietly.

Student speaks to

the audience lowly

and/or whispers.

65

Differentiation

“Spellbinder: The Life of Harry Houdini” by Tom Lalicki

Differentiation

Type

Specific

Modifications

Rationale Benefits

Instructional

presentation of

material

- heterogeneous

groups

- visuals

- one-on-one

support

- graphic organizers

- visuals

- extended time

- pull out if

necessary

- students can work

together

- meet students’

various learning

styles

- one student can

help another

scholar during the

task

- - students learn

best when

material meets

their learning style

Environment

- whole group

instruction in

classroom

- small group

instruction if necessary

- students receive

instruction in whole

group

- heterogeneous

groups

Time Demands

Reading block 45

minutes

- time is also allotted

for grammar and

writing

- teach more than one

content area during

instruction

- maintain student

focus

Behavior

Management

- stating objective

- positive

reinforcement

Content Material

- visuals

- literature

anthology

- graphic organizer

-

- meet students’

various learning styles

- students learn best

when material meets

their learning style

Tasks - pre reading picture

walk with partner

- active reading and

filling in organizer

- active reading

strategies

- students remember

material when they are

actively participating

Other

Above Level

- heterogeneous

groups

- Students will

make - text-to

self connections

- active reading

strategies

- students remember

material when they are

actively participating

66

Warriors Don’t Cry by Melba Pattillo Beals Visual Timeline

Differentiation

Type

Specific Modifications Rationale Benefits

Instructional

presentation of

material

- scaffolding

- graphic organizers

- visuals

- one-on-one support

- extended time

meet students’ various

learning styles

Environment

classroom

Time Demands

Reading block 45

minutes

- time is also allotted

for grammar and writing

- teach more than one

content area during

instruction

- maintain student

focus

Behavior

Management

- stating objective

- positive

reinforcement

-

Content Material

- visuals

- graphic organizer

- meet students’ various

learning styles

- students learn best

when material meets

their learning style

Tasks - To motivate

students to read the

novel

- To have scholars

engage in before

reading strategies:

making

connections,

activating prior

knowledge,

focusing on

important

vocabulary, making

predictions, and

asking questions.

Other

Above Level

- Text-to-text-

connections

- text-to-world-

connections

67

Warriors Don’t Cry by Melba Pattillo Beals Vocabulary

Differentiation

Type

Specific

Modifications

Rationale Benefits

Instructional

presentation of

material

- visuals

- one-on-one

support

- visuals

- extended time

- pull out if

necessary

- students can work

together

- meet students’

various learning

styles

- one student can

help another

scholar during the

task

- - students learn

best when

material meets

their learning style

Environment

- whole group

instruction in

classroom

- small group

instruction if necessary

- students receive

instruction in whole

group

- heterogeneous

groups

Time Demands

Reading block 45

minutes

- time is also allotted

for grammar and

writing

- teach more than one

content area during

instruction

- maintain student

focus

Behavior

Management

- stating objective

- positive

reinforcement

Content Material

- visuals

- meet students’

various learning styles

- students learn best

when material meets

their learning style

Tasks - actively participate

and filling in organizer

- active reading

strategies

- students remember

material when they are

actively participating

Other

Above Level

- Questioning

- Students will use

context clues to

determine the meaning

of the word.

- Students will use the

context clues to

determine the part of

speech.

- active reading

strategies

- students remember

material when they are

actively participating

CEI-PEA

71

CEI-PEA

Work Examples

72

CEI-PEA

Educational Resources Warriors Don’t Cry by Melba Pattillo Beals. McDougal Littell’s Literature Anthology

“SuperCroc” by Peter Winkler “Spellbinder: The Life of Harry Houdini” by Tom Lalicki “The Story of My Life” by Helen Keller “Should Wild Animals Be Kept as Pets?” by The Humane Society

Documentary Houdini: The Great Escape

73