Redd 1 Laura Redd Dr. Cope - Kennesaw State...

Redd 1

Laura Redd

Dr Cope

English 3391

April 29 2003

Thematic Unit Plan

I would like to adopt a philosophy of literature education that based on the ideas

expressed by Nancie Atwell in her book In the Middle She introduces the concepts of the

reading and writing workshops that I plan to adapt for use in my middle school classroom In

her book she writes ldquoWhen we invite readersrsquo minds to meet writersrsquo books in our classrooms

we invite the messiness of human response - personal prejudices tastes habits experiences

(Atwell 30) I plan to follow Atwellrsquos advice to encourage students to read as much as possible

because ldquoresearch show(s) that sustained silent-reading programs boosted studentsrsquo fluency as

readersrdquo (31) She recommends that students be exposed to a variety of literature including

novels short stories biographies autobiographies history and poetry (34) She further states

that ldquoAs adults can turn to fiction for portrayals of the universalities of our condition so our

students can find their perspectives reflected and explored in a body of fiction of their own

books that can help them grow up and books that can help them love booksrdquo (36)

Middle school students are a special type of student as seen in her comment ldquoBy nature

young adolescents are volatile and social Our teaching can take advantage of this and help kids

find meaningful ways to channel their energies and social needsrdquo(Atwell 54) ldquoTwelve-

thirteen- and fourteen-year-olds in the middle of everything are especially in the middle of

changes- emotional physical psychological and intellectual Their sense of themselves the

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world and the relationship between the two is challenged every day by their own needs and by

the demands of new rolesrdquo (Atwell 55)

Literature for young adolescents should help them explore and understand the world in

which the find themselves According to Lukens and Cline pleasure should be the first function

of literature followed by understanding by exploring what it means to be human (1) They

write ldquoCharacteristic of young adults is the feeling of being different or unlike others and of

feeling isolated because of such feelings Literature shows human motives by giving glimpses

into the minds of the charactersrdquo (2) enabling the reader to explore their own responses to the

reading while coming to understand themselves and their place in the world

Middle school students are very social Young adults have a variety of needs the need to

belong the need to create new friendships the need to begin to think of themselves as members

of society the need to explore their feelings on such issues as race gender poverty and crime

the need to explore the social and cultural differences that they become aware of at this age and

the need to explore a variety of human relationships and cultural perspectives (Hynds T16) I

would like to help my students make these connections between the abstract and their own world

by the exploration of literature that is done in my classroom

Norton states

Multicultural literature is valuable to students who are members of racial or ethnic

minorities and to students who are not Through multicultural literature minority

students realize that they have a cultural heritage of which they can be proud and

recognize that their culture has made important contributions to the United States

and the world Pride in their heritage helps minority students improve their self-

concept and develop cultural pride (T22)

Redd 3

Learning about other cultures allows students to see that people belonging to other racial or

ethnic groups are real people with feelings emotions and needs similar to their own The

person is an individual not a stereotype (Norton T22)

According to the editors of Literature and Language ldquothe organization based on a theme

allows students to begin their study of literature with what they find most interesting - the

meaning of the selection and how it relates to them [hellip] Thematic groupings build broader

contexts in which to consider what is read (Applebee T4) Unit themes deal with specific aspects

that relate to a young personrsquos life Studying literature using unit themes permits students to

explore literature in ways that improve reader comprehension and enhance reader response The

students are able to investigate the literature selections through their own personal responses to

the literature (T4) Students build meaning by interacting with the text on a personal level

Because readers bring a wide range of prior knowledge and personal history to bear on their

reading student will respond in varying ways to the literature that they read Students should be

given time and opportunity to connect the reading that they do in class with their lives outside of

class (T15)

In order to enable students to connect the reading to their own lives the main theme of

the following thirty-day unit plan intended for use in a general level sixth grade language arts

classroom utilizing ninety-minute block schedule is ldquoA Need to Belong in a Multicultural

Worldrdquo There are several sub-themes within the Need to Belong theme challenges

commonalities communication and conflict Topics that can be discussed using the theme and

sub-themes include the sense of belonging to a family a peer group a school a community and

a country Commonalities that exist between people of different heritages challenges faced by

Redd 4

outsiders who try to adjust to a new situation communication between people and conflicts

faced by individuals and groups are topics that will be explored during the thirty-day unit

The literature that forms the basis of this unit comes from the sixth grade language arts

textbook The Language of Literature A majority of the short stories and poems selected come

from Unit Two based on the textbookrsquos theme ldquoThe Need to Belongrdquo ldquoThe Adoption of Albertrdquo

by Barbara Robinson (152) ldquoChinatownrdquo by Laurence Yep (170) ldquoOh Broom Get to Workrdquo by

Yoshiko Uchida (215) ldquoGrowing Painsrdquo by Jean Little (223) ldquoIt Seems I Test Peoplerdquo by James

Berry (223) ldquoNew Worldrdquo by N Scott Momaday (202) ldquoThe Quarrelrdquo by Eleanor Farjeon

(240) ldquoSomething Told the Wild Geeserdquo by Rachel Field (205) and ldquoStreet Corner Flightrdquo by

Norma Landa Flores (193)

The additional short stories and poems selected from other units in the textbook The

Language of Literature were chosen because of their applicability to the theme and sub-themes

of the thirty-day unit Both ldquoThe All-American Slurprdquo by Lensey Namioka (6) and ldquoThe White

Umbrellardquo by Gish Jen (414) involve Asian girls adapting to life in the United States ldquoThe

Summer of the Beautiful White Horserdquo by William Saroyan (292) tells the story of an Armenian

boy living in California with his extended family The poems ldquoThe 1strdquo by Lucille Clifton (552)

ldquoSame Songrdquo by Pat Mora (523) ldquoAncestorsrdquo by Dudley Randall (267) involve young people

trying to figure out where they belong in their community and within their history

Voices from the Fields Children of Migrant Farmworkers Tell Their Stories by S Beth

Atkin will be used as an additional source of poems and autobiographical short stories Several

poems from a book by Jane Medina My Name is Jorge on Both Sides of the River will be used

to help students appreciate a childrsquos view of being not only the new kid in school but also an

outsider who does not speak English well The poems will be used as the basis for class and

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group discussions on frustration change differences and acceptance Students will be asked

whether they have experienced any of the things expressed in the poems and how it made them

feel They will be asked to determine ways that they could help a new student feel more

comfortable in school or the community As a written assignment the students will be asked to

write a poem based on their own experiences as the ldquonew kidsrdquo in the middle school

Two novels will be used during the unit Esperanza Rising a historical novel by Pam

Munoz Ryan based on the early life of her grandmother and The Circuit an autobiographical

novel by Francisco Jimenez were chosen to compliment each other as well as to continue the

exposure to commonalities and differences exhibited by members of multicultural groups The

two novels will be compared and contrasted during the unit Mini-lessons will be presented on

topics such as prejudice stereotyping The Great Depression migrant workers schooling and

how frequent moves affect people Not only will the students be exposed to episodes of our

common history as Americans but also they will have the opportunity to discuss and reflect on

common issues that affect people throughout their lives

The challenges faced by the characters in Esperanza Rising include loss of a parent loss

of home and loss of a way of life The main character a Mexican girl must adapt to an entirely

new lifestyle as her circumstances in life are drastically altered Esperanza goes from being the

pampered daughter of a wealthy landowner to a disposed migrant worker in the California fields

during the years of the Great Depression Esperanza Rising will be presented as a read-aloud

novel that the teacher will read to the class for approximately twenty minutes per day on a nearly

daily basis for approximately seventeen days The novel is told from the point of view of a

thirteen-year old girl I felt that the boys in the classroom would be more accepting of the story if

it were presented as a read-aloud novel rather than as a novel to be read in common

Redd 6

The Circuit is an autobiographical novel that is composed of twelve chapters that can be

taught as individual short stories The author Francisco Jimenez who entered California as an

illegal immigrant in the 1940s tells the story of his childhood Known to his family as Panchito

he travels with his family between farms as they seek work as migrant farm laborers He

struggles to learn English and learn in school as his family moves frequently and he attends

school for only part of each school year Although there are similar circumstances in The Circuit

and Esperanza Rising I felt that the male students would be more accepting of the story told

from a boyrsquos point of view therefore I chose The Circuit to be read and studied in common

Two films on videocassette will be used during the unit to continue the study of issues

raised by the unit theme how members of the dominant society and members of a minority

group find commonalities between themselves Maintaining onersquos values and defending onersquos

beliefs in the face of antagonism from others are important issues in the two films The first

film Roll of Thunder Hear My Cry based on a novel of the same name by Mildred Taylor will

be shown over a two-day period early in the unit Because there are so many novels that can be

studied as part of this unit I decided that using a few days to view a film rather than spending

several weeks reading the novel in common made better use of the time permitted during the

unit Developing respect for others who are different from us is one of the topics that will be

discussed as part of the study of the film The second film Friendshiprsquos Field produced by

Features Films For Families continues the discussion of the condition and treatment of migrant

workers in the 1960s in the United States The students will be asked to compare and contrast

characters in the film with characters in The Circuit and Esperanza Rising

The students will be given a syllabus at the beginning of the unit Prior to each class

meeting the student will be asked to read the assignment outside of class Because it is

Redd 7

recognized that not all students will do the assignment or have the ability to read the assignment

time will be given at the start of each class period for students to read or re-read the daily

assignment For students who have difficulty with reading audiocassette tapes will be available

for studentsrsquo use during class time When poems are studied the teacher will read the poem

aloud to the students the students will then read the poem silently and then pairs of students will

read the poem to each other Esperanza Rising will be read as a read-aloud novel Each student

will read The Circuit silently although an audiotape will be available for any students who need

to use the tape as they read the text

As part of the study of the unit a number of mini-lessons will be presented on such topics

as types of poetry figurative language elements of the short story the historical novel the

autobiographical novel book awards and author biographies The students will be required to

maintain both a reading log in which they document all independent reading done throughout the

unit as well as a response journal The entries in the response journal will reflect two types of

responses - the students ldquoconnectionrdquo with the reading and answers to specific questions that will

be assigned The journals will be collected on a periodic basis for review There will be a

number of written exercises that the students must complete on an individual or group basis

including a group exercise to create newspaper article based on Roll of Thunder Hear My Cry

a pair activity that involves an Internet search for information on book awards an individual

book jacket project for The Circuit a group comparecontrast activity involving the two novels

and Friendshiprsquos Field an individual postcard assignment and the individual ABR A number

of poems from My Name is Jorge on Both Sides of the River will be studied and will be the basis

for an assignment for each student to write a poem about himself or herself as a ldquonew kidrdquo in the

middle school environment The discussions groups will create a collage and complete a written

Redd 8

assignment based on the entire thirty-day unit that will be due on Day 30 of the unit A series

of K-W-L (What do you know What do you want to know What did you learn) activities will

be conducted during the first half of the unit to help the students develop a sense of important

concepts as they study the short stories and poems A small unit quiz will be given midway

through the unit to assess the readings from the textbook Because middle school students have

lots of energy and are very social they need language arts activities that allow them to get up

from their desks to interact with other students and to experiment with a variety of learning

techniques Therefore a number of strategies will be used during the thirty-day unit that will

permit the students to interact with each other during the ninety-minute block class period This

will include the use of discussion circles and permitting students to get up out of their desks as

part of their learning process

The typical middle school classroom contains students with a range of reading ability

including students who are not proficient at reading English These students may have difficulty

comprehending what they read and expressing their ideas Therefore a range of activities and

strategies will be used during the unit to encourage the diverse student population to engage in

the study of literature Such techniques as brainstorming and cooperative learning will be used

integrate students into classroom and group activities Cooperative learning will permit students

of a variety of skills and abilities to interact to complete assignments The students will

complete a variety of assignments that are not based only on the assigned reading including

Internet exercises and activities on the videos

The class will be conducted in a variety of ways At times the class will participate in an

activity andor discussion as an entirety The students will also be divided into discussion circle

groups composed of four students each Some class activities will be conducted using the

Redd 9

assigned discussion circle group while others will require students to pair up to complete an

activity Students will complete assignments on an individual pair and group basis

The students will be required to read novels as part of this unit independent reading

times will be set aside for thirty to forty-five minutes every Friday In addition students will be

required to read for at least one hour per week outside of class Any student who complete his or

her work each class period will be required to work on other language arts assignments or read

from an independent reading selection Each student will be required to maintain a reading log

in which he or she records all reading materials and times including independent reading done

during class time The reading logs will be turned in for review three times during the unit

The students will be required to select a book for their independent reading from a list of

books that reflect the theme andor sub-themes of the thirty-day unit Not every book includes a

multicultural theme but each deals with issues faced by young adolescents at some point in their

lives Each student will present an Alternative Book Report (ABR) during the last five days of

the unit with approximately five to six students presenting ABRs each of those days The ABR

will involve an oral presentation lasting no longer than four minutes A handout involving the

requirements for the ABR will be distributed and discusses early in the unit and reviewed as the

unit progresses Students will be assigned days for their ABR presentation at about midway

through the unit so that they know when they will be presenting Any student who has difficulty

reading will be assisted in choosing a novel that is commensurate with the studentrsquos reading

ability and if possible a novel that is available as a Book on Tape will be recommended

Teacher and student assistance will be given to students in completing the requirements for the

ABR If the student uses the audiocassette for hisher ABR book he or she will be required to

read along in the novel as the students listens to the tape using a tape recorder with headphones

Redd 10

Any student who completes his independent reading selection prior to the end of the unit will be

required to choose another book of his or her own choice for independent reading times An

ABR is not required for any additional book(s) the student may read during the unit A list of the

independent reading list is attached

The following is a list of the Quality Core Curriculum Standards (QCCs) that will be

used during the 30-day unit and an explanation of how they will be practiced within the unit

(QCC Standards amp Resources) Although written activities are also included throughout the

thirty-day unit the applicable QCCs are not presented here

QCC 614 Standard Follows oral directions and asks questions for clarification Giving

directions to the students verbally and having a student volunteer repeat and explain the oral

directions will meet this standard The students will be asked what questions they have

regarding oral directions and they will be monitored for compliance with the directions

QCC 620 Standard Listens and responds to literature presented orally The students will

listen to poems read aloud as part of each poetry lesson The teacher will read the poem aloud to

the entire class followed by paired students reading the poem aloud to each other The novel

Esperanza Rising by Pam Munoz Ryan will be read for approximately twenty minutes per day at

the end of most class period for during the 30-day unit Seventeen class periods have been

allotted to this activity The students will be asked to respond to the literature that is presented

orally Some students will make use of audiotapes of the selected readings but they will be

required to read along in the written text as they listen to the audiotape

QCC 621 Standard Evaluates messages and effects of mass media (newspaper television

radio film and periodicals) The students will be shown two films on video during the course

of the 30-day unit Roll of Thunder Hear my Cry and Friendshiprsquos Field They will be required

Redd 11

to prepare a newspaper article documenting an episode from the first film As part of the

exercise the types of articles will be evaluated for message and effect Students will complete

an exercise involving articles found on the Internet

QCC 622 Standard Recognizes various forms of literature (short stories novels epics

poems dramas essays and myths) The students will read and listen to short stories and

poems included in their literature textbook The Language of Literature as well as poems from

My Name is Jorge on Both Sides of the River by Jane Medina Esperanza Rising by Pam Munoz

Ryan will be used as a read-aloud historical novel while The Circuit by Francisco Jimenez is an

autobiographical novel all students will read Each chapter in The Circuit can be used as an

independent short story

QCC 623 Standard Responds to literal inferential and critical questions about literature

The students will demonstrate this standard through group and class discussions answering

questions in their response journals by completing their written assignments and group projects

throughout the 30-day unit The students will be assessed by a unit quiz and several individual

projects

QCC 624 Standard Identifies literary elements and techniques such as plot setting

theme characters characterization conflict figurative language and point of view This

standard will be met through class and group discussions and the unit quiz

QCC 625 Standard Recognizes common elements of poetry (rhyme rhythm stanza and

figurative language) Poetry from the textbook will be read and discussed during class

Students will be asked to identify common elements of poetry as part of class and group

discussions The unit quiz will assess student understanding of the common elements of poetry

Redd 12

Students will be asked to write a poem about themselves as one of the written assignments

during the thirty-day unit

QCC 626 Standard Experiences traditional and contemporary literature through a

variety of media The students will see the film production of Mildred Taylorrsquos novel Roll of

Thunder Hear My Cry Esperanza Rising will be used as a read-aloud novel The Circuit will

be available on audiocassette for students who wish to listen to it as they read along Short

stories from the textbook are available on audiocassette for students to listen to on an individual

basis

QCC 627 Standard Recognizes writerrsquos purpose in fiction and nonfiction This standard

will be met by student involvement in class and group discussions and will be assessed on the

unit quiz

QCC 628 Standard Recognizes cultures and values represented in literature Students will

participate in the 30-day unit which is based on multiculturalism The selections for reading and

viewing incorporate a number of ethnic groups and cultures Students will complete several

written assignments dealing with cultural issues and values represented in the reading selections

QCC 629 Standard Recognizes that literature reflects human experiences Group and

class discussions will focus on this standard The literature selections for the unit demonstrate

the common human experience Students will have several assignments that deal with the

common elements that are exhibited in the literature

QCC 630 Standard Responds creatively to literature (drama art multi-media projects)

Students will have the opportunity to fulfill this standard in their Alternative Book Reports and

individual projects dealing with the literature selections

Redd 13

QCC 633 Standard Reads for pleasure This standard will be demonstrated as the students

participate in independent reading on a regular basis throughout the unitrsquos time A variety of

literature selected for the unit will afford students a chance to develop a sense of pleasure in

reading Students who need the assistance will have the opportunity to use audiocassette tapes to

aid them in their appreciation of reading literature

QCC 643 Standard Makes predictions and comparisons This standard will be met through

class discussions the use of the K-W-L (What do you know What do you want to know What

did you learn) activity and the completion of a Venn diagram comparecontrast activity

QCC 644 Standard Makes generalizations and draws conclusions This standard will be

demonstrated during class discussions written assignments and the unit quiz

QCC 648 Standard Interprets written instructions and other directive information The

students will be exposed to written instructions on a regular basis Each major assignment will

be accompanied by written directions Students will be asked to explain the instructions to the

class Each student will be assessed for understanding by the assignment that is turned in

Individual student conferences will be held with students who demonstrate a lack of

understanding in order to clarify instructions and determine the studentrsquos comprehension of what

is expected

Redd 14

Reading List for ABRs

Anthony Michael Cricket in the Road Armstrong William Howard Sounder Armstrong William Howard Sour Land Atkin S Beth Voices from the Fields Children of Migrant Farmworkers Tell

Their Stories Betancourt Jeanne My Name Is Brain Brian Bruchac Joseph Navajo Long Walk Buchanan Jane Gratefully Yours Carlson Natalie The Family Under the Bridge Chambers Veronica Marisol and Magdalena Cisneros Sandra The House on Mango Street Cleary Beverly Dear Mr Henshaw Fenner Carol The King of Dragons Gates Doris Blue Willows George Jean Craighead Water Sky Haskins Jim Black Eagles Hesse Karen Just Juice Hobbs Will Bearstone Jen Gish Typical American Jimenez Francisco Breaking Through Lord Bette In the Year of the Boar and Jackie Robinson Myers Walter Dean Now Is Your Time Saroyan William My Name is Aram Savin Marcia The Moon Bridge Slepian Jan The Broccoli Tapes Taylor Mildred D The Gold Cadillac Taylor Mildred D Mississippi Bridge Taylor Mildred D The Road to Memphis Taylor Mildred D Roll of Thunder Hear My Cry Uchida Yoshiko The Dancing Kettle Uchida Yoshiko The Invisible Thread Watkins Yoko Kawashima So Far From Bamboo Grove Wolf Virginia Euwer Bat 6 Yep Laurence Dragonrsquos Gate Yep Laurence Dragonwings Yep Laurence The Lost Garden

Please check with me before choosing a book that is not on this list for your ABR

Redd 15

Works Cited

Applebee Arthur N comp The Language of Literature Grade Six Evanston IL McDougal

Littell 1997

Applebee Arthur N comp Literature and Language Annotated Teachers Edition Grade Six

Gold Ed Evanston IL McDougal Littell 1994

Atkin S Beth Voices from the Fields Children of Migrant Farmworkers Tell Their Stories

Boston Little Brown 1993

Atwell Nancie In the Middle New Understandings About Writing Reading and Learning

Portsmouth NH BoyntonCook Heinemann 1998

Friendshiprsquos Field Dir Bruce Nebaur 1997 Videocassette Feature Films For Families 1997

Hynds Susan ldquothe Middle Years Teaching Young Adolescentsrdquo Literature and Language

Annotated Teachers Edition Grade Six Gold Ed By Arthur N Applebee comp

Evanston IL McDougal Littell 1994

Jimenez Francisco The Circuit Albuquerque New Mexico Press 1997

Lukens Rebecca J and Ruth K J Cline A Critical Handbook of Literature for Young Adults

Longman New York 1995

Medina Jane My Name is Jorge on Both Sides of the River Honesdale PA Wordsong 1999

Norton Donna E ldquoValues of Multicultural Literaturerdquo Literature and Language Annotated

Teachers Edition Grade Six Gold Ed By Arthur N Applebee comp Evanston IL

McDougal Littell 1994

QCC Standard amp Resources GLC HomeQCC

lthttpwwwglck12gauspasswdsearchsrchqccStandardsaspKeywords=ampView=SL

ampcc] gt 24 Apr 03

Redd 16

Roll of Thunder Hear My Cry Dir Jack Smight Perf Morgan Freeman Claudia McNeil and

Janet MacLachlan 1978 Videocassette Artisan Home Entertainment 1992

Ryan Pam Munoz Esperanza Rising New York Scholastic 2000

Redd 17 Sixth Grade Language Arts General Level

Unit Theme The Need to Belong in a Multicultural World Sub-themes Challenges Commonalities Communication Conflict Fitting In

1 Unit Introduction K-W-L activity Hand out unit syllabus Assign and handout independent reading books to students Discuss ABRs Discuss Roll of Thunder Hear My Cry Independent Reading

2 Video Roll of Thunder Hear My Cry First half of movie (50 minutes) Class discussion about movie (40 min) Write in response journals Independent reading

3 Video Roll of Thunder Hear My Cry (50 min) Group activity Discuss your favorite scene from the movie Write in response journals Group Assignment Create a newspaper article based on movie Due on Day 6 Independent reading

4 ldquoOh Broom Get to Workrdquo Group activity Group Work Continue working on newspaper article (30 min) Writing assignment Independent reading

5 Group work Continue working on newspaper article Independent reading (30 - 45 min)

6 Newspaper articles due K-W-L activity ldquoThe Adoption of Albertrdquo by Robinson p 152 Independent activity draw favorite scene from short story Introduction to Esperanza Rising (ER) Read aloud ER for 20 min Independent reading

7 Discussion Circles ldquoThe White Umbrellardquo by Jen p 414 Introduce Assignment - Pair activity Internet search on book awards Due Day 11 Read aloud ER (20 min) Independent reading

8 ldquoThe All-American Slurprdquo by Namioka p 6 Writing assignment Work on Internet assignment Read aloud ER (20 min) Independent reading

9 Poetry ldquoStreet Corner Flightrdquo by Flores p 193 ldquoThe Quarrelrdquo by Farjeon p 240and ldquoSame Songrdquo by Mora p 523 Class discussion Pair activity - continue Internet search on book award Read aloud ER (20 min) Independent reading or work on writing assignment

10 Reading log due Discussion circles Poetry ldquoAncestorsrdquo by Randall p 267 and ldquoNew Worldrdquo by Momaday p 202 Pair activity - continue Internet assignment Read aloud ER (20 min) Independent reading (30-45 min)

11 Internet assignment due K-W-L activity Read ldquoChinatownrdquo by Yep p 170 Write in response journals Discussion circles Read aloud ER (20 min) Independent reading

12 Poetry ldquoThe 1strdquo by Clifton p 552 ldquoIt Seems I Test Peoplerdquo by Berry p 223 Write in response journals Class discussion on poems Read aloud ER (20 min) Independent reading

13 Poetry ldquoThe Wild Geeserdquo by Field p 205 and ldquoGrowing Painsrdquo by Little p 223 K-W-L activity Review for unit quiz Writing assignment Read aloud ER (20 min) Independent reading

14 ldquoThe Summer of the Beautiful White Horserdquo by Saroyan p 291 Introduce The Circuit Read Chap 1 ldquoUnder the Wirerdquo Read aloud ER (20 min) Discuss ABRs Independent reading

15 Review for unit quiz K-W-L activity The Circuit read Chap 2 and 3 ldquoSoledadrdquo and ldquoInside Outrdquo Introduce individual assignment Book Jacket for The Circuit Read aloud ER (20 min) Independent reading

16 Unit quiz The Circuit read Chap 4 ldquoMiracle in Tent Cityrdquo Discussion circles Read aloud ER (20 min) Work on book jacket Independent reading

17 The Circuit read Chap 5 and Chap 6 ldquoEl Angel de Orordquo and ldquoChristmas Giftrdquo Discussion circles Work on book jacket Read aloud ER (20 min) Independent reading

18 The Circuit read Chap 7 and 8 ldquoDeath Forgivenrdquo and ldquoCotton Sackrdquo Class discussion Work on book jacket Read aloud ER (20 min) Work on ABR Independent reading

19 The Circuit read Chap 9 and Chap 10 ldquoThe Circuitrdquo and ldquoLearning the Game Class discussion Work on book jacket Read aloud ER (20 min) Work on ABR Independent reading

20 Reading logs due Discuss ABRs The Circuit read Chap 11 and Chap 12 ldquoTo Have and to Holdrdquo and ldquoMoving Stillrdquo Wrap up The Circuit Work on ABRs Independent reading

21 Book jacket due Video Friendshiprsquos Field (84 min)

22 Class discussion Friendshiprsquos Field Discussion circle activity compare and contrast Ira and Esperanza or Panchito and Oscar Due today Read aloud ER (20 min) Independent reading or work on ABR

23 Individual Activity create a postcard from character in The Circuit to one in ER due Day 26 Read aloud ER (20 min) Independent reading or work on ABR

24 Work on postcard Wrap up Esperanza Rising ldquoQuizrdquo Write in response journal Independent reading or work on ABRs

25 Introduce My Name is Jorge ldquoMy Name is Jorgerdquo ldquoInvisiblerdquo ldquoWhy am I Dumbrdquo Work on postcard Work on ABRs Independent reading (30 - 45 min)

26 Postcard due Present ABRs My Name is Jorge on Both Sides of the River ldquoMy Paperrdquo ldquoTimrdquo Write a poem Work on ABRs Independent reading

27 Present ABRs My Name is Jorge ldquoThe Tooth and the Ratrdquo ldquoThe Testrdquo Discussion circle activity create a collage and complete written assignment based on this unit Due Day 30 Work on ABRs Independent reading

28 Present ABRs Poems from Voices from the Fields Discussion circle activity create a collagewritten assignment based on this unit Due Day 30 Independent reading

29 Present ABRs Individual writing assignment Discussion circle activity create a collagewritten assignment based on this unit Independent reading

30 Unit collagewritten assignment due Reading logs due Present ABRs Work on unit collage Wrap up unit Independent reading

Redd 18

DAILY LESSON PLAN

Day 21 Teacher Ms Redd Subject LANGUAGE ARTS Grade 6 QCC(s) 621 628 630 GENERAL OBJECTIVE(S)

Students will 1 Use a variety of technological and information resources (eg video) to

gather and synthesize information (8) 2 Develop an understanding of and respect for diversity in language use and

dialects across cultures ethnic groups geographic regions and social roles (9)

INTRODUCTION

Book jackets are due today and will be collected as all students enter the classroom We are seeing a video today Friendshiprsquos Field that lasts 84 minutes Look for events and characters that remind you of events or characters that are present in The Circuit and Esperanza Rising

SPECIFIC OBJECTIVES

Students will 1 Evaluate messages and effects of mass media (newspaper television

radio film and periodicals) (621) 2 Recognize cultures and values represented in literature (628) 3 Respond creatively to literature (drama art multi-media projects) (630)

PROCEDURES

The teacher will 1 Collect book jacket projects from students during the first two minutes of

class 2 Have a television and VCR ready to use with video ready to begin at start

of video 3 Introduce video 4 Start video by four minutes after class period begins 5 Monitor students throughout video 6 Give oral assignment for Day 22 7 Give closing 8 Rewind video and turn off television

CLOSING

Think about the characters in the movie Tomorrow we will do an in-class group activity that compares and contrasts the characters in the video with characters in The Circuit and Esperanza Rising Jot down a few things that you think are important about the characters or events in the movie Bring your list to class for Day 22 when we will discuss the video in class

Redd 19

EVALUATION Participation grade for attending class today and paying attention to the movie Book jacket due today will be graded Late penalty is 1 point off total grade per school day late The criteria for grading the book jacket are included under Supplementary Materials section

MATERIALS 1 VCR 2 Television 3 Video Friendshiprsquos Field by Feature Films for Families

4 ldquoThrough Their Eyes Video Taping Oral Historyrdquo by Angelo J Pompano lthttpwwwyaleeduynhticurriculumunits20014010407xhtmlgt (There is a copy in lesson plan for Day 22) ASSIGNMENTS

Think about the characters in the movie Tomorrow we will do an in-class group activity that compares and contrasts the characters in the video with characters in The Circuit and Esperanza Rising Jot down a few things that you think are important about the characters or events in the movie Bring your list to class for Day 22

EXTENDERSBACK-UP ACTIVITIES

None needed The movie lasts 84 minutes

If there is a problem with the movie continue with lesson plan for Day 23 which is to create a postcard fromto one character in The Circuit tofrom a character in Esperanza Rising Postcard templates are in Day 23 lesson plan file in the Weekly Lesson Plan Box

See Supplementary Materials if the video can not be shown TEACHER NOTES Important Point(s)

Be sure the television VCR and video are in working order prior to start of class Have the video at the beginning of the movie so it starts immediately Must start the video by 4 minutes into the class period The movie lasts 84 minutes At the end of the movie rewind the video for the next class to see it If there are any problems with the video go to Day 23 lesson plan Then plan to show the video on Day 22 Handouts are included with the lesson plans for Day 23 All materials are in the Supplies Sections

Book jackets on The Circuit are due today

Redd 20

Collect one from every student Put book jackets in the Class In-Box

Remind students that there is a one-point penalty off the entire grade for each school day that the book jacket is late Evaluation criteria are available under Supplementary materials section

Video Friendshiprsquos Field by Feature Films For Families

Feature Films For Families PO Box 572410 Murray UT 84157-2410 1-800-326-4598

Information on the back of the video box

Ira and Oscar two kids from different cultures developed an enduring friendship which triumphed over tragedy and taught lasting lessons As aged crayon drawing found in a trunk awakens memories from the unforgettable summer of 1965 Ira was 11 years old enjoying her last year of freedom before working on her familyrsquos beet farm When her father hired migrant workers to help in the fields Ira didnrsquot realize the experience would change her life forever In spite of local hostility shown to the migrants Ira befriended Oscar a young Mexican boy Their summer of carefree fun was tested by prejudice and taught Ira how to be a true friend and stand up for her beliefs

ldquoThrough Their Eyes Video Taping Oral Historyrdquo by Angelo J Pompano lthttpwwwyaleeduynhticurriculumunits20014010407xhtmlgt (There is a copy in lesson plan for Day 22) SUPPLEMENTARY MATERIALS

The following are needed if there is a problem showing the video today Day 23 file from Weekly Lesson Plan Box

This includes Postcard templates one per student in class Postcard transparency Overhead projector (one is located in the room) Pencils Pens Markers Crayons from Supplies Section in the classroom Scissors and Glue from Supplies Section in the classroom

Box of cut out pictures and magazines to cut up from Supplies Section in the classroom

The evaluation of the book jacket is based on a combination of the criteria used at Henderson Middle School in DeKalb County Georgia and those used at The Walker School Marietta Georgia

Redd 21

Requirements for Book Jacket Criteria

Language Arts The Circuit Project Book Jacket Criteria

Due Date_______________ Description A book cover that contains five ldquosidesrdquo Front cover back cover spine back flyleaf and front flyleaf Finished cover should be folded flat The flat dimensions should not exceed 85 inches by 145 inches Front Cover Title (not underlined) Author name Picture or graphic based on the novel An award Back Cover

Two quotes about the book properly cited Actual quotes may be used or you may interview a friend or classmate

A picture of the author (optional)

Spine Title Author Inside Flaps - Front A summary of the book Where the story takes place When the story takes place Any additional information that you want to add - Back A brief biography of the author A brief autobiography of you the reviewer of the book in third person (optional) More quotes about the book (optional) Return this criteria sheet by ____________ with parent signature to receive a 100 It will be checked and returned This signed form MUST accompany your book jacket when turned in on Day 21 Parent signature ____________________ Student signature ___________________

Redd 22

The Rubric is from Kitty Drew at The Walker School Marietta Georgia Scoring Rubric for Book Jacket Project Name__________ Score_______ out of 100 points Book_____________________ Author____________________ Rubric ____ On time (10 points) ____ Neatness (10 points) ____ Book ldquoAwardrdquo clarity and creativity (10 points) ____ Front cover (15 points) ____ Front Flyleaf (15 points) ____ Back flyleaf (15 points) ____ Back cover (15 points) ____ Spine (10 points)

Redd 23

DAILY LESSON PLAN

Day ___22___ Teacher _Ms Redd_______ Subject LANGUAGE ARTS Grade 6 QCC(s) 614 628 643 644 GENERAL OBJECTIVES

Students will 1 Develop an understanding of and respect for diversity in language use and


2 Participate as knowledgeable reflective creative and critical members of a variety of literacy communities (11)

INTRODUCTION

Ask a student to review the video Friendshiprsquos Field that the class watched during Day 21 Ask for students to name events or characters that remind them of events or characters in The Circuit and Esperanza Rising Write these ideas on the board After we have discussed the movie the students that today will divide into their discussion circles to complete a comparecontrast activity comparing the main characters from the two novels and the video Each group will turn in a completed form by the end of the class period today

SPECIFIC OBJECTIVES

Students will 1 Follow oral directions and ask questions for clarification (614) 2 Recognize cultures and values represented in literature (628) 3 Make predictions and comparisons (643) 4 Make generalizations and draw conclusions (644)

PROCEDURES The teacher will 1 Introduce todayrsquos lesson

2 Ask a student volunteer to give a brief overview of the video Friendshiprsquos Field

3 Discuss differences and similarities between two characters in the video Ira and Oscar

4 Ask student volunteers to express their ideas 5 Write differences and similarities on the board 6 Discuss ldquoprejudicerdquo and ldquostereotyperdquo 7 Have students divide into their discussion groups 8 Introduce the group activity for the day Create a comparecontrast Venn

diagram involving two characters 9 Display the Venn diagram transparency on the overhead 10 Discuss how to complete the Venn diagram

Redd 24

11 Display and read the written directions and scoring guidelines on the overhead

12 Handout one set of directions scoring guidelines one Venn diagram per group

13 Monitor groups to be sure they understand the directions 14 Monitor groups to see that they work on the activity 15 Collect completed Venn Diagrams prior to end of class period 16 Permit groups who finish the dayrsquos assignment to do independent reading 17 End group activity and have students return to their seats when there are

25 minutes remaining in the class period 18 In the final 25 minutes of the class period read aloud for 20 minutes from

Esperanza Rising 19 Closing - in the final 5 minutes of the class period 20 Assign 15 minutes independent reading for homework

CLOSING Ask a student to list some of the qualities that they found in their comparecontrast activity List some of the qualities on the board Tomorrow each student will begin to work on a postcard assignment Think about which character in either The Circuit or Esperanza Rising that you want to pretend to be You will design a postcard and write to a character in the other book

EVALUATION Students will receive a participation grade for the group activity

Every student listed on the Venn diagram form will receive a daily grade of 100 but points will be deducted for the group members do not participate during the activity

MATERIALS

1 Handouts - Venn diagram directions scoring guidelines for activity One of each for each discussion group

2 Transparencies of handouts - Venn diagram directions and scoring guidelines 3 Overhead projector 4 Dry markers 5 Blank transparencies 6 Pencilspens 7 Esperanza Rising by Pam Munoz Ryan 8 The Circuit by Francisco Jimenez 9 Scoring guidelines for Venn diagram from

httphomejpsnet~gailhdcrossingcircuitscorevennhtm ASSIGNMENTS

Read in your independent reading book for 15 minutes Think about which character in either The Circuit or Esperanza Rising that you want to pretend to be You will design a postcard and write to a character in the other book

Redd 25

EXTENDERSBACK-UP ACTIVITIES Complete a second Venn Diagram CompareContrast activity using additional characters from the three sources

Independent reading TEACHER NOTES Time the activity to end when 25 minutes remain in the 90-minute class period When 25 minutes remain wrap up the activity and have students return to their desks Read Esperanza Rising for 20 minutes

Introduce the video seen in class on Day 21 Friendshiprsquos Field by having student volunteers to review the video Introduce the topics of prejudice and stereotypes Does anyone know what ldquoprejudicerdquo is Does anyone know what a ldquostereotyperdquo is Can anyone think of instances of stereotyping that occurred in the video Can anyone think of instances of stereotyping that occurred in The Circuit or Esperanza Rising Discuss similaritiesdifferences between Ira and Oscar by asking students to express their ideas and write ideas on the board Discuss similaritiesdifferences between Ira and Esperanza by asking students to express their ideas and write ideas on the board Discuss similaritiesdifferences between Oscar and Panchito by asking students to express their ideas and write ideas on the board

Possible similaritiesdifferences that students may come up with Characters Ira 1965

Girl American Last summer that she can play Lives in Idaho Father owns the farm Sisters work on the farm Befriends Oscar a Mexican boy son of migrant workers Goes to school Fights to defend herself and her friendship with Oscar Likes to play with Oscar Has sisters Lives on family farm Oscar Boy Mexican Son of migrant workers Travels

Redd 26

Must return to Mexico Speaks English Likes to play with Ira Does not go to school Brother is attacked and injured Esperanza Girl 13 years old Attended school in Mexico but not in California 1930 Father is killed by bandits Loses family home Must escape to California Separated from Abuelita Speaks Spanish Descended from upper class Mexicans Pampered spoiled child Only child Must learn to take care of herself Must go to work Miguel Boy 16 years old Son of ranch workers Only child Hard worker A good mechanic Mother is Zapotec Indian Speaks Spanish but not English Moves to California with his parents Canrsquot find work in California Friends with Esperanza since childhood Panchito 4 - 14 years old Mexican Illegal immigrant into California Numerous brothers and sisters Moves often Parents and older brother are migrant workers Attends school on irregular basis Gradually learns English Scoring guidelines for Venn diagram from httphomejpsnet~gailhdcrossingcircuitscorevennhtm Compare and contrast activity from Barnekow Daniel J Graphic Organizers for Social Studies J Weston Walch Portland ME 1998 (For Venn diagram and directions)

Redd 27

COMPARE AND CONTRAST TWO CHARACTERS 1 Choose one character Ira or Oscar from Friendshiprsquos Field

AND Choose either Miguel or Esperanza from Esperanza Rising

OR Choose Panchito from The Circuit

2 Write the name of the characters in the lines at the top of the page Write the video and name of the novel you use

3 Under each name list the things that make the character different from the other character 4 In the center where the circles overlap write the things that make the characters similar

Examples Age Gender Ethnic background When they lived Where they lived What they did

5 Write the names of the group members at the bottom of the page 6 Turn in the completed form at the end of the class period REVIEW THE FOLLOWING MATERIAL PRIOR TO CLASS Friendshiprsquos Field by Feature Films for Families PO Box 572410

Murray UT 84157-2410 1-800-326-4598)



Questions from back of video box 1 How does friendship overcome prejudice 2 Ira had to defend herself because of her friendship with Oscar How far

should you go to defend your values What values do you have that you would be willing to stand up for

3 Irarsquos father told her the migrant workers were people just like them What did he mean

4 Why are people often afraid of differences in others Have you ever felt afraid of a different culture or group Why

5 What did Oscar and Ira learn from each other

Redd 28

Pompano Angelo J ldquoThrough Their Eyes Video Taping Oral Historyrdquo httpwwwyaleeduynhticurriculumunits20014010407xhtmlgt The following is from this web site

Lessons The following lessons incorporate the Language arts skills of Reading Writing Speaking Listening Viewing and Research It is hoped that with the following lessons the students will understand that history is made by the common man and that their parents grandparents and neighbors have all contributed to history The student will be expected to write meaningful questions which will help them understand everyday life in the 20th century as well as some of the major events which affected the daily lives of their relatives Using those questions the student will conduct an oral history interview of a grandparent or other senior citizen to gather information about the past The student will then analyze that information to get a better understanding of the past

Lesson One Title Friendships Field Grade LevelSubject 7-9 Language Arts and Diversity Objective(s) to learn about prejudice and stereotyping Materials Video Friendships Field This video may be obtained from Feature Films For Families PO Box 572410 Murray UT 84157-2410 1-800-326-4598) Summary of Video Friendships Field Featuring Kate Maberly and Jonathan Hernandez Executive producer Forrest s Baker III Written and directed by Bruce Neibaur Director Mathew Williams This is the story of an eleven year-old Anglo-American girl named Ira and a Mexican boy named Oscar who developed a friendship in spite of their coming from different cultures In 1965 when Iras father hired migrant Mexican workers to help on his beet farm many people in the town who held stereotypical views of Mexicans became hostile Ira on the other hand was able to embrace diversity and stood up for her beliefs by befriending Oscar This video runs 84 minutes and may be shown in two class periods

Activities and Procedures 1 Before viewing the movie the teacher should discuss the meaning of the following terms

bull migrant worker bull stereotype bull prejudice bull beliefs

2 The students should use a map to locate Mexico as well as Texas and California and other areas of the United States where migrant workers from Mexico work It can also be pointed out

Redd 29

that other groups besides Mexicans do migrant work and in our area individuals from Puerto Rico work on farms in Branford Guilford and North Haven as well as in the tobacco fields of Windsor Locks Connecticut Some of the students may have relatives who have worked in these places Further it can be pointed out that at one time some African Americans came from the south to work on farms in Connecticut The students should then locate Puerto Rico the southern states and Connecticut 3 After the movie is viewed the teacher should lead the class in a discussion about the prejudices that the people in the town in the movie had against the Mexicans The teacher may ask the students where they think that the people learned these prejudices If the students do not come up with the suggestion that some of the people of the town may have learned their prejudices from television and movies the teacher may want to direct the discussion in that direction Ask the students what they know about Mexicans and if they know anyone from Mexico

bull If they do not personally know anyone from Mexico ask them where they learned what they know about Mexicans Find out if it was from television bull Have the students make a list of the ethnic groups that they may have seen stereotyped on television and in the movies Include race and gender stereotypes After discussing the list save it for the next lesson bull The people of the town were afraid of the Mexicans because they were different Why was this so Find out if the students have ever been afraid of someone who was different because of looks language or physical handicap bull Lead the class in a discussion of how understanding and friendship can overcome prejudice This lesson conforms to the following content standards for grades 5-8 This was taken from the New Haven Public Schools Web Site

Redd 30

SUPPLEMENTARY MATERIALS COMPARE AND CONTRAST TWO CHARACTERS

1 Choose one character Ira or Oscar from Friendshiprsquos Field




3 Under each name list the things that make the character different from the other

character

4 In the center where the circles overlap write the things that make the characters similar


5 Write the names of the group members at the bottom of the page

6 Turn in the completed form at the end of the class period

Redd 31

SCORING GUIDE FOR VENN DIAGRAM

4 EXEMPLARY Criteria for the Proficient category have been successfully completed At least one similarity or difference shows original insight Completion of Venn diagrams shows originality and creativity All data areas are filled in 3 PROFICIENT

Includes information about a character from the novel and the film that demonstrates each characterrsquos growing up experiences

Includes information about choices each character made Includes at least 5 accurate similarities and 5 accurate differences Has been proofread for meaning grammar and spelling

2 PROGRESSING

Venn diagram contains a minimum of 4 accurate similarities and 4 accurate differences

Not all data areas are completed More work is needed

1 NOT YET MEETING STANDARDS

Venn diagram contains less than 3 or less similarities and 3 or less differences May contain similarities and differences that are inaccurate Not all data areas are completed Task should be repeated Based on Venn diagram exercise at httphomejpsnet~gailhdcrossingcircuitscorevennhtm

Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN

Day _23 _ Teacher Ms Redd__________ Subject LANGUAGE ARTS Grade 6 QCC(s) 629 630 648 GENERAL OBJECTIVES

Students will 1 Apply a wide range of strategies to comprehend interpret and appreciate

texts (3) 2 Adjust their use of written and visual language to communicate with

different audiences for different purposes (4) INTRODUCTION

Ask a student volunteer to review what the class did on Day 22 Introduce todayrsquos assignment Each student will create a postcard as a final project for the two novels The Circuit and Esperanza Rising The completed postcard will be due on Day 26

SPECIFIC OBJECTIVES

Students will 1 Recognizes that literature reflects human experiences (629) 2 Responds creatively to literature (art) projects (630) 3 Interpret written instructions and other directive information (648)

PROCEDURES

The teacher will 1 Display a completed postcard sample 2 Display the postcard template transparency on the overhead 3 Display the directions for the postcard assignment 4 Read through the directions 5 Distribute the postcard templates and directions 6 Ask a student volunteer to explain the directions 7 Have the students collect pens pencils scissors glue box of cutout

pictures old magazines crayons and markers for use at their desks 8 Monitor students as they work on their projects 9 Ensure that students are following directions Ask any students who seem

to be having difficulty getting started with the assignment 10 End the activity when 25 minutes remain in the class period 11 Have students clean up area 12 Read Esperanza Rising for 20 minutes 13 Closing

CLOSING

Ask a student to review what we did today We are working on our final project for The Circuit and Esperanza Rising Tomorrow we should finish up Esperanza Rising You

Redd 35

will continue working on you postcard assignment It will be due Day 26 You may also work on your ABRs that are due next week

EVALUATION

Students will create a postcard to hand in on Day 26 A participation grade will be given for working on the postcard assignment in class today

MATERIALS

1 Handouts - postcard template one per student 2 Handouts - directions for postcard project with grading rubric one per student 3 Transparency of postcard 4 Transparency of instructions for postcard project 5 Transparency of grading rubric for postcard project 6 Overhead projector 7 Dry marker 8 Pencils and pens 9 Crayons 10 Markers 11 Box of cutout pictures 12 Glue 13 Scissors 14 The Circuit by Francisco Jimenez 15 Esperanza Rising by Pam Munoz Ryan

ASSIGNMENTS Independent reading 15 minutes You may work on your postcard activity at home You may work on your ABR at home EXTENDERSBACK-UP ACTIVITIES

Independent reading Create a second postcard

Work on ABR TEACHER NOTES Time the activity to end when 25 minutes remain in the 90-minute class period When 25 minutes remain wrap up the activity and have students return to their desks Read Esperanza Rising for 20 minutes

Introduce the dayrsquos project creating a postcard The assignment is due on Day 26 This is the final project for our study of The Circuit and Esperanza Rising Begin introducing the assignment by explaining what is expected Demonstrate the postcard template Show it as a transparency and a hardcopy Go over the directions for the project Put a transparency with the directions and read the directions Pass out the directions and read them a second time with the students

Redd 36

Ask a student to repeat the directions for the project After reviewing the directions demonstrate sample postcards from previous classes Have the students begin working on their postcard Distribute the supplies that the students will need to complete the project pencils pens markers crayons scissors glue box of cutout pictures and old magazines Verify that students understand the project If students are having trouble getting started recommend they work on one part at a time on a separate piece of paper Transfer final idea to the postcard template NOTE Postcard template provided by Kitty Drew at The Walker School Marietta Georgia

See postcard template Postcard Project Name______________ Due Date Day 26

Description A postcard that contains three sections on the same piece of paper The postcard template must have

I A Stamp An address that you make up for the character

II A letter written by one character to another character The ldquoauthorrdquo of the letter must be a character from either The Circuit or Esperanza Rising If the ldquoauthorrdquo is a character in The Circuit the postcard must be addressed to and written to a character in Esperanza Rising

If the ldquoauthorrdquo is a character in Esperanza Rising the postcard must be addressed to and written to a character in The Circuit

III A picture on the opposite side of the postcard template The picture must be based on the novel that the ldquoauthorrdquo is a character in

Rubric for grading postcard Postcard Project Name___________________ Score ______ out of 100 points Rubric ____ On time (10 points) ____ Neatness (10 points) ____ Stamp (10 points) ____ Address (10 points) ____ Addressee is a character in the one book (10 points)

Redd 37

____ ldquoAuthorrdquo is a character in the other book (10 points) ____ Letter is based on the book the ldquoauthorrdquo is in (20 points) ____ Picture is based o the book the ldquoauthorrdquo is in (20 points) SUPPLEMENTARY MATERIALS Sample postcards from previous classes

Redd 38

Postcard Project Name______________ Due Date Day 26






Redd 39

Rubric for grading postcard Postcard Project Name___________________ Score ______ out of 100 points Rubric ____ On time (10 points) ____ Neatness (10 points) ____ Stamp (10 points) ____ Address (10 points) ____ Addressee is a character in the one book (10 points) ____ ldquoAuthorrdquo is a character in the other book (10 points) ____ Letter is based on the book the ldquoauthorrdquo is in (20 points) ____ Picture is based o the book the ldquoauthorrdquo is in (20 points)

Redd 40

Redd 41

This is the picture for the picture side of the postcard from Panchito to Miguel

The opposite side of the postcard from Panchito (The Circuit) to Miguel (Esperanza Rising) is on the next page The postcard should be on one piece of 85rdquo X 11rdquo paper If you use a separate piece of paper for the drawing tape the two pieces together for the final postcard

Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN

Day _24_____ Teacher _Ms Redd___________________ Subject LANGUAGE ARTS Grade 6 QCC(s) 629630 648 GENERAL OBJECTIVES




Ask a student volunteer to review what the class did on Day 23 Remind the students that each student will create a postcard as a final project for the two novels The Circuit and Esperanza Rising The completed postcard will be due on Day 26 Today we will complete the novel Esperanza Rising We will also do a game involving Esperanza Rising today This will involve each discussion group working on a ldquoquizrdquo based on the novel The first discussion group to complete the quiz accurately will be awarded 25 bonus points

SPECIFIC OBJECTIVES


PROCEDURES

The teacher will 1 Display a completed postcard sample 2 Display the postcard template transparency on the overhead 3 Display the directions for the postcard assignment 4 Read through the directions 5 Ask a student volunteer to explain the directions 6 Discuss project with any students who were absent Day 23 7 Have the students collect pens pencils scissors glue box of cutout


to be having difficulty getting started with the assignment 10 End the activity when 50 minutes remain in the class period 11 Have students clean up area

Redd 44

12 Read aloud Esperanza Rising for 15 minutes This should complete the novel

13 Discuss with class predictions for Esperanza 14 Read some excerpts from Authorrsquos Notes 15 Direct students to write their reactions to the way Esperanza Rising ended

What are their predictions for the future of Esperanza 16 Complete an Internet ldquoquizrdquo on Esperanza Rising - which discussion

group can finish first 17 Closing

CLOSING

Today we completed the reading of Esperanza Rising We discussed the authorrsquos reasons for writing the novel and how she based the novel on her grandmotherrsquos life Each discussion group completed a quiz on the novel You have been working on your final project that covers both The Circuit and Esperanza Rising It is due Day 26 You may continue to work on it tomorrow We will begin to discuss some poems from a book titled My Name is Jorge on Both Sides of the River tomorrow In the second half of the class tomorrow you may work on your ABRs that are due next week or you may do independent reading

EVALUATION Students will be given a participation grade for working on their postcard project today

Each discussion group completed a ldquoquizrdquo on the novel No grade will be given for the ldquoquizrdquo but the first group to finish the quiz correctly earn 25 bonus points Students will receive a participation grade for working on the ldquoquizrdquo

MATERIALS

1 Handouts - postcard template one per student 2 Handouts - directions for postcard project with grading rubric one per student 3 Transparency of postcard 4 Transparency of instructions for postcard project 5 Transparency of grading rubric for postcard project 6 Overhead projector 7 Dry marker 8 Pencils and pens 9 Crayons 10 Markers 11 Box of cutout pictures 12 Glue 13 Scissors 14 The Circuit by Francisco Jimenez 15 Esperanza Rising by Pam Munoz Ryan 16 Studentsrsquo response journals 17 Transparencies of the ldquoquizrdquo on Esperanza Rising

Redd 45

18 Handouts of the ldquoquizrdquo on Esperanza Rising from httpwwwcyberspacesnetNixonAREsperhtml

19 Authorrsquos Note from Esperanza Rising ASSIGNMENTS Work on ABRs at home Work on postcard assignment EXTENDERSBACK-UP ACTIVITIES Work on ABRs Independent reading TEACHER NOTES Today we will on a postcard activity and we will complete the novel Esperanza Rising Introduce the dayrsquos project which is to continue working on the 2-sided postcard based on characters from the novels and the film This is an individual assignment The postcard is due on Day 26 This is the final project that is due for the two novels Esperanza Rising and The Circuit Begin the assignment by explaining what is expected Demonstrate the postcard template Show it as a transparency and as a blank hardcopy and sample hardcopy Go over the directions for the project Use the transparency with the directions and read the directions Pass out the directions and read them a second time with the students Ask a student to repeat the directions for the project Have the students work on the postcard Verify that each student understands the assignment If students have trouble getting started recommend that they work on one part of the postcard at a time on a separate piece of paper Transfer the final ideas to the postcard template Time the postcard activity to end when 55 minutes remain in the 90-minute block class period Wrap up the activity and have students clean up their work areas We will finish Esperanza Rising today Read for 15 - 20 minutes to complete the novel Ask students to predict what will happen to Esperanza and other characters in the novel List their predictions on the whiteboard Read excerpts of the authorrsquos comments on her grandmotherrsquos life from Authorrsquos Notes in Esperanza Rising pages 255 - 262 Authorrsquos Notes - excerpts

Pam Munoz Ryanrsquos grandmotherrsquos name was Esperanza Ortega She crocheted blankets in zigzag stitches She came to the United States as a teenager where she worked in the company farm camps Esperanza grew up in Aguascalientes Mexico and the daughter of a wealthy rancher Her parents were Sixto and Ramona Ortega They lived on El Rancho de la Trinidad Esperanzarsquos uncles were prominent men in the community Esperanza immigrated to the United States after her fatherrsquos death but she had already married Jesus Munoz a mechanic on her fatherrsquos ranch They lived on a company farm

Redd 46

camp in Arvin California where they both worked as laborers The authorrsquos mother was born at the company farm camp There were many strikers among the laborers in the fields There was a lot of prejudice against the Mexican field workers especially after migrant workers came from Oklahoma seeking employment at the same farm camps

Note There are additional items listed in the Authorrsquos Notes Have them handy for reference Have the students write their reactions to how the novel ended in their response journals Allow approximately 10 minutes for this Have students divide into discussion circles to complete a ldquoquizrdquo on the novel This will be presented as a game Which group can complete the quiz accurately The first group to complete the quiz will earn bonus points SUPPLEMENTARY MATERIALS Postcard template provided by Kitty Drew at The Walker School Marietta Georgia See postcard template - available in Day 23 Have a few extra handouts for students who were absent on Day 22 Postcard Project Name______________ Due Date Day 26






Rubric for grading postcard Postcard Project Name___________________ Score ______ out of 100 points

Redd 47

Rubric ____ On time (10 points) ____ Neatness (10 points) ____ Stamp (10 points) ____ Address (10 points) ____ Addressee is a character in the one book (10 points) ____ ldquoAuthorrdquo is a character in the other book (10 points) ____ Letter is based on the book the ldquoauthorrdquo is in (20 points) ____ Picture is based o the book the ldquoauthorrdquo is in (20 points)

Redd 48

ldquoQuizrdquo on Esperanza Rising by Pam Munoz Ryan

From httpwwwcyberspacesnetNixonAREsperhtml

1 What was the name of the ranch Esperanza lived on in Mexico a Esperanza Ranch b El Rancho de las Rosas c Sixto Ranch d Ramona Ranch 2 After what storm did Esperanzarsquos mother get sick a wind storm b rain storm c dust storm d hail storm 3 Who got Abuelita out of Mexico a Miguel b Alfonso c Pepe d Lupe 4 When the woman came on the train what was in her wired cage a three dogs b six cats c six red hens d two ducks 5 What was the mean striker girlrsquos name a Millie b Marta c Megan d Mary 6 What was Esperanzarsquos fatherrsquos name a Sixto b Miguel c Alfonso d Juan 7 What was Esperanzarsquos motherrsquos name a Hortensia b Isabel c Marta d Ramona

Redd 49

8 What does Miguel call Esperanza a Sixto b Juan c Anza d Espera 9 What is Isabelrsquos best friendrsquos name

a Silvia b Hortensia c Alfonso d Juan 10 What are the twin babiesrsquo names

a Juan and Josefina b Lupe and Pepe c Frederico and Carmen d Alfonso and Hortensia 11 What did they have every Saturday a a party b funerals c a fiesta d extra chores 12 What was Alfonsorsquos cousinrsquos name a Hortensia b Marta c Esperanza d Juan 13 Which striker did Esperanza find after the police took the other strikers away

a Alfonso b Marta c Lupe d Pepe 14 In Mexico what was supposed to happen when you turn 15 a you dance b you write stories c you talk d you have a presentation party

Redd 50

15 Why wouldnrsquot Esperanza and her family strike a they were too poor b they didnrsquot understand how to strike c they didnrsquot want to lose their jobs d they were afraid 16 Why canrsquot Abuelita come with Esperanza to California a she hurt her ankle b she broke her arm c she hurt her ribs d she became a nun 17 Who wanted to marry Ramona a Tio Marco b Alfonso c Miguel d Tio Luis 18 What was in the bag that Alfonso and Miguel watered at the train stops a a dog b Paparsquos roses c a tree d a cat 19 Where did Miguel always want to work a at a factory b on a farm c at the railroad d at a gas station 20 What did Abuelita tell Esperanza to do on her blanket stitching a only do one stitch b skip every other stitch c go down and then up d go up the mountain and down the valley ANSWERS 1 b 6 a 11 c 16 a 2 c 7 d 12 d 17 d 3 a 8 c 13 b 18 b 4 c 9 a 14 d 19 c 5 b 10 b 15 c 20 d

Redd 51

DAILY LESSON PLAN

Day _25_____ Teacher __Ms Redd_____________ Subject LANGUAGE ARTS Grade 6 QCC(s) 622628 632 633 GENERAL OBJECTIVES

Students will 1 Read a wide range of print texts to build an understanding of texts and the

cultures of the United States (1) 2 Read a wide range of literature in many genres to build an understanding

of the many dimensions of human experience (2) 3 Develop an understanding of and respect for diversity in language use and

dialects across cultures and social roles (9) INTRODUCTION

Ask a student volunteer to review what the class did on Day 24 Introduce todayrsquos assignment Each student will continue working on their postcard as a final project for the two novels The Circuit and Esperanza Rising The completed postcard will be due on Day 26 Today we will begin studying poems from My Name is Jorge on Both Sides of the River by Jane Medina

SPECIFIC OBJECTIVES

Students will 1 Recognize various forms of literature (poems) (622) 2 Recognize cultures and values represented in literature (628)

3 Read for a variety of purposes to obtain meaning from different kinds of materials (632)

4 Reads for pleasure (633) PROCEDURES

The teacher will 1 Display and the directions for the postcard assignment 2 Read through the directions 3 Have the students collect pens pencils scissors glue box of cutout


to be having difficulty getting started with the assignment 6 End the activity after 30 minutes 7 Introduce the poems from My Name is Jorge on Both Sides of the River

by Jane Medina 8 Handout copies of the following poems ldquoMy Name is Jorgerdquo ldquoInvisiblerdquo

and ldquoWhy am I Dumbrdquo

Redd 52

9 Read each poem aloud 10 Have students read the poems silently 11 Have students pair up and read the poem to each other 12 Discuss each poem 13 Ask students if they relate to any thing in the poems 14 Ask for student volunteer to explain each poem 15 Final 30 minutes have students do independent reading or work on

ABRspostcards 16 Review schedule for ABRs for class periods Day 26- Day30 17 Inform the students who will be presenting on Day26 to come prepared

to give their ABR at the next class period 18 Closing

CLOSING

Ask a student to volunteer to review what we did today Remind students that postcard project is due the next class period Day 26 Remind students that those scheduled for Day 26 should come prepared to give their ABRs We will continue studying poems form My Name is Jorge on Both Sides of the River on Day 26 Each student will write a poem about himself on Day 26

EVALUATION Students will receive a participation grade for attending class today working on their postcard assignment and participating in the poetry activity Points will be deducted for inattentiveness or non-participation

MATERIALS

1 Handouts of poems - one set per student 2 Transparencies of poem handouts 3 Overhead projector 4 Dry marker 5 Pencils and pens 6 Crayons 7 Markers 8 Box of cutout pictures 9 Old magazines 10 Glue 11 Scissors 12 My Name is Jorge on Both Sides of the River by Jane Medina ldquoMy Name is Jorgerdquo ldquoInvisiblerdquo ldquoWhy Am I Dumbrdquo 13 Information about the author Jane Medina from

httpwwwboydsmillpresscomauthorstplcommand=showpageampauthorid=0719 14 Calendar to schedule ABRs for Days 26 - 30

Redd 53

ASSIGNMENTS Complete postcard project It is due the next class period Work on ABRs Independent reading EXTENDERSBACK-UP ACTIVITIES Work on ABRs Independent reading TEACHER NOTES

Information about the author Jane Medina from httpwwwboydsmillpresscomauthorstplcommand=showpageampauthorid=0719

Jane Medina is a teacher and poet She has received many grants and awards for research and curriculum development related to multicultural education Jane currently is a reading specialist working with upper elementary-secondary language learners and an instructor of multicultural courses at California State University Fullerton While My Name is Jorge is Janersquos first book of poetry she has authored articles and poems for other publications Her articles have been published by Voice of America Portfolios in the Classroom NEA Today and Language Arts Her poem ldquoWill I Be Bigrdquo appears in Daddy Poems compiled by John Micklos Jr Jane is a member of the International Reading Association California Reading Association National Council of Teachers of English and National Education Association In their home Jane her husband Paulo and their children Annie and Joey mingle the languages and customs of Mexico and the United States In the elementary school where Jane teaches children are encouraged to share the richness of their heritages with one another Jane lives in Orange California

The following poems will be on handouts and transparencies for use in the classroom My Name is Jorge on Both Sides of the River by Jane Medina ldquoMy Name is Jorgerdquo My name is Jorge I know that my name is Jorge But everyone calls me George George What an ugly sound Like a sneeze GEORGE And the worst of all is that

Redd 54

this morning a girl called to me ldquoGeorgerdquo and I turned my head I donrsquot want to turn into a sneeze ldquoInvisiblerdquo If I stay very still and breathe very quietly the Magic happens I disappear - and no one sees me - and no one hears me - and no one even thinks about me And the teacher wonrsquot call on me Itrsquos very safe being invisible Irsquom perfect I canrsquot make mistakes - at least nobody sees them so nobody laughs ldquoWhy Am I Dumbrdquo Why am I dumb In my country I was smart All tens Never even an eight Now Irsquom here They give me Crsquos or Drsquos or Frsquos - like fives of fourshellip or ones I feel like Irsquom turning into Kiko from my old class Kikorsquos dumb In any country

Redd 55

Well Irsquom still smart in math Maybe dumb in reading But math- -all tens I mean Arsquos Important Point(s) Jorge is a sixth grade student from Mexico who is in the United States He does not speak much English and has trouble with his studies

Do you remember what it felt like to be the new kid in the class Do you ever feel dumb How do you think students who donrsquot speak English well feel Are there any things that you can do to help other students Ask a student to tell you about where he came from

Mention the poems from My Name is Jorge that will be covered on Day 26 ldquoMy Paperrdquo ldquoTimrdquo We will complete an activity on Day 26 in which the students will write a poem about themselves Spend about 30 minutes on the poems Allow the students approximately 30 minutes to work on their postcards andor ABRs The last 30 minutes of the class period will be for independent reading Permit students who need to continue working on their postcards or ABRs to do so during the independent reading time Review schedule for ABRs for class periods Day 26- Day30 Inform the students who will be presenting on Day26 to come prepared to give their ABR at the next class period

Redd 56

SUPPLEMENTARY MATERIALS Postcard Project Name______________ Due Date Day 26







Redd 57

My Name is Jorge on Both Sides of the River by Jane Medina Information about the author Jane Medina from httpwwwboydsmillpresscomauthorstplcommand=showpageampauthorid=0719 Handouts and transparencies of poems

Redd 58

ldquoMy Name is Jorgerdquo My name is Jorge I know that my name is Jorge But everyone calls me George George What an ugly sound Like a sneeze GEORGE And the worst of all is that this morning a girl called to me ldquoGeorgerdquo and I turned my head I donrsquot want to turn into a sneeze

ldquoInvisiblerdquo If I stay very still and breathe very quietly the Magic happens I disappear - and no one sees me - and no one hears me - and no one even thinks about me And the teacher wonrsquot call on me Itrsquos very safe being invisible Irsquom perfect I canrsquot make mistakes - at least nobody sees them so nobody laughs

Redd 59

ldquoWhy Am I Dumbrdquo Why am I dumb In my country I was smart All tens Never even an eight Now Irsquom here They give me Crsquos or Drsquos or Frsquos - like fives of fourshellip or ones I feel like Irsquom turning into Kiko from my old class Kikorsquos dumb In any country Well Irsquom still smart in math Maybe dumb in reading But math- -all tens I mean Arsquos

Unit quiz

Language Arts The Circuit Project

OR

Lessons

Lesson One

Activities and Procedures

OR

3PROFICIENT

2PROGRESSING

1NOT YET MEETING STANDARDS

Redd 2

world and the relationship between the two is challenged every day by their own needs and by

the demands of new rolesrdquo (Atwell 55)

Literature for young adolescents should help them explore and understand the world in

which the find themselves According to Lukens and Cline pleasure should be the first function

of literature followed by understanding by exploring what it means to be human (1) They

write ldquoCharacteristic of young adults is the feeling of being different or unlike others and of

feeling isolated because of such feelings Literature shows human motives by giving glimpses

into the minds of the charactersrdquo (2) enabling the reader to explore their own responses to the

reading while coming to understand themselves and their place in the world

Middle school students are very social Young adults have a variety of needs the need to

belong the need to create new friendships the need to begin to think of themselves as members

of society the need to explore their feelings on such issues as race gender poverty and crime

the need to explore the social and cultural differences that they become aware of at this age and

the need to explore a variety of human relationships and cultural perspectives (Hynds T16) I

would like to help my students make these connections between the abstract and their own world

by the exploration of literature that is done in my classroom

Norton states

Multicultural literature is valuable to students who are members of racial or ethnic

minorities and to students who are not Through multicultural literature minority

students realize that they have a cultural heritage of which they can be proud and

recognize that their culture has made important contributions to the United States

and the world Pride in their heritage helps minority students improve their self-

concept and develop cultural pride (T22)

Redd 3















class (T15)








Redd 4
























Redd 5
























Redd 6
























Redd 7
























Redd 8
























Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 3















class (T15)








Redd 4
























Redd 5
























Redd 6
























Redd 7
























Redd 8
























Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 4
























Redd 5
























Redd 6
























Redd 7
























Redd 8
























Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 5
























Redd 6
























Redd 7
























Redd 8
























Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 6
























Redd 7
























Redd 8
























Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 7
























Redd 8
























Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 8
























Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 9
























Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 10
























Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 11















projects








Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 12








basis



unit quiz












Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 13

















is expected

Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 14





Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 15

Works Cited


Littell 1997




















ampcc] gt 24 Apr 03

Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 16




































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


































Redd 18

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES



PROCEDURES




CLOSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 19











Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 20












Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 21







Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 22


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 23

DAILY LESSON PLAN





INTRODUCTION


SPECIFIC OBJECTIVES







Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 24









MATERIALS





Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 25






Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 26


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 27








Murray UT 84157-2410 1-800-326-4598)








Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 28







Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

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re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

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ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

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V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

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ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 29



Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 30







character





Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 31





2 PROGRESSING





Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 32

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1

2

3

4

5

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

el

V

ideo

___

____

____

____

____

____

Cha

ract

er

6

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 33

CO

MPA

RE

AN

D C

ON

TRA

ST C

HA

RA

CTE

RS

Cha

ract

er

Way

s the

two

char

acte

rs a

re a

like

How

this

cha

ract

er is

diff

eren

t fr

om th

e ot

her c

hara

cter

H

ow th

is c

hara

cter

is d

iffer

ent f

rom

the

othe

r cha

ract

er

1 M

exican

2

1930

s 3

Fathe

r dies

4

Move

s to C

alifor

nia

6

7

8

1 Gi

rl 2

Daug

hter o

f lan

downer

3 T

eenage

r

1 A

meric

an

2

1960

s 4

Fathe

r is a

live

5 Li

ves on

famil

y far

m 6

7

8

el

Esper

anza R

ising

Vid

eo

Frien

dshiprsquo

s Fiel

d

Cha

ract

er

Esper

anza

Ira

5 O

nly ch

ild

3

Has

sister

s

Nov

GR

OU

P M

EMB

ERS

1

___

____

____

____

_ 2

___

____

____

____

_ 3

___

____

____

____

_

_

_

4

___

____

____

____

5 _

____

____

____

__

Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 34

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




CLOSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 35


EVALUATION


MATERIALS






Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 36









Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 37


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 38







Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 39


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 40

Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 41



Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 42

2 cent

Migue

l C

o Comp

any F

arm C

amp

Arvin

Cali

fornia

Dear

Migue

l

I miss

ed see

ing yo

u at t

he str

awber

ry pi

cking

My

famil

y move

d to

a new

camp

I c

anrsquot g

o to s

chool

yet

I h

ope y

ou fin

d a jo

b on t

he rai

lroad

soon

Your

friend

Pa

nchito

Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 43

DAILY LESSON PLAN






SPECIFIC OBJECTIVES


PROCEDURES




Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 44





CLOSING




MATERIALS


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 45




Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 46









Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 47


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 48




Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 49





Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 50


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 51

DAILY LESSON PLAN







SPECIFIC OBJECTIVES









Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 52




CLOSING



MATERIALS



Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 53





Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 54


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 55




Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 56








Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 57


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 58



Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 59


Unit quiz


OR

Lessons

Lesson One


OR

3PROFICIENT

2PROGRESSING


Redd 1 Laura Redd Dr. Cope - Kennesaw State...

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Transcript of Redd 1 Laura Redd Dr. Cope - Kennesaw State...