“around the Guided World in 80 days” Written by Jules · PDF fileLeArnIng FOCuS rL.4.3* Students read closely to determine the challenging major events in the story. They cite

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KeY IdeA When characters in a story face challenges, they react in different ways.

rL.4.3* MAIn FOCuS Key Ideas & details Sessions 1, 2, 3 Determine the challenging major events in the story and describe how characters respond/contribute or how these events progress the plot line. *Standard adapted from another grade

rL.4.6* MAIn FOCuS Craft & Structure Sessions 2, 3 Describe how the point of view of the story’s narrator impacts the telling of the story (e.g., establishes understanding of one point of view over others) and the effect it has on the reader. *Standard adapted from another grade

rL.4.7 MAIn FOCuS Integration of Knowledge & Ideas Sessions 2, 3 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

rL.4.9* MAIn FOCuS Integration of Knowledge & Ideas Session 2 Compare and contrast the treatment of similar themes, topics, characters or plots of two or more stories. *Standard adapted from another grade

rL.4.10 range of reading & Level of text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

rF.4.3a Phonics & Word recognition additional instruction use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

rF.4.4 Fluency session 2 Read with sufficient accuracy and fluency to support comprehension.

SL.4.1 Comprehension & Collaboration sessions 1, 3 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

L.4.3b vocabulary Acquisition & use additional instruction Choose punctuation for effect.

L.4.5 vocabulary Acquisition & use sessions 1, 2 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

W.4.1 text types & Purposes Writing Task Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.8* research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.4.9 research to Build & Present Knowledge sessions 1, 2, 3 draw evidence from literary or informational texts to support analysis, reflection, and research.

W.4.10 range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

“around the World in 80 days”Written by Jules Verne

GRC_G4.4_AroundWorld_LP.indd 1 12/18/14 3:40 PM

LeArnIng FOCuS rL.4.3*

Students read closely to determine the challenging major events in the story. They cite text evidence to show how characters respond or how these events progress the plot line.

eLL SuPPOrt

L.4.4 vocabulary Support vocabulary such as errand, gentleman, and pounds in context using the ELL vocabulary strategies in Getting Started.

Corrective FeedbackHave students closely reread page 24 to identify challenges that the characters face. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

SL.4.1 dISCuSSIOn Collaborative

Session 1 “around the World in 80 days”

PREVIEWING THE TEXT 5 minutesRead the title and author credit with students.

Today’s story is “Around the World in 80 Days” by Jules Verne. The passage in your book is only part of the story. The story begins when Mr. Fogg accepts a challenge to travel around the world in 80 days. He and his assistant have adventures along the way. They make it back to London, but Mr. Fogg thinks he is a day late and has not won. Who can guess which characters are shown in the illustration on page 23?

Maybe it’s Mr. Fogg and his assistant.

What would you like to find out by reading this story?

I want to know whether they really did win the money.

Let’s read to find out.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus. Have students read to the illustration on page 24. Check on their application of the focus. Provide support if needed.

Today we’ll pay close attention to the challenges for the main characters. We’ll also notice what they do about these challenges. Watch for challenges as you read page 23 and part of page 24. Stop reading when you get to illustration on page 24. . . . Who noticed a challenge?

Mr. Fogg and Passepartout were trying to travel around the world in 80 days; that’s a big challenge. But they thought it took them 81 days. Passepartout tried to hurry Mr. Fogg to the Reform Club before the end of the day. That must be where their trip around the world ends.

Who would like to add something about how a character responded to the challenge?

Mr. Fogg is confused about the number of days, but Passepartout has figured it all out. He tries to make sure Mr. Fogg ends his trip before that day is over.

So it seems that Mr. Fogg and Passepartout did meet their challenge to get around the world in 80 days, and Passepartout met his challenge to get Mr. Fogg to the club on time.

If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the text segment to consider challenges the characters face and how they try to meet these challenges.

Our work today is to think about the challenges Mr. Fogg and Passepartout face and how they respond and are changed by these challenges. Now let’s read to the end.

DISCUSSING THE TEXT 10 minutesInvite students to point out text evidence that helps them determine which major events are challenges and how the main characters respond to those challenges.

Listen carefully to your classmates as we talk about the story so you can connect your comments to theirs. What are some challenges Mr. Fogg faces, and how does he deal with them?

Well, it sounds like Aouda had agreed to marry him. Now Mr. Fogg isn’t sure she still wants to do that. I think he still wants to marry her.2 “AROUND THE WORLD IN 80 DAYS”



dISCuSSIOn tIP

Ask questions that will help students build on what others have already said. You might wish to use these sentence starters:• I want to add _____.• I think ____’s idea goes with ____’s idea because _____.

L.4.5 vOCABuLArY Figurative Language

W.4.8*, W.4.9, rL.4.3* WrItIng gather Information

rL.4.3* COMPrehenSIOn Characters & Challenges

COMPrehenSIOn ShAre

You can keep discussions interesting if you vary the people students collaborate with; have small group, partner, whole group discussions; or change the number of people in a group.

Who else agrees that this was a challenge? Any thoughts about how Mr. Fogg responded to this problem?

He tries to convince Aouda to marry him by telling her that his money is hers.

Who agrees with that? Who can find text evidence that tells us whether the money was important to Mr. Fogg?

In the second paragraph on page 25, the author says Mr. Fogg wanted to win the challenge, not the money.

Now, who can describe how Mr. Fogg responds to the challenges he faces?

I think he is determined and doesn’t give up; the next-to-last paragraph on page 26 tells how hard he worked to win the race.

I like the way you thought about the main character and how he responded to challenges. Thinking about characters that way helps us understand and enjoy the stories.

Draw attention to the figurative language in the first paragraph on page 23.

Sometimes words do not mean exactly what they say. Let’s reread the first paragraph on page 23. Who can find a word or phrase that does not mean exactly what it says?

The first sentence says Passepartout is enchanted, but I don’t think anyone put a magic spell on him.

I agree. Who can tell us what the author probably meant by enchanted?

Maybe he meant that Passepartout was happy. Later in the story, the author says that Mr. Fogg got married. Maybe Passepartout was there to talk to the clergyman about the wedding, and he was happy about it.

Yes, authors often use words in new ways to help us form pictures in our minds. It makes their stories more interesting! Today we thought about challenges and how Mr. Fogg responded to them. Keep the work we’ve done in mind as you read other stories.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read about characters responding to challenges in a story.

Today we thought about story events that were challenges and how the two characters responded to them. Keep the work we’ve done in mind as you read other stories.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE CHALLENGES & CHARACTERS’ ACTIONSE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to identify how the characters respond to challenges. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 to begin collecting evidence to answer the question: Who would you go to for help in meeting a challenge, Mr. Fogg or Passepartout?


LeArnIng FOCuSeS rL.4.3*, rL.4.6*, rL.4.7

Students return to the text to read closely and recognize the challenges in the stories and how characters respond to them. They cite text evidence to identify how they learn about characters through text and illustrations and how the narrator’s point of view impacts the story.

COMPrehenSIOn ShAre

One way to know who is telling a story is to check the pronouns. If you see the words him, her, they, or them, a narrator is telling the story in third-person point of view. If you see the words I, we, or us, one of the characters in the story is telling it using first-person point of view.

Session 2 “around the World in 80 days”

RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

Let’s quickly review our discussion from the last session.

We talked about how it seems that Mr. Fogg was a day late and did not win the money. This was a big challenge! We also learned that it was Passepartout who solved this problem. Then Mr. Fogg faced a different challenge: getting Aouda to marry him. He solved that one himself by telling her that his fortune was hers.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses. Invite students to reread the selection. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, have them reread the balance of the selection. If not, provide corrective feedback as suggested on page 2 of this plan.

Today as we reread, we’re going to think about how the author tells us what the characters are like and the challenges they face. First, raise your hand if you can tell us who is telling this story. That is, what point of view does the author use?

I think a narrator is telling the story. It’s told in the third person.

Please explain how you know that.

If Mr. Fogg or another character were telling it, the story would have the pronouns I, me, and my. It doesn’t. The pronouns are he, she, and they.

Who agrees? Now, who can tell us how this point of view affects the story? What is an advantage to having a narrator tell the story?

A narrator can be wherever any characters are and tell us what they are doing. We don’t have to stick with one character, like in first-person stories.

Who knows a disadvantage to having a narrator tell the story?

We don’t get to know what each character is thinking, only what they do and say.

Draw students’ attention to the use of illustrations to describe characters.

We’ll use the illustrations to help us understand the story, too. Let’s look at the illustration on page 24. Who can tell us who these men might be? What does the illustration tell you about them?

I think they are men at the Reform Club. Mr. Fogg is telling them that he won the money and they should pay him; it looks like a fancy club. I think those men are rich.

Next, let’s look at the map on page 26. Who knows why the author included it?

It shows the path Mr. Fogg and Passepartout took around the world. It shows us that it was a very long trip!

When we read, we can put together information from the text and illustrations to learn more about the story characters.

4 “AROUND THE WORLD IN 80 DAYS”



L.4.5 vOCABuLArY nuances

COMPrehenSIOn ShAre

Combine what you have read with what you learn from the photos and/or illustrations to help you better understand the key details such as where, when, why, and how events occur.

Focus on how the author develops the plot by introducing events and challenges.

In this story, there is a main event and some challenges that Mr. Fogg and Passepartout face. Let’s discuss how the author set up the main event and challenge in our story.

Mr. Fogg thinks he has lost, but Passepartout knows they have won. Passepartout has the challenge of making Mr. Fogg realize they’ve won.

Keep reading closely to the end of the story. Think about how the author doesn’t just tell us what happened but also gives details about it and about what the characters are thinking and feeling.

Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session.

DISCUSSING THE TEXT 10 minutesGuide a discussion in which students identify how the author reveals the characters and sets up events and challenges to establish the plot.

What can we say about Mr. Fogg’s character?

He’s determined; he loves Aouda; he doesn’t care about money, but he likes to win.

How do we know these things? Can anyone share details that tell us about him?

In the second paragraph on page 25, the author says that Mr. Fogg’s object was to be victorious, not to win money. Page 26 tells how hard he worked to win the challenge.

The author gave these details about Mr. Fogg’s actions and what he is feeling so we can understand him better.

Continue the discussion, focusing on noticing clues in the text and illustrations.

Now let’s think about Passepartout’s character. Who can tell us how he felt about his boss?

I think he liked Mr. Fogg very much.

Do you agree? Who can point out some details that support that?

Passepartout ran fast and dragged Mr. Fogg to the Reform House. I think he knew how important that was to Mr. Fogg. On page 26, Passepartout gives the bride away at the wedding, and he was “glowing and dazzling.”

Let’s look again at the illustration on page 23. Study it closely. Passepartout is talking to Mr. Fogg. However, what does the illustration tell you about when they are talking?

Passepartout’s hair and the watch in his hand. Passepartout had been rushing through the streets; that’s why his hair is messed up. He is holding out his watch to show Mr. Fogg he has only 10 minutes left to win the challenge.

Who agrees with that? Yes, the author and the illustrator give us interesting pictures that help us understand the story and how the main characters react to events and challenges.

Focus on the word seized on page 23.

Let’s look at the word seized near the bottom of page 23. Who can tell us some other words that the author could have used in this sentence?

He could have said grabbed, caught, or took hold of.


Who can share their ideas about why the author chose seized?

I think using seized shows that Passepartout was determined and in a hurry.

I agree! The word seized has energy in it, just like Passepartout at that moment in the story.

Help students understand the benefits of linking their comments to the remarks of others.

We’ve shared our thoughts about how the author described the characters and showed how they responded to challenges. When you discuss stories like this one, it can be helpful to link what you have to say to something someone else has said. Why do you think it’s helpful?

It means we’re sharing our ideas. Someone else’s idea can help me think of something new about the story or a character.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Guide students to read with sufficient accuracy and fluency to support comprehension. Model the use of commas to indicate a pause in text. Read aloud page 25 twice: once all the way through without stopping, and once with pauses correctly inserted. Have students tell which is easier to understand. Then have them partner to read the page.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 to collect evidence that will help them answer one of the following questions: Who would you go to for help in meeting a challenge, Mr. Fogg or Passepartout? or Do you think the main characters in these stories are good role models for dealing with challenges? Students may need multiple copies of the organizer. Review students’ collected evidence as you evaluate their mastery of the learning focuses.

TEACHER’SCHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDEDIn preparation for Session 3 (teacher’s choice), have students read the short text selection “Sophia’s Race” on page 28 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read.

Before our next session together, I would like you to read “Sophia’s Race” on your own. As you’ve done before, pay close attention to an event that is challenging for the characters and to how they respond.

W.4.8*, W.4.9, rL.4.3*WrItIng

gather Information

rL.4.10reAdIng

Independent

rF.4.4 FLuenCY Accuracy

COMPrehenSIOn ShAre

As students pose and respond to specific questions, make sure they make comments that contribute to the discussion and link to the remarks others made.




Session 3 “around the World in 80 days” and “sophia’s Race”

SL.4.1 dISCuSSIOn Collaborative

LeArnIng FOCuSeS rL.4.3*, rL.4.6*, rL.4.7, rL.4.9*

Students compare and contrast texts to read closely and recognize the challenges in the stories and how characters respond to them. Students continue to identify how they learn about characters through citing text evidence about how the narrator’s point of view impacts the story.

Key Idea People can often find ways to overcome the challenges in their lives.

REFLECTING ON THE TEXTS 5 minutesAsk students to reflect on what they learned over the past sessions. Invite them to review and reflect on both stories.

We have learned a lot about the characters in both stories through their actions and reactions to challenges. Who can tell us why it’s important to pay attention to challenges and the ways characters react to them?

How people react to challenges can help you understand them. When you know more about a character, you care more about the story.

Who will share a challenge from “Sophia’s Race”?

Sophia had to face dropping out of the race after she hurt her ankle.

CROSS-TEXT ANALYSIS 10 minutesGuide students to compare and contrast the two stories.

Let’s think about Sophia. Who can explain how she reacted to this challenge?

She was heartbroken, but she did not give up; she helped other runners in the race.

Who would like to make a comparison to Mr. Fogg or Passepartout in our first story?

In the first story, Passepartout did not give up either; he figured out the time problem and made sure Mr. Fogg won the challenge.

Good work! Now let’s compare the point of view in both stories. Who would like to do that?

I think both stories are told by a narrator; they both use he, she, and they.

Now, let’s consider the illustrations in both stories. Which ones tell us something about the characters or plot that we did not learn from the text?

I learned how Sophia looks from the illustration for that story. I learned how rich Mr. Fogg’s friends are from the illustration on page 24; I learned about the trip around the world from the map on page 26.

It’s helpful to compare and contrast two stories. This helps you understand how stories work and how important it is to make links between events and what characters do.

Guide students to synthesize character and plot elements across both stories. The analysis should lead to connections and new understandings based on both stories.

Let’s think about how discussing the two stories together help you understand both more deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who’d like to share?

We think that the stories are about characters not giving up on challenges no matter how difficult they may be.


INTEGRATING THE LEARNING 10 minutesInvite students to integrate the information from both stories and concisely state the big ideas across both texts. The analysis should lead to connections and new understandings based on both stories.

Discussing the two stories together can help you understand them both. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who’d like to share?

We think that the stories are about characters trying to do their best, in spite of challenges. Sophie made the best of what happened, and Passepartout was determined to help his boss and friend, Mr. Fogg. The characters in both stories faced a challenge. They could have given up, but instead they did their best to overcome challenges.

Have students reflect on the strategies they learned for comparing two stories with a similar theme.

Let’s recap what strategies we used to deepen our understanding of both stories.

We thought about challenges the characters faced and how they dealt with them. We also thought about what the text and illustrations told us about the characters. We know that paying close attention like this helps us to get into the stories more.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading the texts. Then invite them to write a response to one of the questions: Who would you go to for help in meeting a challenge, Mr. Fogg or Passepartout? or Do you think the main characters in these stories are good role models for dealing with challenges? Use text evidence from both selections to support your answer. Remind students to make good use of text evidence they’ve collected to support their main points.

W.4.8*, W.4.9, rL.4.3*WrItIng

respond to Question

W.4.1WrItIng

Opinion

E-RESOURCEE-RESOURCE Summative Assessment Review with students what makes a strong opinion piece. Students will work independently to write an opinion paragraph about the texts they read. Guide them to use page 12 as they draft.

Now that you’ve collected lots of evidence about how the characters acted, let’s write an opinion. These opinion paragraphs will answer the question: Which story has the most realistic challenge faced by a character? Let’s quickly review what makes a strong opinion piece before we get started.

We need a clear statement of what we think, which is our opinion. Then we need to say why. Then we say what we think again.

TEACHER’SCHOICE Writing Task: Opinion




OPTIONAL GUIDED READING: “SOPHIA’S RACE” Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, “Sophia’s Race.” Use the learning focuses from Sessions 1 and 2 to reinforce and practice with the standards and the learning.

Today we’ll spend some time practicing the reading skills we worked on with our first story. We will pay close attention to how the main character responds to a challenge. We’ll also read to see how the author describes her actions through the story events.

CLOSE READING OPTION: “BASKETBALL TRYOUTS”E-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page and respond to the prompts before returning for a small-group discussion.

VOCABULARYPunctuation for effect Draw students’ attention to the use of dashes on page 23.

Who notices another kind of punctuation on page 23 besides the periods exclamation points, and commas?

I see long dashes in the dialogue. It’s when Passepartout is talking.

Listen as I read one of the sentences that contains a long dash: “Impossible—for tomorrow.” What did you notice about the way I read?

You paused at the dash.

Who knows what the author was trying to show with those long dashes?

I think he wanted to show that Passepartout was out of breath.

WORD RECOGNITIONMorphology Help students use roots to help them understand unfamiliar, multisyllabic words.

Often when we come upon an unfamiliar word in our reading, we can find a root word that will help us decode the longer word. For example, find the word victorious in the second full paragraph on page 25. Who can tell us the root of this word?

Victor is the root word of victorious.

Victor is based on a Latin word that means “conqueror.” So if Mr. Fogg is victorious, what is he?

He’s a conqueror; he conquered the challenge of traveling around the world in 80 days.

Now, who knows the part of speech of victor?

Victor is a noun.

Victorious has the suffix -ious added. Now, who knows the part of speech of victorious?

Victorious is an adjective.

TEACHER’SCHOICE Additional Instructions

rL.4.3*, rL.4.6*, rL.4.7 COMPrehenSIOn Characters & Challenges

rL.4.10 reAdIng Independent

L.4.3b vOCABuLArY Punctuation for effect

rF.4.3a WOrd reCOgnItIOn Morphology

vOCABuLArY tIP

Model how to read exclamations with appropriate expression and intonation. Point out the exclamation point and model reading the sentence in an excited way. Have students echo read the exclamation after you.


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Comprehension: Challenges and Characters’ ActionsThink about the characters in “around the World in 80 days.” List each challenge a character faces in the story. Then describe how the character responds to the challenge.

Character Character’s Challenge Character’s Response

Mr. Fogg

passepartout

Score:


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Constructed Response: Collect Text EvidenceCheck which question you are citing evidence for. Think about the question as you read. Write details from the text that help you answer the question. Be sure to include page references. You may need more than one copy of this sheet.

Who would you go to for help in meeting a challenge, Mr. Fogg or Passepartout?

Do you think the main characters in these stories are good role models for dealing with challenges?

Evidence from the Text or an Illustration Page Number

Score:


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Writing Task: Your First DraftWrite an opinion paragraph that states which story has the most realistic challenge faced by a character. use details from both stories to support your answer.

REMEMBER: a well-written opinion paragraph includes:

• Beginning: strong opening sentence that tells your opinion clearly

• Middle:

o at least three reasons and details that support your opinion

o you may use linking words like and, because, and also to talk about your reasons

• Ending: closing sentence or two that restates your opinion

Score:


Documents

“around the Guided World in 80 days” Written by Jules · PDF fileLeArnIng FOCuS rL.4.3* Students read closely to determine the challenging major events in the story. They cite