e Grapes of Wrath - Edl€¦ · · 2017-01-16e Grapes of Wrath ... Chapter 4 TR: Ch.5 SR: Ch.6 18 IN CLASS READING DAY CHAPTER 6 19 Lit. ... Cite several pieces of textual evidence

e Grapes of Wrath John Steinbeck

Student Name _______________________________________

Spring 2017

January 2017

Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

9

Movie

10

Movie

11

TR: Ch.1

SR: Ch.2

12

AR tests

Work on lit cir

13

Lit. Circle

Chapter 2

TR: Ch.3

SR: Ch.4

16 17

Lit. Circle

Chapter 4

TR: Ch.5

SR: Ch.6

18

IN CLASS

READING DAY

CHAPTER 6

19

Lit. Circle

Chapter 6

TR: Ch.7

SR: Ch.8

20 Picture

Day

23

Lit. Circle

Chapter 8

TR: Ch.9

SR: Ch.10&11

24

IN CLASS

READING DAY

CHAPTERS

10&11

25

Lit. Circle

Chapter 11

26

Quiz on

Chapters 1-11

27

TR: Ch.12

SR: Ch.13

30

IN CLASS

READING DAY

CHAPTER 13

31

CSW Activity

February 2017

Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

1

Lit. Circle

Chapter 13

TR: Ch.14

SR: Ch.15

2

Lit. Circle

Chapter 15

SR: Ch.16

3

CSW Activity

6

IN CLASS

READING DAY

CHAPTER 16

7

Lit. Circle

Chapter 16

TR: Ch.17

SR: Ch.18

8

IN CLASS

READING DAY

CHAPTER 18

9

Lit. Circle

Chapter 18

10

Quiz on

Chapters 12-18

13

TR: Ch.19

SR: Ch.20

14

IN CLASS

READING DAY

CHAPTER 20

15

Lit. Circle

Chapter 20

TR: Ch.21

SR: Ch.22

16

IN CLASS

READING DAY

CHAPTER 22

17

Lit. Circle

Chapter 22

TR: Ch.23

SR: Ch.24

20 21

Lit. Circle

Chapter 24

TR: Ch.25

SR: Ch.26

22

IN CLASS

READING DAY

CHAPTER 26

23

Lit. Circle

Chapter 26

TR: Ch.27

SR: Ch.28

24

27

Lit. Circle

Chapter 28

TR: Ch.29

SR: Ch.30

28

Lit. Circle

Chapter 30

3/1

Quiz on

Chapters 19-30

3/2

AR TEST

3/3

PARTY!

Literature Circle Schedule

You are assigned to a color.

You will follow this schedule so you know which activity to complete for each due date.

Due Date Chapter Discussion

Director

Character

Captain

Researcher Illustrator Literary

Luminary

1/13/2017 2

1/17/2017 4

1/19/2017 6

1/23/2017 8

1/25/2017 11

2/1/2017 13

2/2/2017 15

2/7/2017 16

2/9/2017 18

2/15/2017 20

2/17/2017 22

2/21/2017 24

2/23/2017 26

2/27/2017 28

2/28/2017 30

GROUP # BLUE RED ORANGE YELLOW GREEN

1 Kieran Miky Raina Chloe Jack

2 Lukas Sophie Shelby Alex

3 Khloe Keeva Zoe Henry Alejandro

4 Marco Allen Anthony Gabby Rocky

Annotations

Annotating Text

(You have already been doing this with your independent reading “bookmarks”.)

As an "active reader," you already know that when you read textbook assignments, you should have

questions in your mind. As you read, you should be looking for the answers to these questions. You

should also have a pencil in hand so that you can "annotate" your text. As the word suggests, you

"take notes" in your textbook.

Unlike "highlighting," which is a passive activity, the process of annotating text helps you to stay

focused and involved with your textbook. You'll nd that the process of taking notes as you read will

help you to concentrate better. It will also help you to monitor and improve your comprehension. If

you come across something that you don't understand or that you need to ask you instructor about,

you'll be able to quickly make note of it, and then go on with your reading.

The following is a list of some techniques that you can use to annotate text:

● Underline important terms.

● Circle de nitions and meanings.

● Write key words and de nitions in the margin.

● Signal where important information can be found with key words or symbols in the margin.

● Write short summaries in the margin at the end of sub-units.

● Write the questions in the margin next to the section where the answer is found.

● Indicate steps in a process by using numbers in the margin.

For each chapter, you will annotate the text. Since you do not own the book, your annotations will be

written on a worksheet. You will be required to:

a.) comment on vocabulary

b.) write questions

c.) nd “words of wisdom”

d.) make connections.

These are NOT to be full sentences, but rather bulleted notes for comprehension and discussion. Don’t worry

about capitalization, punctuation or spelling. I know, that feels weird, right?

Annotating Text

e Grapes of Wrath chapter _________

Vocabulary that is Interesting or Confusing

You must list at least 5 and what they mean.

●

●

●

●

●

●

Connections Make at least two connections to the text. Either text to text, text to self, or text to

world.

●

●

●

Questions: 1. 2. 3.

Words of Wisdom: All students are required to select at least one quote for the “Words of Wisdom” wall. Include the page number.

Literature Circles

The Illustrator

Name:__________________Novel:___________________Chapter:________Date:______

Common core standard:

★ CCSS.ELA-Literacy.RL.8.7 Compare and contrast a written story, drama, or poem to its audio,

filmed, staged, or multimedia version, analyzing the effects of techniques unique to each

medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Description: Your job is to create a picture related to what you read in your section. It can be a sketch,

cartoon, collage (cutting out pictures or words from a magazine or newspaper), diagram (Venn, web,

etc.), digitally created image, etc. The image can be based on something you read, something that the

reading remind you about, or an element of the story (plot, character, setting). No stick figures are

allowed. The picture should be thoughtfully formatted: What is the central focus? What colors are

included? How does this picture represent your reading?

Presentation Plan: When the Discussion Director invites you to participate, you may show your

picture without commenting on it, and let your group members individually guess what your picture

means. After everyone has had a turn to guess, it is your turn to tell them what your picture means,

where it came from in the text, or what it represents to you. You may make your picture on the BACK

of this worksheet or on a separate page.

Character Captain

Name:__________________Novel:___________________Pages:________Date:_______ Common core standards:

★ CCSS.ELA-Literacy.RI.8.3 : Analyze the interactions between individuals, events, and ideas ★ CCSS.ELA-Literacy.RI.8.1 : Cite several pieces of textual evidence to support analysis

Description: Your job is to share observations you have made about the main character(s). Select four character traits to describe one or more of the characters in your novel and support your selection with textual evidence. Presentation Plan: When the Discussion Director invites you to participate, you will direct the members of your group to the page of your first textual evidence. Then, you will read the passage aloud and ask the group what character trait they think that passage shows. After getting their ideas, share the character trait you selected and then move to the next example. common character traits : adventurous, awesome, artistic, athletic, active, beautiful, brave, bold, bossy, cheerful, curious, creative, courageous, considerate, daring, impulsive, dainty, dangerous, exciting, entertaining, energetic, funny, a fighter, friendly, fun-loving, gentle, generous, happy, humble, hostile, intelligent, independent, inventive, a leader, lazy, messy, mischievous, mean, nasty, neat, nice, nosy, open, poor, proud, pretty, quiet, rich, respectful, rad, sad, sloppy, serious, successful, shy, short, smart, studious, selfish, simple, tall, trustworthy, thoughtful, unselfish, warm, witty, wild, wonderful, silly, melancholy, mellow, aimless, loud, prudent, iconoclastic, penurious, belligerent, loyal, visionality.

Character Name: _____________________ Character Trait: _____________________ Page:______ (mark the spot with a post-it)

Paragraph Explanation of how the trait appears in this section: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Paragraph Explanation of how the trait appears in this section: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Paragraph Explanation of how the trait appears in this section: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Illustrator

Name:__________________Novel:___________________Pages:________Date:_______

Common core standard:

★ CCSS.ELA-Literacy.RL.8.7 Compare and contrast a written story, drama, or poem to its audio,

filmed, staged, or multimedia version, analyzing the effects of techniques unique to each

medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Description: Your job is to create a picture related to what you read in your section. It can be a sketch,

cartoon, collage (cutting out pictures or words from a magazine or newspaper), diagram (Venn, web,

etc.), digitally created image, etc. The image can be based on something you read, something that the

reading remind you about, or an element of the story (plot, character, setting). No stick figures are

allowed. The picture should be thoughtfully formatted: What is the central focus? What colors are

included? How does this picture represent your reading?

Presentation Plan: When the Discussion Director invites you to participate, you may show your

picture without commenting on it, and let your group members individually guess what your picture

means. After everyone has had a turn to guess, it is your turn to tell them what your picture means,

where it came from in the text, or what it represents to you. You may make your picture on the BACK

of this worksheet or on a separate page.

Character Captain

Name:__________________Novel:___________________Chapter:________Date:______ Common core standards:

★ CCSS.ELA-Literacy.RI.8.3 : Analyze the interactions between individuals, events, and ideas ★ CCSS.ELA-Literacy.RI.8.1 : Cite several pieces of textual evidence to support analysis

Description: Your job is to share observations you have made about the main character(s). Select four character traits to describe one or more of the characters in your novel and support your selection with textual evidence. Presentation Plan: When the Discussion Director invites you to participate, you will direct the members of your group to the page of your first textual evidence. Then, you will read the passage aloud and ask the group what character trait they think that passage shows. After getting their ideas, share the character trait you selected and then move to the next example. common character traits : adventurous, awesome, artistic, athletic, active, beautiful, brave, bold, bossy, cheerful, curious, creative, courageous, considerate, daring, impulsive, dainty, dangerous, exciting, entertaining, energetic, funny, a fighter, friendly, fun-loving, gentle, generous, happy, humble, hostile, intelligent, independent, inventive, a leader, lazy, messy, mischievous, mean, nasty, neat, nice, nosy, open, poor, proud, pretty, quiet, rich, respectful, rad, sad, sloppy, serious, successful, shy, short, smart, studious, selfish, simple, tall, trustworthy, thoughtful, unselfish, warm, witty, wild, wonderful, silly, melancholy, mellow, aimless, loud, prudent, iconoclastic, penurious, belligerent, loyal, visionality.


Paragraph Explanation of how the trait appears in this section: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________






Paragraph Explanation of how the trait appears in this section: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Discussion Director

Name:__________________Novel:___________________Chapter:________Date:______ Common core standard:

★ CCSS.ELA-Literacy.SL.7.1.c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Description: Your job is to write a list of questions that your group may want to discuss about this part of the book. The best questions will come from your own thoughts, feelings, and ideas about this selection in the novel. You also need to write your own answers to these questions. Presentation Plan: When you are seated with your group, pose the questions you created and call on you group members to answer these questions. Vary the responses so that every member of your group has the opportunity to answer your questions. When you are done asking your questions and monitoring discussion, ask the members of your group to share their completed assignments.

Question 1: _________________________________________________________________________________________________________________________________________________________

Your answer to this question: ____________________________________________________________________________________________________________________________________________________________________________________________________________

Question 2: _________________________________________________________________________________________________________________________________________________________


Question 3: _________________________________________________________________________________________________________________________________________________________


Question 4: _________________________________________________________________________________________________________________________________________________________


Question 5: _________________________________________________________________________________________________________________________________________________________

Your answer to this question: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Literary Luminary

Name:__________________Novel:___________________Chapter:________Date:______ Common core standards:

★ CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

★ CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

★ CCSS.ELA-Literacy.W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Description: Your job is to choose a paragraph or section from the novel to discuss with your group. Your purpose is to help other students by spotlighting something interesting, powerful, funny, puzzling, or important from the text. Include your reasoning for selecting those paragraphs or sections. Make sure you record the page and paragraph number. Presentation Plan: When the Discussion Director invites you to participate, you will direct the members of your group to the page and paragraph you recorded. You can read parts aloud yourself, or ask another group member to read them. Then, explain why you selected those sections and share your intelligent reflections.

Page: ______ (mark the spot with a post-it)

Reason for selecting this section: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Reason for selecting this section: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Reason for selecting this section: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Reason for selecting this section: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Reason for selecting this section: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Researcher

Name:__________________Novel:___________________Chapter:________Date:______ Common core standard:

★ CCSS.ELA-Literacy.SL.8.1.c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Description: Your job is to dig up some background information on any relevant topic related to your book. This might include:

● The geography, weather, culture, or history of the book’s setting ● Pertinent information about the author and other related works ● Information about the time period portrayed in the book ● Information on any topics or events represented in the book ● Pictures, objects or materials that illustrate elements of the book ● Information about any character that is based on a historical person

Presentation Plan: When you are seated with your group, you will share information that you gathered related to the book. You may present information on your iPad, but you must have the website or the youtube video written down on this planning sheet. This is not a formal research report. The idea is to find some information or material that helps your group understand the book better. Investigate something that really interests you – something that struck you as puzzling or curious while you were reading.

I plan to share a (video, pictures, map(s), song, article, other _________________________).

Page number(s) in the book this refers to ___________ (Read this aloud to the group.)

I will ask the class WHY they think I have selected to share this information. (Wait for responses

from the group.)

I decided to share this because ____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Where did I get my information? (This is where you will list the website, book or any other resource.)

____________________________________________________________________________

____________________________________________________________________________

Documents

e Grapes of Wrath - Edl€¦ · · 2017-01-16e Grapes of Wrath ... Chapter 4 TR: Ch.5 SR: Ch.6 18 IN CLASS READING DAY CHAPTER 6 19 Lit. ... Cite several pieces of textual evidence