Short Story of the Month - I'm Lovin' Lit...Day 6 1. Activity 13: 30 minutes Essay question response guide for POV –This activity is to give students a template to follow when they

©2018 erin cobb imlovinlit.com

Short Story of the Month"The Gold Cadillac" by Mildred D. Taylor

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, and Common Core Alignment 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-10

Activity 4: Analyze Mood Reading Guide w/Key 11-14

Activity 5: Basic Comprehension Quiz (Recall Facts and Details) w Key 15-16

Activity 6: Analyze Tone Annotation Guide 17-21

Activity 7: Tone Review w/Key 22-23

Activity 8: Plot Pyramid Organizer w/Key 24-25

Activity 9: Vocabulary Guide: Text Evidence w/Key 26-29

Activity 10: Dynamic/Static Character Mini-Lesson 30-31

Activity 11: Dynamic/Static Character Mini-Practice w/Key 32-33

Activity 12: Dynamic Character Analysis: Wilbert 34-35

Activity 13: RL.6.3 POV Essay Response Notes 36-39

Activity 14: Character’s Point of View Analysis w/Key 40-42

Activity 15: ACE Questions for Text Evidence w/Key 43-44

Activity 16: Theme + Text Evidence Analysis w/Key 45-46

Activity 17: Comprehension Skills Test w/Key 47-52

Activity 18: Text Evidence Quiz w/Key 53-56

Activity 19: Nonfiction Article “The Civil Rights Act of 1964” 57

Activity 20: Nonfiction Text Analysis Activity w/Key 58-59

Activity 21: Essential Question w/Key 60-61

Activity 22: Find Evidence That.. Text Evidence Activity w/Key 62-63

TEKS Alignment 64

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Mood and Tone Lesson* RL.6.1, RL.6.4

Activity 2: Mood and Tone Printables* RL.6.1, RL.6.4

Activity 3: Journal Prompt/Discussion* SL.6.1

Activity 4: Analyzing Mood Guide*** RL.6.1, RL.6.4, RL.6.9

Activity 5: Comprehension Quiz* RL.6.1

Activity 6: Analyze Tone Annotation Guide*** RL.6.1, RL.6.4

Activity 7: Tone Review** RL.6.1, RL.6.4

Activity 8: Plot Pyramid** RL.6.1, RL.6.2, RL.6.3

Activity 9: Vocabulary Guide: Text Evidence*** RL.6.1, RL.6.4

Activity 10: Find Evidence That… (Text Evidence Act)** RL.6.1

Activity 11: Dynamic vs. Static Character Mini-Lesson** RL.6.1, RL.6.2, RL.6.6

Activity 12: Character Mini-Practice** RL.6.1, RL.6.6

Activity 13: RL.6.3 Essay Question Response*** RL.6.1, RL.6.6

Activity 14: Character’s Point of View Analysis** RL.6.1, RL.6.6

Activity 15: ACE Questions for Text Evidence*** RI.6.1, RI.6.3, RI.6.5, RL.6.9

Activity 16: Theme + Text Evidence Activity** RL.6.1, RL.6.2

Activity 17: Comprehension Skills Test** Rl.6.1 RL.6.2 RL.6.3 RL.6.5 RL.6.6

Activity 18: Text Evidence Quiz RL.6.1

Activity 19: Nonfiction Text Article + Survey Results** RI.6.1, RL.6.4

Activity 20: Nonfiction Text Activity*** RI.6.1, RI.6.3, RI.6.5

Activity 21: Essential Question*** RL.6.9, RI.6.1, RI.6.3, RI.6.6, RI.6.9



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

5 ©2017 erin cobb imlovinlit.com


Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for The Gold Cadillac, copy and paste the link below into your browser. Available in full resource only

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.

Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of sixth graders during the second half of the school year when students have already been introduced to most major concepts like plot, conflict, character traits and characterization, theme, mood, tone, etc.



Teacher’s Guide

Day 11. Activity 1: 25 minutesMini-lesson on Mood and Tone– Use the interactive notebook template provided as a separate file in the download. See Teacher’s Instructions in the file.2. Activity 2: 30 minutesMood and Tone Printables – Another separate file in the download folder. Use to warm up and review or introduce your students to mood and tone. Activity 1

Activity 2

Day 21. Activity 3: 10 minutesAnticipatory Set – Journal prompt. Find it in the PPT Slides file named Journal Prompt Slides.2. Read the story. Need a copy? Find one here:https://goo.gl/SNSy9n3. Activity 4: Analyze Mood Guide – After reading and discussing story, complete together. Students consider shifts in mood as well as mood/setting influence. Answer key included, not shown.

Activity 3



Teacher’s Guide

Day 31. Activity 5: 20 minutesComprehension Quiz – Basic Comprehension (Recall Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation. Answer key included, not shown. 2. Activity 6: 40 minutesSecond Read: Annotate for TONERead the story again. This time, stop and analyze the tone, or attitude, of key dialogue. I find it easiest to teach tone in literature with dialogue since students are very familiar with the influence of attitude on what and how they speak. I’ve chosen key dialogue examples for you to annotate and included the tone of each. See annotation guide.

Day 41. Activity 7: 20 minutesTone Review – Mini-Assessment to review tone in the story. Use it to check for mastery but I wouldn’t use it as a formal evaluation unless students have had previous practice with tone this year. If you’re just introducing it, this is a good practice test.2. Activity 8: 30 minutesPlot Diagram – This should be a moderately easy task for most students by now. I find that they have the most independent success when we discuss the climax as a class, then let them go with the rest. It’s not hard to build everything around the climax, but if you get the climax wrong, everything else is wrong.3. Activity 9: 20 minutesThis vocabulary guide is similar to the Text Evidence Quiz format but with vocabulary – students use context clues to identify the meaning of the word. Then, they have to choose which phrase from the text best supports the meaning they chose. Key included but not shown.

Activity 5

Activity 6

Activity 7

Activity 8

Activity 9



Teacher’s Guide

Day 51. Activity 10: 20 minutesCharacter Mini-Lesson – I pulled this interactive notebook template from the full Types of Characters interactive notebook template I use with older grades. Here we’ll just focus on static/dynamic, otherwise students will confuse them with flat/round forever.2. Activity 11: 15 minutesCharacter Mini-Practice – Students practice deciding if the character in each synopsis is dynamic, static, or if there is not enough information included. Good and easy warm up for this content. 3. Activity 12: 30 minutesDynamic Character Analysis – This activity is simple. Complete it together though. This is similar to the organizer you may have completed for Roger in ”Thank You Ma’am,” but that one isn’t required before this one. Here they’ll also have to identify the event that caused change in character.

Day 61. Activity 13: 30 minutesEssay question response guide for POV – This activity is to give students a template to follow when they answer questions about a change in character, something they’ll almost inevitably face on a state test. If you’re cataloging these in the notebooks, see explicit instructions within the ”Just Once” unit. Otherwise, you can glue this in their notebooks as a future reference, or simply use it as a class activity, but I like to have it somewhere my students can revisit it when needed.2. Activity 14: 30 minutesStudents are practicing what they were taught in Activity 13. I use this one as independent practice for that skill.

Activity 11

Activity 10

Activity 11

Activity 12

Activity 14Activity 13



Teacher’s Guide

Day 81. Activity 15: Comprehension Skills TestComprehension Analysis Test This comprehension test is designed to be taken with access to the story. You may choose to give your students a non-annotated version of the story. Allowing use of the version a student annotated may be a testing accommodation. I always let my students use the story here because I want to know if they can analyze a story, not memorize or recall details from it (we did that for the basic quiz).Answer key included but not shown here.

Day 71. Activity 15: 30 minutesACE Questions for Text Evidence –Students use ACE method from interactive notebook lesson in previous unit (The Bracelet) or available free in my TpT Store. 2. Activity 16: 25 minutesTheme + Text Evidence – this is designed to be practice for students distinguishing between multiple instances of text evidence to decide which one is relevant. They’ll be confronted with a lot of text evidence on the a state test, so I like to give them this focused practice. See bonus activity (22) for additional text evidence practiceFind Evidence That…

Activity 15

Activity 16

BONUS ACTIVITY

Activity 17



Teacher’s Guide

Day 9

Day 101. Activity 20: 35 minutesNonfiction Text Analysis Activity – WARNING – Sensitive information. Please preview and prepare. **I hope that it sparks rich conversation in your room about why there is so much difference in Table B.** I left off any overtly controversial questions on purpose but highly recommend “going there” if your students are interested or if you feel comfortable leading this type of conversation. If it makes you too uncomfortable, I highly recommend checking out the resources on https://www.tolerance.org/. 2. Activity 21: 35 minutesEssential Question. Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. This one gives students the opportunity to synthesize information from various sources, consider deeply, and answer a really hard question. I include this activity with each unit, but this one is a little bit more personal for each student and I’d be more flexible with acceptable answers on this one, too.

1. Activity 18: 30-50 minutesPARCC format Text Evidence Quiz – I’ve reduced the choices to 3 since students often struggle with this format test. Most of these questions (all except for 3 and 4) ask about concepts that have been previously included in other Activities in this pack, so students should be familiar with the material and are practicing applying their knowledge in a new way. Please keep in mind that if you don’t explicitly review the answers to this type of quiz for students who missed some, they will not learn to get better at this format. 2. Activity 19Nonfiction article “The Civil Rights Act of 1964”Begin reading/discussing article if time permits.

Activity 18

Activity 19

Activity 20

Activity 21


"The Gold Cadillac" by Mildred D. TaylorShort Story of the Month

Activity 4

Literature + Vocabulary

Close Reading Guide: Mood

Focus: Mood & Tone

1. What mood is created as soon as the story begins? Read the excerpt below and list two adjectives to describe the mood.

“A Cadillac!” I cried.“He said hurry up!” relayed Wilma.And then we took off again, up the back stairs to the second floor of the duplex. Running down the hall, we banged on all the apartment doors. My uncles and their wives stepped to the doors. It was good it was a Saturday morning. Everybody was home. ”We got us a Cadillac! We got us a Cadillac!” Wilma and I proclaimed in unison.

_________________________________ _________________________________

2. Soon, there is a sudden change in mood. Read the excerpt below and list two adjectives to describe the mood.

Then my mother came out. Everybody stood back grinning as she approached the car. There was no smile on her face. We all waited for her to speak. She stared at the car, then looked at my father, standing there as proud as he could be. Finally she said, “You didn’t buy this car, did you Wilbert?”“Gotta admit I did. Couldn’t resist it.”“But… but what about our Mercury? It was perfectly good!”“Don’t you like the Cadillac, Dee?”“That Mercury wasn’t even a year old!

_________________________________ _________________________________

3. Explain below what caused the shift in mood between excerpts #1 and #2 above.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


"The Gold Cadillac" by Mildred D. TaylorShort Story of the Month Reading Literature

Skill: Recall Details

Activity 5

Comprehension QuizChoose the best answer.

1. Everyone was excited about the new gold Cadillac excerpt for ____________.

a. Motherb. Daddyc. Wilmad. Mr. Pondexter

2. Friends and family were ____________ that Daddy wanted to drive the Cadillac to the deep south.

a. concernedb. confusedc. excitedd. angry

3. Who will make the trip with Daddy?a. Mother and the girlsb. aunts and unclesc. cousinsd. all of these

4. What signs did they begin to see in Tennessee and Kentucky?

a. Beware of Cows on Roadb. Bridges May Ice Overc. White Only, Colored Not Allowedd. Yield to Pedestrians

5. They were pulled over in the state of ________________.

a. Mississippib. Kentuckyc. Tennesseed. Ohio

6. Where did they stop so that Daddy could get some sleep?

a. a motelb. a rest stopc. a grove of trees at the side of the

roadd. none of these

7. After sleeping, Daddy decided to interrupt their trip south to…

a. let the rest of their party catch up.b. get a different car in Memphis.c. have a giant feast.d. enjoy the scenery in Mississippi.

8. When they got back home, Daddy…a. decided to park the Cadillac for a

while.b. only drove the Cadillac to church

on Sundays.c. sold the Cadillac.d. was more proud to drive his car

than before.



Activity 6

Literature + VocabularyAnnotation Guide: Tone


"The Gold Cadillac" by Mildred D. TaylorShort Story of the Month Vocabulary

Focus: Text Evidence 2-Part Questions

Activity 9

Read each excerpt and answer the questions that follow. Use a dictionary if needed.

Part A. What is the meaning of ignorance as used above?

a. intelligenceb. lack of knowledgec. bright; sunny

4. He said it all had to do with our skins being colored. He said it had to do with stupidity and ignorance. He said it had to do with the law, the law that said we could be treated like this here in the South. And for that matter, he added, any other place in these United States where folks thought the same as so many folks did here in the South.

Part B. Which word from the story bestsupports your answer to Part A?

a. stupidityb. treatedc. colored

Vocabulary Guide: Context Clues in Text Evidence

Part A. What is the meaning of caravan as used above?

a. a group traveling togetherb. a mobile homec. a horse-drawn wagon

5. Sometimes we joined our aunts and uncles and drove in a caravan out to the park or to the beach. At the park or the beach, Wilma and I would run and play. My mother and my aunts would spread a picnic, and my father and my uncles would shine their cars.

Part B. Which word from the story bestsupports your answer to Part A?

a. shine their carsb. to the park or to the beachc. we joined our aunts and uncles

and drove



Activity 12

Reading LiteratureSkill: Analyze Dynamic Character

RL.3

Char

acte

r: Wi

lbert

(Dad

dy) i

n “Th

e Gold

Cad

illac”

Dy

nami

c Cha

racte

r Ana

lysis

Wilbe

rt at

the B

eginn

ing of

the S

tory

Wilbe

rt at

the E

nd of

the S

tory

Key E

vent

:W

hat c

hoic

e has

Loi

s’s f

athe

r mad

e at

the b

egin

ning

of t

he st

ory?

Who

is u

pset

abo

ut th

is ch

oice

, and

w

hy?

Wha

t cho

ice d

oes L

ois’

s fat

her m

ake

at th

e end

of t

he st

ory?

How

doe

s thi

s cho

ice s

how

that

W

ilber

t has

chan

ged

sign

ifica

ntly

?

Wha

t eve

nt in

the s

tory

igni

tes a

ch

ange

in W

ilber

t?W

ilbert c

hose t

o b

uy a

brand n

ew

gold

Cadillac e

ven t

hough t

hey d

id

not n

eed a

new

car a

nd h

e h

ad n

ot

dis

cussed it w

ith h

is w

ife.

Mother is u

pset a

bout W

ilbert’s

choic

e t

o b

uy t

he C

adillac b

ecause

they d

id n

ot d

iscuss it in a

dvance

and M

other t

hin

ks it is m

ore

important t

hat t

hey s

ave t

heir

money f

or a

new

house.

Wilb

ert is p

ulle

d o

ver in M

issis

sip

pi

and t

hrow

n in jail sim

ply

because

they a

re b

lack a

nd d

riv

ing in a

brand

new

Cadillac.

Wilb

ert d

ecid

es t

o s

ell

the C

adillac

and g

et s

om

ethin

g m

ore

affordable

and p

ractic

al for h

is

fam

ily, even t

hough M

other t

old

him

that h

e c

ould

keep t

he c

ar.

This

choic

e s

how

s t

hat W

ilbert

has d

ecid

ed t

hat h

is f

am

ily is

more im

portant t

han d

riv

ing a

brand n

ew

fancy C

adillac. He h

as

matured m

ore o

n t

he insid

e a

nd

doesn’t

need t

he C

adillac t

o “

feel

ric

h”

because h

e h

as h

is f

am

ily.



Skills Test

6. Dee, Lois’s mother, is a static character in the story because…a. she is a good person, true and kind.b. her attitude and beliefs change by the end of the story.c. she stands her ground, refusing to ride in the Cadillac.d. her personality, attitude, and beliefs remain the same throughout the story.

7. Which event in the story had the greatest effect on Lois’s father, Wilbert?a. Lois’s mother refused to ride in the Cadillac to church.b. Wilbert was arrested in Mississippi.c. Lois’s mother insisted on going with him to Mississippi.d. Wilbert drove back to Memphis to borrow Cousin Halton’s car.

8. Read this excerpt from the story: We waited. More than three hours we waited. Finally my father came out of the police station. We had lots of questions to ask him. He said the police had given him a ticket for speeding and locked him up. But then the judge had come. My father had paid the ticket and they had let him go.What is the mood of this excerpt?

a. joyful c. confidentb. cold d. tense

9. Which piece of dialogue from the story is spoken with an accusing tone?a. “Mother-Dear!” Wilma and I cried. “What’re they going to do to our daddy?”b. My father shrugged and smiled. “Told me I bought this Cadillac alone, I could

just ride in it alone.”c. “You’re a liar,” said one of the policemen. “You stole this car.”d. My father was thoughtful. “No need to be scared now, sugar,” he said.

“Daddy’s here and so is Mother-Dear.”

10. Which statement below can be considered a theme of “The Gold Cadillac”?a. It is a bad idea to drive long distances in a car you just bought.b. The South was a hostile place for people of color in the 1950s.c. Cousins are often your best friends.d. Purchasing a home is more important than purchasing a car.

_____

_____

_____

_____

_____

Activity 17



Text Evidence Quiz

Activity 18

Text Evidence QuizChoose the best answer.

1. Which statement below best describes Wilbert, Lois’s father, at the beginning of the story?

a. Wilbert is humble and rarely talks about himself.

b. Wilbert is proud and enjoys showing off.

c. Wilbert is selfless and does everything he can to make his family happy.

2. Which piece of evidence best supports your answer to the previous question?

a. The next day was Sunday, and everybody figured that my mother would be sure to

give in and ride in the Cadillac.

b. “Just off the showroom floor!” my father said. “Couldn’t resist it!”

c. My father shrugged and smiled. “Told me I bought this Cadillac alone, I could just

ride in it alone!”

3. Which statement below best describes Lois’s neighborhood?

a. The neighbors are friendly and know each other well.

b. The neighbors often bicker and fight over small matters.

c. Lois and her family do not know their neighbors very well.

4. Which piece of evidence best supports your answer to the previous question?

a. “They see those Ohio license plates, they’ll figure you coming down uppity, trying

to lord your fine car over them!”

b. My uncles argued with him and tried to talk him out of driving the car south.

c. Since just about everybody on the block knew everybody else, most folks knew that

my mother wouldn’t ride in the Cadillac.


"The Gold Cadillac" by Mildred D. TaylorShort Story of the Month Informational Text

Skill: Analyzing Details

Activity 20

1. According to the introduction to the Civil Rights Act of 1964, what were the major purposes of the law? Complete the graphic organizer below.

The Civil Rights Act

of 1964

prevent discrimination in

public accommodations

The Civil Rights Act of 1964

2. According to Table A, what do most Americans believe about discrimination today?

____________________________________________________________________________________

____________________________________________________________________________________

3. Why do you think the author included Table B?

____________________________________________________________________________________

____________________________________________________________________________________

4. What conclusion can you draw from Table B that is not evident in Table A? Explain.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



Skill: Finding Text Evidence

Activity 22

Find Evidence That…Find text evidence that proves each statement and write it in the space provided. Then, explain how the text evidence you found proves the statement. See the example.

Cite specific evidence from the text:

Example: Mother was surprised to learn that Daddy bought a new car.

“Come on, Mother-Dear!” we cried together. “Daddy say come on out and see his new car!”“What?” said my mother, her face showing her surprise. “What are you talking about?”

Explain:

This confusion in her reaction shows that Mother was clearly surprised and had not expected for Daddy to purchase a new car.


1. Daddy was stubborn, especially when it came to his gold Cadillac.

Explain:


2. Driving to the rural south in a gold Cadillac was a bad idea.

Explain:


3. Lois’s extended family, including aunts, uncles, and cousins, were very close.

Explain:


4. After returning home from Mississippi, Wilbert (Daddy) felt differently about his new car.

Explain:

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Mood and Tone Lesson*

Activity 2: Mood and Tone Printables*

Activity 3: Journal Prompt/Discussion* ELAR.26(A)

Activity 4: Analyzing Mood Guide***

Activity 5: Comprehension Quiz* ELAR.6(A), 3

Activity 6: Analyze Tone Annotation Guide*** RL.6.1, RL.6.4

Activity 7: Tone Review**

Activity 8: Plot Pyramid** ELAR.6(A), 3

Activity 9: Vocabulary Guide: Text Evidence*** ELAR.2(A)(B)

Activity 10: Find Evidence That… (Text Evidence Act)** ELAR.6(A), 3

Activity 11: Dynamic vs. Static Character Mini-Lesson**

Activity 12: Character Mini-Practice**

Activity 13: RL.6.3 Essay Question Response*** ELAR.6(C)

Activity 14: Character’s Point of View Analysis** ELAR.6(C)

Activity 15: ACE Questions for Text Evidence*** ELAR.6(A), 3

Activity 16: Theme + Text Evidence Activity** ELAR.6(A), 3

Activity 17: Comprehension Skills Test** ELAR.6(A), 2(B), 3, 8(A)

Activity 18: Text Evidence Quiz ELAR.6(A), 3

Activity 19: Nonfiction Text Article + Survey Results** ELAR.9(A), 10(A)(C)

Activity 20: Nonfiction Text Activity*** ELAR.9(A), 10(A)(C)

Activity 21: Essential Question*** ELAR.9(A), 10(A)(D), 13(A)(B)



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

Documents

Short Story of the Month - I'm Lovin' Lit...Day 6 1. Activity 13: 30 minutes Essay question response guide for POV –This activity is to give students a template to follow when they