Lesson+2++Begin+The+Study

** & ** ** Skills Cluster 2: Reading and Analysis **
 * Skills Cluster 1: Preparing for the Task and Using Tools **


 * Quick Lesson Overview: ** With this lesson, the class should be developing more and more confidence with the Educurious platform— a tool that can make learning easier, more interactive and more fun.During this lesson, students get to select and begin a teen fantasy novel, form book groups, and explore some of the great fantasy literature resources on Educurious.This Book Group fantasy novel forms a key “backbone” of study during the module and students will have several great selections (a menu of book choices) from which to choose.


 * Learning Objectives: **
 * 1) Continue practice to build confidence and familiarity with the Educurious platform
 * 2) Read closely to cite strong textual evidence from the book selection
 * 3) Examine how the author structures reader engagement at beginning of fantasy stories


 * Standards Addressed in This Lesson: **
 * RL 10.4 -­ ** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).


 * RL 10.5 -­ ** Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


 * Standards Addressed in This Lesson (continued): **


 * W 10.8 -­ ** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


 * __ Essential __****__ Lesson __****__ Question/s: __**


 * // How can technology assist in accessing new learning information and communicating within a “learning community?” Why is the fantasy genre compelling for readers? //**


 * // What will be some of the most unique features of this module? //**


 * // What should students know about the special learning opportunities that will occur in this module? //**


 * // Mini-­tasks (Required mini-­‐tasks for this module) //**
 * // Prompt: // After receiving an overview of several teen fantasy novels from the teacher, students will select a novel to read and begin reading that novel in a book group.
 * // Mini-­‐task scoring: // No scoring


 * // Prompt: // After reading the beginning of the fantasy novel, each book group will discuss how the author initially “sets up” the fantasy environment. Individual students will then post their own blog addressing this question: //How does the author engage the reader at the beginning of the fantasy story and begin to set up the fantasy environment?//
 * // Mini-­‐task scoring: // Informal scoring: teacher reads posts for textual evidence supporting claim and comments on student blogs.


 * __ Pre-­‐planning __****__ Notes __****__ for __****__ the __****__ Teacher: __**

Teachers do not need to read each of the possible fantasy selections (although great idea if time); however they should familiarize themselves with the “blurbs” for each book along with some reader comments.This will help as they conduct book talks for the class.


 * __ Lesson __****__ 2 __****__ Instructional __****__ Sequence: __**


 * FRAMING THE LESSON: ** Now is a great time to frame the lesson as a whole for students.This way, students will see the end goal or project up front. They will also get a "fee" for how the unit will unfold and their role along the way.A couple of tools can be found in the resources section of this lesson to assist with this overview:


 * A.) OVERVIEW SLIDES: ** These are a few powerpoint slides that provide an overview of the lesson as a whole.This can be projected or used as a handout. The slides address the following:
 * Overall Goals for the Lessons
 * What to expect with the final project
 * Unique and cool features of the module
 * How experts are used
 * How students will receive feedback and be evaluated


 * B. ) VISUAL OVERVIEW OF THE MODULE: ** This is a visual outline of the entire module.It can be shared with students to show the major goals of each week as well as "deliverable" that will be collected from students along the way.

It is recommended that you provide this "framing" or unit overview before you move onto the next parts of the lesson numbered below. An overview of the entire unit could last 15 to 20 minutes.


 * 1) One key staple of this module is the opportunity for students to read a book group fantasy novel that they have self-­selected. Students will have access to a “menu” of options with varying degrees of length and complexity.All of the selections have been pre-­screened as good young adult examples for this genre.Nevertheless, many fantasy texts can be challenging for students. As students engage with the text, it will be important for many of them to have guidance and help with some of the vocabulary, unique language and special features they will encounter.
 * 2) By its very nature, fantasy literature includes references to unusual landscapes, language, objects, creatures, etc.- none of which are familiar. For this reason, it is a good idea to do some shared reading of a sample fantasy passage (or two) with the teacher modeling close reading strategies and ways to use context clues to work around tough vocabulary.If students see the teacher “unpacking” a complex passage, then this can help when they encounter similar passages on their own.
 * 3) The following except comes from the book: __Game__ __ of ____ Thrones __ by George R. R. Martin. It’s useful because some students may be familiar with the story or movie adaptation, and it also provides a vehicle for close reading modeling.
 * 4) Read a good chunk of the first section all the way through. Ask what is happening? While some students may get it the first go around, others may look confused or find it difficult to follow the action. Say, “Me too. This language is hard and tricky to follow.”
 * 5) Inform students that difficult text like this means that re-­‐reading is needed and that chunking often helps. This will be a “think aloud” sort of activity in which the teacher demonstrates how they would make sense and explain the reading of the text.
 * 6) First ask students to read the passage silently.Next, suggest that they go back and underline words that are unfamiliar or areas that sparked confusion or questions.Finally, ask students to circle any sentences or groups of words that make it easy to visualize what the reader is describing.


 * __ E __****__ XC __****__ E __****__ RP __****__ T __****__ F __****__ RO __****__ M __****__ A __****__ GA __****__ M __****__ E __****__ O __****__ F __****__ T __****__ HRON __****__ ES __****__ B __****__ Y __****__ G __****__ E __****__ ORG __****__ E __****__ R __****__ . __****__ R __****__ . __****__ M __****__ AR __****__ TI __****__ N __****__ : __**

** Th **** e morning had dawned clear and cold, with a crispness that hinted at the end of summer. They set forth at day break to see a man beheaded, twenty in all, and Bran rode among them, nervous with excitement. **// Th //// i //// s sounds upsetting and pretty violent—maybe a tough and violent world? //** Th **** i **** s was the first time he had been deemed old enough to go with his lord father and his brothers to see the king’s justice done. It was the ninth year of the summer, and the seventh of Bran’s life. **// W //// h //// oisBran? I think he must be a young boy.—only 7and off to see something so grim!? //

** Th **** e man had been taken outside a small hold fast in the hills. Robb thought he was a wildling, his sword sworn to Mance Rayder, the King-­beyond-­the-­Wall. **// OK //// — //// I have no idea what a“wildling” is. But the “wild” part must mean he is different from the main character. What does “sword sworn” mean? Is that loyalty to his king? //** I **** t made Bran’s skin prickle to think of it. He remembered the hearth talks Old Nan told them. The wildlings were cruelmen, she said, slavers and slayers and thieves. They consorted with giants and ghouls, **// h //// mmm //// … //// I guess there are more than just humans in this world //** st **** o **** l **** e girl children in the dark of night, and drank blood from polished horns. **// ug //// h //** An **** d their women lay with the Others in the Long Night to sire terrible half-­‐ human children. **

** Bu **** t the man they found bound hand and foot to the holdfast wall awaiting the king’s justice was old and scrawny, not much taller than Robb. He had lost both ears and a finger to frostbite, and he dressed all in black, the same as a brother of the Night’s Watch **// ano //// t //// h //// e //// r confusing reference— there are LOTS of different people and groups in this environment //**, except that his furs were ragged and greasy. **

** Th **** e breath of man and horse mingled, steaming, in the cold morning air **// Ican easily picture this //** as **** h **** i **** s lord father had the man cut down from the wall and dragged before them. Robb and Jon sat tall and still on their horses, with Bran between them on his pony, trying to seem older than seven, trying to pretend that he’d seen all this before. A faint wind blew through the hold fast gate. Over their heads flapped the banner of the Starks of Winterfell: a grey dire wolf racing across a nice-­‐white field. **// I think this must be the flag from Bran’s people. They must be“Starks of Winterfell” //

** B **** ra **** n **** ’ **** s father sat solemnly on his horse, long brown hair stirring in the wind. His closely trimmed beard was shot with white, making him look older than his thirty‐five years. He had a grim cast to his eyes this day, and he seemed not at all the man who would sit before the fire in the evening and talk softly of the age of heroes and the children of the forest. **// S //// o //// ..i //// s Bran’s father a good guy or bad guy? //** H **** e had taken off Father’s face, Bran thought, and donned the face of Lord Stark of Winterfell. **// W //// ha //// t does this mean? I wonder what will happen next. What do you think? //

The process is meant to model how a reader might tackle a challenging text. The teacher should feel free to insert his/her own comments. It is important to show that even skilled readers don’t understand everything they read the first time through. Also—it’s OK to use clues to try and piece together parts of the narrative. (10-­‐15 minutes)

4. As the class begins to tackle the text (and after some of the modeling above) it’s also a good idea to capture the strategies that any reader uses when he/she is reading something more challenging for the first time.Ask students to mention tips and tricks that they use (like the ones that are modeled above.)It’s important to get students to generate their own ideas and then to make a quick chart of these strategies.The students will have many ideas but some might include:


 * Re-­‐reading tough passages
 * Chunking the reading so that it is more manageable
 * Looking for familiar vocabulary
 * Using info from the text to “infer” what something new or unclear might mean
 * Asking questions for later reference
 * Using prior knowledge to help figure out the meaning of a text

As students suggest items, have them complete a chart for their own notebooks or make a chart that can be posted in the classroom for future reference.(10 minutes)

5. After the teacher modeling go back to the notes students made when they read silently.Discuss what they saw as confusing or where they had questions.Did they note any good descriptions (images)?Remind students that when they start their own fantasy pieces, they will likely encounter similar text challenges.They can apply some of the same strategies that were modeled.

4. **Mini-­‐task: Select a fantasy novel**

Teacher introduces the five possible fantasy novels to the class and tells students they will read a novel for much of the rest of the module. While they read, they will learn about various techniques authors use to keep their readers engaged throughout the book.


 * BOOK GROUP OPTIONS: **

A. //The Hunger Games// by Suzanne Collins In a not-­‐too-­‐distant future, the United States of America has collapsed, weakened by drought, fire, famine, and war, to be replaced by Panem, a country divided into the Capitol and 12 districts. Each year, two young representatives from each district are selected by lottery to participate in The Hunger Games. Part entertainment, part brutal intimidation of the subjugated districts, the televised games are broadcasted throughout Panem as the 24 participants are forced to eliminate their competitors, literally, with all citizens required to watch. When 16-­‐ year-­‐old Katniss's young sister, Prim, is selected as the mining district's female representative, Katniss volunteers to take her place. She and her male counterpart, Peeta, the son of the town baker who seems to have all the fighting skills of a lump of bread dough, will be pitted against bigger, stronger representatives who have trained for this their whole lives. Collins's characters are completely realistic and sympathetic as they form alliances and friendships in the face of overwhelming odds; the plot is tense, dramatic, and engrossing.

B. //Graceling// by Kristin Cashore. In this debut fantasy novel, Cashore treats readers to compelling and eminently likable characters and a story that draws them in from the first paragraph. In Katsa's world, the "Graced," those gifted in a particular way, are marked by eyes that are different colors. Katsa's Grace is that she is a gifted fighter, and, as such, she is virtually invincible. She is in the service of her tyrannical uncle, king of one of the seven kingdoms, and she is forced to torture people for infractions against him. She has secretly formed the Council, which acts in the service of justice and fairness for those who have been accused and abused. Readers meet her as she is rescuing the father of the Lienid king, who has been abducted. The reasons for his capture are part of a tightening plot that Katsa unravels and resolves, with the help of Prince Po, the captive's grandson. He has his own particular Grace, and he becomes Katsa's lover and partner in what becomes a mortally dangerous mission.

C. //The Mists of Avalon// by Marion Zimmer Bradley. In Marion Zimmer Bradley's masterpiece, we see the tumult and adventures of Camelot's court through the eyes of the women who bolstered the king's rise and schemed for his fall. From their childhoods through the ultimate fulfillment of their destinies, we follow these women and the diverse cast of characters that surrounds them as the great Arthurian epic unfolds stunningly before us. As Morgaine and Gwenhwyfar struggle for control over the fate of Arthur's kingdom, as the Knights of the Round Table take on their infamous quest, as Merlin and Viviane wield their magics for the future of Old Britain, the Isle of Avalon slips further into the impenetrable mists of memory, until the fissure between old and new worlds' and old and new religions' claims its most famous victim.

D. //Guardian of the Dead// by Karen Healey. Seventeen-­‐year-­‐old Ellie is spending a year at a New Zealand school while her parents vacation. Making friends gets easier when she puts her tae kwon do training to use by choreographing the fight scenes in a local college production of A Midsummer Night’s Dream. But there’s something she doesn’t like about the gorgeous actress Reka—maybe it’s the fact that her pupils disappear. On the other hand, there’s something she does like about hunky Mark—despite his tendency to hypnotize her. Both, it turns out, are locked in a mystical battle that is steeped in ancient Maori lore. Healey’s prose is a notch above others writing in this genre, and her take on Ellie's human relationships, especially with “frenemy” Iris and buddy Kevin is finely drawn. The supernatural story, however, never quite clicks. Still, the Maori legends that provide the basis for the plot (and which are further explained in an afterword) are a breath of fresh air after all the vampires, demons, and fairies out there.

E. //Finnikin of the Rock// by Melina Marchetta Finnikin, son of the head of the King's Guard, has been in exile for a decade, after the violent takeover of his birthplace, Lumatere, by a usurper, followed by a curse by a priestess that has effectively shut the kingdom off from the outside world. He meets a mysterious young woman, Evanjalin, who claims that Finnikin's friend Balthazar, heir to the throne, is alive, and sets in motion a complex and stirring series of events that lead Finnikin to confront his destiny. Evanjalin uses her ability to "walk the sleep" of others, or share in their dreams, as well as her own boldness and sense of purpose, to push events to a climax so that Lumatere can be freed. This novel begins at a slow burn: there are many details to absorb, and the well-­‐drawn maps are a necessity. Then, suddenly, the action turns white-­‐hot and the intricate plot plays out at a pace that keeps readers mesmerized. This is fantasy grounded in a kind of realism seldom seen in the genre. A large cast of unforgettable characters inhabits it, from Finnikin and Evanjalin with their absorbing and intensely emotional relationship, to Froi, a young thief, to the small girl who is Evanjalin's companion as she "walks the sleep." Readers will be rewarded by a shining story of romance, adventure in all of its gritty realism, and high ideals.

After hearing the overviews of each book, students select a book to read. Teacher organizes students into groups of 3-­‐4 based on book selection or other criteria.Note:There are many other great fantasy reads out there.For example, some students may want to read __The__ __ Hobbit __ by JR Tolkien.This is a long and involved book but could be the right selection for certain students.Teacher judgment should prevail. (15 minutes)

5. Teacher prepares students to read in a book group by co-­‐constructing a set of guidelines. Teacher asks students: //How do you want your book group to work? What are individual’s responsibilities? What will help you as a reader?//Record guidelines on a chart or board that students can easily reference.**SECOND OPTION:**Use the guidelines below. See sample below.

= ** Book Group Guidelines ** =


 * 1) All members read assigned sections (reading should ideally be done silently and individually, but students can be paired up if they need additional assistance reading)
 * 2) At the start of each discussion, a ‘discussion leader’ is identified. This role can be given to the same person or different people each time.
 * 3) Before discussing the target prompt for the day, the group should give each member a chance to:
 * 4) Clarify what happened in the assigned segment
 * 5) Pose a question of their own
 * 6) Respond generally to section (//I liked this part because…, I found this section boring because…)//
 * 7) All group members contribute to the discussion. The discussion leader should record and try to synthesize responses.(10 minutes)

6. Students read the beginning of their novel with book groups (teacher designates what constitutes the ‘beginning’ of each text) and then engage in a group discussion.The focus of the discussion should be to explore how the author sets up the fantasy world and engages the reader at the beginning of the novel.Group partners should also feel free to pose questions about parts of the text that are confusing, interesting, etc.


 * 12.Mini-­‐task: ** Book groups post a blog on Educurious forum page. The blog should answer the question: **//How does the author engage the reader at the beginning of the fantasy story and begin to set up the fantasy environment?//**


 * __ Prior __****__ Knowledge: __**

Probe student knowledge of book groups.Perhaps one of their parents belongs to a Book Group.If not-­‐-­‐-­‐set the stage so students understand the benefits of this type of conversation.


 * __ Possible __****__ Challenges: __**

Students will be expected to finish their book selection within a 3-­‐week time frame.This means that there will no doubt be independent reading outside of class.If students struggle with reading, selection of a large book like The Mists of Avalon or the The Hobbit may be too daunting.Encourage students to make realistic choices.