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Reading Teaching Fellow Guide
Reading is the ultimate weapon, destroying ignorance, poverty, and despair before
they can destroy us. A nation that doesn’t read much doesn’t know much. And a
nation that doesn’t know much is more likely to make poor choices in the home, the
marketplace, the jury box, and the voting booth. And those decisions ultimately affect
an entire nation—the literate and the illiterate.
-Jim Trelease
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5
Table of Contents 5
8
Welcome to Reading at Generation Teach! 10
Summer 2019 Text 12
Reading Class Routines 14
Rubric for GTSA Reading Classes 16
Day-by-Day Guide: Boston 20
Day-by-Day Guide: Denver 22
Day-by-Day Guide: Providence & Western MA 25
Reading Day 1 29
Reading Day 2* 31
Reading Day 3 33
Reading Day 4 36
Reading Day 5 38
Reading Day 6 40
Reading Day 7 43
Reading Day 8 45
Reading Day 9 48
Reading Day 10 50
Reading Day 11 52
Reading Day 12 54
Reading Day 13 56
Reading Day 14 58
Reading Day 15 62
Reading Day 16 64
Reading Day 17 1
Reading Day 18
Reading Day 19 2/66
Reading Day 20
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Welcome to Reading at Generation Teach!
As a Reading Teaching Fellow, you have a life-changing quest before you….
You will guide, engage, and inspire up to 24 different readers along the reader
development continuum. You will expect every one of them to engage in the class text
and to read at least 1 book they select this summer, and to develop, discover, or
delight in their identity as readers.
You’ll have the three types of readers whom Donalyn Miller calls:
1. Developing Readers: Commonly identified as “struggling readers,” these readers
haven’t yet developed their identity as readers. Students in reading intervention
programs spend, on average, 75% less time reading than peers in regularly
reading classes. Our job will be to match our Developing Readers with the books,
reading experiences, and support essential for them to discover themselves as
competent, committed readers.
2. Dormant Readers: Although they are competent readers, Dormant Readers are
not yet choosing to read except when required to do so. Our job will be to
engage them and celebrate the wonder of reading, so they become voluntary,
lifelong readers. We want kids walking into walls because their noses are in
books. (Are any of you Dormant Readers?)
3. Underground Readers: These passionate readers see school as a distraction from
reading and get through the day to get back to their books. At the GT STEAM
Academy, they will find a place where it’s popular (and normal) to be
passionate about books.
What do you need to do to prepare to teach this class?
1. Reflect on Your Journey as a Reader.
You need to remember and reflect on your own development as a reader. You will
share your own reading journey:
- Walking students through a hopefully huge stack of books you have read this
year;
- Sharing how you find and make time to read even when life is busy;
- Showing them texts you have encountered in high school and/or college that
were challenging and sharing how you navigated them;
- Introducing them to the books that inspired (and sustained) you in middle
school – both the literary masterpieces and the not-very-well-written books that
kept you reading and let you know other middle schoolers had survived what
you were facing;
- Sharing with them the books that you have reread – again and again –
because they let you know you aren’t alone.
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2. And, more significantly, you need to read, read, read….
You want to be able to talk with your students about the books they are reading and
share with them books they might want to read. You want them to pick books they like.
Check out A New Assignment: Pick Books You Like.
And you want to be able to help them find books they don’t yet know they will love.
You want to know which Jacqueline Woodson book to recommend first, who is ready
for The Absolutely True Diary of a Part-Time Indian, who will laugh and cry while reading
The Watsons Go To Birmingham, who will love Delphine in One Crazy Summer (and the
two sequels), who needs to discover Julia Alvarez, Sandra Cisneros, or Pam Munoz
Ryan.
What books do you remember? Which new authors can you find? How can we build a
walking card catalog among our Reading Teaching Fellows, so our kids can always find
someone who knows exactly the right, next, best book for them? We believe in free,
voluntary reading under the guidance of caring teachers who can push, pull, and prod
students to develop as increasingly capable and competent readers.
We’ll prepare to teach by reading, and we’ll read all summer as role models for our
students.
This is how I show my students that I love them—by putting books in their hands, by
noticing what they are about, and finding books that tell them, “I know. I know. I know
how it is. I know who you are, and even though we may never speak of it, read this
book, and know that I understand you.” We speak in this language of books passing
back and forth, books that say, “You are a dreamer; read this.” “You are hurting inside;
read this.” “You need a good laugh; read this.” (Miller, 173)
3. Practice reading aloud.
Beyond matching your readers with books (and don’t worry – we’ll have a healthy
selection of texts for you to share with your students!), you’ll also read aloud to your
students every single day. When you get good at reading aloud, even adults will want
to sit and listen to you for hours.
Practice this skill with short stories or passages from favorite novels. Video yourself and
watch yourself. We’ll work on this during training, but you want to have your kids on the
edge of their seats for 10-15 minutes every day.
You may wonder, “Why read aloud? Don’t my kids know how to read?” YES! But
students’ aural comprehension exceeds their reading comprehension until eighth
grade. They can understand and enjoy books you read to them that they couldn’t
access themselves as independent readers. A captivating read aloud is a passageway
into a more engaging world.
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Reading together also creates a shared literary experience, allows you to model fluent
reading, and shows students how fun and engaging books are. In read alouds, students
hear vocabulary pronounced correctly, develop their ability to pace their own reading
experiences, and strengthen their concentration and focus – essential skills for success
in middle school and life. Check out 13 Good Reasons to Read Aloud with Older
Readers.
4. Plan your path to becoming a great Reading teaching fellow.
At GT, we believe a great reading teacher inspires in his/her/their students a passion for
reading and a lifelong habit of reading. To achieve that end, we have designed our
reading classes to maximize the amount of time kids spend lost in books, creating a
community of readers, and developing their individual identities as lifelong readers.
What GT Reading Includes What GT Reading Does Not Include
- Daily independent free reading - Homework (just read as much as
- Individual conferences with students about
possible!)
their reading - Worksheets
- Book commercials by students and Teaching - Class novel units
- Book reports, dioramas
Fellows - Grammar
- Daily read alouds - Movies based on books
- Mini-Lessons
In every free moment I had, if I was not reading in Any activity that substantially replaces
the library, I was reading on my bunk. You extensive reading, writing, and
couldn’t have gotten me out of books with a discourse in the classroom needs to be
wedge…..Not long ago, an English writer better than the activity that it replaces,
telephoned me from London, asking questions. and nothing, not even test prep, is
One was, “What’s your alma mater?” I told him, better for students’ reading ability than
“Books.” just plain reading, day after day.
-Malcolm X, 1964 -Donalyn Miller
5. Reflect on teaching reading as an act of social justice.
What we do during the summer matters. Our students risk losing up to 2 months of
reading growth over the summer, but in partnership with you, they can gain 2
months…or more. That’s a 4-month difference – almost half of a school year. What we
do as reading teachers is serious. Few stages in life require as much reflection on one’s
identity as the middle-school years; reading makes the present bearable and the past
understandable. Teaching reading matters this summer, but it also matters for the
future. High school, college, and career success are accessible in the pages of many
books over many years. Reading makes the future possible. The future starts this
summer.
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When I look back, I am so impressed again with the life-giving power of literature. If I
were a young person today, trying to gain a sense of myself in the world, I would do
that again by reading, just as I did when I was young.
-Maya Angelou
Summer 2019 Text
This summer, you will read The Crossover1 by Kwame Alexander. You will find lesson
plans and guided notes in the folder for each day of the summer. You are responsible
for personalizing and internalizing them.
In general, reading class will be divided into four components:
1. Do Now Routine
2. Read Aloud & Discussion (Or activity)
3. Independent Reading (DEAR)
4. Book Talks
Reading Class Routines
Do Now Routine
To help you establish a consistent classroom routine, each lesson begins with the same
format:
● Read the prompting question(s)
● Discuss in small groups (You choose the discussion strategy your students will use;
it will help to keep this consistent)
● Independently summarize/synthesize group’s discussion
● Share Out Whole Class (You draw names to randomize)
You may be wondering why all lessons start this way. Having a strong, consistent start to
class can build momentum and pace from the beginning and help make the best use
of time possible. Additionally, by beginning with opinion-based, analytical questions,
students have a chance to connect themselves to the text and class topics every day
and view the rest of the class through this lens. Feeling like they are connected to the
content early and often is a key way we can invest GT students in their growth and
engagement as readers.
This routine will benefit from scaffolding the discussions to build strong habits and
encourage deep conversations. Two tools in the “Discussion Strategies” folder that may
be particularly useful early on are the Discussion Cube template and/or Socratic Uno
Cards.
Read Aloud & Discussion
● Read Aloud: Listening to fluent, expressive reading helps to deepen
comprehension and sustain engagement for students. You have the exciting
1 https://www.nytimes.com/video/sports/basketball/100000000831937/the-crossover-on-display.html - 5
indepth view of a crossover
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opportunity to model really excellent reading out loud almost every day of the
Reading Curriculum this summer (make sure you practice the chapters before
class). Students will have plenty of time to read independently (see DEAR
routine), and with only a relatively short amount of time this summer, reading
aloud will help you ensure all your students are comprehending the text and
growing their phonemic awareness.
○ Readers’ Theater: Several poems in The Crossover lend themselves well to
Readers’ Theater. These poems are noted in the day-by-day guide below.
We encourage you to select readers to read the poems as conversations.
Students will need a few minutes to prepare to read aloud, as it is not
always clear who is speaking which section of the text. You may want
students who will be performing in Readers’ Theater to practice their parts
while other students are discussing another part of the text.
● Discussion: Every day, students in your class will have the opportunity to discuss
the class text and big ideas in it. Building strong habits of discussion is one of the
best ways we can help our students grow as critical thinkers and readers. Using
discussion strategies will help ensure that students, not the teacher, are doing
most of the thinking and analysis, and building the skills to articulate themselves
eloquently and clearly. See below for more information on Discussion Strategies
and the “Discussion Strategies” subfolder for lots of fun resources!
○ Basketball Rules: 10 of the poems in The Crossover are identified as
Basketball Rules. Writing and posting key messages from these rules can
make great visual anchors for class discussion and make even the walls in
your classroom learning spaces.
Discussion Strategies
You can choose how to run the discussion each day. Below are some suggestions that
will work well on a daily basis. There are many more suggestions in the “Discussion
Strategies” subfolder under “Resources” for you to peruse and employ.
1. Have the students read the selected quotes, discuss in small groups, and then
share out to the large group.
2. Have the students read the selected quotes, discuss in small groups, and then
find someone from another group to share what their group discussed.
3. Allow the students to generate questions from the text selection that they want
to ask to start the discussion. Draw a name to determine who gets to start the
discussion.
4. Allow a student to run the discussion. Give him/her/them the questions and have
him/her/them ask the questions and call on students to respond.
5. Have students draw a picture to represent the text you read or their reaction to
the text you read. Have them share their pictures in a small group.
DEAR Routine
One of the most effective ways students can grow their reading level is by reading
books independently. Each classroom will have a library of books by authors of color.
Too often, the majority of our students are not represented on bookshelves in our
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classrooms. At GTSA, students will see books by authors of color. We believe this is
important for both our students of color and our white students.
Since independent reading is so important for growth, you’ll want to make sure you
prioritize establishing strong, clear routines for DEAR time in your class from the very
beginning of the summer. Having the same routine each day will help, and so will you
framing the importance of this time to students. Demonstrating your own enthusiasm for
reading and how exciting it is to have time to dig into a book every day will go a long
way!
Some TFs may find that it is hard to preserve the minutes of class time for DEAR at the
end of class and that instruction is spilling over into this time. If this is happening to you
in Week 1, consider moving DEAR time to the beginning of class and using the Book Talk
to transition from DEAR to the Do Now Routine so that, no matter what, DEAR time is
happening every single day.
Book Talks
Throughout the summer, students (and you) will have the opportunity to share books
they love and have read/are reading with each other to build a culture of joyful,
enthusiastic readers and learners. Each student in your classes will give at least one
book talk throughout the summer, providing them an additional opportunity to practice
those speaking and listening skills that support literacy development and (most
importantly) giving them the chance to share awesome books with each other!
Pro Tip: If there are available copies of a book on which a student is giving a book talk,
it will be helpful to gather them in advance, since you will find that, often, other
students will ask for the book after the book talk.
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Rubric for GTSA Reading Classes
Read
Aloud 3 2 1
You analyze the text You have analyzed the You appear to be
Discussion and read an oral text but do not show reading text for the first
interpretation of the evidence of having time in front of students.
Independent literature. The quality practiced the read While you are a fluent
of the reading aloud volume, pacing, reader, the read-aloud
Reading demonstrates that you tone, and inflection. is lackluster and does
Classroom have practiced While you use some not facilitate student
reading the text aloud expression, the reading comprehension or
and are intentional is dry. engagement.
about volume,
pacing, tone, and Class does round-robin
inflection. reading. Each student
reads a designated
You read aloud to You skip some read amount of text before
students every day. alouds or call on proceeding to the next
students to read aloud student.
Discussion occurs
You facilitate Discussion follows a between you and half
discussions using typical IRT sequence or fewer of the
Accountable Talk (Teacher Initiation, students in the class.
protocols. Students Student Response, Some students may
are given the chance Teacher Evaluation of raise their hands and
to think about Response). Students contribute ideas. You
questions, jot notes, or raise hands and give may spend significant
discuss them with a solo answers. or frequent time
partner before monitoring behavioral
responding. expectations.
Independent reading
Students are actively Many students are does not happen or is
engaged in actively reading while frequently interrupted
independent reading. others are struggling to by behavior reminders.
You are conferring initiate or spend the
with or supporting time trying to find a There is little to no
students who are book. evidence of student
transitioning between thinking or learning on
books. Chart paper chart paper in the
documents students’ classroom.
Chart paper thinking, but may be
documents students’ missing quotes or 8
thinking, includes conclusions and may
quotes and not have evolved
conclusions, and substantially throughout
evolves over the the summer.
summer.
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Quality of Students are Students are doing
Tasks engaging with the big craft projects that are
ideas of the text, Students are engaging loosely related to the
referencing specific with the text, but may book.
quotations, and not be referencing
drawing conclusions. specific details or
drawing conclusions,
and may not be able
to connect one section
of a book to another.
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Day-by-Day Guide: Boston
Wk Monday Tuesday Wednesday Thursday
1 Day 1 Day 2 Day 3. July 4 Holiday
Pre-reading Day - ● Warm-Up, ● Warm-Up,
THEMES pp. 3-12 (10) pp. 13-20 (8)
● Figurative ● Watch the
Language best
w/ Def Dam crossovers
Poetry from
● Listen to 2017-2018
“Filthy ● Readers’
McNasty” Theater:
by Horace “Conversati
Silver on” pp.
17-19 (2
readers)
● Basketball
Rule #1 p.
20
2 Day 4 Day 5 Day 6 Day 7
● First Quarter ● First Quarter ● First Quarter ● Second
● pp. 23-43 pp. 44-66 ● pp. 67-85 Quarter
(20) (22) (19) ● pp. 89-111
● Symbolism ● Readers’ ● Basketball (23)
Activity Theater: Rule #4 p. ● Readers’
● Crossover “The inside 71 Theater:
definition p. of Mom and ● Hypertensio “Mom calls
29 Dad’s n definition me into the
● Calamity bedroom p. 76 kitchen” pp.
definition closet” pp. ● Foreshadowi 96-98 & (2
pp. 39-40 44-47 (2 ng readers)
readers) & ● Onomatopo “Phone
“Dad Takes eia Poem Conversatio
us to Krispy n (I Sub for
Kreme and JB)” pp.
Tells Us His 106-109 (3
Favorite readers)
Story ● Basketball
(Again)” pp. Rule #5 p.
63-65 (3 93
readers) ● Ironic
● Basketball definition p.
Rule #2 p. 104
51
● Basketball
10
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Rule #3 p.
66
● Patella
tendinitis
definition
pp. 48-49
● Pulchritudin
ous
definition p.
55
3 Day 8 Day 9 Day 10 Day 11
● Second ● Second ● Third ● Third
Quarter Quarter Quarter Quarter
● pp. 112-127 ● pp. 128-141 ● pp. 142-156 ● pp. 157-176
(16) (14) (15) (18)
● Tipping ● Basketball ● Basketball ● Two-Voice
point Rule #6 p. Rule #7 p. Poem
definition 129 146
pp. 118-119 ● Persuasive ● Churlish
● What is Debate: definition
justice? Anger pp. 142-143
● Profusely
definition p.
154
● Calm down
bunting
4 Day 12 Day 13 Day 14 Day 15
● Third ● Fourth ● Fourth ● Overtime
Quarter Quarter Quarter ● pp. 225-237
● pp. 178-196 ● pp. 199-206 ● pp. 207-222 (13)
(18) (8) (16) ● Basketball
● Estranged ● Myocardial ● Readers’ Rule #10 p.
definition p. infarction Theater: 230
187 definition “Santa ● Starless
● Wordle: pp. 201-202 Claus Stops definition p.
descriptions ● “Because” By” pp. 229
of the Poems 207-209 (2
brothers readers) &
“Questions”
pp.
210-211(2
readers)
● Tanka
11
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Day-by-Day Guide: Denver
Wk Monday Tuesday Wednesday Thursday
1 1. Pre-reading 2. Warm-Up 3. Warm-Up 4. First Quarter
Day - pp. 3-12 (10) pp. 13-20 (8) pp. 23-43 (20)
THEMES
Figurative Watch the best
Language w/ Def crossovers from Symbolism Activity
Dam Poetry 2017-2018
Crossover definition
Listen to “Filthy p. 29
McNasty” by Readers’ Theater:
Horace Silver “Conversation” pp. Calamity definition
17-19 (2 readers) pp. 39-40
Basketball Rule #1
p. 20
2 5. First Quarter 6. First Quarter 7. Second Quarter 8. Second Quarter
pp. 44-66 (22) pp. 67-85 (19) pp. 89-111 (23) pp. 112-127 (16)
Readers’ Theater: Basketball Rule #4 Readers’ Theater: Tipping point
“The inside of Mom p. 71 “Mom calls me into definition pp.
and Dad’s the kitchen” pp. 118-119
bedroom closet” Hypertension 96-98 & (2 readers)
pp. 44-47 (2 definition p. 76 “Phone What is justice?
readers) & “Dad Conversation (I Sub
Takes us to Krispy Foreshadowing for JB)” pp. 106-109
Kreme and Tells Us (3 readers)
His Favorite Story Onomatopoeia
(Again)” pp. 63-65 Poem Basketball Rule #5
(3 readers) p. 93
Basketball Rule #2 Ironic definition p.
p. 51 104
Basketball Rule #3
p. 66
Patella tendinitis
definition pp. 48-49
Pulchritudinous
definition p. 55
3 9. Second Quarter 10. Third Quarter 11. Third Quarter July 4 Holiday
12
pp. 128-141 (14) pp. 142-156 (15) pp. 157-176 (18)
Basketball Rule #6 Basketball Rule #7
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p. 129 p. 146
Two-Voice Poem
Persuasive Debate: Churlish definition
Anger pp. 142-143
Profusely definition
p. 154
Calm down
bunting
4 12. Third Quarter 13. Fourth Quarter 14. Fourth Quarter 15. Overtime
pp. 178-196 (18) pp. 199-206 (8) pp. 207-222 (16) pp. 225-237 (13)
Myocardial Readers’ Theater: Basketball Rule #10
Estranged infarction definition “Santa Claus Stops p. 230
definition p. 187 pp. 201-202 By” pp. 207-209 (2 Starless definition p.
readers) & 229
Wordle: “Because” Poems “Questions” pp.
descriptions of the 210-211(2 readers)
brothers
Tanka
5 16. Author Talk 17. Lesson Book 18. “This I believe” 19. “This I believe”
essay - planning essay - writing
Lesson 20 - “This I Believe” Essay - sharing & “Yearbook” signing
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Day-by-Day Guide: Providence & Western MA
Wk Monday Tuesday Wednesday Thursday
1 Last Day of TF 1. Pre-reading Day 2. Warm-Up 3. Warm-Up
Training - THEMES pp. 3-12 (10) pp. 13-20 (8)
Student & Family Figurative Watch the best
Orientation Language w/ Def crossovers from
Dam Poetry 2017-2018
Listen to “Filthy
McNasty” by Readers’ Theater:
Horace Silver “Conversation” pp.
17-19 (2 readers)
Basketball Rule #1
p. 20
2 4. First Quarter 5. First Quarter 6. First Quarter 7. Second Quarter
pp. 23-43 (20) pp. 44-66 (22) pp. 67-85 (19) pp. 89-111 (23)
Readers’ Theater: Basketball Rule #4 Readers’ Theater:
Symbolism Activity “The inside of Mom p. 71 “Mom calls me into
and Dad’s the kitchen” pp.
Crossover definition bedroom closet” Hypertension 96-98 & (2 readers)
p. 29 pp. 44-47 (2 definition p. 76 “Phone
readers) & “Dad Conversation (I Sub
Calamity definition Takes us to Krispy Foreshadowing for JB)” pp. 106-109
pp. 39-40 Kreme and Tells Us (3 readers)
His Favorite Story Onomatopoeia
(Again)” pp. 63-65 Poem Basketball Rule #5
(3 readers) p. 93
Basketball Rule #2 Ironic definition p.
p. 51 104
Basketball Rule #3
p. 66
Patella tendinitis
definition pp. 48-49
Pulchritudinous
definition p. 55
3 8. Second Quarter 9. Second Quarter 10. Third Quarter 11. Third Quarter
pp. 112-127 (16) pp. 128-141 (14) pp. 142-156 (15) pp. 157-176 (18)
Tipping point Basketball Rule #6 Basketball Rule #7
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definition pp. p. 129 p. 146 Two-Voice Poem
118-119
Persuasive Debate: Churlish definition
What is justice? Anger pp. 142-143
Profusely definition
p. 154
Calm down
bunting
4 12. Third Quarter 13. Fourth Quarter 14. Fourth Quarter 15. Overtime
pp. 178-196 (18) pp. 199-206 (8) pp. 207-222 (16) pp. 225-237 (13)
Estranged Myocardial Readers’ Theater: Basketball Rule #10
definition p. 187 infarction definition “Santa Claus Stops p. 230
pp. 201-202 By” pp. 207-209 (2 Starless definition p.
Wordle: readers) & 229
descriptions of the “Because” Poems “Questions” pp.
brothers 210-211(2 readers)
Tanka
5 16. Author Talk 17. Lesson Book 18. “This I believe” 19. “This I believe”
essay - planning essay - writing
Lesson 20 - “This I Believe” Essay - sharing & “Yearbook” signing
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Reading Day 1
Lesson Prep ● Photocopy a packet of Guided Notes, double-sided to
(Mins) accommodate the Do Now and the Discussion Questions.
o Write each student’s name on a front cover page. Then,
place the students into groups of 3 – 4 students.
o Number the groups and table/desk group.
o On an Entrance Table, place the numbers of the groups.
In front of the numbers, place the student packets that
belong to that group.
o Then, students can find their packet and go to the table
that matches that number.
o At the end of each day, students should leave their
packets by their number on the Entrance Table, so you
can read their responses and write back, when
necessary.
● Ensure you have enough copies of class text (The Crossover by
Kwame Alexander) for all students
● Assign seats
● Prepare to give model Book Talk
● Think through name game and class norms/expectations
activities you want to do.
Do Now (7) Welcome to Reading Class!
In your Guided Notes, you will see three questions.
● You have 2 minutes to write your own answers, and then 2
minutes to share with your group and look for similarities.
● After you discuss, I will draw some names randomly, so you will
have the chance to share out.
● Since we are still learning each other’s names, please introduce
yourself before sharing.
After students complete their writing/discussing, draw about 3 names
from a cup to have them summarize their group’s discussion about
everyone wants to be treated.
● Make a list of agreements as students share. Since the students
are still getting to know each other, have each student who
shares remind the class of the names of the students in
his/her/their group.
Why Care (4) Welcome to Reading class! This summer we will have the opportunity
to get to know each other in a variety of ways.
● Today, we begin with our names.
○ In many cases, like at the start of a school year, our
name is the first label or identity marker people have for
each of us, sometimes even before they meet us in
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person.
○ Because of this, names can often represent many things
to many people.
■ Some of us have names that come from family
members or cultural traditions. Understanding the
significance of the names of our community
members will help us all feel like we belong and
be real with each other in Reading class.
Have every student share their name. Play a brief name game.
Measurable We will get to know each a little and discuss how figurative language
Outcome (1) helps paint a picture. We will start our book and meet our narrator!
Classroom Before we dive into the amazing book we’re reading together this
Norms (10) summer, we’re going to talk about our expectations of ourselves and
each other.
Note: You can co-create rules together or share your rules and
practice a couple of routines. You could also bring the students
together in a community circle and share circle norms, names,
favorite books/characters, least favorite books/characters, hopes for
the summer.
Read Aloud Before Reading
(10) Play these videos (even on your phone is fine!)
https://www.youtube.com/watch?v=tRsITgjBsLs
https://www.youtube.com/watch?v=23X7rxrtcDM
Before watching each poem, ask students to listen to the way each
poet uses language to paint the picture. Watch each video a second
time and ask the students to record any examples of figurative or
rhythmic language (metaphor, simile, onomatopoeia, alliteration,
repetition, personification, hyperbole, rhyme/rhythm) that helps the
reader “experience” the poem on their recording sheet.
Read pp. 1-12 from The Crossover.
When you get to the end of the reading, you can play “Filthy
McNasty” by Horace Silver
Discussion ● The book begins with a description of playing basketball (p. 3).
(10) What evidence in the text tells you this is basketball?
● In the poem “Dribbling” (p. 3) the author writes words up, down,
and across the page. What effect does this have? How is this
different than other poems you may have seen before?
● How does Josh describe himself (pp. 4-7)
● How did Josh get his nickname? How does he feel about it?
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Why? (pp. 6-9)
● Jordan is Josh’s brother. Jordan’s favorite basketball player is
Michael Jordan. What specific evidence is there for Michael
Jordan being Jordan Bell’s favorite basketball player? (pp.
11-12)
Book Talk (5) Explain to students what a book talk is and that students will each
have the opportunity to share a book they have read recently with
their peers throughout the summer (1 student/day).
Model giving a book talk using resources in “Book Talk” folder. Be sure
to highlight one of the books in your classroom library and let students
know they will get to choose their own books to read this summer!
Closure (3) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Definition/Example From the Poems
Figurative
Language Compares two things
without using “like” or “as”
Metaphor
“small circular piece of
Simile Olympia”
Onomatopoeia Compares two things using
“like” or “as”
Alliteration “touching the ball like an
ancient relic of Africa”
Repetition
A word that sounds like the
Personification word it represents
Hyperbole “Shhhh”
Rhythm/Rhyme
repeating the same letter or
sound at the beginning of
words
“rumble like a rumba”
repeating words over and
over for effect
“I wanna hear a poem”
giving human traits to
nonhuman things
“where ideas kiss similes so
deeply that metaphors get
jealous”
exaggerated statement
“fly with the gods”
the beat of the poem
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Reading Day 2*
Lesson Prep *Depending on availability of computers for RenSTAR, order of Agenda
(Minutes) may vary
Do Now (7) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● Run another name game to help students get to know one
another.
Why Care (2) Today we will take a reading test to give us a place to start from. This is
important because, as the saying goes, “a journey of a million miles
begins with a single step.”
Knowing where to start helps us know where to guide you -- and that’s
what this test does. Tests can be scary and give us anxious feelings,
but this isn’t a test you pass or fail. It’s a test to help our students grow
and celebrate all their hard work at the end of the summer!
Measurable We will use our critical thinking skills to independently complete the
Outcome (1) RenSTAR reading test to the best of our abilities.
RenSTAR Test Students will independently complete the RenSTAR Reading test. This
will likely take students 20 minutes on average, but some will finish
(25)
faster or slower.
Intro to ● When students finish testing, have them go to a separate
Figurative location in the classroom.
Language
Trackers (15) ● Say: “Remember yesterday how we tracked figurative
language? This is where we will keep track of figurative
language in the text as we read. I want you to start by taking
the figurative language we wrote down yesterday and putting
it on the tracker.”
Book Talk (0) No Book Talk today because of RenSTAR test.
DEAR Time No DEAR Time today because of RenSTAR test.
(0)
Closure (5) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
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When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 3
Lesson Prep ● Photocopy “The Discussion” pp 17-19
(Minutes) ● Gather highlighters
● Complete the “Reader’s Theater Activity” based on the
prompting guide found in the discussion strategies folder
● Prepare any student-tracked figurative language for the day
● Prepare another model Book Talk
Do Now (6) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (2) Analogies are told to us in many ways and represent important life
lessons that we carry with us throughout our own lives. Lessons learned
from adults, whether they are parents, guardians, coaches, teachers,
or religious leaders have a way of sticking with us through adulthood
and beyond.
Measurable We will identify figurative language in two poems and analyze how
Outcome (1) the author uses figurative language to help paint a picture in the
reader’s mind.
Read Aloud Read pp. 13-20 from The Crossover.
(10)
Discussion ● What are locks? What are the reasons Josh has locks? (pp.
(5) 14-15)
● Why does Josh’s dad have to sit in the top row of the
bleachers? Why is his mom so worried about his dad’s
behavior? (p. 16)
● An analogy is a comparison between two things that are
usually thought to be different from each other, but that
have something in common. Analogies help us
understand something by comparing it to something we
already know. How does Josh’s dad use analogies to
describe how he misses basketball? (17-19)
● What is is a potential deeper meaning of Basketball Rule
#1?
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Figurative
Language
(8) Re-read the first poem. Ask if anyone remembers any type of figurative
language found. Students should respond. If needed, prompt for
evidence by asking, Where in the text do you see x figurative
language?
● Model writing it in the tracker. Model a think aloud using the
sentence starter This helps paint a picture in my brain of….
Whole Group:
● Still in the first poem, ask for another type of figurative language
and repeat the steps. This time, ask students to use the
sentence starter, This helps paint a picture in my brain of… to
come up with a class answer.
Small Group/Pairs
● Direct students to find 2 examples of figurative language in the
second poem. identify what they are with text evidence, and
explain how they help paint a clear picture in the reader’s
mind.
● Share out using a call method of your choice.
Book Talk (5) Remind students what a book talk is and that students will each have
the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day). Tell students that during
DEAR time you will come around with a sign up so that they can start
book talks next week!
Model giving another book talk using resources in “Book Talk” folder.
Make sure any students absent yesterday get signed up today!
Conference with the students signed up for Days 5 & 6 to help them
prepare.
DEAR Time Run DEAR Routine:
(12)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
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Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 4
Lesson Prep ● Prep video to watch
(Minutes) ● Make a Crossover Word Wall and add the following words,
parts of speech, and definitions:
o All the figurative language
o Analogy
o Crossover
o Calamity
● Print out guided notes & familiarize yourself with symbolism
made easy and the symbolism & self activity
● Note: An extension for this lesson could be to compare Josh’s
symbol of “hair” with the song “I Am Not My Hair” by India Arie
featuring Akon.
● Read “Symbolism Made Easy”
● Familiarize yourself with the “symbolism made easy” handout
and the activity, including all extensions.
● Plan some questions to guide students.
● Prepare any student-tracked vocab & figurative language for
the day
Do Now (6) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (2) Why does hair matter to people? What significance can it hold?
Measurable We will write about how the author use the symbol of Josh’s hair to
Outcome (1) represent Josh? We will analyze what this symbol tells the reader about
Josh’s character, supporting our answers with details from the text.
Read Aloud Read pp. 23-43 from The Crossover.
(10)
Discussion Choose a strategy to lead the discussion.
(5) *NOTE: You may choose to include this video on crossovers, also
watched previously. DO NOT watch the whole thing, just to help
visualize a crossover for the less sports-savvy students
https://www.youtube.com/watch?v=wpE8kBhsbJo
● How are Josh and Jordan different as basketball players?
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● Why is a crossover so dangerous in basketball?
● Why do you think Josh writes an ode to his hair? What bet does
he make with JB? Why?
● What calamity happened to Josh’s hair? How?
Symbolism ● STUDENT WORKSHOP: For this workshop, students will work in
Activity (10) teams of 3 on the following six poems:
o “Five Reasons I Have Locks” on page 14-15,
o “The Bet, Part One” on page 32,
o “Ode to My Hair” on page 33,
o “In the Locker Room” on page 38,
o “ca-lam-i-ty” on page 39
o “Missing” on page 43.
● Explain that symbolism is when an object represents an idea.
Refer to the “Symbolism Made Easy” section of their sheet, and
walk through it with students
● Step One: Have each team read the six poems twice. During
the second read, ask them to pay particular attention to an
object in all six of the poems: Hair.
● Step Two: Ask each team to use the Symbolism Made Easy
sheet to determine symbolism for hair. They should complete
Steps 3 and 4. Then, ask them to support the idea they chose as
a symbol of hair in these poems with evidence from the text.
● Extension Activity: Symbolism & Me Activity
o Ask students to think of something that
represent/symbolized who they are (their personality,
beliefs, etc.) give an example of your own, like, “I feel
like a rose symbolizes me!”
o Ask students to create a T-Chart in which they identify a
trait of the object and how it symbolizes them. Ask them
to list at least 2-3 traits total.
▪ Say your own example, like “A rose smells really
sweet, and I am a really sweet person. A rose also
has thorns. I can have those, too, when I get
upset!
o They can use the T-Chart to help write the information
into a paragraph, making sure to make the connection
between the object and their personality trait clear.
o See successful student exemplars below!
Book Talk (5) Remind students what a book talk is and that students will each have
the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day).
Model giving another book talk using resources in “Book Talk” folder.
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Make sure any students absent yesterday get signed up today!
Conference with the students signed up for Days 5 & 6 to help them
prepare.
DEAR Time Run DEAR Routine:
(10)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
Exemplars
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 5
Lesson Prep ● Write your Measurable Outcome. What do you want your
(Minutes) students to get out of this lesson?
● Add the following words to the Word Wall:
o Patella Tendinitis
o Pulchritudinous
● Familiarize yourself with the poems for Readers’ Theater: “The
inside of Mom and Dad’s bedroom closet” pp. 44-47 (2 readers)
& “Dad Takes us to Krispy Kreme and Tells Us His Favorite Story
(Again)” pp. 63-65 (3 readers)
● Prepare any student-tracked figurative language for the day
Do Now (6) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care Why is it important to have strategies you can use to keep going even
(2) when things get tough?
Measurable
Outcome (1)
Read Aloud Read pp. 44-66 from The Crossover.
(10)
Discussion ● What do the boys find out about their dad while snooping in the
(5) closet? (44-47)
● What is patella tendonitis? How did this condition affect their
dad? (48-49)
● Why are JB’s eyes “ocean wide, his mouth swimming on the
floor,” on page 52?
● Why does Josh let Vondie win the race? What does his decision
have to do with “The Art of War?"
● Why did their dad say basketball was musical on page 63?
Readers’ Follow prompting guides in Discussion Strategies for the following
Theater (8) poems:
● “The inside of Mom and Dad’s bedroom closet” pp. 44-47 (2
readers)
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● “Dad Takes us to Krispy Kreme and Tells Us His Favorite Story
(Again)” pp. 63-65 (3 readers)
Book Talk (5) Remind students what a book talk is and that students will each have
the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day).
Student gives book talk. Others listen/ask questions/shout out student.
DEAR Time Run DEAR Routine:
(12)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 6
Lesson Prep ● Write your Measurable Outcome. What do you want your
(Minutes) students to get out of this lesson?
● Add the words HYPERTENSION & FORESHADOWING to the Word
Wall
● Write your own Play-by-Play poem utilizing onomatopoeia so
you can think about misconceptions and challenges the
students may face.
● Prepare any student-trackedfigurative language for the day
Do Now (6) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (2) What is resiliency? Why do we need to have resiliency?
Measurable
Outcome (1)
Read Aloud Read pp. 67-85 from The Crossover.
(8)
Discussion Choose a strategy to lead the discussion. Below are Essential
(7) Questions to reference throughout the summer in all discussions.
● What is a play-by-play? Why do you think Josh likes giving
them? (67-68)
● Why does Josh have to shoot free throws each night after
dinner? (70)
● What is their mom always focused on? Why? (72-73)
● Why is their mom so worried about their dad? How does their
dad react to this worry? Why? (74-77) use this question to
discuss “foreshadowing”
● Why did they only eat salad for Thanksgiving? (78-9)
● How does Josh get into trouble during the vocabulary test?
(80-83)
● Why doesn’t Josh tell his mom what really happened? What
should he have done, in your opinion? Why?
● How is Josh feeling about his brother? Why? (82-85)
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Write & Read Go over onomatopeias with students, and look over the example
Play-By-Play play-by-play poem on page 67. Write down where the author uses
Poems (10) onomatopeias.
● Ask, “How does the use of onomatopoeia help us better get an
image of the poem?”
Prompt students to find other examples of figurative language and
explain the significance of this language on the meaning of the
poem.
● Say, “Today, we will write our own play-by-play poems using
onomatopoeia. You’ll pick an activity of your choice and write
a poem that explains how to do it. For example, I chose…” and
show your own poem. Walk students through your process and
let them write their own. If time, encourage share-outs and
snaps.
Book Talk (3) Remind students what a book talk is and that students will each have
the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day).
Student gives book talk. Others listen/ask questions/shout out student.
DEAR Time Run DEAR Routine:
(12)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 7
Lesson Prep ● Add “irony” to the Word Wall
(Minutes) ● Watch the following video and prepare questions:
https://www.youtube.com/watch?v=tqg6RO8c_W0
● Review readers’ theater protocols and practice giving
directions for “Mom calls me into the kitchen” pp. 96-98 & (2
readers) and “Phone Conversation (I Sub for JB)” pp. 106-109 (3
readers)
● Prepare any student-tracked figurative language for the day
● Review the Readers’ Theater procedure and practice
directions for this activity.
Do Now (6) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (2) What is irony? Why do authors choose to clue readers into elements of
a text that characters might not know about yet?
Measurable We will learn about irony (104) and be able to differentiate between
Outcome (1) ironic and non-ironic situations.
Read Aloud Read pp. 89-111 from The Crossover.
(8)
Discussion ● Why isn’t JB listening to Josh when he talks about basketball?
(7) (89-90)
● What analogy does their dad make on page 91? What does it
mean?
● What does Basketball Rule #5 mean? (93)
● Why does Josh’s mom talk to him in the kitchen? What help
does she need from him? (96-98)
● Why is Josh worried about things going well? Should he be
worried, in your opinion? Why or why not? (100)
● Why is Josh only laughing on the outside on page 102?
● Why does JB have Josh talk to Alexis for him? Do you think this is
a bad idea? Why or why not? (105-109)
Irony (4) Re-read “He Probably” (103) & “Ironic” (104). Ask students to work with
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their group to come up with their own working definition of irony on a
piece of blank paper.
Play this video: https://www.youtube.com/watch?v=tqg6RO8c_W0
Ask students to revise their definitions as needed.
Read out the following examples of irony. Ask students to write them
down, and then fill in the matching ironic event:
● Buy a bus pass...
● Win the lottery...
● Stay up late to finish homework...
Examples for teachers:
Buy a bus pass...win a car.
Win the lottery...lose the winning lottery ticket.
Stay up late to finish homework...oversleep and missing homework
Reader’s Use strategy in the discussion strategies folder for the following poems:
Theater (6) ● “Mom calls me into the kitchen” pp. 96-98 & (2 readers)
● “Phone Conversation (I Sub for JB)” pp. 106-109 (3 readers)
Book Talk (3) ● Remind students what a book talk is and that students will each
have the opportunity to share a book they have read recently
with their peers throughout the summer (1 student/day).
●
● Student gives book talk. Others listen/ask questions/shout out
student.
DEAR Time Run DEAR Routine:
(12)
Find your spot quickly and quietly
Closure (1) ● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
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When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 8
Lesson Prep ● Add “Tipping Point” to the Word Wall
(Minutes) ● Watch this video and know when to stop it (after they talk about
rights, see guided notes for specifics)
● https://www.youtube.com/watch?v=H0CTHVCkm90&feature=yo
utu.be
o this is a tough video full of challenging words and
concepts. Try to figure out how you can pare it down --
the guided notes are a good metric.
● Prepare any student-tracked figurative language for the day
Do Now (6) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s discussion
highlights.
Why Care What is justice? What does it mean to have justice in a society that
(2) punishes? What does justice mean a restorative or empathetic society?
What is the relationship between the degree of humanity displayed
to/by citizens of a society and their core values as they relate to
justice? How can you improve our current system/ideas/beliefs about
justice to change our society for the better?
Measurable We will analyze Josh & his father’s interaction with the police to create
Outcome a definition of justice, compare and contrast the ideas of justice held in
(1) both Western and Traditional societies, and identify and explain key
components to a just society.
Read Aloud Read pp. 112-127 from The Crossover.
(10)
Dig Deeper: 1. Show students the video “Crash Course in Philosophy: Justice.”2
Justice (25) Have students take notes3 on the types of justice discussed in the
video.
2. In addition, have students discuss in groups (then share out) the
following questions:
2 https://www.youtube.com/watch?v=H0CTHVCkm90&feature=youtu.be 37/66
3 https://docs.google.com/document/d/1EfpTG-ciw8plwGySZKd8kh06AzkYcjw_lyLC8L0E4RA/edit
Document developed by Christy Gill for the DC Area BLM Week of Action in Schools, 2018.
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a. What things should be in place for a just society?
b. Which of type(s) of justice do you believe is practiced in
our society?
c. Is what happened to Josh and his dad an example of a
just society? Why or why not?
3. After whole class discussion around the above questions, have
identify the predominant type of justice that is practiced here in
our society.
4. Then have students create a (an ideal) definition of justice.
5. Ask students to, in groups, create a short list of 2-3 beliefs and
values that speak to the type of justice practiced here in our
society. Share as a class and create a public list of no more
than 10.
Book Talk Remind students what a book talk is and that students will each have
(5) the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day).
Student gives book talk. Others listen/ask questions/shout out student.
DEAR Time No DEAR Time today.
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 9
Lesson Prep ● Gather materials for persuasive poster: poster board or blank
(Minutes) white paper, markers or other colorful writing utensils
● Prepare any student-tracked figurative language for the day
Do Now (6) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (1) There are many ways we can handle a challenging situation when it
arises. For many of us, we have grown up in a punitive culture.
Punishment often causes more harm than good, however. Think about
examples in your own life when punishment has harmed more than
helped you. Instead, educators are starting to look towards restorative
justice, or the idea that there are steps a person needs to take to
restore a relationship and build towards a place where they can heal
and learn.
Measurable We will write persuasively using text evidence to justify or question
Outcome (1) Josh’s feelings of anger.
Read Aloud Read pp. 128-141 from The Crossover.
(10)
Discussion ● What does Basketball Rule #6 mean in terms of the book? (p.
(4) 129)
● Why is Josh late to the game? What consequence did he have
to serve?
● What happens when Josh passes the ball to his brother on p.
134?
● Why does Josh “feel miles away” from the rest of his family on p.
137?
● What are the consequences for Josh’s actions? Are they fair, in
your opinion? Why or why not? (138-141)
Persuasive ● Ask students if they have ever had an argument before.
Poster (12) ● Ask, “is persuading the same as arguing?”
● Students should say no, and you can feel free to prompt for
why.
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● Say: “arguing is something you might do because you come
from a place of anger. who in our book is angry?”
● Say: “Persuading is when you take a position on something and
use evidence to prove yourself right. Have you ever had to
persuade someone before?”
● Walk students through the guided notes and monitor
throughout the activity
o As students work, prompt them to think deeply by asking
questions like
▪ How does the quote prove your claim to be true?
▪ Is that the strongest quote? Why?
▪ Is that a good example of….? Why?
● Hang up particularly good examples and explain why they’re
good, for example:
o I love the use of a really strong quote here!
o Wow, you really explain why this quote proves what you
think...great job!
Book Talk (5) Remind students what a book talk is and that students will each have
the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day).
Student gives book talk. Others listen/ask questions/shout out student.
DEAR Time Run DEAR Routine:
(10)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 10
Lesson Prep ● Review the writing assignment for calm-down strategies and
(Minutes) prepare your own exemplar.
● Set up stations for the gallery walk
● Print out and cut out bunting
● Look over the lesson plans and create an exemplar for
calm-down bunting
● Prepare any student-tracked figurative language for the day
Do Now (5) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 4 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (1) We all feel hurt, angry, annoyed, and outraged from time to time.
There are many strategies we can use to help us understand how we
are feeling, process through our emotions and grow from them. Why is
it important for us to do these things?
Measurable We will look at different strategies we can use for calming down and
Outcome (1) create informational, beautiful bunting to hang up and help our peers.
Read Aloud Read pp. 142-156 from The Crossover.
(10)
Discussion ● Why is Josh described as “churlish?" Is that an appropriate
(5) description? Why or why not? (pp. 142-3)
● How does JB react to Josh’s attempts to make up for his
actions? Why? (pp. 145-6)
● What does his dad mean when he says, “Right now JB can’t
see you,” on p. 147?
● Why does Josh compare his dad to a storm on p. 154?
● In what ways is the word, “profusely,” demonstrated on p. 154?
● What does Josh mean when he thinks, “sometimes it’s the
things that aren’t said that kill you,” on p. 156?
Calm Down Students will complete a silent reading and note-taking activity called
Gallery Walk a gallery walk. They will get a chance to talk to their home groups and
(15) then write an “infographic.”
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Steps:
Prepare (before class): Put students into groups, print resources, and
have them posted around the room
During Class:
1. Introduce to Home Groups (2 min)
a. Divide the class into their home groups.
b. Explain the strategy and the topic of study. Tell students
that they are going to be responsible for making an
informational poster to hang up in the building about a
strategy they like, or maybe even already use, today.
2. Break into Gallery Walk (5 min)
a. Tell students there are resources set up around the
classroom.
b. Their job is to walk around, read and think about the
resources, filling in their charts from their Guided Notes as
they go.
c. Set expectations:
i. Noise level should be silent
ii. Feet should be moving safely
iii. Bodies to ourselves
3. Regroup with "Home Groups" (8 min)
a. Students regroup with their home groups.
b. Each student should share out strategies that they
particularly like, and why.
c. After share out, model the bunting you made. Say: “This
bunting is my own personal favorite strategy for calming
down. It says.(insert your own strategy. an example
could be “go for a quick walk up and down the hall!”
“Kick a soccer ball around my yard!” “Draw”)
d. Say to students: “we are going to create a wall that says
“When I’m Frustrated, I can…” and this bunting will give
their peers ideas for how to calm down.
e. Have students create their own
Book Talk (0) No Book Talk Today.
DEAR Time Run DEAR Routine:
(12) Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
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Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 11
Lesson Prep ● If you desire, write your own two-voice poem.
(Minutes) ● Practice reading the Two-Voice poem overview with expression
● Prepare any student-tracked figurative language for the day.
Do Now (5) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 3 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care People often have complicated relationships, whether that be with
(0.5) themselves, friends, family, ideas, and even the clothes they wear and
things they own. Looking critically at our most complicated
relationships help us grow. What are some complicated relationships in
your own life, and why is it so important to think critically about them?
Measurable We will look at two voice poems and write our own, looking at either
Outcome two perspectives on the same idea or a dialogue poem between two
(0.5)
different people.
Read Aloud Read pp. 157-176 from The Crossover.
(10)
Discussion ● Why does Josh write Jordan a letter? Does it work? Why or why
(6) not? (159)
● What does Josh see when he runs into his parents’ bedroom?
(165-167)
● Why is his dad considering the coaching job offer? How does
their mom feel about it? Why? (168-9)
● What does Josh call JB’s girlfriend now? Why? (170-1)
● What does Josh learn about JB’s girlfriend at dinner? (172)
● Why are the boys surprised not to see their parents in the stands
at the game? What do you predict has happened? (175-8)
Two Voice ● Read aloud the introduction to two-voice poems to students.
Poem (15)
● Say, “the great thing about this poetic form is that it can
take many different forms.”
● As you read through the two voice poem from The
Crossover, prompt students to identify figurative they
already know. Track it as you go.
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● Let students know that good poets plan before they write.
In order to help them learn how to plan, you’ve gone
through and planned and written your own poem.
● Show them the planning pages for the included two-voice
poem or your own.
● Ask students what they know already, and what they are
wondering about.
● Show them the final draft
● Ask: How did this poem change from the planning stages
to the final?
● Listen for students to say there is much more detail, some
changes, and more figurative language.
● Congratulate students on the hard work of reading a
poem. Ask: what are some topics you could write about?
● Generate a few with the class just to get them started. Say
it’s fine to write about basketball, or a fight, or their
clothing, so long as they do their own original thinking.
● With remaining time, let students write and then share out.
Book Talk (0) No Book Talk today..
DEAR Time Run DEAR Routine:
(12)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 12
Lesson Prep ● Make copies of poem for students
(Minutes) ● Computers if possible for Wordles, if not, then I have included
hand-drawn wordle templates below and you will need bright
colorful drawing things and paper.
o Note: dictionaries/thesauruses may also be super helpful
here. Either dictionary.com or actual book dictionaries.
● Look up wordles and various examples
● Either practice making your own wordle online so you can
guide students through or draw out a wordle based on another
character in the book other than the brothers.
● Prepare any student-tracked figurative language for the day.
● Create a sentence for the Why Care, thinking about why they
should be invested in the learning and discussion today.
● Create the Measurable Outcome based on the reading. What
will you emphasize throughout the lesson and what will be the
outcome for students?
Do Now (5) ● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 3 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (1)
Measurable
Outcome (1)
Read Aloud Read pp. 178-196 from The Crossover.
(10)
Discussion ● How do you think Josh feels about his brother being Superman
(5) on p. 181?
● What does Josh do for his brother the night before the big
vocabulary test? Why?
● What advice does Coach give Josh at lunch? Why?
● What will talent and intelligence help you win? Why?
● Why does Josh say, “the word we never sounded sweeter," on
p. 189?
● What happened while Josh was warming up with his dad in the
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gym?
● What emotions does the author want you to feel heading into
“Fourth Quarter?" What clues do you have to tell you this?
Wordle (10) While a wordle may just look like a fun activity that yields a really pretty
word cloud, it is actually a critical skill builder. It asks students to chose
words intentionally and to think about how setting, plot and character
interact to create a whole picture.
1. Figure out if you can access computers. If you can, generate
your own Wordle online based on a character from the book
who is not the twins. If you cannot, use a template like the one
given below -- but do try to make it colorful and intentional!
2. Read through the guided notes about worldes with students
and demonstrate your own project.
3. Say, “A dictionary will help you find the meaning of a word. A
thesaurus will help you find synonyms -- words like the word you
are using, but that might be stronger or more interesting.” Give
examples.
4. Tell students your own journey -- how did you choose the
words? What words were strong? Which ones were weak and
how did you replace them with stronger, more active verbs or
descriptive adjectives? (you might have to explain parts of
speech and that’s ok!)
5. Let students work
a. As they work prompt them with questions to guide them
to explore the topic more deeply, for example, “Great, I
see you say Josh is angry! I totally agree. I wonder if we
go to a thesaurus what other words we can find.”
6. Share out & celebrate the students’ hard work!
Book Talk (5) Remind students what a book talk is and that students will each have
the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day).
Student gives book talk. Others listen/ask questions/shout out student.
DEAR Time Run DEAR Routine:
(12)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
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Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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Reading Day 13
Lesson Prep ● Prep all lesson vocab plus Myocardial infarction definition pp.
(Minutes) 201-202
Do Now (5) ● Create a sentence for the Why Care, thinking about why they
should be invested in the learning and discussion today.
● Create the Measurable Outcome based on the reading. What
will you emphasize throughout the lesson and what will be the
outcome for students?
● Write your own “Because” poem, using the guided notes and
pausing to think about where your students might struggle and
what questions you can formulate to help them learn to
persevere through their challenges.
● Prepare any student-tracked figurative language for the day.
● Students complete the Do Now routine by discussing at their
tables the Discussion Questions on their Guided Notes.
● After 3 minutes, students take 1 minute to summarize their
group’s discussion.
● Draw names from a cup and have those students share about
their group.
● If students are still struggling with names, have them introduce
the students in their group before sharing their group’s
discussion highlights.
Why Care (1)
Measurable
Outcome (1)
Read Aloud Read pp. 199-206 from The Crossover.
(10)
Discussion ● Why do you think Josh is seemingly more upset about
(5) missing the game than his dad’s health?
● What are some of the reasons for Josh’s anger? Are they
justified, in your opinion? Why or why not?
● How do you think the author wants the reader to feel
when Dad wakes up? How do you know? What clues in
the text give you the answer?
“Because” Read the prompting guide in the Guided Notes
Poems (12) Show students your own “Because” poem and walk them through
how you began, wrote, and edited.
Allow students to work. Really push them to not tell us what emotion
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they’re writing from. Instead ask questions like…
● What kind of situation would you be in when you felt that way?
● When have you felt that way in the past?
● What does your body feel like when you feel that way?
● How do your friends and family know you’re feeling that way?
Book Talk (5) Remind students what a book talk is and that students will each have
the opportunity to share a book they have read recently with their
peers throughout the summer (1 student/day).
Student gives book talk. Others listen/ask questions/shout out student.
DEAR Time Run DEAR Routine:
(10)
Find your spot quickly and quietly
● Transfer to your spot
● Space yourself appropriately so you won’t be distracted
Get your book
● Hold your book in the air if you have it, raise your hand if you
need to go to the library to pick a book out
Read, Read, Read!
● Monitor the library and all students
● Conference with students about their books
Silent Close Out
● Cue for the end of DEAR Time
● 1 minute for books away and all things back to your seat
Closure (1) Thank you for your willingness to discuss, share, and read today!
Give shout outs to students who engaged in the conversations and
supported others’ learning.
When I call your group number, please return your Guided Notes
packet by your number on the Entrance Table and you can leave.
Have a great day!
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