Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G6:M3A:U1

Narrator’s Point of View and Evidence of Author’s Perspective in Dragonwings

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Learning from the Narrator’s Point of View: Introducing Dragonwings

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Introducing the Novel (5 minutes)

B. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Reading the First Pages of the Novel (10 minutes)

B. Analyzing Point of View: Moon Shadow’s Point of View of the “Land of the Golden Mountain” and the “Demons” (10 minutes)

C. Determining Author’s Techniques for Developing Point of View (10 minutes)

3. Closing and Assessment

A.  Distribute Structured Notes and Word-catcher (5 minutes)

4. Homework

A. Finish reading Chapter 1 of Dragonwings. Record any new vocabulary on your word-catcher. As you read, use evidence flags to identify three text details from page 5 onward related to the focus question below. Code each flag as a thought, word, or action to show the technique that Laurence Yep was using to convey Moon Shadow’s point of view.

B. Answer the point of view focus question for Chapter 1 on your structured notes organizer, using the evidence from your flags:

* “What does Moon Shadow think about the Land of the Golden Mountain and the demons that live there?”

  • I can recognize Moon Shadow’s point of view concerning “demons” in Chapter 1 of Dragonwings.
  • I can locate text evidence of Moon Shadow’s point of view.
  • I can explain how Laurence Yep develops the point of view of Moon Shadow.
  • I can follow Triad Talk Expectations when I participate in a discussion.

Lesson 2Analyzing Point of View and Figurative Language: Chapter 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 1 of Dragonwings (3 minutes)

B. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Rereading Pages 15–16 of Dragonwings for Gist (10 minutes)

B. Analyzing Moon Shadow’s Point of View (15 minutes)

C. Analyzing Figurative Language and Tone (7 minutes)

3. Closing and Assessment

A. Exit Ticket: How Does a Passage Contribute to a theme? (5 minutes)

4. Homework

A. Read Chapter 2 of Dragonwings. Answer this question in your structured notes:

* “What does Moon Shadow think about where the Tang people live?” Use evidence flags to identify three text details from across the chapter to support your answer. Code each flag as a thought, word, or action to show the technique that Laurence Yep used to convey Moon Shadow’s point of view.

  • Gist annotated on sticky notes
  • Moon Shadow’s Point of View graphic organizer, Pages 15–16
  • Exit Ticket: How Does a Passage Contribute to a Theme?
  • Back-to-back and Face-to-Face

Lesson 3Analyzing Point of View and Figurative Language: Chapter 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chapter 2 of Dragonwings (8 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Rereading Pages 23–25 of Dragonwings for Gist (10 minutes)

B.  Analyzing Point of View, Figurative Language, and Tone: Pages 23–25 (10 minutes)

C.  Determining Author’s Techniques: Point of View, Tone and Meaning, and Figurative Language (10 minutes)

3.  Closing and Assessment

A.  Exit Ticket: How Does the Chapter Contribute to a Theme? (5 minutes)

4.  Homework

A.  Read Chapter 3 of Dragonwings. Answer this question in your structured notes:

* “What does Moon Shadow think about his father?”

B.  Use evidence flags to identify three text details from the chapter to support your answer. Code each flag as a thought, word, or action to show the technique that Laurence Yep used to convey Moon Shadow’s point of view.

 

  • Ongoing Assessment
  • Structured notes (from homework)
  • Gist annotated on sticky notes
  • Point of View graphic organizer for pages 23–25

Lesson 4Analyzing Point of View and Figurative Language: Chapter 3

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chapter 3 of Dragonwings (8 minutes)Unpacking Learning Targets (2 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Rereading Pages 41–43 and 60–61 of Dragonwings for Gist (10 minutes)

B.  Analyzing Point of View, Figurative Language, and Tone: Pages 41–43 and 60–61 (10 minutes)

C.  Determining Author’s Techniques: Point of View, Tone and Meaning, and Figurative Language (10 minutes)

3.  Closing and Assessment

A.  Exit Ticket: How Does the Chapter Contribute to a Theme? (5 minutes)

4.  Homework

A.  Read Chapter 4 up to the end of page 70 of Dragonwings. Answer this question in your structured notes:

* “What does Moon Shadow think about the demons?” Use evidence flags to identify three text details from the chapter to support your answer. Code each flag as a thought, word, or action to show the technique that Laurence Yep used to convey Moon Shadow’s point of view of the demons.

  • Gist annotated on sticky notes
  • New vocabulary on word-catcher
  • Moon Shadow’s Point of View graphic organizer: pages 41–43 and 60–61

Lesson 5Mid-Unit Assessment: Developing the Narrator’s Point of View, Figurative Language, and Connecting Passages across the Novel Dragonwings

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chapter 4 of Dragonwings (5 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Mid-Unit 1 Assessment, Part 1 (20 minutes)

B.  Choosing a Scene for Mid-Unit Assessment, Part 2 (5 minutes)

3.  Closing and Assessment

A.  Mid-Unit 1 Assessment, Part 2: Drawing a Scene to Illustrate a Theme (13 minutes)

4.  Homework

A.  Finish drawing your scene from Dragonwings illustrating the theme: “It’s hard to fit in when you move to live in another culture.”

  • Structured notes (from homework)
  • Mid-Unit 1 Assessment, Part 1: Point of View, Figurative Language, and Passage Connections from Dragonwings
  • Mid-Unit 1 Assessment, Part 2: A Scene to Illustrate a Theme

Lesson 6Introducing The Lost Garden and Finding Evidence of Laurence Yep’s Perspective on What It’s Like to Fit into Another Culture on Pages 66–67 of Dragonwings

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (7 minutes)

2. Work Time

A. Reading the Opening Excerpt from The Lost Garden for Gist (12 minutes)

B. Identifying Cultural Details through Text-Dependent Questions on the Opening Excerpt of The Lost Garden (8 minutes)

C. Writing an Inference Statement: Laurence Yep’s Perspective (8 minutes

3. Closing and Assessment

A. Identifying Evidence of Laurence Yep’s Perspective in Dragonwings (10 minutes)

4. Homework

A. Read the rest of Chapter 4 (page 74 onward) in Dragonwings. Answer this question in your structured notes:

* “What is Moon Shadow’s point of view of the opium dens? How do you know?” Use evidence flags to identify three text details from the rest of this chapter to support your answer.

 

  • Gathering Evidence of Yep’s Perspective graphic organizer: Opening Excerpt

Lesson 7Inferring Laurence Yep’s Perspective on the Police from the Crime in the Neighborhood Excerpt of The Lost Garden

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 4, Pages 74–97 of Dragonwings (5 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Reading for Gist: The Crime in the Neighborhood Excerpt from The Lost Garden (15 minutes)

B. Identifying Cultural Details through Questions: The Crime in the Neighborhood Excerpt of The Lost Garden (8 minutes)

C. Inferring Laurence Yep’s Perspective on the Police (9 minutes (8 minutes)

3. Closing and Assessment

A. Sharing Ideas (5 minutes)

4. Homework

A. Read Chapter 5 up to page 108, stopping after “… all the others in the room could feel it too.” Answer this focus question in your structured notes:

* “What was Moon Shadow’s point of view of Black Dog after he stole the collection money?” Use evidence flags to identify three text details from this section of Chapter 5 to support your answer.

  • Structured notes (from homework)
  • Gathering Evidence of Yep’s Perspective: Crime in the Neighborhood graphic organizer
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 8Finding Evidence of Laurence Yep’s Perspective of the Police in Dragonwings

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 5 of Dragonwings (5 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Feedback from Mid-Unit 1 Assessment (4 minutes)

B. Introducing Connotative Language (10 minutes)

C. Identifying Evidence of Laurence Yep’s Perspective in Dragonwings (14 minutes)

3. Closing and Assessment

A. Forming a Connection Statement about Evidence of Laurence Yep’s Perspective in Dragonwings (10 minutes)

4. Homework

A. Finish reading Chapter 5, pages 108–123. Answer this focus question in your structured notes:

* “How does Moon Shadow’s point of view of his father change in this chapter?” Use evidence flags to identify three text details to support your answer.

  • Structured notes (from homework)
  • Gathering Evidence of Yep’s Perspective: Crime in the Neighborhood graphic organizer

Lesson 9Inferring Laurence Yep’s Perspective of Being Chinese from the “Being Chinese” Excerpt of The Lost Garden

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 5 of Dragonwings (5 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Reading for Gist: Being Chinese Excerpt from The Lost Garden (15 minutes)

B. Identifying Cultural Details through Questions: Being Chinese Excerpt from The Lost Garden (8 minutes)

C. Inferring Laurence Yep’s Perspective of Being Chinese (9 minutes)

3. Closing and Assessment

A. Sharing Ideas (5 minutes)

4. Homework

A. Read Chapter 6 of Dragonwings and answer this focus question in your structured notes:

* “What is Moon Shadow’s point of view of Miss Whitlaw in this chapter?” Use evidence flags to identify three text details that support your answer. Code each flag as a thought, word, or action to show the technique that Laurence Yep used to convey Moon Shadow’s point of view of Miss Whitlaw.

 

  • Structured notes (from homework)
  • Gathering Evidence of Yep’s Perspective: “Being Chinese” graphic organizer

Lesson 10End of Unit Assessment: Finding Evidence of Laurence Yep’s Perspective on Being Chinese in Dragonwings and Determining Connotative Language

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. End of Unit 1 Assessment (35 minutes)

3. Closing and Assessment

A. Concentric Circles: What Can We Learn from Laurence Yep? (8 minutes)

4. Homework

A. Read Chapter 7 up to page 150, stopping near the end of the page after “Father and I excused ourselves and left.” Answer this question in your structured notes:

* “What are the differences between how Miss Whitlaw views dragons and how Moon Shadow views dragons?” Use evidence flags to identify three text details in this part of the chapter to support your answer.

  • End of Unit 1 Assessment

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