Alignment to Assessment Standards and Purpose of Lesson

• RI.6.3 – Opening A: Students complete an entrance ticket for which they reread an excerpt of chapter 5 of The Boy Who Harnessed the Wind and identify the method the authors use for developing key individuals and what can be inferred about the individuals from that method.
• RI.6.3 – Work Time A: After students read chapter 6 of the text, they use their note-catchers to capture ideas about how the authors develop William as a key individual in the text.
• RI.6.4 – Work Time B: Students participate in a Back-to-Back and Face-to-Face protocol to determine the figurative meanings of words as they are used in chapter 6 of the text.
• L.6.5 – Work Time B: Students participate in a Back-to-Back and Face-to-Face protocol to interpret figures of speech in chapter 6 of the text
• RI.6.1 – Closing and Assessment A: During a QuickWrite, students use textual evidence from chapter 6 of the text to support their analysis of the chapter’s central idea(s).
• RI.6.2 – Closing and Assessment A: Students work independently to write an effective summary of chapter 6 of the text.

Opportunities to Extend Learning

• Challenge students to gather more examples of figurative language in other chapters of the anchor text and conduct a student-led version of the activity in Work Time B.
• Create affirmation posters, one per student, and have students circulate around the room, similar to a Chalk Talk, and write positive comments about their peers using figurative language (e.g., “Your smile is as warm as the sun!” [simile] “My heart sings when you’re around!” [personification]).

How It Builds on Previous Work

• In the previous lesson, students finished reading chapter 5 and participated in a Language Dive to examine how a single sentence can develop a key individual in a text.

Support All Students

• Note that there is a differentiated version of the entrance ticket used in Opening A in the supporting materials download. ▲
• Like Chapter 2, Chapter 6 may be read with slightly less attention to detail without disrupting students’ understanding of the story and its connection to the module guiding questions. If students are experiencing burnout or feeling overwhelmed, encourage them to practice reading for gist (i.e., fewer students are able to attend school; William wants to attend school and cannot afford it). Invite students to think critically about this central idea of the chapter and connect it to other chapters they have read or experiences they have had.
• Figurative language is a broad topic encompassing many different writing techniques. Provide a simple handout listing just the most common techniques (simile, metaphor, personification, hyperbole, alliteration) and clear examples of each. To further support student understanding, invite ELLs to share examples of common figures of speech in their home languages. ▲
• Because figurative language is very abstract, students need concrete representations of simile and metaphor, their purpose, and their uses. Consider representing the simile and metaphors through images of both their literal and figurative meanings side by side. Students can discuss the difference to further facilitate comprehension.
• For summary writing during Closing and Assessment A, provide students with an individual checklist containing the criteria from the Criteria for an Effective Summary anchor chart. Instruct students to check off each criterion as they implement it. For increased visualization, color-code elements of the checklist and also provide colored pencils or highlighters for students to mark in their writing.

Assessment Guidance

• During Work Time B, students review figurative language terms that were introduced in Module 1. Make sure that, beyond identifying examples of the terms, students understand how and why authors use figurative language as a tool to emphasize ideas, develop individuals, and add interest through beautiful language.
• Note that chapter 7 of the anchor text will not be read due to time constraints and concerns about the sensitive nature of its content. Assure students that skipping this chapter will not impede their success on future assessments. Consider reading the gist provided on the Gist anchor chart: The Boy Who Harnessed the Wind so they know what occurs in the text without exposing them to the troubling details of the chapter.

Down the Road

• In the next lesson, students will continue examining the role of figurative language in the text and how it contributes to the text’s central idea. Students will also expand their language skills by determining the connotative meaning of different words.
• Students will also share their initial reactions to and learning from their Independent Research Reading task.