Alignment to Assessment Standards and Purpose of Lesson

• RI.6.3 – Opening A: Students complete an entrance ticket in which they identify ways that the authors further the readers’ understanding of William in chapter 2 of The Boy Who Harnessed the Wind.
• RI.6.3 – Work Time A: After students complete chapter 3, they add to their Analyze Key Individual: William note-catchers.
• RI.6.1 – Work Time B: Students use evidence from the text to organize a summary of the central idea(s) of chapter 3.
• RI.6.2 – Work Time B: Students review principles of summary writing and arrange summary strips to produce an effective summary of chapter 3.
• In this lesson, students engage in a protocol. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning. Protocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. Students engage in the following new protocol in this lesson (instructions for which appear at the first point of use in the lesson):
• Dance Card sets up students with multiple, but consistent, partners for work across a unit, reducing the amount of energy and work it takes to assign partners. It allows students autonomy and choice in whom they pick for partner work. Students are likely familiar with the idea of partnering off for dancing, although the metaphor of the historical “dance card” may need to be explained. This protocol can involve any number of partners. Colors are used for ease of repeating the protocol, but the names on the dance cards could be changed to be pertinent to the unit of study (e.g., “dynamo,” “conductor,” and “generator”). To pre-assign a partnership for any reason, fill out two cards of matching color with the names to be matched and give them to the appropriate students before the dancing begins.

Opportunities to Extend Learning

• William’s “discovery” of and fascination with science in this chapter provides a perfect entry point for cross curricular work between ELA and science class. Consider resources such as http://eled.org/0168 or http://eled.org/0169 for activities that allow students to combine their literacy skills with science explorations.
• An optional Mini Language Dive, intended for use after students complete chapter 3 in Work Time A, is available in the supporting materials download. ▲
• In this lesson, students organize sentence strips to summarize chapter 3 of the text. To extend learning, invite students to use the criteria on the Criteria for an Effective Summary anchor chart to write their own summaries either independently or in triads, of chapter 3 rather than organizing the strips.

How It Builds on Previous Work

• In the previous lesson, students read chapter 2 of The Boy Who Harnessed the Wind and determined its central idea. In this lesson they will continue in the anchor text, reading chapter 3.
• Students also build on work completed in Module 1 on summary writing as they review criteria for an effective summary. They assemble a summary of the chapter using sentence strips from a model summary.

Support All Students

• Note that there is a differentiated version of the entrance ticket used in Opening A in the supporting materials download. ▲
• Students may struggle to read independently in the allotted time. Think about strategically grouping students of varying proficiency levels. ▲
• Chapter 3 first introduces readers to William’s sense of inquiry and love for science. These traits are important components of William’s identity and they are directly related to the overall topic of designing solutions to solve critical problems. For this reason, it is important that all students read this text carefully, for understanding of both its central idea(s) and details. Support developing readers, including ELLs, with guiding questions, extra time, highlighted attention to key paragraphs, and/or glosseries of key vocabulary terms. ▲
• Chapter 3 also describes an afternoon spent hunting, after which William and his friends “ate like men” (page 61). This casual description could be seen as male-centric. If female students feel excluded by references to only male characters, considering proposing an alternative writing assignment, where all students write short narratives from the perspectives of others in William’s family or community, such as his mother or his sisters.
• To further support students’ comprehension, additional time has been added into the schedule to allow students to capture important problem-solution information in their note-catchers and compare their findings with classmates.
• Students may need additional support with constructing the summary in Work Time B. Place these students in one group to receive additional support. In addition to verbally describing the directions for the summary strips activity, also create a chart with each step. Additionally, select a pair of students or model with a student how to effectively participate. ▲

Assessment Guidance

• Circulate and monitor discussions about summaries during Work Time B to check whether students are on the right track. Use common issues as teaching points for the whole group in the next lesson.

Down the Road

• In the next lesson, students will complete the Mid-Unit 1 Assessment, for which they demonstrate their ability to determine the meaning of unfamiliar vocabulary, identify a central idea of a text, and choose key details to support the central idea.
• Students will also read chapter 4 of The Boy Who Harnessed the Wind.