Alignment to Assessment Standards and Purpose of Lesson

• RI.6.5 – Opening A: Students complete an entrance ticket in which they match text-structure types to their definitions and then determine the text structure of four articles based on the articles’ titles.
• RI.6.1 – Work Time B: Students use textual evidence to support their answers to questions about chapter 4 of The Boy Who Harnessed the Wind, which they read during the Mid-Unit 1 Assessment of Lesson 6.
• RI.6.2 – Work Time B: Students answer questions about the central idea(s) of chapter 4 of the text.
• RI.6.3 – Work Time B: Students answer questions about how a key idea is conveyed and elaborated on in chapter 4 of the text.
• RI.6.5 – Work Time B: Students answer questions about how individual sentences and paragraphs contribute to the overall structure of chapter 4 of the text.
• RI.6.5 – Closing and Assessment A: Students complete a QuickWrite in which they determine the text structure of chapter 5 of the text and identify specific words and phrases that signal the text structure.
• In this lesson, students read the first half of chapter 5; they complete chapter 5 in Lesson 9.

Opportunities to Extend Learning

• This module has been designed to avoid assigning independent research reading for homework on the same evenings when students are prereading the next chapter in their anchor text. Proficient readers may be ready to begin their independent reading earlier in this unit. They could then be asked to prepare a Book Talk or other presentation of their reading for this lesson to promote excitement amongst their peers for the independent reading book selection.

How It Builds on Previous Work

• In previous lessons, students have had numerous opportunities to practice identifying a central idea and writing a summary of a nonfiction text. Students expand on these skills by analyzing how a particular sentence contributes to the structure of the text and helps to convey the central idea.
• The independent research reading assignment is critical for building background knowledge and domain-specific vocabulary on the module topic. At this point in the unit, students have gained enough context for the anchor text to begin developing a more complex understanding of the topic through the texts curated for the research reading list.

Support All Students

• Chapter 5, which is read across Lessons 8 and 9, describes the effects of the famine at the personal, family, community, and country levels. It may be challenging for a struggling reader to track these effects and understand them. Consider providing, or encourage students to develop, a "map" or timeline that more visually represents exactly who is affected by the famine.
• As the famine intensifies, scenes in the text darken and become more somber. Be sensitive to ways in which certain passages in the text may be distressing for students to read.
• Help students to make personal connections between themselves and the work. As they analyze how William as a person is showing more depth as they get to know him better through the text, point out that they, too, are complex individuals who are growing and changing all the time. Notice how the more they learn about each other, the more likely they are to feel connected to one another.
• Note that the Analyze Structure exercise of Work Time B may be challenging for some students, especially ELLs. Build in needed processing time by using Conversation Cues throughout the series of questioning and inviting students to think and process internally before sharing their responses. ▲

Assessment Guidance

• The independent research reading assignment launched in this lesson continues throughout the rest of the module. Students read consistently each night for 20 minutes and answer a prompt of their choosing. From time to time, they will use class time to debrief what they are reading and how it connects to the module topic.

Down the Road

• In the next lesson, students finish reading chapter 5 and participate in a Language Dive to practice applying strategies to interpret the meaning of unfamiliar vocabulary. They will also return to their work with summary writing and answering selected response questions by choosing the most effective summary of the chapter from several options.
• The independent research reading assignment launched in this lesson is referred to throughout this and the subsequent modules. Students have an opportunity to share their research reading in Unit 1, Lesson 11; Unit 2, Lesson 12; and Unit 3, Lesson 11.