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Author’s Craft: Analyzing Narrative Techniques (Pages 73–113)
Scholars discuss a reading selection in Unbroken by writing to a partner about text selection. After completing the writing, learners revisit the use of active and passive sentences by reviewing a second Active and Passive Sentences...
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Mid-Unit Assessment and Author’s Craft: Narrative Techniques
Scholars work together to compile a list of things good writers do to perfect their craft and write the ideas on a whiteboard. They then discuss the differences between passive and active sentences and use their knowledge to identify...
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Studying Conflicting Information: Varying Perspectives on the Pearl Harbor Attack, Part 2
Scholars take another look at Japan's Fourteen-Part Message. They then take turns adding ideas to sentence starters to create ideas about the different perspectives of government. To finish, groups mix and mingle to share their sentences...
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Building Background Knowledge: The Pearl Harbor Attack: Unbroken, Pages 38–47
Perspective changes everything. Scholars use a close reading guide while analyzing pages 38-47 in Unbroken. Readers learn that the governments of Japan and the United States had very different perspectives about the attack on Pearl...
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Launching The Performance Task: Building Background Knowledge: “War in the Pacific,” Part 1
It's all about a bit of give and take. Scholars silently read War in the Pacific and circle any unfamiliar words. Using context clues, they write each word on a strip of paper along with the inferred definition. After looking the word up...
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Close Reading: Louie’s Change of Heart
Scholars read additional pages in Unbroken to discover more about Louie's character. Readers use turn-and-talk strategies to discuss character traits that describe Louie. They then answer text-dependent questions and cite evidence to...
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Launching the Text: Building Background Knowledge on Louie Zamperini and World War II (Preface, Pages 3–6)
Scholars participate in a gallery walk to examine photographs related to WWII and record thoughts about the pictures in note catchers. At the end of the gallery walk, pupils share their observations before participating in a discussion...
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End of Unit 2 Assessment, Part 2: Revise Essay Drafts
Time to revise! Scholars revise their argument essays based on Shakespeare's A Midsummer Night's Dream using feedback from their teacher and peers. They begin their revisions after reviewing a mini-instructional activity on proper...
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Launching the Performance Task: Prompt, Characters, Groups
Scholars unpack the word confession as they prepare to write confessionals based on characters from Shakespeare's A Midsummer Night's Dream. Next, they read their narratives to a small group of peers as part of a final performance task.
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Mid-Unit Assessment: Author’s Craft: Analyzing Shakespeare’s Craft: Part 2
Annoyed or bewitched—how does an author's word choice affect a text? Scholars begin the instructional activity by analyzing word choice in Shakespeare's A Midsummer Night's Dream. Next, learners take a closer look at the narrative...
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Final Performance Task: Becoming Visible Again
It's task time! Scholars complete the final lesson plan of the unit by completing a performance task. Readers begin in groups, working on a task card. Once complete, they move to an independent task, writing responses to a prompt about...
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End of Unit Assessment: Analysis of Language Techniques
Watch your language! Scholars work on an end-of-unit assessment in which they demonstrate the language skills they learned. Questions ask readers to work with different types of verbs and moods all about the text in Unbroken.
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Mid-Unit Assessment: Single Draft Narrative
Put it in your own words. Scholars work independently on their mid-unit assessments by responding to a writing prompt. They write about Miné Okubo’s life and the moments when Okubo became visible again.
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Narrative Writing: Planning Narrative Techniques
It's all in the technique. Scholars revisit the model narrative they covered in lesson four to analyze the author's writing techniques. Readers compare techniques they spot in the narrative to those in the essay rubric. They then work to...
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Narrative Writing: Planning the Plot
You will never forget that moment. Scholars read a model narrative and analyze the moment a character became visible again. They compare the narrative to Okubo in Unbroken. Readers also assess the narrative essay according to a rubric...
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Researching Miné Okubo: Gathering Textual Evidence
Scholars read two texts about Miné Okubo’s life. In Riverside’s Miné Okubo and Miné Okubo, readers gather information to write narrative essays describing how Okubo became visible again. The essay serves as part of a performance task.
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Launching the Performance Task: Thematic Statement and Narrative Prompt
Scholars think about what message Laura Hillenbrand tries to convey to readers in Unbroken. They begin by sharing their thoughts as thematic statements. After sharing, learners work on explaining their ideas in an Unbroken Thematic...
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Analyzing a Thematic Concept: Becoming Visible Again, Part 2 (354–380)
Scholars take a close look at the life of Louie in Unbroken. They discuss events considered turning points in their life and use several graphic organizers and guides to help direct their thinking. After thinking about their responses,...
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End of Unit 1 Assessment: Fishbowl Discussion, Part 2: Comparing Conflicting Accounts of the Pearl Harbor Attack
Partner up! Scholars continue their fishbowl activity with one partner sitting inside the circle and one sitting outside the circle. Participants add to sentence starters to analyze the perspective of the Pearl Harbor Attack seen in the...
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End of Unit Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack
Scholars continue discussing Unbroken by using a fishbowl activity. Some readers share thoughts about the Day of Infamy, while others sit and observe the conversation. After the activity, pupils share what they learned.
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Connecting Ideas in Primary and Secondary Sources: What Led to the Attack on Pearl Harbor?
Let's make some sense of those thoughts! Scholars continue thinking about the different perspectives on Pearl Harbor. They analyze quotes from War in the Pacific, Day of Infamy, and Fourteen-Part Message. Readers tape each quote to chart...
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Studying Conflicting Information: Varying Perspectives on the Pearl Harbor Attack, Part 1
Scholars read President Roosevelt's Day of Infamy speech and analyze the speech's words using close reading guides. Readers determine Roosevelt's point of view after reading the speech and filling in the guides.
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Building Background Knowledge: “War in the Pacific,” Part 2
Who did what? Readers take a closer look at War in the Pacific to determine each country's actions. As they read, scholars underline American actions in one color and actions of Japan in another. They then begin completing Pearl Harbor...
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Analyzing Character: Louie Zamperini
Let's talk! Scholars create discussion appointments using map locations. After completing their appointment books, readers look closely at a few Unbroken pages. They use sentence strips to record details from their readings that help...