Merged Document 5

Teacher Candidate: Emma Russell
Day One
Grade Level: 6th Grade

Date: 11/27/15
Subject: Reading
Instructional Plan Title: Pre-reading Homeless Bird Web Quest
Learning Standards:
CCSS.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others'
ideas and expressing theirs clearly.
CCSS.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact,
volume, and clear pronunciation.
CCSS.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CCSS.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Learning Objectives:
Students will build background knowledge about the culture and traditions of India and about
the author by completing the Homeless Bird web quest.
Students will generate questions to focus on throughout the unit and reading the story
Homeless Bird when completing their exit slips.
Materials:
30 copies of web quest including modified versions as needed
30 laptops or iPads to allow students to complete the online web quest.
30 copies of exit slips including modified versions
1 copy of web quest student checklist
Chart paper
Academic Vocabulary:
Web quest, background knowledge
Key Vocabulary:
Culture, Traditions, Author, Widow, Arranged Marriage, Varanasi, Ganges River, Sari
Lesson Introduction:
Teacher will explain to the students that prior to reading a book, it is very important to have
some background knowledge in order to have a better understanding of the plot. Teacher will
read aloud the summary on the back of the cover to all of the students. Teacher will then explain
to the students that in order to fully understand the text we are going to need to understand the
author's purpose. They will also need to understand a variety of cultures and traditions of India
that are discussed throughout the novel. In order to deepen their knowledge about the text prior
to reading, teacher will explain that they will be completing a web quest. Prior to beginning the
web quest teacher will ask any students if they would like to share any knowledge they may have
about the cultures and traditions of India.
Instructional Procedures:
Teacher will begin the lesson by explaining to students we are going to begin to read the novel
Homeless Bird written by Gloria Whelan. Teacher will read the summary of the novel printed
on the back cover of the book and then teacher will ask students to share any knowledge they
may have on the cultures and traditions of India.
Teacher will then explain to the students that prior to reading a novel, it is very important to
build your background knowledge on the key ideas that are discussed throughout the book. In
order to learn about the different key ideas from the book we are going to be completing a web
quest.
The students will be separated into five groups. Teacher will explain that the topics the groups
will be focusing on are the author and authors purpose, arranged marriages, gender roles in
india, location of the Varanasi, and widows. Each group is going to conduct research specific
to their topic following a list of questions provided by the teacher.
The students will then answer their questions and be given a piece of chart paper to use to
organize their findings to present the material to their classmates.
Once the teacher has gone over the instructions for the web quest and answered any additional
student questions, and the teacher will organize the students into their groups.
The students will then meet with their group and begin their web quest collaboratively. As they
answer the questions they will highlight the most important ideas on their chart paper. The
teacher will walk around the classroom and assist them as needed.
Once each group has come to a complete with their web quest the class will rejoin as a group
and students will present their findings to their classmates. Teacher will highlight any key
points as needed that need to be emphasized. The posters are then going to hung around the
room as display and for students to refer to for the remainder of the novel unit.
As the students are working on their web quests and presenting their findings, the teacher will
be assessing them on participation and completion of the web quest using a checklist.
Before dismissing class, the students will complete an exit slip. This exit slip will include
differentiated versions and will measure the students understanding of the topics introduced
through the web quest and presentations.
Differentiated Instruction:
How will you adapt your teaching for Gifted?
Gifted students will be asked questions of higher order thinking during instruction due to
their ability to think more critically. They can also analyze their work and compare and
contrast concepts when appropriate.
How will you adapt your teaching for an EL?
English Language Learner require more directions and simplified instruction in order to
meet the learning goals. When instructing, provide EL students with simplified words
and terms for them to better understand what is expected of them.
How will you adapt your teaching for LD (memory-processing disorder)?
Learning Disabled students require more guided instruction. These students will be given
simplified versions of activities and the teacher will provide manipulatives and visuals as
necessary for students to meet the learning goals.
Closure:
Teacher will review the overall main points of the lesson and activity with the students. Teacher
will then hand out the exit slip for all the students, including the modified versions. Teacher will
tell the students to prepare to begin reading the story tomorrow in class.
Differentiated Assessment:
Each student will be completing an exit slip before class is dismissed.
Grade level: Students will be complete an exit slip with general questions about the web
quest and group presentations that occurred in class.
Gifted students: Students will complete an exit slip with questions of higher order
thinking.
Learning disabled: Students will complete an exit slip with are a series of true or false
questions.
English Language Learners: Students will complete an exit slip that requires them to
match the words to their definitions.
Name: __________________________ Date: __________________
Homeless Bird Web Quest:

About The Author
Using online resources, work with your group members to answer the following
questions. This question sheet will be collected and you will highlight the most
important ideas onto chart paper and present to your classmates.
1.
What caused Gloria Whelan to discover her love for books?
2.
What inspired Gloria Whelan to write her first novel?
3.
What are some resources that Whelan used to help her write the novel
4.
What award did the book Homeless Bird win in year 2000?
Homeless Bird?
Name: __________________________ Date: __________________

About Varanasi
1.
Where is Varanasi located in India? Can you find it on a map?
2.
What are two facts about the town of Varanasi?
3.
What is the river that to the east of Varanasi? What is this river known for in
4.
What are two facts about this river?
the Hindu culture?
Name: __________________________ Date: __________________

About Arranged Marriage
1.
When a marriage is arranged, who arranges it?
2.
What is a dowry?
3.
In the past, what were the three things considered when choosing a bride for
4.
What is a caste system?
a groom?
Name: __________________________ Date: __________________

About Widows
1.
What is a widow?
2.
What situation does a widow find herself in after an arranged marriage?
3.
What options does a widow have in India?
4.
What color Sari does a widow wear? Why do they change the color Sari that
they wear?
Name: __________________________ Date: __________________

About Gender Roles in India
1.
What is the primary role of a male in India?
2.
What is the primary role of a female in India?
3.
What gender does a family expecting a child desire more? Why do you think
4.
Are the current gender roles traditional or are they becoming more modern?
this is?
Explain why.
Student Web Quest Checklist:

Student Number (#)
Exceeds Expectations
Meets Expectations
Needs Improvement
1
2
3
4
5
(Continue to complete
class)
While students are completing the web quest, walk around the classroom and complete
this checklist.
Exceeds Expectations: Student is an active partner in completing the web quest and
shows effort in completing the tasks. Student took on a leadership role and
contributed to the presentation of materials.
Meets Expectations- Student is participating in completing the web quest and
working well with peers. Student took part in the presentation of findings from the
web quest.
Needs Improvement- Student failed to show their contribution to group work when
completing the web quest. Student did not participate in sharing ideas when
presenting the web quest findings.
(Grade Level)
Homeless Bird Exit Slip
In 1-2 sentences, answer the questions below.

1.
What is an arranged marriage and who arranges the marriage?
2.
What is the Ganges River known for?
3.
What happens to a widow in India?
4.
What is one question you have about Homeless Bird prior to reading the
novel?
(Gifted Learner)

1.
What is your opinion on an arranged marriage?
2.
Do you agree or disagree with the gender roles in India?
3.
If you became widowed in India, what decision would you make? Stay with
4.
your in-laws or flee?
novel?
(Learning Disabled)
Circle true or false for the following questions.
1.
Arranged marriages are when a bride is matched with a groom by her parents
and the parents provide a dowry in payment of their daughter being
welcomed into their family.
True or
2.
Widows are allowed to return to their birth families in India.
3.
The Ganges River is known for its ability to heal people.
In 1-2 sentences answer the question below.

4.
True or
True or
False

False
False
novel?
(ELL)
Draw a line to match the word to its definition and then create a question about
1. Arranged Marriage
2. Ganges River
the book.

A woman who has lost her husband
due to death.
When a bride and groom are paired
by their parents and the bride's
payment for them taking in their
3. Widow

family provides a dowry/gift in

daughter.
A river in India known for it's ability
wash away ones sins and used for

rituals in the Hindu Religion.
In 1-2 sentences, answer the question below.
4. What is one question you have about Homeless Bird prior to reading the novel?
Exit Slip Grading Scale:

4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
Homeless Bird Web Quest Answer Key:

About the Author-1. Her constant reading while she was younger inspired her to want to write her own
stories. She began with poetry, then went to short stories, then to novels.
2. When she moved to Northern Michigan she continued writing, and slowly
progressed to writing a Novel. She never officially thought she wanted to be an
author but she soon was titled an author of a novel.
3. She owns lots of books on India and completed lots of research.
4. National Book Award literary award published full length books of fiction/nonfiction.
About Varanasi-1. North India
2. (Answers may vary) It is nicknamed the spiritual capital of the world and the official
languages of Varanasi are Hindi, English, and Urdu
3. The Ganges River known for it's ability to wash away one's sins and to be used in
many traditional rituals.
4. (Answers may vary) The Ganges River is 2,520 km long (1,560 miles) and it has the
highest population of any river basin in the world with over 400 million people.
About Arranged Marriage-1. Usually the bride and bridegroom's parents, elders, and relatives arrange the
marriage. However, they use the help of the Janam Kundali, or the astrological chart
of the time of birth to match their son and daughter with the help of a priest.
2. A payment or gift of property or money brought to a husband on their marriage day

3. The dowry, her presumed fertility (ability to conceive), and her skills such as
weaving or embroidering.
4. A class structure that is determined by birth. If your parents are poor then you are
going to be poor too. If you parents are rich, you will be rich too and that is how it
remains.
About Widows-1. A woman who has lost her husband by death and who has not been remarried.
2. They serve to their in-laws family as long as they are "wanted", leave and fend for
themselves, re-marry but in most cultures it may be considered bad luck.
3. Marry her deceased husbands brother if it is an option, live the rest of their lives
unmarried and deprived, burn with husband when he is cremated
4. White, because they are encouraged to abandon color and wear nothing but white.
About Gender Roles-1. Authority figures occupying political leadership roles
2. Traditional household roles, serving as wife and mother.
3. A male, for the family name to carry on and power of family to increase.
4. They are very traditional to their culture. Men still have more authoritative roles while
women are still serving household chores.
Homeless Bird Exit Slip Answer Key
Grade Level -1. The brides family, parents, relatives, and friends also the help of the astrological
calendar
2. It's abilty to wash away one's sins and it is used in traditonal rituals.
3. She serves to her in laws family and can choose to remarry, live a life of her own
with no help, remarry her deceased husbands brother (if it's an option), or burn with
her husnands body during cremation.
4. Answers will vary- student should include one question they have about the novel.
Gifted Learner-1. Answers will vary- Student should include his/her opinion on arranged marriages in
1-2 sentences.
2. Answers will vary- Student should include his/her opinion on gender roles in India in
1-2 sentences.
3. Answers will vary- Student should include the decision they would make if they were
widowed in India in 1-2 sentences
4. Answers will vary- Student should include one question he/she has about the novel.
Learning Disabled-1. True
2. False
3. True
4. Answers will vary- student should include one questions they have about the novel.
English Language Learner-1. When a bride and groom are paired by their parents, relatives, and friends and the
brides family provides a dowry in payment of taking their daughter in.
2. A river in India known for it's ability to wash away one's sins and is used for rituals in
the Hindu Religion.
3. A woman who has lost her husband due to death.

4. Answers will vary- student should include one question they have about the novel.
Day Two

Date: 11/28/15
Subject: Reading
Instructional Plan Title: Chapters 1 & 2 Read Aloud, Story Board, and Vocabulary
Learning Standards:
CCSS.RL.6.3
Describe how a particular storys or dramas plot unfolds in a series of episodes as well
as how the characters respond or change as the plot moves toward a resolution.
CCSS.RL.6.4
Determine the meaning of words and phrases as they are used a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and
tone.
Students will create a story board based on the events that occurred in chapters 1 & 2 of the
novel.
Students will discover definitions and meaning to unknown vocabulary terms.
Materials:
The Novel Homeless Bird
30 copies of K.I.M (key word, information, memory) vocabulary worksheets
30 copies of story board activity including differentiated versions
1 student checklist
Vocabulary, Storyboard
Key Vocabulary:
Dowry, Ghee, Charpoy, Namaskar, Kautuka, Choli
Teacher will explain to the students that as a class they are going to begin reading chapters 1 and
2 of Homeless Bird. Teacher will highlight vocabulary terms that will be introduced throughout
the chapter and give students a K.I.M. vocabulary sheet. Students will complete K.I.M sheets
when teacher pauses in her reading. Teacher will then explain that students will be using
important events from the two chapters to create a storyboard. Before dismissing class, students
will complete an exit slip.
Teacher will begin by explaining class is going to begin reading the first two chapters of the
novel and while reading they will be completing a K.I.M vocabulary sheet.
Teacher will front load the K.I.M worksheet and then begin reading the novel, pausing to
highlight the vocabulary terms that the students should fill into their K.I.M sheet. Teacher will
read the key vocabulary word, the context it is used in, and ask for student participation to
define what it means. Teacher will then give formal definition and ask students to draw
something that will help them remember what the word means.
Teacher will begin reading and ask students to make annotations to their novels in parts that
they find important or interesting.
After reading, teacher will ask students if they would like to share thoughts about their
annotations on what they found important or interesting. Teacher will ask the following
questions:
1. Where does the setting of this Novel take place?
2. Who is the main character?
3. What is happening to Koly in these chapters? Name some of the main events.
After discussion, teacher will explain what a story board is and provide an example of a story
board using the story of Goldilocks and the Three Bears.
Teacher will then provide students with the story board templates and ask them to complete the
story board based on the events that happened in the two chapters we read.
Students will complete their story boards and then teacher will have student volunteers share
their storyboards with the class using the ELMO.
Teacher will then collect the storyboards for assessment.

Closure:
I will ask the students to read chapters 3 and 4 for homework. While they read, I want them to
make annotations and highlight vocabulary terms that are unknown to them as they come across
them while reading.
Each student will be completing an exit slip before class is dismissed. Grade level students will
be asked general questions to define vocabulary terms and about storyboards. Gifted students are
receiving an exit slip with questions of higher order thinking and to use vocabulary words in
their own context. Learning disabled students are being asked a more simplified questions about
story boards and are only being asked to list words they learned. English Language Learners are
going to have an exit slip with more structure and simplified questions.
Name: ______________________________
Date: _____________
Key Word, Information, Memory

Directions: In the first column write the key vocabulary word. In the second column
write the definition of the word. In the third column, draw something that will help you
remember what the word means.
Key Vocabulary Word
Information/Definition
Memory Clue/Picture
Goldilocks Story Board Example
Student Story Board and Discussion Checklist:

Student Number (#)
Meets Expectations
Needs Improvement
1
2
3
4
5
class)
While students are completing their assignment, walk around the classroom and
complete this checklist.
Exceeds Expectations: Student is actively participating in class discussion about
chapters 1 & 2 and is very confident in his/her understanding of the events. Student
is completing the storyboard with no distractions and organizing the events into
chronological order.
Meets Expectations- Student is participating in class discussion. Student is
completing their storyboard in chronological order.
Needs Improvement- Student failed to participate in class discussion. Student did
not grasp the idea of a story board and did not organize the events into
chronological order.
(Grade Level)
Define two new words that you learned from the chapters today. Include word and
1.
definition.

2. What is a storyboard?
3. What was your favorite event that occurred in these chapters?
4. What do you think was the most important even that occurred in these chapter?
(Gifted Learner)

1.
Define two new words that you learned from the chapters today and use it in your
own context. Include word and your own sentence.

2. Define what a story board is. What can they be used for?
3. What was your favorite event that occurred in these chapters? Explain why.
Explain why.
Learning Disabled
What are two new words that you learned from the chapters today. Include the word.
1.


1.
(ELL)
definition.
Word: ___________
Definition: ___________________________________
Word: ___________
Definition: ___________________________________


4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
Exit Slip Answer Key:
Grade Level:
1. Answers may vary - Student should include 2 of the vocabulary terms we learned in
class along with their definitions.
2. A story board is a six-frame that arranges parts of a chapter into order of events.
3. Answers may vary- Student should include his/her favorite event that occurred in
these chapters in 1-2 sentences.
4. Answers may vary- Student should include what they believe is the most important
event of these chapters in 1-2 sentences.
Gifted Learner:
1. Answers may vary - Student should include 2 of the vocabulary words we learned in
class along with writing them in their own context/sentence.
2. A story board is a six-frame that arranges the events of a part of a story. They can
be used to arrange parts of stories in chronological order.
3. Answers may vary- Student should include his/her favorite part of the chapters along
with reasoning why in 1-2 sentences.
occurrence in these chapters along with reasoning why.
Learning Disabled:
1. Answers may vary - Student should include 2 vocabulary words we learned in class.
2. A story board is a six-frame that arranges parts of a chapter into order of events.
3. Answers may vary- Student should include his/her favorite part of these chapters in
1-2 sentences.
event that occurred in 1-2 sentences.
ELL:
1. Answers may vary- Student should include 2 vocabulary words we learned in class
along with their definitions.
2. A story-board is a six-frame that arranges parts of a chapter into order of events.
3. Answers may vary- Student should include his/her favorite part of the chapter in 1-2
sentences.
part of these chapters in 1-2 sentences.

Date: 11/28/15
Subject: Reading
Instructional Plan Title: Ganges River KWL
Learning Standards:
CCSS.RH.6-8.2
Determine the central ideas of information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
CCSS.W.6.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.SL.6.1
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others
ideas and expressing their own clearly.
Students will be demonstrate their knowledge about the Ganges River by completing a KWL
chart.
Students will compose a letter using proper format, grammar, and punctuation.
Materials:
30 copies of KWL charts
30 copies of letter rubrics

Homeless Bird novel
Video Projector ( https://m.youtube.com/watch?v=DYx3FUujRqY )
KWL chart
Key Vocabulary:
Ganges River
Teacher will begin lesson asking students to summarize what happened in chapters 3 and 4.
Teacher will then elaborate on the topic of the Ganges River and explain to students that they
will be studying the history of the Ganges River in class. They will each be completing a KWL
chart based on what they know about the Ganges River from the reading and completing the
chart after watching a historical video about it. Students will then be partner reading chapter 4.
After reading chapter 4 we will briefly discuss the events and then teacher will provide the letter
draft homework assignment and rubric for assessment to all the students.
Teacher will begin by asking students to share their thoughts and summarize the events that
occured in chapters 3 and 4 that they read for homework.
Teacher will elaborate on the focus of the Ganges River and explain to students that they will
be learning the history on the Ganges River and completing a KWL chart.
Students will fill in the first two columns of the KWL chart based on the knowledge they
gained about the Ganges River from the chapters that they read.
Teacher will then play students the video about the Ganges River (https://m.youtube.com/
watch?v=DYx3FUujRqY) and ask students to complete the final column on the KWL chart.
Students will share what they learned about the Ganges River.
Teacher will review key facts about the Ganges River and then ask students to take out their
novels and find a partner to partner read chapter 5.
Students will finish reading chapter 5 and then we will join as a group and discuss some of
Koly's thoughts in the chapter. Teacher will elaborate on the idea that Koly keeps mentioning
the idea of wanting to send her parents a letter.
Teacher will assign students their homework assignment and provide them a rubric. Students
will be asked to write a letter draft to Koly's parents as if they were Koly. They will bring their
draft the next day to complete a final draft in class.
Students will complete the letter for homework and be assessed using a rubric that has been
provided to them.
Gifted students will be asked questions of higher order thinking when instructing the
class. They will also be given an a rubric for the letter that includes questions of higher
order thinking rather than just recalling information from the class and text.
I will walk around and assist EL students when completing their web quest. I will more
clearly explain any instruction that was given as needed and answer any additional
questions that he or she may have to ensure they stay on task. They will also be given an
a rubric that includes more simplified instruction.
I will walk around the classroom and assist the LD students by providing them with
additional instruction as needed. I will be sure to answer any further questions he or she
may have to ensure they stay on task. They will also be receiving a rubric with more
simplified instruction.
Closure:
After the students read chapter 4 with partners, I will briefly talk about Koly's issue of wanting to
write her parents a letter. I will then ask the students to write a draft of a letter for homework as if
they were Koly to her parents and go over the rubric I have provided for them. They will bring
their draft to class the next day for editing, then complete their final draft in class.
be asked general questions about the Ganges River and about the situation of Koly writing a
letter to her parents . Gifted students are receiving an exit slip with questions of higher order
thinking. Learning disabled students are being asked a series of more simplified questions.
English Language Learners are being asked more simply worded questions.
Name: __________________________________
Date: __________________
Directions: Using what you know about the Ganges River from reading Homeless Bird fill out the column about
what you know. Next, fill out some ideas that you want to know about the Ganges River. After watching the
video, complete the final column about what you learned about the Ganges River.
The
Ganges River
What I Know
What I Want To Know
What I Learned
(Grade Level)
Write A Letter
For homework, write a letter as if you were Koly to her parents. Describe what her
life has been like since she married Hari. Include descriptions of how Koly is feeling
along with events that she has experienced. Use the rubric below to know the
specifics to include in you letter along with how you will be graded.
Organization
and Format
All sentences are

well-organized and
creatively written;
related ideas are
grouped together
and in logical order.
Includes all parts of
a friendly letter.
All sentences are

somewhat
creatively written.
Sentences are
complete and wellstructured. The
letter includes
almost all of the
parts of a friendly
letter.
Sentences show
minimal creativity.
Many sentences are
written using
fragments or runons. The letter is
lacking in the parts
of a friendly letter.
Events and
Content
Letter contains
ample evidence and
connections to the
text. Writer includes
at least 3
explanations of
Koly's feelings
along with at least 3
events that have
occurred in her life
since she married
Hari.
Letter contains
good evidence and
connections to the
at least 2
explanations of
Koly's feelings
events that have
since she married
Hari.
Letter is lacking
evidence and
connections to the
at least 1
explanation of
Koly's feelings
along with 1 event
that has occurred in
her life since she
married Hari.
Excellent
punctuation,
spelling and
grammar with less
than 3 errors.
Good punctuation,
spelling, and
grammar with less
than 5 errors.
Lacking proper
spelling and
grammar with 7 or
more errors.
Grammar and
Punctuation
Total Points: ___/9
(Gifted Learner)
Write A Letter
Organization
and Format
All sentences are

well-organized and
creatively written;
related ideas are
grouped together
a friendly letter.
All sentences are

somewhat
creatively written.
Sentences are
letter includes
almost all of the
parts of a friendly
letter.
Sentences show
minimal creativity.
Many sentences are
written using
Events and
Content
Letter contains
ample evidence and
connections to the
at least 5
explanations of
Koly's feelings
events that have
since she married
Hari.
Letter contains
good evidence and
connections to the
at least 3
explanations of
Koly's feelings
events that have
since she married
Hari.
Letter is lacking
evidence and
connections to the
at least 1
explanation of
Koly's feelings
along with 1 event
her life since she
married Hari.
Excellent
punctuation,
spelling and
grammar with no
errors.
Good punctuation,
spelling, and
grammar with less
than 3 errors.
Lacking proper
spelling and
grammar with 5 or
more errors.
Grammar and
Punctuation
Total Points: ___/9
(Learning Disabled)
Write A Letter
Organization
and Format
All sentences are

well-organized and
creatively written;
related ideas are
grouped together
a friendly letter.
All sentences are

somewhat
creatively written.
Sentences are
letter includes
almost all of the
parts of a friendly
letter.
Sentences show
minimal creativity.
Many sentences are
written using
Events and
Content
Letter contains
ample evidence and
connections to the
at least 2
explanations of
Koly's feelings
events that have
since she married
Hari.
Letter contains
good evidence and
connections to the
at least 1
explanation of
Koly's feelings
event that has
since she married
Hari.
Letter is lacking
evidence and
connections to the
no explanations of
Koly's feelings
along with no event
her life since she
married Hari.
Excellent
punctuation,
spelling and
grammar with less
than 5 errors.
Good punctuation,
spelling, and
grammar with less
than 7 errors.
Lacking proper
spelling and
grammar with 10 or
more errors.
Grammar and
Punctuation
Total Points: ___/9
Write A Letter
(English Language Learner)
Organization
and Format
All sentences are wellorganized and creatively

written; related ideas
are grouped together
and in an order that
makes sense. All parts
of a friendly letter are in
the letter including
heading, greeting, body,
closing, and signature.
All sentences are

somewhat creatively
written. Sentences are
complete and wellstructured. Almost all of
the parts of a friendly
letter such as heading,
greeting, body, closing,
and signature.
Sentences show very

little creativity. Many
sentences are written
using fragments (not
complete) or run-ons
(too long). The letter
has very few parts of a
friendly letter such as
heading, greeting, body,
closing, and signature.
Events and
Content
Letter contains a lot of

examples and
connections to the text.
Writer includes at least
3 explanations of Koly's
feelings along with at
least 3 events that have
occurred in her life since
she married Hari.
Letter contains good

examples and
2 explanations of Koly's
feelings along with at
least 2 events that have
occurred in her life since
she married Hari.
Letter is does not have

good examples and
1 explanation of Koly's
feelings along with 1
event that has occurred
in her life since she
married Hari.
Excellent punctuation,
spelling and grammar
with less than 3 errors
or mistakes.
Good punctuation,
spelling, and grammar
with less than 5 errors
or mistakes.
Lacking proper spelling

and grammar with 7 or
more errors or mistakes.
Grammar and
Punctuation
Total Points: ___/9
Write a Letter Grading Scale:

8-9 points -- A
6-7 points -- B
4-5 points -- C
2-3 points -- D
>1 point -- F
(Grade Level)

1.
Where is the Ganges River located?
2. What is one interesting thing you learned about the Ganges River today?
3. Do you think Koly should write a letter to her parents? Why?
4. How do you think her parents would react if they received a letter from her?
(Gifted Learner)

1.
Where is the Ganges River located? What town is along the river that the characters
from Homeless Bird are in?
2. What is the Ganges River known for? Can you think of anything in our American
Culture that is like the Ganges River?
3. What is holding Koly back from writing a letter to her parents?
4. If you were Koly's parents, how would you react to receiving a letter from her?
(Learning Disabled)

1.
Where is the Ganges River located? What continent and what direction within the
continent?
2. What is one interesting thing you learned about the Ganges River today?
3. Why does Koly want to write a letter to her parents?
4. Do you think her parents would be accepting of the letter or do you think they
would be upset?
(ELL)

1.
Where is the Ganges River located in India?
2. What is one thing you learned about the Ganges River today that you did not know
before?
3. Do you think Koly should write a letter to her parents? Why?
4. How do you think her parents would feel if they received a letter from her? Would
they be happy, sad, upset, or angry?

4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
Grade Level
1. It is located in northern India.
2. It is a holy river that can wash away one's sins.
3. Answers may vary- student should include their yes/no answer along with a reason
why in 1-2 sentences.
4. Answers may vary- student should include how they think her parents would react in
1-2 sentences.
Gifted Learner:
1. It is located in northern India along Varanasi.
2. It is known for being holy and it's ability to wash aways one's sins. Additional
information may vary - student should say if they can or cannot think of an example
of this river in American Culture.
3. Answers may vary- student should include reasons why they think Koly isn't writing
a letter to her parents in 1-2 sentences.
4. Answers may vary- student should include how they think Koly's parents would react
in 1-2 sentences.
Learning Disabled:
2. Answers may vary- student should include one interesting thing they learned in
class today in 1-2 sentences.
3. Answers may vary- student should explain why they think Koly wants to write a letter
to her parents in 1-2 sentences.
4. Answers may vary- student should include their opinion on how Koly's parents
would react in 1-2 sentences.
ELL:
2. Answers may vary- student should include something they learned about the
Ganges River in 1-2 sentences.
3. Answers may vary- student should include their opinion if Koly should write a letter
or not and why in 1-2 sentences.
4. Answers may vary- student should include opinion on how Koly's parents would
react in 1-2 sentences.
Day 4

Date: 11/28/15
Subject: Reading
Instructional Plan Title: Conflict and Resolution
Learning Standards:
CCSS.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.RL.6.3
CCSS.L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
Students will differentiate the three different types of conflict that can occur in a story being
person against person, person against self, and person against nature.
Students will identify conflicts that occur in Homeless Bird and predict or explain their
resolution.
Materials:
30 K.I.M vocabulary sheets
30 Exit Slips (including differentiated versions)

30
Conflict, Resolution
Key Vocabulary:
Scandalized, Bazaar, Scribe, Ornamented
Teacher will begin by asking students to take out their draft of the letters they wrote for
homework. Students will be peer editing and then completing final drafts for the following day.
Teacher will then begin to read chapter 5 and students will be completing the K.I.M vocabulary
sheet when teacher stops to highlight a word. Students will be learning about the three types of
conflict that can be found in a novel. In groups they will be identifying conflicts that have
occurred thus far in the novel. Students will be completing an exit slip prior to dismissing class.
Teacher will begin by asking students to take out their draft of the letter they wrote for
homework. Students will then peer edit the letters and then students will rewrite their letters
making revisions. I will allow 15 minutes to edit in class and the rest they will finish at home
and bring for their final draft tomorrow.
Teacher will ask students to take out their novel and K.I.M vocabulary sheets. Teacher will
read aloud chapter 5 and students will read along making annotations. Students will complete
K.I.M sheet when teacher highlights vocabulary words while reading.
Teacher will ask students if they know what conflict is, and to share their ideas to lead into
group discussion.
Teacher will begin to introduce the three types of conflict that can occur in a novel.
1. Person against person is a conflict that occurs between two or more different characters
in a novel.
2. Person against self is a conflict that occurs between a character in the story with
themselves.
3. Person against nature is a conflict that occurs between a character in the story and outside
influences such as nature.
Teacher will tell students that they will be working in groups and identifying three occurrences
of conflict that have occurred in the novel. They will then include the resolution to the novel. If
they do not know the resolution yet then they can make a prediction.
Students can share their examples of conflict and resolution with the class and explain what
type of conflict it is based on the three we learned about.
Students will complete an exit slip prior to dismissing class for they day. Teacher will collect
them for assessment.
Closure:
Students will complete an exit slip before class is dismissed. Teacher will review the three types
of conflict. Teacher will ask students to read chapter 6 for homework. While reading they should
focus on discussion questions they would like to ask to prepare for the talk show activity they
will be doing tomorrow.
be asked general questions about the conflict and resolution and vocabulary terms and
definitions. Gifted students are receiving an exit slip with questions of higher order thinking and
using vocabulary in their own context. Learning disabled students are being asked a series of
more simplified questions and matching vocabulary with the correct definition. English
Language Learners are being asked more simply worded questions and more structured questions
to define vocabulary terms.
Name: ______________________________
Date: _____________

Key Vocabulary Word
Memory Clue/Picture
Conflict & Resolution

Person vs Person Conflict:
When a conflict is between two forms of like beings. When a
character struggles with another character. This is when we
are introduced to protagonist and antagonists. It is a situation
like the classic "good guy" vs "bad guy" situation.
Person vs Self Conflict:
When a conflict is between a character and him/herself. When
a character has a problem deciding what to do or thing. It is an
internal conflict, it occurs in their thoughts.
Person vs Nature Conflict:
When a conflict occurs with a character and a force of nature.
This may be a situation where are character is struggling to
survive or experience of a natural disaster.
Resolution:
The action of solving a problem or conflict.
Find the Conflict in Homeless Bird

Directions: In your groups, find three examples of conflict in the novel
Homeless Bird. First write what type of conflict it was and then describe
the situation. If the conflict has already been resolved, explain what the
resolution was. If the conflict has not yet been resolved, predict what the
resolution will be.
Conflict 1:
Type of Conflict: ________________________________________________________
What Happened? _______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What was the resolution? OR What do you think the resolution will be? ____
________________________________________________________________________
________________________________________________________________________
Conflict 2:
Type of Conflict: ________________________________________________________
What Happened? _______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Conflict 3:
Type of Conflict: ________________________________________________________
What Happened? _______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(Grade Level)
Define two new words that you learned from the chapter today. Include word and
1.
definition.

2. What is a person vs person conflict?
3. What is a person vs self conflict?
4. What is a person vs nature conflict?
(Gifted Learner)

1.
Use two of the new vocabulary words we learned today in your own context. Include
word and your sentence.

2. What is an example of person vs person conflict in Homeless Bird?
3. What is an example of person vs self conflict in Homeless Bird?
4. What is an example of person vs nature conflict in Homeless Bird?

1.
What are two new words that you learned from the chapter today. Include the word.
Match the Following:

2. What is a person vs person conflict?

a. A conflict between a character

and a natural disaster or a
character struggling to survive.
3. What is a person vs self conflict?

b. A conflict between a character

and another character such as an
argument between two characters
and the classic "good guy" vs
"bad guy" situation.
4. What is a person vs nature conflict?

c. A conflict between a character

of him/herself. It is an internal
conflict such as a characters
thoughts and personal struggles.
(ELL)

1.
definition.
Word: ___________
Definition: ___________________________________
Word: ___________
Definition: ___________________________________
Circle True or False for the following:

2. Person vs. Person conflict is conflict between a character and another character
such as an argument between two characters and the classic "good guy" vs "bad guy"
situation.

True or
False

a. A conflict between a character

and a natural disaster or a

3. Person vs Self conflict is a conflict between a character and an outside source such
as a natural disaster or a character who is struggling to survive.

True or
False
4. Person vs Nature conflict is a conflict between a character and a natural disaster or a



4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
True or
False

Grade Level:
1. Answers may vary - Student should include 2 of the vocabulary terms we learned in
class along with their definitions.
2. A conflict between two characters.
3. A conflict between a character and him/herself.
4. A conflict between a character and an outside source such as a natural disaster.
Gifted Learner:
1. Answers may vary - Student should include 2 of the vocabulary words we learned in
class along with writing them in their own context/sentence.
2. Answers may vary- Student should include a conflict between two characters in
homeless bird in 1-2 sentences.
3. Answers may vary- student should include a conflict between a character and him/
herself in homeless bird in 1-2 sentences.
4. Answers may vary- student should include a conflict of a character and an outside
source in homeless bird in 1-2 sentences.
Learning Disabled:
1. Answers may vary - Student should include 2 vocabulary words we learned in class.
2. A conflict between a character and another character such as an argument between
two characters.
3. A conflict between a character and him/herself. It is an internal conflict such as a
characters thoughts and personal struggles.
ELL:
1. Answers may vary- Student should include 2 vocabulary words we learned in class
along with their definitions.
2. True
3. False
4. True

Date: 11/28/15
Subject: Reading
Instructional Plan Title: Talk Show Discussion (Digging Deeper)
Learning Standards:
CCSS.RL.6.1
CCSS.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well
CCSS.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others'
Students will design at least 5 discussion questions to ask during an interview.
Students will role-play talk show interviews with another student.
Materials:
Interview, Role-Play, Design
Key Vocabulary:
Role-Play, Interview
Teacher is going to open up discussion on chapter 6 that the students read for homework. Teacher
will ask students the following questions:
What news did Koly overhear Sassur tell Sass? Why was she upset?
What did Chandra ask from Koly as a wedding gift? Why do you think she asked for this?
Why does Koly think Chandra's marriage will be a good one?
Why has this time of Koly's marriage been a mix of happy and sad emotions?
Teacher will guide student discussion to highlight main events that occurred in the chapter.
Teacher will then provide students with instructions and guidelines for students to complete
interviews based on all the events that have occurred so far in the book. Students will formulate
their questions and then begin the interview process. Before dismissing class, students will
complete an exit slip.
Teacher will open a discussion about the events that occurred in chapter 6 that the students
read for homework. Teacher will ask the following questions and lead to student led discussion
from there:
- What news did Koly overhear Sassur tell Sass? Why was she upset?
- What did Chandra ask from Koly as a wedding gift? Why do you think she asked for this?
- Why does Koly think Chandra's marriage will be a good one?
- Why has this time of Koly's marriage been a mix of happy and sad emotions?
Teacher will guide discussion to ensure students are highlighting the main events that occurred
in the reading.
Once students have answered all questions, teacher will explain that students will be partnering
with another students and role-playing a talk show. Each student will need to come up with
five discussion questions that they would ask a specific character in the book. They will then
predict what the characters answer will be.
Once students have created their questions, they will partner up and complete the talk show
role play. They will switch off, first one student will pretend to be the character answering the
interviewees questions. The interviewer will record the students answer under their predicted
answer. Then students will switch spots, the interviewee will become the character and the
character will become the interviewer.
Once each partner has completed each role as interviewer and character and recorded their
partners responses on their worksheet. We will rejoin as a class and discuss the activity.
Teacher will be grading student participation using a checklist during class discussion and roleplaying.
Before dismissing class, students will be completing an exit slip and teacher will collect them
for assessment.

Closure:
Teacher will review what was discussed in class today and ask students for feedback on the
activity that they complete. Students will complete an exit slip and teacher will collect them for
assessment. Teacher will ask students to read chapter 7 for homework.
be asked general questions about the Chapter 6 discussion and about the talk show role-play
activity. Gifted students are receiving an exit slip with questions of higher order thinking.
Learning disabled students are being asked a series of more simplified questions. English
Language Learners are being asked more simply worded and structured questions.
Name: _______________
Partners Name: ______________
Date: _________
Talk Show Interview

Directions: Choose a character in the book that you would like to interview. Come up with five
good discussion questions to ask him or her. Write how you think the character would answer.
Next, pair up with a partner and do a role-play interview and record his/her answers.
Create your questions and predict the characters response:
1. Question: _______________________________________________
_______________________________________________________
Predicted Response: _________________________________________
_______________________________________________________
Interviewee's Response: _______________________________________
_______________________________________________________
_______________________________________________________
2. Question: _______________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. Question: _______________________________________________
_______________________________________________________
_______________________________________________________

_______________________________________________________
_______________________________________________________
4. Question: _______________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
5. Question: _______________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Chapter 6 Discussion and Talk Show checklist:

Student Number (#)
Meets Expectations
Needs Improvement
1
2
3
4
5
class)
While students are completing their assignment, walk around the classroom and
complete this checklist.
Exceeds Expectations: Student is actively participating in class discussion about
chapters 6 and is very confident in his/her understanding of the events that
occurred. Student is completing the talk show role-play with no distractions and
asking critical thinking questions about the characters.
Meets Expectations- Student is participating in class discussion about chapter 6.
Student is completing their talk-show role-play and staying on task.
Needs Improvement- Student failed to participate in class discussion about chapter
6. Student did not grasp the idea of the talk show role-play and did not ask questions
specific to a character in the story.
(Grade Level)

1.
What news did Koly hear Sassur tell Sass about Chandra's marriage that made her
upset in Chapter 6?
2. What is Koly making Chandra as a wedding gift?

3. What is one question you asked during your interview? Why was this a good
question?
4. Did you enjoy the talk show role-play? Why or why not?
(Gifted Learner )

1.
What news did Koly hear Sassur tell Sass about Chandra's marriage that made her
upset in Chapter 6? Why did this make her upset and how does it compare to her
arranged marriage?
2. What is Koly making Chandra as a wedding gift? Why is this gift important to Koly?
3. What is one question you asked during your interview? What was your reasoning to
asking this question?
(Learning Disabled)

1.
When Koly heard that the money from her Dowry was being used to arrange a better
marriage for Chandra, how did that make her feel?
2. Was Koly happy or upset when Chandra asked her to make her a quilt as her
wedding gift?
3. What is one question you asked during your interview?
4. Did you enjoy the talk show role-play? Why or why not
(ELL)

Circle true or false for the following questions:
1.
Koly was happy when she heard that the money from her dowry was being used to
arrange a better marriage for Chandra.
True
or
False
True or
False
2. Chandra asked Koly to make her a quilt as a wedding gift.


3. What is one question you asked during your interview? Why did you like this
question?

4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
Grade Level:
1. That the money from her dowry was being used towards finding Chandra a good
husband.
2. An embroidered quilt.
3. Answers may vary- student should include a question they asked during the
interview along with why they think it's a good question in 1-2 sentences.
4. Answers may vary- student should include if he/she liked the activity and why/why
not in 1-2 sentences.
Gifted Learner:
1. That the money from her dowry was being used towards finding Chandra a good
husband. It makes her feel upset because her family was tricked into giving the
dowry and now they are using it for the better of their own daughter rather than her.
2. An embroidered quilt. It is important because it is Koly's passion and it means a lot
to her.
LD:
1. It made her feel upset.
2. She was happy.
ELL:
1. False
2. True

Date: 11/27/15
Subject: Reading
Instructional Plan Title: Making Predictions
Learning Standards:
CCSS.RL.6.1
CCSS.RL.6.4
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to the development of the theme, setting, or plot.
Students will predict events that will occur in the current chapter we are reading along with the
chapter they will read for homework.
Students will demonstrate their understanding of events that occurred in the chapters they have
read.
Materials:
30 copies of predictions worksheet

30 K.I.M vocabulary sheets
30 copies of exit slips
Novel Homeless Bird
Prediction
Key Vocabulary:
Chapati, Pennants, Refined, Inconspicuous
Teacher will open discussion asking students questions about chapter 7 that they read for
homework the night before. Teacher will then introduce the idea of making predictions. While
reading chapter 8, students will be stopping and making predictions throughout the chapter. They
will also be completing K.I.M vocabulary sheets throughout reading chapter 8. Students will then
be completing an exit slip prior to leaving class.
Teacher will open discussion about chapter 7 that the students read for homework the night
before. She will ask the following questions and lead into student-led discussion from there:
- How did Sass get the earrings from Koly?

- What news did Sass get from her brother and how does this affect Koly?
- What news did Koly hear fro the boy on the rickshaw?
Teacher will then write the word prediction on the board and ask students in they know what it
means. Based on students prior knowledge, teacher will guide their learning and define and
provide an example of predictions.
- Prediction- A prediction is a guess you make using text or picture clues to help you. You
formulate an "I think ________ because__________." sentence.
Teacher will read story of the Three Little Pigs and stop to predict that the wolf will try and
blow down the brick house showing students an example of an "I think ___ because _____."
prediction.
Teacher will provide and front load the predictions worksheet. While reading, teacher will stop
and allow students to make their predictions on what will happen in the chapter. Teacher will
allow students to share their ideas and then continue reading.
Teacher will also pause and highlight key vocabulary while reading (Chapati, Pennants,
Refined, Inconspicuous) and have the students complete their K.I.M sheet.
Once chapter is complete, teacher will ask students to determine if their predictions were
correct and allow students to share why or why not.
Students will be completing an exit slip prior to dismissing class. Teacher will collect them for
assessment.

Closure:
Teacher will review what was discussed in class today about chapter 7 and about making
predictions. Students will complete an exit slip and teacher will collect them for assessment.
Teacher will ask students to read chapter 9 for homework.
be asked general questions about the Chapter 7 and 8 discussion and about making predictions.
Gifted students are receiving an exit slip with questions of higher order thinking. Learning
disabled students are being asked a series of more simplified questions and true/false questions.
English Language Learners are being asked more simply worded and structured questions.
Name: ______________________________
Date: _____________

Key Vocabulary Word
Memory Clue/Picture
Prediction
What is a prediction?
A prediction is a guess that you
make using text or picture clues
to help you.
You will formulate an "I think ________
because_________." sentence.

EXAMPLE:
I think the wolf will try to blow down the

brick house because he already tried
blowing down the straw and stick houses
and the brick house is the last one left.
Name: _____________________
Date: ___________
Chapter 8 Predictions
Before beginning to read the chapter, what do you think is going to happen
and why do you think this based off of what happened in chapter 7?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Now that we are in the middle of the chapter let's stop and make a prediction
of what you think is going to happen by the end of this chapter. Form your "I
think ______ because _______." sentence using clues from the text.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Now that we have finished the chapter, write if you prediction was correct or
incorrect and explain why.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(Grade Level)

In 1-2 sentences, answer the following questions.
1.
2. What is one new vocabulary word you learned today? What does it mean?
3. What do you predict will happen to Koly in the next chapter?
4. Do you like Sass as a character in this book? Why or why not?
(Gifted Learner)

In 1-2 sentences, answer the following questions
1.
What is a prediction? Was the prediction you made for chapter 8 correct or no? Why?
2. What is one new vocabulary word you learned today? Use this word in your own
context.
3. What do you think will happen to Koly in the next chapter? What makes you think
this?
4. Do you like Sass as a character in this book? Why or why not? Is she the protagonist
or the antagonist?
(Learning Disabled)

Circle True or False for the following questions:
1. A prediction is a guess that you make using clues from the text or picture clues.

True or
False
2. Sass is a very respectable character in this novel and treats Koly as a daughter of her
own.

3. What is one new vocabulary word you learned today?

4. Do you predict Koly will stay in Vrindavan or leave?
True or
False
(ELL)

In 1-2 sentences, answer the following questions
1.
2. What is one new vocabulary word you learned today? What does it mean?
Word: _____________ Definition: ____________________________________
3. Circle one answer: What do you think Koly will do in the next chapter?

Stay in Vrindavan
or
Leave Vrindavan
4. Circle one answer and then explain: Do you like Sass as a character in the novel?
Yes
or
No
Explain Why. _____________________________________________________

___________________________________________________________________.

4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
Grade Level:
1.
A guess you make using clues from the text or picture clues.
2. Answers may vary - Student must include word and definition of the following
words (Chapatti, Pennants, Refined, Inconspicuous)
3. Answers may vary - Student should include what they predict Koly will do in the next
chapter using "I think ____ because ______"
4. Answers may vary - Student should include a yes or no answer along with a reason
why.
Gifted Learner:
1. A guess you make using clues from the text or picture clues. Student should also
include if their prediction was correct or not in 1-2 sentences.
2. Answers may vary - Student must include word and definition of one of the
vocabulary words we learned in class along as use it in their own context in 1-2
sentences.
3. Answers may vary - Student should include what they predict Koly will do in the next
chapter using "I think ____ because ______" and why they think this in 1-2
sentences.
4. Answers may vary - Student should include a yes or no answer along with a reason
why or why not. They should identify that she is the antagonist.
LD:
1. True
2. False
3. Answers may vary - Student should include one word that they learned in class in
1-2 sentences.
4. Answers may vary- student should predict if Koly will stay or leave in 1-2 sentences.
ELL:
1. A guess you make using clues from text or picture clues.
2. Answers may vary- student should include one vocabulary word we learned in class
along with it's definition.
3. Answers may vary- Student should circle their prediction if they think Koly will stay
or leave.
4. Answers may vary- Student should circle their answer and then write why they do/do
not like Sass in 1-2 sentences.

Date: 11/27/15
Subject: Reading
Instructional Plan Title: Character Traits
Learning Standards:
CCSS.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.SL.6.1
CCSS.RL.6.3
Students will discover the difference between character and physical traits.
Students will create a venn diagram comparing themselves to a character in the novel using
both physical and character traits.
Materials:
30 Copies of Venn Diagrams
1 smart board and prepared materials to teach physical and character traits
30 exit slips (include modified versions as needed)

Novel Homeless Bird
Character Traits, Venn Diagram
Key Vocabulary:
Students will be learning and demonstrating their knowledge of character traits. First we will
review the events of chapter 9 that students read for homework in a class discussion. Teacher will
then teach concepts of physical and character traits. Students will be comparing themselves to a
character of their choice in the novel Homeless Bird using a venn diagram. Students will then be
completing an exit slip that teacher will collect for assessment before dismissing class.
Teacher will begin by opening up discussion about chapter 9 that the students read for
homework the night before. Teacher will begin by asking questions specific to chapter 9 and
then lead to student led discussion. Teacher will ask the following:
- We have been introduced to the poem about the homeless bird in this chapter. What do you
think the message of the poem might be?
- How did Koly repay Raji for his kindness? What did she teach him?
- Why do you think Maa Kamal asked Koly to show Madam through the rooms? What good
came from this?
After students and teacher have discussed the main events in chapter 9 we will begin to
discuss charater traits. Teacher will ask students to share what they know about character traits.
Using the smartboard, teacher will provide students examples of physical traits and character
traits.
We will briefly overview all the characters that have been introduced to us so far in the text
including Koly, Hari, Maa, Baap, Chandra, Sass, Sassur, Raji, Maa Kamal, and Madam.
Teacher will explain to students that they will be comparing a character of their choice from
the novel Homeless Bird to themselves and be creating a venn diagram including visuals. They
will then be writing a paragraph explaining why they chose the specific character from the
novel and sharing some brief similarities and differences.
Students will be individually comparing themselves to a character of their choice in the novel.
Teacher will provide students with their own venn diagram and students will begin to complete
their character comparison.
Teacher will collect venn diagrams when students have completed the activity. Students will be
completing an exit slip prior to dismissing class. Teacher will collect the exit slips for
assessment.
Closure:
Teacher will review what was discussed in class today about chapter 9 and about character traits.
Students will complete an exit slip and teacher will collect them for assessment. Teacher will ask
students to read chapter 10 for homework.
be asked general questions about the character traits. Gifted students are receiving an exit slip
with questions of higher order thinking. Learning disabled students are being asked a series of
more simplified questions including true/false questions. English Language Learners are being
asked more simply worded and structured questions.
Traits
Physical Traits
The traits we can see. What a

character looks like and general
appearance.
Example: Mrs. Russell
is short, has long brown hair, green
eyes, and fair skin.
Character Traits
The traits we cannot see but

understand from a characters
personality. Focuses on
personality and demeanor.
Example: Sass is a very
uncompromising and outspoken
character in Homeless Bird.
Homeless Bird Venn Diagram

Directions: Compare yourself to a character from the novel Homeless Bird.
Using character and physical traits, provide examples of how you and this
character are alike and different using the venn diagram below.
Name:
Character:
Now, draw a picture of yourself and the character you compared yourself to
in the story to help visualize the physical traits.
(Grade Level)

In 1-2 sentences answer the following questions based off the information we learned
today in class.
1.
What is a character trait?
2. What is a physical trait?

3. What character did you compare yourself to today using the venn diagram?
4. What was one similar character trait you shared with this character?
(Gifted Learner)

today in class.
1.
Provide an example of a character trait in reference to yourself.
2. Provide an example of a physical trait in reference to yourself.

3. What made you choose the character you compared yourself to today?
4. What were two of the similar character traits you and the character shared?
(Learning Disabled)

Directions: Select True or False for the following questions.
1. A character trait is a trait that has to do with personality and demeanor.

True or
False
2. A physical trait is a trait that has to do with general appearance..

True or
False
Directions: In 1-2 sentences answer the following questions based on the activities we did
today in class.
3. What was the name of the character you compared yourself to?
4. What was one character trait that you and the character share?
(ELL)

Directions: Complete the following sentence below using the information we learned
from the activity we completed in class.
1.
A character trait is _____________________________________________________.
2. A physical trait is ______________________________________________________.

3. I compared myself to ________________ from the novel Homeless Bird today in my
venn diagram.
4. One similar character trait that I shared with __________ from Homeless Bird was
________________________________________________________________________.

4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
Grade Level-1. A trait that explains personality and demeanor.

2. A trait that explains general appearance.
3. Answers may vary - Student should include the characters name.
4. Answers may vary - Student should include a character trait (personality/demeanor)
that he/she shares with the character from the novel.
Gifted-1. Answers may vary - Student should include a trait about his/her personality.
2. Answers may vary - Student should include a trait about his/her general
appearance.
3. Answers may vary - Student should provide 1-2 sentences explaining why they
chose the specific character to compare themselves to.
4. Answers may vary- Student should provide two character traits (personality/
demeanor) that him and they character share.
LD-1. True
2. True
3. Answers may vary - Student should include the name of the character
4. Answers may vary- Student should include one character (personality/demeanor)
trait that they share with a character.
ELL-1. A trait that explains personality/demeanor.

2. A trait that explains general appearance.
3. Answers may vary - Student should include the name of the character they
compared themselves to.
4. Answers may vary- Student should include one character (personalit/demeanor) that
they share with the character.

Date: 11/27/15
Subject: Reading
Instructional Plan Title: Story Plot
Learning Standards:
CCSS.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure
of a text and contributes to the development of the theme, setting, or plot.
CCSS.RL.6.4
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS.W.6.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
Students will discuss the occurrences in novel as a whole and determine their opinion on the
text by writing a book review.
Students will assemble the events in the novel Homeless Bird into a story plot structure.
Materials:
30 K.I.M Vocabulary sheets

Chart paper
Instructional Materials to teach plot
Homeless Bird novel
K.I.M Vocabulary, Plot, Review
Key Vocabulary:
Exposition, Rising Action, Climax, Falling Action, Denouncement, Corrugated, Wayward,
Treacherous, Mournful
Teacher is going to begin class by reading the last chapter of the novel. Teacher will then discuss
the concept of story plot and explain to the students that plot is a literary term used to describe
the events that make up a story. Teacher will define the pattern of plot. Students will then be
arranged in groups to create their story plot on chart paper. Students will be writing a book
review prior to leaving class that teacher will collect for assessment graded by a rubric.
Teacher will begin by reading aloud chapter 11. Teacher will stop to highlight key vocabulary
words and students will complete their K.I.M vocabulary worksheets.
Once chapter is complete, teacher will lead into overall discussion of the novel Homeless Bird.
Teacher will ask the following questions and lead to class discussion:
- Are you happy with the conclusion of the book? Why or why not?
- Why did Raji want to marry Koly instead of an arranged wife?
- Do you think Koly is happy with this marriage? What finally convinced her to agree to the
marriage?
Teacher will then begin to explain story plot. Teacher will ask students to share what they
know about story plot. Teacher will record student knowledge on the board and then build off
of their prior knowledge to define and explain all steps of story plot.
Teacher will explain to students that they will be creating and illustrating the story plot of
Homeless Bird in groups.
Teacher will provide students with the structure the story plot should follow and then count off
to form student groups.
Once students complete their story plots, they will be able to share with the rest of their
classmates.
Teacher will then have students write a short book review before dismissing class. Teacher will
provide students with a rubric and then teacher will collect them for assessmenet prior to
dismissing class.
Closure:
Teacher will review what was discussed in class today about plot and will front load the book
review and rubric. Students will complete the book review and teacher will collect them for
assessment.
Each student will be writing a book review before class is dismissed. Grade level students will be
required to complete a review with general grade 6 requirements. Gifted students are receiving a
rubric higher order thinking requirements. Learning disabled students are receiving a rubric with
more simplified requirements. English Language Learners are going to be a given a rubric with
more simply worded instructions and requirements.
Name: ______________________________
Date: _____________

Key Vocabulary Word
Memory Clue/Picture
Story Plot
A literary term used to describe the events that make up a story.

Exposition: Beginning of the story that introduces conflict,
character, and setting.
Rising Action: Events that occur before the climax, character's
attempt to solve the problem but fails.
Climax: The turning point; the point of greatest suspense or
action.
Falling Action: Action and event that occur after the climax.
Resolution: The end of the story where the conflict or problems
are solved.
(Grade Level)
Book Review
Directions: Write a two paragraph book review with the first paragraph
summarizing the main events of the book and the second paragraph giving
your opinion and recommendation of the book.
Story Events
Fluency and
Expression
Grammar and
Punctuation
Requirements
The student writes a book

review that includes main
events of the novel and
demonstrates strong
understanding of the
overall text.

review that includes some
of the main events of the
novel and demonstrates
good understanding of the
overall text.

review that is lacking main
demonstrates poor
overall text.

review that fails to mention
main events of the novel
and fails to demonstrate
understanding of the text
as a whole.
Student writes with very

good organization and flow
and connects his/her ideas
throughout the book
review. Student voice is
strongly demonstrated
throughout using
interesting words and
expressions throughout.
Student writes with good

organization and flow and
connects his/her ideas
through the majority of the
book review. Student voice
is demonstrated with some
expressions througout.
Student writes with

organization and flow that
could be arranged better.
Student has difficulty
connecting his/her ideas
through the book review.
Student is lacking student
voice and use of interesting
words and expressions
throughout.
Student writes with poor

fails to make connections
with his/her ideas through
the book review. Student
failed to demonstrate
student voice and included
no interesting words or
expressions.
Student completely
corrected for grammar,
mechanics, and spelling
with no errors.
Student has checked for

grammar, mechanics, and
spelling with less than 2
errors.
Student is lacking
correction of grammar,
mechanics, or spelling with
less than 5 errors.
Student failed to check for

corrections of grammar,
with more than 6 errors.
Student meets all

requirements of the book
review. Student includes at
least two paragraphs with
5-8 sentences each. The
first paragraph should
summarize the events in
the book. The second
paragraph should include
their overall opinion and
recommendation of the
novel.
Student meets majority of

the requirements from the
book review. Includes two
paragraphs with the with
4-5 sentences first
summarizing the book and
a paragraph with their
overall opinion and
reccomendation of the
book.
Student is lacking some

requirements from the book
review. Student wrote two
paragraphs but failed to
meet the length
requirement for the
summary and
recommendation
paragraphs.
Student failed to meet the

requirements for the overall
book review. Student did
no write two complete
paragraphs with one
one with their
recommendation.
Total Points: ____/16
(Gifted Learner)
Book Review
summarizing the main events of the book with connections from the text to
yourself and the second paragraph giving your overall opinion and
recommendation of the book and reasoning why.
Story Events
Fluency and
Expression
Grammar and
Punctuation
Requirements

demonstrates strong
overall text.

overall text.

demonstrates poor
overall text.

as a whole.

throughout the book
throughout using

Student writes with

throughout.

expressions.
Student completely
with no errors.

error.
Student is lacking
less than 3 errors.

Student meets all

novel.

4-5 sentences first
overall opinion and
book.

meet the length
requirement for the
summary and
recommendation
paragraphs.

paragraphs with one
one with their
recommendation.
(Learning Disabled)
Book Review
summarizing/explaining the main events of the book and the second
paragraph giving your opinion and recommendation of the book.
Story Events
Fluency and
Expression
Grammar and
Punctuation
Requirements

demonstrates strong
overall text.

overall text.

demonstrates poor
overall text.

as a whole.

throughout the book
throughout using

Student writes with

throughout.

expressions.
Student completely
with no errors.

errors.
Student is lacking
less than 5 errors.

Student meets all

novel.

4-5 sentences first
overall opinion and
book.

meet the length
requirement for the
summary and
recommendation
paragraphs.

paragraphs with one
one with their
recommendation.
(ELL)
Book Review
summarizing/explaining the main events of the book and the second
paragraph giving your opinion(did you like it or not?) and
recommendation (would you tell a friend to read it?) of the book.
Story Events
Fluency and
Expression
Grammar and
Punctuation
Requirements

demonstrates strong
overall text.

overall text.

demonstrates poor
overall text.

as a whole.

throughout the book
throughout using

Student writes with

throughout.

expressions.
Student completely
with no errors.

errors.
Student is lacking
less than 5 errors.

Student meets all

novel.

4-5 sentences first
overall opinion and
book.

meet the length
requirement for the
summary and
recommendation
paragraphs.

paragraphs with one
one with their
recommendation.

Date: 11/27/15
Subject: Reading
Instructional Plan Title: Symbolism and Poetry
Learning Standards:
CCSS.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.W.6.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
Students will discover the meaning of symbolism and be able to point out the symbols in a
series of examples.
Students will compose their own symbol and poem to go along with their symbol.
Materials:
30 copies of Poetry examples
30 copies of exit slips (modified versions as needed)
Novel Homeless Bird
30 computers/laptops
Symbolism, Poetry
Key Vocabulary:
Raven, Homeless Bird, Sunflower
Teacher will begin by discussing the concept of symbolism. She will read the poem about the
homeless bird and ask why Koly said that the homeless bird is a symbol for her at the end of the
book. Teacher will then have students look at different poems and identify the symbol such as
"The Raven" by Edgar Allen Poe and "Ah Sunflower" by William Blake. Students will then be
creating their own symbol and typing a poem to go along with it. They will be illustrating their
poems and putting them on display in the classroom. Students will complete an exit slip prior to
dismissing class that teacher will collect for assessment.
Teacher will begin to discuss the concept of symbolism and discuss what symbolism is by
saying "Symbolism is a technique used in literature when some things are not to be taken
literally. The symbolism can be an object, person, situation, events or actions that have a
deeper meaning in context. This technique can enhance writing and give insight to the reader."
Teacher will ask students what they believe the symbol of the novel Homeless Bird is guiding
their answer to be the homeless bird from the poem that Koly reads.
Teacher will then provide students with a copy of three different poems, these being "The
Homeless Bird" by Rabindranath Tagore, "The Raven" by Edgar Allen Poe, and "Ah
Sunflower" by William Blake.
Teacher will have students identify symbols of each poem by discussing with partners. Class
will then discuss what they believe the symbols of each poem to be.
Teacher will explain to students that they will be choosing a symbol that represents themselves
and then writing a poem about it. Students will need to illustrate their poem because they are
going to be hung on display.
Students will all work individually on laptops to type their poems and then they will print them
and illustrate them however they would like.
Students will be given the opportunity to share their symbols and poems with the class.
Students will be completing an exit slip prior to dismissing class and teacher will collect them
for assessment.
Closure:
Teacher will review what was discussed in class today about symbolism and poetry and allow
students to share their personal symbols and poems. Students will complete an exit slip and
teacher will collect them for assessment. Teacher will ask students to prepare for the review and
test tomorrow for the novel Homeless Bird.
be asked general questions about symbolism and poetry. Gifted students are receiving an exit slip
with questions of higher order thinking. Learning disabled students are being asked a series of
more simplified questions. English Language Learners are being asked more simply worded and
structured questions.
Symbolism
What is symbolism?
Symbolism is a technique used in literature
when some things are not to be taken
literally. The symbolism can be an object,
person, situation, events or actions that
have a deeper meaning in context. This
technique can enhance writing and give
insight to the reader.
What is the symbol in Tagore's Poem?
The Homeless Bird
What is the symbol in Edgar Allen Poe's Poem?
The Raven
What is the symbol in William Blake's poem?
A sunflower
What symbol would Koly use for herself?

Why?
The Homeless Bird

By Rabindranath Tagore
Many are the human speeches I've heard migrating

in flocks, flying on invisible tracks
from obscure pasts to distant inhocate futures
And within myself I've heard
day and night
in the company of countless birds
a homeless bird speeding through light and dark
from one unknown shore to yet another.
On cosmic wings a refrain echoes through spare;
'Not here, no, but somewhere, somewhere else!'
The Raven
By Edgar Allen Poe
Once upon a midnight dreary, while I
pondered, weak and weary,
Over many a quaint and curious volume
of forgotten lore
While I nodded, nearly napping,
suddenly there came a tapping,
As of some one gently rapping, rapping
at my chamber door.
Tis some visitor, I muttered, tapping at
my chamber door
Only this and nothing more.
Ah, distinctly I remember it was in the
bleak December;
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;vainly I had sought to borrow
From my books surcease of sorrowsorrow for the lost Lenore
For the rare and radiant maiden whom the angels name Lenore
Nameless here for evermore.
And the silken, sad, uncertain rustling of each purple curtain
Thrilled mefilled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
Tis some visitor entreating entrance at my chamber door
Some late visitor entreating entrance at my chamber door;
This it is and nothing more.
Presently my soul grew stronger; hesitating then no longer,
Sir, said I, or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard youhere I opened wide the door;
Darkness there and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, Lenore?
This I whispered, and an echo murmured back the word, Lenore!
Merely this and nothing more.
Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
Surely, said I, surely that is something at my window lattice;
Let me see, then, what thereat is, and this mystery explore
Let my heart be still a moment and this mystery explore;
Tis the wind and nothing more!
Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately Raven of the saintly days of yore;
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door
Perched upon a bust of Pallas just above my chamber door
Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore,
Though thy crest be shorn and shaven, thou, I said, art sure no craven,
Ghastly grim and ancient Raven wandering from the Nightly shore
Tell me what thy lordly name is on the Nights Plutonian shore!
Quoth the Raven Nevermore.
Much I marvelled this ungainly fowl to hear discourse so plainly,
Though its answer little meaninglittle relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door
Bird or beast upon the sculptured bust above his chamber door,
With such name as Nevermore.
But the Raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing farther then he utterednot a feather then he fluttered

Till I scarcely more than muttered Other friends have flown before
On the morrow he will leave me, as my Hopes have flown before.
Then the bird said Nevermore.
Startled at the stillness broken by reply so aptly spoken,
Doubtless, said I, what it utters is its only stock and store
Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden bore
Till the dirges of his Hope that melancholy burden bore
Of Nevernevermore.
But the Raven still beguiling all my fancy into smiling,
Straight I wheeled a cushioned seat in front of bird, and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Meant in croaking Nevermore.
This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosoms core;
This and more I sat divining, with my head at ease reclining
On the cushions velvet lining that the lamp-light gloated oer,
But whose velvet-violet lining with the lamp-light gloating oer,
She shall press, ah, nevermore!
Then, methought, the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
Wretch, I cried, thy God hath lent theeby these angels he hath sent thee
Respiterespite and nepenthe from thy memories of Lenore;
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!
Prophet! said I, thing of evil!prophet still, if bird or devil!
Whether Tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted
On this home by Horror hauntedtell me truly, I implore
Is thereis there balm in Gilead?tell metell me, I implore!

Prophet! said I, thing of evil!prophet still, if bird or devil!
By that Heaven that bends above usby that God we both adore
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore
Clasp a rare and radiant maiden whom the angels name Lenore.
Be that word our sign of parting, bird or fiend! I shrieked, upstarting
Get thee back into the tempest and the Nights Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken!quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!
And the Raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demons that is dreaming,
And the lamp-light oer him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be liftednevermore!
Ah! Sun-flower
By William Blake
As Sun-flower! weary of time,
Who countest the steps of the Sun:
Seeking after that sweet golden clime.
Where the travelers journey is done.
Where the Youth pined away with desire,
And the pale Virgin shrouded in snow:
Arise from their graves and aspire,
Where my Sun-flower wishes to go.
(Grade Level)

today in class.
1.
What is symbolism?
2. What symbol does Koly use to identify herself?

3. What symbol did you use to identify yourself?
4. What was your reason to use this symbol to identify yourself?
(Gifted Learner)

today in class.
1.
What is symbolism? Provide an example.
2. What symbol does Koly use to identify herself? Why do you think she chose this?
3. What symbol did you use to identify yourself?
4. What is the importance of this symbol?
(Learning Disabled)

Directions: Select True or False for the following questions.
1. Symbolism is an object, person, situation, event or action that has a deeper meaning in
context.
True or
False
True or
False
2. Koly used The Raven as a symbol of herself.

Directions: In 1-2 sentences answer the following questions based on the activities we did
today in class.
3. What was the symbol you chose to represent yourself??
4. What made you choose this symbol?
(ELL)

Directions: Complete the following sentence below using the information we learned
from the activity we completed in class.
1.
Symbolism is _____________________________________________________.
2. Koly chose the _____________________ as her symbol in this novel.

3. I chose ________________ as my symbol.
4. I chose this symbol because_______________________________________________
________________________________________________________________________.

4/4 - A
3/4 - B
2/4 - C
1/4 - D
0/4 - F
Grade Level-1. Symbolism is an object, person, situation, event or action that has a deeper
meaning in context.
2. The Homeless Bird
3. Answers may vary - Student should provide the symbol they chose to represent
themselves in sentence format.
4. Answers may vary- Student should include reason why they chose this symbol in
sentence format.
Gifted-1. Answers may vary - Student should include defintion as follows -- Symbolism is an
object, person, situation, event or action that has a deeper meaning in context along
with an example such as the homeless brid for Koly, or the sunflower for William
Blake's poem.
2. Answers may vary - Student should include answer of a homeless bird and provide
a reason why they think she chose this in sentence format.
3. Answers may vary - Student should provide 1-2 sentences explaining the symbol
they chose for themselves.
4. Answers may vary- Student should provide 1-2 sentences explaining the importance
of their symbol
LD-1. True
2. False
3. Answers may vary - Student should include the symbol they chose for themselves in
1-2 sentences.
4. Answers may vary- Student should include the reason why they chose this symbol
in 1-2 sentences.
ELL-1. Symbolism is an object, person, situation, event or action that has a deeper
meaning in context.
2. Koly chose the Homeless Bird as her symbol in this novel.
3. Answers may vary - Student should include the item/object they used as their
symbol.
4. Answers may vary- Student should include reason why they chose this symbol.

Date: 11/27/15
Subject: Reading
Instructional Plan Title: Review and Test
Learning Standards:
CCSS.RL.6.3
CCSS.SL.6.1
CCSS.W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Students will apply their knowledge from the novel by participating in the Jeopardy review
game.
Students will test their knowledge on the novel as a whole by completing the final assessment.
Materials:
Computers for students to access Jeopardy game: http://www.superteachertools.us/jeopardyx/

jeopardy-review-game.php?gamefile=927315#.VlZACXpOLtU
30 copies of assessment (include modified versions as needed)
Apply, Text
Key Vocabulary:
Jeopardy
As a class teacher and students will review the novel Homeless Bird through a jeopardy game.
Students will complete the game on computers in groups. Then as a class teacher will review all
answers of the jeopardy game. Students will then be completing a final test on the novel and
teacher will collect them for the final assessment.
Teacher will explain to students that they will be doing a review game and test today in class.
Teacher will explain the jeopardy game and show them how it works.
Students will get into their cooperative groups and then begin the game. One student will begin
by picking a topic and point value. Every student will write what they think the answer to the
question is. Student will try their best to answer the question aloud. If he/she needs help then
the group can then help student to answer.
Students will play the game for about 15 minutes and then we will rejoin as a class.
Teacher will review all questions and answers and allow for any questions that students may
have.
Teacher will then ask students to put all materials away and take out a pencil. Teacher will pass
out all test materials including differentiated versions.
Students will complete the test and turn it in before class is dismissed.
Teacher will use these tests as the final assessment for the Homeless Bird literacy unit.
Closure:
Teacher will review the questions and answers from the jeopardy game. Students will then be
completing a test on the novel Homeless Bird. Teacher will collect these for final assessment of
the literacy unit.
Each student will be completing a novel test before class is dismissed. Grade level students will
be asked general questions about the novel as a whole. Gifted students will receive a test with
questions of higher order thinking. Learning disabled students are being asked a series of more
simplified questions with less multiple choice options. English Language Learners are being
asked more simply worded and true or false questions.
Jeopardy Answers
Directions: On this sheet of paper, record all the answers
to the jeopardy review game while playing.
Indian Culture:
100: __________________________________________
200: __________________________________________
300: __________________________________________
400: __________________________________________
500: __________________________________________
Koly's World:
100: __________________________________________
200: __________________________________________
300: __________________________________________
400: __________________________________________
500: __________________________________________
Jobs:
100: __________________________________________
200: __________________________________________
300: __________________________________________
400: __________________________________________
500: __________________________________________
Hindu to English:
100: __________________________________________
200: __________________________________________
300: __________________________________________
400: __________________________________________
500: __________________________________________
Marriage and Koly:
100: __________________________________________
200: __________________________________________
300: __________________________________________
400: __________________________________________
500: __________________________________________
(Grade Level)
Name: ______________________________
Date:___________________
Homeless Bird Final Assessment

Answer the following multiple choice questions by circling the best fit option.
1. Who wrote the novel Homeless Bird?
a. William Blake
c. Mrs. Russell
b. Gloria Whelan
d. Rabindranath Tagore
2. Who is the main character in the story?

a. Chandra
c. Koly
b. Sass
d. Gloria
3. Where does the setting of Homeless Bird take place?

a. India
c. Chicago
b. America
d. Greece
4. What did Koly end up doing with her earrings?

a. She buried them.
c. She traded them to get Tagore's book.
b. She gave them to Chandra.
d. She sent them in the river with Hari.
5. What is a dowry?
a. A quilt that women make.
c. A river.
b. A place to sleep.
d. A gift of goods and money that a bride brings to a

groom's family.
6. Who was Tagore?

a. The author of the book of Poem's Koly loved.
c. The author of the novel.
b. The boy who helped Koly.
d. Koly's father.
7. Why doesn't Koly return to her parents?

a. She doesn't know the way home.
c. She promised Chandra to stay.
b. She likes her new home.
d. It would shame her family.
8. What is the climax of the novel?

a. When Koly marries Hari.
c. When Koly meets Raji.
b. When Koly is abandoned by her Sass.
d. When Koly gets a job.
9. Who is Maa Kamala?

a. The woman who hired Koly.
c. Raji's mother.
b. The woman who kept the widow house.
d. Koly's mother-in-law.
10. What is the river that is considered holy?

a. The Ganges River
c. The Red River
b. The Des Plaines River
d. The Holy River
11. Where did Sass Abandon Koly?

a. Varanasi
c. Vrinidivan
b. India
d. Her Parents House
12. What is Koly's hobby that she does well?

a. Embroidery
c. Cooking
b. Chores
d. Coloring
13. How old was Koly when she originally got married?
a. 25
c. 13
b. 21
d. 16
14. What does Koly choose as her symbol?

a. Raven
c. Homeless Bird
b. A quilt
d. Peace sign
15. Sass and Sassur are the hindu words for which of the following?
a. Koly's parents
c. Koly's bosses
b. Koly's in-law's
d. Koly's friends
Total Points: _____/15
(Gifted Learner)
Name: ______________________________
Date:___________________

Fill in the blanks to the following questions: (1 point each)
1. ___________________ is the author of the novel Homeless Bird.
2. ___________________ is the main character of the book.
3. ___________________ was the author of the poetry book that Koly loved.
4. ___________________ was the name of the woman who ran the widow house.
5. ___________________ was the name of Koly's first husband.
Answer the following multiple choice questions by circling the best fit answer. (1 point
each)
a. India
c. Chicago
b. America
d. Greece

a. She buried them.
c. She traded them to get Tagore's book.
d. She sent them in the river with Hari.
8. What is a dowry?
c. A river.
b. A place to sleep.
d. A gift of goods and money that a bride brings to a

groom's family.

d. When Koly gets a job
Answer the following short answer questions in 3-5 sentences using knowledge from the
novel. (3 points each)
10. Why doesn't Koly return to her parents in the novel? How would they react?
11. What symbol did Koly choose to represent herself? Why do you think she chose this symbol?
(Learning Disabled)
Name: ______________________________
Date:___________________

Answer the following multiple choice questions by circling the best fit option.
1. Who wrote the novel Homeless Bird?
a. William Blake
c. Mrs. Russell
b. Gloria Whelan
2. Who is the main character in the story?
a. Koly
c. Gloria
b. Sass
a. India
c. Greece
b. America
a. She buried them.
c. She traded them to get Tagore's
book.
5. What is a dowry?
b. A gift of goods and money that a bride brings to a
groom's family.
c. A river.
6. Who was Tagore?

a. The author of the book of Poem's Koly loved.
c. The author of the novel.
b. The boy who helped Koly.

7. Why doesn't Koly return to her parents?
a. She doesn't know the way home.
b. She likes her new home.
c. It would shame her family.


9. Who is Maa Kamala?
a. The woman who hired Koly.
b. The woman who kept the widow house.
c. Koly's mother-in-law.
10. What is the river that is considered holy?

a. The Ganges River
c. The Red River
b. The Des Plaines River

11. Where did Sass Abandon Koly?
a. Varanasi
c. Vrinidivan
b. India
12. What is Koly's hobby that she does well?
a. Embroidery
b. Chores
c. Cooking
13. How old was Koly when she originally got married?
a. 25
c. 13
b. 21
14. What does Koly choose as her symbol?
a. Raven
c. Homeless Bird
b. A quilt
15. Sass and Sassur are the hindu words for which of the following?
a. Koly's parents
c. Koly's bosses
b. Koly's in-law's
(ELL)
Name: ______________________________
Date:___________________

Circle true or false for the following statements.
1. Gloria Whelan wrote the novel Homeless Bird.
True
or
False
2. Sass is the main character of the novel.

True
or
False
3. The setting of Homeless Bird is in India.

True
or
False
4. Koly traded her earrings with Sass to get the book of Tagore's poems.
True
or
False
5. A dowry is a type of food eaten in India.

True
or
False
6. Tagore was the author of this novel.

True
or
False
7. Koly didn't return home to her parents because it would shame her family.
True
or
False
8. The climax of this story is when Koly is abandoned by her Sass.

True
or
False
9. Maa Kamala is Koly's mother-in-law.

True
or
False
10. The Ganges River is considered to be holy.

True
or
False
11. Sass abandoned Koly at her parents house.

True
or
False
12. Koly's hobby in this novel is doing chores.

True
or
False
13. Koly was 13 when she first got married in this novel.
True
or
False
14. Koly chose the Homeless Bird as a symbol to represent her life.
True
or
False
15. Sass and Sassur are Koly's in-laws.

True
or
False
Final Assessment Answer Key:

Grade Level:
LD:
ELL:
1. B
1. B
1. True
2. C
2. A
2. False
3. A
3. A
3. True
4. C
4. C
4. True
5. D
5. B
5. False
6. A
6. A
6. False
7. D
7. C
7. True
8. B
8. B
8. True
9. B
9. B
9. False
10. A
10. A
10. True
11. C
11. C
11. False
12. A
12. A
12. False
13. C
13. C
13. True
14. C
14. C
14. True
15. B
15. B
15. True
Gifted Learner:
1. Gloria Whelan
2. Koly
3. Tagore
4. Maa Kamala
6. A
7. C
8. D
9. B
5. Hari
10. Answers may vary- Student should include answer saying family would be upset/it would
shame them in 3-5 sentences.
11. Answers may vary - Student should include Homeless Bird and information about how Koly
never had a settled home throughout the novel in 3-5 sentences.
Final Assessment Grading Scale:

14-15 points -- A
12-13 points -- B
10-11 points -- C
8-9 points
-- D
>7 points
-- F

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Teacher Candidate: Emma Russell

Grade Level: 6th Grade

Name: __________________________ Date: __________________

Homeless Bird Web Quest:

What caused Gloria Whelan to discover her love for books?

What inspired Gloria Whelan to write her first novel?

Name: __________________________ Date: __________________

Homeless Bird Web Quest:

Where is Varanasi located in India? Can you find it on a map?

What are two facts about the town of Varanasi?

What are two facts about this river?

the Hindu culture?

Name: __________________________ Date: __________________

Homeless Bird Web Quest:

When a marriage is arranged, who arranges it?

What is a caste system?

Name: __________________________ Date: __________________

Homeless Bird Web Quest:

What situation does a widow find herself in after an arranged marriage?

What options does a widow have in India?

Name: __________________________ Date: __________________

Homeless Bird Web Quest:

What is the primary role of a male in India?

What is the primary role of a female in India?

Student Web Quest Checklist:

Homeless Bird Exit Slip

In 1-2 sentences, answer the questions below.

What is an arranged marriage and who arranges the marriage?

What is the Ganges River known for?

What happens to a widow in India?

In 1-2 sentences, answer the questions below.

What is your opinion on an arranged marriage?

Do you agree or disagree with the gender roles in India?

your in-laws or flee?

Homeless Bird Exit Slip

Circle true or false for the following questions.

Widows are allowed to return to their birth families in India.

The Ganges River is known for its ability to heal people.

In 1-2 sentences answer the question below.

Homeless Bird Exit Slip

A woman who has lost her husband

When a bride and groom are paired

by their parents and the bride's

payment for them taking in their

family provides a dowry/gift in

A river in India known for it's ability

wash away ones sins and used for

In 1-2 sentences, answer the question below.

Exit Slip Grading Scale:

Homeless Bird Web Quest Answer Key:

2. A payment or gift of property or money brought to a husband on their marriage day

3. A woman who has lost her husband due to death.

Teacher Candidate: Emma Russell

Grade Level: 6th Grade

How will you adapt your teaching for LD (memory-processing disorder)?

Key Word, Information, Memory

Key Vocabulary Word

Goldilocks Story Board Example

Student Story Board and Discussion Checklist:

Homeless Bird Exit Slip

In 1-2 sentences, answer the questions below.

Homeless Bird Exit Slip

Name: ________ Date:

Name: ________ Date:

Name: ________ Date:

Name: ________ Date:

Name: ________ Date: