Lesson 28: A Single Shard, Chapter 12

Students discuss the descriptive details they noted in Chapter 12.

Turn and Talk, Annotation Spot-Check

Have students take out their annotations from Chapter 12 and their Journal responses.

As students read Chapter 12, they were asked to annotate the text for descriptive language and answer the following prompt: What do the descriptive details show about how art relates to heritage and identity?

Say these Directions: Share your responses and annotations from Chapter 12 using the Turn and Talk routine.

Use the Annotation Spot-Check routine to quickly scan the students’ Chapter 12 annotations for descriptive language and quality of notes.

Invite two or three pairs to share their responses with the class.

Connection to Today’s Learning

• Say: Today, we will discuss the author’s use of descriptive language in Chapter 12 and analyze what it shows about community identity and how art carries tradition.

Introduce New Words Using Morphemes

Target Word: skepticism

Say these Directions: In this lesson, we are learning about the word skepticism. Let’s explore it using morphemes.

Introduce the Word: Present the word skepticism and pronounce it.

• Ask: Have you seen the word skepticism before? If so, where?

Identify the Root: Underline the root skept in skepticism. Explain that skeptic comes from Greek skepsis, meaning “investigation, inquiry, or consideration.”

• Ask: Do you know any other words with the root skept?

• Language Connection: Connect to skeptic and skeptical (both relate to feelings of uncertainty).

Identify Affixes: Circle -ic and -ism in skepticism.

• Say: The suffix -ic means “one having the nature of.” The suffix -ism means “quality or state of being” or “a characteristic.”

• Ask: What are some other words you know that have the suffix -ism?

  • heroism, racism,, capitalism

Encoding Practice

• Say: Now cover the word. In your Personal Dictionary [or on your whiteboard], write skepticism from memory — use what you know about the root skept and the suffixes -ic and -ism to help you spell it correctly. Check your spelling against the board.

Determine Meaning

• Ask: Using what we know about skept, -ic, and -ism, what do you think skepticism means?

  • The word skepticism means “doubt or disbelief.”

• Language Connection: The Spanish word escepticismo has a similar meaning (doubt, distrust, or disbelief).

• Say: Work with a partner to locate a verified definition for each word using a print or digital dictionary or other reference material. Note the part of speech and pronunciation for each word as well. Once you have found the definition, you can use the context of the sentence or passage to confirm that the definition fits the way the word is being used.

Build Word Relationships: Write suspicion next to skepticism.

• Ask: What is similar about the words suspicion and skepticism?

  • Both relate to doubt or disbelief.

    • Ask: What feels different when we use the word skepticism instead of suspicion?

  • Skepticism often refers to unknowing or doubting, while suspicion suggests distrust.

Prompt students to add skepticism (p. 133) and the target vocabulary words inquired (p. 135) and escort (p. 138) to their Unit Vocabulary graphic organizers.

Tell students that this vocabulary will be further analyzed in this lesson’s text analysis work. Allow students to share their work.

Connection to Today’s Learning

1. Say: These words relate to Tree-ear’s experiences in Songdo in Chapter 12. Knowing their meaning helps us better understand exactly what is happening in the novel. Today, as we discuss Chapter 12, pay attention to the way these words are used.

Part A: Descriptive Language (RL.6.4) (10 minutes)

Briefly revisit the concept of a plot diagram (or story arc) with students. Project a simple story arc on the board for students to see.

• Say: Remember that in Lesson 6, you read about the five main parts of a plot: exposition, rising action, climax, falling action, and resolution.

• Ask: What part of the plot does Chapter 12 represent? How can you tell?

  • Chapter 12 is the falling action. Tree-ear was faced with a difficult challenge in Chapter 11. In Chapter 12, the story starts to move toward its conclusion.

Think-Write-Pair-Share

Have students take out the descriptive detail annotations they made while reading Chapter 12 and their copies of A Single Shard.

Direct students to the section of the text where Tree-ear notices the celadon roof tiles (pp. 135–136), and invite volunteers to read the text aloud.

Say these Directions: Use the Think-Write-Pair-Share routine and the Write-Pair-Share graphic organizer to respond to the prompts below.

• What words and phrases does the author use to describe Tree-ear in this section of the text?

  • “nearly tripped,” “walked with his neck craned and his eyes wide,” “stopped walking,” “fog of exhaustion that blurred his senses and his mind,” “his knees as weak as reeds”

• What do these descriptive details help you imagine?

  • They help me imagine how Tree-ear is moving through the royal courtyard and how he is reacting to what he sees.

• What do these descriptive details tell you about how Tree-ear is feeling? How does this contribute to the meaning of the text?

  • These descriptive details show that Tree-ear is feeling exhausted, ashamed, and nervous, but also determined and brave. At the same time, he is trying to stay calm and courageous as he completes his duty. These feelings show how much Tree-ear has grown as a character. Even though he feels weak and ashamed, he does not give up on his mission. Instead, he faces the emissary honestly and presents the single shard. This shows that true courage is not about being fearless but about continuing to do what is right even when you are scared, tired, or unsure of the outcome.

Direct students to the part of the text where the royal emissary explains Min’s work to his assistant (p. 138), and invite volunteers to read the text aloud. Continue using the Think-Write-Pair-Share routine to have students respond to the prompts below.

• Ask: What words and phrases does the author use to describe Min’s pottery in this section of the text?

  • “radiance of jade,” “clarity of water,” “flawless, the floral design intricate,” “remarkable”

• Ask: What do these descriptive details help you imagine?

  • These descriptive details help me imagine Min’s pottery as very beautiful, detailed, and important. They help me picture pottery that is not just useful but also elegant and finely crafted.

• Ask: What words and phrases does the author use to describe the royal emissary in this section of the text?

  • “answered patiently,” “voice faded for a moment,” “gazed in obvious admiration”

• Ask: What do these descriptive details tell you about how the royal emissary is feeling? How do his feelings compare to Tree-ear’s in this scene?

  • These descriptive details suggest that the royal emissary is feeling busy, important, and somewhat impatient at first. He is trying to remain respectful, but he does not want to waste time because he has many responsibilities. At the same time, he takes pottery seriously and feels interested in and respectful of Min’s work, since it is important enough to be presented at the palace. In contrast, Tree-ear feels tired but determined and calm. Even though he is exhausted from traveling, he is trying to be brave and confident. While the emissary is focused on his duties and managing his time, Tree-ear is focused on completing his mission and honoring his master. This comparison shows the difference in their positions: the emissary has authority and control, while Tree-ear must rely on courage and perseverance to be taken seriously.

Part B: Discussing Community Identity (RL.6.2) (20 minutes)

Whole-Class Discussion

Lead students in a whole-class discussion about identity in A Single Shard.

Say these Directions: Participate in a class discussion about identity.

• Say: Identity is an important topic in A Single Shard, as Tree-ear seeks to find belonging and define himself in new ways. When we talk about identity, we mean all the characteristics and qualities by which a person or thing is known (or considered) as being.

• Ask: What are some aspects that make up your individual identity?

  • my personality; my likes and dislikes; my values; my beliefs; my role in my family and community; my appearance

• Ask: What is community identity?

  • Community identity is the set of shared characteristics and qualities that define a group of people.

• Ask: How can community identity be similar to and different from individual identity? What examples support your response?

  • Community and individual identity are similar in that they can both be made up of qualities like values, appearance, likes and dislikes, traditions, economic practices, and beliefs. For example, a religious group has a community identity defined by beliefs and values. Individual identity likely varies more than community identity; for example, I might belong to a community that has an identity, but my own identity is distinct from other members of that community.

• Ask: How do the descriptions in Chapter 12 help us understand the community that Min is a part of?

  • The descriptions on p. 135 help us understand that the pottery community that Min belongs to is very skilled. The author explains how the potters in Ch’ulp’o made many roof tiles for the buildings in Songdo, but only the most perfect ones were used. This shows that perfection and pride in craft are parts of this community’s identity.

• Ask: When Tree-ear arrives at the palace, he notices the roof tiles. How might we as readers interpret this detail, and what does it convey about this community and its traditions, style, and identity? What do these details show about the heritage Min is part of?

  • When Tree-ear notices the celadon roof tiles on the palace, readers can see that the pottery from his community is highly respected and important. The fact that tiles made by potters from Ch’ulp’o are used on the royal palace suggests that their work is valued for its beauty and quality. This conveys that Tree-ear’s village, while small and humble, has a strong reputation for skilled craftsmanship and that the community’s traditions, style, and identity are deeply connected to careful artistry and pride in their work. The intricate and elegant tiles reflect a tradition of patience, precision, and attention to detail that defines the potters’ way of life. Even though the potters may live simple lives, their art has great cultural and social importance. For Tree-ear, noticing the tiles reminds readers that his journey is meaningful because he represents not just himself or Min but the entire community of potters and their reputation.

Small-Group Discussions

Organize the class into small groups of three or four students. Have students work within their small group to generate a descriptive list that shows their school community’s identity. Invite groups to share their responses with the class.

Say these Directions: Work with your small group to create a descriptive list that shows our school community’s identity.

Retell and Paraphrase Partner Check

Say these Directions: Now we will take part in a Retell and Paraphrase Partner Check activity. One partner will orally retell and paraphrase a section of Chapter 12 while the other partner checks for accuracy. Take turns retelling and paraphrasing parts of the chapter until you reach the end of the chapter.

After students have paraphrased and checked for accuracy, have partners switch places and repeat for a different part of the chapter. As time allows, partners should alternate until the entire chapter has been retold and paraphrased. As students retell and paraphrase the text, move around the room to listen for gist and accuracy.

• Tree-ear walks for many days and finally reaches Songdo.

• He goes to the palace and tells the guards he has an appointment with the royal emissary.

• An official questions him, but Tree-ear insists on speaking only to the emissary.

• He is allowed inside and notices the celadon roof tiles made by potters from Ch’ulp’o.

• Tree-ear meets Emissary Kim and explains that robbers destroyed the vases.

• He bravely presents the single shard to show Min’s skill.

• Emissary Kim is impressed and gives Min a commission.

• Tree-ear is offered help to return home by sea and thanks the emissary.

Have students read the first half of Chapter 13 of A Single Shard, through “. . . and fell into a deep dark hole of sleep” (p. 144). Instruct students to respond in their Journal to the following prompt:

As you read, focus on the interaction between Tree-ear and Min on p. 143.

• What object does Min return to Tree-ear, and what does he say about it? What might this tell you about Tree-ear’s progress in the stages of learning?