Unit 2: The Art of Learning: Craft, Mentorship & Tradition

Students will preview the anchor text, A Single Shard, and engage in Jigsaw Reading to explore Korean history, culture, and geography as well as contextualize the setting of the novel.

Students will summarize and explain Korea’s historical context by using general academic nouns (such as tradition, community, and identity), incorporating connecting and transitional language (e.g., because, for example, as a result), and applying time and place prepositional phrases (such as “in Korea,” “during the Goryeo period,” and “on the Korean peninsula”) while sharing their jigsaw learning.

Students will watch a video and explore images of Goryeo celadon pottery to help visualize what makes Tree-ear curious.

Students will describe and interpret skilled actions shown in visual media using action verbs, and interpretive phrases (e.g., this shows . . . , this conveys . . .) to explain how curiosity connects to craft and tradition.

Students will discuss the Essential Questions, then watch and discuss a video about apprenticeship to make connections to ideas encountered in A Single Shard.

Students will explain abstract ideas (mentorship, apprenticeship, agency) using academic nouns, embedded clauses (that . . ., which . . .), and cause/effect language (leads to, helps by) to describe how learning develops through guidance and practice.

Students read Chapter 1 of A Single Shard, discuss how the characters respond to events and analyze how these responses connect to themes in the story.

Students explain how character responses reveal traits using text evidence and action/interpretive verbs (observes, notices, responds; reveals, suggests, indicates).

Students use context clues to determine the meaning of unfamiliar words in a text.

Students review vocabulary from previous lessons and use context clues to determine the meaning of unfamiliar words Chapter 2.

Students learn about the pottery-making process and discuss Chapter 2 of A Single Shard to determine how the main character experiences the “stages of learning.”

Students describe the pottery-making process and its purpose using temporal connectors (first, next, after that) and cause–effect connectors (because, so that, as a result).

Students will practice reading with accuracy, appropriate rate, and expression during a fluency activity.

Students will discuss how the characters respond to events in Chapter 3 of A Single Shard as the plot unfolds.

Students will compare characters’ responses to events by using comparative language (more than, less than) and expanded noun phrases supported by evidence from the text.

Students will use syllabication to practice reading new words fluently.

Students will use words with connotative meanings to discuss the process of purifying clay in Chapter 4 of A Single Shard.

Students will explain a multi-step technical process using domain specific vocabulary.

Students will use morphology to determine the meaning of unfamiliar words.

Students will read and discuss an informational text about the science of pottery to determine the central ideas and supporting details.

Students will compare scientific and literary explanations of pottery-making using domain-specific vocabulary.

Students will write a process paragraph using the POW writing strategy to discuss the steps in a sequence using clear organization, transitions, and descriptive text.

Students will write a clear procedural explanation by combining clauses to form compound and complex sentences and using sequencing transitions and purpose clauses.

Students will use morphology to determine the meaning of unfamiliar words.

Students will discuss the connections between mentorship, curiosity, and learning.

Students will use common, grade-appropriate Greek or Latin affixes and roots as clues to determine the meaning of a word.

Students will discuss descriptive and figurative language and analyze themes connected to mentorship in Chapter 6 of A Single Shard.

Students will interpret figurative language to explain mentorship and values by using evidence-based explanations, interpretation verbs, and adverbials.

Students will use context clues to determine the meaning of unfamiliar words in a text.

Students will analyze descriptive language and imagery in Chapter 7 and discuss its impact on readers’ understanding of the text.

Students will explain how descriptive language and imagery convey learning and change by using sensory details, expanded noun phrases, and evidence-based interpretation frames.

Students will use context clues to determine the meaning of unfamiliar words in a text.

Students will discuss the “stages of learning” in Chapter 7 and analyze the role of failure and fear in the learning process.

Students will explain how persistence supports growth after failure by using expanded noun phrases and evidence-based explanation frames.

Students will practice fluency by reading a text with accuracy.

Students will draft a thesis statement in response to the following prompt: “Across Chapters 1–7, what evidence shows the stages Tree-ear goes through (observing, trying, failing, refining) as he learns how to become more skilled?”

Students will write an academic thesis statement that names the stages of learning and previews evidence using that/which clauses.

Students will write a paragraph using the RACE structure to cite evidence that supports the thesis statement.

Students will justify a thesis statement by introducing textual evidence and explaining how it proves the claim using cause/effect and academic transition language.

Students will use textual evidence to compare and contrast poems about craftsmen and make connections to A Single Shard.

Students will compare and contrast the perspectives in two poems and connect them to A Single Shard, using comparative connectors (both, however, whereas, similarly) and expanded noun phrases to describe qualities of craftsmen and apprenticeship.

Students will define the word craftsmen and discuss word associations.

Students will analyze the use of informal and formal dialogue and narration in the text and identify how it contributes to the theme of mentorship in Chapter 8 of A Single Shard.

Students will explain how different mentors influence Tree-ear’s learning and choices in Chapter 8 by using verbs of belief and influence (e.g., believes, advises, discourages) and by distinguishing formal vs. informal language in dialogue and narration, citing evidence from the text.

Students will use syllabication to practice reading new words fluently.

Students will use a Fishbowl Conversation to make connections between the novel A Single Shard, the article “The Youngsters Keeping Traditional Trades Alive,” and the stages of learning.

Students will synthesize ideas across A Single Shard, “The Youngsters Keeping Traditional Trades Alive,” and the stages of learning by using evidence-based discussion stems, synthesis phrases (e.g., across both texts, taken together), and clear oral explanations that cite where evidence appears.

Students will cite and synthesize evidence from multiple texts during structured academic discussion.

Students will demonstrate mastery of grade-level skills and concepts by applying their knowledge and critical thinking in a summative assessment environment.

Students will interpret academic vocabulary and complex sentence structures within assessment stems to identify precise relationships between ideas.

Students will determine a central idea and explain how it is conveyed through particular details in an informational passage, use context as a clue to determine the meaning of words and phrases in a literary passage, and analyze how specific word choice shapes meaning and tone.

Students will explain text evidence using academic vocabulary and cause-effect language in oral and written responses.

Students will use surrounding words and phrases to make and check meaning predictions for unfamiliar words.

Students will analyze how images of craft processes and Korean celadon pottery communicate ideas about skill, culture, and value.

Students will explain how composition, emphasis, subject positioning, and omission shape meaning in a visual source, using precise source notes.

Students will compare one visual source and one informational source on the same narrow topic in order to corroborate information about Korean pottery, ceramic traditions, or firing clay.

Students will explain agreements, differences, and likely reasons for those differences using comparative and causal language. Research: Students will use precise search terms and source information to locate and record a relevant second source.

Students will finish reading Chapter 9 of A Single Shard, analyze an excerpt from the text, and examine the connections between pride and foolishness in the text.

Students will explain how pride contributes to foolish choices and affects character responsibility in Chapter 9 by using cause–effect connectors (because, so, therefore, as a result) and expanded noun phrases (e.g., “Crane-man’s stubborn pride,” “Tree-ear’s urgent concern,” “Min’s perfection-driven fear”).

Students will apply the meaning of target vocabulary words by engaging in the Cloze Vocabulary routine.

Students will reread Chapter 9 and discuss the ways characters and relationships evolve in the text.

Students will compare and explain how Tree-ear’s relationships with Crane-man and Min change over time by using comparative structures (similarly, unlike, whereas) and relational verbs (relies on, supports, influences), supported with text evidence from Chapter 9.

Students will practice reading with prosody during a fluency activity.

Students will study examples and non-examples of integrating text evidence, revise a non-example paragraph to integrate text evidence, and work with a partner to identify and integrate text evidence using signal words and phrases.

Students will justify an idea about mentorship in A Single Shard by integrating at least two pieces of text evidence using evidence-introducing phrases (e.g., “According to . . . ,” “Min explains . . .”), combining clauses to show relationships among ideas (because/so/which), and maintaining a cohesive paragraph structure (claim → evidence → explanation).

Students will use signal words and phrases and correct punctuation to introduce quoted text.

Students will discuss the role of setting in shaping the historical perspective of A Single Shard.

Students will explain how setting influences meaning in A Single Shard by using cause–effect language and conditional structures (if . . . , then . . .) to express inferences about Tree-ear’s journey, supporting their explanations with academic language tied to historical context.

Writing Students will compare and contrast historical novels to other forms of writing in terms of their approaches to similar themes and topics.

Students will use the Word Matrix routine to identify morphological patterns and make sense of unfamiliar words.

Students will examine how conflict impacts Tree-ear and reveals aspects of his character. Discuss how Tree-ear’s actions reflect the mentorship he has received, and identify the connections between perseverance, courage, and innovation.

Students will explain how Tree-ear’s symbolic decision in Chapter 11 shows courage and mentorship by using cause–effect connectors (because, so, as a result) and abstract nouns (courage, perseverance, identity, heritage, value), supporting their explanations with specific text evidence.

Students will use context clues to determine the meaning of unfamiliar words in a text.

Students will discuss the author’s use of descriptive language to explain the role of community identity in A Single Shard.

Students will describe how the author’s imagery in Chapter 12 conveys community identity by using expanded noun phrases and sensory/descriptive language, supporting their ideas with specific words and phrases from the text.

Students will use morphology to determine the meanings of unfamiliar words.

Students will discuss the significance of naming and its impact on Tree-ear in A Single Shard.

Students will explain how Tree-ear’s new name symbolizes generational continuity (legacy, tradition, responsibility) by using symbolic language and abstract nouns, citing specific details from Chapter 13.

Students will practice breaking sentences into phrase groups to read with prosody.

Students will engage in an academic discussion, analyzing how craftspeople and artists keep traditions alive through apprenticeship, by following established discussion norms and citing evidence from A Single Shard.

Students will synthesize ideas about apprenticeship and intergenerational tradition by using synthesis phrases (“across the novel”/“one pattern that appears”) and evidence-based oral reasoning (according to/this shows/because), citing precise moments from A Single Shard.

Students will find and use evidence in support of a topic sentence to write a body paragraph.

Students will use evidence-introducing phrases, cause–effect, and justification connectors to justify claims using evidence from an informational text.

Students will co-construct a body paragraph following teacher modeling.

Students will write a body paragraph using evidence that matches the topic sentence.

Students will compare evidence across A Single Shard and an informational video/text by using academic comparison verbs (aligns with, differs from), expanding sentences to add precision (who/what/why), and writing a body paragraph that links evidence to a shared idea with clear transitions and correct pronoun case.

Students will use the correct pronoun case (subjective, objective, or possessive) in sentences.

Students will write two body paragraphs by choosing a prompt on the stages of learning and gathering evidence to support it.

Students will collaboratively generate, extend, and refine research ideas by using tentative academic language (e.g., “One possibility is . . .”), clarification questions, and oral rehearsal; then they will write two on-demand body paragraphs that use relevant evidence from two sources to address a self-selected prompt about the stages of learning.

Students will demonstrate mastery of grade-level skills and concepts by applying their knowledge and critical thinking in a summative assessment environment.

Students will interpret academic vocabulary and complex sentence structures within assessment stems to identify precise relationships between ideas.

Students will describe how a story’s plot unfolds in a series of episodes and explain how characters respond or change as the plot moves toward resolution. Students will use pronouns in the proper case in sentences and revisions, and apply spelling strategies to spell grade-appropriate words correctly.

Students will explain character response, sentence choices, and spelling strategies using sequence language and precise academic vocabulary.

Students will use syllables, patterns, and careful rereading to check and correct spelling.

Students will gather examples of the stages of learning in A Single Shard to use in an explanatory essay about how a learner grows from beginner to skilled creator through mentorship and practice.

Students will explain the stages of learning in a logical sequence using sequencing transitions (initially, next, eventually) and cause–effect connectors (because, as a result, therefore) while maintaining formal third-person style.

Students will select a secondary text or media source and collect evidence showing examples of the stages of learning to use in an explanatory essay about how a learner grows from beginner to skilled creator through mentorship and practice.

Students will express inferences and conclusions about how two texts develop the same idea by using comparative connectors (similarly, however, whereas) and verbs of analysis (illustrates, emphasizes) in a formal third-person register.

Students will draft a thesis statement and outline the introduction paragraph and body paragraphs of their explanatory essays.

Students will formulate a clear academic thesis using generalization language (shows that, demonstrates how) and a cohesive multi-sentence structure to preview how their evidence will explain learner growth through mentorship and practice.

Students will draft body paragraphs that develop their thesis with text evidence and reasoning and will outline a conclusion paragraph that synthesizes key ideas without summarizing.

Students will draft analytical body and conclusion paragraphs with cohesion by using academic transitions (for example, as a result), sentence expansion, and clear links between evidence and ideas.

Students will draft a process document that explains the steps of learning or making a craft, including at least four sequential steps, two relevant visuals with captions, and cause–effect connectors that clarify why steps matter.

Students will explain a process clearly in writing by using sequential language and cause–effect connectors and by linking visuals to text with captions and precise references.

Students will introduce a topic, organize ideas, concepts, and information, and include formatting when useful to aiding comprehension. Students will develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Students will use appropriate transitions to clarify the relationships among ideas and concepts.

Students will revise explanatory writing using sequence language, cause-effect language, and domain vocabulary to clarify ideas for a reader.

Students will revise and strengthen explanatory essays and process documents through structured peer review, planning, editing, and rewriting using digital tools.

Students will engage in collaborative discussions by preparing with a draft and evidence, using that evidence in conversation, following discussion norms, building on others’ ideas, and using sequencing transitions and academic language to present ideas clearly.

Students will use technology to revise and publish writing, demonstrating appropriate formatting, editing, and keyboarding skills.

Students will adapt their explanatory essay and process document into a short oral presentation with relevant facts, clear sequencing, and descriptive details.

Students will present information using sequence language, domain vocabulary, and delivery choices that match the task, audience, and purpose.

Students will strengthen presentation skills by organizing key details, using visuals to clarify ideas, and adapting speech for an audience and task.

Students will use transition words, location words, and precise academic language to explain their ideas during presentation practice.

Students will strengthen phrasing, pacing, and pronunciation to support clear oral delivery.

Students will present explanatory essays and process documents during a Gallery of Learning activity, clearly sequencing ideas, highlighting key claims, and supporting claims with relevant evidence.

Students will engage in collaborative discussions by preparing with a draft and evidence, using that evidence in conversation, following discussion norms, building on others’ ideas, and using sequencing transitions and academic language to present ideas clearly.