Unit 1: Setting Out: Voice, Self & Agency

Students will determine and explain a central idea and connect it to their own experiences.

Students will Share and explain personal connections to ordinary moments by using opinion frames (I think . . . , I connect to . . .), descriptive language for experiences, and evidence-based explanation (This line shows . . .) to discuss what makes a story meaningful.

Students will practice using textual evidence to support and explain an idea.

Students will read an article about why Jason Reynolds writes stories and analyze how word choice reveals the author’s message and purpose.

Students will distinguish literal and figurative meanings of words and use academic verbs (reveals, suggests) and reflection frames (This matters because . . . ) to explain how word choice shapes meaning.

Students will practice distinguishing literal and figurative meanings of words in context.

Students will analyze how the vignette structure of Look Both Ways contributes to meaning and supports authentic storytelling.

Students will use prediction frames, comparison language, and nuanced vocabulary to explain how structure reveals character and belonging in Look Both Ways.

Students will analyze how text structure contributes to meaning and character development.

Students will summarize and then close read, identifying symbols and their meanings and connecting these symbols to theme.

Students will explain how symbols represent ideas and connect to theme using text evidence and interpretive language.

Students will practice combining kernel sentences about the text/topic under study to support building their understanding of more complex sentences (e.g., simplifying sentences, reducing repetition, etc.). 

Students will close read “Water Booger Bears” to study how point of view can reveal implicit details.

Students will infer character traits revealed through point of view by explaining cause-and-effect relationships and citing implicit details from the text using inference verbs (e.g., suggests, implies).

Students will analyze word parts and consult print and digital reference materials to determine pronunciation, clarify precise meaning, and identify part of speech.

Students will analyze cause-and-effect relationships in Look Both Ways, Vignette 2, examining key sentences and events to determine how they contribute to plot development, theme, character motivations, and empathy.

Students will use cause–and–effect connectors (because, leads to, results in) and evidence-based phrasing to explain how characters’ motivations, actions, and the narrator’s perspective shape understanding.

Students will practice fluent reading of dialogue, sequence events in cause-and-effect chains, and connect textual evidence to character understanding and plot progression.

Students will use the RACE writing strategy to analyze a moment from the text that reveals something about a character.

Students will explain an author’s craft choice by integrating text evidence and using analytical transitions (This suggests . . . , This reveals . . .).

Students will close read to identify relationships between characters and locate moments of empathy.

Students will cite evidence from the text to connect characters.

Students will study example sentences to explain how authors vary sentence patterns for meaning, reader interest, and style.

Students will compare characters from the stories in Look Both Ways, focusing on how characters express their voice.

Students will compare character voice and perspective using compare/contrast connectors and evidence-based comparison frames (Compared to . . .  , I can tell . . . because . . . ).

Students will practice reading fluently as a class and with a partner.

Students will evaluate which vignette in Look Both Ways best demonstrates the importance of belonging by citing text evidence, building on classmates’ interpretations, and analyzing how well discussion evidence supports different claims.

Students will defend an interpretation about belonging in Look Both Ways by using discussion stems, text evidence with location language (page/scene/quote), and clear follow-up questions during a Fishbowl Conversation.

Students will prepare for a Fishbowl Conversation by setting group norms.

Students will analyze how Jason Reynolds uses figurative language and sentence structure in “Call of Duty” to reveal characters’ identities, values, and relationships.

Students will interpret how a “power sentence” reveals character identity/values by using interpretive verbs (suggests, indicates), academic vocabulary for identity/values, and text evidence to explain their thinking orally and in a brief Quick Write.

Students will study words using morphology.

Students will study stages 1–4 of the Self-Regulated Strategy Development (SRSD) protocol to prepare for narrative writing.

Students will plan and explain a narrative paragraph using first-person voice by using precise descriptive language, first-person perspective markers, and justification frames (“I chose this because . . .”) to show how an ordinary moment reveals identity/voice.

Students will practice using commas, parentheses, and dashes to separate nonrestrictive information in sentences.

Students will compare the experience of reading a written story to listening to an audio story in order to analyze how each medium’s techniques develop the narrator’s or storyteller’s point of view.

Students will compare spoken and written storytelling by using comparison frames (Unlike . . . , Similarly . . .), language for pacing and tone (emphasis, prosody, pause, speed), and evidence from both audio and text to explain how each medium develops point of view.

Students will practice fluency in reading with a focus on emphasis and prosody when reading aloud.

Students will closely read a few sections of “Five Things Easier to Do Than Simeon’s and Kenzi’s Secret Handshake” from Look Both Ways in order to analyze how the author uses figurative language to develop ideas.

Students will interpret figurative language by identifying metaphors/similes, using academic verbs (represents, compares, suggests), and citing quoted evidence to explain how figurative language develops character, relationship, and setting.

Students will practice close-reading texts with an eye for figurative language to analyze how it helps reveal information and develop the story.

Students will analyze how dialogue helps reveal character traits, points of view, and relationships between characters throughout Vignette 6 of the anchor text, “Five Things Easier to Do Than Simeon’s and Kenzi’s Handshake.”

Students will explain how dialogue reveals relationships by identifying explicit and implicit meanings, using inference verbs (implies, suggests), and citing quoted evidence to justify their interpretation.

Students will read out loud while paying attention to prosody clues in order to examine explicit versus implicit meanings.

Students will closely read “Satchmo’s Master Plan” and explore the techniques the author uses to develop the main character’s point of view.

Students will explain how structure builds Satchmo’s perspective by using temporal sequencing (initially/later/finally), structural transitions, and evidence-based reasoning that cites specific text details.

Students will use morphological analysis to decode the meaning of new words.

Students will write original narrative scenes involving themselves and a favorite character from Look Both Ways, with a focus on point of view and character development.

Students will justify narrative point of view and character choices by using reasoning frames (“I chose . . . because . . .”), perspective language (“From my point of view . . .”), and narrative transitions to plan and draft an original scene that fits what they know about a Look Both Ways character.

Students will discuss moments of empathy in the anchor text and how they help readers see from different characters’ points of view.

Students will build and refine interpretations about empathy in Look Both Ways by using discussion stems (agree/add/clarify/challenge), referencing specific text evidence, and asking clarifying questions to deepen peers’ ideas.

Students will distinguish between closely related words and analyze how word choices shape meaning.

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 theme or central idea of a literary text, and explain how it is conveyed through particular details, and provide an objective summary of a literary text. Students will analyze how a particular sentence, scene, or section fits into the overall structure of a literary text and contributes to the development of theme.

Students will explain theme, summary, and structure using objective language, text details, and cause-effect phrases.

Students will reread closely to distinguish important details from less important details and track how ideas build across a literary passage.

Students will narrow a broad topic into a focused, researchable question connected to belonging, voice, or community.

Students will explain why a question is searchable and justify why a source seems relevant using precise topic words and reasoning words such as because, focuses on, and related to.

Students will evaluate whether a source is relevant and reliable for a research question and record information from that source using paraphrasing, quoting, and basic attribution.

Students will justify source choices and explain the difference between copied, paraphrased, and quoted information using source-based language, such as “according to,” “the author states,” and “in my own words.”

Students will explore how narrative techniques convey characters’ perspectives.

Students will explain how Cynthia’s perspective shapes description and emotion in “Ookabooka Land” by using interpretive verbs (indicates/reveals/suggests), academic emotion/perception vocabulary, and specific text evidence to justify their analysis of narrative techniques.

Students will study how words with multiple meanings add complexity to texts.

Students will analyze how dialogue reveals character relationships and contributes to the structure of a story.

Students will analyze how dialogue reveals relationships in “How a Boy Can Become a Grease Fire” by citing quoted evidence and using interpretation verbs (implies, shows, communicates) and academic relationship vocabulary to explain how word choice (slang vs. formal English) shapes what readers learn about characters.

Students will identify and analyze uses of unconventional English, recognizing when these uses are appropriate and when they may not be.

Students will explore how author Jason Reynolds uses figurative language and symbolism to convey emotions and build empathy.

Students will interpret figurative language and symbolism in “The Broom Dog” to explain how Jason Reynolds builds empathy through word choice, using precision vocabulary for metaphor/symbolism to convey meaning and citing text evidence in clear, evidence-based explanations.

Students will practice reading fluently with emphasis on how punctuation affects meaning.

Students will discuss narrative techniques that describe characters by adapting how they speak in a discussion by using formal English and academic vocabulary appropriate to the task and the audience.

Students will use discussion sentence frames and clarifying questions to share, challenge, and refine evidence-based ideas about how narrative techniques shape characters’ perspectives while citing specific text evidence (including a “juicy sentence” example) and revising thinking in response to peers.

Students will study a sentence to practice interpretation.

Students will analyze how a narrator’s perspective shapes a scene in Look Both Ways and rewrite that scene from a new point of view.

Students will use first-person voice markers, internal thoughts, dialogue, and temporal transitions to draft a perspective-change paragraph and explain how the new perspective changes meaning.

Students will analyze a poem by Audre Lord about adolescence, exploring how the symbolism, imagery, and other types of figurative language used help reveal the speaker’s thoughts and feelings and build empathy for her.

Students will interpret imagery and figurative language in “Hanging Fire” to express how the speaker’s identity and emotions are revealed, using academic vocabulary for identity/emotion and evidence-based interpretation (quote + explanation).

Students will explore how prosody clues and choices can help them build upon the meaning and power of a poem.

Students will reread select vignettes from the anchor text to analyze how the structure of each affects character development.

Students will evaluate how the structure of a vignette shapes reader experience and character understanding by using structural language (opening/shift/ending), academic connectors, and evidence-based explanation (text detail → effect on reader).

Students will explore the relationships between previous target words to reinforce their meanings.

Students will discuss how stories can build empathy and community using both the anchor text (fiction) and an excerpt from a nonfictional article about middle school.

Students will argue how specific craft choices (especially pacing) build empathy by stating a clear claim, citing text evidence from Look Both Ways, and using discussion stems to build on or challenge peers’ ideas.

Students will plan and begin writing original narrative stories based on characters from the anchor text.

Students will plan and draft a paced narrative about a Look Both Ways character by using narrative sequencing language (first/then/later), descriptive emotion language, and evidence-based details from the mentor texts (structure/pacing patterns + character voice), including purposeful choices about when to use nonstandard English to match character and audience.

Students will compare the author’s use of structure, pacing, and craft to build empathy in the anchor text and “Thank You, M’am” by Langston Hughes.

Students will evaluate how author’s craft builds empathy by using academic evaluation verbs (demonstrates, reinforces, suggests), comparative language (both, similarly, unlike, whereas), and evidence-based explanation (“the text shows . . . ,” “this matters because . . .”) when comparing “The Low Cuts Strike Again” and “Thank You, M’am.”

Students will analyze the morphology of the word kitchenette to determine its meaning and understand its significance in “Thank You, M’am.”

Students will discuss the importance of sharing stories within communities, why some stories are powerful or meaningful to an audience, and the connections to the author’s identity by watching and discussing a video interview with author Jason Reynolds.

Students will participate in an academic discussion explaining how Jason Reynolds’s identity shapes the meaning of his stories by using discussion stems, evidence-referencing phrases, and academic vocabulary.

Students will plan and draft a narrative that retells a story from Look Both Ways from a different character’s perspective.

Students will plan a narrative retelling from an adult character’s point of view using perspective-shifting language, narrative voice markers, and evidence-based reasoning to explain how the character’s perspective changes the meaning of the setting, characters, and events.

Students will write a 1–2 paragraph narrative that retells a scene from Look Both Ways from an adult character's point of view, using at least two narrative techniques (e.g., figurative language, pacing, sensory detail) to convey that character's distinct perspective.

Students will draft and evaluate a narrative retelling from an adult character’s point of view by using conditional language (if…, then…), evaluative vocabulary, and academic discussion frames to explain which narrative techniques (e.g., figurative language, pacing, dialogue, sensory detail) best convey meaning and match the author’s purpose.

Students will identify and share moments from Look Both Ways in which characters change their minds. Students will also discuss the importance of these moments in building empathy, community, and civic responsibility.

Students will explain how perspective-sharing builds community by citing one moment from Look Both Ways, using reflective language (This helped me realize…), and using discussion protocol stems to build, clarify, and revise ideas in a Reflect & Respond Dialogue.

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 analyze how a narrator’s or speaker’s point of view is conveyed in a literary passage, interpret figures of speech in context, and use relationships between particular words to better understand each of the words.

Students will explain point of view and word meaning using evidence, comparison language, and precise vocabulary.

Students will use context and word relationships to determine and confirm the meaning of words and phrases.

Students will begin drafting their personal narratives.

Students will produce a coherent personal narrative about one ordinary moment by using narrative sequencing language, descriptive language (including dialogue and figurative language), and evidence-based detail that shows identity or belonging.

Students will identify why the exemplar meets the scoring rubric.

Students will use narrative techniques to develop experiences, events, and characters, transitions to convey sequence and signal shifts from one time frame or setting to another, and precise words, relevant descriptive details, and sensory language to convey experiences and events.

Students will revise narrative writing using sequencing language, dialogue cues, and precise sensory detail.

Students will reread sentences closely to notice how specific words and sentence patterns shape clarity and pacing in narrative writing.

Students will introduce a narrator and situation clearly in a narrative draft, provide a conclusion that follows from narrated experiences in a narrative draft, and review to produce clearer and more coherent narrative writing by improving organization and flow.

Students will use narrative language, temporal words, and reflective phrases to revise openings, endings, and transitions in their drafts.

Students will review a peer’s personal narrative and receive feedback on their own narrative.

Students will give and apply constructive feedback by using evaluative language, citing specific evidence from a peer’s narrative, and naming a revision suggestion using rubric-aligned vocabulary (pacing, dialogue, description, reflection).

Students will apply the steps necessary to participate in a successful peer review.

Students will annotate and revise a section of their personal narratives.

Students will identify areas that would benefit from more vivid figurative language. They will refine a selected narrative excerpt by annotating for clarity, tone, and audience, then revising with more precise vocabulary, consistent narrative cohesion markers, and improved sentence fluency supported by evidence from their own draft.

Students will learn how to annotate a text in order to revise texts more effectively.

Students will present revised sections from their personal narratives.

Students will speak clearly with appropriate volume, inflection, and expression.

Students will present a revised narrative excerpt with clear pacing, emphasis, and expression, and will respond to peers using discourse markers and evidence-based reflection on narrative choices.

Students will express and respond to ideas about reading, writing, and sharing stories.

Students will reflect on how listening to classmates’ stories changed their understanding by using reflective frames and cause/effect connectors. Students will respond to peers’ ideas with clear evidence from Author’s Chair and/or Look Both Ways.