A. Engage the Learner (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 2, Lesson 10.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

• Repeated routine: Follow the same routine to focus students on the word pacing (the speed of movement; tempo) and to use a dictionary to define the word or the vocabulary strategies on the Close Readers Do These Things anchor chart. With students' support, record the meaning of pacing on the academic word wall. Invite students to record the word in their vocabulary logs.

MEETING STUDENTS' NEEDS

While reviewing the definition of pacing, invite students to demonstrate "speeding up" and "slowing down" using their bodies. Have students form a circle and start walking counter clockwise. Call out "speed up" and then "slow down" at varied intervals. This quick exercise will reinforce the concept of pacing while also help students to release any excess energy before sitting down to focus for the lesson.

In preparation for the mini lessons on pacing in Work Time A and B, display and review the questions that will be posed to the class so that students have a foundation for understanding the discussion that will follow and a reference point that they can access visually while exploring pacing in the model narrative.

A. Mini Lesson: Speed Up Pacing - W.8.3b (10 minutes)

• Review appropriate learning target relevant to the work to be completed in this section of the lesson:

"I can identify where to speed up and slow down pacing in my narrative to engage the reader."

• Display and invite students to retrieve their Model Narrative: "Peuchen," Character and Setting planner, and Storyboard graphic organizers. Tell students they have read this text multiple times now, and explain that this author sped up time at certain points in this story when nothing relevant to the plot was happening.

• Direct students to Think-Pair-Share:

"How many hours do you think are captured in the model narrative? Why?" (Approximately 3-4, because there was enough time to find the cave, settle down, fall asleep, face the monsters, then escape.)

"If the author wrote about every single thing that happened in that time, what impact would that have on the reader?" (Student responses will vary, but may include it would be boring because a lot of unimportant things probably happened.)

• Remind students that in movies we can often watch days or even weeks in the space of a couple of hours and the way the director does this is to skip the unimportant things and focus on the important things. The same applies in novels.

• Think-Pair-Share:

"How can you ensure in your narrative that you focus on the important events?" (Student responses will vary, but may include focusing on the events outlined on the Storyboard graphic organizer and skipping over the small things that happen between.)

• Invite pairs to whisper-read the model narrative together and determine places in the text where the author sped up time and how it was done.

• Distribute purple colored pencils and invite students to annotate where and how the author sped up, and/or jumped forward in time.

• Circulate as students work. Identify and clarify misunderstandings and select students who have correctly identified places in the narrative to share with the whole group after students have finished working.

• After 5 minutes, refocus the whole group.

• Invite selected students to come up and use the displayed narrative to underline places where the author sped up time. See the Model Narrative: Pacing (example for teacher reference).

• Think-Pair-Share:

"Where do you notice that the author sped up time and what words cue this?" (The author uses transitional and temporal words or phrases to jump ahead a period of time or to simply quickly summarize a section of text. For example: "Thirty minutes later, everyone was sound asleep" [paragraph 3].)

B. Mini Lesson: Slow Down Pacing - W.8.3b (10 minutes)

• Tell students that when looking for where the author has slowed down time, they are looking for where the reader spends a long time in a specific moment, which may be only a few seconds in real time but seems longer because the author spends a lot of time describing it.

• Invite pairs to whisper-read the model narrative together and determine places in the text where the author slowed down time and how it was done.

• Distribute green colored pencils, and invite students to annotate where and how the author slowed down time.

• Circulate as students work. Identify and clarify misunderstandings and select students who have correctly identified places in the narrative to share with the whole group after students have finished working.

• After 5 minutes, refocus the whole group.

• Invite selected students to come up and underline places in the displayed narrative where the author slowed time. See the Model Narrative: Pacing (example for teacher reference).

• Using equity sticks, invite responses from the group:

"Looking across the parts you have underlined in green, what do you notice about what the author did to slow down time?" (The author described interesting/exciting moments and action in great detail and used dialogue to show the character response. In particular, this is done in paragraphs 5-14, the rising action, climax, and resolution where the peuchens appear and fight, and the girls escape.)

• If productive, cue students with a challenge:

"Can you figure out why the author slowed down time in these places _____? I'll give you time to think and discuss with a partner." (Because they are big moments, interesting/exciting points in the story that really engage the readers' attention and draw them into the action. It also builds anticipation. For example, when the figure calls Odilia out of the cave it probably only took a few minutes, but it in the narrative it seems to take much longer because of the detailed descriptions of how she looked and spoke and because the things she and Odilia said are both written in dialogue.)

C. Practice: Speed Up and Slow Down Pacing - W.8.3b (10 minutes)

• Invite students to look over their Storyboard graphic organizer and to consider portions in which they want to speed up time because nothing important is happening. Invite students to mark these sections with an x. Invite students to identify at least two significant parts of their narrative in which they want to slow down time because something big and important is happening. Invite students to mark those rows with a star so they know to spend some time focusing there when they write their narratives in the end of unit assessment in the next lesson. If time, invite students to add detail to this section of their graphic organizer.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

D. Introduce Transition Words - W.8.3c (5 minutes)

• Remind students of the question they responded to on Entrance Ticket: Unit 2, Lesson 10 as they entered the classroom. Refer to Entrance Ticket: Unit 2, Lesson 10 (answers for teacher reference) as needed.

• Invite students to Turn and Talk about their chosen response and any difficulties they had narrowing down the answer. Confirm the correct answer, and explain while using the descriptions in parentheses above.

• Remind students that one of the ways the author of the model narrative sped up time was to use transitional words and phrases. Distribute the Transition Words handout to each student. Focus students on the word transition. With students' support, record the meanings of transition on the academic word wall, with translations in students' home languages. Write synonyms or sketch a visual above each key term to scaffold students' understanding. Invite students to record this word in their vocabulary logs.

• Ask students to Think-Pair-Share:

"Explain to your partner where you can see adding transition words and phrases when you are writing."

"How do you think this will help you speed up or slow down the pacing in your narrative?" (Student answers will vary based off of their individual plans.)

• Encourage students to use this tool when writing their narrative to sequence the events in the story, to skip time, and to ensure that their story flows seamlessly from one event to the next in a clear and organized fashion.

A. Reflect on Learning Targets (5 minutes)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets

• Incorporate reflection on and awareness of the following academic mindsets: "I can succeed at this," and "My ability and competence grow with my effort."

• Ask students to Turn and Talk about the following sequence of questions:

"What helped you to be successful at that task? How much effort did you put in on this task? How did your effort affect your learning?" (Possible responses: I was successful at that task because I focused and worked hard. I also worked and talked with my peers, which grew my learning.)

MEETING STUDENTS' NEEDS

Give students time to plot which transition words they will use in their narrative writing, and invite them to share with a partner or small group for feedback and suggestions for improvement.

Before distributing the Transition words handout, generate a list of known transition words in small groups or as a whole class to pull from students' previous knowledge, which will build confidence and help students to draw connections between different tasks. Ask students to categorize transition words using a list of predetermined types (e.g., cause and effect, sequence, contrast). Create a practice handout that has sentences with blanks for transition words. Provide a word bank with several options and have students match the appropriate transition word to the sentence. Invite students to create an anchor chart for display in the classroom based on their work for reinforcement.