The Glory Field Walter Dean Meyers Unit Title: Argument with Logic, Kindness, and Respect .

1. The Glory Field Walter Dean Meyers Unit Title: Argument with Logic, Kindness, and Respect.

2. Focus Standards

3. Learning Targets • ELAGSERI1: I can cite several pieces of explicit and inferred evidence from text. • ELAGSERI2: I can summarize two or more central ideas of a text. • ELAGSERI5 I can analyze the structure an author uses to organize a text.

4. Instructional Activities Monday, 2/s5/19 I-Ready Day Students are required to complete and pass 2 I-Ready Lessons per week. If it is not completed in class, students will be required to complete at home. Students must have both lessons completed by the end of the week(Friday) of each week. All Students are encourage to do their best. A minimum score of 80 is required with 100 being the maximum. Students are allowed to redo any lessons that they may have not mastered. Also, students are encourage to work on as many lessons as they can during the week to prepare them for the Georgia Milestones.

5. Instructional Activities Tuesday, 2/26/19 Georgia Milestone Prep Day *Students will take a Milestone Pre-Test with a partner to determine the answers. Will go over answers on Milestone Prep Day next week if time does not permit this day. (Students will use CLOSE Reading strategy to help answer questions.

6. Instructional Activities Wednesday, 2/27/19 (from Part I: July 1753)ObjectivePart I: July 1753 Meet Walter Dean Myers • Walter Dean Myers was born in 1937 and grew up mostly in the Harlem neighborhood of New York City. He moved there as a young child, after his mother’s death, to live with Herbert and Florence Dean, whom he calls his foster parents. The Harlem of Myer’s childhood was a close-knit community with a strong church presence, many artists, and an abundance of hard-working families. His foster mother taught him to read at the age of four, and soon he was reading the daily newspaper to her. "I sensed a connection between myself and the worlds I read about in book," said Myers. When he was ten- or eleven-years-old, he began to write fiction, filling up notebooks with his stories. Although Myers won several writing contests during high school, family members did not take his writing seriously because they did not consider writing to be a "real" job. • Myers’ teenage years, like those of the main characters in The Glory Field, contained an important turning point. He began to feel during high school that his career choices were defined not so much by his abilities as by his family’s finances and his race. He saw few opportunities for an African American male who was good at writing. As Myers faced this moment of compromise, he became angry. He left school to join the army, though years later he did complete college. • After the army, Myers worked at a series of jobs to keep a roof over his head. He married and had two children. He also committed himself to his writing career, writing every day and trying to get published. Myers got his big break in 1968 when his book Where Does the Day Go? won a contest for African American writers. • An encounter at a party was the next important turning point for the author. An editor who had enjoyed one of Myers’ short stories, but thought it was the opening of a novel, asked him how the story continued. Myers made it up right there at the party. That novel, Fast Sam, Cool Clyde, and Stuff (1975), was the first of many young adult novels that have made Myers so popular. Many of Myers’ books have won awards, including Somewhere in the Darkness (1992) and Now Is Your Time!: The African American Struggle for Freedom (1991). • Most of Myers’ novels deal with the lives of African Americans living in cities, and many are set in the Harlem the author knows so well. Myers has tried to show the variety of people and experiences in these communities. Many of his novels, such as The Glory Field, address the tough problems of life. According to the author, "[W]hat I want to do with my writing is to make a connection--reach out and touch the lives of my characters and share them with my reader." • Questions: • 1. Describe the neighborhood that Myers grew up in. • 2. What important turning point occurred during Myers’ teenage years? • 3. What is the subject of most of Myers’ novels? • 4. What does Myers try to accomplish through his writing?

7. Instructional Activities • Wednesday, 2/27/19 (from Part I: July 1753)ObjectivePart I: July 1753 • Lewis Family Tree • The Glory Field traces the history of the Lewis family from the time of slavery until the 1990’s. As you move through each generation, you will be keeping track of the relationships between family members by filling in a family tree diagram. Be prepared to be tested on this information at the end of the unit. •  Students will research and decide which family tree they would like to use for their assignment. • Section I: Section I PreviewSection I begins in 1753 when Muhammad Bilal is captured in Africa and transported to America on a slave ship, where he is then sold into slavery. Then the story shifts forward to 1864 where readers experience the Civil War and slavery through the eyes of Lizzy, a young girl who has grown up under the conditions of slavery. She unexpectedly must risk her life and escape from her bondage during an incident which threatens the lives of people she loves. She avoids capture by finding shelter in a Union Army camp and joins the fight for the freedom of others. 

8. Instructional Activities Thursday, 2/28/19 (from Part I: July 1753) Objective Part I: July 1753 Muhammad feels fear a number of different times in this chapter, and each time it manifests itself in a different way. The objective of this lesson will be to discuss each of these different manifestations and to determine the role that fear plays in these characters' daily lives. • Topic Introduction Activity - Write on the board in large letters the word "Fear". Have the students write down all the different kinds of fear they can think of. Allow some volunteers to read their work. Discuss this with the class. How many kinds of fear are there? How does fear affect us? How do our responses to fear shape our lives? Do you think it is important? Why? How do you think this exercise and discussion relates to the assigned reading? • Class Discussion - Read aloud with the class the part where Muhammad sees people dying around him while on the ship. Discuss this with the class. What is he afraid of? Why does he not feel this until after he is on the ship for a few days? What does he do when he feels this fear? Why does he keep thinking hopeful thoughts even though he feels this fear of losing his family permanently? What does this say about his character? Does this surprise you? Why?

9. Instructional Activities Friday, 3/1/19 (from Part I: July 1753) Objective Part I: July 1753 • Personal Narrative Exercise - Read aloud with the class the part where Muhammad realizes that he will never again see his family again in this life. Have the students write a personal narrative about what Muhammad is feeling at the moment of this realization. Make sure they cite examples from the text to substantiate their ideas. Allow some volunteers to read their work. • Small Group Activity - Have the students skim through the chapter to find all of the different things that frighten Muhammad in this section, e.g., getting captured, being alone, seeing people die, the boom-sticks, being mocked by the public, not having his family near him, losing his identity, etc. Write each of these items on the board as they are named. Split the class into groups, and assign each group one of the instances of fear mentioned on the board. Have the groups discuss and write about how Muhammad responded to this fear in their assigned situations. Allow the groups to present their information.

10. Student Work I-Ready Lessons/Quizzes Georgia Milestone Pre-Test Opinion Essay Prediction/Clue Discovery Personal Narrative

11. Weekly Vocabulary Focusing on Standards and Texts Contraband Plaintive Croon Promenade Divert Quarters Elegant Regiment Hurtle Salve Inlet Shift Ominous Silhouette Overseer Smokehouse Parasol Tussle Patrollers Yankees

12. Weekly Homework I-Ready Lessons The Glory Field Vocabulary and Discussion Questions Choice Board Vocabulary Packet

13. Assessment How will I know if students reach their target? Author Analysis Milestone Pre-Test Opinion Essay Personal Narrative Vocabulary Packet