How do I explain relationships or interactions between two or more individuals, events, ideas or concepts in fiction and non-fiction text using

details from the text?

Anchor Text : Dangerous Crossing

by Stephen Krensky

Essential Question:

Activating prior knowledge

Over the next few weeks, we are going to focus on heroes and heroines in literature.• Who knows what a hero is?• This week we get to read about a great

hero, John Quincy Adams. Have you heard of him?

Key Vocabulary

• With your partner, choose 4 words from the list below and discuss the possible definitions.

• While reading the text we will encounter the vocabulary words in context. This will help to clarify their meaning.

• Representatives• Pressing• Shattered• Embark • Viewpoint

• Conduct• Cramped • Bracing• Surveyed• Distracted

Listening Comprehension Mother and Son

1. When John Quincy Adams saw the Patriots debating, how do you think this affected him? (Inferences)

Listening Comprehension Mother and Son 2. John Quincy wrote to his

mother about the agreement between France and America.

What effect did John Quincy expect this agreement to have on the war?

3. What effect did John Quincy Adam’s trip to France have on his mother?

Classroom Collaboration T13

Summarize what you learned about John Quincy and Abigail Adams from this selection.

Discuss with your partner. Be prepared to share with the whole class.

Focus

Set Purpose for Reading • Recording and analyzing causes and effects

will help you understand and explain the relationships between events in the text.

• It will help you understand how plot events and scenes fit together to provide the story’s structure.

Visualizing • When readers visualize, they use details in

the text to form vivid mental pictures of people, settings, and events.

• It can help you gain a better understanding of how events are related, especially when reading historical fiction.

EQ Answer Search

• As you read, look for times when the author uses signal words such as: • Because• As a result• Due to • Consequently • So

• What if there are NO signal words?? • Use other text evidence to infer connections between

events!

Graphic Organizer

Accountable Talk / Text Evidence

Remember to use Accountable Talk & Text Evidence skills during

our lesson today!

Think Through the Text

1. Based on the statement, “the blustering snow stung his cheeks like nettles,” what do you think nettles are?

2. Why does the author describe bad weather at the beginning of the selection?

1st Read P. 328

Think Through the Text

3. What do you learn about John Adams from his willingness to go on a sea voyage in mid-winter?

1st Read P. 329

A Closer Look

• Think about the supplies John Adams brought with him. Why do you think these particular items were chosen?

• Try to use some examples from the text!

Think Through the Text

4. How do the illustrations on these pages relate to events in the story? Support your answer with evidence.

1st Read P. 330

Think Through the Text

5. What does the phrase, “bowing to their enthusiasm,” mean?

What action on Captain Tucker’s part provides a context clue to help you understand the phrase as it’s used in the text? Support with evidence!

1st Read P. 332

Think Through the Text

6. How does the use of the diary quotation contribute to the story?

7. Based on the narrator’s description of Johnny’s thoughts, how did he feel about being in a possible battle? How do you know?

1st Read P. 333

Think Through the Text

8. Quote the text details that help you visualize Johnny’s experience with the storm.

9. What evidence does the author provide to support the idea that John Adams wasn’t extremely bothered by this event?

1st Read P. 334-335

Think Through the Text

10. How does the illustration contribute to the meaning of the story?

11. Why does the author include this episode instead of bringing the story to a close after the drama of the storm on page 335?

1st Read P. 336-337

Think Through the Text

12. What text evidence does the author provide to show how John Adams felt about finally reaching France?

1st Read P. 339

Classroom Conversation

1. What does John Adam’s behavior reveal about his character?

2. Why is John Adams willing to undertake a dangerous sea voyage to travel to France?

3. What new insights about the Revolutionary War did you gain from reading this story?

Summarizer

Provide 2 examples of how the author uses words and illustrations to help the reader visualize and make connections between events in the text.

Looking Even Closer…

“TOMORROW’S VICTORY IS TODAY’S PRACTICE.”

Modeling Cause/Effect

Let’s look at pg. 329.

• In this part of the story, the events that cause John Adams to go to France are explained.

• What leads to his trip?

• What do the colonists hope will be the result, or effect, of his visit to France?

Analyze the Text - Primary Sources

• Primary sources are first-hand accounts. • Examples include:

• Original photographs or documents • Quotations • Interviews

• Re-read the diary entry from John Adams on p. 331 and think about this question:

What is the author’s purpose for including a primary source in the story?

Pg. 331

Analyze the Text – Primary Sources

• By using quotations, the author makes his story of this historical event believable.

• Readers know that the story is based on research and facts.

Think about the importance of primary sources as you continue to read the selection.

Analyze the Text – Visual Elements

• Authors of historical fiction might include visual elements to help their readers envision characters, settings, and events.

• Some illustrations reinforce important ideas, while others communicate tone. The tone is a particular attitude toward the subject.

• Let’s look specifically at pg. 333. What kind of tone does this picture suggest about the sailors? What’s their attitude?

*With your partner discuss…

Now let’s focus on the illustrations on pg. 328-333.

How do these illustrations add feeling and meaning to the story? Think about the tone or the attitude of the subject.

Pg. 333

Analyze the Text – Visual Elements

• Suggest other visual elements that might enhance this story!

• As we continue to read the story, use the visual elements to help you understand what you are reading.

Analyze the Text – Cause/Effect

• Thinking about causes and effects while you read will help you understand how events relate to each other and provide a story’s structure!

• We are going to work together to complete the graphic organizer using the information from the text.

*With your partner discuss…

What caused Johnny to think the crack he heard was cannon fire?

What REALLY caused the crack?

Pg. 335

Analyze the Text – Cause/Effect

As we continue our reading, be on the lookout for other examples of cause-and-effect relationships!

Summarizer – Write about Reading Response

Think about the cause-and-effect relationships that you identified in the story.

Consider which elements have the greatest impact on the story’s action…• Character• Setting• Historical Context

Write a paragraph (at least 5 sentences) explaining which causes and effects show how those elements affect the story.

Remember to…

State the main idea of your paragraph clearly and use direct quotations and other specific details from the text to support your answer.

Homework

• Reread Dangerous Crossing on your own. Use the “Illustrate Historical Fiction” WS pg. 157-158.

• Respond to the prompts/questions by supporting your answers with evidence from the text.

Compare Texts!

Connect to the Topic

• The text, Revolution and Rights, is an essay that explains the events surrounding the American Revolution.

• Read the title, headings, and preview the illustrations.

Connect to the Topic

BrainPop!

Think through the Text

1. Why did Great Britain feel that it was fair to help pay for the war by taking American colonists?

2. What did the colonists mean when they said, “No taxation without representation”?

Pg. 345

Think through the Text

3. How was the First Continental Congress the first step in breaking away from Great Britain?

4. How did Anti-Federalists concerns about individual rights lead to changes to the Constitution?

Pg. 346-347

Think through the Text

5. What kinds of rights are protected by the first ten amendments to the Constitution? What are these amendments called?

6. Why do you think a national vote is needed to add amendments to the Constitution?

Pg. 348

Summarizer – Text to Text

With your partner, discuss these questions about Dangerous Crossing and Revolution and Rights. Then write down your answers independently. We will discuss these with the class.

How does the information about John Adams in “Revolution and Rights” add to your understanding of his character and political skills?

What do both selections help you understand about why the U.S. government and the Bill of Rights were created?

USE EVIDENCE FROM BOTH TEXTS!