1. Long-Term Learning Targets I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1) I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1) I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1) I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1) Supporting Learning Targets I can support my inferences with evidence from text. I can support my inferences with evidence from text. I can participate in discussions about the text with a partner, small group, and the whole class. I can participate in discussions about the text with a partner, small group, and the whole class. Module 1 – Unit 1 – Lesson 1

2. Directions: 1.In a moment you will examine several photographs. 2.At each photograph, pause and capture specific details that you notice. Example: Woman is crying 3.Next, list things that you wonder about for each picture. Example: I wonder why they are sad. 4.You will have ONE minute to look at each photograph. Gallery Walk – Making Inferences Materials Needed: Notice/Wonder Note Catcher (Graphic Organizer) Notice/Wonder Note Catcher (Graphic Organizer)

3. Photograph #1

4. Photograph #2

5. Photograph #3

6. Photograph #4

7. Photograph #5

8. Photograph #6

9. Photograph #7

10. Photograph #8

11. Photograph #9

12. Photograph #10

13. Photograph #11

14. Group Share Gallery Walk – Making Inferences Be prepared to share a “NOTICE” or “WONDER” you have made. As a group let’s try to identify the inferences you have made.

15. Directions: 1.Read your sentence strips silently and decide what they mean. 2.Quietly wander for 5 minutes, reading one another’s strips. Look for peers who have strips with different pieces of information from yours. 3.Gather together in groups of 3–4, so as a group you have 8–10 different pieces of information that might fit together to tell more of the story about what is happening in the pictures in the Gallery Walk “Mix and Mingle”– And thinking about details Materials Needed: Sentence Strips (Two each) Sentence Strips (Two each) “Panic Rises in Saigon but the Exits Are Few” “Panic Rises in Saigon but the Exits Are Few”

16. Directions: 4.Quickly select an area of the classroom in which to sit with the 3–4 other people you found who had additional information. 5.Take 5 minutes to arrange your strips in an order you think makes sense. (There is no right answer) “Mix and Mingle”– And thinking about details Think about how all these details might fit together. You should end up with a series of strips you can explain to someone else: Why did you put the strips in the order you did?Why did you put the strips in the order you did? Think about how all these details might fit together. You should end up with a series of strips you can explain to someone else: Why did you put the strips in the order you did?Why did you put the strips in the order you did?

17. “Mix and Mingle”– And thinking about details Based on the photographs and sentence strips, what can you infer that has happened? What specific evidence do you have to back up that particular inference? (use specific details from the sentence strips to support your answers)

18. Connecting Details and Inferences to Guiding Questions What is home? How do critical incidents reveal character? You will have 2 minutes to reread your quotes in your group and identify any that you can connect to the idea of home or showing or revealing character.

19. Closing and Assessment Use an Exit Ticket to write: 1.One inference you made today. 2.A questions that you hope to have answered in the coming weeks.