ELA 6-8 Roll of Thunder Ch. 12

ELA 6-8 Roll of Thunder Ch. 12

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Text-Dependent Questions

  • Comprehension: List the events that happened to T.J. leading up to the mob of white men invading his house. Decide from the textual evidence if the white men had a right to treat T.J. as they did.
  • Significance: Explain Mr. Jamison’s meaning when he says: “Y’all decide to hold court out here tonight?” Analyze how Mr. Jamison’s point of view and his actions create suspense and tension, especially when compared against those of most of the white people in Roll of Thunder. Cite evidence from the text to support your answer.
  • Interpretive: Interpret the last line of the novel. Why does Cassie cry for T.J. if she doesn’t like him? Why does she cry for the land?
  • Analytic: Analyze Papa’s decision to go to where the white mob had collected in order to help his oldest son, who was hiding in the nearby woods. What about his decision to take his rifle? 

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

To ensure the support and engagement of ALL learners—not only the learners designated special education and ELL—differentiation is an excellent way to help scaffold everyone to achieve learning targets. Beyond differentiation, and thinking specifically of SPED and ELL learners, accommodations such as assistive technology or the use of a scribe can be employed. The various accommodations that can be made include  how material is presented, how learners respond, where the learners are asked to write, and/or timing/scheduling accommodations. One accommodation is to provide the learners with an audio version of the book. Also, extending reading experiences through during- and post-reading activities allow for a closer and slower exploration of the text.