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Flush Entire Unit

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Grade 6: Module 3B: Unit 2:

Overview
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GRADE 6: MODULE 3B: UNIT 2: OVERVIEW
Reading Closely and Writing to Learn:
Point of View and
Perspective

Unit 2: Narrator’s Point of View and Evidence of Author’s Perspective in Flush

In this unit, students are involved in a study of how an author develops

perspective is evident in Flush. Through the close reading of these
point of view and how an author’s perspective, based on his or her
texts, students will learn multiple strategies for acquiring and using
geographic location, is evident in his or her writing. Students will begin
academic vocabulary. At the end of the unit, having read most of the
reading Carl Hiaasen’s Flush (870L), a high-interest novel about a boy
novel, students will analyze an excerpt of text for evidence of Carl
whose father has been arrested for sinking a casino boat that was
Hiaasen’s perspective.
polluting the ocean by pumping sewage into it. As they read the novel,
students will also read excerpts of interviews with Carl Hiaasen in order
to determine how his geographic location has shaped his perspective,
and how his

Guiding Questions and Big Ideas

• How does an author develop the narrator’s point of view?

• How does an author develop the plot of a novel?
• The geographic location of an author affects his or her perspective and can be evident in the work he or she produces.

Mid-Unit 2 Assessment Analyzing Point of View and Plot Development in Flush

This assessment centers on NYSP12 ELA CCLS RL.6.4, RL.6.5, RL.6.6, and L.6.4a. For this assessment,
students read a new excerpt of Flush and use a graphic organizer to analyze how the author develops the
narrator’s point of view. They also answer selected response questions about word and phrase meaning, and
how a sentence/paragraph fits into the overall structure of the text in the excerpt.

End of Unit 2 Assessment Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating Plot
This assessment centers on NYSP12 ELA CCLS RL.6.6a, W.6.11, W.6.11a, W.6.11b, and W.6.11c. Students
read an excerpt from Flush and fill out a graphic organizer to analyze the evidence of Carl Hiaasen’s
perspective of Florida in the excerpt, and then use their thinking to write an on-demand response to the
questions: “How has being born and raised in Florida affected Carl Hiaasen’s perspective of the place and
where is the evidence of this perspective in the excerpt you have read today of the novel Flush? How does
the evidence you have selected show evidence of his perspective?” Students also sketch and label or write
Created by Expeditionary Learning, on behalf of Public Consulting
Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2: OVERVIEW
Reading Closely and Writing to Learn:
Point of View and
Perspective
about a scene from Flush, explaining how it shows evidence of Carl Hiaasen’s perspective.

Created by Expeditionary Learning, on behalf of Public Consulting

Content Connections

This module is designed to address English Language Arts standards as students read a novel set in the present day about a man polluting the
ocean with sewage from a casino boat in Florida and how local people try to stop him. However, the module intentionally incorporates Social
Studies practices and themes to support potential interdisciplinary connections to this compelling content. These intentional connections are
described below.

Big ideas and guiding questions are informed by the New York State Common Core K–8 Social Studies

Framework: Unifying Themes (pages 6–7)

• Theme 3: Time, Continuity, and Change: History as a formal study that applies research methods. Reading, reconstructing, and interpreting
events; analyzing causes
and consequences of events and developments; considering competing interpretations of events.
• Theme 4: Geography, Humans, and the Environment: Relationship between human populations and the physical world (people, places, and
environments), impact of human activities on the environment, and interactions between regions, locations, places, people, and environments.

Social Studies Practices: Gathering, Using, and Interpreting Evidence, Grades 5–8
• Descriptor 2: Identify, describe, and evaluate evidence of events from diverse sources (including written documents, works of art,
photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources)
• Descriptor 3: Analyze evidence in terms of content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and
audience in presenting arguments or evidence

Central Text

1. Carl Hiaasen, Flush (New York: Yearling Publishing, 2010), ISBN: 978-0-3758-6125-3.

Created by Expeditionary Learning, on behalf of Public Consulting

This unit is approximately 2.5 weeks or 12 sessions of instruction.

Ongoing Anchor Charts

Lesson Lesson Title Long-Term Learning Targets Supporting Targets
Assessment & Protocols

Lesson 1 Learning from the • I can analyze how an author • I can make an ethical connection • Point of View anchor • Point of View anchor
Narrator’s Point of View: develops a narrator or speaker’s between World without Fish and chart: Chapter 1 chart: Chapter 1
point of view. (RL.6.6) Flush. • Triad Talk
Introducing Flush
• I can make ethical • I can identify Noah’s point of view Expectations anchor
connections between World of his father’s situation using text chart
without Fish and Flush. evidence from the novel.
(RL.6.11) • I can explain how Carl Hiaasen
develops the point of view of
Noah.
• I can follow Triad Talk
expectations when I
participate in a discussion.

Lesson 2 Analyzing Point of View and • I can determine the meaning of • I can find the gist of pages 7–9 of • Structured notes: • Back-to-Back, Face-to-
literal, connotative, and Flush. Chapter 1 (from Face protocol
Figurative Language:
figurative language (metaphors • I can analyze how Carl Hiaasen homework) • Flush Plot
Noah’s Point of View of the
and similes) in literary text. conveys Noah’s point of view of • Gist annotated on Development anchor
Coral Queen and Dusty
(RL.6.4) the Coral Queen and Dusty sticky notes chart
Muleman Muleman.
• I can analyze how an author’s • Noah’s Point of View
word choice affects tone and • I can determine the meaning of graphic organizer:
meaning in a literary text. connotative and figurative pages 7– 9
(RL.6.4) language and analyze how the
• I can analyze how a particular author’s choice of words affects
sentence, stanza, scene, or tone and meaning.
chapter fits in and contributes to I can explain how Chapter 1
the development of a literary contributes to plot development.
text. (RL.6.5)
• I can analyze how an author
develops a narrator or speaker’s
point of view. (RL.6.6)

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2:
OVERVIEW
Calendared Curriculum
• I can use context (e.g., the
overall meaning of a sentence or
paragraph, a word’s position or
function in a sentence) to
determine the meaning of a word
or phrase. (L.6.4a)

Created by Expeditionary Learning, on behalf of Public Consulting

Ongoing Anchor Charts

Lesson Lesson Title Long-Term Learning Targets Supporting Targets
Assessment & Protocols

Lesson 3 Analyzing Point of View • I can determine the meaning of • I can analyze how Carl Hiaasen • Structured notes: • Flush Plot
and Figurative literal, connotative, and develops Noah’s point of view of Chapters 2 and 3 (from Development anchor
Language: Noah’s Point figurative language (metaphors Lice Peeking. homework) chart
of View of Lice Peeking and similes) in literary text. • I can determine the meaning of • Noah’s Point of View • Plot Development:
(RL.6.4) connotative and figurative graphic organizer: The Rising Action
• I can analyze how an author’s language and analyze how the pages 17–19 in Flush anchor
word choice affects tone and author’s choice of words affects chart
meaning in a literary text. tone and meaning.
(RL.6.4) • I can analyze how Chapters 2
• I can analyze how a particular and 3 contribute to plot
sentence, stanza, scene, or development.
chapter fits in and contributes to
the development of a literary
text. (RL.6.5)
• I can analyze how an author
develops a narrator or speaker’s
point of view. (RL.6.6)
• I can use context (e.g., the
overall meaning of a sentence or
paragraph, a word’s position or
function in a sentence) to
determine the meaning of a word
or phrase. (L.6.4a)

Created by Expeditionary Learning, on behalf of Public Consulting

Ongoing Anchor Charts

Lesson Lesson Title Long-Term Learning Targets Supporting Targets
Assessment & Protocols

Lesson 4 Analyzing Point of View • I can determine the meaning of • I can determine the meaning of • Structured notes: • Plot Development:
and Figurative literal, connotative, and connotative and figurative Chapters 4 and 5 (from The Rising Action
figurative language (metaphors language and analyze how an homework) in Flush anchor
Language: Noah’s Point
and similes) in literary text. author’s choice of words affects • Noah’s Point of View chart
of View of Florida
(RL.6.4) tone and meaning. graphic organizer: • Flush Plot
• I can analyze how an author’s • I can analyze how Carl Hiaasen pages 27–29 Development anchor
word choice affects tone and develops Noah’s point of view of • Exit Ticket: Chapters 4 chart
meaning in a literary text. the area he lives in. and 5 plot development
(RL.6.4) • I can analyze how Chapters 4
• I can analyze how a particular and 5 contribute to plot
sentence, stanza, scene, or development.
chapter fits in and contributes to
the development of a literary
text. (RL.6.5)
• I can analyze how an author
develops a narrator or speaker’s
point of view. (RL.6.6)
• I can use context (e.g., the
overall meaning of a sentence or
paragraph, a word’s position or
function in a sentence) to
determine the meaning of a word
or phrase. (L.6.4a)

Created by Expeditionary Learning, on behalf of Public Consulting

Ongoing Anchor Charts

Lesson Lesson Title Long-Term Learning Targets Supporting Targets
Assessment & Protocols

Lesson 5 Mid-Unit Assessment: • I can determine the meaning of • I can determine the meaning of • Structured notes: • Plot Development:
Analyzing Point of View and literal, connotative, and words and phrases in the text. Chapters 6 and 7 (from The Rising Action
figurative language (metaphors • I can analyze how the word homework) in Flush anchor
Plot Development in Flush
and similes) in literary text. choice affects tone and • Mid-Unit 2 chart
(RL.6.4) meaning. Assessment: Point of • Flush Plot
• I can analyze how an author’s • I can analyze how Hiaasen View, Figurative Development anchor
word choice affects tone and develops Noah’s point of view. Language, and Plot chart
meaning in a literary text. Development in
• I can explain how a chapter
(RL.6.4) Flush
contributes to plot development.
• I can analyze how a particular • Flush Plot
sentence, stanza, scene, or Development anchor
chapter fits in and contributes to chart
the development of a literary
text. (RL.6.5)
• I can analyze how an author
develops a narrator or speaker’s
point of view. (RL.6.6)
• I can use context (e.g., the
overall meaning of a sentence or
paragraph, a word’s position or
function in a sentence) to
determine the meaning of a word
or phrase. (L.6.4a)

Lesson 6 Carl Hiaasen’s • I can explain how an author’s • I can find the gist of an excerpt of • Structured notes: • Flush Plot
Perspective of Florida: geographic location or culture “Five Creative Tips from Carl Chapter 8 (from Development anchor
affects his or her perspective. Hiaasen.” homework) chart
Part 1
(RL.6.6a) • I can use evidence from the • Gathering Evidence of
text to answer text- Hiaasen’s Perspective:
dependent questions. Part 1 graphic
• I can infer Carl Hiaasen’s organizer
perspective of Florida.

Created by Expeditionary Learning, on behalf of Public Consulting

Ongoing Anchor Charts

Lesson Lesson Title Long-Term Learning Targets Supporting Targets
Assessment & Protocols

Lesson 7 Carl Hiaasen’s • I can explain how an author’s • I can find the gist of “Florida ‘A • Structured notes: • Concentric Circles
geographic location or culture Paradise of Scandals’” Excerpt 1. Chapters 9 and 10 protocol
Perspective of Florida:
affects his or her perspective. • I can use evidence from the (from homework)
Part 2
(RL.6.6a) text to answer text- • Gathering Evidence of
dependent questions. Hiaasen’s Perspective:
• I can infer Carl Hiaasen’s Part 2 graphic
perspective of Florida. organizer

Lesson 8 Carl Hiaasen’s • I can explain how an author’s • I can find the gist of “Florida ‘A • Structured notes: • Flush Plot
Perspective of Florida: geographic location or culture Paradise of Scandals’” Excerpt 2. Chapters 11 and 12 Development anchor
affects his or her perspective. • I can use evidence from the (from homework) chart
Part 3
(RL.6.6a) text to answer text- • Gathering Evidence of
dependent questions. Hiaasen’s Perspective:
• I can infer Carl Hiaasen’s Part 3 graphic
perspective of Florida. organizer

Lesson 9 Finding Evidence of Carl • I can explain how an author’s • I can identify evidence of Carl • Structured notes: • Flush Plot
Hiaasen’s Perspective in geographic location or culture Hiaasen’s perspective in Flush. Chapters 13 and 14 Development anchor
affects his or her perspective. (from homework) chart
Flush
(RL.6.6a) • Finding Evidence of
Carl Hiaasen’s
Perspective in Flush
graphic organizer

Lesson 10 Illustrating Carl Hiaasen’s • I can create and present a text • I can illustrate a scene from • Structured notes: • Concentric Circles
or artwork in response to a Flush that shows evidence of Chapters 15 and 16 protocol
Perspective of Florida in
literary work. (W.6.11) Carl Hiaasen’s perspective of (from homework) • Flush Plot
Flush
• I can develop a perspective or Florida. • Illustrating a Development anchor
theme supported by relevant Scene Showing chart
details. (W.6.11a) Perspective
• I can recognize and illustrate
social, historical, and cultural
features in the presentation of

Created by Expeditionary Learning, on behalf of Public Consulting

Ongoing Anchor Charts

Lesson Lesson Title Long-Term Learning Targets Supporting Targets
Assessment & Protocols

Lesson 11 End of Unit 2 Assessment: • I can explain how an author’s • I can identify evidence of Carl • Structured notes: • Flush Plot
Finding Evidence of Carl geographic location or culture Hiaasen’s perspective in Flush. Chapter 17 (from Development anchor
affects his or her perspective. • I can illustrate a scene from homework) chart
Hiaasen’s Perspective in
(RL.6.6a) Flush that shows evidence of • End of Unit 2 Assessment
Flush and Illustrating
• I can create and present a text Carl Hiaasen’s perspective of
Perspective
or artwork in response to a Florida.
literary work. (W.6.11)
• I can develop a perspective or
theme supported by relevant
details. (W.6.11a)
• I can recognize and illustrate
social, historical, and cultural
features in the presentation of
literary texts. (W.6.11b)

Lesson 12 Analyzing Plot • I can analyze how a particular • I can explain how Chapters • Structured notes: end • Flush Plot
sentence, stanza, scene, or 18–21 contribute to plot of Development anchor
Development Across
chapter fits in and contributes to development. Flush (from homework) chart
Flush
the development of a literary • I can explain how Carl Hiaasen • Reader’s Review of
text. (RL.6.5) Flush
develops the plot across the novel.
• I can write a Reader’s Review
of the novel Flush.

Optional: Experts, Fieldwork, and Service

Experts:
• Invite local authors to talk with students about how their geographic location has affected their perspective and how that is evident in their
work.
• Invite a scientist to speak with students about the causes and effects of water pollution.
Optional: Extensions

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2:
OVERVIEW

Preparation and Materials

This unit includes a number of routines.

In Lessons 1–11, students read chapters of the book Flush for homework. Once the routine is fully implemented (starting in Lesson 1), students
will answer a focus question using evidence from the text each night.

Independent Reading

This module introduces a more robust independent reading structure. However, it makes sense to wait until after students have completed Flush
to launch this— specifically, after the End of Unit 2 Assessment. See two separate stand-alone documents on EngageNY.org: The Importance of
Increasing the Volume of Reading and Launching Independent Reading in Grades 6–8: Sample Plan, which together provide the rationale and
practical guidance for a robust independent reading program. Once students have all learned how to select books and complete the reading log, it
takes less class time. After the launch period, the independent reading routine takes about 1⁄2 class period per week, with an additional day near
the end of a unit or module for students to review and share their books. You may wish to review the independent reading materials now to give
yourself time to gather texts and to make a launch plan that meets your students’ needs.
After launching independent reading, resume the second half of the unit, where independent reading is used
regularly in homework and during independent reading reviews in the openings of lessons.

1. Reading Calendar

• Students read chapters of the novel Flush for homework for Lessons 1–11. Each night, they answer a focus question about point of view (in
the first half of the unit) or about plot development (in the second half of the unit).
• Consider providing a reading calendar to help students, teachers, and families understand what is due and when. See Reading Calendar, below.
• Flush is a high-interest novel about a boy whose father has been arrested for sinking a casino boat that was polluting the ocean by pumping
sewage into. It has been has been chosen for this unit because there is clear evidence of the author’s perspective as a result of his geographic
location, and because it links to the module topic of human impact on life in the oceans. It is not a complex text, so students are required to
read two chapters of the novel each night for homework. Depending on your students, you may need to allow additional time in lessons for
students to catch-up on reading the novel if they have been unable to do so at home. Students must finish the novel by the end of unit.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2:
OVERVIEW

2. Structured Notes

Structured notes record students’ thinking about a focus question specific to what they have been asked to read. Structured notes are organized
by chapter and require students to read the excerpt, answer the focus question for the excerpt, and record evidence from the excerpt to support
their answers to the questions.

Created by Expeditionary Learning, on behalf of Public Consulting

The calendar below shows what is due on each day.

You may modify this document to include dates instead of lessons.

Due Read the Focus

at chapter/page Question
Lesso s
n below:
Read Chapter 1 of Flush. As you read, mark the text with at least three evidence
flags to help you answer this focus question in your structured notes:

2 Chapter 1
“What is Noah’s point of view of his father’s crime?”

Remember to record any new vocabulary on your word-catcher.

Read Chapters 2 and 3 of Flush. As you read Chapter 2, mark the text with
at least three evidence flags to help you answer this focus question in your
structured notes:
3
Chapters 2 and
3
“What is Noah’s point of view of Jasper? How do you know?”

Remember to record any new vocabulary on your word-catcher.

Read Chapters 4 and 5 of Flush. As you read, mark the text with at least three
evidence flags to help you answer this focus question in your structured notes:

4
Chapters 4 and
“What does Noah think about Miles Umlatt? How do
5

you know?” Remember to record any new vocabulary on

your word catcher.

Read Chapters 6 and 7. As you read, mark the text with at least three
evidence flags to help you answer this focus question in your structured
notes:
5
Chapters 6 and
7
“What does Shelly think of Lice in Chapter 6? How do you know?”

Remember to record any new vocabulary on your word-catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2:
OVERVIEW
Reading Calendar
Read the rest of Chapter 8. As you read, mark the text with at least three
evidence flags to help you answer this focus question in your structured notes:

6 Chapter 8 “What happens in this chapter and how do those events contribute to the plot
development?”

Remember to record new vocabulary words on your word-catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2:
OVERVIEW
Reading Calendar

Read Chapters 9 and 10 of Flush. As you read, mark the text with at least three
evidence flags to help you answer this focus question in your structured notes:

“What happens in these chapters and how do those events contribute to the
plot development?”
7 Chapter 9 and
10
Remember to record any new vocabulary on your word-catcher.
Read Chapters 11 and 12 of Flush. As you read, mark the text with at least
three evidence flags to help you answer this focus question in your structured
notes:
Chapters 11
8 and
“What happens in these chapters and how do those events contribute to the
12 plot development?”

Remember to record any new vocabulary on your word-catcher.

Read Chapters 13 and 14 of Flush. As you read, mark the text with at least
three evidence flags to help you answer this focus question in your structured
notes:
Chapters 13
9 and
“What happens in these chapters and how do those events contribute to the
14
plot development?”

Remember to record any new vocabulary on your word-catcher.

Read Chapters 15 and 16 of Flush. As you read, mark the text with at least
three evidence flags to help you answer this focus question in your structured
notes:
Chapter 15 and

10 16
“What happens in these chapters and how do those events contribute to the
plot development?”

Remember to record any new vocabulary on your word-catcher.

Read Chapter 17 of Flush. As you read, mark the text with at least three
evidence flags to help you answer this focus question in your structured notes:

11 Chapter 17
“What happens in this chapter and how do those events contribute to the plot
development?”

Remember to record any new vocabulary on your word-catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2:
OVERVIEW
Reading Calendar

Read to the end of Flush. As you read, mark the text with at least three evidence
flags to help you answer this focus question in your structured notes:

1 Chapters 18– “What is the resolution?”

2 21

Remember to record any new vocabulary on your word-catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
GRADE 6: MODULE 3B: UNIT 2:
OVERVIEW

Chapter Homework Focus Question Answer with Evidence from the

Text (include page number)

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license
NYS Common Core ELA Curriculum • G6:M3B:U2: Overview • February
Grade 6: Module 3B: Unit 2: Lesson 1
Learning from the Narrator’s Point of
View: Introducing Flush
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.
GRADE 6: MODULE 3B: UNIT 2: LESSON
1
Learning from the Narrator’s Point of

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can analyze how an author develops a narrator or speaker’s point of
view. (RL.6.6) I can make ethical connections between World without
Fish and Flush. (RL.6.11)
Supporting Learning Targets Ongoing Assessment
• I can make an ethical connection between World without Fish and Flush. • Point of View anchor chart: Chapter 1
• I can identify Noah’s point of view of his father’s situation using text evidence from the
novel.
• I can explain how Carl Hiaasen develops the point of view of Noah.
• I can follow Triad Talk expectations when I participate in a discussion.

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Agenda Teaching Notes

1. Opening • This lesson introduces students to the primary focus of this unit: point of view (RL.6.6).
A. Engaging the Reader: Introducing the Students begin to identify the narrator Noah’s point of view in Flush and analyze the
Novel (10 minutes) techniques that Carl Hiaasen uses to develop it.

B. Unpacking Learning Targets (3 minutes) • At the beginning of the lesson, students work in triads to guess the title of the book from
visual and sound clues. Prepare pictures of a flushing toilet and a flushed face (can be
2. Work Time
found via internet searches) to display for students.
A. First Read: Chapter 1 (15 minutes)
• In this lesson, students are introduced to the novel by reading pages 1–3. They also
B. Identifying Noah’s Point of View: revisit the concept of point of view, but this time the point of view of the narrator in a
Chapter 1 (10 minutes) literary text, rather than the author of an informational text as in Unit 1. Together, the
C. Determining Author’s Techniques for class completes an anchor chart as they analyze point of view in the first three pages of
Developing Point of View (5 minutes) the novel. The anchor chart prepares students for the graphic organizer they will use in
later lessons to independently analyze point of view. This lesson focuses on the character
3. Closing and Assessment
Noah and his point of view about his father’s situation.
A. Previewing Homework (2 minutes)
• Help students distinguish between the basic meaning of “point of view” (e.g.,
4. Homework
“perspective”) and the literary terms used to describe the point of view of a character
A. Read Chapter 1 of Flush. As you read, mark (e.g., “first-person,” “third-person”). These literary terms are addressed in a fourth-
the text with evidence flags to help you grade standard (RL.4.6), but may need to be reviewed with students. The basic
answer the focus question in your meaning of point of view will be more heavily emphasized throughout this module.
structured notes.
• The homework routine in this unit is similar to that in Unit 1. At the end of the lesson,
students are given a structured notes handout on which to record their homework. Post
or display the homework focus question at the conclusion of the lesson and instruct
students to copy it down. You may prefer to have students copy the question and
handout information into a journal rather than use the structured notes. In either case,
establishing a routine will be important, as this homework structure will be repeated
throughout the unit. The homework focus question is also on the reading calendar.
Consider giving each student one baggie with evidence flags, rather than distributing
new flags each day.
• In advance:
– Group students into triads who will work together to read, think, talk, and write about
Flush and other texts. Be intentional in placing students in groups that are different
Created by Expeditionary Learning, on behalf of Public Consulting
Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L1• February
GRADE 6: MODULE 3B: UNIT 2: LESSON
1
Learning from the Narrator’s Point of
from their previous triads.
– Review pages 1–3 of Flush. Identify Noah’s point of view of his father and the
evidence from those pages that supports your claims.

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Agenda Teaching Notes (continued)

– Prepare the Point of View anchor chart (see supporting materials). Note that part of
the chart will be co-created with students in this lesson and part of it will be co-
created with students in Lesson 2.
– Search the Internet to find an audio of the sound of toilet flushing.
– Locate the Triad Talk expectations anchor chart created in Module 1.
• Post: Learning targets.

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Lesson Vocabulary Materials

flush, point of view, evidence, • Triad Talk Expectations anchor chart (from Module 1, Unit 1, Lesson 2)
first person, third person,
omniscient, technique, synopsis, • Lined paper (one sheet per triad)
pitiful, smuggling, bail (1) • Image of a flushing toilet (one for display; see Teaching Notes)
• Image of a flushed face (one for display; see Teaching Notes)
• Sound of a flushing toilet (audio; to play for the whole group)
• Flush by Carl Hiaasen (book; one per student)
• Questions to Introduce Flush (one for display)
• Questions to Introduce Flush (answers, for teacher reference)
• Equity sticks
• Flush word-catcher (one per student)
• Dictionary (at least one per triad)
• Point of View anchor chart (new; co-created with students during Work Time B; see supporting materials)
• Point of View anchor chart (answers, for teacher reference)
• Thought, Word, Action symbols (one for display)
• Blue markers/pencils (one per student and one for teacher use)
• Structured notes (one per student and one for display)
• Evidence flags (at least three per student)

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Opening Meeting Students’ Needs

A. Engaging the Reader: Introducing the Novel (10 minutes) • Heterogeneous groups
• Post the list of new triads and invite students to get into their groups. Tell them that they will work with support students in
these students for the duration of this unit. discussing and answering
• Review the Triad Talk Expectations anchor chart (from Module 1, Unit 1, Lesson 2). questions about texts.

• Tell students that you are going to give them three clues to the title of the novel they are going to read.
Tell students that the novel has a one-word title and they are going to try to guess what it is based on the
clues. Distribute a piece of lined paper to each triad so they can record the words they think are possible
titles, based on the clues they are given.
• First show students the image of a flushing toilet. Ask students to discuss in triads:
* “What do you see?”
• Give triads time to discuss what they see and record possible single-word titles.
• Next show the image of a flushed face. Ask students to discuss in triads:
* “What do you see?”
• Give triads time to discuss what they see and record possible single-word titles.
• Next play the sound of a flushing toilet. Ask students to discuss in triads:
* “What do you hear?”
• Give triads time to discuss what they hear and record possible single-word titles.
• Invite triads to discuss the images and the sound bite and choose a single word that they think might be
the title of the novel. Cold call triads to share their ideas with the whole group. Congratulate those who
guessed correctly!
• Write the title of the novel Flush on the board and ask students to discuss in triads:
* “You’ve just seen some images and heard some sounds that relate to the word flush. What does the word
‘flush’ mean?”
* “Given this title and the work you did in Unit 1 about the ocean and fish depletion, what do you think
this novel might be about?”
• Cold call students to share their responses. Listen for students to explain that flush can mean to clean
something, like flushing a toilet or flushing an illness out of your body, or it can also mean to go red, to
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© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L1• February
GRADE 6: MODULE 3B: UNIT 2: LESSON
1
Learning from the Narrator’s Point of
have a flushed face. Student ideas about the novel have no right or wrong answer at this stage, as long
as students can justify why they think the way they do based on the meaning of the word.

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Opening (continued) Meeting Students’ Needs

• Distribute the novel Flush by Carl Hiaasen to each student. Focus students on the cover of the book. Ask
them to discuss in triads:
* “Based on the cover, what do you think this book will be about now? Why?”
• Select volunteers to share their ideas with the whole group.
• Invite students to look at the synopsis of the book on the back cover. Explain that a synopsis gives the
reader an overview of what the book is going to be about. Read the synopsis aloud and ask students to
follow along silently in their heads.
• Display the Questions to Introduce Flush. Ask triads to discuss each question using text evidence from
the synopsis.
• Cold call a few triads to share their answers with the whole group. Use the Questions to Introduce
Flush (answers, for teacher reference) to guide student responses. Ask students to discuss in triads:
* “What problems do you think might arise from flushing human waste into the ocean?”
• Select students to share their responses. Listen for students to suggest something like: “It’s dangerous for
humans to swim in and dangerous for sea life.”
B. Unpacking Learning Targets (3 minutes) • Learning targets are a
• Invite students to read the learning targets aloud with you: research- based strategy
* “I can make an ethical connection between World without Fish and Flush.” that helps all students,
* “I can identify Noah’s point of view of his father’s situation using text evidence from the novel.” especially challenged
learners.
* “I can explain how Carl Hiaasen develops the point of view of Noah.”
• Posting learning targets allows
* “I can follow Triad Talk expectations when I participate in a discussion.”
students to reference them
• Ask triads to discuss: throughout the lesson to check
* “What are the important words or phrases in the learning targets? Why do you think those are their understanding. The
important?” learning targets also provide a
• Cold call students to share their responses and circle the words and phrases they suggest. Make sure point reminder to students and
of view and teachers about the intended
evidence are circled. learning behind a given lesson
• Focus students on the term “point of view.” Ask triads to discuss: or activity.

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© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L1• February
GRADE 6: MODULE 3B: UNIT 2: LESSON
1
Learning from the Narrator’s Point of
* “What does ‘point of view’ mean? Consider using equity sticks to select students to share their
responses. Listen for them to explain that people have different ways of looking at things, and your
point of view is your way of looking at things.

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Opening (continued) Meeting Students’ Needs

• Tell students that in literature, every story is told from a point of view. It can be a first-person point of
view, where the narrator is in the story and is the “I” or “me” telling the story; a third-person limited
point of view, in which an author appears to know the thoughts and feelings of only one of the
characters in a story, or a third-person omniscient point of view, in which an author captures the
points of view of all the characters.

Work Time Meeting Students’ Needs

A. First Read: Chapter 1 (15 minutes)

• Explain to students that Carl Hiaasen is a well-known author from Florida. He is known for writing
adventurous stories that often make you laugh out loud. In Flush, he gets us thinking about pollution in
the oceans with a clever tale of crime and mystery.
• Ask students to follow along silently as you read the first few paragraphs and opening dialogue on page
1 up to, “‘Thanks, Noah,’ he said.”
• Ask triads to discuss:
* “What do we know so far?”
* “Who is the narrator of the story?”
* “Is this first-person, third-person, or omniscient narration? How do you know?”
• Refocus whole class and use equity sticks to call on a few students. Listen for students to explain that
Flush is written in first-person because the narrator Noah speaks from the perspective of “I” as he
tells the story.
• Invite students to follow along silently as you read aloud to the bottom of page 3, up to, “Dad smiled.
‘I believe you are, Noah.’” Ask triads to discuss:
* “What do we know now?”
• Select volunteers to share their responses with the whole group.
• Distribute a Flush word-catcher to each student. Students should be familiar with word-catchers, but
they may need to be reminded how to fill it out. Invite students to add any unfamiliar words from the first

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Work Time (continued) Meeting Students’ Needs

• Refocus whole group. Focus students on the word

pitiful. Ask:
* “What root word can you see and hear in the word
‘pitiful’?”
• Cold call students to share their responses. Listen for students to say “pity.” Ask:
* “What does the word ‘pity’ mean?”
• Consider using equity sticks to select students to share their responses. Listen for students to explain
that when you pity someone or something, you feel sorry for them. Ask:
* “So what do you think the word ‘pitiful’ means?”
• Select volunteers to share their responses. Listen for students to explain that the word pitiful means in a
sorry state. When someone is pitiful, it makes you feel sorry for him or her.
• Students may also struggle with the words smuggling and bail, as they may not be able to figure out
what they mean from context. Ensure that each triad has a dictionary and remind students that looking
up words is another strategy for understanding the meaning of words you don’t know when you are
reading.
B. Identifying Noah’s Point of View: Chapter 1 (10 minutes) • Giving students the
• Remind students of the learning target: opportunity to discuss answers
to questions in small groups
* “I can identify Noah’s point of view of his father’s situation using text evidence from the novel.”
before asking them to share
• Explain that you want students to pay attention to Noah’s point of view of his father’s situation in what with the whole group can
they have read so far. Ask students to discuss in triads: ensure that all are able to
* “What is his father’s situation?” contribute to the whole group
• Select volunteers to share their responses. Listen for students to explain that his father is in jail because discussion.
he sunk someone’s boat. • Anchor charts serve as
• Post this question and ask students to discuss in triads: note- catchers when the
class is co- constructing
* “What is Noah’s point of view of his father’s situation? How do you know? What does he do or say in the ideas.
text to make you think that?”

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Work Time (continued) Meeting Students’ Needs

• Refocus whole group. Display the Point of View anchor chart. Focus students on the first two columns,
Claim and Evidence. Explain that in their triads, students have already begun to make a claim about
Noah’s point of view of his father. They have also identified what he does or says in the text to make them
think that, which is finding evidence.
• Invite each triad to briefly orally share their claims and evidence with the whole group.
• Record appropriate claims in the first column of the anchor chart and evidence cited in the middle
column. Refer to Point of View anchor chart (answers, for teacher reference) for guidance.
C. Determining Author’s Techniques for Developing Point of View (5 minutes)
• Draw students’ attention to the final column on the Point of View anchor chart, Technique. Explain that
technique is about how the author, Carl Hiaasen, develops point of view. Tell students that now that they
have identified Noah’s point of view of his father’s situation, they are going to consider how Hiaasen
conveyed that point of view. Review the learning target:
* “I can explain how Carl Hiaasen develops the point of view of Noah.”
• Ask students to look at the first claim on the anchor chart and the evidence that goes along with it and
then discuss with their triads:
* “How did Carl Hiaasen develop this point of view? How is that point of view conveyed so that we
understand it?”
* “Is it through the narrator’s words, thoughts, or actions? Is it through another character’s words or
actions?”
• Select volunteers to share their responses. Listen for students to explain that in this excerpt we mostly
understand Noah’s point of view through what he says to his dad.
• Display the Thought, Word, Action symbols and explain that we can color and text-code the Point of
View anchor chart so that we can quickly see how Carl Hiaasen developed that point of view.
• Explain that you are going to use blue when it is Noah, the narrator saying, thinking or doing something.
If it were someone else saying, thinking, or doing something, we would use a different color to make it
easy to see at a glance how the author has developed point of view.
• In the Evidence column, underline the evidence in blue.

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© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L1• February
GRADE 6: MODULE 3B: UNIT 2: LESSON
1
Learning from the Narrator’s Point of
• In the Technique column, draw word bubbles in blue and explain that you are doing so because they
are Noah’s words – what he is saying. See Point of View anchor chart (answers, for teacher reference)
for guidance.

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Closing and Assessment Meeting Students’ Needs

A. Previewing Homework (2 minutes) • Writing the focus question

• Preview homework and distribute structured notes and evidence flags. at the top of the structured
• Tell students that each night they will have a point of view focus question for homework, based on the notes will support students
chapter they are reading. They are to record the chapter number, the question, the answer to the to recall their purpose for
question, and evidence to support their answer in the appropriate columns. reading.

• Model for students how to fill in the focus question and chapter number for today’s homework. (For
example, write, “What is Noah’s point of view of his father’s crime?” in the Homework Focus Question
column and write, “1” in the Chapter column).
Homework Meeting Students’ Needs

• Read Chapter 1 of Flush. As you read, mark the text with at least three evidence flags to help you answer
this focus question in your structured notes:
* “What is Noah’s point of view of his father’s crime?”
• Remember to record any new vocabulary on your word-catcher.

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Grade 6: Module 3B: Unit 2: Lesson 1
Supporting Materials
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GRADE 6: MODULE 3B: UNIT 2: LESSON

Questions to Introduce Flush

1. What is the book mainly going to be about?

2. What connections can you make to the cover of the book now?

3. What was the Coral Queen “dumping illegally”?

4. Is dumping this in the ocean waterways an ethical or unethical action—a right or

wrong choice? Use evidence from the text to explain your answer.

NYS Common Core ELA Curriculum • G6:M3B:U2:L1 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Questions to Introduce Flush

(Answers, for Teacher
Reference)

1. What is the book mainly going to be about?

This book is going to be about Noah trying to catch the “fiendish flusher,” who is
dumping raw sewage in the ocean.
2. What connections can you make to the cover of the book now?
The fish is swimming through the toilet bowl ring because the dumping is turning
the ocean into a toilet bowl.
3. What was the Coral Queen “dumping illegally”?
It was dumping the raw sewage, the human waste from the boat.
4. Is dumping this in the ocean waterways an ethical or unethical decision—a right or
wrong choice? Use evidence from the text to explain your answer.
It is unethical because the dumping causes great damage to both human and animal
life, and it’s breaking the law.

NYS Common Core ELA Curriculum • G6:M3B:U2:L1 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Flush Word-catcher

Name:

Date:

Mark literary words with an * (For example: *inference)

A B C D E

F G H I J

K L M N O

P Q R S T

U V W X Y

Z Use this space for notes.

NYS Common Core ELA Curriculum • G6:M3B:U2:L1 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Point of View Anchor Chart

Name:

Date:

CLAI EVIDENCE TECHNIQUE

NYS Common Core ELA Curriculum • G6:M3B:U2:L1 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Point of View Anchor Chart

(Answers, for Teacher
Reference)

Name:

Date:

CLAI EVIDENCE TECHNIQUE

M
How do you know? How does he tell us about
What is Noah’s (Choose specific words, it? (Thoughts? Words?
point of view of phrases, and sentences Actions? By whom?)
his father’s from the text that
situation? support your claim.)
• He doesn’t want • Noah asks his father,
Word
his dad to be in “How come you won’t
jail—he wants him let Mom bail you out?”
to say sorry and (page 1)
offer to pay for Word
what he did so
that he can come • Noah asks his father, “Dad,
out.
what if you just said you’re
sorry and offered to pay for Word
what you did?” (page 2)

• Noah says to his father, “If you

just paid to get it fixed, maybe
then—” (page 2)

NYS Common Core ELA Curriculum • G6:M3B:U2:L1 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Thought, Word, Action Symbols

Thought

Word

Action

NYS Common Core ELA Curriculum • G6:M3B:U2:L1 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Structured Notes

Name:

Date:

Chapter Homework Answer to Homework Focus Question

Focus with Evidence from the Text (include
Question page numbers)

NYS Common Core ELA Curriculum • G6:M3B:U2:L1 • February

Grade 6: Module 3B: Unit 2: Lesson 2
Analyzing Point of View and
Figurative
Language: Noah’s Point of View of the Coral
Queen
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to
and Dusty Muleman
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Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to
GRADE 6: MODULE 3B: UNIT 2: LESSON
2
Analyzing Point of View and Figurative

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can determine the meaning of literal, connotative, and figurative language (metaphors and similes) in
literary text. (RL.6.4) I can analyze how an author’s word choice affects tone and meaning in a literary text.
(RL.6.4)
I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a
literary text. (RL.6.5) I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
I can use context (e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) to determine the meaning of
a word or phrase. (L.6.4a)

Supporting Learning Targets Ongoing Assessment

• I can find the gist of pages 7–9 of Flush. • Structured notes: Chapter 1 (from homework)
• I can analyze how Carl Hiaasen conveys Noah’s point of view of the Coral Queen and Dusty • Gist annotated on sticky notes
Muleman.
• Noah’s Point of View graphic organizer: pages 7–
• I can determine the meaning of connotative and figurative language and analyze how the 9
author’s choice of words affects tone and meaning.
• I can explain how Chapter 1 contributes to plot development.

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Agenda Teaching Notes

1. Opening • The primary focus of this unit is point of view, addressing standard RL.6.6. This unit
A. Engaging the Reader: Chapter 1 of Flush (5 also focuses on RL.6.4, analyzing the meaning and tone of figurative language. In this
minutes) lesson, students build on their previous work on figurative language from Module 2.
B. Unpacking Learning Targets (5 minutes) • Students are introduced to a Point of View graphic organizer that will support both their
2. Work Time analysis of the point of view of Noah and their analysis of the tone and meaning of
A. Rereading for Gist: Pages 7–9 (8 minutes) words. This builds directly on the Point of View anchor chart begun in Lesson 1.
B. Analyzing Noah’s Point of View: • In this lesson, students are reintroduced to the familiar routine of reading for gist and
Connotative and Figurative Language (13
then analyzing the text. This routine will be repeated in Lessons 2–5.
minutes)
C. Analyzing Author’s Craft: Point of View,• The closing of this lesson focuses students on RL.6.5, asking them to explain how
Tone, and Meaning (8 minutes) Chapter 1 contributes to the development of plot. Students are reminded of the plot
3. Closing and Assessment work they did in Module 1 with the narrative story line of the Hero’s Journey. Students
are introduced to the Flush Plot Development anchor chart, which they will continue
A. Analyzing Plot Development: Chapter 1 (6
minutes) adding to in Lessons 3–10.

4. Homework • From this lesson onward, students read two chapters of the novel for homework after
each lesson. The volume of reading picks up here because by Module 3 students should
A. Read Chapters 2 and 3 of Flush. As you
have improved their reading stamina. This novel is fast-moving, high-interest, and of a
read, mark the text with evidence flags to
level that sixth-grade students should be comfortable with. This volume of reading will
help you answer the focus question in your
also ensure that students encounter the content necessary to gather evidence to support
structured notes.
their claims later on in the unit and will help them see how the author develops the plot
from the beginning to the end of the book. Where possible, consider providing students
with additional time to read or to catch up on reading the novel.
• In advance:
– Read pages 7–9 of Flush as well as the answer key for the Point of View graphic
organizer to familiarize yourself with what students will be doing and the answers
you will need to guide them toward (see supporting materials).
– Review Back-to-Back, Face-to-Face protocol (see Appendix).
• Post: Learning targets; Point of View anchor chart; Thought, Word, Action symbols.

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Lesson Vocabulary Materials

literal language, figurative • Equity sticks

language, connotative • Flush word-catcher (from Lesson 1)
language, tone, simile,
• Flush (book; distributed in Lesson 1; one per student)
metaphor, plot, marina,
reservation, gambling (8) • Sticky notes (five per student)
• Dictionaries (at least one per triad)
• Noah’s Point of View graphic organizer: pages 7–9 (one per student and one to display)
• Point of View anchor chart (begun in Lesson 1)
• Noah’s Point of View graphic organizer: pages 7–9 (answers, for teacher reference)
• Thought, Word, Action symbols (one for display; from Lesson 1)
• Colored pencils or markers (blue and one other color; one of each color per student)
• Flush Plot Development anchor chart (new, co-created with students during Closing and Assessment
A; see supporting materials)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

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Opening Meeting Students’ Needs

A. Engaging the Reader: Chapter 1 of Flush (5 minutes) • Opening the lesson by asking
• Direct students to retrieve their structured notes homework. students to share their
• Tell students that they will engage in Back-to-Back, Face-to-Face protocol: homework makes them
accountable for completing
1. With their structured notes in hand, invite students to pair up with someone.
it. It also gives you the
2. Invite pairs to stand back-to-back.
opportunity to monitor which
3. Ask students: “What are the main scenes or actions that happen in Chapter 1?” students are not doing their
4. Give students a minute to think before asking them to turn face-to-face with their partner to share the homework.
answer.
5. Invite pairs to stand back-to-back again.
6. Ask students the homework focus question: “What is Noah’s point of view of his father’s crime?”
7. Give them a minute to think and refer to the answers and evidence they wrote in their structured
notes before asking them to turn face-to-face with their partner to share the answer.
• Direct students to return to their seats. Use equity sticks to call on a student to share Noah’s point of
view of his father’s crime and one piece of evidence that supports that claim. Listen for students to
explain that he thought his dad had messed up by committing the crime because he says, “Even for him
this was a major screw-up,” and he also describes the sunken ship—the scene of the crime—as “bad.”

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Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (5 minutes) • Learning targets are a

• Invite students to get into triads and read the learning targets with you: research- based strategy
* “I can find the gist of pages 7–9 of Flush.” that helps all students,
especially challenged
* “I can analyze how Carl Hiaasen conveys Noah’s point of view of the Coral Queen and Dusty Muleman.” learners.
* “I can determine the meaning of connotative and figurative language and analyze how the author’s
• Posting learning targets allows
choice of words affects tone and meaning.”
students to reference them
* “I can explain how Chapter 1 contributes to plot development.” throughout the lesson to check
• Explain to students that the first two learning targets are linked because figurative language and the their understanding. The
tone of words both contribute to the point of view we understand from a text. learning targets also provide a
reminder to students and
• Remind students that they should be familiar with gist from their work in Modules 1 and 2, and with point
teachers about the intended
of view from the previous lesson’s learning target.
learning behind a given lesson
• Circle the italicized words below and ask triads to discuss each of these questions in turn: or activity.
* “What is literal language?”
* “What is figurative language?”
* “What is tone?”
* “What is connotative language?”
• Refocus whole class and ask for volunteers to share their responses. Listen for and guide students to
recall that “literal language” means exactly what it says, “figurative language” is describing something
by comparing it to something else, and “tone” is the author’s or narrator’s attitude toward something in
the novel.
• Explain that “connotative language” is the meaning or association connected to a word. For example, you
could trudge through the snow or you could stroll through the snow. Both suggest a similar pace, but
trudge brings a sense of a negative association like it is something you really don’t want to do, whereas
stroll sounds leisurely and fun.
• Direct students to add these terms to their Flush word-catchers, as they will be referring to them
throughout the unit.

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Work Time Meeting Students’ Needs

A. Rereading for Gist: Pages 7–9 (8 minutes) • Asking students to identify

• Ask students to keep their word-catchers out, and also take out Flush. Distribute about five sticky notes challenging vocabulary helps
to each student. Tell them they are going to reread pages 7–9 of the novel for gist. them monitor their
understanding of a complex
• Remind students that they read for gist a lot in World without Fish in Unit 1. Remind them that the sticky
text.
notes are for them to annotate the text as they read. Also remind students to ask questions as they read.
• ELLs may be unfamiliar with
• Ensure that each triad has a dictionary. Tell students that where possible, you would like them to read
more vocabulary words than
around unfamiliar words, looking for context clues to figure out what they mean; however, if they can’t
are mentioned in this lesson.
figure out the meaning from the context, encourage them to look the word up. If they aren’t sure what the
Check for comprehension of
word means after looking for context clues and looking in the dictionary, they should leave the definition to
general words that most
be discussed with the whole group later on.
students would know.
• Explain to students that they are going to reread from the top of page 7, from “The Coral Queen had gone
down stern-first” to the end of page 9. Tell them to work with their triads to read for gist, annotate sticky
notes, and record unfamiliar words on their word-catchers. Note to students that in this narrative there is
a lot of dialogue. As they chunk the text for gist, they might want the group the dialogue into one section.
(For example on Page 9 there is a discussion between Abbey and Noah which goes on for approximately
10 lines that could be group into one paragraph).
• Circulate and support students as they read. For those who need more support, ask them to practice
telling you the gist of a section before they write it on a sticky note.
• Refocus whole group and focus students on the word marina. Ask students to discuss in triads:
* “What root word can you see in the word ‘marina’?”
* “Think back to World without Fish. What does the word ‘marine’ mean?”
• Cold call students to share their responses. Listen for students to explain that marine means relating to the
ocean or sea. Ask students to discuss in triads:
* “So what is a marina? You know it is something to do with the sea or ocean, so knowing that and
looking at the sentence around the word, what does ‘marina’ mean?”
• Select students to share their responses. Listen for students to explain that a marina is a dock with places to
tie up boats.

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Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L2 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
2
Analyzing Point of View and Figurative
• Focus students on the word reservation. Ask students to discuss in triads:
* “What does ‘reservation’ mean? Is there more than one meaning?”

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Work Time (continued) Meeting Students’ Needs

• Cold call students to share their responses. Listen for students to explain that there is more than one
meaning. One meaning is to reserve something or to save a space, for example a table at a restaurant or a
room in a hotel. Another meaning, as in this example, is a protected area of land managed by someone. For
example, in Flush the reference is to an American Indian reservation—an area of land protected by a
Native American tribe.
• Invite students to share any unfamiliar vocabulary words they found on pages 7–9. If students were
unable to work out the definition from the context or find it in a dictionary, encourage other students to
assist them with the definition. To keep things moving, if no one else knows what the word means, define
it for the class.
• Consider probing students to make sure they understand that the law allows Native American tribes to
operate casinos only on reservation land, and that the Miccosukee’s had bought a marina to be part of
reservation land. This allowed Dusty to operate a casino there.
• Ensure that students understand what the word gambling means.
• Remind students to record new words on their word-catchers.
B. Analyzing Noah’s Point of View: Connotative and Figurative Language (13 minutes) • Graphic organizers and
• Refocus whole class. Ask a volunteer to reread the point of view learning target to the class: recording forms engage
students more actively and
* “I can analyze how Carl Hiaasen conveys Noah’s point of view of the Coral Queen and Dusty Muleman.’”
provide scaffolding that is
• Display and distribute Noah’s Point of View graphic organizer: pages 7–9. especially critical for learners
• Explain that for the next several lessons, students are going to work on analyzing Noah’s point of view with lower levels of language
using this graphic organizer. Remind students that they began examining Noah’s point of view of his proficiency and/or learning.
father’s situation in the previous lesson and for homework. Direct students’ attention to the posted • When reviewing graphic
Point of View anchor chart from Lesson 1. Ask students to discuss in triads: organizers or recording forms,
* “How are the anchor chart and your new graphic organizer similar? How are they different?” consider using a document
• Use equity sticks to call on students and listen for them to explain that they are similar because the first camera to display the
two columns ask for a claim and evidence to support the claim. The third columns are different since the document for students who
anchor chart focused on author technique and the graphic organizer focuses on tone and meaning. struggle with auditory
processing.
• Focus the class on the three paragraphs at the bottom of page 7 in Flush. Invite them to reread those
• Providing models of expected
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GRADE 6: MODULE 3B: UNIT 2: LESSON
2
Analyzing Point of View and Figurative
paragraphs silently in their heads as you read them aloud. work supports all learners,
especially challenged
learners.

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Work Time (continued) Meeting Students’ Needs

• Explain that you are going to think aloud as you model how to analyze Noah’s point of view of the boat the
Coral Queen and Dusty Muleman on this graphic organizer. Direct students to pay attention to your
thinking and analysis process.
• The think-aloud should sound something like this:
* “As I look over the paragraphs, I think that Noah didn’t like the Coral Queen very much and thought it
was big and ugly.”
• Record this in the first column of the displayed graphic organizer and invite students to do the same
on their own copy. Continue with the think-aloud:
* “Column 2 of the organizer asks me what words or phrases really support my claim about Noah’s point of
view. As I look back at page 7 in the book, I see evidence in paragraph 2 where it says, ‘It was like a big
ugly apartment building had fallen out of the sky and landed in the basin.’”
• Record this in the middle column of the displayed graphic organizer and invite students to do the same on
their own copy.
• Invite students to work in triads to repeat this process for the rest of pages 7–9.
• Circulate to support students as they work. Refer to Noah’s Point of View graphic organizer: pages
7–9 (answers, for teacher reference). As you circulate, refocus students as necessary by asking:
* “What is Noah’s point of view of the boat and Dusty Muleman?”
* “How do you know? What does he say? What does he do to make you think that?”
* “Where can you see that in the text?”
• Refocus whole class.
• Tell students that Flush uses figurative language such as similes and metaphors to help us better
understand how things look and what characters think and feel.
• Invite the class to reread the figurative language learning target with you:
* “I can determine the meaning of connotative and figurative language and analyze how the author’s
choice of words affects tone and meaning.”
• Direct students to look back at the evidence they recorded in the middle column of their graphic
organizers and ask triads to discuss:
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GRADE 6: MODULE 3B: UNIT 2: LESSON
2
Analyzing Point of View and Figurative
* “Can you identify any figurative language in the notes you have taken? Remember that figurative
language is when you describe something by comparing it to something else.”

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Work Time (continued) Meeting Students’ Needs

• Use equity sticks to select students to share their responses. Listen for them to point out: “It was like a
big ugly apartment building had fallen out of the sky and landed in the basin.” Circle this example on your
displayed model and invite students to do the same on their own copies.
• Ask triads to discuss:
* “What kind of figurative language is this example? How do you know?”
• Use equity sticks to call on students for their responses. Listen for them to explain that it is a simile,
because similes often use “like” or “as” to compare two things.
• Ask triads to discuss:
* “What do these phrases literally mean? Does it mean that the boat is an apartment building?”
• Use equity sticks to select students to share their responses. Listen for them to explain that it means the
boat looked huge and the part of the boat that looked like a boat was under water, with just the cabins
showing above water. As a result, it looked like an apartment building.
• Ask triads to discuss:
* “So why did Hiaasen use figurative language here?”
• Cold call students to share their responses. Listen for students to explain that it paints a picture in the
reader’s mind of what the Coral Queen looked like submerged, as some people may never have seen a half-
sunk boat to be able to picture what it looks like.
• Focus students on the phrase, “‘He’s lost his marbles,’ Abbey muttered.”
• Ask triads to discuss:
* “So what does this literally mean? Did Noah’s dad really lose his marbles?”
• Select volunteers to share their responses. Listen for students to explain that it means to go insane.
• Ask triads to discuss:
* “So why did Hiaasen use figurative language here?”
• Cold call students to share their responses. Listen for students to explain that this is a common saying
that is an informal way of saying someone has gone insane, and it’s something that a child like Abbey is
more likely to say.

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Work Time (continued) Meeting Students’ Needs

• Remind students that another focus of the learning target was connotative language. Focus students on
the phrase, “I locked my bike to a buttonwood tree and walked down to the charter docks, Abbey trailing
behind.”
• Focus students particularly on the word “trailing” and ask them to discuss in triads:
* “What connotation does the word trailing suggest?”
* “What words could have been used instead with a different connotation?”’
• Consider using equity sticks to select students to share their responses. Listen for students to explain
that trailing suggests Abbey didn’t want to keep up and that she was purposely hanging back.
“Following” could have been used to create a sense of her wanting to keep up willingly, but being just
slightly behind.
C. Analyzing Author’s Craft: Point of View, Tone, and Meaning (8 minutes) • Asking students to color code
• Refocus whole class. and add symbols to their text
provides a clear visual
• Continue with the think-aloud using the example started on the displayed graphic organizer:
reference for analysis.
* “This third column is new to us. As I read over the top of it, I ask myself, what tone and meaning I can
infer from the evidence I have recorded? As I read a back over this text evidence, the words ‘big’ and
‘ugly’ stand out to me. I don’t think Noah likes the Coral Queen, so the tone I infer from this is dislike.’’
• Record “dislike” in the final column of the organizer.
• Invite students to work in triads to do the same for the evidence they have recorded in the second column of
their organizers.
• Circulate to support students as they work. Refer to Noah’s Point of View graphic organizer: pages 7–9
(answers, for teacher reference) as needed. As you circulate, refocus students as necessary by asking:
* “What tone can you infer from what he says or thinks here? Does he seem disappointed? Angry? Excited?”
• As students begin to finish refocus whole class.
• Refer to the posted Thought, Word, Action symbols and remind students that an author can develop
a point of view using the narrator’s or another character’s thoughts, words, or actions. Pick up a blue
pen/marker and continue with the think-aloud:

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Work Time (continued) Meeting Students’ Needs

* “We still want to identify how Carl Hiaasen developed point of view. As I look back at Column 2, I see that
this is from Noah, not another character. Remember that we determined in Lesson 1 that we would use
blue to represent Noah’s point of view. So I will draw a blue line under the evidence in Column 2. Next, I
notice these are Noah’s thoughts, not an action or a conversation. So I’m going to draw a thought bubble
next to the evidence.”
• Distribute colored pencils or markers. Direct students to copy the blue you just drew onto their
Noah’s Point of View graphic organizer: pages 7–9 and to make sure they have row 1 completed as you
modeled it.
• Invite students to work in triads to do the same with the rest of the evidence they have recorded in the
second column of their organizer. Remind students to underline the rest of the evidence they have
recorded as follows:
– Noah’s own thoughts, actions, and feelings—blue
– The words and actions of others—another color
• Remind students to then code each piece of evidence as a thought, word, or action.
• Circulate to support students as they work. Refer to Noah’s Point of View graphic organizer: pages 7–9
(answers, for teacher reference) as needed. As you circulate, refocus students as necessary by asking:
* “Is this something Noah is saying? Something he is thinking? Something he is doing?”
• “How do you know?”

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Closing and Assessment Meeting Students’ Needs

A. Analyzing Plot Development: Chapter 1 (6 minutes) • Capturing ideas on an anchor

• Read aloud the learning target about plot: chart can ensure quick
* “I can explain how Chapter 1 contributes to plot development.” reference later on and can
also enable students to
• Display the Flush Plot Development anchor chart. Remind students that they worked on plot in
quickly see how the plot has
Module 1 when they created their narrative story lines for the Hero’s Journey. Remind students of what
developed throughout a novel.
each of the words in the boxes means:
– Exposition: introduces the theme, setting and character
– Rising Action: what happens in the story to lead toward the main event
– Climax: the main event
– Resolution: what happens after the main event
• Explain that you want students to determine how Chapter 1 exposes the plot—the exposition. Post the
following questions and invite students to discuss them with their triads:
* “Who did we meet and how are they connected to each other?”
* “Where is the story taking place?”
* “What plot does the beginning of the story set up?”
• Refocus whole class and use equity sticks to call on a few triads. As students share their answers,
write the gist of who, where, and what under “Exposition.” Listen for students to share:
– Who: Noah, his Dad, Abbey, his Mom, and Dusty Muleman. The first four are family. Dusty is the
owner of the casino boat.
– Where: The story is taking place in Key West, Florida, near the ocean.
– What: The main conflict is that Dusty Muleman is dumping sewage into the waterway from his boat and
the family wants to stop it.

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Closing and Assessment (continued) Meeting Students’ Needs

• Ask students to synthesize the information they have just recorded on the Flush Plot Development
anchor chart by discussing in triads:
* “How did Chapter 1 contribute to plot development in Flush?”
• Select volunteers to share their ideas with the whole group. Listen for students to explain that it
introduces the characters and setting and sets up the plot.
• Preview homework and distribute structured notes and evidence flags.

Homework Meeting Students’ Needs

• Read Chapters 2 and 3 of Flush. As you read, mark the text with at least three evidence flags to help you
answer this focus question in your structures notes:
* “What is Noah’s point of view of Jasper? How do you
know?”
• Remember to record any new vocabulary on your word-
catcher.

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Grade 6: Module 3B: Unit 2: Lesson 2
Supporting Materials
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license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 7–9

Name:

Date:
Learning Targets:
“I can analyze how an author’s word choice affects tone and meaning in a literary
text.” (RL.6.4) “I can analyze how an author develops a narrator or speaker’s point
of view.” (RL.6.6)

CLAIM EVIDENCE WORD CHOICE

What is Noah’s point How do you know? How did Describe the tone of the text
of view of the Coral Queen and Hiaasen develop Noah’s point of with one word.
Dusty Muleman? view of the Coral Queen and Dusty
Muleman? (Use specific words, (for example, angry or sad)
phrases, and sentences from the
text.)

Circle figurative language.

NYS Common Core ELA Curriculum • G6:M3B:U2:L2 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

NYS Common Core ELA Curriculum • G6:M3B:U2:L2 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 7–9

(Answers, for Teacher
Reference)

CLAIM EVIDENCE WORD CHOICE

What is Noah’s point How do you know? How did Describe the tone of the
of view of the Coral Queen Hiaasen develop Noah’s text with one word.
and Dusty Muleman? point of view of the Coral
Queen and Dusty Muleman? (for example, angry or sad)
(Use specific words,
phrases, and sentences
from the text.)

Circle figurative language.

Noah sees the Coral Queen It was like a big ugly Dislike
as a big, ugly boat. apartment building had
fallen out of the sky and
landed in the basin. (page
7) THOUGHT

Noah supports his father “He’s lost his marbles,” Sickened; revulsion
because sees Dusty’s Abbey muttered.
actions as disgusting. “Who—Dad? No way,” I
said. “Then why did he do
it?” “Dusty Muleman has
been dumping his holding
tank into the water,” I
said.
Abbey grimaced. “Yuck.
From the toilets?”
“Yep. In the middle of the
night, when there’s nobody
around.” “…That’s so
gross.” (page 9) WORDS
OF NOAH AND ABBEY

NYS Common Core ELA Curriculum • G6:M3B:U2:L2 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s sees Dusty as a “And totally illegal,” I said. Upset; angry

greedy criminal “He only does it to save
money.” (page 9) WORDS

NYS Common Core ELA Curriculum • G6:M3B:U2:L2 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Flush Plot Development anchor chart

NYS Common Core ELA Curriculum • G6:M3B:U2:L2 • February

Grade 6: Module 3B: Unit 2: Lesson 3
Analyzing Point of View and Figurative
Language: Noah’s Point of View of Lice
Peeking
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GRADE 6: MODULE 3B: UNIT 2: LESSON
3
Analyzing Point of View and Figurative

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

Supporting Learning Targets Ongoing Assessment

• I can analyze how Carl Hiaasen develops Noah’s point of view of Lice Peeking. • Structured notes: Chapters 2 and 3 (from
• I can determine the meaning of connotative and figurative language and analyze how the homework)
author’s choice of words affects tone and meaning. • Noah’s Point of View graphic organizer: pages
• I can analyze how Chapters 2 and 3 contribute to plot development. 17–19

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GRADE 6: MODULE 3B: UNIT 2: LESSON
3
Analyzing Point of View and Figurative

Agenda Teaching Notes

1. Opening • In preparation for the mid-unit assessment, this lesson begins to gradually release
A. Engaging the Reader: Chapters 2 and 3 of students to work more independently. They work in triads without any teacher
Flush (5 minutes) modeling to analyze an excerpt of Flush for point of view, figurative language, tone,
B. Unpacking Learning Targets (2 minutes) and meaning.
2. Work Time • At the end of Work Time C, collect Noah’s Point of View graphic organizer: pages 17–
A. Rereading Pages 17–19 for Unfamiliar 19 to check students’ understanding of making a claim, selecting text evidence, and
Vocabulary (6 minutes) determining tone. Consider making a list of students who need extra support, noting
B. Analyzing Point of View, Figurative what they are doing well and what concrete next steps will lead to improvement.
Language, and Tone: Pages 17–19 (15
minutes) • In advance:
C. Determining Author’s Techniques: Point – Read pages 17–19 of Flush and Noah’s Point of View graphic organizer: pages 17–19
of View, Tone, and Meaning (8 minutes) (answers, for teacher reference) to familiarize yourself with what students will be
3. Closing and Assessment doing and the answers you will need to guide them toward (see supporting
A. Analyzing Plot Development in Chapters 2 materials).
and 3 (9 minutes) – Review Plot Development: The Rising Action in Flush graphic organizer to familiarize
4. Homework yourself with what students will be doing in the Closing and Assessment (see
A. Read Chapters 4 and 5 of Flush. As you supporting materials).
read, mark the text with evidence flags to – Review Mix and Mingle Checking for Understanding technique (see Appendix) and
help you answer the focus question in your have music ready to use for the opening of this lesson.
structured notes. • Post: Learning targets; Thought, Word, Action symbols.
B. Record any new vocabulary words on
your word- catcher.

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Lesson Vocabulary Materials

rising action, snuffed (17), • Equity sticks

accustomed (18) • Flush (book; distributed in Lesson 1; one per student)
• Flush word-catcher (from Lesson 1)
• Noah’s Point of View graphic organizer: pages 17–19 (one per student)
• Noah’s Point of View graphic organizer: pages 17–19 (answers, for teacher reference)
• Thought, Word, Action symbols (from Lesson 1)
• Colored pencils or markers (blue and one other color; one of each color per student)
• Flush Plot Development anchor chart (from Lesson 2)
• Plot Development: The Rising Action in Flush anchor chart (new; co-created with students in Closing and
Assessment)
• Plot Development: The Rising Action in Flush anchor chart (answers, for teacher reference)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

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Opening Meeting Students’ Needs

A. Engaging the Reader: Chapters 2 and 3 of Flush (5 minutes) • Opening the lesson by asking
• Ask students to retrieve their structured notes homework and remind them of how Mix and Mingle works. students to share their
• Mix and Mingle: homework makes students
accountable for completing it.
1. Play music. Invite students to move around the room with their structured notes homework.
It also gives you the
2. After 15 seconds, stop the music. opportunity to monitor which
3. Invite students to share their answer to the following question with the person standing closest to students have not been
them: “What happens in Chapter 2?” completing their homework.
4. Repeat Steps 1 and 2.
5. Invite students to share their answer to the following question with the person standing closest to
them: “What happens in Chapter 3?”
6. Repeat Steps 1 and 2.
7. Invite students to share their answer to the following question with the person standing closes to
them: “What is Noah’s point of view of Jasper and how do you know?”
• Refocus whole class and direct students to sit in their triads as they return to seats.

B. Unpacking Learning Targets (2 minutes) • Learning targets are a

• Invite students to read the learning targets aloud with you: research- based strategy
* “I can analyze how Carl Hiaasen develops Noah’s point of view of Lice Peeking.” that helps all students,
* “I can determine the meaning of connotative and figurative language and analyze how the author’s especially challenged
choice of words affects tone and meaning.” learners.

* “I can analyze how Chapters 2 and 3 contribute to plot development.” • Posting learning targets allows
students to reference them
• Students should be familiar with these learning targets from previous lessons. Remind students of
throughout the lesson to check
vocabulary they have explored in previous lessons: gist, connotative language, figurative language,
their understanding. The
tone, point of view, and plot.
learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson

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Work Time Meeting Students’ Needs

A. Rereading Pages 17–19 (6 minutes) • Asking students to identify

• Ask students to take out their copies of Flush. Invite two students to read the parts of Noah and Lice, challenging vocabulary helps
and invite the rest of the class to read along silently in their heads from,“‘Mr. Peeking?’ I said. His real them to monitor their
name was Charles,” on page 17 to the end of page 19. understanding of a complex
text.
• Ask students to take out their Flush word-catchers. As students have already read this section of Flush
for homework and should have already recorded unfamiliar vocabulary on their word-catchers, invite them • ELLs may be unfamiliar with
to work in triads to share any unfamiliar vocabulary words they found on pages 17–19, along with the more vocabulary words than
definition. If they were unable to work out the definition from the context or find it in a dictionary, are mentioned in this lesson.
encourage other students to assist them with the definition. Check for comprehension of
general words that most
• Focus students on the word snuffed on page 17. Invite them to read the sentence around the word to see if
students would know.
they can work out what it means from the context. Ask:
* “What word or words could you use in place of snuffed in this sentence?”
• Cold call students to share their responses. Listen for students to explain that they could use the
words “put out” or “extinguished” because that is what snuff means.
• Focus students on the word accustomed on page 18. Again invite them to read the sentence around the
word to see if they can work out what it means from the context. Ask:
* “What word or words could you use in place of accustomed in this sentence?”
• Consider using equity sticks to select students to share their responses. Listen for students to explain that
they could use the words “used to” or “familiar with” because that is what accustomed means.
• Remind students to record new words on their word-catchers.

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Work Time (continued) Meeting Students’ Needs

B. Analyzing Point of View, Figurative Language, and Tone: Pages 17–19 (15 minutes) • Graphic organizers and
• Distribute Noah’s Point of View graphic organizer: pages 17–19 and remind students that they recording forms engage
filled out a similar organizer in Lesson 2 to analyze Noah’s point of view of the Coral Queen and Dusty students more actively and
Muleman. provide the necessary
scaffolding that is especially
• Invite students to read through the directions at the top of the organizer with you and encourage them
critical for learners with lower
to ask questions if they don’t understand. Explain that they are to leave the final column empty for now,
levels of language proficiency
as they will consider word tone and meaning later in the lesson.
and/or learning.
• Circulate to assist students with analyzing the text for point of view, language, and tone. Refer to Noah’s
• When reviewing graphic
Point of View graphic organizer: pages 17–19 (answers, for teacher reference) to guide students.
organizers or recording forms,
As you circulate, ask probing questions such as:
consider using a document
* “What is Noah’s point of view about Lice Peeking?” camera to display the
* “How do you know? Which specific words, phrases, and sentences from the text support your claim document for students who
about Noah’s point of view?” struggle with auditory
• Refocus whole class. processing.

• Remind students that Flush uses figurative language such as similes and metaphors to help us better
understand how things look and what characters think and feel.
• Invite the class to reread the figurative language learning target aloud with you:
* “I can determine the meaning of connotative and figurative language and analyze how the author’s
choice of words affects tone and meaning.”
• Direct students to look back at the evidence they recorded in the middle column of their graphic
organizers and ask them to discuss in triads:
* “Can you identify any figurative language in the notes you have taken? Remember that figurative
language is when you describe something by comparing it to something else.”
• Invite students to circle figurative language on their graphic organizers.
• Use equity sticks to select students to share their responses. Listen for students to point out: “He looked
like a sick iguana.” If this isn’t suggested, draw students’ attention to it on page 19 and ask triads to
discuss:

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Work Time (continued) Meeting Students’ Needs

• Use equity sticks to call on students for their responses. Listen for them to explain that it is a simile,
because similes often use “like” or “as” to compare two things.
• Ask triads to discuss:
* “Why does Hiaasen use figurative language here? What does it do for the reader?”
• Listen for students to explain that it helps the reader create a mental picture of what Lice Peeking
looked like and his character.
• Focus students on the name “Lice.” Ask students to discuss in triads:
* “What connotation does that name have?”
• Select volunteers to share their responses. Listen for students to explain that it suggests something dirty
that no one wants or likes because lice are generally associated with dirtiness and are never wanted.
• Focus students on the phrase, “Lice Peeking propped himself against the wall of the trailer.”
• Ask students to discuss in triads:
* “What connotation does the word ‘propped’ have? What does it make you think?”
* “What words could have been used instead with a different connotation?”
• Cold call students to share their responses. Listen for students to explain that the word propped has the
connotation that he was unable to stand and that the wall stopped him from falling over. “Leaned” could
have been used instead, but that would suggest that instead of stopping him from falling over, the wall
was just helping to relieve the weight on his feet.

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Work Time (continued) Meeting Students’ Needs

C. Determining Author’s Techniques: Point of View, Tone, and Meaning (8 minutes) • Asking students to color code
• Refer to the posted Thought, Word, Action symbols and remind students of the ways authors can develop and add symbols to their text
point of view. provides a clear visual
• Tell students that now they are going to continue to work in triads to analyze how the author has reference for analysis.
developed point of view by looking at the evidence from the text recorded in the middle column of their • Collecting students’ graphic
Noah’s Point of View graphic organizer: pages 17–19. Distribute colored pencils or markers and remind organizers allows a quick
students to underline evidence as follows: check for understanding of
– Noah’s own thoughts, actions, and feelings—blue the learning targets so that
– The words and actions of others—another color instruction can be adjusted or
tailored to students’ needs
• Remind students to then code each piece of evidence as a thought, word, or action.
during the lesson or before
• Refocus whole group. Ask students: the next lesson.
* “So what techniques does Hiaasen use most often to develop Noah’s point of view of Lice Peeking in this
excerpt?”
• Cold call students to share their responses with the whole group. Listen for students to explain that in
this excerpt, most of Noah’s point of view comes from his own thoughts.
• Invite students to focus on the Tone column of the graphic organizer. Ask triads to share the words they
chose and to justify why they infer that tone.
• Remind students that the tone helps to determine the point of view because it gives us an idea of what the
narrator thinks of or feels about the subject.
• Collect students’ Noah’s Point of View graphic organizers: pages 17–19 to check for understanding.

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Closing and Assessment Meeting Students’ Needs

A. Analyzing Plot Development in Chapters 2 and 3 (9 minutes) • Graphic organizers and

• Ask a student to read aloud the learning target about plot: recording forms engage
* “I can analyze how Chapters 2 and 3 contribute to plot development.” students more actively and
provide the necessary
• Display the Flush Plot Development anchor chart begun in Lesson 2.
scaffolding that is especially
• Focus students on the words rising action along the left side diagonal line. Explain that the bulk of a critical for learners with lower
novel is the rising action. Ask triads to discuss: levels of language proficiency
* “What is rising action?” and/or learning
• Refocus whole class and listen for students to share something like: “It is how the action, tension, or • When reviewing graphic
conflicts grow or increase throughout the book.” organizers or recording forms,
• Explain that something in each chapter is going to cause the action to rise or an increase in conflict or consider using a document
tension. It is like a drum solo building up to a really big and fast pattern. Tell students you want them to camera to display the
determine how Chapter 2 contributes to the rising action of the plot. document for students who
struggle with auditory
• Display Plot Development: The Rising Action in Flush anchor chart and read aloud the headings in
processing.
Row 1. Emphasize that in order to analyze the rising action, students first need to determine the main
events in the chapters, determine how each event impacted the conflict or tension, and then explain how
they know this. Ask students to discuss in triads:
* “What were the main events in Chapter 2?”
• Select volunteers to share their answers with the whole group. Listen for and list each event in the
second column. For suggested answers, see Plot Development: The Rising Action in Flush
anchor chart (answers, for teacher reference).
• Ask students to discuss in triads:
* “What were the main events in Chapter 3?”
• Select volunteers to share their answers with the whole group. Listen for and list each event in the
second column. For suggested answers, see Plot Development: The Rising Action in Flush anchor
chart (answers, for teacher reference).

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Closing and Assessment (continued) Meeting Students’ Needs

• Explain that the events help to develop the plot by introducing new characters, information, conflicts,
or tensions, or by adding one that has already been introduced. Ask students to discuss in their triads:
* “How do the events in Chapter 2 contribute to the plot development? Do they provide/build on conflict or
tension?”
• Select volunteers to share their answers with the whole group. Listen for and list student responses in the
final column. For suggested answers, see Plot Development: The Rising Action in Flush (answers, for
teacher reference).
• Ask students to discuss in their triads:
* “How do the events in Chapter 3 contribute to the plot development? Do they provide/build on conflict or
tension?”
• Select volunteers to share their answers with the whole group. Listen for and list student responses in the
final column. For suggested answers, see Plot Development: The Rising Action in Flush (answers, for
teacher reference).
• Ask students to synthesize information:
* “So how did Chapters 2 and 3 contribute to the rising action of the plot in Flush?”
• Refocus whole class and use equity sticks to call on a few triads to share their answer. On the Flush Plot
Development anchor chart, record next to the Rising Action line something similar to: “Chapters 2 and 3
introduce: Lice, who might help; conflicts with Jasper; and tension between Noah’s mom and dad.”
• Preview homework and distribute structured notes and evidence flags.
Homework Meeting Students’ Needs

• Read Chapters 4 and 5 of Flush. As you read, mark the text with at least three evidence flags to help you
answer this focus question in your structured notes:
* “What does Noah think about Miles Umlatt? How do you know?”
• Record any new vocabulary on your word-catcher.

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Grade 6: Module 3B: Unit 2: Lesson 3
Supporting Materials
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GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 17–19

Name:

Date:

Learning Targets:
“I can analyze how an author’s word choice affects tone and meaning in a literary
text.” (RL.6.4) “I can analyze how an author develops a narrator or speaker’s point
of view.” (RL.6.6)

Directions:
1. Reread pages 17–19 of Flush from “‘Mr. Peeking?’ I said. His real name was
Charles,” on page 17 to the end of page 19.
2. In triads, discuss the question: What is Noah’s point of view of Lice Peeking? Use
evidence from the text to support your answer.
3. Record your claims in the first column of the organizer.
4. Record evidence from the text to support those claims in the middle column.
Remember to use quotation marks and to include the page number.
5. Choose one word to describe the tone of the evidence you have recorded and
record it in the final column.

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 17–19

CLAIM EVIDENCE WORD CHOICE

What is Noah’s How do you know? How did Describe the tone of the
point of view of Lice Hiaasen develop Noah’s text with one word.
Peeking? point of view of Lice
Peeking? (Use specific (for example, angry or
words, phrases, and sad)
sentences from the text.)

Circle figurative
language.

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 17–19

(Answers, for Teacher
Reference)

CLAI EVIDENCE WORD CHOICE

M
How do you know? How did Describe the tone of the
What is Noah’s Hiaasen develop Noah’s text with one word.
point of view of Lice point of view of Lice
Peeking? Peeking? (Use specific (for example, angry or
words, phrases, and sad)
sentences from the text.)

Circle figurative
language.
Noah sees Lice as dirty “Everyone called him Lice, Disgusted; repelled
and unkempt. for obvious reasons…. It
didn’t look like his bathing
habits had improved much
since then.” (page 17) –
THOUGHT

Noah sees Lice as mean. “Lice Peeking started Sad; disappointed

laughing so hard, I thought
he might have an asthma
attack and fall on the floor.
Obviously the news about
my father had
brightened his day.” (page
17) – THOUGHT

Noah sees Lice as selfish “Dad had warned me that Disgusted; disappointed
and greedy. Lice Peeking wasn’t
accustomed to doing
something because it was
decent and right. He
predicted that Lice Peeking
might demand something in
return.” (page 18) –
THOUGHT

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 17–19

(Answers, for Teacher
Reference)

CLAIM EVIDENCE WORD CHOICE

Circle figurative
language.
Noah sees Lice as weak To keep from wobbling, Pitying
and sickly. Lice Peeking braced
himself with both arms….
His face was pasty in the
sunlight, and his eyes were
glassy and dim. He looked
like a sick old iguana, … yet
only twenty-nine. It was
hard to believe.” (page 19)
– THOUGHT

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Plot Development: The Rising Action in Flush Anchor Chart

Name:

Date:

Learning Target: “I can analyze how each chapter contributes to plot development.”

How do these events

contribute to the plot
Chapter Main Events in Chapter
development?
(Do they introduce a new
character? Provide/build on
conflict or tension?)

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© Public Consulting Group, Inc., with a perpetual license NYS Common Core ELA Curriculum • G6:M3B:U2:L3 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Plot Development: The Rising Action in Flush Anchor Chart

(Answers, for Teacher
Reference)

Learning Target: “I can analyze how each chapter contributes to plot development.”

How do these events

contribute to the plot
Chapter Main Events in Chapter
development?
(Do they introduce a new
character? Provide/build on
conflict or tension?)
Chapter 2 1. Noah and Abbey go to the 1. Introduces a conflict with a
marina and run into Jasper. new character, Jasper,
2. Noah goes to Lice Peeking’s because he is angry with
trailer to ask for his help. Noah because of what
Noah’s dad did to Jasper’s
3. Noah goes home and talks dad’s boat.
with Mom.
2. Introduces a new character,
Lice Peeking, who may
possibly help Noah get his
dad out of jail.
3. Develops more tension around
Dad being in jail, because
Mom is angry and it hints that
their family might break apart.

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Chapter 3 1. Noah visits his father in jail. 1. Develops more tension about
2. Noah visits Thunder Beach Dad staying in jail because
with his friends they talk about sacrificing the
skiff and Paine being away
3. Noah visits Lice but mostly from the family.
talks to Shelly.
2. Illustrates how wildlife is
being affected by the
pollution from Dusty
Muleman’s casino boat.
3. Develops more tension about
Noah trying to solve this crime
for his dad, because he is
trying to get Lice to help but
Shelly makes him nervous.

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Grade 6: Module 3B: Unit 2: Lesson 4
Analyzing Point of View and Figurative
Language: Noah’s Point of View of
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Florida

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GRADE 6: MODULE 3B: UNIT 2: LESSON
4
Analyzing Point of View and Figurative

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

Supporting Learning Targets Ongoing Assessment

• I can determine the meaning of connotative and figurative language and analyze how an • Structured notes: Chapters 4 and 5 (from
author’s choice of words affects tone and meaning. homework)
• I can analyze how Carl Hiaasen develops Noah’s point of view of the area he lives in. • Noah’s Point of View graphic organizer: pages
27–29
• I can analyze how Chapters 4 and 5 contribute to plot development.
• Exit Ticket: Chapters 4 and 5 plot development

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GRADE 6: MODULE 3B: UNIT 2: LESSON
4
Analyzing Point of View and Figurative

Agenda Teaching Notes

1. Opening • This lesson is similar in structure to Lesson 3: students work in triads without any
A. Engaging the Reader: Chapters 4 and 5 of teacher modeling to analyze an excerpt of Flush for point of view, figurative language,
Flush (5 minutes) tone, and meaning. This time, the focus of the analysis is Noah’s point of view of the area
B. Unpacking Learning Targets (2 minutes) he lives in. Students go back to Chapter 3 in the book for this analysis. The reason for
2. Work Time this is that Noah’s point of view of the area he lives in is important in the second half of
A. Rereading Pages 27–29 for Unfamiliar the unit, when students look for evidence of Carl Hiaasen’s perspective of where he lives
Vocabulary (6 minutes) to address standard RI.6.6a.
B. Analyzing Point of View, Figurative • Instead of filling out the anchor chart to track plot development in this lesson, students
Language, and Tone: Pages 27–29 (14 fill out an exit ticket that looks exactly like the anchor chart to practice for the
minutes)
upcoming mid-unit assessment.
C. Determining Author’s Techniques: Point
of View, Tone, and Meaning (10 minutes) • As students are reading two chapters of this novel per night, consider providing catch-
3. Closing and Assessment up reading time to ensure that all students are at the same place in the text as they go
into the mid-unit assessment in the next lesson.
A. Exit Ticket: Chapters 4 and 5 Plot
Development (8 minutes) • In advance:
4. Homework – Read pages 27–29 and Noah’s Point of View graphic organizer (answers, for
A. Read Chapters 6 and 7. As you read, mark teacher reference) to familiarize yourself with what students will be doing and the
the text with evidence flags to help you answers you will need to guide them toward (see supporting materials).
answer the focus question in your – Informally assess Noah’s Point of View graphic organizer: pages 17–19, collected in
structured notes. Lesson 3. Look for students’ ability to make a claim, select text evidence, and
appropriately determine tone. Consider making a list of students who need extra
support and providing them with descriptive feedback (one thing they did well and one
thing they can improve upon with concrete next steps). Pre-determine if you will
reteach these students as a small group or circulate to them individually during Work
Time B.
• Post: Learning targets; Though, Word, Action symbols.

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Lesson Vocabulary Materials

Everglades, mangroves (27), • Flush (book; distributed in Lesson 1; one per student)
squall, hunkered (28) • Equity sticks
• Flush word-catcher (from Lesson 1)
• Dictionaries (at least one per triad)
• Noah’s Point of View graphic organizer: pages 27–29 (one per student)
• Noah’s Point of View graphic organizer: pages 27–29 (answers, for teacher reference)
• Thought, Word, Action symbols (from Lesson 1; one for display)
• Colored pencils or markers (blue and one other color; one of each color per student)
• Plot Development: The Rising Action in Flush anchor chart (from Lesson 3)
• Exit Ticket: Chapters 4 and 5 Plot Development (one per student)
• Exit Ticket: Chapters 4 and 5 Plot Development (answers, for teacher reference)
• Flush Plot Development anchor chart (from Lesson 2)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

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Opening Meeting Students’ Needs

A. Engaging the Reader: Chapters 4 and 5 of Flush (5 minutes) • Opening the lesson by asking
• Invite students to take out Flush. Ask students to discuss in triads: students to share their
* “What happened in Chapters 4 and 5?” homework makes students
accountable for completing
• Select volunteers to share their answers. Listen for students to explain that Noah helps to sink Jasper’s
homework. It also gives you
boat, the reporter comes to talk to Noah, Noah goes to visit Lice Peeking again to ask for his help in
the opportunity to monitor
exchange for his dad’s skiff, and Noah and Abbey go to the marina at night to see what Dusty Muleman’s
which students have not been
people are doing to the Coral Queen.
completing their homework.
• Invite students to refer to their structured notes homework to discuss the answer to the focus question in
triads: “What does Noah think of Miles Umlatt? How do you know?”
• Refocus whole class. Select students to share their answers using equity sticks. Listen for students to
share something like: “Noah doesn’t like him because he makes him nervous.” Listen for students to
provide evidence like: “He was thin and blotchy, and his nose was scuffed up like an old shoe,” (page 40),
or “Miles Umlatt wrote that down on his pad, which made me a little nervous. So did the tiny green light
blinking on his tape recorder” (page 43).
B. Unpacking Learning Targets (2 minutes) • Learning targets are a
• Invite students to read the learning targets with you: research- based strategy
* “I can determine the meaning of connotative and figurative language and analyze how the an that helps all students,
author’s choice of words affects tone and meaning.” especially challenged
* “I can analyze how Carl Hiaasen develops Noah’s point of view of the area he lives in.” learners.

* “I can analyze how Chapters 4 and 5 contribute to plot development.” • Posting learning targets allows
• Students should be familiar with these learning targets from previous lessons. Remind students of students to reference them
vocabulary they have explored in previous lessons: gist, connotative language, figurative language, throughout the lesson to check
tone, point of view, and plot. their understanding. The
learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.

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Work Time Meeting Students’ Needs

A. Rereading Pages 27–29 for Unfamiliar Vocabulary (6 minutes) • Asking students to identify
• Ask students to follow along silently as you read aloud from “In July days get long and stream together,” on challenging vocabulary helps
page 27 to “Rado took him home while I skated alone down the old road, back toward Lice Peeking’s them monitor their
place,” in the middle of page 29. understanding of a complex
text.
• Distribute dictionaries to each triad. Remind students that they have already read this chapter and
recorded unfamiliar words on their Flush word-catchers for homework. Invite students to share any new • ELLs may be unfamiliar with
vocabulary and definitions with their triad. If they were unable to work out the meaning of a word, more vocabulary words than
encourage other students to assist them with the definition. You may need to explain to students that the are mentioned in this lesson.
Everglades is a large area of wetland in Florida and that mangroves are trees that grow in wetland areas. Check for comprehension of
general words that most
• Focus students’ attention on the word squall. Invite them to read the sentence containing the word
students would know.
“squall” and the two sentences after to try and figure out what the word means from the context. Ask
students to discuss in triads:
* “What do you think a ‘squall’ might be? Why do you think that? What in those sentences suggests that?”
• Cold call students to share their responses. Listen for students to explain that a squall must be a storm
because it says that they held their skateboards over their heads to keep the raindrops from their eyes and
that it took half an hour for the storm to pass. Invite a volunteer to check the meaning of the word in a
dictionary and explain to students that squalls are common in the area of Florida that Carl Hiaasen is
writing about in Flush.
• Focus students’ attention on the word hunkered. Invite a volunteer to look up the word in a dictionary
and to share the meaning with the whole group, as this isn’t an easy one to get from context.
• Remind students to record new words on their word-catchers.

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Work Time (continued) Meeting Students’ Needs

B. Analyzing Point of View, Figurative Language, and Tone: Pages 27–29 (14 minutes) • Graphic organizers and
• Distribute Noah’s Point of View graphic organizer: pages 27–29. Remind students that they filled recording forms engage
out a similar organizer in Lessons 2 and 3. students more actively and
provide the necessary
• Explain that in this lesson, they use the graphic organizer to help them analyze pages 27–29 to identify
scaffolding that is especially
Noah’s point of view of the area he lives in.
critical for learners with lower
• Remind students to read the directions at the top of the graphic organizer. levels of language proficiency
• Direct students to work independently to analyze the text. Explain that they will discuss their answers and/or learning
with their triads after they have tried to complete the organizer on their own. • When reviewing graphic
• Circulate to assist students with analyzing the text for point of view, figurative language, and tone. Refer to organizers or recording forms,
Noah’s Point of View graphic organizer: pages 27–29 (answers, for teacher reference) to guide consider using a document
students. Consider doing some small group instruction or circulating to certain individuals based on their camera to display the
work on the graphic organizers you collected in the previous lesson. Consider providing students who need document for students who
it with clear descriptive feedback (for example, one thing they are doing well and one thing they can struggle with auditory
improve upon with concrete next steps). As you circulate, ask probing questions such as: processing.

* “What is Noah’s point of view of the area he lives in?” • By using formative
assessment, teachers can
* “How do you know? Which specific words, phrases, and sentences from the text support your claim
provide differentiated
about Noah’s point of view?”
instruction to students during
* “Based on the images, words, and phrases you have selected, how would you describe the tone of the text individual work time through
with one word?”
small group or individual
• Invite students to get into triads to share their graphic organizers. Encourage them to add to and instruction.
revise their graphic organizers based on what they learn from the other people in their triads.
• Descriptive feedback is a
• Refocus whole group. Remind students that Flush uses figurative language such as similes and research- based strategy that
metaphors to help us better understand how things look and what characters think and feel. supports student achievement
• Invite the class to reread the figurative language learning target with you: by providing feedback on what
students are doing well to
* “I can determine the meaning of connotative and figurative language and analyze how the author’s
replicate their thinking and
choice of words affects tone and meaning.”
increase engagement. And by
• Direct students to look back at the evidence they recorded in the middle column and ask them to discuss in providing feedback on what
triads:
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GRADE 6: MODULE 3B: UNIT 2: LESSON
4
Analyzing Point of View and Figurative
* “Can you identify any figurative language in the notes you have taken? Remember that figurative students can do to improve
language is when you describe something by comparing it to something else.” with specific next steps, to
build success and increases
student engagement.

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Work Time (continued) Meeting Students’ Needs

• Invite students to circle figurative language on their graphic organizers.

• Use equity sticks to select students to share their responses. Listen for students to say: “I’ve always
enjoyed watching the sky drop down like a foamy purple curtain when a summer storm rumbles across
Florida Bay” on page 27.
• Ask triads to discuss:
* “What kind of figurative language is this example? How do you know?”
• Use equity sticks to call on students for their responses. Listen for them to explain that it is a simile,
because similes often use “like” or “as” to compare two things.
• Ask triads to discuss:
* “Why does Hiaasen use figurative language here? What does it do for the reader?”
• Listen for students to explain that it helps the reader create a mental picture of what a storm looks like
when it rolls into the Florida Bay.
• Focus students on the sentence, “Thom, Rado, and I hunkered in the mangroves …”
• Ask students to discuss in triads:
* “What connotation does the word ‘hunkered’ suggest? What words could the author have used
instead with a different connotation?”
• Cold call students to share their responses. Listen for students to explain that “hunkered” has the
connotation of having to get down really low in a strong, solid position to avoid being blown over. The
author could have used the words “squatted” or “crouched down,” but those don’t have the same effect.
• Focus students on the sentence, “Only a certified moron would dive in when the beach was posted.”
• Ask students to discuss in triads:
* “What connotation does the word moron suggest? What words could the author have used instead
with a different connotation?”
• Cold call students to share their responses. Listen for students to explain that “moron” has the
connotation of someone being dangerously foolish. The author could have used the word “fool,” but
that doesn’t make the person sound such an unclear thinker for doing something that could endanger

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Work Time (continued) Meeting Students’ Needs

C. Determining Author’s Techniques: Point of View, Tone, and Meaning (10 minutes) • Asking students to color code
• Direct students’ attention to the posted Thought, Words, Actions symbols and remind them of the and add symbols to their text
ways authors can develop point of view. provides a clear visual
reference for analysis.
• Tell students that now they are going to continue to work in triads to analyze how the author has
developed point of view by looking at the evidence from the text recorded in the middle column of their
graphic organizers. Distribute colored pencils or markers and remind students to underline evidence as
follows:
– Noah’s own thoughts, actions, and feelings—blue
– The words and actions of others—another color
• Remind students to then code each piece of evidence as a thought, word, or symbol.
• Refocus whole group. Ask:
* “So what techniques does Hiaasen use most often to develop Noah’s point of view of where he lives in this
excerpt?”
• Cold call students to share their responses with the whole group. Listen for students to explain that in
this excerpt, most of Noah’s point of view comes from his own thoughts.
• Invite students to focus on the Tone column of the graphic organizer. Ask triads to share the words they
chose and to justify why they infer that tone.
• Remind students that the tone helps them to determine the point of view because it gives us an idea of
what the narrator thinks of or feels about the subject.

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Closing and Assessment Meeting Students’ Needs

Exit Ticket: Chapters 4 and 5 Plot Development (8 minutes) • Exit tickets allow a check
• Display the Plot Development: The Rising Action in Flush anchor chart. Invite students to reread for understanding of the
what has been recorded so far. Read aloud the learning target: learning targets so that
instruction can be adjusted
* “I can analyze how Chapters 4 and 5 contribute to plot development.” or tailored to students’
• Distribute Exit Ticket: Chapters 4 and 5 Plot Development and explain to students that it is identical needs during the lesson or
to the anchor chart they have been filling out over the past couple of lessons. Explain to students that in before the next lesson.
the next lesson they are going to be doing their mid-unit assessment, so this exit ticket is good practice
for that. Ask:
* “What were the main events in Chapters 4 and 5?”
• Invite students to independently refer to their text and record the main things that happened on the exit
ticket.
• Ask:
* “How do these events contribute to the plot development? Do they introduce a new character? Do they
provide/build on conflict or tension?”
• Invite students to independently refer to their text and record how the things they recorded in
the middle column contributed to the plot development.
• Select volunteers to share their answers with the whole group. For suggested answers, see Exit Ticket:
Chapters 4 and 5 Plot Development (answers, for teacher reference).
• Display the Flush Plot Development anchor chart. Invite students to synthesize their thinking about plot
development:
* “How did Chapters 4 and 5 contribute to the rising action and plot development in Flush?”
• Use equity sticks to call on a few students to share their statements with the class. Listen for students
to share that in Chapters 4 and 5 the conflict between Jasper and Noah continues, there is tension as
Abbey and Noah realize their dad might be in the wrong Record this next to the Rising Action line on
the Flush Plot Development anchor chart.
• Distribute structured notes and evidence flags for homework.

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Homework Meeting Students’ Needs

• Read Chapters 6 and 7. As you read, mark the text with at least three evidence flags to help you answer
this focus question in your structured notes:
* “What does Shelly think of Lice in Chapter 6? How do you know?”
• Remember to record any new vocabulary on your word-catcher.

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Grade 6: Module 3B: Unit 2: Lesson 4
Supporting Materials
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license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 27–29

Name:

Directions:
1. Reread pages 27–29 of Flush from “In July days get long and stream together,” on
page 27 to “Rado took him home while I skated alone down the old road, back
toward Lice Peeking’s place” in the middle of page 29.
2. In triads discuss the question: What is Noah’s point of view of the area he lives in?
Use evidence from the text to support your answer.
3. Record your claims in the first column of the organizer.
4. Record evidence from the text to support those claims in the middle column.
Remember to use quotation marks and to include the page number.
5. Choose one word to describe the tone of the evidence you have recorded and
write it in the final column.

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 27–29

CLAIM EVIDENCE WORD CHOICE

What is Noah’s point How do you know? How Describe the tone of the
of view of the area he did Hiaasen develop text with one word.
lives in? Noah’s point of view of
the area he lives in? (Use (for example, angry or
specific words, phrases, sad)
and sentences from the
text.)

Circle figurative
language.

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 27–29

(Answers, for Teacher
Learning Reference)
Targets:
“I can analyze how an author’s word choice affects tone and meaning in a literary
text.” (RL.6.4) “I can analyze how an author develops a narrator or speaker’s point
of view.” (RL.6.6)

CLAIM EVIDENCE WORD CHOICE

Circle figurative
language.
Noah likes the storms. “I’ve always liked watching Comforted
the sky drop like a foamy
purple curtain when a
summer storm rumbles
across Florida Bay.” (pages
27–28) – THOUGHT

“Then the wind dropped

out, and the only sound
was a soft sleepy drizzle.”
(page 28) – THOUGHT

Noah sees the beach as Relieved

special place to be kept “I was glad to see that
clean. the water was okay,
especially when a big
loggerhead turtle bobbed
up the surface.” (page 28)
– THOUGHT

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Noah’s Point of View Graphic Organizer: Pages 27–29

(Answers, for Teacher
Reference)

CLAIM EVIDENCE WORD CHOICE

Circle figurative
language.
Noah sees the “The three of us stayed Anticipation
turtles as something real quiet because we
to watch and thought the turtle might
respect. be coming ashore to lay
her eggs.” (page 28) –
ACTION

Noah sees it as his “The momma turtles down Protective

duty to help the here don’t have lots of
turtles by leaving options, so we leave them
them alone alone. It’s the law, too.”
(page 29) – ACTION

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Exit Ticket: Chapters 4 and 5 Plot Development

Learning Target: “I can analyze how Chapters 4 and 5 contribute to plot development.”

How do these events

contribute to the plot
Chapter Main Events in Chapter
development?
(Do they introduce a new
character? Provide/build on
conflict or tension?)

Chapter 4

Chapter 5

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GRADE 6: MODULE 3B: UNIT 2: LESSON

Exit Ticket: Chapters 4 and 5 Plot Development

(Answers, for Teacher
Reference)

Learning Target: “I can analyze how Chapters 4 and 5 contribute to plot development.”

How do these events

contribute to the plot
Chapter Main Events in Chapter
development?
(Do they introduce a new
character? Provide/build on
conflict or tension?)

Chapter 4 1. Noah helps to sink Jasper’s 1. Develops conflict between

boat with Jasper and Bull in Noah and Jasper because
it. although Noah won this one,
2. Miles Umlatt interviews Noah we know Jasper will be angry
and discusses his dad’s and will want revenge.
history of breaking the law. 2. Develops tension about the
punishment Noah’s dad will
receive because now we know
he has been in trouble with the
law many times before.

Chapter 5 1. Noah and Abbey go to the 1. Tension builds between Noah

marina at night to see what and his father because what
Dusty Muleman’s people are Noah and Abbey find at the
doing to the Coral Queen. marina makes them question
2. At the end of the chapter, whether their father was
someone grabs Abbey. right.
2. Builds tension because we
don’t know what happens
next.

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Grade 6: Module 3B: Unit 2: Lesson 5
Mid-Unit Assessment: Analyzing Point of View
and Plot Development in Flush
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GRADE 6: MODULE 3B: UNIT 2: LESSON
5
Mid-Unit

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

Supporting Learning Targets Ongoing Assessment

• I can determine the meaning of words and phrases in the text. • Structured notes: Chapters 6 and 7 (from
homework)
• I can analyze how the word choice affects tone and meaning.
• Mid-Unit 2 Assessment: Point of View,
• I can analyze how Hiaasen develops Noah’s point of view.
Figurative Language, and Plot
• I can explain how a chapter contributes to plot development. Development in Flush
• Flush Plot Development anchor chart

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GRADE 6: MODULE 3B: UNIT 2: LESSON
5
Mid-Unit

Agenda Teaching Notes

1. Opening • In this Mid-Unit 2 Assessment, students read a passage of Flush and are asked to
A. Engaging the Reader: Chapters 6 and 7 of identify and interpret the point of view and use of figurative language in the passage.
Flush (7 minutes) They do this in a graphic organizer nearly identical to the one they have been using to
B. Unpacking Learning Targets (2 minutes) track point of view throughout the novel so far. Students are then asked a series of short
2. Work Time constructed response questions about figurative language, word choice, and plot
A. Mid-Unit 2 Assessment (33 minutes) development.
3. Closing and • Assess student responses using the NYS Grade 6 2-Point Rubric—Short Response. There
Assessment are also suggested answers in the supporting materials, but be aware that student
A. Debrief (3 minutes) answers may differ from those suggested—they are to be used as a guideline for the kind
4. Homework of responses to look for.
A. Read the rest of Chapter 8. As you read, • Consider allowing time for catch-up reading to ensure all students are at the same place in
mark the text with evidence flags to help you the book.
answer the focus question in your structured • In advance:
notes. – Review Concentric Circles protocol (see Appendix).
B. Record new vocabulary words on your word- • Post: Learning targets; Plot Development: The Rising Action in Flush anchor
catcher.
chart; Flush Plot Development anchor chart.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
5
Mid-Unit

Lesson Vocabulary Materials

Do not preview vocabulary. • Plot Development: The Rising Action in Flush anchor chart (from Lesson 3)
• Plot Development: The Rising Action in Flush anchor chart (answers, for teacher reference)
• Flush Plot Development anchor chart (from Lesson 2)
• Mid-Unit 2 Assessment: Analyzing Point of View and Plot Development in Flush (one per student)
• Flush (book; distributed in Lesson 1)
• Sticky notes (five per student)
• Colored pencils or markers (blue and one other color; one of each color per student)
• Mid-Unit 2 Assessment: Analyzing Point of View and Plot Development in Flush (suggested answers, for
teacher reference)
• NYS Grade 6 2-Point Rubric—Short Response (for teacher reference)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

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GRADE 6: MODULE 3B: UNIT 2: LESSON
5
Mid-Unit

Opening Meeting Students’ Needs

A. Engaging the Reader: Chapters 6 and 7 of Flush (7 minutes) • Opening the lesson by asking
• Invite students to refer to their structured notes homework and the answer to the focus question: students to share their
* “What does Shelly think of Lice in Chapter 6? How do you know?” homework makes them
accountable for completing
• Remind students of Concentric Circles protocol:
it. It also gives you the
1. Split the group in half. Invite one half to make a circle facing out and the other half to make a circle opportunity to monitor which
around them, facing in. students are not doing their
2. Ensure that all students are facing someone opposite them. homework.
3. Ask: “What happened in Chapter 6?”
4. Invite students to share their answers with the person opposite them.
5. Invite students on the inside circle to move two people to the right.
6. Ask: “What happened in Chapter 7?”
7. Invite students on the inside circle to move two people to the right.
8. Ask: “What does Shelly think of Lice in Chapter 6? How do you know?”
9. Invite students to share their answers to with the person opposite them.
• Refocus whole group. Invite volunteers to share their answers with the whole group. Listen and write
student answers on the displayed Plot Development: The Rising Action in Flush anchor chart. For
guidance, see Plot Development: The Rising Action in Flush anchor chart (answers, for teacher
reference).
• Direct students’ attention to the posted Flush Plot Development anchor chart and add a summative
statement for Chapters 6 and 7. For example: “Tension builds with the possibility that Noah’s dad could
actually be wrong and there is disappointment that Lice, who Noah’s dad has been pinning his hopes on,
has gone. The tension about the sewage tank is relieved when we find out the sewage tank isn’t used.”

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GRADE 6: MODULE 3B: UNIT 2: LESSON
5
Mid-Unit

Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (2 minutes) • Learning targets are a

• Invite students to read the learning targets with you: research- based strategy
* “I can determine the meaning of words and phrases in the text.” that helps all students,
* “I can analyze how the word choice affects tone and meaning.” especially challenged
learners.
* “I can analyze how Hiaasen develops Noah’s point of view.”
• Posting learning targets allows
* “I can explain how a chapter contributes to plot development.”
students to reference them
• Remind students that these are the same learning targets they have been working with for the past four throughout the lesson to check
lessons. Tell them that today they will show how well they can demonstrate these targets independently their understanding. The
in an assessment. learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
5
Mid-Unit

Work Time Meeting Students’ Needs

A. Mid-Unit 2 Assessment (33 minutes) • If students receive

• Distribute a Mid-Unit 2 Assessment: Analyzing Point of View and Plot Development in Flush to accommodations for
each student. They will also need their text Flush, five sticky notes, and colored pencils or markers. assessment, communicate with
the cooperating service
• Invite students to read through the learning targets and the prompt with you. Remind them that the
providers regarding the
graphic organizer on the assessment handout is similar to the one they have been using to analyze point
practices of instruction in use
of view in previous lessons.
during this study, as well as
• Invite students to read through the questions below the graphic organizer with you. Explain that once they the goals of the assessment.
have analyzed the point of view and tone, they are to answer those questions.
• Remind the class that because this is an assessment, it is to be completed independently. However,
if students need assistance, they should raise their hand to speak with a teacher.
• Explain to students they should independently read the excerpt for gist, and they have the option of using
the sticky notes to write down the gist as a tool to support their comprehension.
• Circulate and support students as they work. During an assessment, your prompting should be minimal.
• At the conclusion of the allotted time, collect the Mid-Unit 2 Assessment.
• Congratulate students on their hard work during the assessment.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
5
Mid-Unit

Closing and Assessment Meeting Students’ Needs

A. Debrief (3 minutes)
• Fist to Five. Invite students to reread each of the learning targets with you and to show on their
fingers how well they achieved each target with 0 being “not at all” and 5 being “achieved it
successfully.”
• Take note of students who show low numbers on their fingers and be sure to address their concerns in the
next lesson.
• Preview homework and distribute structured notes and evidence flags.
Homework Meeting Students’ Needs

• Read the rest of Chapter 8. As you read, mark the text with at least three evidence flags to help you
answer this focus question in your structures notes:
* “What happens in this chapter and how do those events contribute to the plot development?”
• Record new vocabulary words on your word-catcher.

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Grade 6: Module 3B: Unit 2: Lesson 5
Supporting Materials
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license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

Plot Development: The Rising Action in Flush Anchor Chart

(Answers, for Teacher
Reference)

Learning Target: “I can analyze how each chapter contributes to plot development.”

How do these events

contribute to the plot
Chapter Main Events in Chapter
development?
(Do they introduce a new
character? Provide/build on
conflict or tension?)

Chapter 6 1. Noah and Abbey escape from 1. Tension builds with the
the marina knowing that there possibility that Noah’s dad
is a sewage tank in the marina could actually be wrong.
that it looks like the Coral 2. Tension builds when Noah
Queen has been using. Noah finds out that Lice, who
goes to visit his dad in jail Noah’s dad has been pinning
again and tells him about the his hopes on, has gone.
sewage tank.
2. Noah goes to visit Lice only to
find he has run away.

Chapter 7 1. Noah’s dad’s interview is on 1. Tension builds as Noah and

TV, so Noah and Abbey try to Abbey do everything they can
stop their mom from seeing it. to stop their mom watching
2. Noah sneaks down to the the interview.
marina again in the dark and 2. Tension about the sewage
finds that the sewage tank is tank is relieved when we
rusty and useless, so cannot find out the sewage tank
have been used by the Coral isn’t used.
Queen.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2 Assessment:
Analyzing Point of View and Plot Development in
Flush

Name:

Date:

Long-Term Learning Targets Assessed:

“I can determine the meaning of literal, connotative, and figurative language
(metaphors and similes) in literary text.” (RL.6.4)
“I can analyze how an author’s word choice affects tone and meaning in a literary
text.” (RL.6.4) “I can analyze how a particular sentence, stanza, scene, or chapter
fits in and contributes
to the development of a literary text.” (RL.6.5)
“I can analyze how an author develops a narrator or speaker’s point of view.” (RL.6.6)
“I can use context (e.g., the overall meaning of a sentence or paragraph, a
word’s position or function in a sentence) to determine the meaning of a word
or phrase.” (L.6.4a)

Assessment Prompt:
One of the characteristics that makes Carl Hiaasen’s novel Flush a compelling story is
his development of the narrator’s point of view. Through his use of details and
descriptive language that capture Noah’s observations and thoughts, the reader
comes to know Noah’s point of view of his father, of Lice Peeking, and of where he
lives in Florida. In this assessment, you will have the opportunity to show what you
have learned about determining how Noah’s point of view has been developed, how
both figurative and connotative language and word choice can affect the tone of a
novel, and how each chapter contributes to the development of the plot in the novel.

Directions:
In Chapter 8 of Flush, read from the last paragraph on page 82, beginning with “The next
afternoon Mom insisted,” and ending with “In a matter of moments he had hustled to his
car and sped away” on page 84. After you read, complete the organizer and answer the
questions.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2 Assessment:
Analyzing Point of View and Plot Development in
Flush

1. Complete the organizer below.

CLAIM EVIDENCE WORD CHOICE

What is Noah’s point of view of his How do you know? How did Describe the tone of the text
dad’s interview? Hiaasen develop Noah’s point with one word.
of view of his dad’s interview?
Provide three examples of (for example, angry or sad)
specific words, phrases, and
sentences that support your
claim.

1. 1.

2. 2.

3. 3.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2 Assessment:
Analyzing Point of View and Plot Development in
Flush

2. On your completed organizer:

A. Underline each piece of text evidence with a colored pencils or marker as follows:
• Noah’s own thoughts, actions, and feelings—blue
• The words and actions of others—another color
B. Code each piece of evidence as a thought, word, or action using the Thought,
Word, Action symbols.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2 Assessment:
Analyzing Point of View and Plot Development in
Flush

5. “Dad’s TV interview was the buzz of the Keys...” (page 82)

• What is the connotation of buzz?
• What other words could have been used here with a similar meaning
but a different connotation?
• Why has the author used this connotation here?

6. “Next to show up on camera was a rodent-faced man who identified himself as

Dusty’s attorney.” (page 82)
• Circle the figurative language about Dusty Muleman’s attorney in this
sentence. What does it mean?
• Why has the author used this figurative language here? In your
explanation, include the specific words or phrase that helped you
determine the meaning.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2 Assessment:
Analyzing Point of View and Plot Development in
Flush

8. How does the excerpt you read from page 82–84 contribute to plot development?
Describe the main events in this excerpt and how they contribute to the rising
action of the plot.

Main events in excerpt:

How do these events contribute to the development of the plot’s rising

action? Do they introduce new characters? Do they build tension? Do they
introduce/continue conflict?

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2
Assessment: Analyzing Point of View and Plot
Development in Flush (Suggested Answers, for
Teacher Reference)

Long-Term Learning Targets Assessed:

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2
Assessment: Analyzing Point of View and Plot
Development in Flush (Suggested Answers, for
Teacher Reference)

1. Complete the organizer below.

2. On your completed organizer:
A. Underline each piece of text evidence with a colored pencils or marker as
follows:
 Noah’s own thoughts, actions, and feelings—blue
 The words and actions of others—another color
B. Code each piece of evidence as a thought, word, or action using the Thought,
Word, Action symbols.

CLAIM EVIDENCE WORD CHOICE

What is Noah’s point of How do you know? How Describe the tone of the
view of his dad’s did Hiaasen develop text with one word.
interview? Noah’s point of view of
his dad’s interview? (for example, angry or
Provide three examples sad)
of specific words,
phrases, and sentences
that support your claim.
He seems to be quite relieved 1. “My father was in rare form.” 1. Relief
and pleased with it. It seems that (page 82) – NOAH’S THOUGHT
he thinks his dad didn’t come
across as badly as he had feared.

2. “He came off more like a 2. Relief

college professor than a boat
vandal.” (page 82) – NOAH’S
THOUGHT

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

3. “He had the good sense not 3. Relief

to compare himself to Nelson
Mandela (or if he did, the TV
people were nice enough to cut
that part out).” (page 82) –
NOAH’S THOUGHT

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2
Assessment: Analyzing Point of View and Plot
Development in Flush (Suggested Answers, for
Teacher Reference)

3. “My father ended the interview by saying he intended to stay locked behind
bars until the law dealt squarely with Dusty Muleman.” (page 82)
• What do you think the word squarely means?
• What word(s) would you replace squarely with? Use that strategy to help
you determine what this word might mean. Explain why you would replace it
with that word(s).
I would replace “squarely” with “fairly.” I would replace it with “fairly” because I know
that Noah’s dad thinks the law is being very unfair by arresting him rather than
Dusty Muleman.

4. “Mr. Shine sucked air through his teeth. ‘Sorry. I’m obliged to tell your mother
first.’” (page 83)
• What do you think the word obliged means?
• Use the context to determine the meaning and record it below. Explain how
you know the meaning from the context clues in the text:
I think the word “obliged” means that he has to tell her first. I think this because Mr.
Shine refuses to tell Noah before he has told his mother.

5. “Dad’s TV interview was the buzz of the Keys ...” (page 82)
• What is the connotation of buzz?
• What other words could have been used here with a similar meaning
but a different connotation?
• Why has the author used this connotation here?
The word “buzz” has the connotation that it was alive and active. The word “talk”
could have also been used here, but that sounds more passive. The author has used
this word here to make the reader understand that everyone was talking about it.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Mid-Unit 2
Assessment: Analyzing Point of View and Plot
Development in Flush (Suggested Answers, for
Teacher Reference)

6. “Next to show up on camera was a rodent-faced man who identified

himself as Dusty’s attorney.” (page 82
• Circle the figurative language about Dusty Muleman’s attorney in this
sentence. What does it mean?
• Why has the author used this figurative language here? In your
explanation, include the specific words or phrase that helped you
determine the meaning.
It means his face looked like a rat or a mouse, and I think the author chose to use
that figurative language because he wants us to know that Noah doesn’t like Dusty
Muleman’s attorney.

7. “Mr. Shine looked like he’d swallowed a bad clam. ‘What?’ he croaked. ‘Where
in the world did you get that idea?’” (page 84)
• Circle the figurative language in this sentence. What does it mean?
• Why has the author used this figurative language here?
It means he pulled a face like he tasted something bad that made him feel unwell. I
think the author chose to use it because it makes us understand how uncomfortable
Mr. Shine was about answering Noah’s question.

8. How does the excerpt you read on pages 82–84 contribute to plot development?
Describe the main events in this excerpt and how they contribute to the rising
action of the plot.
Main events in excerpt:
Noah watches his dad’s TV interview and Mr. Shine comes to deliver some news.
How do these events contribute to the development of the plot’s rising
action? Do they introduce new characters? Do they build tension? Do they
introduce/continue conflict?

The tension about what Noah thought his father might say in the interview is taken
away because it wasn’t as bad as he thought. The visit from Mr. Shine builds tension
NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

again because we wonder what news he has.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

NYS Grade 6 2-Point Rubric—Short Response

(For Teacher Reference)

Use the below rubric for determining scores on short answers in this assessment.

2-point Response The features of a 2-point response are:

 Valid inferences and/or claims from the text where

required by the prompt
 Evidence of analysis of the text where required by the prompt
 Relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to
the requirements of the prompt
 Sufficient number of facts, definitions, concrete details,
and/or other information from the text as required by the
prompt
 Complete sentences where errors do not impact readability

1-point The features of a 1-point response are:

Response
 A mostly literal recounting of events or details from the text
as required by the prompt
 Some relevant facts, definitions, concrete details,
and/or other information from the text to develop
response according to the requirements of the
prompt
 Incomplete sentences or bullets

0-point The features of a 0-point response are:

Respons
e
 A response that does not address any of the
requirements of the prompt or is totally inaccurate
 No response (blank answer)
 A response that is not written in English
 A response that is unintelligible or indecipherable

1From New York State Department of Education, October 6, 2012.

NYS Common Core ELA Curriculum • G6:M3B:U2:L5 • February

Grade 6: Module 3B: Unit 2: Lesson 6
Carl Hiaasen’s Perspective of Florida: Part 1
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GRADE 6: MODULE 3B: UNIT 2: LESSON
6
Carl Hiaasen’s Perspective of

Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

I can explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)

Supporting Learning Targets Ongoing Assessment

• I can find the gist of an excerpt of “Five Creative Tips from Carl Hiaasen.” • Structured notes: Chapter 8 (from homework)
• I can use evidence from the text to answer text-dependent questions. • Gathering Evidence of Hiaasen’s
• I can infer Carl Hiaasen’s perspective of Florida. Perspective: Part 1 graphic organizer

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L6 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
6
Carl Hiaasen’s Perspective of

Agenda Teaching Notes

1. Opening • In this lesson, students are introduced to an excerpt from an interview titled “Five
A. Engaging the Reader: Chapter 8 of Flush (8 Creative Tips from Carl Hiaasen: Florida’s Cleverest Chronicler.” This introduces
minutes) students to the two main perspectives of Hiaasen: that he loves Florida, and that he is
B. Unpacking Learning Targets (5 minutes) angry about the development of Florida.
2. Work Time • The RL.6.6a standard is a literature standard that asks students to find evidence of how
A. Reading an Excerpt of “Five Creative Tips an author’s geographic location has influenced his or her perspective in his or her
from Carl Hiaasen” for Gist (12 minutes) literary writing. This requires students to first determine Hiaasen’s perspective of
B. Text-Dependent Questions: An Excerpt Florida from interviews with him and then to find evidence of this in his novel Flush.
of “Five Creative Tips from Carl • The graphic organizer introduced in this lesson is designed to support students in
Hiaasen” (10 minutes) gathering evidence and inferring Hiaasen’s perspective about Florida from an excerpt of
3. Closing and Assessment an interview with him. Initially this is done with a lot of teacher guidance and modeling,
A. Inferring Carl Hiaasen’s Perspective of but over the course of the unit, students are gradually released to use the graphic
Florida (10 minutes) organizer more independently, scaffolding toward the end of unit assessment.
4. Homework • In this unit, due to the connection between standards RL.6.6 and RL.6.6a, point of view
A. Read Chapters 9 and 10 of Flush. As you and perspective are used synonymously. To address standard RL.6.6 in the first half of
read, mark the text with evidence flags to the unit, “point of view” is discussed in relation to the narrator of Flush, Noah, and the
help you answer the focus question in your way he sees objects, people, and events. To address standard RL.6.6a in the second half
structured notes. of the unit, “perspective” is used in relation to how Carl Hiaasen views the world as a
result of his geographic location and how we see that perspective come through in the
B. Record any new vocabulary on your word-
novel Flush.
catcher.
• Students will look for evidence of Carl Hiassen’s perspective in Flush in later lessons.
• In advance:
– Read the excerpt from “Five Creative Tips,” focusing on gist.
– Review Gathering Evidence of Hiaasen’s Perspective: Part 1 graphic organizer
(answers, for teacher reference).
• Post: Learning targets; Flush Plot Development anchor chart.

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Lesson Vocabulary Materials

infer, perspective, satire, • Flush (book; distributed in Lesson 1; one per student)
emotional attachment, • Flush Plot Development anchor chart (from Lesson 2)
exploitation, development • Equity sticks
• Flush word-catcher (from Lesson 1)
• “Five Creative Tips from Carl Hiaasen” (one per student and one to display)
• Dictionaries (at least one per triad)
• Gathering Evidence of Hiaasen’s Perspective: Part 1 graphic organizer (one per student and one to display)
• Gathering Evidence of Hiaasen’s Perspective: Part 1 graphic organizer (answers, for teacher reference)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

Opening Meeting Students’ Needs

A. Engaging the Reader: Chapter 8 of Flush (8 minutes) • Opening the lesson by asking
• Invite students to take out Flush and their structured notes homework and discuss the following students to share their
question with an elbow partner: homework makes them
accountable for completing
* “What happens in this chapter and how do those events contribute to the plot development?” it. It also gives you the
• Consider using equity sticks to call on a few students to share with the whole class. Direct students’ opportunity to monitor which
attention to the posted Flush Plot Development anchor chart. Add a summative statement to the Rising students are not doing their
Action line based on student responses. Listen for and record a response like: “8—Noah watches the homework.
interview with his father, which relieves tension because it wasn’t as bad as he thought,” “Mr. Shine visits,
which builds tension again because we want to know the news he has,” and “tension builds when Shelly
tells Noah she believes Lice may have been killed by Dusty Muleman.”

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Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (5 minutes) • Learning targets are a

• Invite students to silently follow along as you read the learning targets aloud: research- based strategy
that helps all students,
* “I can find the gist of an excerpt of ‘Five Creative Tips from Carl Hiaasen.’”
especially challenged
* “I can use evidence from the text to answer text-dependent questions.” learners.
* “I can infer Carl Hiaasen’s perspective of Florida.” • Posting learning targets allows
• Remind students what the word “gist” means (understanding what the text is mostly about). students to reference them
• Ask: throughout the lesson to check
* “What does it mean to infer?” their understanding. The
learning targets also provide a
• Ask for volunteers and listen for students to share that to “infer” means to draw a conclusion using both
reminder to students and
text evidence and your own background knowledge.
teachers about the intended
• Ask: learning behind a given lesson
* “What does perspective mean?” or activity.
• Consider using equity sticks to select students to share their responses. Listen for: “It means how you see • Discussing and clarifying the
something, based on your background and your previous experiences.” Make it clear to students that language of learning targets
“point of view” and “perspective” mean something very similar, but when talking about Noah in Flush, they helps build academic
have been using “point of view”; when talking about Carl Hiaasen, they are going to use the word vocabulary.
“perspective.”
• Direct students to define “infer” and “perspective” on their Flush word-catchers.

Created by Expeditionary Learning, on behalf of Public Consulting

Work Time Meeting Students’ Needs

A. Reading an Excerpt from “Five Creative Tips from Carl Hiaasen” for Gist (12 minutes) • Hearing a complex text read
• Tell students that the cultural background and/or geographic location of an author can often affect his or slowly, fluently, and without
her perspective and that we can often see evidence of that perspective in the author’s writing. Explain to interruption or explanation
students that in this half of the unit they are going to find out more about Carl Hiaasen—where he is from promotes fluency for students.
and how that has affected his perspective. Tell them that they are then going to look for evidence of that They are hearing a strong
perspective in Flush. reader read the text aloud with
accuracy and expression and
• Display and distribute “Five Creative Tips from Carl Hiaasen.”
are simultaneously looking at
• Invite students to follow along silently in their heads as you read the excerpt aloud slowly, fluently, and and thinking about the words
without interruption. Tell the class to listen for details about his geographic location that have influenced on the printed page. Be sure to
Hiaasen’s life and that may have shaped his beliefs, values, and ideas. set clear expectations that
• Ask students to Think-Pair-Share: students read along silently in
their heads as you read the
* “What did you learn about Hiaasen in this excerpt from ‘Five Creative Tips from Carl Hiaasen’?”
text aloud.
• Select students to share their responses. Listen for students to explain that he loves Florida and this helps
him write. • Allow students to grapple with
a complex text before explicit
• Invite students to first pair up with a new person and work together to annotate the gist of the
teaching of vocabulary. After
paragraph in the margin of the text and record unfamiliar words on their word-catchers. If students
students have read for gist,
struggle with getting the gist of the whole paragraph, encourage them to separate the text into smaller
they can identify challenging
chunks.
vocabulary for themselves.
• Distribute dictionaries. Remind students that if they aren’t sure what a word means after looking for
• Asking students to identify
context clues and looking in the dictionary, they should leave the definition to be discussed with the
challenging vocabulary helps
whole group later on.
them monitor their
• Circulate and support students as they read. For those who need more support, ask them to practice understanding of a complex
telling you the gist of a section before they write it down. text. When students annotate
• Then, invite students to get into their regular triads to compare what they wrote for their gist the text by circling these
statements and to help each other with any unfamiliar vocabulary they haven’t been able to figure out. words, it can also provide a
formative assessment for the
• Refocus whole class and invite students to share any unfamiliar vocabulary words they found, along with
teacher.
the definitions. If students were unable to work out the definition from the context or find it in a dictionary,

Created by Expeditionary Learning, on behalf of Public Consulting

Work Time (continued) Meeting Students’ Needs

• Focus students’ attention on the word satire in the subheading and in the body of the text. Explain that this
is quite an important word when talking about the writing of Carl Hiaasen, but as it isn’t easy to figure out
the meaning from the context or from the way the word is put together, you are going to need a volunteer
to look up this word for the whole class in the dictionary. Make sure students understand that “satire” is
humor about weaknesses or bad qualities and that Carl Hiaasen uses a lot of satire in his writing.
• Focus students’ attention on the words emotional attachment. Ask:
* “What do you think this means? What is an ‘emotional attachment’? So what is he saying in this sentence?”
• Cold call students to share their responses. Listen for students to explain that emotional attachment is
a sense of feeling close to something emotionally—it is special to you and you have a connection with it
—and in this sentence it means that there are very few places in Florida that he doesn’t feel a special
connection to.
• Focus students’ attention on the word exploitation. Point out that the root of the word is “exploit.” As this
word isn’t easy to figure out from the context, invite a volunteer to look up this word for the whole class in
the dictionary. Make sure students understand that when you exploit, you make full use of something or
someone.
• Tell students that the suffix “tion” at the end of a word means the action of, or the process of, so
“exploitation” is “the process of exploiting something.”
• Invite students to consider other words ending in “tion” and discuss how the suffix is added to the root
word to mean the action of, or the process of. Words students may suggest include: motion, action,
connection, and communication.
• Focus students on the word development and explain that in this context Carl Hiaasen means the
building of buildings, housing, roads, etc.

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Work Time (continued) Meeting Students’ Needs

B. Text-Dependent Questions: An Excerpt of “Five Creative Tips from Carl Hiaasen” (10 minutes) • Asking students to discuss
• Display and distribute the Gathering Evidence of Hiaasen’s Perspective: Part 1 graphic organizer. challenging questions before
recording them helps to ensure
• Focus students’ attention on the questions in the first column of the table. Explain that the responses to
that all students have an idea
these questions can be found in the text. Invite students to read through the questions with you.
about what to write and can
• Work through the first three questions as a class: give students confidence in
1. Ask the question. their responses.

2. Invite students to refer to the text to find the answer. • Some students may benefit
from having access to “hint
3. Invite students to discuss the answer in their triads.
cards”: small slips of paper or
4. Select students to share their responses. index cards that they turn
5. Model how to fill out the answer in the Answers column of the graphic organizer. Refer to over for hints about
Gathering Evidence of Hiaasen’s Perspective: Part 1 graphic organizer (answers, for how/where to find the
teacher reference) for guidance. answers to text-dependent
questions. For example, a hint
6. Repeat with the next question.
card might say, “Look in the
• Tell students that triads will work together to reread the rest of the text-dependent questions in Column 1, third line.”
review their excerpt, discuss possible answers, and then record their answers to the questions in Column
• Some students may benefit
2, using evidence from the text. Make it clear that for now, they should leave the other columns blank.
from having key sections pre-
Clarify directions as needed.
highlighted in their texts. This
• Circulate and observe triads working. While circulating, ask students: will help them focus on small
* “Where in the text did you find this answer?” sections rather than scanning
• Refocus whole class after a few minutes. Invite students to share their answers with the whole group. the whole text for answers.
Guide students through each question using the Gathering Evidence of Hiaasen’s Perspective: Part 1
graphic organizer (answers, for teacher reference).
• Invite students to make revisions to their answers if necessary.

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Closing and Assessment Meeting Students’ Needs

A. Inferring Carl Hiaasen’s Perspective of Florida (10 minutes) • Asking students to discuss
• Focus students’ attention on the third column of the organizer, “Perspective: From this excerpt, what challenging questions before
do you know about how being born and raised in Florida has affected Carl Hiassen’s perspective of the recording their answer helps to
place?” Ask students to discuss this question in triads. ensure that all students have
an idea about what to write
• Select volunteers to share their answers with the whole group. Listen for students to explain something
and can give students
like: “As a result of being born and raised in Florida, Carl Hiaasen loves the place and sees it as special.
confidence in their responses.
He doesn’t like the way it is being developed and exploited.”
• Record this in the third column of the displayed graphic organizer as a model for students. Invite
students to record their ideas in the third column of their own organizers.
• Distribute structured notes and evidence flags for homework.

Homework Meeting Students’ Needs

• Read Chapters 9 and 10 of Flush. As you read, mark the text with at least three evidence flags to help
you answer this focus question in your structured notes:
* “What happens in these chapters and how do those events contribute to the plot development?”
• Record any new vocabulary on your word-catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L6 • February
Grade 6: Module 3A: Unit 1: Lesson 6
Supporting Materials
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license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

“Five Creative Tips from Carl Hiaasen, Florida’s Cleverest Chronicler”

By: Jessica Grose

Expeditionary Learning is seeking permission to reproduce this material. When

permission is granted, an updated version of this lesson will be posted at
www.engageny.org and commoncoresuccess.elschools.org.

Source (for teacher reference only): http://www.fastcocreate.com/1683413/5-creative-tips-from-carl-hiaasen-floridas-cleverest-chronicler

NYS Common Core ELA Curriculum • G6:M3B:U2:L6 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 1 Graphic Organizer

Name:

Date:

Learning Targets:
“I can use evidence from the text to answer text-dependent
questions.” “I can infer Carl Hiaasen’s perspective of
Florida.”

QUESTIONS ANSWERS PERSPECTIVE

Use evidence from the text to As a result of what you have read so
support your answers. far, how has being born and raised in
Florida affected Carl Hiaasen’s
perspective of the place?

“Five Creative Tips from Carl Hiaasen”

1. What affects
the way Carl
Hiaasen cares
about Florida?

2. Why does Carl

Hiaasen have
“tremendous
affection” for
Florida?

NYS Common Core ELA Curriculum • G6:M3B:U2:L6 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

3. According to
Hiaasen, why
is Florida
vulnerable?

NYS Common Core ELA Curriculum • G6:M3B:U2:L6 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 1 Graphic Organizer

(Answers, for Teacher
Reference)

QUESTIONS ANSWERS PERSPECTIVE

Use evidence from the text to As a result of what you have read so
support your answers. far, how has being born and raised in
Florida affected Carl Hiaasen’s
perspective of the place?

“Five Creative Tips from Carl Hiaasen”

4. What affects The fact that he was born As a result of being born and
the way Carl and raised there and has raised in Florida, Carl Hiassen
Hiaasen cares family roots there. “I feel loves and cares about it and
about Florida? lucky to be born and raised sees it as a special place. He
in Florida, and have genuine doesn’t like the way it is being
family roots there.” developed and exploited.
5. Why does Carl He was born and raised
Hiaasen have there, has family roots there,
“tremendous and has grandchildren there.
affection” for “all my grandkids are here…”
Florida?

6. According to It is vulnerable because it is

Hiaasen, why flat. “When you grow up in
is Florida Florida where it’s
vulnerable? completely flat, it’s so
vulnerable...”

NYS Common Core ELA Curriculum • G6:M3B:U2:L6 • February

Grade 6: Module 3B: Unit 2: Lesson 7
Carl Hiaasen’s Perspective of Florida: Part 2
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to
GRADE 6: MODULE 3B: UNIT 2: LESSON
7
Carl Hiaasen’s Perspective of

Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

I can explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)

Supporting Learning Targets Ongoing Assessment

• I can find the gist of “Florida ‘A Paradise of Scandals’” Excerpt 1. • Structured notes: Chapters 9 and 10 (from
homework)
• I can use evidence from the text to answer text-dependent questions.
• Gathering Evidence of Hiaasen’s
• I can infer Carl Hiaasen’s perspective of Florida.
Perspective: Part 2 graphic organizer

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
7
Carl Hiaasen’s Perspective of

Agenda Teaching Notes

1. Opening • In this lesson, students read the first of a two-part excerpt of the transcript of an
A. Engaging the Reader: Chapters 9 and 10 (8 interview with Carl Hiaasen that was aired on CBS’s 60 Minutes in 2005. In Lesson 8,
minutes) students will read Excerpt 2 of the transcript.

B. Unpacking Learning Targets (2 minutes) • This lesson is similar in structure to Lesson 6 and uses the same graphic organizer,
which is designed to support students in gathering evidence and inferring Hiaasen’s
2. Work Time
perspective based on his geographical location; however, as this is a more complex text
A. Reading for Gist: “Florida ‘A Paradise of and contains more complex language and ideas that students may not understand
Scandals’” Excerpt 1 (8 minutes) independently, students are guided through the text with a Close Reading Guide (see
B. Guided Close Reading and Answering supporting materials).
Text- Dependent Questions: “Florida ‘A • In this lesson, students continue adding to the Flush Plot Development anchor chart.
Paradise of Scandals’” Excerpt 1 (20 Continued tracking of plot development is an intentional scaffold to support students
minutes) in Lessons 9 and 10, when they address standards W6.11a–c.
3. Closing and Assessment • As students are reading two chapters of this novel per night, consider providing catch-
A. Inferring Carl Hiaasen’s Perspective of up reading time to ensure all students are at the same place in the text.
Florida (7 minutes) • In advance:
4. Homework – Read “Florida ‘A Paradise of Scandals’” Excerpt 1, focusing on gist.
A. Read Chapters 11 and 12 of Flush. As you – Review “Florida ‘A Paradise of Scandals’” Excerpt 1 Close Reading Guide (for teacher
read, mark the text with evidence flags to reference) and Gathering Evidence of Hiaasen’s Perspective: Part 2 graphic organizer
help you answer the focus question in your (answers, for teacher reference).
structured notes. – Review Concentric Circles protocol (see Appendix).
B. Record any new vocabulary on your word- • Be prepared to return the Mid-Unit 2 Assessment in Lesson 8.
catcher.
• Post: Learning targets; Flush Plot Development anchor chart.

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Lesson Vocabulary Materials

geographic location, urban • Flush Plot Development anchor chart (from Lesson 2)
sprawl, quaint, strip malls, • Equity sticks
appealing, appalling,
• “Florida ‘A Paradise of Scandals’” Excerpt 1 (one per student and one to display)
manufacture, tourism,
• Flush word-catcher (students’ own; from Lesson 1)
therapy, transformed,
collision • Dictionaries (at least one per triad)
• Gathering Evidence of Hiaasen’s Perspective: Part 2 graphic organizer (one per student and one to display)
• “Florida ‘A Paradise of Scandals’” Excerpt 1 Close Reading Guide (for teacher reference)
• Gathering Evidence of Hiaasen’s Perspective: Part 2 graphic organizer (answers, for teacher reference)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

Created by Expeditionary Learning, on behalf of Public Consulting

Opening Meeting Students’ Needs

A. Engaging the Reader: Chapters 9 and 1o of Flush (8 minutes) • Reviewing homework holds all
• Invite students to refer to their structured notes homework and the answer to their homework focus students accountable for
question: reading the novel and
completing their homework.
* “What happens in Chapters 9 and 10 and how do those events contribute to the plot development?”
• Remind students of Concentric Circles protocol:
1. Split the group in half. Invite one half to make a circle facing out and the other half to make a circle
around them, facing in.
2. Ensure that all students are facing someone opposite them.
3. Ask: “What happened in Chapter 9 of Flush?”
4. Invite students to share their answers to this question with the person opposite them.
5. Invite students on the inside circle to move two people to the right.
6. Ask: “What happened in Chapter 10 of Flush?”
7. Invite students to share their answers to this question with the person opposite them.
8. Invite students on the inside circle to move two people to the right.
9. Ask: “How did those events contribute to the plot development?”
• Direct students to return to their seats and direct students’ attention to the posted Flush Plot
Development anchor chart. Consider using equity sticks to call on few students to summarize the plot
development in Chapters 9 and 10. Add to the anchor chart something like: “9 and 10—Tension builds
and is relieved again when Noah’s dad escapes from jail, but the police don’t seem to care. The conflict
between Jasper and Noah continues when Jasper actually hurts Noah this time. Shelly builds tension by
confirming that the Coral Queen is still dumping waste into the ocean. Tension also builds when Abbey
runs away.”

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Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (2 minutes) • Learning targets are a

• Invite students to silently follow along as you read the learning targets aloud: research- based strategy
that helps all students,
* “I can find the gist of “Florida ‘A Paradise of Scandals’” Excerpt 1. especially challenged
* “I can use evidence from the text to answer text-dependent questions.” learners.
* “I can identify evidence of Carl Hiaasen’s perspective of his geographic location in Flush.” • Posting learning targets allows
• Remind students of what “gist,” “perspective” and explain that geographic location means the place he students to reference them
lives in, for example Carl Hiaasen lives in Florida. His geographic location is Florida. throughout the lesson to check
their understanding. The
• Explain that students will begin reading a new text as they continue working on those learning targets in learning targets also provide a
this lesson.
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.
• Discussing and clarifying the
language of learning targets
helps build academic
vocabulary.

Created by Expeditionary Learning, on behalf of Public Consulting

Work Time Meeting Students’ Needs

A. Reading for Gist: “Florida ‘A Paradise of Scandals’” Excerpt 1 (8 minutes) • Hearing a complex text read
• Display and distribute “Florida ‘A Paradise of Scandals’” Excerpt 1. slowly, fluently, and without
interruption or explanation
• Invite students to follow along silently as you read the excerpt aloud slowly, fluently, and without promotes fluency for students.
interruption. They are hearing a strong
• Invite new pairs to work together to read for gist, annotate the gist in the margin of their texts, and reader read the text aloud with
record unfamiliar words on their Flush word-catchers. accuracy and expression and
• Distribute dictionaries. Remind students that if they aren’t sure what a word means after looking for are simultaneously looking at
context clues and looking in the dictionary, they should leave the definition to be discussed with the and thinking about the words
whole group later on. on the printed page. Be sure to
set clear expectations that
• Circulate and support students as they read. For those who need more support, ask them to practice students read along silently in
telling you the gist of a section before they write it down. This is quite a challenging text, but allow their heads as you read the
students to grapple. They will have the opportunity to study the text more closely with a guided close text aloud.
reading later in the lesson.
• Allow students to grapple with
• Invite students to get into their regular triads to compare what they wrote for their gist statements and a complex text before explicit
to help each other with any unfamiliar vocabulary they haven’t been able to figure out. teaching of vocabulary. After
• Refocus whole class and invite students to share any unfamiliar vocabulary words they found, along with students have read for gist,
the definition. If students were unable to work out the definition from the context or find it in a dictionary, they can identify challenging
encourage other students to assist them with the meaning. vocabulary for themselves.
• Focus students on the words urban sprawl. Ask students to discuss in their triads what they think “urban” • Asking students to identify
means. challenging vocabulary helps
• Select volunteers to share their responses with the whole group. If no one knows, invite a volunteer them monitor their
to look it up in the dictionary. Make sure students understand that urban is related to cities. understanding of a complex
text. When students annotate
• Ask students to discuss in triads what they think “sprawl” means. Ask:
the text by circling these
* “What does ‘sprawl’ mean? When you describe something as ‘sprawled out,’ what do you mean?” words, it can also provide a
• Cold call students to share their responses. Listen for students to explain that sprawl means spread out. formative assessment for the
teacher.
• Invite students to put those two words together:
* “So what is ‘urban sprawl’?”
• Consider using equity sticks to select students to share their responses with the whole group. Listen for
students to explain that urban sprawl is a lot of buildings, for example houses and stores, spread out over
Created by Expeditionary Learning, on behalf of Public Consulting
Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
7
Carl Hiaasen’s Perspective of
a large area.

Created by Expeditionary Learning, on behalf of Public Consulting

Work Time (continued) Meeting Students’ Needs

• Other words students may struggle with include: quaint, strip malls, appealing, appalling, manufacture,
tourism, therapy, transformed, and collision. Be sure the address these words here by taking each one at a
time and asking if any students know what they mean. If no-one knows what they mean, either invite a
student to look up the word in the dictionary to share with the whole group, or consider telling students if
you are running short of time.

B. Guided Close Reading and Answering Text-Dependent Questions: “Florida ‘A Paradise of • Asking students to discuss
Scandals’” Excerpt 1 (20 minutes) challenging questions before
• Display and distribute Gathering Evidence of Hiaasen’s Perspective: Part 2 graphic organizer. recording them helps to ensure
Remind students that the purpose of the graphic organizer is to support them in meeting the learning that all students have an idea
targets. about what to write and can
give students confidence in
• Invite students to reread the following learning target along with you: their responses.
* “I can use evidence from the text to answer text-dependent questions.” • Some students may benefit
• Follow “Florida ‘A Paradise of Scandals’” Excerpt 1: Close Reading Guide (for teacher from having key sections pre-
reference) to guide students through closely reading the text and filling out the Questions and highlighted in their texts. This
Answers columns on their graphic organizers. will help them focus on small
sections rather than scanning
the whole text for answers.

Created by Expeditionary Learning, on behalf of Public Consulting

Closing and Assessment Meeting Students’ Needs

A. Inferring Carl Hiaasen’s Perspective of Florida (7 minutes) • Asking students to discuss

• Remind students that “perspective” means “how you see something based on your background challenging questions before
and your previous experiences.” recording their answer helps to
ensure that all students have
• Ask students to discuss in triads: an idea about what to write
* “From this excerpt, what do you know about how being born and raised in Florida has affected Carl and can give students
Hiaasen’s perspective of the place?” confidence in their responses.
• Select volunteers to share their answers with the whole group. Listen for students to explain something
like: “Carl Hiaasen is very angry with the people responsible for the development in Florida and the way it
is destroying the natural beauty and, as a result, he makes bad things happen to the bad guys in his
novels.” Use Gathering Evidence of Hiaasen’s Perspective: Part 2 graphic organizer (answers, for
teacher reference) as a guide.
• Invite students to record their ideas in the Perspective column of their graphic organizers.
• Distribute structured notes and evidence flags for homework.
Homework Meeting Students’ Needs

• Read Chapters 11 and 12 of Flush. As you read, mark the text with at least three evidence flags to help
you answer this focus question in your structured notes:
* “What happens in these chapters and how do those events contribute to the plot development?”
• Record any new vocabulary on your word-catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February
Grade 6: Module 3B: Unit 2: Lesson 7
Supporting Materials
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons
license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

“Florida ‘A Paradise of Scandals’” Excerpt 1

Name:

Date:

Expeditionary Learning is seeking permission to reproduce this material. When

permission is granted, an updated version of this lesson will be posted at
www.engageny.org and commoncoresuccess.elschools.org.

Source (for teacher reference only): http://www.cbsnews.com/8301-18560_162-688458.html

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 2 Graphic Organizer

Name:

Date:

Learning Targets:
“I can use evidence from the text to answer text-dependent
questions.” “I can identify evidence of Carl Hiaasen’s
perspective of Florida.”

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 2 Graphic Organizer

QUESTIONS ANSWERS PERSPECTIVE

(Use evidence from the text to As a result of what you have read
support your answers.) so far, how has being born and
raised in Florida affected Carl
Hiaasen’s perspective of the
place?
“Florida ‘A Paradise of Scandals’” Excerpt 1

1. According to the
text, what does
Hiaasen reserve his
anger for?

2. According to the
text, how has
Florida changed?

3. According to the
text, how much
green space is
paved over in
Florida each day?

4. What does Carl

Hiaasen say is
produced in
Florida?

5. According to the
text, why did Carl
Hiaasen start
writing novels?

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 2 Graphic Organizer:

(Answers, for Teacher
Reference)

QUESTIONS ANSWERS PERSPECTIVE

1. According to For the people responsible for He likes the natural side of
the text, what the development. It says, Florida and is very angry with
does Hiaasen “Much of that anger is the people responsible for its
reserve his reserved for the forces of development for taking over
anger for? development.” the green spaces and natural
beauty and changing Florida
from a tropical paradise into
an urban sprawl.
2. According to It has changed from being
the text, how naturally beautiful to having
has Florida lots of buildings and cities. It
changed? says, “which have
transformed Florida from a
quaint tropical postcard
where Hiaasen grew up, to
urban sprawl, strip malls and
skyscrapers.”
3. According to 450 acres. It says, “developers
the text, how pave over 450 acres of green
much green space a day.”
space is paved
over in Florida
each day?

4. What does Oranges and handguns. It

Carl says, “We don’t produce
Hiaasen say anything except, you know,
is produced oranges and handguns.”
in Florida?

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 2 Graphic Organizer:

(Answers, for Teacher
Reference)

QUESTIONS ANSWERS PERSPECTIVE

(Use evidence from the text to As a result of what you have read
support your answers.) so far, how has being born and
raised in Florida affected Carl
Hiaasen’s perspective of the
place?

“Florida ‘A Paradise of Scandals’” Excerpt 1

5. According to As therapy, so he could

the text, why channel his anger by making
did Carl the bad guys get what they
Hiaasen start deserve. It says, “‘Therapy,’
writing novels? says Hiaasen laughing.
‘Actually, with the novels, you
have this wonderful
opportunity to write your own
endings—to have the bad guys
get not only exactly what they
deserve, but in some poetic,
you know, miserable way.’”

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

“Florida ‘A Paradise of Scandals’” Excerpt 1 Close Reading Guide

(For Teacher
Time: 20 Reference)
minutes
Directions and Close Reading Guide
Questions

1. According (5 minutes)
to the text,
• Invite students to reread the part of the text that says, “Much of
what does
Hiaasen that anger is reserved for the forces of development ...”
reserve his • Ask students to discuss in triads:
anger for? * “What does it mean when it says that ‘Much of that anger is
2. According to reserved …’? When you reserve anger for something, what are
the text, how you doing?”
has Florida • Cold call students to share their responses. Listen for students to
changed? explain that it means saving the anger you have and directing it at
something in particular.
• Remind students that in the excerpt of text they read in the
previous lesson, development meant building, for example houses
and roads. Ask students to discuss in triads:
* “So what are the forces of development?”
• Consider using equity sticks to select students to share their
responses. Listen for students to explain that the forces of
development probably means the people responsible for the
development.
• Ask students to discuss Question 1 in triads and record their
answers in the Answers column of their graphic organizers.
• Cold call students to share their answers with the whole group.
Refer to Gathering Evidence of Hiaasen’s Perspective: Part 2
(answers, for teacher reference) to guide students.
• Focus students’ attention on the rest of the sentence, “… which
have transformed Florida from a quaint tropical postcard where
Hiaasen grew up, to urban sprawl, strip malls and skyscrapers.”
• Students should already be familiar with the words “quaint,”
“urban sprawl,” and “strip malls” from the vocabulary discussion
after reading for the gist.
• Ask students to discuss in triads:
* “What does transformed mean?”
• Select volunteers to share their responses with the whole
group. Listen for students to explain that it means changed.
• Ask students to discuss Question 2 in triads and record their
answers on their graphic organizers.

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

• Cold call students to share their answers with the whole group.
Refer to the Gathering Evidence of Hiaasen’s Perspective: Part 2
(answers, for teacher reference) to guide students.

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

“Florida ‘A Paradise of Scandals’” Excerpt 1 Close Reading Guide

(For Teacher Reference)
Directions and Close Reading Guide
Questions

3. According (5 minutes)
to the text, • Focus students’ attention on the part of the text that says, “Hiaasen
how much sees it as a daily collision between nature and the unnatural, the
green space appealing and the appalling, as manatees fight for space with
is paved over manatee mailboxes, and developers pave over 450 acres of green
in Florida space a day.”
each day?
• Ask students:
* “What is a collision?”
• Consider using equity sticks to select students to share their
responses. Listen for students to explain that a collision is when
two things crash together.
• Ask students to discuss in triads:
* “Thinking about the first part of this paragraph in which the text
describes how Carl Hiaasen is angry about the development
happening in Florida and the way the natural landscape has been
turned into sprawling cities, what do you think a collision
between the natural and the unnatural means?”
• Select volunteers to share their responses. Listen for students to
explain that it means that he sees natural beauty in Florida, but
then he also sees ugly cities.
• Ask students to discuss in triads:
* “Which is appealing and which is appalling? Do you think he means
that the natural side of Florida is appealing? Or the development?
How do you know?”
• Select volunteers to share their responses. Listen for students to
explain that it means he finds the natural side appealing and the
unnatural—the development— appalling. We know because we have
already read that he is angry about the development, so he obviously
doesn’t find it appealing.
• Explain to students that manatees are animals that live in the
waters of Florida. Ask students to discuss in triads:
* “Do manatees really fight for space with mailboxes? What kind of
language is this?”
• Consider using equity sticks to select students to share their
responses. Listen for students to explain that it is figurative
language.
• Ask students to discuss in triads:
* “So what does it mean? Do manatees really fight for space with
mailboxes?”
• Select volunteers to share their responses. Listen for students to
explain that it means that areas that manatees live in are being
NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

taken over by houses. For example, wetlands are drained for

development.
• Explain to students that in this context pave over means to
build on. Ask students to discuss Question 3 in triads and
record their answers on their graphic organizers.
• Cold call students to share their answers with the whole group.
Refer to Gathering Evidence of Hiaasen’s Perspective: Part 2
(answers, for teacher reference) to guide students.

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

“Florida ‘A Paradise of Scandals’” Excerpt 1 Close Reading Guide

(For Teacher Reference)

Directions and Close Reading Guide

Questions

4. What does (5 minutes)

Carl Hiaasen • Focus students’ attention on the part of the text that says, “‘The
say is one word that no politician will ever speak, is “enough.” Enough,’
produced in says Hiaasen. ‘This is an economy that's based on growth—growth
Florida? for the sake of growth. We don't manufacture anything. We don't
produce anything except, you know, oranges and handguns. This is
all about growth, tourism and growth.’”
• Explain to students that this part of the interview continues
on from the discussion about development. Ask students to
discuss in triads:
* “So what does he mean by enough? Enough of what?”
• Select volunteers to share their responses with the whole
group. Listen for students to explain that he means enough
developing.
• Explain to students that the economy is the wealth and resources
of an area, particular in terms of how much is produced and how
much is used. Remind students of what manufacture means, as
they should have already discussed this word when discussing
unfamiliar vocabulary after reading for gist.
• It would be useful here to provide an illustration of one acre to
help students to understand just how big the area discussed in the
text is. For example, “one acre is the size of the playground, so can
you imagine how big 450 acres is?”
• Ask students to discuss Question 4 in triads and record their
answers on their graphic organizers.
• Cold call students to share their answers with the whole group.
Refer to Gathering Evidence of Hiaasen’s Perspective: Part 2
(answers, for teacher reference) to guide students.
• Ask triads to discuss:
* “So what does this section of the text mean? What is he saying
here?”
• Select students to share their responses. Students may struggle
with this, so listen for and guide students to understand that he
is saying that there is too much development and it needs to stop.
He is also saying that the development is growing, there are lots
more houses and things for tourists, but they don’t produce
anything else.

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

“Florida ‘A Paradise of Scandals’” Excerpt 1 Close Reading Guide

(For Teacher Reference)

Directions and Close Reading Guide

Questions

5. According to (5 minutes)
the text, why • Focus students’ attention on the part of the text that says
did Carl “‘Therapy,’ says Hiaasen laughing. ‘Actually, with the novels,
Hiaasen start you have this wonderful opportunity to write your own endings
writing novels? —to have the bad guys get not only exactly what they deserve,
but in some poetic, you know, miserable way.’”
• Ask students to discuss in triads:
* “What does he mean by therapy here? And why does he laugh?”
• Consider using equity sticks to select students to share their
responses. Students may struggle with this, so listen for and
guide students to understand that he means he uses writing to
control his anger about things like development. He laughs
because writing is his own form of therapy.
• Ask students to discuss Question 5 in triads and record their
answers on their graphic organizers.
• Cold call students to share their answers with the whole group.
Refer to Gathering Evidence of Hiaasen’s Perspective: Part 2
(answers, for teacher reference) to guide students.

NYS Common Core ELA Curriculum • G6:M3B:U2:L7 • February

Grade 6: Module 3B: Unit 2: Lesson 8
Carl Hiaasen’s Perspective of Florida: Part 3
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to
GRADE 6: MODULE 3B: UNIT 2: LESSON
8
Carl Hiaasen’s Perspective of

Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

I can explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)

Supporting Learning Targets Ongoing Assessment

• I can find the gist of “Florida ‘A Paradise of Scandals’” Excerpt 2. • Structured notes: Chapters 11 and 12 (from
• I can use evidence from the text to answer text-dependent questions. homework)
• Gathering Evidence of Hiaasen’s
• I can infer Carl Hiaasen’s perspective of Florida.
Perspective: Part 3 graphic organizer

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
8
Carl Hiaasen’s Perspective of

Agenda Teaching Notes

1. Opening • Lesson 8 is similar in structure to previous lessons. Students read Excerpt 2 of “Florida
A. Engaging the Reader: Chapters 11 and 12 of ‘A Paradise of Scandals’” and complete most of the Gathering Evidence of Hiaasen’s
Flush (10 minutes) Perspective: Part 3 graphic organizer.
B. Unpacking Learning Targets (3 minutes) • In preparation for the end of unit assessment, this lesson continues to gradually
C. Feedback from Mid-Unit 2 Assessment (6 release students to work more independently.
minutes)
• In advance:
2. Work Time
A. Reading for Gist: “Florida ‘A Paradise of – Prepare to hand back the Mid-Unit 2 Assessment during this lesson.
Scandals’” Excerpt 2 (8 minutes) – Read “Florida ‘A Paradise of Scandals’” Excerpt 2, focusing on gist.
B. Text-Dependent Questions: “Florida ‘A – Review Gathering Evidence of Hiaasen’s Perspective: Part 3 graphic organizer
Paradise of Scandals’” Excerpt 2 (10
(answer, for teacher reference).
minutes)
3. Closing and Assessment • Post: Learning targets; Flush Plot Development anchor chart.
A. Identifying Carl Hiaasen’s Perspective of
Florida (8 minutes)
4. Homework
A. Read Chapters 13 and 14 of Flush. As you
read, mark the text with evidence flags to
help you answer the focus question in your
structured notes.
B. Record any new vocabulary words on
your word- catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Lesson Vocabulary Materials

Poling, skiff, therapeutic, agent, • Flush (book; distributed in Lesson 1; one per student)
sane • Equity sticks
• Flush Plot Development anchor chart (from Lesson 2)
• Flush word-catcher (students’ own; from Lesson 1)
• Mid-Unit 2 Assessments (with teacher feedback)
• “Florida ‘A Paradise of Scandals’” Excerpt 2 (one per student and one to display)
• Dictionaries (several, for students’ reference)
• Gathering Evidence of Hiaasen’s Perspective: Part 3 graphic organizer (one per student and one to display)
• Gathering Evidence of Hiaasen’s Perspective: Part 3 graphic organizer (answers, for teacher reference)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

Opening Meeting Students’ Needs

A. Engaging the Reader: Chapters 11 and 12 of Flush (10 minutes) • Reviewing homework holds all
• Invite students to refer to Flush and their structured notes homework and ask triads to discuss the students accountable for
plot development of Chapters 11 and 12 by prompting them with these familiar questions: reading the novel and
completing their homework.
* “What happened in Chapters 11 and 12 of Flush?”
* “How did those events contribute to the rising action of the plot?”
• Refocus whole class and consider using equity sticks to call on few students to summarize the plot
development in Chapters 11 and 12. Add to the posted Flush Plot Development anchor chart
something like: “11 and 12—Tension increases as Noah’s mom forces Noah’s dad to apologize to Dusty
Muleman, who is mean and sarcastic in return. Tension is relieved when Abbey is found, but builds again
when Noah’s dad is taken back to jail for tampering with the tag. Tension about the sewage problem
grows when Noah, Abbey, and Shelly see a turtle swimming in the sewage.”

Created by Expeditionary Learning, on behalf of Public Consulting

Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (3 minutes) • Learning targets are a

• Invite students to read today’s learning targets with you aloud: research- based strategy
that helps all students,
* “I can find the gist of “Florida ‘A Paradise of Scandals’” Excerpt 2. especially challenged
* “I can use evidence from the text to answer text-dependent questions.” learners.
* “I can infer Carl Hiaasen’s perspective of Florida.” • Posting learning targets allows
• Tell students that today they will look at how Hiaasen uses this kind of language in Flush to share his students to reference them
perspective. throughout the lesson to check
their understanding. The
learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.
• Discussing and clarifying the
language of learning targets
helps build academic
vocabulary.

C. Feedback from Mid-Unit 2 Assessment (6 minutes)

• Hand back the Mid-Unit 2 Assessments (with teacher feedback) and invite students to spend
time reading your feedback and thinking about:
* “How can this feedback help you to improve your work on Carl Hiaasen’s perspective?”
• Invite students to write their names on the board if they have questions so that you can follow up either
immediately or later on in the lesson.

Created by Expeditionary Learning, on behalf of Public Consulting

Work Time Meeting Students’ Needs

A. Reading for Gist: “Florida ‘A Paradise of Scandals’” Excerpt 2 (8 minutes) • Hearing a complex text read
• Display and distribute “Florida ‘A Paradise of Scandals’” Excerpt 2. slowly, fluently, and without
interruption or explanation
• Invite students to follow along silently as you read Excerpt 2 slowly, fluently, and without interruption.
promotes fluency for students.
• Invite students to independently annotate the gist in the margin of the text and record unfamiliar Be sure to set clear
words on their word- catchers. expectations that students
• Have several dictionaries available to the class. Remind students that if they aren’t sure what a word follow along silently as you
means after looking for context clues and looking in the dictionary, they should leave the definition to be read the text aloud.
discussed with the whole group later on. • Allow students to grapple with
• Circulate and support students as they read. For those who need more support, ask them to practice a complex text before explicit
telling you the gist of a section before they write it down. teaching of vocabulary. After
students have read for gist,
• Invite students to get into triads to compare what they wrote for their gist statements and to help
they can identify challenging
each other with any unfamiliar vocabulary they haven’t been able to figure out.
vocabulary for themselves.
• Refocus whole class and invite students to share any unfamiliar vocabulary words they found, along with
• Asking students to identify
the definition. If students were unable to work out the definition from the context or find it in a dictionary,
challenging vocabulary helps
encourage other students to assist them with the meaning.
them monitor their
• Ask students to discuss in triads: understanding of a complex
* “Hiaasen describes being out on the water fishing as being ‘like a church’ for him. What do you think he text. When students annotate
means by this? What do people usually do in churches?” the text by circling these
words, it can also provide a
• Select volunteers to share their responses. Students may struggle with this, so listen for and guide
formative assessment for the
students to understand that he probably means it is peaceful and quiet like a church—somewhere he can
teacher.
think without being interrupted. Explain to students that he may also mean it in a religious sense, like
perhaps he uses the time to pray, but this isn’t clear.
• Focus students’ attention on the word therapeutic. Ask:
* “What root word that we already discussed in a previous lesson can you see or hear in the word
‘therapeutic’?”
• Cold call students to share their responses. Listen for students to explain that therapy is a root in this word.
• Ask students to discuss in triads:
Created by Expeditionary Learning, on behalf of Public Consulting
Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
8
Carl Hiaasen’s Perspective of
* “Knowing the word ‘therapy’ means ‘to help to make yourself feel better,’ what do you think ‘therapeutic’
might mean?”

Created by Expeditionary Learning, on behalf of Public Consulting

Work Time (continued) Meeting Students’ Needs

• Consider using equity sticks to select students to share their responses. Listen for and guide students
to understand that “therapeutic” means “something that makes you feel better.”
• These are other words students may struggle with, so be sure to address them here: poling, skiff, agent,
and sane by taking each one at a time and asking if any students know what they mean. If no-one knows
what they mean, either invite a student to look up the word in the dictionary to share with the whole
group, or consider telling students if you are running short of time.

B. Text-Dependent Questions: “Florida ‘A Paradise of Scandals’” Excerpt 2 (10 minutes) • Some students may benefit
• Display and distribute Gathering Evidence of Hiaasen’s Perspective: Part 3 graphic organizer. from having access to “hint
Remind students that the purpose of the organizer is to support them with the learning targets. cards”: small slips of paper or
index cards that they turn
• Invite students to follow along as you reread the learning target they will focus on next:
over for hints about
* “I can use evidence from the text to answer text-dependent questions.” how/where to find the
• Invite students to read the questions on the graphic organizer with you as you read them aloud. Remind answers to text-dependent
students that, as in the two previous lessons, they need to reread the questions in Column 1, review their questions. For example, a hint
excerpt, and then record the answers to the questions in Column 2. Today they will do the work card might say, “Look in the
independently. Clarify directions as needed. third paragraph.”

• Invite students to work independently to write their responses on the graphic organizer. • Some students may benefit
from having key sections pre-
• Circulate and observe students as they work. As needed, support students by asking them to use evidence
highlighted in their texts. This
from the excerpt to answer the questions. While circulating, identify a student with a strong example of
will help them focus on small
responding to the questions. Ask that student if he or she will present his or her work to the class when
sections rather than scanning
everyone refocuses as a whole group.
the whole text for answers.
• Refocus whole class after a few minutes. Invite the preselected student to share his or her responses with
the class and clarify any questions from peers. Support the student and guide class responses using
Gathering Evidence of Hiaasen’s Perspective: Part 3 graphic organizer (answers, for teacher
reference). Invite students to revise their organizers as necessary.

Created by Expeditionary Learning, on behalf of Public Consulting

Closing and Assessment Meeting Students’ Needs

A.Identifying Carl Hiaasen’s Perspective of Florida (8 minutes)

• Ask students to discuss in triads:
* “From this excerpt, what do you know about how being born and raised in Florida has affected Carl
Hiaasen’s perspective of the place?”
• Select volunteers to share their answers with the whole group. Listen for students to explain something
like: “Carl Hiaasen loves Florida, loves the water, and thinks it is gorgeous.”
• Record this in the third column of the displayed graphic organizer as a model for students. Invite
students to record their ideas in the third column of their own organizers.
• Collect students’ Gathering Evidence of Hiaasen’s Perspective: Part 3 graphic organizers and explain
that you are going to look over them and provide some formative feedback for students in the next
lesson.
• Preview homework and distribute structured notes and evidence flags.
Homework Meeting Students’ Needs

• Read Chapters 13 and 14 of Flush. As you read mark the text with at least three evidence flags to help
you answer this focus question in your structured notes:
* “What happens in these chapters and how do those events contribute to the plot development?”
• Record any new vocabulary on your word-catcher.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
Grade 6: Module 3B: Unit 2: Lesson 8
Supporting Materials
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons
license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

“Florida ‘A Paradise of Scandals’” Excerpt 2

Name:

Date:

Expeditionary Learning is seeking permission to reproduce this material. When

permission is granted, an updated version of this lesson will be posted at
www.engageny.org and commoncoresuccess.elschools.org.

Source (for teacher reference only): http://www.cbsnews.com/8301-18560_162-688458.html

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 3 Graphic Organizer

Name:

Date:

Learning Targets:
“I can use evidence from the text to answer text-dependent
questions.” “I can infer Carl Hiaasen’s perspective of
Florida.”

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 3 Graphic Organizer

QUESTIONS ANSWERS PERSPECTIVE

(Use evidence from the text to As a result of what you have read so
support your answers.) far, how has being born and raised in
Florida affected Carl Hiaasen’s
perspective of the place?

“Florida ‘A Paradise of Scandals’” Excerpt 2

1. How does Carl

Hiaasen escape?

2. How does he
describe what
it’s
like out on the
water for him?

3. What is more
important than
fishing to Carl
Hiaasen?

4. Why does Carl

Hiaasen say he
needs to fish?

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Gathering Evidence of Hiaasen’s Perspective: Part 3 Graphic Organizer

(Answers, for Teacher
Reference)

QUESTIONS ANSWERS PERSPECTIVE

(Use evidence from the text to As a result of what you have read so
support your answers.) far, how has being born and raised in
Florida affected Carl Hiaasen’s
perspective of the place?

“Florida ‘A Paradise of Scandals’” Excerpt 2

1. How does Carl He gets on his boat to get He thinks it is “gorgeous.” He

away loves
Hiaasen escape? from everything. He says in the water and the fish.
the
interview, “My escape is to
just
get in a boat and disappear on
the
water."

2. How does he He says, “It’s like church for

me
describe what anyway. It’s gorgeous,” and,
it’s “All
like out on the these little fish and all the
sting
water for him? rays and little sharks and
everything. You’re right in the
middle of it, which makes it so
much fun. Even if you’re not
catching any fish, it’s a blast to
be
out here. It’s certainly
therapeutic.”

3. What is more Writing and his family. He

says,
important than “… it’s number three on my
list

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

fishing to Carl behind the writing and behind

my
Hiaasen? family.”

4. Why does Carl To stay sane. He says, “I need

to
Hiaasen say he do it to stay sane …”
needs to fish?

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L8 • February
Grade 6: Module 3B: Unit 2: Lesson 9
Finding Evidence of Carl Hiaasen’s
Perspective in Flush
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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

I can explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)

Supporting Learning Target Ongoing Assessment

• I can identify evidence of Carl Hiaasen’s perspective in Flush. • Structured notes: Chapters 13 and 14 (from
homework)
• Finding Evidence of Carl Hiaasen’s Perspective in
Flush
graphic organizer

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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

Agenda Teaching Notes

1. Opening • In this lesson, students work in triads to identify evidence of Carl Hiaasen’s perspective
A. Engaging the Reader: Chapters 13 and 14 of of Florida in Flush. In order to gather as much evidence as possible, each student in the
Flush triad will analyze a different excerpt of Flush. To save time, be prepared to assign
(10 minutes) excerpts to students.
B. Unpacking Learning Targets (2 minutes)
• Collect students’ Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic
2. Work Time
organizer at the end of the lesson and look them over to determine which students might
A. Summarizing Carl Hiaasen’s Perspective of need extra guidance or assistance before they are assessed against these standards in
Florida (10 minutes) Lesson 11.
B. Identifying Evidence of Hiaasen’s • In advance:
Perspective in Flush (20 minutes)
– Review Mix and Mingle Checking for Understanding technique (see Appendix) and
3. Closing and Assessment have music ready to use for the opening of this lesson.
A. Debrief (3 minutes)
• Post: Learning targets; Flush Plot Development anchor chart.
4. Homework
A. Read Chapters 15 and 16 of Flush. As you
read, mark the text with evidence flags to
help you answer the focus question in your
structured notes.
B. Record new vocabulary on your word-catcher.

Lesson Vocabulary Materials

No new vocabulary • Equity sticks

• Flush Plot Development anchor chart (from Lesson 2)
• Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic organizer (one per student and one for
display)
• Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic organizer (suggested answers, for teacher
reference)
• Flush (book; distributed in Lesson 1)

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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

Opening Meeting Students’ Needs

A. Engaging the Reader: Chapters 13 and 14 of Flush (10 minutes) • Reviewing homework holds all
• Remind students that for homework they were to read chapters 13 and 14 and record their answers to students accountable for
the focus question in their structured notes. Ask students to retrieve the handout and prepare for Mix reading the novel and
and Mingle. completing their homework.

• Mix and Mingle:

1. Play music. Invite students to move around the room with their structured notes.
2. After 15 seconds, stop the music.
3. Invite students to share their answer to the following question with the person standing closest to
them: “What happens in Chapter 12?”
4. Repeat Steps 1 and 2.
5. Invite students to share their answer to the following question with the person standing closest to
them: “What happens in Chapter 13?”
6. Repeat Steps 1 and 2.
7. Invite students to share their answer to the following question with the person standing closes to
them: “How do those events contribute to the rising action of the plot?”
• Refocus whole class and consider using equity sticks to call on few students to summarize the plot
development in Chapters 13 and 14. Add to the posted Flush Plot Development anchor chart something
like: “13 and 14—Another conflict between Jasper and Noah is stopped by a new character, an old man.
Bull comes to apologize, which relieves some of the tension in that conflict. Tension builds as Noah, Shelly,
and Abbey cook up a dangerous plan to put food dye in the sewage system of the Coral Queen.”

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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (2 minutes) • Learning targets are a

• Invite students to silently follow along as you read the learning targets aloud: research- based strategy
that helps all students,
* “I can identify evidence of Carl Hiaasen’s perspective in Flush.”
especially challenged
• Remind students of what perspective means. learners.
• Posting learning targets allows
students to reference them
throughout the lesson to check
their understanding. The
learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.
• Discussing and clarifying the
language of learning targets
helps build academic
vocabulary.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

Work Time Meeting Students’ Needs

A. Summarizing Carl Hiaasen’s Perspective of Florida (10 minutes) • Some students may benefit
• Display and distribute Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic organizer. from saying their summary
aloud to you before recording
• Invite students to read through the first three directions on the first page of the graphic organizer with you:
it on their organizer. Invite
– Read back through all the inferences you have made about Carl Hiaasen’s perspective of Florida those students to sit in a
on your Gathering Evidence of Hiaasen’s Perspective graphic organizers from Lessons 6–8. group close to you so that you
– Look for the common themes in each of the perspectives you have inferred and combine those to write a can work with them.
short summary (no more than two sentences) describing Carl Hiaasen’s perspective of Florida, using the
sentence starter in the top row of the Claim column.
– Record that summary in the first column of your organizer.
• Model the process with a volunteer student. Ask the student:
* “What similarities do you see between all of the perspectives you have inferred? What are some common
ideas and themes?”
• Listen for the student to suggest things like: “He loves Florida,” “He loves the nature and the water,” and
“He doesn’t like the development and exploitation.” Record these themes on the displayed organizer and
explain that identifying these common themes will help students to summarize Carl Hiaasen’s perspective
of Florida.
• Model combining those themes into one short paragraph. Use Finding Evidence of Carl Hiaasen’s
Perspective in Flush graphic organizer (suggested answers, for teacher reference) to help you
fill out the first column of the displayed graphic organizer.
• Invite students to follow the first three directions in the same way to independently summarize the
perspectives of Florida that they have inferred. Explain that they may talk to other students, but this is
independent work, so ultimately the ideas and writing should be their own.
• Circulate to assist. Ask:
* “What similarities do you see between all of the perspectives you have inferred? What are some
common ideas and themes?”
* “How can you combine those ideas into one summary paragraph of just a couple of sentences?”

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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

Work Time (continued) Meeting Students’ Needs

B. Identifying Evidence of Hiaasen’s Perspective in Flush (20 minutes) • Asking students to discuss
• Tell students that now they have inferred how being born and raised in Florida has affected Carl Hiaasen’s prompts before recording their
perspective of the place, they need to look for evidence of that perspective in Flush. answers helps to ensure that
all students have an idea about
• Tell students that in triads they are going to reread excerpts of Flush to look for evidence of where Carl
what to write and can give
Hiaasen may have communicated his perspective of Florida.
students confidence in their
• Invite students to read steps 4 – 7 with you in the directions. Emphasize to students the direction that responses.
each student in their triad needs to be assigned one set of page numbers to analyze.
• Tell students that you are going to model this with pages 27–29 . Fill out the displayed organizer as a
model for the whole group. Refer to the Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic
organizer (suggested answers, for teacher reference).
• Invite students to follow steps 4-7 to do the same thing with the page numbers listed.
• Circulate to listen to triad discussions. Ask the following question as necessary to help students stay focused
on the task:
* “How is that evidence of Carl Hiaasen’s perspective of Florida?”
• Refocus whole group. Consider using equity sticks to select students to share their responses with the
whole group. Guide students using Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic
organizer (suggested answers, for teacher reference).
• Collect students’ Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic organizers at the end of
the lesson and look them over to determine which students might need extra guidance or assistance before
they are assessed against these standards in Lesson 11.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
9

Closing and Assessment Meeting Students’ Needs

A. Debrief (3 minutes) • Inviting students to self-

• Fist to Five: Ask students to share how confident they feel about their progress on each of the learning assess can help you gauge
targets by holding up anywhere from zero (low) to five (high) fingers. Make a note of those students who who requires additional
hold low numbers of fingers in order to address their concerns in the next lesson before they are assessed support and guidance before
in Lesson 11. the end of unit assessment.

• Preview homework and distribute structured notes and evidence flags.

Homework Meeting Students’ Needs

• Read Chapters 15 and 16 of Flush. As you read, mark the text with at least three evidence flags to help
you answer this focus question in your structured notes:
* “What happens in these chapters and how do those events contribute to the plot?”
• Record any new vocabulary on your word-catcher.

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© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L9 • February
Grade 6: Module 3B: Unit 1: Lesson 9
Supporting Materials
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license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

Finding Evidence of Carl Hiaasen’s Perspective Graphic Organizer

Name:

Date:

Learning Targets:
• “I can identify evidence of Carl Hiaasen’s perspective in Flush.”
Directions:

1. Read back through all the inferences you have made about Carl Hiaasen’s
perspective of Florida on your Gathering Evidence of Hiaasen’s Perspective graphic
organizers from Lessons 6–8.
2. Look for the common themes in each of the perspectives you have inferred and
combine those to write a short summary (no more than two sentences) describing
Carl Hiaasen’s perspective of Florida, using the sentence starter in the top row of
the Claim column.
3. Record that summary in the Claim column.
4. Assign each student in your triad one of the following excerpts: pages 44–46, 66–68,
102–104 and 138–140 looking for connections to Carl Hiaasen’s perspective of
Florida.
5. Each triad member should read his or her assigned section, marking any
evidence of Carl Hiaasen’s perspective of Florida with evidence flags.
6. Share and discuss the evidence you marked with your triad and determine
which evidence you think clearly shows his perspective and how he channels
that in his writing.
7. Record the evidence in the Evidence column and use the sentence starters in
the top row to explain how this shows evidence of Carl Hiaasen’s perspective

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L9 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Finding Evidence of Carl Hiaasen’s Perspective Graphic Organizer

CLAIM EVIDENCE

As a result of being born In his novel Flush, he writes …

and raised in Florida, Carl This shows evidence of the claim that … because …
Hiaasen’s perspective is
that …

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L9 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Finding Evidence of Carl Hiaasen’s Perspective Graphic Organizer

(Suggested Answers, for Teacher
Reference)

Name:

Date:

Learning Targets:
• “I can identify evidence of Carl Hiaasen’s perspective in Flush.”

CLAIM EVIDENCE

As a result of being born In his novel Flush, he writes …

and raised in Florida, Carl This shows evidence of the claim that … because …
Hiaasen’s perspective is
that …

As a result of being born • In his novel Flush, he writes, “I’ve always liked
in Florida, Carl watching the sky drop down like a foamy purple
Hiaasen’s perspective curtain when a summer storm rumbles across Florida
is that he loves and Bay” (page 27). This shows evidence of the claim that
cares about the state Carl Hiaasen loves Florida because Noah is showing
and sees it as a special a love for the weather in Florida.
place. He thinks it is
• In his novel Flush, he writes, “I was glad to see that
“gorgeous” and loves
the water was okay, especially when a big loggerhead
the natural, unspoiled
turtle bobbed up to the surface. The three of us stayed
side of Florida,
real quiet because we thought the turtle might be
including the water
coming ashore to lay her eggs…. We wouldn’t have
and the fish, but he
bothered her if she decided to crawl up and dig a
doesn’t like the way it
nest…. The momma turtles down here don’t have lots
is being developed and
of options, so we leave them alone” (pages 28–29).
exploited.
This shows evidence of the claim that he cares about
Florida and loves the natural, unspoiled side of it
because this evidence shows how much Noah cares
about the water and the wildlife.

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L9 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Finding Evidence of Carl Hiaasen’s Perspective Graphic Organizer

(Suggested Answers, for Teacher
Reference)

CLAIM EVIDENCE

As a result of In his novel Flush, he writes …

being born and This shows evidence of the claim that … because …
raised in Florida,
Carl Hiaasen’s
perspective is that
…

• In his novel Flush, he writes, “… when he spotted Derek Mays

stringing a gill net near Little Rabbit Key. Gill nets were
outlawed years ago in Florida because they kill everything
that gets tangled, not just the baitfish but sharks, reds, snook,
tarpon, turtles—you name it, it dies. To make things worse,
the island where Derek Mays was poaching was deep in the
Everglades National Park, which is totally protected. Or
supposed to be…. By the time the park rangers had arrived,
Dad had wrapped up Derek in his own net, like a big dumb
mullet” (pages 44– 45). This shows evidence of the claim that
he cares about Florida and loves the natural unspoiled side of
it because this evidence shows how Noah’s dad cared about
the ocean life enough to cause trouble with someone who was
endangering it.
• In his novel Flush, he writes, “I started thinking about all the
great times we’d had—Dad, Abbey, and me—on our sunset
trips. My mother wasn’t keen on fishing, but she was always
happy when we’d come back with a cooler full of snapper”
(page 67). This shows evidence of the claim that he loves
Florida and sees it as a special place to be taken care of
because Noah has memories of fishing with his family that
makes Florida a special place, just like Hiaasen has many
emotional attachments to places in Florida.
• In his novel Flush, he writes, “I bet there hasn’t been a
mutton snapper on these flats in ages. Lots of reasons—fish
trappers, pollution, too many boats. That’s what people do
.
NYS Common Core ELA Curriculum • G6:M3B:U2:L9 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

when they find a special place that’s wild and full of life, they
trample it to death” (page 103). This shows evidence of the
claim that he is angry about the development and exploitation
of Florida because this evidence includes Noah’s dad talking
about exploitation in a negative way.

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L9 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON

Finding Evidence of Carl Hiaasen’s Perspective Graphic Organizer

(Suggested Answers, for Teacher
Reference)

CLAIM EVIDENCE

As a result of being born In his novel Flush, he writes …

and raised in Florida, Carl This shows evidence of the claim that … because …
Hiaasen’s perspective is
that …

• In his novel Flush, he writes, “Abbey turned to me.

‘The fish are gone. Those little green minnows we
always see here.’ ‘They’ll be back,’ I said, ‘when the
water clears up.’ Suddenly a loggerhead stuck up its
knobbly brown head … ‘No!’ my sister cried out.
‘Noah, do something!’… So I charged back into the
waves, kicking and splashing and hollering like a
lunatic. It wasn’t the brightest thing I’ve ever done,
but it definitely got that loggerhead’s attention. In a
fright it ducked under and scooted off, leaving only a
boiling swirl” (pages 139–140). This shows evidence of
the claim that he cares about Florida and loves the
natural unspoiled side of it because this evidence
shows how Noah cared enough about the turtle to risk
his own health by scaring it away.

.
NYS Common Core ELA Curriculum • G6:M3B:U2:L9 • February
Grade 6: Module 3B: Unit 2: Lesson 10
Illustrating Carl Hiaasen’s Perspective of Florida
in Flush
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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can create and present a text or artwork in response to a literary

work. (W.6.11) I can develop a perspective or theme supported by
relevant details. (W.6.11a)
I can recognize and illustrate social, historical, and cultural features in the presentation of literary texts. (W.6.11b)
Supporting Learning Target Ongoing Assessment

• I can illustrate a scene from Flush that shows evidence of Carl Hiaasen’s perspective of • Structured notes: Chapters 15 and 16 (from
Florida. homework)
• Illustrating a Scene Showing Perspective

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Agenda Teaching Notes

1. Opening • To prepare students to address W.6.11, W.6.11a, and W.6.11b in the End of Unit 2
A. Engaging the Reader: Chapters 15 Assessment in the next lesson, students will illustrate a scene from Flush that shows
and 16 (10 minutes) evidence of Carl Hiaasen’s perspective of Florida. In this lesson, the word “illustrate”
B. Unpacking Learning Targets (2 minutes) means students can choose to either sketch and label or write about the scene and how it
2. Work Time shows evidence of Carl Hiaasen’s perspective, depending on their preferred way of
A. Illustrating a Scene from Flush (20 minutes) expressing their ideas.

B. Whole Group Critique (8 minutes) • This lesson involves teacher modeling of sketching the scene, so if you are not confident
about modeling sketching skills or you are concerned about the amount of time it may
3. Closing and Assessment
take, consider preparing artwork in advance and then model annotating it to describe
A. Revising Work (5 minutes)
how the scene you have chosen shows evidence of Carl Hiaasen’s perspective of Florida.
4. Homework For example, you could draw a picture of a turtle surfacing in the water with people
A. Read Chapter 17 of Flush. As you read, mark watching on the shore. You could then label with the caption, “Carl Hiaasen loves nature
the text with evidence flags to help you and wants to protect it. In Flush, Noah and his friends see a turtle in the water, but Noah
answer the focus question in your structured describes how they leave it alone in case she wants to come ashore and lay eggs, showing
notes. evidence of the perspective of loving nature and taking care of it.”
B. Record any new vocabulary on your word- • This lesson involves a whole group critique of student work. Take care to select
catcher. volunteers who are willing to have their work critiqued and ensure that the critique
process is done sensitively and carefully to provide volunteers with constructive
feedback.
• As students are working, consider brief meetings with students who may need additional
support in inferring Carl Hiaasen’s perspective of Florida or finding evidence of his
perspective in Flush (based on the Finding Evidence of Carl Hiaasen’s Perspective in
Flush graphic organizer collected in the previous lesson). You may also consider working
with students who showed low numbers of fingers in the Fist to Five in the Closing and
Assessment of the previous lesson.
• As students are reading two chapters of this novel per night, consider providing catch-
up reading time to ensure all students are at the same place in the text as they go into
the End of Unit 2 Assessment in the next lesson.
• In advance:

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

– Review Concentric Circles protocol (see Appendix).

• Post: Learning targets; Flush Plot Development anchor chart.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Lesson Vocabulary Materials

illustrate • Flush Plot Development anchor chart (from Lesson 2)
• Flush (book; distributed in Lesson 1; one per student)
• Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic organizer (collected in Lesson 9)
• Illustrating a Scene Showing Perspective (one per student and one for display)
• Structured notes (from Lesson 1; one new blank copy per student)
• Evidence flags (at least three per student)

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Opening Meeting Students’ Needs

A. Engaging the Reader: Chapters 15 and 16 of Flush (10 minutes) • Reviewing homework holds all
• Invite students to refer to their structured notes homework and the answer they wrote to the homework students accountable for
focus question: reading the novel and
* “What happened in Chapters 15 and 16? How did those events contribute to the plot development?” completing their homework.
• Remind students of Concentric Circles protocol:
1. Split the group in half. Invite one half to make a circle facing out and the other half to make a circle
around them, facing in.
2. Ensure that all students are facing someone opposite them.
3. Ask: “What happened in Chapter 15? How did it contribute to the plot development?”
4. Invite students to share their answers with the person opposite them.
5. Invite students on the inside circle to move two people to the right.
6. Ask: “What happened in Chapter 16? How did it contribute to the plot development?”
7. Invite students to share their answers with the person opposite them.
• Refocus whole group. Direct students’ attention to the posted Flush Plot Development anchor chart and
ask:
* “Is the action still rising? How do you know? Where are we on the chart now?”
• Select volunteers to share their responses. Listen for students to explain that they have reached the
climax of the story now. We know because Noah and Abbey did something big by going on the Coral
Queen and flushing food dye down the toilets that will help the police to catch Dusty Muleman.
• Record a summary of the climax on the Flush Plot Development anchor chart that reads something like:
“15 and 16—Noah gets on the Coral Queen and flushes food dye down the toilet. He and Abbey nearly get
caught and get stranded at sea for a night until they are rescued by their dad.”

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (2 minutes) • Learning targets are a

• Invite students to follow along silently as you read the learning target aloud: research- based strategy
that helps all students,
* “I can illustrate a scene from Flush that shows evidence of Carl Hiaasen’s perspective of Florida.”
especially challenged
• Explain that illustrate means to either draw or write about the scene. Tell students that today they are learners.
going to illustrate a scene from Flush that shows evidence of Carl Hiaasen’s perspective.
• Posting learning targets allows
students to reference them
throughout the lesson to check
their understanding. The
learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.
• Discussing and clarifying the
language of learning targets
helps build academic
vocabulary.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L10 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Work Time Meeting Students’ Needs

A. Illustrating a Scene from Flush (20 minutes) • Modeling a process for

students with a think-aloud
• Return Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic organizer collected at the can guide students in how to
end of Lesson 9. do something and it can also
provide them with
• Display and distribute Illustrating a Scene Showing Perspective.
expectations for their work.
• Tell students that they are going to select a scene from Flush that clearly shows evidence of Carl
Hiaasen’s perspective of Florida. Remind them that in the previous lesson they found evidence of his
perspective in Flush, so it would be a good idea to choose a scene that one of those pieces of evidence was
taken from.
• Model this with the class and emphasize choosing something they think they will be able to sketch or
write about. Using a completed Finding Evidence of Carl Hiaasen’s Perspective in Flush graphic
organizer, do a think-aloud. For example:
* “The claim I have made states that Carl Hiaasen’s perspective of Florida is “As a result of being born in
Florida, Carl Hiaasen’s perspective is that he loves and cares about the state and sees it as a special
place. He thinks it is “gorgeous” and loves the natural, unspoiled side of Florida, including the water and
the fish, but he doesn’t like the way it is being developed and exploited”
* “All of these pieces of evidence should show evidence of that perspective. I think I want to sketch rather
than write and there are a lot of people in this scene and I’m not very good at drawing a lot of people.
There is a turtle in the water in this scene. I think I can draw that.”
• Model using the page numbers recorded on the organizer to go back and reread the scene in the book.
Do a think-aloud of what you might draw after reading the scene. For example:
* “In this scene on pages 28-29, the three boys are standing on the shore watching the turtle as it
surfaces. So I would need to draw the water with the turtle head poking out and then the shore with
three boys standing on it.”
• Complete a sketch of the scene on the spot or use a sketch created prior to the lesson and model how to
caption the artwork. Think aloud as you caption your artwork. For example:
* “Just like when I was choosing evidence yesterday, my caption needs to describe how this shows
evidence of Carl Hiaasen’s perspective of Flush. So something like: ‘In this scene, Noah and his friends
are watching from the shore as a turtle surfaces on the water. Noah describes how they stay away from

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10
the turtle just in case it wants to come ashore to lay eggs. This shows evidence of Carl Hiaasen’s
perspective of Florida because Carl Hiaasen loves the natural, unspoiled side of Florida and wants to
protect it, which is reflected in Noah’s thoughts and actions.’”

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Work Time (continued) Meeting Students’ Needs

• Record some sentence starters that students could use on the board:
– In this scene …
– This shows evidence of Carl Hiaasen’s perspective of Florida because …
• Explain that students who don’t like to sketch can write using the same sentence starters. Rather than
sketch the scene, they will describe the scene in their own words and then explain how it shows evidence
of Carl Hiaasen’s perspective.
• Model how to do this with the same scene that was sketched.
• Invite students to work independently to illustrate a scene from Flush.
• Circulate to support students in choosing their scene, drawing their artwork, and labeling it. Ask guiding
questions:
* “How does this scene show Carl Hiaasen’s perspective of Florida?”
• “Who is doing what in this scene? Why?”
B. Whole Group Critique (8 minutes) • A whole class critique can
• Refocus whole group. Seek two volunteers—one who has completed a sketch and one who has used provide all students with ideas
writing—who would like to share their work with the whole group and engage in a critique. and suggestions for improving
their own work.
• First ask the students to share which scene they have chosen and why. Ensure that students explain how
their scene shows evidence of Carl Hiaasen’s perspective of Florida.
• Invite the students to read the scenes they have chosen from Flush to the whole group and then share
their sketch of (or description of) the scene.
• Ask the group:
* “How can (s)he improve his/her work to make the scene clearer? Is there anything in the scene that is
missing from the work?”
* “Is there anything that could be more clear?”
* “What about the label—does it clearly explain what is happening in the scene and how it shows evidence
of Carl Hiaasen’s perspective?”
• Invite students to make suggestions sensitively and invite the volunteer students to either make notes

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

about revisions to work on later or to make those revisions in real time as the class provides them with
suggestions.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
10

Closing and Assessment Meeting Students’ Needs

A. Revising Work (5 minutes)

• Invite students to revise their work based on pointers given to the volunteer students in the whole group
critique.
• Inform students that in the next lesson they are going to be completing their end of unit 2 assessment in
which they will look for evidence of Carl Hiaasen’s perspective in a new excerpt and they will also
illustrate a scene showing evidence of Carl Hiaasen’s perspective, just as they have in this lesson.
• Preview homework and distribute structured notes and evidence flags.
Homework Meeting Students’ Needs

• Read Chapter 17 of Flush. As you read, mark the text with at least three evidence flags to help you answer
this focus question in your structured notes:
* “What happens in this chapter and how do those events contribute to the plot?”
• Record any new vocabulary on your word-catcher.

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Grade 6: Module 3B: Unit 2: Lesson 10
Supporting Materials
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license.
GRADE 6: MODULE 3B: UNIT 2: LESSON 10

Illustrating a Scene Showing Perspective

Name:

Date:

Learning Targets:
• “I can create and present a text or artwork in response to a literary work.” (W.6.11)
• “I can develop a perspective or theme supported by relevant details.” (W.6.11a)
• “I can recognize and illustrate social, historical, and cultural features in the
presentation of literary texts.” (W.6.11b)

Page number:

. NYS Common Core ELA Curriculum • G6:M3B:U2:L10 • February 2014 •

10
Grade 6: Module 3B: Unit 2: Lesson 11
End of Unit 2 Assessment: Finding Evidence
of Carl Hiaasen’s Perspective in Flush and
Illustrating Perspective
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GRADE 6: MODULE 3B: UNIT 2: LESSON
11
End of Unit 2 Assessment: Finding Evidence of Carl

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can explain how an author’s geographic location or culture affects his or her
perspective. (RL.6.6a) I can create and present a text or artwork in response to a
literary work. (W.6.11)
I can develop a perspective or theme supported by relevant details. (W.6.11a)
I can recognize and illustrate social, historical, and cultural features in the presentation of literary texts. (W.6.11b)
Supporting Learning Targets Ongoing Assessment

• I can identify evidence of Carl Hiaasen’s perspective in Flush. • Structured notes: Chapter 17 (from homework)
• I can illustrate a scene from Flush that shows evidence of Carl Hiaasen’s perspective of • End of Unit 2 Assessment
Florida.

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Agenda Teaching Notes

1. Opening • This is the End of Unit 2 Assessment. Assess student responses on the end of unit
A. Engaging the Reader: Chapter 17 of assessment using the Grade 6 2-Point Rubric—Short Response, and the Illustrating
Flush (10 minutes) Perspective Rubric (see supporting materials). Use the suggested answers for teacher
reference to guide you in your assessment, but be aware that this is just an example of
B. Unpacking Learning Targets (2 minutes)
the kinds of things students may have written.
2. Work Time
• Students who finish early may want to continue reading Flush. Homework for this lesson
A. End of Unit 2 Assessment (30 minutes) is to finish the book. Students may need more time to do this than has been allocated, so
3. Closing and Assessment consider making additional time for students to finish the novel before moving on to Unit
3.
A. Debrief (3 minutes)
• In advance:
4. Homework
– Read the beginning of Chapter 18 of Flush from “The food coloring didn’t show up as
A. Read to the end of Flush. As you read, mark
brightly in the sea as it did in the store bottles” to “Dusty Muleman was officially
the text with evidence flags to help you
busted” to familiarize yourself with the events and how they might show evidence of
answer the focus question in your
Carl Hiaasen’s perspective. This will help you prepare to grade students’ assessments.
structured notes.
• Post: Learning targets.
B. Record new vocabulary on your word-catcher.

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Lesson Vocabulary Materials

Do not preview vocabulary. • Flush Plot Development anchor chart (from Lesson 2)
• End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating
Perspective (one per student)
• Flush (book; distributed in Lesson 1)
• Evidence flags (five per student for the assessment; three additional per student for homework)
• End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating
Perspective (answers, for teacher reference)
• NYS Grade 6 2-Point Rubric—Short Response (for teacher reference)
• Illustrating Perspective Rubric (for teacher reference)
• Structured notes (from Lesson 1; one new blank copy per student)

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Opening Meeting Students’ Needs

A. Engaging the Reader: Chapter 17 of Flush (10 minutes)

• Invite students to refer to their structured notes homework and the answer they wrote to the homework
focus question:
* “What happened in Chapter 17? How did it contribute to the plot development?”
• Back-to-Back, Face-to-Face:
1. Invite students to pair up with their structured notes and to sit back-to-back.
2. Ask: “What happened in Chapter 17? How did it contribute to the plot development?”
3. Give students time think and to refer to their structured notes.
4. Invite students to turn face-to-face to share their answers.
• Refocus whole group. Direct students’ attention to the Flush Plot Development anchor chart and ask:
* “Where are we on the chart now?”
• Select volunteers to share their responses. Listen for students to explain that they are now moving toward
the resolution.
• Record a summary next to the resolution line on the Flush Plot Development anchor chart that reads
something like: “17— Noah meets his grandfather and hears his story.”

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Opening (continued) Meeting Students’ Needs

B. Unpacking Learning Targets (2 minutes) • Learning targets are a

• Invite students to read the learning targets with you: research- based strategy
that helps all students,
* “I can identify evidence of Carl Hiaasen’s perspective in Flush.” especially challenged
learners.
* “I can create a piece of artwork illustrating a scene from Flush that shows evidence of Carl
Hiaasen’s perspective of Florida.” • Posting learning targets allows
students to reference them
• Remind students that these are the same learning targets they have been working with during the past
four lessons. Today they will show how well they can demonstrate these targets independently in an throughout the lesson to check
assessment. their understanding. The
learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.
• Discussing and clarifying the
language of learning targets
helps build academic
vocabulary.

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Work Time Meeting Students’ Needs

A. End of Unit 2 Assessment (30 minutes) • If students receive

• Distribute the End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen’s Perspective in accommodations for
Flush and Illustrating Perspective. Invite students to read the directions at the top with you. assessment, communicate with
• Remind students that they will need their novel Flush. the cooperating service
• Distribute evidence flags. Record the page numbers and final sentence on the board for students to refer providers regarding the
to. practices of instruction in use
• Remind the class that because this is an assessment, it is to be completed independently. However, during this study, as well as
if students need assistance, they should raise their hand. the goals of the assessment.
• Circulate and support students as they work. During an assessment, prompting should be minimal. • For some students, this
• At the end of the allotted time, collect the assessments. Assess them using End of Unit 2 assessment may require more
Assessment: Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating than the 30 minutes allotted.
Perspective (answers, for teacher reference), NYS Grade 6 2-Point Rubric—Short Consider providing students
Response, and Illustrating Perspective Rubric.
time over multiple days if
necessary.

Closing and Assessment Meeting Students’ Needs

A. Debrief (3 minutes) • Developing self-assessment

• Fist to Five: Invite students to reread each of the learning targets with you and to show on their and reflection supports all
fingers how well they achieved each target with 0 being “not at all” and 5 being “achieved it learners.
successfully.”
• Summarize to the whole group what you see with the Fist to Five.
• Preview homework and distribute structured notes and evidence flags.
Homework Meeting Students’ Needs

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GRADE 6: MODULE 3B: UNIT 2: LESSON
11
End of Unit 2 Assessment: Finding Evidence of Carl
• Read to the end of Flush. As you read, mark the text with at least three evidence flags to help you answer
this focus question in your structured notes:
* “What is the resolution?”
• Record any new vocabulary on your word-catcher.

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Grade 6: Module 3B: Unit 2: Lesson 11
Supporting Materials
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GRADE 6: MODULE 3B: UNIT 2: LESSON

End of Unit 2 Assessment:

Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating
Perspective

Name:

Date:

Learning Targets:
“I can identify evidence of Carl Hiaasen’s perspective in Flush.”
“I can illustrate a scene from Flush that shows evidence of Carl Hiaasen’s perspective of
Florida.”

Directions:
1. Revisit the summarized claim you made about Carl Hiaasen’s perspective of
Florida in Lesson 9 and record it on the organizer on the following page.
2. Read a new excerpt of Flush from the beginning of Chapter 18, “The food coloring
didn’t show up as brightly in the sea as it did in the store bottles,” to “Dusty
Muleman was officially busted.”
3. Reread that excerpt of Flush, using evidence flags to mark where you find
evidence of Carl Hiaasen’s perspective of Florida.
4. Record the evidence you find in the second column of the organizer.

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

End of Unit 2 Assessment:

Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating
Perspective

1. Finding Evidence of Carl Hiaasen’s Perspective

CLAIM EVIDENCE

As a result of being born

and raised in Florida, Carl
Hiaasen’s perspective is
that …

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

End of Unit 2 Assessment:

Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating
Perspective

2. Use your graphic organizer to write a response to the following prompt:

How has being born and raised in Florida affected Carl Hiaasen’s perspective of
the place? Where is the evidence of this perspective in the excerpt you have read
today of the novel Flush? How does the evidence you have selected illustrate his
perspective?

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

End of Unit 2 Assessment:

Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating
Perspective

3. Illustrate a scene from the excerpt you’ve read from Chapter 18 of Flush that shows
how Carl Hiaasen’s perspective of Florida is evident in this excerpt. Explain how Carl
Hiaasen’s perspective is evident in this scene.
Page numbers:

In this scene …

This shows evidence of Carl Hiaasen’s perspective of Florida because …

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

End of Unit 2 Assessment:

Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating Perspective
(Answers, for Teacher Reference)
Finding Evidence of Carl Hiaasen’s Perspective

CLAIM EVIDENCE

As a result of being born In his novel Flush, he writes …

and raised in Florida, Carl This shows evidence of the claim that … because …
Hiaasen’s perspective is
that …

He loves and cares about • In his novel Flush he writes, “At first I thought she
the state and sees it as a was mad at Abbey and me, but it turned out that she
special place. He thinks wasn’t. She was mad at Dusty Muleman.
it is “gorgeous” and ‘Unbelievable!’ she exploded finally. ‘How can a
loves the natural, person do something like that! A father, for heaven’s
unspoiled side of sake! All the kids on the island go swimming here—
Florida, including the and he’s poisoning the place with all this … this …’”
water and the fish, but (pages 216–217). This shows evidence of the claim
he doesn’t like the way that he doesn’t like the way the place is being
it is being developed exploited because in this scene Noah’s mom is angry
and exploited. that Dusty Muleman has been exploiting the water.
• In his novel Flush he writes, “‘Sure? Anyways, it was
helluva catch,’ said Grandpa Bobby. ‘That was back
before they dropped fish traps all over the reefs. Back
before certain creeps started dumping their crapola in
the sea.’ There was a rumbly edge to his voice, like he
was struggling to keep his temper under control”
(page 217). This shows evidence of the claim that he
doesn’t like the way Florida is being developed and
exploited because This also show evidence of his
perspective that he doesn’t like the way the place is
being developed and exploited because Grandpa
Bobby is angry that people are exploiting the ocean
with particular fishing techniques. Grandpa Bobby is
also angry with people like Dusty Muleman for
dumping sewing into the ocean.

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

End of Unit 2 Assessment:

Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating Perspective
(Answers, for Teacher Reference)

2. Use your graphic organizer to write a response to the following prompt:

As a result of being born and raised in Florida, Carl Hiaasen loves and cares about the
place and sees it as very special. He thinks it is “gorgeous” and loves the natural,
unspoiled side of Florida, including the water and the fish, but he doesn’t like the way it
is being developed and exploited.
In his novel Flush he writes, “At first I thought she was mad at Abbey and me, but it
turned out that she wasn’t. She was mad at Dusty Muleman. ‘Unbelievable!’ she
exploded finally. ‘How can a person do something like that! A father, for heaven’s sake!
All the kids on the island go swimming here—and he’s poisoning the place with all this
… this …’” (pages 216–217). This shows evidence of Carl Haaisen’s perspective that he
doesn’t like the way the place is being exploited because in this scene Noah’s mom is
angry that Dusty Muleman has been exploiting the water.

In his novel Flush, Haaisen also writes, “’Sure? Anyways, it was helluva catch,’ said
Grandpa Bobby. ‘That was back before they dropped fish traps all over the reefs. Back
before certain creeps started dumping their crapola in the sea.’ There was a rumbly
edge to his voice, like he was struggling to keep his temper under control” (page 217).
This also show evidence of his perspective that he doesn’t like the way the place is being
developed and exploited because Grandpa Bobby is angry that people are exploiting the
ocean with particular fishing techniques. Grandpa Bobby is also angry with people like
Dusty Muleman for dumping sewing into the ocean.

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

NYS Grade 6 2-Point Rubric—Short Response

(For Teacher Reference)

Use the below rubric for determining scores on short answers in this assessment.

2-point Response The features of a 2-point response are:

Valid inferences and/or claims from the text where required by the
prompt Evidence of analysis of the text where required by the
prompt
Relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to the
requirements of the prompt
Sufficient number of facts, definitions, concrete details, and/or other
information from the text as required by the prompt
Complete sentences where errors do not impact readability

1-point The features of a 1-point response are:

Response
A mostly literal recounting of events or details from the text as
required by the prompt
Some relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to
the requirements of the prompt
Incomplete sentences or bullets

0-point The features of a 0-point response are:

Respons
e
A response that does not address any of the requirements of the
prompt or is totally inaccurate
No response (blank answer)
A response that is not written in English
A response that is unintelligible or indecipherable

1From New York State Department of Education, October 6, 2012.

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Illustrating Perspective Rubric

(For Teacher Reference)

Name:

Date:

4 3 2 1

I can create Student has Student has Student has Student work is
and present clearly created created a created a not really
a text or
a piece of piece of piece of relevant to the
artwork in
response to artwork or text artwork or artwork or excerpt of
a literary illustrating a text text related to Flush.
work. scene from the illustrating a the excerpt of
(W.6.11) excerpt of scene from the Flush.
Flush. excerpt of
Flush.
I can develop Student has Student has Student has Student work
a perspective clearly described in described how does not really
or theme described in detail how his/her scene show evidence
supported by
detail how his/her scene shows of Carl
relevant
details. his/her scene shows evidence evidence of Hiaasen’s
(W.6.11a) shows of Carl Carl Hiaasen’s perspective of
evidence of Hiaasen’s perspective of Florida.
I can Carl Hiaasen’s perspective of Florida.
recognize perspective of Florida.
and
Florida.
illustrate
social,
historical,
and cultural
features in
the
presentation
of literary
texts.
(W.6.11b)

NYS Common Core ELA Curriculum • G6:M3B:U2:L11 • February

Grade 6: Module 3B: Unit 2: Lesson 12
Analyzing Plot Development across Flush
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GRADE 6: MODULE 3B: UNIT 2: LESSON
12

Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)

Supporting Learning Targets Ongoing Assessment

• I can explain how Chapters 18–21 contribute to plot development. • Structured notes: end of Flush (from homework)
• I can explain how Carl Hiaasen develops the plot across the novel. • Reader’s Review of Flush
• I can write a Reader’s Review of the novel Flush.

Agenda Teaching Notes

1. Opening • This is the final lesson of this unit. It has been included after the End of Unit 2
A. Unpacking Learning Targets (3 minutes) Assessment to ensure students have time to synthesize their learning about plot
2. Work Time development in the novel Flush and to capture their thinking about the novel.
A. Plot Development throughout the • Independent reading is launched at the end of this lesson. See two separate stand-
Novel (10 minutes) alone documents on EngageNY.org: The Importance of Increasing the Volume of
Reading and Launching Independent Reading in Grades 6–8: Sample Plan—which
B. Reader’s Review (17 minutes)
together provide the rationale and practical guidance for a robust independent reading
3. Closing and Assessment
program. Having launched independent reading in Module 2, you may find students
A. Independent Reading Launch (15 minutes) don’t need as much time for the launch in this
4. Homework module; however, allocate time according to the needs of your particular students.
A. Read your independent reading book. • Students may require more time to finish reading the novel before this lesson.
• Post: Learning targets.
• Review: The Importance of Increasing the Volume of Reading and Launching
Independent Reading in Grades 6–8: Sample Plan.

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GRADE 6: MODULE 3B: UNIT 2: LESSON
12

Lesson Vocabulary Materials

None • Flush (book; distributed in Lesson 1; one per student)
• Flush Plot Development anchor chart (from Lesson 2)
• Reader’s Review (one per student and one for display)
• Launching Independent Reading in Grades 6–8: Sample Plan (for teacher reference; see Teaching
Notes)

Opening Meeting Students’ Needs

A. Unpacking Learning Targets (3 minutes) • Learning targets are a

• Invite students to read aloud the learning targets with you: research- based strategy
* “I can explain how Chapters 18–21 contribute to plot development.” that helps all students,
especially challenged
* “I can explain how Carl Hiaasen develops the plot across the novel.”
learners.
* “I can write a Reader’s Review of the novel Flush.”
• Posting learning targets allows
• Congratulate students on finishing the novel and on their good thinking on point of view, perspective, and students to reference them
plot development. Explain that in this lesson, they are going to finish up their work on the novel. throughout the lesson to check
their understanding. The
learning targets also provide a
reminder to students and
teachers about the intended
learning behind a given lesson
or activity.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
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GRADE 6: MODULE 3B: UNIT 2: LESSON
12

Work Time Meeting Students’ Needs

A. Plot Development throughout the Novel (10 minutes)

• Invite students to refer to their structured notes and their novel, Flush, to share the answers they wrote
to the homework focus question with their triads:
* “What happened in the remaining chapters of Flush? How did that contribute to plot development?”
• Point out the ideas recorded on the Rising Action section of the Flush Plot Development anchor chart
and ask students to discuss in triads:
* “What issues/problems were introduced throughout the story? How did each of them contribute to the
plot?”
• Select volunteers to share their responses. Listen for students to list the things from the Rising Action
part of the anchor chart.
• Ask students to discuss in triads:
* “How were those issues/problems resolved in the final chapters?”
• Cold call students to share their responses. Listen for them to explain that the problem of the Coral Queen
polluting the ocean was resolved when the food coloring made a purple river in the water from the Coral
Queen out to sea, and the conflict between Noah and Jasper Jr. ended when Noah stood up to him and
forced him to apologize.
• Record the resolutions at the end of the line on the Flush Plot Development anchor chart.
• Ask students to synthesize their learning about plot development in triads:
* “So how did Carl Hiaasen develop the plot of Flush? What did he do?”
• Cold call students to share their responses. Listen for them to explain that he introduced a big problem
early on that needed to be resolved, and he added tensions associated with that problem along the way as
characters tried to resolve the problem, including conflicts and tensions between characters.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L12 • February
GRADE 6: MODULE 3B: UNIT 2: LESSON
12

Work Time (continued) Meeting Students’ Needs

B. Reader’s Review (17 minutes) • Reading the instructions with

• Explain that now that students have finished the novel, they are going to write a Reader’s Review of it students will ensure that all of
to synthesize their thinking about it. them understand what is
• Display and distribute the Reader’s Review. Invite students to read through the directions silently in expected of them.
their heads as you read it aloud. • Consider inviting students who
• Invite students to ask any clarifying questions. may struggle with putting
their thoughts into writing to
• Explain that because a Reader’s Review contains opinions about a book, you would like them to complete
say them aloud to you before
this independently without talking to anyone else. Explain that you would like them to be honest about the
writing.
book and to think carefully about their responses. Remind students that they need to justify their
responses.
• Circulate to support students as they work. Ask guiding questions:
* “What happened?”
* “What did you notice?”
* “What did this book make you think about? Did you make any connections to other texts?”
* “Why would you give it that star rating?”
• Refocus the whole group. Invite students to share parts of their Reader’s Reviews with the whole group.

Closing and Assessment Meeting Students’ Needs

A. Independent Reading Launch (15 minutes)

• Follow the Launching Independent Reading in Grades 6–8: Sample Plan for practical guidance
in launching the independent reading program.

Homework Meeting Students’ Needs

• Read your independent reading book.

Created by Expeditionary Learning, on behalf of Public Consulting

Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to NYS Common Core ELA Curriculum • G6:M3B:U2:L12 • February
Grade 6: Module 3B: Unit 2: Lesson 12
Supporting Materials
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons
license.
GRADE 6: MODULE 3B: UNIT 2: LESSON

Reader’s Review:
Flush

Name:

Date:

1. What happened?

In this text, _

2. What did you notice? (structure, author’s language and word choice, writing style,
etc.)

I noticed

3. What did this book make you wonder/think about/connect to?

Reading this book made me think about/wonder/connect to

NYS Common Core ELA Curriculum • G6:M3B:U2:L12 • February

GRADE 6: MODULE 3B: UNIT 2: LESSON

Reader’s Review:
Flush

4. How would you rate this

book?

I would give this book 1/2/3/4/5 stars because

NYS Common Core ELA Curriculum • G6:M3B:U2:L12 • February

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