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Gary Paulsen Author Study OR Gary Paulsen ONLINE RESOURCES PACKET AuthorStudy Grade 5 Copyright © 2010 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458. ISBN 13: 978-0-66363-989-2 1 2 3 4 5 6 7 8 9 10 14 13 12 11 10 Resources Gary Paulsen ASSESSMENT AND PROGRESS MONITORING Monitoring Student Progress Writing an Opinion (Pre-Assessment Prompt) Writing an Opinion (Post-Assessment Prompt) Rubric: Elements to Include in an Opinion LESSON RESOURCES Frontloading Lesson 1: Gary Paulsen Author Profile Notes/Thinking Frontloading Lesson 2: Mind Map Mind Map (completed sample) Frontloading Lesson 3: Facts/Questions/Responses Frontloading Lesson 4: Character’s Experience Lesson 2: The American Revolution Lesson 4 The Thirteen English Colonies Lesson 5: Checkpoint 1: Reader’s Notebook Entry Lesson 6: Model Response for Checkpoint 1 Sharing Writing Homework Lesson 7: People Watcher’s Sheet Recent Reading Lesson 9: Reporter’s Sheet Wounds, Woods Runner Lesson 10: Checkpoint 2: Reader’s Notebook Entry Lesson 12: Book Discussion Group: Discussion Guide War Orphans, Woods Runner Lesson 13: Pattern Picker’s Sheet Lesson 14: Book Discussion Group: Discussion Guide New York City, Woods Runner Lesson 15: Prisoners of the British, Woods Runner Lesson 16: Checkpoint 3: Reader’s Notebook Entry Treatment of Prisoners of War, Woods Runner Lesson 17: Book Discussion Group: Discussion Guide Lesson 18: Gary Paulsen Lesson 19: Book Discussion Group: Discussion Guide Resources Gary Paulsen Lesson 20: Final Reflection: Gary Paulsen Passage #1 Passage #2 Topic Overview Form Monitoring Student Progress 1/2 Monitoring Student Progress Student Name/I.D. Number Pre-Assessment Introduce the topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Week 1: Checkpoint 1 Introduce the topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Week 2: Checkpoint 2 Introduce the topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Author Study: Gary Paulsen Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Monitoring Student Progress 2/2 Monitoring Student Progress Student Name/I.D. Number Provide a concluding statement or section related to the opinion presented. Week 4: Checkpoint 3 Introduce the topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Post-Assessment Introduce the topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Author Study: Gary Paulsen Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment 1/1 Writing an Opinion Read the passage below to learn about Brennan Cole, the main character in Canyons, by Gary Paulsen. When you finish reading, write a response to the prompt below. Brennan Cole lived in El Paso, Texas, and each afternoon after school he ran. He did not run from anything and did not run to anything, did not run for track nor did he run to stay in shape and lose weight. He ran to be with himself . He did not know his father. He lived alone with his mother and when he was home—which was less and less as he approached fifteen and his mother spent more and more time working to live, working to be, working to feed and clothe her only son—the two of them existed in a kind of quiet tolerance. She did not dislike him so much as resent the burden she thought he was; and he did not dislike her so much as want to relieve her of the burden. He was still too young for fast-food jobs but he mowed lawns for a lawn care service, working for an old man named Stoney Romero, who paid him in cash and did not ask questions nor give answers except to aim Brennan at yards with a mower. Brennan did not make much, but he fed himself and bought clothes for school and special shoes. For his running, he thought now, turning on Yandell Street headed for the apartment over the house where he and his mother lived. I need money only for shoes for running. It is all I need to do—to run is all there is. When I am running it is all, everything. Nothing matters. Not the father that I do not know or the mother that does not know me or the school that I hate or money or not money—all of that disappears when I run. — pages 1 & 2 What is your opinion of Brennan and how he responds to all of the problems in his life? Write a response in which you give your opinion of Brennan and how he responds to his problems. Begin by clearly introducing the topic and stating your opinion. Be sure to give reasons for your opinion and include facts and details from the reading that support your reasons. Organize the reasons in a logical way. Use words, phrases, or clauses to link your opinion and reasons. Provide a concluding statement related to the opinion you present. From CANYONS by Gary Paulsen, copyright © 1990 by Gary Paulsen. Used by permission of Delacorte Press, an imprint of Random Hosue Children’s Books, a division of Random House, Inc. Author Study: Gary Paulsen Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Post-Assessment 1/1 Writing an Opinion Read the passage below to learn about Manny Bustos, the main character in The Crossing by Gary Paulsen. When you have finished reading, write an essay in response to the question below: So now he rolled out when the sun warmed the cardboard of his lean-to, wiped his mouth with a finger, and stood to begin moving for the day. Another day in Juarez. But this time, it would be different. This day, he would change it all; he would leave. He would cross to the north to the United States and find work, become a man, make money, and wear a leather belt with a large buckle and a straw hat with a feathered hatband. Hunger was instant, had never gone. He went to bed hungry, slept hungry, awakened hungry, had hungered every moment of every day, and could not remember when he did not have hunger. Even when he was small, a baby in the back of the Church of Our Lady of Perpetual Sorrow where his unknown mother had left him in a box and the sisters had tried to feed him, there was hunger. It was almost a friend, the hunger, if something could be a friend and be hated at the same time, and he set out now to find the first food of the day. He tucked the T-shirt into his torn pants and ran his fingers through his hair. It did almost no good – his hair was wiry and thick and full and resisted any attempts at straightening – but it was an automatic gesture, and he jammed in the loose ends when he put the baseball cap on. Across the front of the cap it said Ford. Manny moved through the alley in back of the church and made for the back of the Two-by-Four bar and café… — from The Crossing by Gary Paulsen What bothers Manny about his life? How does he respond to these problems? Write a short essay in which you identify Manny’s problems and his response to them. In your essay, be sure to include details from the reading that tell you about his troubles and his response. From THE CROSSING by Gary Paulsen. Scholastic Inc./Scholastic Press. Copyright © 1987 by Gary Paulsen. Reprinted with permission. Flannery Literary Agency: “The Crossing” from The Crossing by Gary Paulsen. © Gary Paulsen. Used by permission. Author Study: Gary Paulsen Copyright © Pearson Education, Inc., or its affiliates.
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