Type:

Unit

Description:

This collection contains roadmaps and vocabulary exercises pertaining to Mildred D. Taylor's "Roll of Thunder, Hear My Cry."

Subjects:

  • Language Arts > General
  • Language Arts > Literature

Education Levels:

  • Grade 6
  • Grade 7
  • Grade 8

Keywords:

student-facing

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0
Update Standards?

CCSS.ELA-Literacy.RL.6.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.6.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-Literacy.RL.7.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.7.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

CCSS.ELA-Literacy.RL.8.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.8.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

CCSS.ELA-Literacy.RI.6.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.8.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.L.6.6: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

S2533606: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

ask literal, interpretive, evaluative, and universal questions of text;

S2533610: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

make inferences about text and use textual evidence to support understanding;

S11372FB: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

recognize dialect and conversational voice and explain how authors use dialect to convey character; and

S1137330: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts; and

S1137335: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.

S1137368: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and

S113736C: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and

S113736D: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence.

S2533621: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

ask literal, interpretive, evaluative, and universal questions of text;

S2533624: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

make inferences about text and use textual evidence to support understanding;

S2533625: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

make complex inferences about text and use textual evidence to support understanding;

S1137468: Texas Essential Knowledge and Skills for English Language Arts and Reading, Amended 2010

make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and
Curriki Rating
On a scale of 0 to 3
3
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of 2009-04-22.

Component Ratings:

Technical Completeness: 3
Content Accuracy: 3
Appropriate Pedagogy: 3

Reviewer Comments:

This excellent resource is thorough and complete. A variety of best practice reading strategies are embedded in the unit. Chapters are reviewed with meaningful cloze type exercises; anticipation guides; and text to text, text to self, or text to world connecting questions. Vocabulary is introduced by providing words and their definitions, as well as identifying their parts of speech. Students are asked to complete sentences that require them to understand and connect with and reinforce the new vocabulary.
member-name
Diana Limo
April 12, 2010

I really liked the format of the questions for the Road Map. The questions began with basic recall and comprehension questions and then moved on to higher-level questioning that really required students to think about the text. I also like how the vocabulary lessons had the students make connections between words, so that they will more easily retain the new knowledge.

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