Prior to this lesson, students should have read and discussed Pop's Bridge by Eve Bunting.  This lesson will build on that story by comparing the characters in Pop's Bridge with The Wall.

Learning Target:

The student will be able to explain the similarities and differences between two characters in two different texts by the same author.

Daily Academic Vocabulary:

character, theme, traits, feelings, dark, gloomy, reflection 

Lesson Sequence:

1.     Have students summarize Pop’s Bridge focusing on the setting, theme, major events, and character traits of Robert (the narrator).  Also, ensure that students note the accident that happened on the bridge and relate it to the characters Robert and Charlie (pg. 138-139).  Record student responses on a tree map.

2.     Explain that today we are going to compare and contrast Pop’s Bridge with another story by Eve Bunting called The Wall.  Have students listen and follow along with the text The Wall using the following video link: http://youtu.be/5k3mFMvzCYc

3.     Have students discuss the theme of this story.  Note the setting, characters, and main events.  Record student responses on the tree map in a different color.

4.     Re-read The Wall by Eve Bunting with students, displaying the text on the projector and allowing students to take notes on their text.  Explain that the purpose is to understand the feelings of the little boy and father.  Have students make notes/highlight clues in the text relating to these characters as reading.

·       Turn and Talk: The author describes the setting as bare trees and dark, flying clouds.  What do you think the weather is like? (Cold and wintery because it says the trees are bare.  Cloudy and maybe about to rain because of the dark, flying clouds.)

·       Think, Pair, Share: Think: Look back at the section we have read.  What mood is the author creating in her descriptions? Highlight the text evidence. (dark and gloomy) Pair: Talk with a partner about how you think the characters feel at this point in the story using evidence from the text.  Share:  Now share your answer with your group. (I think the characters are remembering the people who died.)

·       Group Question:  Why do you think the author states that the dad as rubbing and rubbing the name? (He is thinking about Grandpa; He wishes Grandpa was here; He’s sad)

·       Continue to prompt students to highlight words that describe the mood of the text.

·       Turn and Talk: What do you think the teacher means when she tells the students that the wall is for all of us? (It’s to remember the people who died in the war.)

5.     Add additional student responses about the settings, characters, events, and theme to the tree map.  

• Turn and Talk: Compare and contrast the differences between both stories.  Discuss as a whole group.

6.     After discussing the different between the stories, ask students to respond to the following written response prompt:  Based on what we know from both of these stories, what other types of books do you think Eve Bunting writes about.  What makes you think that?

Extended Learning: Have students write a paragraph that explains how the characters Robert in Pop’s Bridge and the boy in The Wall are similar, yet different citing evidence from the text.

Accommodations and Adaptations to optimize levels of support for the Unique Needs of SWD, Gifted Learners and English Language Learners:

Picture support through the video

Teaching Resources: The Wall  & Pop's Bridge by Eve Bunting 

Technology Utilization: Video to convey text; Projector; Computer; Internet Access; Written word handout of The Wall 

Assessment        

                              Formative   Student discussion-depth of responses

                              Summative  Writing in Reponse to Text prompt__________________

Summative Writing Prompt:  Based on what we know from both of these stories, what other types of books do you think Eve Bunting writes about.  What makes you think that?