The Secret GardenThe Secret Garden for 6for 6thth graders graders

Katrina ButcherKatrina Butcher

My ClassMy Classfull demographics of students not included on A-2 form?full demographics of students not included on A-2 form?

From Jefferson County School Class From Jefferson County School Class averages from their website:averages from their website:– # of Students:# of Students:  25   25 – # of IEP Students:# of IEP Students:  6    6  – # of GSSP Students:# of GSSP Students:   4    4 – # of LEP Students:# of LEP Students:   2    2 

DemographicsDemographics– 11 are Black, 4 are Hispanic, 1 is Asian, and 10 11 are Black, 4 are Hispanic, 1 is Asian, and 10

are White.are White.– 20 are on free and reduced lunch20 are on free and reduced lunch– 15 are from basically collectivist cultures. 15 are from basically collectivist cultures.

My IEP students My IEP students

Mary – (C, 12) mild dyslexia Mary – (C, 12) mild dyslexia Alma – (H, 11) Native Spanish speaker with Alma – (H, 11) Native Spanish speaker with

improving reading skillsimproving reading skills Ikhran – (African, 12) Recent immigrant Ikhran – (African, 12) Recent immigrant

from Somalia who goes each day to ESL from Somalia who goes each day to ESL tutoring at school. tutoring at school.

Zack – (C, 11) ADHDZack – (C, 11) ADHD LaShawna – (A-A, 11) ADHDLaShawna – (A-A, 11) ADHD Henry – (Vietnamese, 11) ADHDHenry – (Vietnamese, 11) ADHD

The Secret GardenThe Secret Garden

AR Level: 6.3AR Level: 6.3 Unabridged Unabridged Pages: 288 Pages: 288 Interest level: 9-Interest level: 9-

1212

Why this book?Why this book?

Author: Frances Author: Frances Hodgson Burnett Hodgson Burnett

Published in 1910 Published in 1910 Well written, solid Well written, solid

storystory Entire text Entire text

available online: available online: http://www.online-literature.chttp://www.online-literature.com/burnett/secretgardenom/burnett/secretgarden//

Essential QuestionEssential Question Big Idea: Interpreting Text (Reading)Big Idea: Interpreting Text (Reading)

– ““Interpreting text requires readers to extend their Interpreting text requires readers to extend their initial impressions to develop a more complete initial impressions to develop a more complete understanding of what is read. This involves understanding of what is read. This involves linking information across parts of a text, as well linking information across parts of a text, as well as focusing on specific information. Texts as focusing on specific information. Texts (including multicultural texts) encompass literary (including multicultural texts) encompass literary and informational texts (expository, persuasive, and informational texts (expository, persuasive, and procedural texts and document). Strategies and procedural texts and document). Strategies for interpreting print texts can also be applied to for interpreting print texts can also be applied to non-print texts (e.g., digital, environmental).”non-print texts (e.g., digital, environmental).”

– Basically, this is an introduction to reading a novel Basically, this is an introduction to reading a novel and understanding it in the context of its broader and understanding it in the context of its broader themes and the world in which it was written. themes and the world in which it was written.

Guiding QuestionsGuiding Questions

– EL-6-IT-S-1 - EL-6-IT-S-1 - Students will use comprehension Students will use comprehension strategies while reading, listening to, or strategies while reading, listening to, or viewing literary and informational textsviewing literary and informational texts

– EL-6-IT-S-2 - EL-6-IT-S-2 - Students will use text structure Students will use text structure cues (e.g., chronology, cause/effect, cues (e.g., chronology, cause/effect, compare/contrast, description, compare/contrast, description, logical/sequential) to aid comprehensionlogical/sequential) to aid comprehension

– EL-6-IT-S-3 - EL-6-IT-S-3 - Students will use text references Students will use text references to explain author’s purpose, author’s message to explain author’s purpose, author’s message or theme and supporting evidenceor theme and supporting evidence

Content for AssessmentContent for Assessment

RD-O6-3.0.2RD-O6-3.0.2– Students will identify an author’s purpose in a Students will identify an author’s purpose in a

passage. passage. – DOK 2 DOK 2

RD-O6-3.0.7RD-O6-3.0.7– Students will identify an author’s opinion about Students will identify an author’s opinion about

a subject. a subject. – DOK 2 DOK 2

Cross-Curriculum Tie-InCross-Curriculum Tie-In

Social StudiesSocial Studies– Big Idea: Cultures and SocietiesBig Idea: Cultures and Societies

Culture is the way of life shared by a group of people, Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture are universals connecting all cultures. Culture influences viewpoints, rules, and institutions in a influences viewpoints, rules, and institutions in a global society. Students should understand that global society. Students should understand that people form cultural groups throughout the United people form cultural groups throughout the United States and the World, and that issues and challenges States and the World, and that issues and challenges unite and divide them.unite and divide them.

ThemesThemes

LonelinessLoneliness Self-realizationSelf-realization Secrets Secrets England in the 1870sEngland in the 1870s Human CompanionshipHuman Companionship Health and NatureHealth and Nature Death of family membersDeath of family members Power of positive thinkingPower of positive thinking

Basic How-toBasic How-to Provide a book to each student to take home.Provide a book to each student to take home.

– Keep a set in the classroom as well. Keep a set in the classroom as well. – Text also available onlineText also available online

Provide 10 minutes of reading time in class each Provide 10 minutes of reading time in class each day day – Closing activityClosing activity – Read out loud in groupsRead out loud in groups– Look for extra time to allow in class reading as you can Look for extra time to allow in class reading as you can

over the time of the unitover the time of the unit Give the students CLEAR guides on what is Give the students CLEAR guides on what is

expected of them. expected of them. – Hand out a schedule. Hand out a schedule.

Teach your lessons on the book 3 times a week.Teach your lessons on the book 3 times a week. – Have the students journal every chapterHave the students journal every chapter

Length of lessonLength of lesson

Reading a book in class is a Reading a book in class is a challenge. It takes time. challenge. It takes time. – It will take longer than you expect. It will take longer than you expect. – 9 to 12 class periods devoted to this unit9 to 12 class periods devoted to this unit

Teaching students in the sixth grade Teaching students in the sixth grade to read a novel critically is an to read a novel critically is an important skill they have likely never important skill they have likely never done before.done before.

Final assessmentsFinal assessments

Journal Journal Short answer test, 10 questions plus 2 Short answer test, 10 questions plus 2

open response open response – Students will have 4 open responses to pick Students will have 4 open responses to pick

their 2 choices from. their 2 choices from. Group poster session set up in lunch room.Group poster session set up in lunch room.

– Invite students in class to dress as a character Invite students in class to dress as a character from the book. from the book.

– Invite other grades to come see them. Invite other grades to come see them.

Actual 12 question test hereActual 12 question test here Short Answer: Answer the following questions in 1 to 3 sentences. (4 pts each)

1. Who is the author of The Secret Garden?2. In what time period is it set?3. Why does Mary come to stay at Misselthwaite Manor?4. How does Mary find Colin?5. How is the key to the secret garden found?6. What gift does Dickon bring Mary when he meets her and how is that important?7. What is the secret garden and why is it locked?8. What do the children do in the garden and why is it important?9. Describe Mary at the beginning of the book and then name three ways she changes

over the course of the book. 10.Besides Ben Weatherstaff, what adult is invited into the garden and why is this

important to the book? Open response: Pick two of the following questions and write out your answers on

notebook paper. Each question will take between 2 and 5 paragraphs to answer. (10 pts each).

1. How is Dickon different from Mary and Colin?2. Why is Colin sick at the beginning of the book and how does Colin recover? 3. Why does Master Craven avoid Colin? 4. Describe three different secrets that are kept in the book, tell why they are kept, and

how they are discovered.

Lastly…Lastly…

Journals are not collected until two Journals are not collected until two weeks after last lesson.weeks after last lesson.

Pay careful attention to your Pay careful attention to your struggling readers. struggling readers.

Remember, you have to sell this Remember, you have to sell this book to get your students interested book to get your students interested and keep them interested. and keep them interested. – You will be spending a lot of time on it. You will be spending a lot of time on it. – Be creative!Be creative!