Clay Marble Novel Study Unit

Candidate Name: Anastasia Anisimova Host Teacher Name: Connie Bamburg

School: Teeland Middle School Grade Level: 7 # of Students: 32
Date & Time of Unit: 2.6-3.9 Length of Lesson: @ 45 min+
Topic of Unit: Clay Marble Novel Study Content Area: Language Arts Reading, Writing,
Speaking and Listening; Social Studies

Materials: Online Materials:

Clay Marble books for students,
scissors (few pairs),
glue sticks (one for every student),
large stapler,
colored construction paper (for journal covers),
copies of lined papers (3 ea. Per journal),
copies of the map, Plot Diagram, timeline,
conflict worksheet, character analysis
worksheet, Cambodian fable worksheet
Documentary Street Kids of Cambodia
https://www.youtube.com/watch?v=UxCT6QlxsEM ,
PSA caringforCambodia
https://www.youtube.com/watch?v=00SwwSLoB5s
PSA Cambodias Wildlife
https://www.youtube.com/watch?v=7QvP4tlyrSo
Mood and tone video
https://www.youtube.com/watch?v=C3TZGZn5VwA
Cambodian Tigers NEWSELA article
https://newsela.com/articles/cambodia-
tigers/id/16466/

Alaska Standard:
Reading
RL.KI.1,RI.KI.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.KI.2 Determine a theme or central idea of a text and analyze its development over the course of the text;
restate and summarize main ideas or events, in correct sequence, after reading a text.
RL.KI3. Analyze the interactions between individuals, events, and ideas presented in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.CS.6 Analyze authors purpose and how an author establishes and contrasts the points of view of different
characters or narrators in a text.
RL.KI.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical or cultural
account of the same period as a means of understanding how authors of fiction use or alter history.
RI.KI.9 Analyze how two or more authors writing about the same topic shape their presentations of key
information by emphasizing different evidence or advancing different interpretations of facts.
Writing
W.TT.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W.TT.3 Use narrative writing to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
W.PD.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W.PD.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have
been addressed.
W.RK.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.RW.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
SL.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.
SL.CC.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively/data-related, orally) and explain how the ideas clarify a topic, text, or issue under study
Social Studies
7SS.CTI.2 Investigate the issues of how humans are affected by the environment in which they live.
7SS.CTI.3 Define Human Rights.
7SS.CTI.4 Discuss the need for a code of human rights.
7SS.CTI.5 Analyze a human rights violation.

Goal (Unpacked Standard(s))

W.TT.2. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.TT.3
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or
characters.
d. Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and
convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.RK.9
a. Apply grade 7 Reading standards to literature (e.g., Compare and contrast a fictional portrayal of a time, place, or
character and a historical account of the same period as a means of understanding how authors of fiction use or alter
history.).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. Trace and evaluate the argument and specific claims in
a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.).
SL.CC.1
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse
viewpoints), track progress toward specific goals and deadlines, and define individual roles as needed

Stage 1 Essential Questions and Enduring Understandings

EnduringUnderstanding(s) WhatEssentialQuestionswillbeConsidered?(Q)
Studentswillunderstandthat.
There are several kinds of conflict What is conflict? What are the types of
Every major story can be lined out on a conflict?
plot diagram How does conflict influence people and their
culture?
Writers use metaphors to express and
What is companionship? Why do people
explain something from another point of
seek friends in times of hardship?
view
What is the value of kindness?
Writing a PSA targets an audience in a How are cultures preserved?
different way than an advertisement
The point of view of a character can be
seen in their words and actions
 There is a difference between a refugee
and an immigrant
War has resulted in devastation of the
Cambodian culture

STAGE 1 - Objectives
What students should know.
The structure and components of a Plot
diagram
The definition of conflict, and the four types of
conflict (vs society, vs self, vs nature, vs
person)
What a timelines structure represents
How an author expresses his or her own
feelings in their writing
How to isolate the theme of a story
The way to summarize a central or main idea
of a story
Define mood and tone
What students should be able to do.
Isolate the main idea of a text or piece of
literature, and summarize it in discussion, and in
writing
Analyze the points of view of the various
characters
Examine and detail the various types of conflict
Apply the knowledge of the types of conflict to a
given text or novel
Create a timeline for a novel based on either
chapter arrangement, or the events of the novel
Apply the Plot Diagram to a given story and
analyze it based on the diagrams components
Infer parts of the story and the message using
context clues
Analyze informational texts, and use the details
from the texts in supporting their analysis of the
main point
Verbally express the mood and tone of a given
text

STAGE TWO: Assessment (Identify Desired Results)

Other Evidence Culminating Performance Task
Pre-assessment G.R.A.S.P.S.
(For ED621B&C)
Individual responses describing refugees
Writing a PSA about Cambodia.

Formative

Group discussion about Cambodia, gathering evidence

for journals and class work.
Group writing prompts PSAs, refugee letters, etc.
Writing assessment Rough drafts and final drafts of
summaries, letters, and other written works
Mid-Term Journal Check

Summative

Weekly quizzes
Writing assessments final drafts in the journal
Journalprojectseerubric(attachedbelow)

STAGE THREE: Opportunities to Learn

Standards InstructionalStrategies
Addresse
d
Introduction/Hook Providingnecessary
Speaking MakingaCambodiaJournalIntroducefinalproject materials
and asacollaborationofthenextfewweeksworthof
Listening work;askingthestudentstoplacethingsintheir Settinginstructional
journalsassoonaspossible. guidelines
Writing 1. Gather3linedpapersandaplotdiagramfor
eachstudentandhavethemstapleitintotheir Preassessment
Social journal
Studies 2. Discusswithoneanotherwhatyouthinkthis Goal2:Examineand
bookisabout presentanissueora
3. Writeaprediction,describingwhattheythink conceptfromseveralpoints
thebookwillbeabout,andwhattheywilllearn ofview.
4. AnalyzetheextendedmetaphortheFourDeaf
Brothers,p.39whatdoyouthinkitmeans? Figurativelanguage
Explainthemeaningtoyourpartner. 45min
5. Discussmeaningasaclass(political
polarization)
Informativ Introduction/Hook Classdiscussion
ereading Describelifeasarefugeeoranimmigrant,what PairandShare
wouldthatlooklike? Kaganreadingstructure
Writing 6. Writeashortbellassignmentexplainingwho Writingprompt
refugeesare,andwhatyouknowaboutthem Lecture
Speaking 7. Sharewhatyouwrotewiththeclass. Applicationstoreallife
and 8. ReadRefugeeletter#1fromClayMarblein Checkingfor
Listening Connections(Holtedition)ClozeRead comprehension
9. PairandsharewhatwasyourAhha Goal1:Focusonacentral
Social moment? ormainidea,andrephrase
Studies 10. Discusswithclassthehistoricrelevanceto itinyourownwords
Cambodia Goal2:Examineand
11. WritesomeideasforadraftOntheRoad presentanissueora
refugeememoir conceptfromseveralpoints
ofview
PointsofView
75min
Speaking Introduction/Hook
and Howdoesonegoaboutfindingacentralidea?(quick Video
Listening 5minutewritingprompt) Classandpeerdiscussion
12. ReadprefacetoClayMarblewithclass Kaganreadingstructure
Writing CLOZERead Writingprompt
13. Pairandsharewhatimpressedyoumost?What Lecture
Reading isthemainideaofthereading?Find5facts Applicationstoreallife
Literature fromthereading. Goal1:Focusonacentral
14. Writedown5factsfromthereadingabout ormainidea,andrephrase
Art Cambodiaandamainidea(savefornext itinyourownwords.
lesson!) Central/mainidea
15. DiscussPSAs,andthedifferencebetweena Informativetexts
PSAandanad 75min
 16. DistributeCambodianmapsfromthebook,ask
studentstocolorinthedifferentplacesandthe
refugeecampsmentionedinthebooks
Introduction/Hook
Writing DesignaPublicServiceAnnouncementtomakethe Video
worldawareofwhatishappeninginCambodia. Classandpeerdiscussion
Technolog (quick5minutewritingprompt) Writingprompt
y 17. Watch PSAs caring for Applicationstoreallife
Cambodia https://www.youtube.com/w Highleveltaxonomy
atch?v=00SwwSLoB5s and Cambodia strategies
wildlife Checkingfor
https://www.youtube.com/watch? comprehension
v=7QvP4tlyrSo Goal2:Examineand
18. AskstudentstomakeaPSAroughdraftfor presentanissueora
theirjournalfocusingonthefivefactswritten conceptfromseveralpoints
downinthepreviouslesson,andchoosingone ofview
mainoneforthePSA. .Watchingandanalyzing
HW:Readtopage27 documentaries
45min
Speaking 19. Askstudentstodrawordownloadanillustration Writingprompt
and representingthemainideafortheir5Facts Applicationstoreallife
Listening page,andtoaccompanythePSA Checkingfor
20. Finalizetheirwriting,addtojournals comprehension
Writing 21. Sharestudentswritingwiththeclass Selfassessment
Art HW:Readtopage54 Oralpresentationskills
Goal2:Examinevarious
pointsofview
Central/mainidea
45min
Speaking Introduction/Hook Kaganreadingstructure
and Whatisamemoir?Whatwouldyoursbeabout? Writingprompt
Listening 22. Readrefugeeletter#2fromClayMarblebook Vocabularydevelopment
CLOZEReadwhataretherefugeesseeking? Applicationstoreallife
Reading Whataretheirdreams? Highleveltaxonomy
Writing 23. PairandshareideasforarefugeeMemoirusing strategies
draftideasfrompreviouslesson Checkingfor
24. Writeadraft,andafinalrefugee comprehension
memoir/journalentryinCMjournal Goal1:Focusonacentral
25. HW:Readtopage78 ormainidea,andrephrase
itinyourownwords.
Goal2:Examineand
presentanissueora
conceptfromseveralpoints
ofview
Memoirs
ContextClues
Central/mainidea
75min
Speaking Introduction/Hook
and Whyisriceseedimportanttotherefugees? Video
Listening 26. Askstudentstosharetheirwritingwithone Classandpeerdiscussion
another,andthentheclass Kaganreadingstructure
writing 27. Watchthevideo Writingprompt
https://www.youtube.com/watch? Lecture
v=tnbvux67tEM,pauseitforclass/peer Applicationstoreallife
discussionatrelevantmoments Checkingfor
28. CLOZE read p.5-6 , discuss with students - comprehension
What does Liberated mean in context? Goal1:Focusonacentral
29. CLOZE read p.27-28, discuss with students - ormainidea,andrephrase
Who eats from the lunch trucks? Why? itinyourownwords.
30. QUIZCH16 Central/mainidea
31. HW:readtopg104 PointsofView
ContextClues
75min
Introduction/Hook Groupdiscussion
Reading Whenpeoplearefacingproblems,whyisitimportant Kaganreadingstructure
tohavefriends? FormativeandSummative
Speaking 32. ClassDiscussion/ClozereadEvaluateargument assessment
and onp.16whyisMotherrefusingthehelp? Goal1:Focusonacentral
Listening Whataresomeofthecluesinthetextthat ormainidea,andrephrase
supportyouranswer? itinyourownwords.
Writing 33. DiscusscomponentsofConflictworksheetasa Goal2:Examineand
class, presentanissueora
34. Askstudentstovolunteerexamplesofthetypes conceptfromseveralpoints
ofview
ofconflictsfromtheClayMarble,andaddthe
ContextClues
examplestothejournalsastheyhearexamples
Conflict
theylike(theyneedtwo,butcanwritedownas
45min
manyas4forextracredit)
35. HW:readtopg.129
Reading Introduction/Hook Leveledreading
Howdoeswarfareinfluencethecultureofanation? Kaganreadingstructure
Speaking 36. Distribute copies(paper or online) of Goal1:Focusonacentral
and the NEWSELA articleCambodia ormainidea,andrephrase
Listening unveils plan to bring back tigers from itinyourownwords.
abroad, and ask students to CLOZE Goal2:Examineand
Social Read with pauses for discussion, presentanissueora
Studies https://newsela.com/articles/camb conceptfromseveralpoints
odia-tigers/id/16466/ ofviewxaminevarious
37. Ask students to annotate the article pointsofview
during the reading CentralIdea
38. Ask students to pair and share how InformationalText
does this article elate reading to class ContextClues
novel? (the destruction caused by 45min
warfare.)
39. Ask students to write down some
ideas of explaining the point of view of
 the author.
40. HW: read to pg. 148

Introduction/Hook Leveledreading
Speaking Whatisthethemeofournovelsofar,inyour Class/groupdiscussions
and opinion? Vocabularydevelopment
Listening 41. Pair and share - Discuss theme, main Checkingfor
lessons of the novel; share with class comprehension
42. Ask students to write a summary of AssessmentGoal1:Focus
Reading the articleCambodia unveils plan to onacentralormainidea,
Writing bring back tigers from abroad , stating andrephraseitinyourown
Art the main idea and using a few facts words.
from the article to support their point.
Social 43. Ask students to provide an CentralIdea
Studies illustration(draw or print) to highlight InformationalText
the main idea of the article and add to Theme
the journals. ContextClues
44. QUIZ ch 6-12 75min
45. HW: read to pg. 163
Speaking Introduction/Hook Kaganreadingstructure
and Whatisafable?Nameafew. Writingprompt
Listening Whatmakeadocumentarydifferentfromamovie Vocabularydevelopment
likeBatman? Checkingfor
Writing 46. Watch Street Kids of Cambodia, comprehension
asking the students to write down Goal1:Focusonacentral
questions and important information, ormainidea,andrephrase
and pausing for discussion and note- itinyourownwords.
taking Fables
https://www.youtube.com/watch? Figurativelanguage
v=UxCT6QlxsEM Central/mainidea
5 min- pause, talk about kids lives, 10:20 pause, talk about
education, skip from 17:35 to 20 mins, 26:30 good stop point or 75min
skip to 28:05 and watch until 30:58
47. Ask students to write a summary of
the documentary using the rubric
provided
48. CLOZE Read Cambodian Fables
rabbit and earthquake and monkey
and blackbirds (attached)
49. Pair and share what is the moral of
each of these stories? How do they
use imagery?
50. Fable re-tell and illustration (see
rubric)
51. HW: Read to pg 175-189 in
 Connections (Holt edition)
Writing 52. MidtermJournalcheckchecktherubric, selfassessment
Art finalizeallworkthatneedstobeinthejournal
sofar,andturninjournals! 45min
53. HW:readp.194201inConnections(Holt
edition)
Speaking Introduction/Hook Video
and WhatisthedifferencebetweenMoodandTone? Classandpeerdiscussion
Listening 54. Discuss Mood/Tone watch mood/tone Vocabularydevelopment
video Checkingfor
https://www.youtube.com/watch? comprehension
v=C3TZGZn5VwA Assessment
55. Apply to the novel group Goal1:Focusonacentral
pair/share, class discussion ormainidea,andrephrase
56. Character analysis worksheet use itinyourownwords.
mood and tone words to aid Goal2:Examineand
discussion presentanissueora
57. QUIZ CH. 7-12 conceptfromseveralpoints
58. HW: finalize journal work ofview
MoodandTone
PointofViewanalysis
45min
Speaking Introduction/Hook Video
and 59. Watch Street Kids of Cambodia, Classandpeerdiscussion
Listening asking the students to write down Writingprompt
Writing questions and important information, Lecture
Reading and pausing for discussion and note- Applicationstoreallife
Literature taking Vocabularydevelopment
Art https://www.youtube.com/watch? Checkingfor
v=UxCT6QlxsEM comprehension
5 min- pause, talk about kids lives, 10:20 pause, talk
about education, skip from 17:35 to 20 mins, 26:30 good Goal1:Focusonacentral
stop point or skip to 28:05 and watch until 30:58 ormainidea,andrephrase
60. Ask students to write a summary of itinyourownwords.
the documentary using the rubric AnalyzeDocumentary
provided Central/mainidea
61. HW: finalize journal work PointsofView
75min
Speaking Introduction/Hook Writingprompt
and Whatistheturningpoint(theclimax)ofourstory? Vocabularydevelopment
Listening 62. Analyze the Plot diagram as a class Checkingfor
Writing using 3 little pigs as an example, to comprehension
Reading refresh the definitions of the plot Goal1:Focusonacentral
diagram components ormainidea,andrephrase
63. Apply knowledge of the plot diagram itinyourownwords.
parts to Clay Marble, model own Setting,Theme
version CentralIdea
64. Ask the students to finalize the 75min
results of the class discussions in their
journals/ plot diagrams
 65. HW: finalize journal work
Speaking Introduction/Hook Lecture
and Whatisatimeline?Howaretheystructured? Hightaxonomystrategies
Listening 66. Show various types of timelines Writingprompt
Writing 67. Model a timeline example Vocabularydevelopment
Reading 68. Have students create their own Checkingfor
timelines of the novels either using comprehension
the chapters as a base, or the main Goal1:Focusonacentral
events from the book. ormainidea,andrephrase
69. HW: finalize journal work itinyourownwords.
Analyzetextstructure
Timeline
45min
Speaking Introduction/Hook Hightaxonomystrategies
and Writearevieworarecommendationofthenovel. Writingprompt
Listening Whatwouldyoutellyourfriends,iftheywere Selfassessment
Writing lookingatitatthebookstore?
70. Pair and share - Discuss the themes Theme
and lessons of the book Central/MainIdea
71. Model an alternate ending of the Goal1:Focusonacentral
Clay Marble to the class ormainidea,andrephrase
72. Ask students to write an alternate itinyourownwords.
ending for the story using rubric Goal2:Examineand
presentanissueora
conceptfromseveralpoints
ofview
45min
Introduction/Hook Hightaxonomystrategies
Whydidyouchoosetheendingthatyoudid?What Writingprompt
themeisitrelevantto?Whatisitmeanttoteachthe Goal1:Focusonacentral
reader?Howisitdifferentthanwhattheoriginal ormainidea,andrephrase
author(MinfongHo)intended? itinyourownwords.
73. Discuss Bell prompt as a class, share Goal2:Examineand
ideas presentanissueora
74. Students will finalize the alternate conceptfromseveralpoints
ending and the journal ofview
CentralIdea
Theme
PointofView

75min
Speaking 75. Askstudentstosharejournalswiththeclass Selfassessment
and refugeeletters,PSAsetc.. Oralpresentationskills
Listening 75min
Speaking 76. Askstudentstosharejournalswiththeclass
and refugeeletters,PSAsetc..
Listening 45min
Total 5weekunit
DifferentiatedInstruction

Leveled reading will be provided whenever possible (NEWSELA)

Students will have group discussion and work opportunities to help support their grasp
of the concepts
Students can use concept maps or diagrams for their letter to the musher or poems
ELL students will be permitted to use dictionaries in their work
IEP students with monitoring needs can work together with other partners, or with their
care givers
Vocabulary words will be supported by class discussion, and the use of in-class
dictionaries

Grouping
*Students needing extra instruction will be grouped and instructed with more focus and
detail.
G/T students can be paired up with IEP students to help them master the concepts

Fairandequalparticipation
Students will have various opportunities to pair up and share their wor
Everyone will have a chance to present to a peer editor.
No Opt Out, Call and Response and Cold Call (Lemov, 2010) techniques will be used to
ensure full participation

Studentbehaviorneeds
Students with extra energy and restlessness will be provided with opportunities to earn a
yoga ball seat, or provided with large rubber bands for the legs of the chair to quietly
manipulate with their feet
Anxiety during tests will be alleviated with dimmer lighting and soft music, or allowing
students to study in the team office, on the floor, or in the hallway

LearningStyles/MultipleIntelligences/UnderstandingbyDesign
Students will be presented with a variety of visual and written information
Students will work together on many occasions to enrich their understanding

Attached Items

QUIZZES (Designed by Mrs. Croft)

Clay Marble Quiz Ch 1-6

NAME __________________________________________________Date___________Period____

1) According to the prefix, Daras village was liberated by

a)Communists
b) Vietnamese
c) Both
d) Neither

2) Fill in the Blank. To Dara, _______ rice is a treat.

a) White
b) Brown
c) Sweet
 d) Fried
e)
3) At the refugee camp, Nong Chang, when a family arrived with no food
a) They were turned away at the gates
b) They had to wait in hunger until the next distribution
c) Other families shared their supplies with them
d) They had to trade their valuables for food
e)
4) The fable of the Four Deaf Brothers represents
a) The people in the refugee camp
b) Daras family
c) The people of Cambodia
d) The leaders of Cambodia
e)
5) After making the magic marble, Jantu makes a _____ out of clay for Dara
a) Circus
b) Village
c) Doll
d) Large stack of magic marbles

Quiz Clay Marble, p. 54-104

NAME ___________________________________________________Period_________Date_______

1. What happened to the little lost girl Dara encountered when they were running away from
the shelling?
a) She was howling so loud that she got taken by the soldiers.
b) Her parents were waiting right around the corner.
c) She was left alone, crying and lost in the crowd.
d) She got hit with shrapnel and died.

2. Jantu asks Dara if she remembers the magic clay marble Chnay smashed, and then tells
her that this time she is making Dara ___________.
a) A whole new clay village.
b) A travel sack for the clay figurines, so Dara carry them with her.
c) Another, more powerful magic marble.
d) A whole stack of magic clay marbles.

3. Dara found her way back to the old stone beam to find..
a) The real village was gone, but the toy village was untouched, just as she had left it
under the beam.
b) Nothing remained of the village, and most of the clay dolls were broken.
c) Her brother Sarun was impatiently waiting for her, holding the clay dolls in his hands.
d) A message from her family, written and dried in the clay at the base of the beam, right
by her toy village.

4. Where does Chnay get food for them to eat?

a) He steals it.
b) The soldiers are giving it to him during military training.
c) He has made friends with other refugees, who have plenty of food to share.
d) He knows where the distribution trucks are.

5. When Dara finally sees Sarun he is ____________.

 a) Planting rice seeds.
b) Fighting with one of the soldiers.
c) Holding hands with Nea.
d) Marching with the soldiers.

Quiz Clay Marble, p. 104-163

NAME ___________________________________________________Period_________Date_______

6. When does Dara realize Sarun is changing?

e) When she discovers that Sarun wears the soldiers uniform to sleep every night.
f) When he eats all of the fritters nea made for dinner, while talking about being a soldier.
g) When Sarun will no longer hold Baby, Jantus brother.
h) When Sarun laughs as Chnay breaks the clay figurines.

7. What were Dara and Jantu preparing to do after the flag-raising ceremony?
e) Throw a celebration party in honor of Sarun becoming a soldier.
f) Throw a celebration party in honor of the flag-raising.
g) Go back to Cambodia.
h) Go to Vietnam.

8. How long did it take for Sarun to get special passes for Dara and Nea to get into Khao I
Dang?
e) A few minutes.
f) A few days.
g) A few weeks.
h) A few months.

9. What does Jantu do when Duoic, a boy without legs, asks her to grab his water?
e) She pretends she did not hear him, because the sight of his infected legs was too much
for her to handle.
f) She grabs the water and carries over to him.
g) She holds the cup as he is drinking, and sings soft Cambodian songs for him.
h) She tells him to get the water himself.

10.What happened as a result of Sarun refusing to go to the hospital?

e) Baby died.
f) Dara died.
g) Jantu died.
h) Sarun died.

Timeline
 RUBRICS

RubricforRefugeeLetter
RUBRIC EXCELLENT GOOD HMMMM
Writtenfromthepointof 2 1 0
viewofaCambodian
refugee.(2pts)
Makessomeseriouspoints 2 1 0
abouttheCambodianplight.
(2pts)
Includesanemotionalor 2 1 0
hopefulaspect.(2pts)
Usesthespaceprovided 2 1 0
effectively,andwithpurpose.
(2pts)
Usescompletesentencesand 2 1 0
readswell.(2pts)
TOTAL___________________/10
RubricforPSA
RUBRIC EXCELLENT OK HMMMM
Makessomeseriouspoints 2 1 0
abouttheCambodiansituation
inthemessage(2pts)
Includesanopportunityfor 2 1 0
support(howcanlisteners
help?)(2pts)
Usesthespaceprovided 2 1 0
effectively,andwithpurpose.
(2pts)
Usescompletesentencesand 2 1 0
readswell.(2pts)
Includesapagewith5facts 2 1 0
aboutCambodia
(2pts)
TOTAL___________________/10

RubricforCambodianfablejournalentry,ClayMarble
Guidelines EXCELLEN GOOD(11 OK(810 HMMMM(7
T(15pts) 14pts) pts) andbelow)
Highlightsthemainpartsofthe 6 5,4 3,2 1
folktaleandprovidesamoral
andareview(6pts)
Hasalogicalintroduction,body 4 3 2 1
andconclusion;usesthespace
providedeffectively(4pts)
Usescompletesentencesand 2 1.5 1 0
readswell.(2pts)
Providesanillustration(3pts) 3 2 1 0

StreetKidsofCambodiaSummaryRubric
Itembeingassessed Looking Afew Manyentries Where Points
Great! entriesare aremissing,or haveyou
missingor areincomplete been?
incomplete
Discussdifference 5 4 3 1,2 5
betweendocumentary
andamovie.
Summarize 15 12,13,14 8,9,10,11 1,2,3,4,5,6, 15
DocumentaryStreet 7
KidsofCambodia;
discusshowthe
populationhasbeen
affectedbywarfare,and
whohassufferedthe
most.
TOTAL/20

Clay Marble Alternate Ending Rubric

Item being assessed Excellent OK Try Again Please
Explains the original 3 2 1
ending
Suggests a new 5 3,4 1,2
ending
Explains the purpose 5 3,4 1,2

Your total ________/ 13

ClayMarbleMidtermJournalAssessmentRubric
Itembeingassessed Looking Afew Manyentries Where Points
Great! entriesare aremissing,or haveyou
missingor areincomplete been?
incomplete
Mapcolor,placement 5 4 3 12 5
DearDiaryRefugee 10 8,9 6,7 1,2,3,4,5 10
letter
CambodiaPSA,and5 11 8,9,10 6,7 1,2,3,4,5 11
factswithIllustration
(10pointsfor
assignment,1for
placement)
CambodianMyth 15 11,12,13, 8,9,10 1,2,3,4, 15
retellingwithIllustration 14,15 5,6,7
CambodianTigernews 10 8,9 6,7 1,2,3,4,5 10
 articlesummary,57
sentences
Journalcover, 4 3 2 1 4
stapling,allnecessary
pagespresent(lined
sheets,plotdiagram)
Thisisnotyourgrade;thisscorerepresentstheassessmentfortheworkwehavedoneinclassuptothispoint.
YOURCURRENTTOTALIS/55YOURpointsnow/10

ClayMarbleFinalJournalAssessmentRubric
Itembeingassessed Lookin Afew Manyentries Where Points
g entriesare aremissing,or haveyou
Great! missingor areincomplete been?
incomplete

Mapcolor,placement 5 4 3 12 5
DearDiaryRefugee 10 8,9 5,6,7 1,2,3,4 10
letter
withIllustration
CambodiaPSA,and5 11 8,9,10 5,6,7 1,2,3,4 11
factswithIllustration
CambodianFableretelling 15 11,12,13, 8,9,10 1,2,3,4, 15
withIllustration 14, 5,6,7
CambodianTiger 10 8,9 5,6,7 1,2,3,4 10
NEWSELAarticle
summary,57sentences
ConflictWorksheet 8 6,7 3,4,5 1,2 8
PointofViewAnalysis 10 8,9 5,6,7 1,2,3 10
Worksheet
Timeline 9 7,8 4,5,6 1,2,3 9
PlotDiagram 20 17,18,19 12,13,14,15,16 16,711 20
DocumentaryAnalysis 20 17,18,19 12,13,14,15,16 16,711 20
AlternateEnding 13 9,10,11,12 5,6,7,8 1,2,3,4 13
Journalcover,stapling, 4 3 2 1 4
allnecessarypages
present

YOURCURRENTTOTALIS_______/135
MRS. CROFTS EXAMPLES

5 FACTS about CAMBODIA

1. There are over a quarter of a million Cambodian people (thats more than
250,000 !!) still living in refugee camps.
2. China and the Soviet Union polarized the political situation in Cambodia.
3. The conflicts in Cambodia have lasted for nearly 50 years.
4. The lack of regulations and constant warfare have made it hard for people to
preserve their wildlife, traditions, and culture.
 5. Many of the children living in refugee camps make toys with tin cans, fruit peels,
and even clay.

MYILLUSTRATIONofFACTS
AMassRefugeeCamp

HundredsofthousandsofCambodianslivedinrefugeesettlementslikethisone,knownasCamp007,neartheThaiCambodia
border.JohnBurgess
https://www.ushmm.org/confront-genocide/cases/cambodia/aftermath/renewed-war

Re-Tell and Reflection (Example by Mrs. Croft)

This Cambodian folk tale is about a pair of Black birds who have a lovely nest, and a
monkey. This monkey is obviously homeless and suffering in the cold, so the Birds try to
give him some good advice, and tell him to use his human-like hands and legs to make a
house for himself.

The monkey is argumentative; he claims that hes not meant for a nest. He feels like the
birds are very harsh with him; eventually he becomes embarrassed and angry, and
destroys their nest.

I think the birds meant well, but perhaps they should have left well enough alone. We
can try to help those we care about, but we cannot force change onto others, lest it
make them angry and resentful.

People have to make their own choices. They have to want to change and be better. We
can try to help someone, but if they refuse to listen, its better to let them do what they
will, and keep your judgments to yourself.

I feel that I can help other people by making my own best choices, so when someone
needs advice, they know I can offer quality assistance and support.

Clay Marble Alternate Ending (Example by Mrs. Croft)

In the original ending of the Clay Marble, Dara and Sarun return home, to Cambodia, to
continue their lives in peace as rice farmers. They both have families, and are happy in their
village.

If I re-wrote the ending I would want to match the realistic tone of the rest of the novel, which I
feel has a lot of tragedy and conflict. For example, I would explain that after a while Sarun
becomes disenchanted with country life, and moves to the city, to try to make his way as a cab
driver.

Daras daughter is also one of the kids who dream of moving to the city to find work, but ends
up on the street, selling bracelets or collecting trash. Uncle Sarun thinks he sees his niece on the
street one day, but like most of us, he is conditioned to walk past the needy, and they never
connect the way a family truly should.

I would write this ending to represent the struggle of the children, who are most affected by the
destruction caused by Khmer Rouge, and the many crushed dreams of the people living in the
streets of the city.