Date: 12/13/2017 Standards: 1. Standard - CC.1.2.6.C: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. 2. Standard - EO6.B-K.1.1: Demonstrate understanding of key ideas and details in informational texts. II. Objective 1. Introduction to symbols and symbolism. 2. Understanding how authors use symbols in texts. 3. Identifying differences between their lives and freedoms with a young girl during the Chinese Cultural Revolution. 4. Identifying and rating importance of symbols in a text and explaining why they are important. III. Materials The Red Guards from Red Scarf Girl by Ji-li Jiang Symbols slideshow Venn Diagram Worksheet Pen/Pencil IV. Procedure: Before (Symbolism Slideshow) (15 minutes) 1. Teacher will begin with a short slideshow of images that symbolize other things. 2. The slideshow will consist of symbols of Love (hearts, roses, cupid), the United States (American Flag, bald eagle, whitehouse, statue of liberty, etc.), and Evil (how Disney uses Lime Green around their villains to associate it with evil). 3. The teacher will explain that certain colors, icons, and photos can evict certain emotions and ideas by these visuals being associated with it. 4. Authors use symbols to allude to an idea or notion without them having to tell you exactly what it means. During (30 minutes) 1. Class will read The Red Guards from Red Scarf Girl by Ji-li Jiang as a read aloud. 2. The teacher will answer questions that develop from reading the text as a think aloud. After (Venn Diagram) (15 minutes) 1. The teacher will have the students compare the difference between Ji-Li’s life and their own. 2. Using a Venn Diagram, the students will take examples from the text of specific descriptions, events, ideas, and characters to compare what their lives are like here in modern America. V. Reflection Class What went well What I would improve Core 1 Great discussion about Making sure I go back to WWII and really making symbolism in the story if I talk those connection between about it. the Cultural Revolution to The kids did not seem to get fully understand the text anything done with the Venn Diagram activity when I had them do it on their own. Core 2 Instead of using the I had a better discussion on the individual venn diagrams, WWII connections with core 1, we did a venn diagram on but the point was still understood. their lives together as a class on the whiteboard. They seemed more engaged because they participated in their own learning.