Before midnight
Three of your students have specific learning disabilities in the area of reading; one has been diagnosed with ASD, and two have emotional and behavioral disorders which affect their academics in all areas. Two students have mild intellectual disabilities and one student is a speech and language impaired student who is struggling with reading.One student was retained and is repeating fifth grade, and one is a new student whose records have not yet arrived, but reports this is his second time in fifth grade.All of your students are decoding and comprehending at approximately a second to third grade reading level. All attend general education classes for at least part of the day. Eight of the nine students are males who show an interest in science and nonfiction texts, while your female student considers herself to be a fairy princess, she adores Disney, and she detests all the topics the other students love.Review Appendix B of the Common Core Standards and select a fifth-grade exemplar informational text.Using the “COE Lesson Plan Template,” create a lesson plan designed to meet the specific needs of the students in your class that enhances language development and communication skills, and incorporates:
- The chosen fifth grade exemplar informational text.
- A Common Core Standard or other state standard specific to informational text.
- Assistive technology within the lesson and the lesson’s summative assessment.
In the “Rationale/Reflections” part of the lesson plan, write a 250-500 word rationale explaining your instructional choices. Be sure to address how the lesson enhances language development and communication skills. In addition, reflect upon how you would provide students feedback on formative assessments to prepare them for a summative assessment.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
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Instructional Plan Title: |
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Lesson Summary and Focus: |
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Classroom and Student Factors/Grouping: |
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National/State Learning Standards: |
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Specific Learning Target(s)/Objectives: |
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Academic Language |
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Resources, Materials, Equipment, and Technology: |
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Section 2: Instructional Planning
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Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. |
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Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
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Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
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Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
Time Needed |
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Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. |
Time Needed |
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common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
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exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interpretation of Fair Use, which allows limited, partial use of copyrighted text for a nonprofit educational
purpose as long as that purpose does not impair the rights holder’s ability to seek a fair return for his or her work.
In instances where we could not employ Fair Use and have been unable to secure permission, we have listed a title
without providing an excerpt. Thus, some short texts are not excerpted here, as even short passages from them would
constitute a substantial portion of the entire work. In addition, illustrations and other graphics in texts are generally
not reproduced here. Such visual elements are particularly important in texts for the youngest students and in many
informational texts for readers of all ages. (Using the qualitative criteria outlined in Appendix A, the work group con-
sidered the importance and complexity of graphical elements when placing texts in bands.)
When excerpts appear, they serve only as stand-ins for the full text. The Standards require that students engage with
appropriately complex literary and informational works; such complexity is best found in whole texts rather than pas-
sages from such texts.
Please note that these texts are included solely as exemplars in support of the Standards. Any additional use of those
texts that are not in the public domain, such as for classroom use or curriculum development, requires independent
permission from the rights holders. The texts may not be copied or distributed in any way other than as part of the
overall Common Core State Standards Initiative documents.
Sample Performance Tasks
The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards.
These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality,
and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task
reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their
strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.)
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
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How to Read This Document
The materials that follow are divided into text complexity grade bands as defined by the Standards: K–1, 2–3, 4–5, 6–8,
9–10, and 11–CCR. Each band’s exemplars are divided into text types matching those required in the Standards for
a given grade. K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts
in kindergarten through grade 3). The 6–CCR exemplars are divided into English language arts (ELA), history/social
studies, and science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama,
poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations intro-
duce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade
band and after each text type, sample performance tasks are included for select texts.
Media Texts
Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the
publication of this document.
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table of contents
K–1 text exemplars ……………………………………………………………………………………………..14
stories ……………………………………………………………………………………………………………….14
Minarik, Else Holmelund. Little Bear …………………………………………………………………… 14
Eastman, P. D. Are You My Mother? ……………………………………………………………………. 15
Seuss, Dr. Green Eggs and Ham. …………………………………………………………………………. 15
Lopshire, Robert. Put Me in the Zoo ………………………………………………………………….. 15
Lobel, Arnold. Frog and Toad Together ……………………………………………………………. 15
Lobel, Arnold. Owl at Home ………………………………………………………………………………… 16
DePaola, Tomie. Pancakes for Breakfast ……………………………………………………………. 17
Arnold, Tedd. Hi! Fly Guy ……………………………………………………………………………………… 17
Poetry ……………………………………………………………………………………………………………….. 17
Anonymous. “As I Was Going to St. Ives.” ………………………………………………………… 17
Rossetti, Christina. “Mix a Pancake.” …………………………………………………………………. 17
Fyleman, Rose. “Singing-Time.” …………………………………………………………………………. 18
Milne, A. A. “Halfway Down.” ……………………………………………………………………………….. 18
Chute, Marchette. “Drinking Fountain.” …………………………………………………………….. 18
Hughes, Langston. “Poem.” …………………………………………………………………………………. 18
Ciardi, John. “Wouldn’t You?” ……………………………………………………………………………… 18
Wright, Richard. “Laughing Boy.” ……………………………………………………………………….. 18
Greenfield, Eloise. “By Myself.” ……………………………………………………………………………. 18
Giovanni, Nikki. “Covers.” ……………………………………………………………………………………… 18
Merriam, Eve. “It Fell in the City.” ……………………………………………………………………….. 19
Lopez, Alonzo. “Celebration.” ……………………………………………………………………………… 19
Agee, Jon. “Two Tree Toads.” ………………………………………………………………………………. 19
read-aloud stories ………………………………………………………………………………………….20
Baum, L. Frank. The Wonderful Wizard of Oz …………………………………………………. 20
Wilder, Laura Ingalls. Little House in the Big Woods ……………………………………… 20
Atwater, Richard and Florence. Mr. Popper’s Penguins ………………………………….. 21
Jansson, Tove. Finn Family Moomintroll ……………………………………………………………. 21
Haley, Gail E. A Story, A Story ……………………………………………………………………………… 21
Bang, Molly. The Paper Crane …………………………………………………………………………….. 22
Young, Ed. Lon Po Po: A Red-Riding Hood Story from China ………………………. 23
Garza, Carmen Lomas. Family Pictures ……………………………………………………………. 23
Mora, Pat. Tomás and the Library Lady …………………………………………………………….. 23
Henkes, Kevin. Kitten’s First Full Moon …………………………………………………………….. 24
read-aloud Poetry ………………………………………………………………………………………….. 25
Anonymous. “The Fox’s Foray.” …………………………………………………………………………. 25
Langstaff, John. Over in the Meadow. ………………………………………………………………. 26
Lear, Edward. “The Owl and the Pussycat.” …………………………………………………….. 27
Hughes, Langston. “April Rain Song.” ……………………………………………………………….. 27
Moss, Lloyd. Zin! Zin! Zin! a Violin ……………………………………………………………………… 27
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sample Performance tasks for stories and Poetry ……………………………………….. 28
Informational texts ………………………………………………………………………………………… 28
Bulla, Clyde Robert. A Tree Is a Plant ……………………………………………………………….. 28
Aliki. My Five Senses ……………………………………………………………………………………………. 29
Hurd, Edith Thacher. Starfish ………………………………………………………………………………30
Aliki. A Weed is a Flower: The Life of George Washington Carver ………………30
Crews, Donald. Truck …………………………………………………………………………………………….30
Hoban, Tana. I Read Signs ……………………………………………………………………………………30
Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream …………………………………….. 31
“Garden Helpers.” National Geographic Young Explorers ……………………………… 31
“Wind Power.” National Geographic Young Explorers ……………………………………. 31
read-aloud Informational texts ……………………………………………………………………… 31
Provensen, Alice and Martin. The Year at Maple Hill Farm……………………………… 31
Gibbons, Gail. Fire! Fire! ……………………………………………………………………………………….. 31
Dorros, Arthur. Follow the Water from Brook to Ocean ………………………………… 32
Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water Everywhere ………… 33
Llewellyn, Claire. Earthworms …………………………………………………………………………….. 33
Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This? …… 33
Pfeffer, Wendy. From Seed to Pumpkin ……………………………………………………………. 33
Thomson, Sarah L. Amazing Whales! ………………………………………………………………… 34
Hodgkins, Fran, and True Kelley. How People Learned to Fly ………………………. 34
sample Performance tasks for Informational texts ………………………………………. 36
Grades 2–3 text exemplars ………………………………………………………………………………. 37
stories ……………………………………………………………………………………………………………… 37
Gannett, Ruth Stiles. My Father’s Dragon. ……………………………………………………….. 37
Averill, Esther. The Fire Cat …………………………………………………………………………………. 37
Steig, William. Amos & Boris. ……………………………………………………………………………… 38
Shulevitz, Uri. The Treasure…………………………………………………………………………………. 38
Cameron, Ann. The Stories Julian Tells …………………………………………………………….. 38
MacLachlan, Patricia. Sarah, Plain and Tall ………………………………………………………. 38
Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures ……. 39
Stevens, Janet. Tops and Bottoms ……………………………………………………………………..40
LaMarche, Jim. The Raft ……………………………………………………………………………………….40
Rylant, Cynthia. Poppleton in Winter…………………………………………………………………40
Rylant, Cynthia. The Lighthouse Family: The Storm ……………………………………….. 41
Osborne, Mary Pope. The One-Eyed Giant
(Book One of Tales from the Odyssey) ………………………………………………………… 41
Silverman, Erica. Cowgirl Kate and Cocoa ……………………………………………………….. 42
Poetry ………………………………………………………………………………………………………………. 43
Dickinson, Emily. “Autumn.” ………………………………………………………………………………… 43
Rossetti, Christina. “Who Has Seen the Wind?” ……………………………………………… 43
Millay, Edna St. Vincent. “Afternoon on a Hill.” ………………………………………………… 43
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Frost, Robert. “Stopping by Woods on a Snowy Evening.” …………………………..44
Field, Rachel. “Something Told the Wild Geese.” …………………………………………….44
Hughes, Langston. “Grandpa’s Stories.” ……………………………………………………………44
Jarrell, Randall. “A Bat Is Born.” ………………………………………………………………………….44
Giovanni, Nikki. “Knoxville, Tennessee.” …………………………………………………………….44
Merriam, Eve. “Weather.” …………………………………………………………………………………….. 45
Soto, Gary. “Eating While Reading.” …………………………………………………………………. 45
read-aloud stories ………………………………………………………………………………………….46
Kipling, Rudyard. “How the Camel Got His Hump.” ………………………………………..46
Thurber, James. The Thirteen Clocks …………………………………………………………………46
White, E. B. Charlotte’s Web ………………………………………………………………………………. 47
Selden, George. The Cricket in Times Square ………………………………………………….. 47
Babbitt, Natalie. The Search for Delicious ……………………………………………………….. 48
Curtis, Christopher Paul. Bud, Not Buddy ………………………………………………………… 48
Say, Allen. The Sign Painter ………………………………………………………………………………… 49
read-aloud Poetry ………………………………………………………………………………………….. 49
Lear, Edward. “The Jumblies.” ……………………………………………………………………………. 49
Browning, Robert. The Pied Piper of Hamelin ………………………………………………….. 51
Johnson, Georgia Douglas. “Your World.” ……………………………………………………….. 52
Eliot, T. S. “The Song of the Jellicles.” ………………………………………………………………. 52
Fleischman, Paul. “Fireflies.” ……………………………………………………………………………….. 52
sample Performance tasks for stories and Poetry ……………………………………….. 53
Informational texts ………………………………………………………………………………………….. 53
Aliki. A Medieval Feast …………………………………………………………………………………………. 53
Gibbons, Gail. From Seed to Plant …………………………………………………………………….. 54
Milton, Joyce. Bats: Creatures of the Night ……………………………………………………… 54
Beeler, Selby. Throw Your Tooth on the Roof:
Tooth Traditions Around the World ……………………………………………………………… 54
Leonard, Heather. Art Around the World …………………………………………………………. 55
Ruffin, Frances E. Martin Luther King and the March on Washington ………… 55
St. George, Judith. So You Want to Be President? …………………………………………. 55
Einspruch, Andrew. Crittercam ………………………………………………………………………….. 55
Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs …………………….. 56
Davies, Nicola. Bat Loves the Night …………………………………………………………………… 56
Floca, Brian. Moonshot: The Flight of Apollo 11 ………………………………………………. 56
Thomson, Sarah L. Where Do Polar Bears Live? ……………………………………………… 57
read-aloud Informational texts …………………………………………………………………….. 57
Freedman, Russell. Lincoln: A Photobiography ………………………………………………. 57
Coles, Robert. The Story of Ruby Bridges ……………………………………………………….. 58
Wick, Walter. A Drop of Water: A Book of Science and Wonder …………………. 58
Smith, David J. If the World Were a Village:
A Book about the World’s People ………………………………………………………………… 59
Aliki. Ah, Music! …………………………………………………………………………………………………….. 59
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Mark, Jan. The Museum Book:
A Guide to Strange and Wonderful Collections ………………………………………… 59
D’Aluisio, Faith. What the World Eats ………………………………………………………………..60
Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints ……………………………60
Deedy, Carmen Agra. 14 Cows for America ………………………………………………………60
sample Performance tasks for Informational texts ……………………………………….. 61
Grades 4–5 text exemplars ………………………………………………………………………………. 63
stories ……………………………………………………………………………………………………………… 63
Carroll, Lewis. Alice’s Adventures in Wonderland …………………………………………… 63
Burnett, Frances Hodgson. The Secret Garden ………………………………………………. 63
Farley, Walter. The Black Stallion ………………………………………………………………………..64
Saint-Exupéry, Antoine de. The Little Prince ……………………………………………………64
Babbitt, Natalie. Tuck Everlasting……………………………………………………………………….64
Singer, Isaac Bashevis. “Zlateh the Goat.” …………………………………………………………64
Hamilton, Virginia. M. C. Higgins, the Great………………………………………………………64
Erdrich, Louise. The Birchbark House ……………………………………………………………….. 65
Curtis, Christopher Paul. Bud, Not Buddy ………………………………………………………… 65
Lin, Grace. Where the Mountain Meets the Moon …………………………………………… 66
Poetry ………………………………………………………………………………………………………………. 66
Blake, William. “The Echoing Green.” ……………………………………………………………….. 66
Lazarus, Emma. “The New Colossus.” ………………………………………………………………. 67
Thayer, Ernest Lawrence. “Casey at the Bat.” ………………………………………………….. 67
Dickinson, Emily. “A Bird Came Down the Walk.” …………………………………………… 68
Sandburg, Carl. “Fog.” …………………………………………………………………………………………. 69
Frost, Robert. “Dust of Snow.” ……………………………………………………………………………. 69
Dahl, Roald. “Little Red Riding Hood and the Wolf.” ……………………………………… 69
Nichols, Grace. “They Were My People.” ………………………………………………………….. 69
Mora, Pat. “Words Free As Confetti.” ………………………………………………………………… 69
sample Performance tasks for stories and Poetry ……………………………………….. 70
Informational texts ………………………………………………………………………………………….. 70
Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet …… 70
Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps ……. 71
Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms ……………………………………. 71
Otfinoski, Steve. The Kid’s Guide to Money: Earning It,
Saving It, Spending It, Growing It, Sharing It ………………………………………………. 71
Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions ………. 71
Schleichert, Elizabeth. “Good Pet, Bad Pet.” ……………………………………………………. 71
Kavash, E. Barrie. “Ancient Mound Builders.” …………………………………………………… 71
Koscielniak, Bruce. About Time: A First Look at Time and Clocks ……………….. 71
Banting, Erinn. England the Land ………………………………………………………………………. 72
Hakim, Joy. A History of US ………………………………………………………………………………… 72
Ruurs, Margriet. My Librarian Is a Camel: How Books
Are Brought to Children Around the World ……………………………………………….. 72
Simon, Seymour. Horses ……………………………………………………………………………………… 73
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Montgomery, Sy. Quest for the Tree Kangaroo:
An Expedition to the Cloud Forest of New Guinea …………………………………… 73
Simon, Seymour. Volcanoes ……………………………………………………………………………….. 74
Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball ………… 74
Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.” ……………………………………… 74
Hall, Leslie. “Seeing Eye to Eye.”………………………………………………………………………… 74
Ronan, Colin A. “Telescopes.” …………………………………………………………………………….. 75
Buckmaster, Henrietta. “Underground Railroad.” ……………………………………………. 76
sample Performance tasks for Informational texts ………………………………………. 76
Grades 6–8 text exemplars ………………………………………………………………………………. 77
stories ……………………………………………………………………………………………………………… 77
Alcott, Louisa May. Little Women………………………………………………………………………. 77
Twain, Mark. The Adventures of Tom Sawyer ………………………………………………….. 77
L’Engle, Madeleine. A Wrinkle in Time ………………………………………………………………. 79
Cooper, Susan. The Dark Is Rising ……………………………………………………………………… 79
Yep, Laurence. Dragonwings ……………………………………………………………………………….80
Taylor, Mildred D. Roll of Thunder, Hear My Cry ……………………………………………….80
Hamilton, Virginia. “The People Could Fly.”………………………………………………………80
Paterson, Katherine. The Tale of the Mandarin Ducks …………………………………….. 81
Cisneros, Sandra. “Eleven.” ………………………………………………………………………………….. 81
Sutcliff, Rosemary. Black Ships Before Troy: The Story of the Iliad………………. 81
Drama ………………………………………………………………………………………………………………. 82
Fletcher, Louise. Sorry, Wrong Number ……………………………………………………………. 82
Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play ….. 83
Poetry …
