��ࡱ�>�� ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������]� ���Nbjbjzqzq �/\/\DF=�������4 4 ������������8���� P������� �O�O�O�O�O�O�O$R��TR�O����O����H�O��� �����O��O�� F��J������#�<5������$|�G,�O�O0 PH� U�( UX�J�Jn U�#Kh��O�O� P�������������������������������������������������������������������� U4 > r: Unit 2/Week 3 Title: Becky and the Wheels-and-Brake Boys Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6; W.6.2, W.6.4, W.6.9; SL.6.1, SL.6.2, L.6.1, L.6.2, L.6.4 Teacher Instructions Preparing for Teaching Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings When we are met with resistance, we must have perseverance and bravery to help achieve our goals. In spite of societal expectations, one must remain true to oneself and work to attain our desired goals. Synopsis The short story titled �Becky and the Wheel-and-Brake Boys� is about how Becky desperately wants to own a bike despite the resistance she is met with from her mother and Granny-Liz. The conflict emerges when Becky�s mother and Granny-Liz ridicule her request, asking her if she thinks she�s a boy and where would the money come from. The story continues with her interactions with the Wheel-and-Brake Boys, the neighborhood bike gang, who blatantly dismiss her when she asks them to teach her how to ride. Despite much opposition, Becky still perseveres and tries to sell her father�s helmet to a fireman to get money for a bike. The fireman ultimately sells his nephew�s bike to Becky and her mother for affordable payments. In the end, Becky�s cousin teaches her how to ride and she joins the Wheel-and-Brake Boys. Read the entire selection, keeping in mind the Big Ideas and Key Understandings. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary. During Teaching Students read the entire selection independently. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.) Text Dependent Questions Text-dependent QuestionsEvidence-based AnswersWhy does the author begin the first two sentences of the story by using a lot of the pronouns �them�, �themselves�, and �they�? What tone is the author trying to establish?The pronouns �them�, �themselves� and �they� creates a tone of �envy�, �jealousy� and �separation�. It creates a �them� against �me� mentality that is later supported throughout the passage.On page 253, what evidence does the author provide to show Becky�s motives for wanting a bike? What words, phrases, or sentences help you to know that Becky wants a bike?In the beginning of the story, Becky describes her envy of her cousin Ben as he rides away with the Wheel-and-Brake Boys. She wants to feel like she belongs to a group. �I know total-total that if I had my own bike, the wheels and brake boys wouldn�t treat me like that. I�d just ride away with them, wouldn�t I? �Explain what Becky means when she says, �A girl can not, not, let boys get away with it all the time.� (Page 253)Becky means that girls should be able to have the same freedoms as boys. �It�s no fair reason they don�t want to be with me. Anybody could go off their head for that.� She might also mean that boys should not get to feel that they are so much better than girls. The author has created a character who behaves differently from the way girls were expected to behave at the time. What details in the descriptions of Becky and her activities let us know that Becky represents someone who challenges social expectations? (Pages 253, 254, 255)Becky doesn�t want to stay indoors and do the typical woman�s work, sewing like her mum and sister; she wants to be outside while the �sunshine was still big patches in the yards�� Mum warns Becky that she doesn�t like it when she wanders off after dinner to hang around �those awful riding-about bicycle boys�� She also plays with centipedes and scorpions. These characteristic traits are, at the time, associated with what boys do.Based on details from pages 253 and 254, what are mum�s reasons why Becky cannot have a bicycle?When Becky tells her mum she wants a bike, her mum looks at her as if she�s crazy and asks her if she thinks she�s a boy. She also continues to tell Becky that she doesn�t like her hanging around with �those awful riding-about bicycle boys� and that �they�re heading for trouble.� (254)What does Becky mean when she said, �Oh, I wished I still had even my scorpion on a string to run up and down somebody�s back!�? (Page 254)Becky is furious that everyone is against her and would not even listen to what she has to say. �Everybody did everything to stop me. I was allowed no chance whatsoever.� The reference to the scorpion shows how people just ignored her the same way Grandma-Liz forgot that the �centipede and scorpion died� when she warned Becky about them.What does Becky mean when she says, �It was amazing what a sigh could do�? (Page 255)A simple sigh helped Becky escape from her awful day with everyone questioning and doubting her to a place where she would �tumbled on a great idea.� Conflict may consist of  HYPERLINK "http://www.nownovel.com/blog/creating-character/" characters against others, characters against natural forces (external conflict/motivation) or characters against things within themselves such as their own emotions or impulses (internal conflict/motivation). Using evidence from page 254 and 255, explain Becky�s internal and external motivations for desiring a bike. Becky�s internal motivation for having a bike is the freedom that it represents. She dreams of a bike, saying, �My beautiful blue bike took me all over the place.� She envies the boys for being able to ride around where and when they want. Becky�s external motivation is wanting to be accepted by the group.What can you infer about Becky�s motivation for fixing her hair (Page 256)? Becky wants to be noticed by the boys. According to page 256, Becky thinks if her mum thinks she looks scruffy, the boys might think so too. Her mum has told her that her hair looks unbrushed. (�How d� you always manage to look like you just escaped from a hair pulling battle?� (Page 254) Thus she decides to brush her hair and goes out to watch the boys ride. �This time the boys didn�t race away past me.�Describe Becky�s relationship with Shirnette. Use text evidence to support your conclusion. (Page 256) Becky and Shirnette are good friends with similar personalities; they both like to play tricks on each other. Shirnette brought a cockroach to school in a tin. She opened the tin and let the cockroach fly onto Becky�s blouse. Becky crushes it and is infuriated because, she says, the smell of a cockroach is very nasty. She has to wash her blouse. She then makes sure to bump into Shirnette and get her blouse wet also. As Becky explains it, this may be Shirnette way of getting back at her for the time Becky had her centipede crawl up Shirnette�s back.At the end of the story, what can you infer about Becky and Shirnette�s conflict? (Page 259) By the end of the story, Becky is riding with the boys and the text says that Shirnette comes too when she can borrow a bike. The girls now get along and are friends again. What character traits have helped Becky achieve her goal throughout the story? Becky is brave to speak up and to try to sell her father�s helmet. Becky is also very persistent to keep trying to get a bike even when her mum and grandmother are telling her she cannot have one for various reasons. Becky is not easily intimidated, by boys or by adults. On page 259, it says, �Ben�s eyes popped with envy.� What does envy mean in this case? Why is Ben envious? (Page 259)Envy means jealous. Ben is jealous that Becky got a better bike that he has probably always wanted. �Seeing my bike much, much newer than his� supports that envy means jealous. At the beginning of the story, Ben would not let Becky ride with him and his friends, but by the end, he has taught both Becky and Shirnette to ride bikes. What can we infer about mum and Mr. Dean? (Page 259)Becky says that firemen Mr. Dean became their best friend, and mum�s especially. She says he comes around �almost every day.� We can infer that Mr. Dean and mum like each other and might have a romantic relationship.  Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students)These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts)Meaning can be learned from context Page 253 - trousers Page 253�measurements Page 254�wandering Page 255 � panic Page 255 � disgust Page 258 - parcel  Page 254 - menace Page 256 - reckless Page 256 - fair-is-fair Page 256 � fierce Page 258 � mighty Page 258 � mystery Page 259 � uncertain Page 259 - envy meaning needs to be provided Page 253�material Page 254�laborer Page 255�clever Page 255 � tumbled on a great idea Page 255- sour Page 256�flock Page 256�reckless Page 256�fierce Page 258�uniform  Page 254�manage Page 256�properly Page 258�adventure  Culminating Writing Task Prompt What did Becky learn from the conflict with her mother and grandmother over wanting a bike and joining the Wheels-and-Brake Boys? Support your claims with sufficient evidence from the text, including direct quotes and page numbers. Teacher Instructions Students identify their writing task from the prompt provided. Students complete an evidence chart as a pre-writing activity. Teachers should guide students in gathering and using any relevant notes they compiled while reading and answering the text-dependent questions earlier. Some students will need a good deal of help gathering this evidence, especially when this process is new and/or the text is challenging! Evidence Quote or paraphrasePage numberElaboration / explanation of how this evidence supports ideas or argumentA girl can not, not, let boys get away with it all the time.� Page 253Page 253  Becky is saying that she needs to persevere in her quest to ride, because boys should not be the only ones to feel free and superior.  �Everybody did everything to stop me. I was allowed no chance whatsoever.� Page 254Page 254Becky is expressing her frustration over the fact that no on understands her desire for a bike. �Those boys are a menace. Riding bicycles on sidewalks and narrow paths together, ringing bells and braking at people�s feet like wild bulls charging anybody, they�re heading for trouble. � Page 254Page 254Becky�s mum really does not approve of the boys and she does not want Becky to hang out with them.�Could I keep a bike like Ben�s out of my head ? Not one bit. That bike took me all over the place. My beautiful bike jumped every log, every rock, every fence. My beautiful bike did everything cleverer than a clever cowboy�s horse, with me in the saddle. � Page 255Becky�s dream of having a bike is so strong she cannot stop thinking about it and the freedom it would bring her. �A tomboy�s like a whistling woman and a crowing hen, who can only come to a bad end.� Page 257Granny- Liz does not approve of Becky wanting a bike. She is telling her that she is a tomboy and that is very bad, like a hen making noise, who will draw attention. �I ride into town with the Wheels- and-Brake boys now. When she can borrow a bike, Shirnette comes too. We all sit together. We have patties and ice cream and drink drinks together. We talk and joke. We ride about, all over the place. � Page 159 Now Becky has the freedom of riding a bike, plus she is accepted by the group of boys and can be part of their group. This was her goal. Plus, her friend Shirnette comes along when she can borrow a bike. Once students have completed the evidence chart, they should look back at the writing prompt in order to remind themselves what kind of response they are writing (i.e. expository, analytical, argumentative) and think about the evidence they found. (Depending on the grade level, teachers may want to review students� evidence charts in some way to ensure accuracy.) From here, students should develop a specific thesis statement. This could be done independently, with a partner, small group, or the entire class. Consider directing students to the following sites to learn more about thesis statements: http://owl.english.purdue.edu/owl/resource/545/01/ OR http://www.indiana.edu/~wts/pamphlets/ thesis_statement.shtml. Students compose a rough draft. With regard to grade level and student ability, teachers should decide how much scaffolding they will provide during this process (i.e. modeling, showing example pieces, sharing work as students go). Students complete final draft. Sample Answer In the story �Becky and the Wheel-and-Brake Boys,� author James Berry shows us a character who is very persistent and relentless in her pursuit of her goal. Becky faces opposition in her quest to both ride a bike and become part of the boys� riding gang. She envies their freedom and says, �I want a bike because I want it and want it and want it.� Not only do the boys ignore her, but as she says, �Everybody did everything to stop me. I was allowed no chance whatsoever.� Becky�s grandmother accuses her of being a tomboy and says she will come to a bad end. Her mother says she just does not have the money. Becky�s father has died, and though she feels he would have supported her, he is not there to do so. The situation looks hopeless, but Becky does not give up. First, she gets the boys to pay attention to her by combing her hair and hanging round while they ride. When they tell her to go home and cook and clean, she says, �And one day perhaps I�ll be mum to a boy child, like all of you. Can you cook and sew and wash clothes, Jimmy? All I want is to learn to ride. I want you to teach me.� She lets them know that she is not going away, and that she is serious about wanting to know how to ride. Secondly, she decides to take her father�s helmet to a fire station to sell it to get money for a bike. By being brave and persistent, she catches the attention of Mr. Dean, who initially laughed at her request and took her back home and spoke to Mums. Then Mr. Dean decided to take both Mums and Becky back to his house to show them his nephew�s bike that he wanted to sell to them. Since she has relentlessly been talking about the bike to her mother, her mother knows how important it is to her and therefore is able to listen and agree to the idea of buying a bike by paying a monthly fee. Becky most likely learns that being determined and persistent can get you what you want. She also learns that she does not have to accept her society�s narrow view of what girls can do. Her relentless persistence has helped her achieve her dream. Additional Task Compare and contrast the story of Becky and the Wheel-and-Brake Boys with the story of The Southpaw. What similar traits do the main characters have? Are their goals the same or different, and why? Are their motivations similar or different? What about conflicts in the stories? How are they different? What solutions do they achieve? How do their solutions compare? Please explain your arguments by citing examples from the text. Answer: Becky, the main character in Becky and the Wheel and Brake Boys and Janet, in The Southpaw, are similar characters with similar problems. Both want to be part of a boy�s group or team. Janet wants to play baseball, while Becky wants to get a bike and ride with the boys. Becky has an additional problem in that her mother and grandmother do not approve of her goal. We do not know anything about Janet�s family. Janet and Richard appear to be friends, but then they have a falling out over the fact that Richard will not let them play on his team. Becky admires the boy�s gang. She says they are �most reckless and fierce.� But her biggest conflict is with her girlfriend, Shirnette. Both Janet and Becky have an internal motivation to be active and enjoy the same freedoms that boys do. Both also have the external motivation be part of a �cool� group that at first excludes them. Janet achieves her goal, to be a pitcher for the team, by writing a series of notes to Richard, and by showing him that she is mad. Becky achieves her goal, to get a bike, by bravely venturing into the adult world, to try to sell her father�s helmet. She does not argue with the boys, but she does point out, �And one day perhaps I�ll be mum to a boy child, like all of you. Can you cook and sew and wash clothes, Jimmy? All I want is to learn to ride. I want you to teach me.� Becky needs to learn how to ride a bike to be part of the gang. But Janet already has the skill of pitching and playing baseball. �My batting average is .345,� she says. Both girls bring along their girlfriends into their new activity. Janet says, �Susan Reilly plays first base, Marilyn Jackson catches. Ethel Kahn plays center field.� Becky mentions that Shirnette comes along on the bike rides when she can borrow a bike. Both girls have found solutions and through being persistent and not giving up or going away, have gotten themselves accepted by boy�s groups which were closed to them at first. Note to Teacher Consider teaching the words: determination, persistence, and relentless.     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