PAX LESSON #1 PAGE 1

Date:​ Monday, November 13, 2017 Novel Study:​ Pax By Sara Pennypacker
Lesson 1​- Summary and Vocabulary List

Grade:​ 5/6 Time of Lesson:​ 30 minutes

Alberta Program of Studies:

Alberta Education (2016).​ Program of Study English Language Arts​ K -9. Retrieved from
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf

The Focus: ​What will students learn?

- Students will begin to pay attention to the words as they are reading, as they are required to create a
vocabulary list.
- Through our class discussions, students will learn they may interpret the story differently from their
peers.
- Students may develop different perspectives after listening to their peers, which can increase their
interest in the book. However, students may also challenge their peers’ perspectives. This allows them
to develop a deeper understanding of the book as they are exposed to multiple perspectives and
ideas.
- Regular class discussions will help students understand the book better because we are filling in bit
and pieces of the story the student may have missed. It will also clarify misunderstandings and
confusions.

Big Ideas: ​What are the big ideas?

- Develop and expand student’s vocabulary.

- Deepen understanding of the book by communicating with peers.
- Strengthen and develop students’ critical thinking skills, perspectives and ideas.

Lesson Outline

1. (10 minutes) ​Gather students to the carpet to discuss what has happened so far in Pax
Discussion Questions:
- Who are Pax and Peter?
- Peter is moving to his grandpa’s house but why? ​Is Pax moving with them?
- ​What did Peter learn about his dad’s childhood and why is this important to the story?
- Where is Pax now? What is he thinking about and how does he feel?
- What do you think is going to happen next and​ ​why would you predict that?

2. (15-20 minutes) ​Ask students to create a vocabulary list that includes the page number they found the
words on (they can work in their PAX groups). They need to make PAX only section in their binders
and put this list there. If students can’t find any words, chose 3-5 from the vocabulary list for them to
work on. *See below for vocabulary list.

3. (If time permits) ​Pax groups- read 2 pages each out loud.

4. (On going) ​If students are done reading, they add to their vocabulary list or start finding the definitions
for the words they have written down. Now that they understand the word, they should re-read that
sentence in Pax. This is why including the page number is important. To assess the students
understand of the word, they can either:

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 PAX LESSON #1 PAGE 1

a) create a sentence with that word

b)​ ​create their own definition for this word

Planning for Diversity/ Differentiated Learning

- During flextime, give students the opportunity to look through the book to find words they do not
understand.

- Audio book: Have this on hold through Calgary Public Library. This may be a great resource for
Emerson. ​*This can be a reward for students after they finish reading 2 pages of the book.

- Challenge students by asking them to find more words they don’t know. Get them to find the definition
and to provide an example of how this word can be used in a sentence.

Reflection, Assessment and Evaluation

Set Students Up for Success: ​How will students Criteria:​ By what criteria will the work be judged? How
know what is expected? will this be communicated to the students?

I will be going over the expectations during our Participation:

class discussion and circulating the classroom to - Did the student create a list of vocabulary?
ensure students are on task.
- Did you read out loud in your Pax group?
Reflection: ​How will students reflect upon and
assess their own learning?
​Assessment:
Students will create a vocabulary list for
themselves. - Group discussion (formative)
This week, they will have time to find the - Observation during work period (formative)
definitions for words they have written down. - Vocabulary list should include:
Since the students have written down the page - word, page number & definition
number they found the word on, they can go back
- create their own sentence or definition to
and re-read the sentence or paragraph. They will
show understanding
be able to assess their own learning on whether
the sentence make sense to them now that they
know the meaning of the words.
Resources Needed Prep

Dictionaries – ​Get from learning common or Finish finding the page numbers for vocab list
students can use the computers in the classroom.

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 PAX LESSON #1 PAGE 1

PAX Vocabulary List

adrenaline gratitude (22) redolent (142)

accusation (14) gristly (108) reedy
agitated (12) gnats (105) rejuvenated (60)
alpha (59) remnants (31)
arnica (79) rubble (17)
apparatus (151) haunches (5)
hypothermia sated
balefully heedless (6) scythes (68)
bracts scorched (66)
brandishing skulk
brimmed (9) iridescent slaked
brindle ignition (51) soared (28)
burdock sorceress (146)
bureau (3) splayed
burden (96) kibble (122) spiked (136)
staccato (134)
lurching (118)
cached sympathy (93)
loathed (133)
carcasses (108) surreptitiously (9)
canted (211) swatted (85)
mantel (101)
caravan
marionettes (144)
carrion (108) tame (20)
metatarsal (72)
cleft tawny (84)
menaced (87)
civilization (52) taunt (14)
mesmerized (6)
commingled tentatively
mewed (48)
comportment (63)
morsel (40)
composure
mound (46) yearning (15)
consequential
cordite nestled (56)
crude (35) unison (53)
niche
culvert (29)
vaguely (50)
obliterated vixen (35)
deception (64)
ominous vulnerable
discord
disoriented vulture (28)
pelting (7)
diverted
perch (58)
dominance (56)
perpendicular (51) warily
pheasants (66) warren
emblazoned
enameled (21) welled
piteously (48) wincing (51)
encampment (140)
ploy
emerged (23)
poised (39)
electrified (14)
poultice (79)
prosthetic
pleading (64. 91)
fungoes (45)
plunged (59)

gait
rasp
gangly
rancid (108)
gaped
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 PAX LESSON #2 PAGE 1

Novel Study:​ Pax By Sara Pennypacker

Lesson 2

Part A: Activity
Date: Part B: ​Reading and Backpack Writing
Part C: ​Introduce Symbolism and Reflection Question

Grade:​ 5/6 Time of Lesson:​ 30 minutes

Alberta Program of Studies:

Alberta Education (2016).​ Program of Study English Language Arts​ K -9. Retrieved from
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf

The Focus: ​What will students learn? Symbolism, Prediction, Vocabulary, Reflection

- Students will begin to pay attention to the words as they are reading, as they are required to create an
ongoing vocabulary list.
- Through our class discussions, students will learn they may interpret the story differently from their
peers.
- Students may develop different perspectives after listening to their peers, which can increase their
interest in the book. However, students may also challenge their peers’ perspectives. This allows them
to develop a deeper understanding of the book as they are exposed to multiple perspectives and
ideas.
- Regular class discussions will help students understand the book better because we are filling in bit
and pieces of the story the student may have missed. It will also clarify misunderstandings and
confusions.
- Reflect on their learning and experiences.
- Giving predictions of what will happen next and be able to explain why you think that.
- Through the reflection question, the students will be able to understand what symbolism means
because have thought about an object that is valuable to them. This item reminds him or her of
someone they love or of an experience they have faced.

Big Ideas: ​What are the big ideas?

- Develop and expand student’s vocabulary.

- Deepen understanding of the book by communicating with peers.
- Strengthen and develop students’ critical thinking skills, perspectives and ideas.
- Document their learning, experiences or thoughts (reflection).
- Using symbolism in their writing and being able to identify symbolic representations in literature.

Lesson Outline- ​This lesson is split into Part A-C because there may not be enough time to do everything in
one class. However, we have backup activities if they do finish early. We ​does not​ have to follow this specific
order.

Part A - ​Activity - Review what has happened so far in the book

1. (5 minutes)​ Explain to students what we are doing in today’s lesson.

- 1 laptop per every pair (they should be someone from your Pax group)
- show them how my activity/survey works: ​https://pollev.com/vickeywong049​ (Questions on this
survey is below)

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 PAX LESSON #2 PAGE 2
- go over expectations and use appropriate language

2. (5 minutes) ​Students set up computers

3. (20 minutes) ​Activity

**Screen shot the vocabulary activity slide. Students will add the words they don’t know to their list.

Questions on the activity

1. Give me one character’s name from this book

2. Give me one word that describes Peter
3. Give me one sentence that describes Pax
4. Whose perspectives are we reading in this book?
5. Why is the toy soldier important to Peter? What does it mean to him?
6. What do you think is going to happen next? NO SPOILERS PLEASE!
7. Vocabulary words

Part B ​- Reading and Backpack Writing

4. (10 minutes) ​Read in their Pax groups, 2 pages each out loud.

5. (20 minutes) ​Show students the backpack writing sheet. Imagine themselves as Peter and explain to
us what they would bring and why.

*If students haven’t finish their backpack writing, they can finish it during flex time

Part C- ​Poem and Reflection Question *See below for poems

6. (5 minutes) ​Discuss with students what symbolism means. Ask them for examples.

7. (10 minutes) ​Show students the poem- objective is to teach them about symbolism

8. (15 minutes) ​Get students to start on their reflection question

​Reflection Question

- The toy soldier important to Peter because it reminds him of his father and his friendship with Pax.
Give me one more symbolic object that was used in this book. *hint, Peter’s mother wore this

- Can you think of something that reminds you of some body or an experience you have had?

(On going) ​If students are done all their work, they add to their vocabulary list or start finding the definitions
for the words they have written down. Now that they understand the word, they should re-read that sentence
in Pax. This is why including the page number is important. To assess the students understand of the word,
they can either:

a) create a sentence with that word

b)​ ​create their own definition for this word

Planning for Diversity/ Differentiated Learning

- During flextime, give students the opportunity look through the book to find words they do not
understand. Finish their backpack writing and reflection question.

- Audio book: Have this on hold through Calgary Public Library. This may be a great resource for
Emerson.

- Challenge students by asking them to find more words they don’t know. Get them to find the definition

REVISED November 12, 2017


and to provide an example of how this word can be used in a sentence.
Reflection, Assessment and Evaluation
Set Students Up for Success: ​How will students
know what is expected?
I will be explaining to the students how poll
everywhere works and my expectations prior to
the activity.
Reflection: ​How will students reflect upon and
assess their own learning?
Students will be assigned reflection questions that
they have to document in their writing journals.
Resources Needed
PAX LESSON #2 PAGE 3
Criteria:​ By what criteria will the work be judged? How
will this be communicated to the students?
Participation
- Did the student participate in the activity?
- Did the student start their reflection questions?
- ​ Assessment:
- Reflection questions will be assessed based on
the rubric.
- Students’ participation and response during the
activity provides the teachers with an idea of how
well the student is understanding the novel
(formative)
- Teachers will provide students with formative
feedback during the activity and work period
- Ask students relevant questions
- Answer students’ questions
- Inform students if they have made
mistakes in their work. Guide them to the
correct answer.
- Vocabulary list should include:
- word, page number & definition
- create their own sentence or definition to
show understanding
Prep
Part A
-Book Laptop/I-pads
-Set up my poll survey during recess
Part B
- Print out “What Would You Take” sheets
Part C
- Have poems ready and set up on smartboard
- Write reflection questions down on board or set up on
smartboard
- Create reflection rubric
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 PAX LESSON #2 PAGE 4

For PART B: “What Would You Take”

http://assetlibrary.supadu.com/images/ckfinder/738/pdfs/Pax_Classroom_Kit.pdf

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 PAX LESSON #2 PAGE 5

Part C: Introducing symbolism through poems

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 PAX LESSON #3 PAGE 1

Novel Study:​ Pax By Sara Pennypacker

Lesson:​ 3- Peter and Pax Venn Diagram

Date Part A​: Feelings, ​Part B​: Perspectives, ​Part C​: Thoughts

Grade:​ 5/6 Time of Lesson:​ 30 minutes

Alberta Program of Studies:

Alberta Education (2016).​ Program of Study English Language Arts​ K -9. Retrieved from
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf

The Focus: ​What will students learn?

- Students will begin to pay attention to the words as they are reading, as they are required to create an
ongoing vocabulary list.
- Through our class discussions, students will learn they may interpret the story differently from their
peers.
- Students may develop different perspectives after listening to their peers, which can increase their
interest in the book. However, students may also challenge their peers’ perspectives. This allows them
to develop a deeper understanding of the book as they are exposed to multiple perspectives and
ideas.
- Regular class discussions will help students understand the book better because we are filling in bit
and pieces of the story the student may have missed. It will also clarify misunderstandings and
confusions.
- When filling out the Venn diagram, the students will be putting themselves into Peter and Pax’s
“shoes” because they need to understand how the characters’ are feeling, their perspectives and
thoughts.

Big Ideas: ​What are the big ideas?

- Develop and expand student’s vocabulary.

- Deepen understanding of the book by communicating with peers.
- Strengthen and develop students’ critical thinking skills, perspectives and ideas.
- Document their learning, experiences or thoughts (reflection).
- Students will learn that they can demonstrate similarities and differences by using a Venn diagram.

Lesson Outline: This lesson is split into Part A-C. Each lesson follows the same routine and
instruction but the focus is different. Part A-C does not have to be in specific order. Each part may
take at least 2 classes.

PART A: ​Feelings/ ​PART B: ​Perspectives /​PART C: ​Thoughts

1. (5 minutes) ​Explain to students what we are doing with the Venn diagram and expectations (they
each have to fill out their own Venn diagram but will be discussing with their Pax group first).
2. (25 minutes)​ In Pax group, read 2 pages each outloud then discuss with their group.
3. *If students finish reading and discussion early, they can start working on their Venn diagram. If not,
they can finish it next class.

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 PAX LESSON #3 PAGE 2
(On going) ​If students are done all their work, they add to their vocabulary list or start finding the definitions
for the words they have written down. Now that they understand the word, they should re-read that sentence
in Pax. This is why including the page number is important. To assess the students understand of the word,
they can either:

a) create a sentence with that word

b)​ ​create their own definition for this word

Planning for Diversity/ Differentiated Learning

- During flextime, give students the opportunity look through the book to find words they do not
understand.

- Audio book: I have this on hold through Calgary Public Library. This may be a great resource for
Emerson.

- Challenge students by:

- Asking them to find more words they don’t know. Get them to find the definition and to provide an
example of how this word can be used in a sentence.
- Providing them with a poster paper and get them to make a big Venn diagram. (Students can work
individually or in pairs for this)

Reflection, Assessment and Evaluation

Set Students Up for Success: ​How will students Criteria:​ By what criteria will the work be judged? How
know what is expected? will this be communicated to the students?

I will be explaining to the students what they need Participation

to have a group discussion after they finish - Did the student read and listen?
reading. Students will know they each need to fill - Did the student participate in the group discussion?
out the Venn diagram individually after their - Did the student fill out their Venn diagram in detail? Did
discussion. Students will also need to elaborate on they elaborate on their points?
their points and to challenge them they can
provide examples from the book (page number will
work as well).

Reflection: ​How will students reflect upon and

assess their own learning?

Students will have their reflection completed from

yesterday’s lesson. They will be able to identify
how well they understand the book when they are
filling out the Venn diagram. If students can
provide specific examples from the book, they
have proven to themselves they know what is
going on in the book.

Resources Needed Prep

- Print out Venn diagrams

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 PAX LESSON #3 PAGE 3
Peter and Pax: Tracking Perspectives, Thoughts and Feelings

http://assetlibrary.supadu.com/images/ckfinder/738/pdfs/Pax_Classroom_Kit.pdf

Revised November 12, 2017