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The teacher plan includes pre-teaching preparation of big ideas, key understandings, and a synopsis, followed by independent reading, read-aloud support, and text-dependent questioning anchored in specific pages and illustrations.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dear-juno-basal/605438/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dear-juno-basal/605438.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-11-04","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What big idea does the unit emphasize about communicating over distances?","Question",{"text":113,"@type":114},"Communication can strengthen relationships with others even when they live far apart, using letters and drawings as key means.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why couldn’t Juno read the letter his grandmother wrote?",{"text":118,"@type":114},"Juno could not read Korean, so he relied on illustrations and objects to understand the message.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the text show what Juno learns about his grandmother’s feelings?",{"text":122,"@type":114},"Details such as her naming her cat after him, her sending a flower, and Juno noticing subtle picture cues highlight that she misses him and cares deeply.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},605438,1792252387,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Unit 1/Week 2\nTitle: Dear Juno\nSuggested Time:\t 5 days (45 minutes per day)\nCommon Core ELA Standards: RL.3.1, RL.3.3, RL.3.4, RL.3.5, RL3.6 (extension activity), RL.3.7, RL.3.10; RF.3.3, RF.3.4; W.3.1, W.3.3, W.3.4, 3.7 (extension activity); SL.3.1, SL.3.6; L.3.1, L.3.2, L.3.4, L.3.5\nTeacher Instructions\nRefer to the Introduction for further details. (Introduction is a document in drop-box that is titled)\nBefore Teaching\nRead 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.\nBig Ideas and Key Understandings\nThere are many ways to communicate and strengthen relationships with others over distances (settings).  (Letters and drawings)\nSynopsis\nJuno receives a letter from his grandmother who lives in Seoul Korea. Even though he cannot read the text since it is written in Korean, he is able to communicate with her through letters that include pictures and objects. It is through their communications and actions that we learn just how much they care about each other.\nRead entire main selection text, keeping in mind the Big Ideas and Key Understandings.\nRe-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.\nDuring Teaching\nStudents read the entire main selection text independently.\nTeacher reads the main selection text aloud with students following along.\n(Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)\nStudents and teacher re-read the text while stopping to respond to and discuss the questions and 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.)\nText Dependent Questions\nText Dependent Questions\nAnswers\nRe-read pages 44-47 and look at the illustrations on these pages. Based on what you read and see here, what do we learn about Juno and how he feels? Use specific details from these pages in your answer.\nJuno misses his grandmother and he is thinking about her.  He thinks that planes might be flying from Korea where his grandmother is and thinks about what she may be doing.\n(Page 44) In the beginning of the story, what evidence supports the idea that Juno and his grandmother live in different locations?\nJuno imagines his grandmother is on a plane he sees in the sky.  He wonders if one is flying from Korea.  * Teachers should explain where Korea is in relation to the U S\nA simile uses like or as to compare two things.  On page 44, the author uses a uses a simile to compare two things.  What two things are being compared and why?\nThe planes’ blinking lights are compared to shooting stars.  The simile helps the reader understand that the planes’ lights are small, bright, and faraway.\nWhat does the word “tucked” mean?  Which word in the sentence gives you clues about its meaning?\nThe word inside shows that the picture and flower were with the letter.  Tucked must mean “put or placed.”  That meaning makes sense in the sentence.\n(Pages 48-49) Why couldn’t Juno read the letter his grandmother wrote? Use details from the story and or illustrations in your answer.\nJuno was unable to read Korean.  You can tell that the letter is written in a different language by looking at the illustration.  Juno knew that he would have to wait until his parents were done cleaning before they could read the letter to him.\n(Page 48)   How did Juno figure out how to read the letter? What does this tell you about him?\nJuno looked at the picture sent to him from his grandmother.  He figured that she was telling him she got a new cat because she wouldn’t send him a picture of any cat.  He also figured that she planted a garden because she sent him a flower and she wouldn’t send ","cbCaipuf1Pdx6oGh","https://ap.wps.com/l/cbCaipuf1Pdx6oGh","docx",35911,11,"English","# Unit 1/Week 2\n## Teacher Instructions\n## Big Ideas and Key Understandings\n## Synopsis\n## During Teaching\n## Text Dependent Questions\n## Answers","[{\"question\":\"What big idea does the unit emphasize about communicating over distances?\",\"answer\":\"Communication can strengthen relationships with others even when they live far apart, using letters and drawings as key means.\"},{\"question\":\"Why couldn’t Juno read the letter his grandmother wrote?\",\"answer\":\"Juno could not read Korean, so he relied on illustrations and objects to understand the message.\"},{\"question\":\"How does the text show what Juno learns about his grandmother’s feelings?\",\"answer\":\"Details such as her naming her cat after him, her sending a flower, and Juno noticing subtle picture cues highlight that she misses him and cares deeply.\"}]","Dear Juno - Basal | DOCX",1792132309,28]