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Students independently read the main selection, then reread with teacher-led read-aloud and text-dependent questioning. Activities focus on setting details, character traits supported by textual evidence, authors’ craft such as personification, and the way the environment shapes Maisie’s and Callie’s perspectives and strengths. 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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\nChallenging situations can create opportunities for personal strengths to be recognized and used to solve real world problems.\nSynopsis\nIn this book, two sisters, Maisie and Callie are faced with a challenging situation.  Callie gets hurt while their mother is away and Maisie must decide whether to cross the bridge she is deathly afraid of rely on her knowledge of herbal medicine to save her sister’s life.\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. (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\nReread pages 243-244. What words or phrases does the author use on these pages to describe the setting of the story? What does this tell us about the setting?\nPage 243\nThere is a steep dirt path from their house down a twisty old hill that leads to the edge of the gorge.\nFrom way down below, the girls look like little pokeberries high on the mountain’s edge.\nPage 244\nThere is a bridge and most of the neighbors live across the bridge.\nThere are seven houses within the first half hour’s walk.\nMost of the neighbors live on the other side of the gorge.\nThe Ketchums are a mile away.\nPlants are all over the mountain.\nAuthors often describe a character based on their actions, words, and thoughts.\nCallie and Maisie have different personalities and strengths.  What are some words that you would use to describe each girl?\nUse evidence from the text to support each character’s traits.\nMaisie:\nlikes order (242): “she doesn’t think often about leaving the mountain.”\nresponsible (247):  “I know there’s supper to get and more wood to gather an d plenty to do.”\nconfident (251):  “suddenly, I know what to do…. I remember the times I’ve watched Mama…”\ncaring (251):  “don’t worry, Callie.  Maisie can take care of you.”  “I know it will hurt, so I keep talking.”\nloving (252):  “I rest her head in my lap.”  I talk on and on… lulling her to sleep at last.”\ncautious (244):  “She knows the thought of it (the bridge) scares me.”  When mama crosses the bridge, she assures her, “I’ll mind my steps on the bridge… Mama knows I’m afraid.”\nCallie:\nboisterous (242):  “Callie gives a yell like you’ve never heard it before… I’ve heard it aplenty.”\nleader and trend setter (242):  When she grows up, Callie is going to the city, start a new style, get rich, and have people pay her a lot of money to get their hair all tangled up.\nbold (245):  “Callie dances toward the bridge.”\ntheatrical, imaginative, (247): “Burst into jubilant song!”\ncarefree, adventurous, fearless (248):  “I know what let’s do!”\nSometimes authors use a figure of speech called personification in which an object or idea is given human qualities.  They do this to give readers a better picture of what is currently ha","cbCaispDJoh1eUou","https://ap.wps.com/l/cbCaispDJoh1eUou","doc",111104,13,"English","# Teacher Instructions\n# Big Ideas and Key Understandings\n# Synopsis\n# During Teaching\n# Text Dependent Questions - Answers\n## Setting Description (Pages 243-244)\n## Character Traits (Maisie and Callie)\n## Personification and Bridge Description\n## Environment and Perspectives\n## Callie’s Injury and Maisie’s Response","[{\"question\":\"What big idea guides the reading in “The Bridge Dancers”?\",\"answer\":\"The materials emphasize that challenging situations can reveal and create opportunities for personal strengths that help solve real-world problems.\"},{\"question\":\"How does the text describe the setting of the story on pages 243-244?\",\"answer\":\"The setting includes a steep dirt path down to the gorge, with neighbors across the bridge and multiple houses within the first half hour’s walk, plus plants covering the mountain.\"},{\"question\":\"How does personification help readers understand Maisie’s perspective of the bridge?\",\"answer\":\"The bridge is described as “a shaky old skeleton” and “ripples and swings in the breeze,” and “rocks like a boat in a storm,” which underscores Maisie’s fear and negative feelings about crossing it.\"}]","The Bridge Dancers | DOC",1792132415]