1

Michaela Hady
ELD 395
Dr. Casey
September 22, 2015
Reading Mini Lesson: Grade 6 Ashes of Roses
Books Synopsis: Mary Jane Auchs Ashes of Roses (2002) tells the story of 17 year old Margaret
Nolan and her family, who immigrate to America from Ireland in the early 1900s. Once they
arrive in America, the family faces many obstacles and Margaret must ultimately start her new
life without them. Set in a period of increased industrialization and a lack of awareness regarding
workers rights, this novel depicts many historic events such as the Triangle Shirtwaist Fire of
1911. Auch uses Margarets perspective to shed light on this key historical period and show how
it defined America as we know it today.
Rationale: Students are engaging with a historical fiction text by asking questions, making
predictions, and making connections with prior knowledge in addition to historical events. This
novel covers key historical issues such as immigration, industrialization, and the evolution of
workers rights through the main characters journey.
Standards
1.

CCSS.ELA-LITERACY.RL.6.3

Describe how a particular story or drama's plot unfolds in a series of episodes as well
2.

as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.6

Explain how an author develops the point of view of the narrator or speaker in a text.
3.

CCSS.ELA-LITERACY.RL.6.9

Compare and contrast texts in different forms or genres (e.g., stories and poems;

historical novels and fantasy stories) in terms of their approaches to similar themes
and topics.
Objectives:
1. Students will use evidence from the text to support their questions, predictions, and analysis.
2. Students will evaluate how characters change throughout the text and evaluate what methods
the author uses to show this evolution.
3. Students will compare the differences between various sources such as historical images and
texts in different forms, and the effects.
Procedures

Engagement/Anticipatory Set
On the screen you can see some primary sources from this time period. Can someone
explain what a primary source means? (Student gives answer) Correct! A primary
source is like a piece of text or a picture that was directly from that time period. Lets take
a look at some of these images. Here, you can see a picture of Ellis Island, a typical
factory that immigrants would have found work at, and the horrific Triangle Shirtwaist
Fire we read about.

What do you see in these pictures? What are some of your reactions? Find a scene from the
novel where Margaret experiences each of these images How does she describe them; Does
it differ from what you see in these pictures? For example, the picture of Ellis Island reminds
me of the scene on page

. Here, Margaret says, With a partner, find your own

examples of how Margaret experienced these images. (You should have 3 scenes/page
numbers all together). Turn and Talk.

Come back together. Click the link for our class Padlet. What was a main idea you and your
partner talked about with these images? Write 2-3 sentences about the main ideas of your
conversation youd like us all to know about these pictures. What were some of the scenes
you found in the book?

Padlet is on display for the class to see. Read some of the posts aloud and comment
on them with the students. Together, choose one of the student-selected examples
from the book and read the scene aloud.

o Mentor: Think Aloud

As we read from the text, it is important for us to make mental notes, so that we can make
meaning out of our reading. When you were picking scenes with your partner, what did
you think about? What questions did you ask yourself? Here are some of the questions I
ask myself as I read.

As you read the scenes aloud, instruct the students to pay attention to how you
approach your reading. Stop often, and ask questions to yourself. Make little notes in
the margin. (EX: What is Margaret talking about here? What do I already know about
this? Is this related to X? I wonder what she means by this. What will she do next; I think
she will What new information did I just learn? (Write down small notes)

4
o Guided Practice:
o Using your own active reading, think about the following: Who are some of the
characters Margaret meets? How do they affect her? What does she learn from them?
What did you learn from them? (Each group chooses a different character)

Pass Around Survey: groups of 3 or 4 write down their answer on a piece of

paper. After 5-10 minutes of discussion, pass to the next group. This group
reads the answer and adds a new point to it. All answers include page numbers
to bring students into the text. Continue until all groups have received all
papers.

o Independent Application

Does Margarets perspective of immigration and the American dream change throughout
the novel? Why do you think so? How does her attitude towards unions and workers
rights change? What causes this change? Cite evidence from the text. Give page numbers.

Students fill out Discussion Web. Walk around and conference with students as
needed. Why do you think so? Where in the text did you find that?

Materials
o Ashes of Roses (2002) Mary Jane Auch
o Primary Sources: Images of Ellis Island, factories, Triangle Shirtwaist Fire
o Pass around Survey
o Discussion Web
Assessments
o Walking around room, listening to conversations, looking for evidence of active reading
(highlighting, notes, etc.)
o Padlet
o Discussion Web
o Pass around survey
Differentiation: Students are using various different forms of information such images, video,
and texts. Students are working with the teacher, in groups, and independently. They are
engaging with informal questions, written responses, text exploration, and graphic organizers.
Students have various options throughout the lesson, such as written and oral activities.
Technology connections: Students are using various Internet sources such as the images and the
class Padlet.
Future Connections: After reading this historical fiction text with a fictional character using true
information, students will be more adapted to reading a nonfiction text that also presents true,
factual information. Students will be able to compare and contrast the two different text styles,

6
and the uses of each. They will also evaluate the role point of view plays, as well as other writing
tools that authors use based on this reading experience. This reading lesson will lead into a
writing lesson, where students take on Margarets perspective and use their active reading and
understanding of character development to write narratives.