Death Calls Exploration

Lesson Overview

This 40-minute lesson focuses on Chapter: Death Calls from Ground Zero by Alan Gratz. Students will engage deeply with the text to build comprehension, analyze key themes, and practice citing textual evidence, all aligned with Common Core State Standards for 6th Grade English Language Arts.

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Learning Objectives

By the end of this lesson, students will be able to:

• I can summarize major events and explain their significance in Death Calls.
• I can cite textual evidence to support my analysis of the chapter's themes and character emotions.
• I can identify figurative language and analyze its effect on the text's mood.

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Standards Alignment

Standard	Description
CCSS.ELA-LITERACY.RL.6.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.2	Determine a theme or central idea of a text and how it is conveyed through particular details.
CCSS.ELA-LITERACY.RL.6.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
CCSS.ELA-LITERACY.SL.6.1	Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.

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Materials Needed

• Copies of Ground Zero by Alan Gratz (Chapter: Death Calls), dyslexia-friendly edition or audio version
• Chart paper and markers
• Student notebooks/journals
• Graphic organizer worksheet (Character Analysis / Theme Development)
• Projector or Smartboard (optional)

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Lesson Breakdown

1. Introduction & Objective Sharing (5 minutes)

• Activate prior knowledge: Briefly recall the events leading up to the chapter Death Calls.
• Share I can statements and success criteria on the board or screen.
• Success Criteria:
  • I can explain major events in the chapter.
  • I can find and write down quotes that support my ideas.
  • I can explain how figurative language affects the story’s mood.

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2. Guided Reading & Dyslexia-Friendly Supports (15 minutes)

• Read aloud the Death Calls chapter while students follow along silently with dyslexia-friendly font and coloration in their copies or listen to the audio version.
• Pause 2-3 times to discuss key moments:
  • What is happening?
  • How do you think the characters feel? Why?
• Underline or highlight any unfamiliar words or figurative language together; briefly discuss meaning in context.

Differentiation:

• For struggling readers: Provide graphic organizers and allow paired reading or alternate listening and reading.
• For English Language Learners (ELLs): Pre-teach key vocabulary and use visuals or gestures.

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3. Text-Dependent Discussion & Analysis (10 minutes)

• In small groups (4-5 students), use guiding questions with sentence starters:
  • "I think the theme of this chapter is __ because __."
  • "The author’s use of ___ (figurative language) helps me feel __."
• Groups share 1-2 insights aloud with the class using evidence from the text.
• Teacher charts strong examples on the board, modeling citation format.

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4. Individual Reflection & Written Response (7 minutes)

• Students write a short paragraph answering:
  • "What was the most important event in Death Calls and why?"
  • "How does Alan Gratz create an emotional mood in this chapter?"
• Encourage use of at least one direct quote with proper citation or paraphrase aligned to Common Core writing standards.

Extension:

• Advanced learners write a creative continuation of the chapter from a minor character’s perspective or compose a poem capturing the mood of the scene.

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5. Closing & Exit Ticket (3 minutes)

• Exit Ticket prompt:
  • Write one thing you learned about the chapter and one question you still have.
• Collect exit tickets to inform future instruction.

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Differentiation Strategies

• Visual scaffolds (graphic organizers, charts) for comprehension and organization.
• Multi-sensory input: reading + listening options to support dyslexic and struggling readers.
• Group discussions to aid verbal learners and foster confidence.
• Sentence frames and vocabulary previews for ELL students.
• Independent extensions for advanced learners to enhance critical thinking.

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Assessment

• Formative: Participation in discussions, annotation of the text, written response paragraph.
• Exit Ticket to check understanding.
• Informal observation during group work and guided reading.

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Reflection for Teachers

• Consider recording students’ group discussions for speaking/listening CCSS evidence.
• Use students’ exit tickets to differentiate next lessons around themes or vocabulary.
• Highlight emotional literacy when discussing the mood to deepen engagement and empathy.

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This structured, multi-modal approach ensures all students connect deeply with Alan Gratz’s Death Calls chapter, build critical reading skills aligned to Common Core standards, and engage with the text in an inclusive, meaningful way.