Bridge To Terabithia Unit

Literature Focus Unit:
Bridge to Terabithia
4
th
Grade, Reading
Created by: Caitlyn Connolly

Unit Overview
*Lessons in this unit were designed for 40-minute class periods
Lesson 1 Pre-reading
Lesson 2 Characters
Lesson 3-4 Setting
Lessons 5-6 Characteristics
Lesson 7 Create Your Own Terabithia
Lesson 810 Figurative Language
Lesson 11 - Inferences
Lesson 12 Using Figurative Language
Lesson 13 Graphics, Heading and Narrative
Lesson 14 Summary and Main Idea
Lesson 15 Leslies Death
Lesson 16 - Plot and Story Map
Lesson 17 Point of View
Lesson 18 Story Map Revisited

Rationale
Children are always looking for a way to use their imagination to escape the drone of
their daily lives. This is especially so for upper elementary students who are in a transition to
adolescence, but are still trying to maintain a bit of their childhoods. They are beginning to be
loaded with responsibility and high expectations. For these reasons, I chose to center this unit on
the classic novel Bridge to Terabithia by Katherine Patterson. The Newberry Award winning
novel focuses around a fifth grade boy who becomes friend with the new girl in school. She
teaches him how to use his imagination to empower himself as well as how to accept the
differences of others. The novel is rich with important lessons, content and topics of discussion,
which makes it an excellent choice to use in the classroom.
The novel is set in the 1970s in the south just after the Vietnam War when there were
many cultural changes that were brewing and stirred a resistance among many adults. Other
important topics include bullying and coping with death. These topics are highly relevant which
makes them important to touch on in the classroom. Katherine Pattersons writing also lends
itself to a lot of content related topics such as figurative language, plot and setting. Because the
novel is so rich in a wide variety of aspects, the unit contains lessons, which infuse these topics
into the reading. Students explore these issues in a reading notebook, which is made up of mini-
foldables as well as writing. Students will complete this unit by creatively writing about their
own adventure with a character from the novel. This requires them to apply what they know
about plot, setting, conflict, figurative language and the characters in the book to their own
writing.

Academic Standards
CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make
inferences.
CC.1.3.4.C Describe in depth a character, setting or event in a story or drama, drawing on
specific details in the text.
CC.1.3.4.D Compare and contrast an event or topic told from two different points of view.
CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade level text,
including figurative language.

Unit Goals
Given a passage, students will be able to identify examples of figurative language.
Given a text, students will be able to identify the stages of plot and conflict.
Given a text, students will be able to comprehend the plot and make connections.

Pre-Assessment
Students were given a readers survey prior to starting the unit to determine how often they read,
what they like to read, and how they like to read.

Motivational Device for the Unit
Students were given composition notebooks to complete all of the work for the rest of the unit in.
Our beginning activity had students looking at the front and back cover of the novel to make
predictions about what they think will happen in the rest of the novel.
Name:________________________________ Homeroom:__________
Readers Survey
1. What do you like most about reading?

2. What do you like LEAST about reading?

3. Do you have a favorite story? What is it?

4. Do you read at home? How often?

5. What is your favorite activity to do with reading in school?

6. What is your least favorite activity to do with reading in school?
7. Check the following ways of reading that you like most:
Independently ____
Silently _____
With soft music playing ___
Sitting at your desk _____
Sitting on the floor ____
Laying on the floor ____
Sitting in the hallways ____

____ With a partner
____ As a whole class
____ In small groups
____ Listening to audiobook
____ Listening to the teacher read
____ Listening to other classmates
____ Listening to yourself read
Lesson 1 Pre-reading (Chapter 1 Jesse Oliver Aarons Jr.)
Standards: CC.1.3.4.B Cite relevant details from text to support what the text says explicitly
and make inferences.
Instructional Objectives: Given a text, students will be able to make predictions based on
observations of the front, back and inside cover.
Materials: class set of novel, composition notebooks, literary terms packet
Activities:
1. Bell Ringer (5 minutes)
a. We will be starting a new novel today! But first, we must make some predictions
about what is going to happen in the story. What is a prediction?
b. Teacher will discuss what a good prediction looks and sounds like.
c. Students will write their answer down on the right side of the first open page in
their notebooks.
2. Introduce Notebooks (10 minutes)
a. Students will be keeping a reading notebook throughout the novel that will keep
track of the things that they have learned.
b. They will be responsible to bring their literary terms packet with them to class
every day. This packet includes terms that they will be learning about throughout
the unit.
3. Pre Reading Predictions
a. On the left side of their notebooks, students will write down their predictions for
the novel.
b. Students should look at the front, back and inside cover.
c. Predictions should be detailed and complete.
4. Read Chapter 1 (Character list)
a. Teacher will read the first chapter out loud to the class in order to demonstrate
good reading.
b. While students follow along, students should begin a character list on a new page
in their notebooks.
i. Students should write down all characters (major and minor)
ii. Students should include supporting details about who the character are and
what we learned about them.
5. Ticket Out the Door
a. Students should skim through the chapter one more time to review the character
list for missing people as well as misspellings.
Formative Assessment: Notebooks will be checked on a weekly basis for spelling, handwriting
and completeness.
Differentiation: Process is differentiated by allowing students to explore and make predictions
about the book in their own way and at their own pace. Students will have their own copy of the
book to visually follow along with as well as listening to the novel.
Reflection:
Most students are doing a nice job with their notebooks so far
High level engagement today
No modifications were necessary

Characteristic

Metaphor

Onomatopoeia

A feature or tendency of
a person

Words that imitate a
noise or action

A comparison of two
things

Alliteration

The repetition of one
letter in a phrase

Point of View

The eyes that a story is
seen through

Lesson 2 Characters (Chapter 2 Leslie Burke)
Standards: CC.1.3.4.C Describe in depth a character, setting or event in a story or drama,
drawing on specific details in the text.
Instructional Objectives: Given a text, students will be able identify main characters and
characteristics about them
Activities:
a. We met over 13 characters yesterday in the first chapter! Check your character list
with a neighbor to make sure you have everyone. Be sure to include details and
description of who they are.
2. Review Chapter 1 discussion (5 minutes)
a. Teacher will discuss the following topics with students to gauge comprehension
levels
i. What happened in the 1
st
chapter
ii. Who did we meet?
iii. Did you make any interesting observations about the setting or characters?
3. Read Chapter 2 (25 minutes)
a. Teacher will read the first chapter out loud to the class in order to demonstrate
good reading.
b. While students follow along, students should begin a character list on a new page
in their notebooks.
i. Students should write down all characters (major and minor)
ii. Students should include supporting details about who the character are and
what we learned about them.
4. Ticket out the door (5 minutes)
a. Students should once again, review their character list for missing details
b. Teacher will review students notebooks for completeness and spelling after class.
Formative Assessment: The bell ringer and ticket out the door are meant to keep students on
track with the story and increase comprehension. The review discussion is meant to gauge
students understanding of the previous chapter and get all students on the same page. Teacher
should modify and adjust lesson if gaps in understanding appear.
Differentiation: Students will have their own copy of the story to follow along with the verbal
reading. The character list is meant to keep students engaged in the reading and increase
comprehension levels. It provides them with a concrete way to review what has happened in the
story and focuses their attention on learning about the characters rather than overall plot points.
Reflection:
Happy to see that there is still a high level of engagement in the text.
Make sure to review previous chapters events
Warning: chapter contains some words that words that could be considered
inappropriate to some students.
o I gave a disclaimer to students prior to reading that they were in the chapter
and that the words are not used in a derogatory manner. These words are
more commonly used in the south and in the 1970s
Modification: had students make predictions for the next coming chapter

Lesson 3 Setting (Chapter 3 The Fastest Kid in the Fifth Grade)
specific details in the text
Instructional Objectives: Given a novel, students will be able to identify the setting of the novel
and describe it using at least 2 specific details from the novel.
Materials: Class set of Bridge to Terabithia, composition notebooks, terms packet, scissors,
glue/tape.
Activities:
a. Teacher will hand out the terms foldable packet.
b. Students will cut out the card that says Setting and paste it onto a new page on
the right side of their notebooks.
c. On the left side of the page, students will write about where they think the setting
of the story is. Students will provide 2 page numbers that provide descriptions
about the setting.
2. Setting PowerPoint (10 minutes)
a. Teacher will go through setting power point with students
b. Teacher will discuss the geographic location as well as the time period and the
places that they know about in the book so far
a. Teacher will select students to read the parts of different characters
i. The Narrator, Jess, Leslie, Mrs. Myers, Gary Fulcher
ii. Teacher will say dialogue for other minor classmates.
b. Selected students will sit around the front table
c. Teacher should pull these students at the beginning of class while the class
completes their bell ringer to discuss what will be expected of them.
d. All students should continue to add to their character list.
4. Journal Work (5 minutes)
a. Students will review their character and setting list for missing information and
added details.
Differentiation: Students will be able to listen to the story as well as follow along in their books.
Having different students play the parts will enhance student understanding of the novel.
Formative Assessment: The TOTD checks students comprehension and ability to cite from the
novel. It also requires them to visualize what they are reading.
Reflection:
Students took notes from PowerPoint in notebooks
o This was useful to some students, but not all.

Bridge to Terabithia PowerPoint

Lesson 4 Setting (Chapter 4 Rulers of Terabithia)
Standards: CC.1.3.4.B. Cite relevant details from text to support what the text says explicitly
Activities:
a. Draw a Venn diagram in your notebooks comparing the setting of Bridge to
Terabithia to Mount Carmel (or your hometown) on the left side.
b. Students will provide their answers to make a collective Venn diagram comparing
the two towns.
2. Read Chapter 4 up to page 48 (15 minutes)
a. Teacher will select students to play the roles of different characters as we read the
novel
i. The Narrator, Miss Edmunds, Jess, Leslie and May Belle
b. Teacher will discuss what we happened on the previous day and what they will be
reading about today.
i. Leslie beat all of the 4
th
,5
th
, and 6
th
grade boys in the race.
ii. The next chapter is called Rulers of Terabithia. What do you think will
happen in this chapter?
a. What have you noticed about life for the kids in the 1970s that is different than
yours in 2013? What is similar?
b. Students should answer write their answer under their Venn diagram.
Formative Assessment: The TOTD requires students to connect the story with their own lives
and serves as a form of analysis.
Differentiation: The bell ringer and TOTD engage students background knowledge and
interests to further dive into the novel. Students have their own copy of the novel to follow along
with.
Reflection:
Had students share their answers on the board
I enjoyed seeing their response
We had a mini-discussion on accents they dont think that they have one!

Lesson 5 - Characteristics (Chapter 4 Rulers of Terabithia)
Standards: CC.1.3.4.B.Cite relevant details from text to support what the text says explicitly
Materials: Class set of Bridge to Terabithia, composition notebooks, open mind portrait
templates, terms packet.
Activities:
a. Students should cut out the characteristic flap from their terms packet and paste it
onto the RIGHT side of a new page.
b. Underneath, students should pick their favorite character and list some
characteristics that they know about them so far. (This will be the character that
they use for their open mind portraits.
2. Read to the end of Chapter 4 (15 minutes)
a. Teacher will continue with narrator will selected students will read the dialogue of
a given character.
b. Students should be continuing to add to their character and settings list.
3. Open Mind Portrait (15 minutes)
a. Teacher will hand out 2 open mind portrait templates to each student.
b. Students will paste the portraits into their notebooks on the LEFT side of a new
page.
i. Both templates should go on 1 page.
c. Students will select a character and draw what they look like on the outside.
d. Students should write down page numbers where they find the descriptions of the
character.
e. The second portrait will be completed next class.
Formative Assessment: The open mind portrait serves a tool for students comprehension of the
characters in the novel as well as their ability to analyze characteristics. Teacher will be able to
circulate during the activity to answer questions and aid students. Composition books will also
be checked on a weekly basis.
Differentiation: Students will be able to choose a character based on their interests as well as
use words and pictures to describe the inside of their character.
Reflection:
Some students were unclear or confused about the open mind side of the portrait
Students did not want to search for examples in the text

Lesson 6 Characteristics (Chapter 5 The Giant Killers)
Standards: CC.1.3.4.B.Cite relevant details from text to support what the text says explicitly
specific details in the text.
Instructional Objectives: Given a prompt, students will analyze the text they are reading in
order to further explore the conflict and topics of the novel.
Materials: Class set of Bridge to Terabithia, composition notebooks
Activities:
a. Students should complete the other half of their open mind portrait
b. The second portrait should include pictures and words that describe the characters
interests, concerns and thoughts.
c. Page numbers should accompany the drawings
d. Students should share their portraits with a neighbor when complete.
a. Teacher will select students to read for the class.
i. Roles: Leslie, Jess and May Belle
ii. These should be students who have not read yet, but are also doing a nice
job in their notebooks.
3. Reading Questions (10 minutes)
a. Teacher will project the days reading questions on the board.
i. What stops Jess from freely sharing his drawings with his family and
classmates?
ii. Why does he avoid Leslie at first? What happens to make the become
friends?
iii. Is one friend the leader and the other the follower, or do Leslie and Jess
share these roles? Give some examples to support your answers.
iv. What do you think of what Jess and Leslie did to Janice Avery? Do you
think that it was the right thing to do? How do you think Janice Avery
felt? Explain why.
b. Students may work with their partners to answer the questions
c. Page numbers must be provided with each answer and questions should be written
down in their composition books.
Formative Assessment: Teacher will be able to circulate during the partner read to ensure that
all students remain on task. The bell ringer and reading questions also help gauge how students
comprehend the story as well as their ability to analyze what they are reading.
Differentiation: Students with reading deficits will have the option to follow along with the
teacher reading out loud.
Reflection:
Tried small group reading (and independent reading for one class)
o Did not work effectively
o All students ended up on different spots
o Some groups worked really well together and others were highly
dysfunctional
Whole class with featured readers from now on

Lesson 7 Create Your Own Terabithia
Standards: CC.1.4.4.Q Choose words and phrases to convey ideas precisely.
CC.1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or
characters
Instructional Objectives: Given a prompt, students will descriptively write about a place that
they would like to be their own Terabithia in order to apply what they know about the novel.
Materials: Class set of Bridge to Terabithia, composition notebooks
Activities:
a. How is Terabithia different from the outside world? What might be the positives
and negatives of starting a special, secret world with a friend?
b. Students will write their thoughts in their notebooks.
2. Create your own Terabithia (20 minutes)
a. For their final assessment, students will be writing a story about their own
Terabithia. Students should take this time to decide:
i. What will it be called?
ii. Where is it? How do you get there?
iii. What is setting like?
iv. What kinds of things do you do there?
b. Students should brainstorm their ideas on a web on a piece of paper.
c. Students should also create a map of their secret land.
a. How is your secret land similar or different from Terabithia?
b. Students should write this in their composition books
Formative Assessment: The bell ringer and ticket out the door have students thinking about and
analyzing the story that they are reading in order to create their own version.
Differentiation: students will be able to choose what to write about based on their own interests
and experiences.
Reflection:
Used this day as a reading catch-up day as well
o Some classes got more time to brain storm than others
I think this was fine, because not all students needed the time
Students enjoyed this brain storming activity
Great responses!

Lesson 8 Literary Devices, Alliteration and Onomatopoeia
(Chapter 6 The Coming of Prince Terrien)
Standards: CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade
level text, including figurative language.
Instructional Objectives: Given an example of figurative language, students will be able to
identify what kind of device it is.
Given a passage, students will be able to describe how figurative language is being used and
what it is describing.
Materials: Class set of novels, literary terms packet, scissors, glue sticks, composition
notebooks
Activities:
1. Literary Devices and Figurative Language (15 minutes)
a. This week we will be discussing what figurative language is and what kinds of
devices that writers use to make their writing more descriptive.
b. Students should cut out the flaps from their literary terms packet for Literary
Devices, Alliteration and Onomatopoeia and paste all three onto the RIGHT
side of a new page.
c. While students wait for a glue stick, they should skim through Chapter 1 and
Chapter 3 for examples of Onomatopoeia and Alliteration.
i. These examples should be written on the LEFT side of the page including
the page number they were found on.
ii. Students should write an explanation underneath of how each is an
example of the literary device.
a. Students will break into groups of 6 to complete the reading
i. Each student will take a role in the reading.
1. Narrator, Jess, Leslie, Ellie/Dad, Brenda/Miz Prentice
ii. Students will be responsible for answering the following reading questions
as a group:
1. What is the major conflict in Chapter 6?
2. Why do you think Jess family acts strangely about Jess and
Leslies friendship? How does this make Jess feel?
3. What are some words that you came across in the chapter that you
were unsure about their meaning?
i. Is one friend the leader and the other the follower, or do Leslie and Jess
ii. Students will answer this question individually and hand in at the end of
class.
Formative Assessment: The reading questions will gauge student understanding of the chapter
as well as keep them on task.
Differentiation: Students will be able to select who they feel comfortable in a group with as well
as the parts that they would like to read for. This will insure that students, who feel less
comfortable reading out loud, will not need to do so excessively. Students will also have the
option to read independently. They will be expected to complete the same amount of work.
Reflection:
Bell Ringer went well
Onomatopoeia was confusing to some students
Modification: whole class reading instead of small groups

Lesson 9 Personification (Chapter 7 The Golden Room)
Materials Class set of novels, literary terms packet, scissors, glue sticks, composition notebooks
Activities:
1. Personification (15 minutes)
a. Students should cut out the flap for personification and paste it onto the literary
devices page in their notebooks
b. While students wait to paste it in, they should skim through chapter 1, 2 and 4 for
examples of personification.
i. Students should write at least one example on the left side of the page
adjacent to the flap and explain why it is an example.
2. Read 1
st
half of Chapter 7 (20 minutes)
a. Students will break into groups of 6 (new or the same) to read.
i. Roles: Narrator, Jess, Leslie, Mama, Judy, May Belle
b. Students should get as far as they can in chapter 7
a. Students will be responsible for answering the following questions as a group:
i. What is the major conflict in this chapter so far?
ii. What do you think of what Jess and Leslie did to Janice Avery? Describe
your reaction to the prank?
iii. What do you think will be the result of the prank?
Reflection:
Gave page number for example and had students find it
Pulled hair and teeth trying to get them to find it for some classes
o Too much prompting
o Shows that students lack the ability to apply knowledge or motivation to
search in a story for answers

Lesson 10 Simile/Metaphor (Chapter 7 The Golden Room)
Materials: Class set of novels, composition notebooks, literary terms packet
Activities:
1. Simile and Metaphor (15 minutes)
a. Students will cut out the simile and metaphor flaps from their literary terms
packet and paste it onto the Literary devices page (or onto a new page, if there is
no space)
b. While students wait to paste, they should skim through chapter 1-4 for examples
of simile and metaphor.
i. Students should write these examples on the left side of the page adjacent
to the flap and explain why it is an example of simile or metaphor.
ii. Students may need additional help finding a metaphor.
a. Teacher will select students to read the following roles:
i. Jess, Leslie, May Belle
ii. Teacher will read narration
b. Students should continue to add detail to their notebooks.
a. Teach should ask the following questions throughout the reading:
i. What new information did you learn about Janice Avery?
ii. Do you still feel the same way about Jess and Leslies prank?
iii. How do you think Jess and Leslie will change knowing this?
Reflection:
Had students looks on page one for simile examples there are several
Used the passage about Julia Edmunds is a diamond for metaphor

Lesson 11 Inference (Chapter 8 Easter)
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make
inferences.
Materials: Class set of novels, composition notebooks, scissors, glue sticks, literary terms
packet
Activities:
a. Students will cut out the inference flap from their terms packet and paste it onto
the right side of a new page.
b. Students will answer the following question and use the skill of inference to state
their answer:
i. Is one friend the leader and the other the follower, or do Leslie and Jess
a. Teacher will select students with the best notebooks to read the following parts to
the class:
i. Jess, Leslie, Momma, Brenda, Ellie, May Belle, and Daddy
ii. Teacher will read the narration
b. Teacher will read the final page of the chapter due to language used.
c. Teacher should discuss with students the language and topics used in the chapter
before reading.
d. Students should continue to add to their character list as well as add to their
predictions/inferences page.
a. Teacher should ask the following questions throughout the reading:
i. Compare Leslie and Jesss relationships with their parents. How are they
different or alike?
ii. What are Leslies reactions to the Easter ceremony? Why is Jess surprised
by her reaction?
iii. Jess and Leslie seem to grow closer as they learn more about their
differences. Why do you think this is? Do you think it is usual or unusual
for them to be such close friends even though they are so different?
Differentiation: Reading independently will allow students to work at his or her own pace. The
reading questions focus students on key points in the passage and increase comprehension of the
passage.
Reflection:
Had students read the dialogue except for the last page of the language
Prompted students to identify the figurative language when we came across it
some classes struggled.

Lesson 12 Using Figurative Language
Given a prompt, students will be able to create their own examples of figurative language in
order to describe something.
Materials: Class set of Bridge to Terabithia, composition notebooks, figurative language
worksheet
Activities:
1. Review Figurative Language (10 minutes)
a. Teacher will go over the 5 figurative language devices that were discussed during
the week.
b. Teacher will provide examples of figurative language and prompt students to
respond with the kind of figurative language it is.
c. Teacher should explain that writers use their devices to make their writing more
descriptive for the reader.
2. Create Your Own Terabithia (20 minutes)
a. Students will review their idea webs from last week of their own Terabithia.
b. Students will think of two examples of each figurative language device to
describe their kingdom.
c. This is meant as scaffolding for students to get them to the next step in the writing
process.
d. Students should work independently
e. Teacher should circulate the room to help students with their descriptive
examples.
3. Pair - Share (5 minutes)
a. Students should share an example of their figurative language with a partner and
provide each other with feedback.
b. If there is time, students may share more than one.
Formative Assessment: The opening activity gauges student understanding of the figurative
language terms and teacher will be able to circulate during independent work. Teacher should
modify and adjust, if it is evident that students need supplemental instruction of the terms.
Differentiation: This assignment is differentiated by student interest and partially process.
Students will complete individual assignments which give them the freedom to creatively choose
what they want to write about within the guidelines.
Reflection:
Was at Wilkes for this lesson
Students were given this for HW to complete as well
Some students struggled BIG TIME, others did a wonderful job
Lesson 13 Graphics, Headings and Narrative (Chapter 9 The Evil Spell)
Standards: CC.1.3.4. Acquire and use accurately grade-appropriate conversational, general
academic, and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being that are basic to a particular topic.
Instructional Objectives: Given the definition of graphic and heading, students will be able to
correctly identify and create an example of each.
Given the definition of a narrative, students will be able to explain how Bridge to Terabithia is
an example of a narrative.
Materials: Class set of Bridge to Terabithia, composition notebooks, terms packet, glue sticks,
scissors
Activities:
a. Students should cut out their Graphics, Headings, and Narrative flaps and paste
them onto the right side of a new page.
b. On the left side of the page, they should write/draw an example of each from
Chapter 9 and explain how they help the reader understand the text better.
2. Read Chapter 9 The Evil Spell(20 minutes)
a. Students will take on the roles of the following characters, while the teacher reads
the narration:
i. Jess, Leslie, and Judy
b. Students selected to read should be those who have put in their best work during
class with their notebooks
c. Students should continue to work on their notebooks.
3. Ticket Out The Door (5 minutes)
a. On the very first page on their notebooks, students should create a new graphic
for the cover of the novel that is different than the one on their book.
b. Students should be sure to include a heading with their new cover as well.
Formative Assessment: The readers notebooks keep students engaged with the novel as well as
provide assessment information for how students are comprehended the content. Teacher should
also prompt students with questions relating to their literary terms during the reading to see how
well students can recognize and apply the vocabulary.
Differentiation: Students may connect with the content in a visual way by drawing a new cover
for the novel, which requires them to apply what they know about the story so far.
Reflection:
Some classes ran short on the chapter, but were able to get to the TOTD
Bell Ringer was good, no problems.
Lesson 14 Summary and Main Idea (Chapter 10 The Perfect Day)
Standards: CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.
Instructional Objectives: Given a prompt, students will be able to write a summary which sums
up the main ideas of a topic or section of the story.
Given a passage, students will be able to correct identify the main idea of the passage using 1-2
supporting details to explain their answer.
scissors
Activities:
a. Students should cut out the flaps for summary and main idea on to the right side
of a new page.
b. On the left side of the page, students should write a summary of the last chapter
and underline the main idea of the chapter.
c. Teacher should remind students that a summary does not involve looking at one
or two pages of the chapter and writing down bits and pieces.
d. Summaries should be a general overview of the most important things that
happened in the chapter.
2. Read Chapter 10 The Perfect Day (20 minutes)
a. Teacher will select students to read
i. Jess, May Belle, Miss Edmunds
b. Teacher should stop the chapter a page ahead where Miss Edmunds drops Jess
off.
c. This is to allow ample time for the next days chapter when Jess is informed of
Leslies death
d. Students should continue to add details to their notebooks.
3. Ticket Out the Door (5 minutes)
a. Students should think-pair-share a summary of todays chapter and discuss what
the main idea of this chapter was.
Formative Assessment: The readers notebooks keep students engaged with the novel as well as
provide assessment information for how students are comprehended the content. Teacher should
also prompt students with questions relating to their literary terms during the reading to see how
well students can recognize and apply the vocabulary.
Differentiation: Students will be able to write and verbally discuss their summaries with other
students. The notebook provides an interactive way for students to learn and absorb the material.
Reflection:
I have noticed recently that some students dont understand the difference between
a play-by-play and summary.
Bell Ringer was good practice in the future I was do this more often in improve
their skills

Lesson 15 Leslies Death (Chapter 11 - No!)
Instructional Objectives: Given a prompt, students will be able to make text-to-self, text-to-text
or text-to-world connections with the novel.
Materials: Class set of Bridge to Terabithia, composition notebooks, lined paper.
Activities:
a. Students should remind themselves of what happened last time they read in class.
b. Students should add a prediction to the prediction page of what they think will
happen in the next coming chapter, entitled No!
c. Students should not look in their books this time around as to not spoil what
happens in the coming chapter. If necessary, books should not be passed out prior
to reading.
2. Read Chapter 11 No! (5 minutes)
a. The teacher will read the entire chapter out loud while students follow along in
their copies of the book.
b. Teacher will pick up from the last page in Chapter 10 and continue into Chapter
11.
c. Students should continue to add detail to their readers notebooks.
3. Reaction to Leslies Death (10 minutes)
a. Teacher will pass out a sheet of lined paper to the class.
b. Students should write down their reactions to Leslies death and how they think
Jess will react to the news.
4. Continue Reading (5 minutes)
a. Teacher will continue to read the rest of the chapter out loud to the class.
b. Students may continue with their reflections if necessary.
a. Students should write on the 2
nd
half sheet of paper a reflection of how Jess
reacted.
i. Was it an appropriate response?
ii. Would you do the same thing or something different?
iii. How do your feelings about Leslies death compare to Jess
b. Teacher will collect these at the end of class
Formative Assessment: The ticket out the door is meant to gauge student reactions to the death
of the main character Leslie. Teacher should also observe student reactions during the reading
and incorporate discussion with students, as needed.
Differentiation: The Bell Ringer engages students background knowledge of the story, while
the TOTD is meant to allow students to make personal connections with the emotional reaction
of the characters in the novel.
Reflection:
Did not do prediction, had students do the self-check portion of the notebook rubric
to see what they need to improve on this was a good wake up call for some
students.
I was thrilled to see the big reactions from students! EVERY student had their nose
buried in the book!
Had them reflect halfway through and at the end to express their feelings about
Leslies death some were in denial about her death.
Lesson 16 Plot and Story Map Activity
Standards: CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.
CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened
and why, based on specific information in the text.
Instructional Objectives: Given a plot point, students will be able to identify where it occurs in
the novel Bridge to Terabithia.
Given a discussion on the terms of a story map, students will be able to correctly identify how
each of the terms applies to Bridge to Terabithia.
Materials: Class set of Bridge to Terabithia, composition notebooks, copies of the mountain
story map, timeline sentence strips, terms packet, glue sticks, scissors
Activities:
Formative Assessment:
1. Plot (10 minutes)
a. Students should cut and paste the Plot flap onto the right side of a new page.
b. Each student will get a strip of paper with an important event from the story
c. Students should write down what their plot point is and where it takes place in the
story
2. Story Map (15 minutes)
a. Teacher will pass out copies of the mountain story map.
b. Teacher will explain each of the terms
i. Introduction
ii. Rising Action (Build Up)
iii. Climax (Problem)
iv. Falling Action (Solution)
v. Solution
c. Teacher should prompt a discussion about how each term applies to Terabithia.
d. Students should fill in their own story maps based on the discussion.
3. Human Story Map/Timeline (15 minutes)
a. Students will stand up in chronological order based on what their plot strip says.
b. Students will stand in height order to imitate the mountain story map.
i. Students with plot points from the beginning of the story will sit on the
ground
ii. Students with rising action plot points will gradually stand taller as well as
stand/kneel on chairs and desks.
c. When students are in place, they should read their plot points out loud all the way
down the line.
d. Teacher should note that, because the book is not complete, the mountain will not
be complete.
Formative Assessment: Teacher will prompt student responses about the plot and timeline of
the story. If students have difficulty placing a certain plot point, teacher should direct them to
find where it occurs in the story.
Differentiation: This lesson provides a visual way for students to see the major ideas of the
story as well as appeal to kinesthetic learners by getting them out of their seats and involved in
the timeline.
Reflection:
This activity needs ample amounts of time cannot be done in a shortened
period
If students do not complete the first step of finding their plot point in the book,
the timeline will be and was a disaster
Middle classes had their heads in the clouds
They liked the mountain map
Jesse Oliver Aarons wins against the fourth, fifth and sixth grade
boys races.

Jesse Oliver Aarons trains all summer to be the fastest kid in the
fifth grade.

Leslie Burke moves into the Perkins Place down the street.

Leslie Burke beats all of the boys in the fourth, fifth and sixth
grade.

Leslie distracts May Belle by giving her Colonial America paper
dolls to her.

Jess and Leslie find a rope swing over a gully.

Jess and Leslie create Terabithia and become the king and queen
of it.

Janice Avery steals May Belles Twinkies that were given to her by
her father.

Jess and Leslie write a love note to Janice Avery from Willard
Hughes.

Jess helps his family buy a Barbie for May Belle

Jess gets a puppy for Leslie for Christmas. Leslie gets a paint set
and art paper for Jess for Christmas.

Jess helps Leslie, Bill and Judy paint the Golden Room.

Leslie finds Janice Avery in the bathroom.

Jess and Leslie discuss Janice Averys family and home life.

May Belle confesses to knowing about where Jess and Leslie go to
play in the woods.

Leslie joins the Aarons family in church for Easter.

It rains in Lark Creek for a whole month and fills up the gully by
the rope swing.

Jess and Leslie go to Terabithia even though it is still raining.

Leslie tries to chase away the evil spirits that she says is causing
the rain.

Jesse joins Miss Edmunds on a trip to Washington D.C. and has
the perfect day.

Jesse learns about Leslies death.

Jesse joins his mother and father at the Perkins Place to visit the
Burke family and pay their respects.

Lesson 17 Point of View (Chapter 12 - Stranded)
Standards: CC.1.3.4.D Compare and contrast an event or topic from two different points of
view.
Instructional Objectives: Given a discussion on point of view, students will be able to identify
the point of view in Bridge to Terabithia.
Given a discussion on point of view, students will be able to apply what they know to analyze
how Bridge to Terabithia might be different if it was written in a different point of view.
scissors
Activities:
a. Students will cut and paste the Point of View flap onto the right side of their plot
page.
b. On the left side they will respond to the following question:
i. Bridge to Terabithia is written from Jesss point of view. We experience
the plot through his eyes. Choose different character in the story and
explain what their point of view of Leslies death would have been like.
1. What would they think about her death?
2. How would they react?
ii. Student response should be written in paragraph form.
2. Read Chapter 12 Stranded (20 minutes)
a. The teacher will select students to read the following roles during the chapter:
i. Jess, Mama, Daddy, May Belle, and Burkes Family
b. Students should continue to add detail to their readers notebooks
3. Ticket out the Door (5 minutes)
a. Teacher should have students pair-share with each other, their reactions to Jess
visit to the Burkes house and mourning Leslies death.
b. Teacher should circulate to facilitate student responses.
c. Students will verbally tell the teacher one thing that they discussed in their pairs.
Formative Assessment: The ticket out the door is meant to gauge student reactions to the death
of the main character Leslie. Teacher should also observe student reactions during the reading
and incorporate discussion with students, as needed.
Differentiation: The Bell Ringer engages students background knowledge of the story, while
the TOTD is meant to allow students to make personal connections with the emotional reaction
of the characters in the novel. This lesson incorporates written reflection as well as oral
reflection, for those students who struggle with writing.
Reflection:
Had shortened classes on this day
Traded the point of view skill for extra time working on their final writing
projects.
Reading the next chapter was most important to get through.

Lesson 18 Timeline, Plot, and Story Map Revisited
(Chapter 13 Building the Bridge)
Standards: CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what
happened and why, based on specific information in the text.
Instructional Objectives: Given a plot point, students will be able to identify where it occurs in
the novel Bridge to Terabithia.
Given a discussion on the terms of a story map, students will be able to correctly identify how
each of the terms applies to Bridge to Terabithia.
scissors
Activities:
1. Final Writing Project Story Map (5 minutes)
a. Teacher will pass out the story map component worksheet for the final writing
assignment.
b. Teacher should explain directions and expectations for the assignment
i. Students should outline a story map for their final writing assignment.
ii. It should contain all of the stages of the mountain story map like we did
with Bridge to Terabithia.
iii. Story should include the character from the story that they completed their
character portraits on.
a. Teacher will select students to play the following roles in the chapter:
i. Jess, May Belle, Mrs. Myers, Bill
ii. Teacher will read the part of the narrator
b. All other students will continue to read along in their own copies of the novel.
3. Revisit Story Map and Timeline (10 minutes)
a. Students will receive new timeline strips, now including the events from the end
of the novel.
b. Students will stand up and create another human timeline, this time, with the
entire novels plot line.
c. Teacher will discuss with the students what they think the climax, falling action
and solution is in the novel.
d. After the discussion, students should go back to their seats to complete their
mountain story maps.
4. Ticket Out the Door (5 minutes)
a. On a new page, students will write a reaction to the end of the novel in their
composition notebooks.
b. Did it end the way you thought it would? Did you wish for a different ending?
How did you enjoy the novel as a whole?
Formative Assessment: Teacher will gauge student understanding of plot through the story map
activity. Teacher should modify and adjust lesson if there is indication of a gap in understanding.
Differentiation: This lesson provides a visual way for students to see the major ideas of the
story as well as appeal to kinesthetic learners by getting them out of their seats and involved in
the timeline.
Reflection:
Did not get to revisiting the story map in notebooks, the writing project took up
more time
Not all classes had time for TOTD

Bridge to Terabithia PSSA Notebook Rubric
0= Missing 1=Unsatisfactory 2= Needs Improvement 3= Satisfactory 4= Well Done 5= Outstanding
Objective Student Self-Check Teacher Check
Legibility
(Is you work written neatly? Can someone
else read it?)
1 2 3 4 5 1 2 3 4 5
Completeness
(Is all of the work there?)
1 2 3 4 5 1 2 3 4 5
Spelling and Punctuation
(Are all of the character names and places
spelled correctly? Do you use
punctuation?)
1 2 3 4 5 1 2 3 4 5
Organization
(Is everything where it should be?)
1 2 3 4 5 1 2 3 4 5
Thoughtfulness and Effort
(Are your responses thoughtful? Have you
tried your best to think about the novel?)
1 2 3 4 5 1 2 3 4 5
Other Comments:
Bridge to Terabithia PSSA Notebook Rubric
0= Missing 1=Unsatisfactory 2= Needs Improvement 3= Satisfactory 4= Well Done 5= Outstanding
Objective Student Self-Check Teacher Check
Legibility
(Is you work written neatly? Can someone
else read it?)
1 2 3 4 5 1 2 3 4 5
Completeness
(Is all of the work there?)
1 2 3 4 5 1 2 3 4 5
Spelling and Punctuation
(Are all of the character names and places
spelled correctly? Do you use
punctuation?)
1 2 3 4 5 1 2 3 4 5
Organization
(Is everything where it should be?)
1 2 3 4 5 1 2 3 4 5
Thoughtfulness and Effort
(Are your responses thoughtful? Have you
tried your best to think about the novel?)
1 2 3 4 5 1 2 3 4 5

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