Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 05 Unit 04A Exemplar Lesson 01: Making Connections Across Literary Genres
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students review the structure and elements in all the literary genres including fiction, drama, literary nonfiction, and
poetry. Students evaluate the use of sensory language used in literary texts. Students read multiple literary texts to
make connections between the texts and include text evidence to support their connections. In Writing, students write
a one-page personal narrative using the writing process and effective written conventions. In Word Study, students
continue to build their knowledge of words using roots and affixes, context clues, analogies, idioms and adages, and
dictionaries.
Grade 05 ELAR Unit 04A PI 06
Record multiple entries in a Word Study Notebook demonstrating word knowledge. Use the notebook to support writing.
Standard(s): 5.2A , 5.2B , 5.2C , 5.2D , 5.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Grade 05 ELAR Unit 04A PI 01
After reading a fictional text, complete a story map that includes a description of events, the characters’ roles/functions in the plot, and
the point of view in which the story is told. In a paragraph, explain the roles and functions of the main character(s). In an additional
paragraph, describe an event that foreshadows future events in the story.
Standard(s): 5.6A , 5.6B , 5.6C , 5.18C , 5.Fig19C , 5.Fig19D
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 05/10/2013
page 1 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Grade 05 ELAR Unit 04A PI 02
Create a two-column chart. While reading poetry, literary non-fiction, and other literary works, record sensory language (words,
phrases, and sentences that appeal to your senses) in the first column. In the second column, describe (in words and/or pictures)
how the authors’ use of sensory language creates imagery. Share your completed chart with a partner or small group.
Standard(s): 5.4A , 5.7A , 5.8A , 5.28A
ELPS ELPS.c.1H , ELPS.c.3E , ELPS.c.3H , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4J , ELPS.c.5F
, ELPS.c.5G
Grade 05 ELAR Unit 04A PI 03
After reading two literary texts from different literary genres (e.g., traditional literature, fiction, poetry, literary non-fiction, drama), create
a graphic organizer to identify and record the texts’ themes and include textual evidence that supports each theme. Using your
graphic organizer, write a paragraph that shows the similarities and/or differences between the themes and provide text evidence.
Standard(s): 5.18C , 5.Fig19D , 5.Fig19F , 5.3A
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Grade 05 ELAR Unit 04A PI 04
Using a teacher-provided prompt, write a one page personal narrative that has a clearly defined focus, is well organized, and conveys
thoughts and feelings about an experience.
Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.17A
ELPS ELPS.c.1E , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Grade 05 ELAR Unit 04A PI 05
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and
media. Provide textual evidence to support ideas.
Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors use point of view to express a perspective.
Understanding literary elements facilitates the reader’s ability to make meaning of the text.
Authors choose language and form for audience and purpose.
Readers create connections to make text personally relevant and useful.
Recognizing commonalities and differences allow readers to make connections.
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page 2 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Authors use writer’s craft to engage and sustain the reader’s interest.
Readers use strategies to support understanding of text.
Readers use writing to communicate deeper understanding of texts.
An extensive vocabulary enhances written and oral communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
5.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or
other linguistic roots and affixes.
Readiness Standard
5.2B
Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar
or multiple meaning words.
Readiness Standard
5.2C
Produce analogies with known antonyms and synonyms.
5.2D
Identify and explain the meaning of common idioms, adages, and other sayings.
5.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the
meanings, syllabication, pronunciations, alternate word choices, and parts of speech of
words.
Readiness Standard
5.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
5.3A
Compare and contrast the themes or moral lessons of several works of fiction from various
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page 3 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
cultures.
Supporting Standard
5.4
Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw
conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding. Students are expected to:
5.4A
Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme
scheme) to reinforce meaning in poems.
Supporting Standard
5.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
5.6A
Describe incidents that advance the story or novel, explaining how each incident gives rise
to or foreshadows future events.
Readiness Standard
5.6B
Explain the roles and functions of characters in various plots, including their relationships
and conflicts.
Readiness Standard
5.6C
Explain different forms of third-person points of view in stories.
Supporting Standard
5.7
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make
inferences and draw conclusions about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their understanding. Students are expected
to:
5.7A
Identify the literary language and devices used in biographies and autobiographies,
including how authors present major events in a person's life.
Supporting Standard
5.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
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page 4 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
literary text and provide evidence from text to support their understanding. Students are
expected to:
5.8A
Evaluate the impact of sensory details, imagery, and figurative language in literary text.
Readiness Standard
5.14
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
5.14C
Identify the point of view of media presentations.
Supporting Standard
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
5.15B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing.
5.15C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences,
and improve transitions by adding, deleting, combining, and rearranging sentences or larger
units of text after rethinking how well questions of purpose, audience, and genre have been
addressed.
5.15D
Edit drafts for grammar, mechanics, and spelling.
5.17
Writing/Personal. Students write about their own experiences. Students are expected to:
5.17A
Write a personal narrative that conveys thoughts and feelings about an experience.
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
5.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
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page 5 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
5.20A.iii
adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative
and superlative forms (e.g., good, better, best).
5.20A.vii
subordinating conjunctions (e.g., while, because, although, if)
5.20A.viii transitional words (e.g., also, therefore).
5.20C
Use complete simple and compound sentences with correct subject-verb agreement.
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
5.21B
Recognize and use punctuation marks including:
5.21B.i
commas in compound sentences
5.21C
Use proper mechanics including italics and underlining for titles and emphasis.
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22B
Spell words with:
5.22B.i
Greek Roots (e.g., tele, photo, graph, meter).
5.22B.ii
Latin Roots (e.g., spec, scrib, rupt, port, ject, dict).
5.22B.iii
Greek suffixes (e.g., -ology, -phobia, -ism, -ist)
5.22B.iv
Latin derived suffixes (e.g., -able, -ible; -ance, -ence).
5.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
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page 6 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions).
5.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text
and across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of
various genres and provide textual evidence.
Readiness Standard
Ongoing TEKS
5.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
5.1A
Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing)
and comprehension.
5.5
Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw
conclusions about the structure and elements of drama and provide evidence from text to support
their understanding. Students are expected to:
Supporting Standard
5.5A
Analyze the similarities and differences between an original text and its dramatic adaptation.
5.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
5.9A
Read independently for a sustained period of time and summarize or paraphrase what the
reading was about, maintaining meaning and logical order (e.g., generate a reading log or
journal; participate in book talks).
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page 7 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
5.15A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling
idea.
5.15E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
5.18
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related
texts to communicate ideas and information to specific audiences for specific purposes. Students
are expected to:
5.18C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
5.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
5.20A.i
verbs (irregular verbs and active voice).
5.20A.ii collective nouns (e.g., class, public).
5.20A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).
5.20A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details.
5.20A.vi indefinite pronouns (e.g., all, both, nothing, anything).
5.20B
Use the complete subject and the complete predicate in a sentence.
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
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page 8 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
and use appropriate capitalization and punctuation conventions in their compositions. Students
are expected to:
5.21A
Use capitalization for:
5.21A.i
abbreviations.
5.21A.ii initials and acronyms
5.21A.iii organizations.
5.21B
Recognize and use punctuation marks including:
5.21B.ii proper punctuation and spacing for quotations
5.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22A
Spell words with more advanced orthographic patterns and rules:
5.22A.i
consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician).
5.22A.ii vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in
legality, legal)
5.22A.iii silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation).
5.22C
Differentiate between commonly confused terms (e.g., its, it's; affect, effect).
5.22D
Use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
5.22E
Know how to use the spell-check function in word processing while understanding its
limitations.
5.28
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
5.28A
Give organized presentations employing eye contact, speaking rate, volume, enunciation,
natural gestures, and conventions of language to communicate ideas effectively.
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page 9 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Sticky note (1 per student)
Dictionary (class set)
Thesaurus (class set)
Highlighter (1 per student)
Colored pen or pencil (1 per student)
Note card (1 per student)
Publishing paper (1-5 sheets per student, optional)
Dry erase board, eraser, and marker (2 of each)
Chart paper
Grade-appropriate fictional short story from a particular culture (class set)
Grade-appropriate text with possible unfamiliar words (1 per student)
2 grade-appropriate fictional stories with similar ideas/themes from a particular culture (class set of each)
Grade-appropriate fictional drama/play (class set)
Grade-appropriate song with accompanying lyrics (class set)
Grade-appropriate biography or autobiography (class set)
2 grade-appropriate literary texts from different genres with similar themes (class set of each)
2 grade-appropriate literary texts from different genres with similar themes-different from the one above (class
set of each)
Collection of literary texts including fiction, drama, literary nonfiction, and poetry for student selection
Collection of fictional short stories for student selection
Collection of grade-appropriate poems
Collection of grade-appropriate poems and biographies/autobiographies for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Last Updated 05/10/2013
page 10 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Handout: Basic Story Map (4 per student)
Handout: Extended Story Map (4 per student, optional)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 11 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
Ongoing TEKS
5.2A
5.22Bi-iv
Key Understandings
and Guiding Questions
An extensive vocabulary
enhances written and oral
communication.
- Why is it important for readers and
writers to improve their knowledge
of words?
SHARED READING
TEKS
5.Fig19D,E
5.6A,C
Ongoing
TEKS
5.18C
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.Fig19A,B,C,D,E,F 5.1A
5.9A
5.18C
Authors use point of
view to express a
perspective.
Readers use strategies
to support
understanding of text.
- Why do readers need to
consider point of view?
- What strategies do readers
use to help maintain
understanding of text?
Understanding
literary elements
facilitates the
reader’s ability to
make meaning of the
text.
- How and why do readers
analyze literary elements
to gain a better
understanding of fictional
text?
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WRITING
TEKS
5.17A
Ongoing
TEKS
5.15A
Authors use writer’s
craft to engage and
sustain the reader’s
interest and enhance
understanding.
- What do authors do to
engage their readers?
Readers use writing to
communicate deeper
understanding of texts.
- How can readers
demonstrate understanding
through writing?
Readers create
connections to make
text personally relevant
and useful.
page 12 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
- How can making
connections help with
comprehension?
Vocabulary of
Instruction
Plot
Summary
Foreshadow
Personal narrative
Materials
Reader’s Notebook
(1 per student)
Teacher Reader’s
Notebook (1)
Grade-appropriate
fictional short story
from a particular
culture (class set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Collection of literary
texts including fiction,
drama, literary
nonfiction, and poetry
for student selection
Chart paper (if
applicable)
1. Prepare to display visuals as
appropriate.
1. Prepare to display
visuals as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display
visuals as appropriate.
2. On chart paper, create a game
board to practice spelling an
determining the meaning of
previously learned words with
Greek and Latin roots and
2. Select a short fictional
2. Prepare to display the
story from a particular
Anchor Chart: Reader
culture that has a clearly
Response Questions from
defined plot. Be sure the
Unit 01 and Unit 02A.
conflict in the story is
Highlight prompts and
2. Prepare to display 2-3
prompts that lend
themselves to personal
narrative writing.
Possible prompts could
Word Study Notebook (1 per
student)
Dry erase board, eraser, and
marker (2 of each)
Chart paper (if applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable
Attachments and
Resources
Advance Preparation
Last Updated 05/10/2013
page 13 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
suffixes. The game board will
look like the following chart:
Greek
roots
Latin
roots
Greek
suffixes
Latin
suffixes
10
10
10
10
20
20
20
20
30
30
30
30
40
40
40
40
50
50
50
50
60
60
60
60
70
70
70
70
80
80
80
80
90
90
90
90
100
100
100
100
either man vs. man or
man vs. self. This will be
discussed in Daily
Lesson 2 Shared
Reading using the same
text.
3. Prepare to review
different forms of point
of view.
INDEPENDENT READING
questions that relate to
strategy use and
comprehension in literary
genres. Refer to
Background Information for
possible suggested
questions.
WRITING
include:
Write about a time
when you overcame
a fear.
Write about a time
when something bad
happened, but it
ended up being a
good experience.
Write about a time
when you achieved a
personal goal.
Write about a time
when you were
treated unfairly. Tell
what happened and
how you dealt with it.
3. On another sheet of paper (for
teacher reference), create a
similar chart. Instead of writing
numbers, write previously
learned words from Units 03 that
have Greek and Latin roots and
suffixes. In each column, list the
selected words from easiest to
hardest. Consider using the
Last Updated 05/10/2013
page 14 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Foreshadowing - the use of
hints or clues in a narrative to
suggest what action is to come
Third-person - narrated by
someone who is not directly
involved in the story and is
usually not identified by name
and refers to the characters by
their name or personal
pronouns (e.g., he, she, they)
Third-person omniscient - the
narrator tells the story in third
person from an all-knowing
perspective. The knowledge is
not limited by any one
character's view or behavior
as the narrator knows
everything about all
characters.
Third-person limited - the
narrator restricts his knowledge
to one character's view or
behavior
Suggested questions for the
Anchor Chart: Reader Response
Questions in Unit 01 and Unit 02A:
Personal narrative - an
expressive literary piece
written in first person that
centers on a particular event
in the author’s life and may
contain vivid description as
well as personal commentary
and observations
word sort handouts from Unit 03
as a resource.
Background Information Direct teach Word Study lessons will
occur in every other Daily Lesson during
Unit 04A, Unit 04B, Unit 05, and Unit 06.
Based on the needs of the class,
teachers should explicitly teach Word
Study related standards in the context of
reading and writing through whole or
small group instruction.
The following are suggestions for
integrating Word Study into reading and
writing:
Discuss examples of the
roots and affixes of words
read in context
Demonstrate how to use
context clues to determine
the meaning of unknown and
multiple meaning words while
reading or writing
Create analogies to better
understand words from texts
Identify the meaning of
idioms used in text
Model how to appropriately
use a dictionary or thesaurus
while reading and writing
Discuss and apply spelling
rules and patterns while
Last Updated 05/10/2013
What was the author’s
purpose? How do you
know?
What was your favorite
part? Why?
What words helped
create images? What
image did you create?
What point of view was
the story told from? How
does that affect what the
reader knows?
What was the theme of
the story? How does the
theme relate to your
life?
What sound effects
were included in your
poem? How did it affect
the overall meaning of
the poem?
What are some
examples of literary
language used in the
literary nonfiction text?
page 15 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
SHARED READING
writing
This Daily Lesson reviews the Greek and
Latin root words and suffixes that
students studied in Unit 03.
WRITING
How did they contribute
to the overall meaning?
What were the major
events in the story? How
did they lead to or
foreshadow future
events?
What relationships did
the main character have
with other characters?
What was the
character’s conflict?
How was it resolved?
Word Study can also be incorporated into
the other content areas as applicable.
Teacher Notes
INDEPENDENT READING
When gathering resources for
Reading in this Unit, consider
finding resources that have
similarities for easier
comparison. Consider
similarities in theme, author,
literary techniques, etc.
Last Updated 05/10/2013
In Daily Lessons 1-6 Independent
Reading, students will be choosing
to respond to questions or prompts
on the Anchor Chart: Reader
Response Chart based on texts
they select for reading. If students
need more practice with a particular
skill or literary genre, create
assignments or activities more
specific to students’ needs.
page 16 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 1
Duration and Objective
Mini Lesson
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 15-20 min.
Suggested Duration: 30 min.
Suggested Duration: 25 min.
Suggested Duration: 20-25 min.
Content Objective: Students
determine the meaning of and
spell words with Greek and Latin
roots and suffixes.
Content Objective: Students
describe events in a story and
explain how they foreshadow
future events. Students also
explain the point of view in which
the story is told.
Content Objective: Students write
responses to texts read
independently and provide
evidence from the text to
demonstrate understanding.
Content Objective: Students
generate ideas for a personal
narrative.
1. Ask: How does knowing
word parts help us as
1. Display and distribute the
selected text.
1. Display the Anchor Chart:
Reader Response
1. Ask: How do authors
generate ideas that will
Last Updated 05/10/2013
page 17 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
readers and writers?
Discuss responses and
review the use of Greek
and Latin roots and
suffixes to help determine
the meaning of words and
to help spell words.
2. Divide students into two
teams.
3. Display the game board
on the chart paper.
2. Ask: What is plot?
Review what was learned
about plot in Unit 01.
3. Read the beginning of the
story aloud.
4. In the Teacher Reader’s
Notebook, record the
events from the beginning
of the story on a plotline
or timeline.
Questions. Review each of
the questions.
2. Explain that students will
choose which question or
questions they would like
to answer as a response
to reading a literary text
(e.g., fiction, drama,
literary nonfiction, and
poetry). Tell them their
response must reflect
understanding and have
text evidence.
5. Select an event on the
4. Explain that teams will take
timeline. Think Aloud
turns choosing a category
about how the event gives 3. If applicable, model writing
and a number under the
a response to one of the
rise to or foreshadows the
category (e.g., Latin roots
questions using a selected
following events.
for 60 points). Each team
literary text from the
then selects one person to 6. Instruct students to
collection. (optional)
take a turn. The word for
continue reading the
that category and number
fictional story with a
will be read aloud (from
partner. Tell them to
the separate teacher
record the events on a
chart). The
timeline or plot line in their
representatives from each
Reader’s Notebooks.
team will spell the word on
the dry erase board. Each
word will be checked for
correct spelling. If the
word is spelled correctly,
the team is awarded the
full points. If both teams
spell the word correctly,
Last Updated 05/10/2013
engage the reader’s
interest? Discuss
responses.
2. Ask: What is a personal
narrative? Discuss
responses.
3. Display the selected
prompts. Explain that they
will generate ideas for
each of the prompts.
4. In the Teacher Writer’s
Notebook, generate 1-2
ideas for each of the
prompts. Think Aloud
about why the idea fits the
prompt and if it might
make a good personal
narrative.
page 18 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
both teams earn the
points. Students can get
partial points if they spell
either the base/root word
or the suffix correctly (e.g.,
manigeable for
manageable, would get
half the selected points for
spelling able correctly).
5. Explain that after spelling
the word, teams can earn
double the points for
knowing the meaning of
the word. Tell them that
the word will be used in a
sentence and the
representative will write
the meaning on the dry
erase board. Double
points will be awarded to
teams who get the
definition correct.
Learning Applications
1. As a class, play the game
described in steps #4 and
#5 of the Mini Lesson.
1. Students finish reading
the selected story with a
partner.
1. Students select their
literary text for
Independent Reading.
2. Students record the
events from the story on a
timeline or plotline in their
Reader’s Notebooks.
2. Students choose a
question or questions from
the Anchor Chart: Reader
Response Questions that
Last Updated 05/10/2013
1. In their Writer’s
Notebooks, students
generate 1-2 ideas for
each of the prompts.
page 19 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
3. Ask students to select an
event from the story. Ask:
How does this event
give rise to or
foreshadow future
events? Students record
a response in their
Reader’s Notebooks.
relates to using strategies
while reading or relates to
the literary genre they
chose.
3. Students read and monitor
comprehension.
4. Students write a response
to reading using their
chosen question. Students
provide text evidence in
their response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Add up the total points for
each team and declare
them winners.
1. Review the different forms
of point of view.
2. Ask: From what point of
view is this story told?
How do you know?
Discuss responses.
Last Updated 05/10/2013
1. Students share their
responses with a partner.
1. With a partner, students
share their ideas for their
personal narrative.
Partners give feedback
about the ideas.
page 20 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 2
SHARED READING
TEKS
INDEPENDENT READING
Ongoing TEKS
5.Fig19C,D
5.3A
5.6B
Key Understandings and Guiding
Questions
TEKS
5.Fig19A,B,C,D,E,F
Understanding literary
elements facilitates the
reader's ability to make
meaning of the text.
- How and why do readers
analyze iterary elements to
gain a better understanding of
fictional text?
WRITING
Ongoing TEKS
5.1A
5.9A
5.18C
Readers use strategies to
support understanding of text.
- What strategies do readers use to
help maintain understanding of text?
Readers use writing to
communicate deeper
understanding of texts.
TEKS
5.17A
Ongoing TEKS
5.15A
Authors use writer’s craft to
engage and sustain the
reader’s interest and enhance
understanding.
- What do authors do to engage their
readers?
- How can readers demonstrate
understanding through writing?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
Vocabulary of Instruction
Conflict
Resolution
Last Updated 05/10/2013
page 21 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
SHARED READING
INDEPENDENT READING
WRITING
Theme
Materials
Reader’s Notebook (1 per
student)
Teacher Reader’s Notebook
(1)
Grade-appropriate fictional
short story from a particular
culture from Daily Lesson 1
Shared Reading (class set)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Collection of literary texts
including fiction, drama, literary
nonfiction, and poetry for student
selection
Chart paper (if applicable)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. In the Teacher Writer’s Notebook,
Chart: Reader Response Questions
choose the idea that will be
from Daily Lesson 1 Independent
developed into a personal
Reading.
narrative.
Background Information
Conflict - in literature, the opposition of
Refer to Daily Lesson 1 Independent
persons or forces that brings about
Reading
dramatic action central to the plot of a
story. Conflict may be internal, as a
psychological conflict within a character,
or external (e.g., man versus man, man
versus nature, or man versus society).
Resolution - the point in a literary work at
Last Updated 05/10/2013
page 22 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
SHARED READING
INDEPENDENT READING
WRITING
which the story’s problem is worked out
Theme - the central or universal idea of a
piece of fiction or the main idea of a
nonfiction essay. Themes are ideas or
concepts that relate to morals and values
and speak to the human experience.
Possible examples of theme:
Good friends are important
Believe in yourself
Hard work leads to rewards
Teacher Notes
Refer to Daily Lesson 1 Independent
Reading
Last Updated 05/10/2013
The focus of this Daily Lesson is
developing a thesis statement that will be
the basis of the personal narrative.
page 23 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 2
Duration and Objective
Mini Lesson
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Suggested Duration: 30-40 min.
Suggested Duration: 25-30 min.
Content Objective: Students explain the
roles and functions of characters in plot
including their relationships and conflicts.
Students also identify the theme of the
story.
Content Objective: Students write
responses to texts read independently and
provide evidence from the text to
demonstrate understanding.
Content Objective: Students plan a first draft
by choosing a topic and developing a
thesis.
1. Display (and distribute, if
1. Display the Anchor Chart: Reader
necessary) the fictional short story
Response Questions. Review
read in Daily Lesson 1 Shared
each of the questions.
Reading.
2. Explain that students will choose
2. Review the events of the plot
which question or questions they
using the timelines or plotlines
would like to answer as a
developed in Daily Lesson 1
response to reading a literary text
Shared Reading.
(e.g., fiction, drama, literary
nonfiction, and poetry). Tell them
3. Select one character from the
their response must reflect
story and ask: What is (insert
understanding and have text
character’s name) role in the
evidence.
plot of this story? Discuss
responses.
3. If applicable, model writing a
response to one of the questions
4. Select another character from the
using a selected literary text from
story and ask: What was (insert
the collection. (optional)
the first character’s name)
relationship with (insert the
second character’s name)?
Discuss responses.
1. Display the prompts from Daily
Lesson 1 Writing.
5. Review the following types of
5. Model writing a thesis statement
Last Updated 05/10/2013
2. Display the Teacher Writer’s
Notebook. Review the ideas
generated in Daily Lesson 1
Writing for the prompts.
3. Think Aloud about how to choose
an idea that lends itself to an
effective personal narrative that
has a point (or thesis).
4. Retell the personal experience to
the students. Ask: What is the
“point” of my story? What
would I want my readers to
know or understand when they
finish reading my story? Either
Think Aloud the answers to the
questions or discuss possible
responses with students.
page 24 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
conflict: man vs. man, man vs. self.
Ask: What was the main conflict
in this story? Discuss responses
and ask students to provide text
evidence.
Learning Applications
that encompasses the point of the
story. Explain that everything that
is included in the personal
narrative should support the
thesis statement.
1. Instruct students to choose two
1. Students select their literary text
characters from the story (at least
for Independent Reading.
one needs to be different from
2. Students choose a question or
those modeled). Tell students to
questions from the Anchor Chart:
write a response in their Reader’s
Reader Response Questions that
Notebooks about these characters
relates to using strategies while
roles in the story and about their
reading or relates to the literary
relationship in the story. Tell
genre they chose.
students to include how their
relationship made the conflict
3. Students read and monitor
better or worse.
comprehension.
4. Students write a response to
reading using their chosen
question. Students provide text
evidence in their response.
1. Students review the ideas
generated with the prompts in
Daily Lesson 1 Writing. Students
choose an idea that will make an
engaging personal narrative and
has a point.
2. With a partner, students share
their personal experience orally.
The partner tells the storyteller
what they think is the point of the
story. Together they write a thesis
statement in the storyteller’s
Writer’s Notebook. Then, switch
roles.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How was the conflict
resolved? Discuss responses.
1. Students share their responses
with a partner.
2. Ask: What was the theme of the
story? What message or
lesson did the author want you
to take away from the story?
Discuss responses and ask
students to provide text evidence.
Last Updated 05/10/2013
1. With a different partner, students
share their topic for their personal
narrative and their thesis
statement.
2. Collect Writer’s Notebooks to look
at students’ topic of choice and
their thesis statement. Decide who
may need more support.
page 25 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
Ongoing
TEKS
5.2B
Key Understandings and
Guiding Questions
SHARED READING
TEKS
Ongoing
TEKS
5.Fig19C,D,E
5.3A
5.6A,B,C
An extensive
vocabulary enhances
written and oral
communication.
- What do readers do when
they come to a word they do
not understand?
5.1A
Authors use point of
view to express a
perspective.
- Why do readers need to
consider point of view?
Understanding literary
elements facilitates the
reader’s ability to
make meaning of the
text.
- How and why do readers
analyze literary elements to
gain a better understanding
of fictional text?
Last Updated 05/10/2013
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.Fig19A,B,C,D,E,F 5.1A
5.9A
5.18C
Readers use strategies
to support understanding
of text.
- What strategies do readers
use to help maintain
understanding of text?
WRITING
TEKS
5.17A
Ongoing
TEKS
5.15A
Authors use writer’s
craft to engage and
sustain the reader’s
interest and enhance
understanding.
- What do authors do to
engage their readers?
Readers use writing to
communicate deeper
understanding of texts.
- How can readers
demonstrate understanding
through writing?
Readers create
connections to make text
personally relevant and
useful.
page 26 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
- How can making
connections help with
comprehension?
Vocabulary of Instruction
Context clue
Character
Setting
Conflict
Event
Plot
Resolution
Theme
Point of view
Word Study Notebook
(1 per student)
Grade-appropriate text
with possible unfamiliar
words (1 per student)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
fictional short story
from a particular
culture from Daily
Lessons 1 and 2
Shared Reading (1)
2 grade-appropriate
fictional stories with
similar ideas/themes
from a particular
culture (class set of
each)
Chart paper (if
applicable)
Materials
Last Updated 05/10/2013
Reader’s Notebook (1
per student)
Collection of literary texts
including fiction, drama,
literary nonfiction, and
poetry for student
selection
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
page 27 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
Attachments and
Resources
Advance Preparation
SHARED READING
INDEPENDENT READING
WRITING
Handout: Basic Story
Map (1 per student)
Handout: Extended
Story Map (1 per
student, optional)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals as 1. Prepare to display visuals
appropriate.
as appropriate.
2. Preview the text to
determine 4-5 possible
unfamiliar or multimeaning words. Be sure
there is some context that
allows the reader to know
what the words mean.
Underline or highlight the
selected words.
2. Gather two gradeappropriate fictional
stories with similar
ideas/themes from a
particular culture. One
story will be used in this
Daily Lesson and the
other story will be used in
Daily Lesson 4 Shared
Reading.
2. Prepare to display the
Anchor Chart: Reader
Response Questions from
Daily Lesson 1 Independent
Reading.
3. Prepare to display the
Anchor Chart: Using
Context Clues from Unit
03, Lesson 03, Daily
Lesson 23 Word Study.
3. Duplicate the Handout:
Story Map for each
student. If using the
Handout: Extended
Story Map, duplicate it
also.
2. In the Teacher Writer’s
Notebook, organize the
events of the personal
experience on a
sequential graphic
organizer (e.g. timeline).
Add events or details that
are not relevant to the
thesis statement
developed in Daily
Lesson 2 Writing.
4. Complete the Handout:
Story Map using the
fictional short story from
Daily Lessons 1 and 2
Last Updated 05/10/2013
page 28 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Shared Reading.
Background Information
Teacher Notes
Refer to Daily Lesson 1 Independent
Reading
It may be necessary to carry the
Shared Reading Lesson into
Independent Reading. Prepare
accordingly.
Last Updated 05/10/2013
Refer to Daily Lesson 1 Independent
Reading
page 29 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 3
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
context to determine or clarify the
meaning of words.
Mini Lesson
1. Review what was learned 1. Display and distribute one
about context clues in Unit
of the selected fictional
03.
stories.
2. Display the Anchor Chart:
Using Context Clues.
3. Display and distribute the
selected text with
unfamiliar words.
4. Read the text aloud until
the first underlined or
highlighted word is read.
5. Using the text,
demonstrate how to use
relationships between
surrounding words: insentence examples,
definition in the sentence,
Suggested Duration: 25-30 min.
Content Objective: Students
identify and analyze a story’s
literary elements to gain a better
understanding of the story.
INDEPENDENT READING
Suggested Duration: 25 min.
Content Objective: Students write
responses to texts read
independently and provide
evidence from the text to
demonstrate understanding.
WRITING
Suggested Duration: 30 min.
Content Objective: Students plan a
first draft by organizing ideas
around a thesis statement.
1. Display the Anchor Chart: 1. Using the Teacher Writer’s
Reader Response
Notebook, review the
Questions. Review each of
personal experience being
the questions.
developed and read the
2. Display and distribute the
thesis statement
Handout: Basic Story
2. Explain that students will
developed in Daily Lesson
Map (and the Handout:
choose which question or
2 Writing.
Extended Story Map, if
questions they would like
applicable).
to answer as a response
2. Ask: How are ideas
to reading a literary text
organized in a personal
3. Review the literary
(e.g., fiction, drama,
narrative? Discuss
elements on the Handout:
literary nonfiction, and
responses including that
Basic Story Map. Provide
poetry). Tell them their
most personal narratives
examples of the literary
response must reflect
are written in a sequential
elements from the
understanding and have
organization.
completed Handout: Basic
text evidence.
Story Map on the fictional
3. Explain that the plan for
story read in Daily
3. If applicable, model writing
writing should mirror the
Lessons 1 and 2 Shared
a response to one of the
organizational structure of
Reading.
questions using a selected
the genre.
Last Updated 05/10/2013
page 30 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
and in-sentence
4. Tell students that they are
restatement to help
going to read the selected
determine the meaning of
fictional story with a
the word. Show how to use
partner and complete the
the surrounding words
Handout: Basic Story
along with background
Map (and the Handout:
knowledge to infer the
Extended Story Map, if
meaning of the word.
applicable).
6. Record the word, the
clues, and the inferred
meaning on the Anchor
Chart: Using Context
Clues.
literary text from the
collection. (optional)
4. Display the sequential
graphic organizer used to
plan the personal
narrative in the Teacher
Writer’s Notebook. Ask
students to brainstorm
other sequential graphic
organizers.
5. Think Aloud about each
event on the sequential
graphic organizer and ask:
Does this event/idea
support the thesis
statement (point of the
story)? Think Aloud
about the answers or allow
students to give their
opinion.
6. Explain that events
included in the personal
narrative need to support
the overall thesis. Remove
the events from the
graphic organizer that do
not support the thesis.
Learning Applications
1. Students make a similar
chart in their Word Study
Notebooks.
1. With a partner, students
read and discuss the
selected fictional text.
1. Students select their
literary text for
Independent Reading.
2. Students continue to read
the selected text with a
2. Students complete the
Handout: Basic Story
2. Students choose a
question or questions from
Last Updated 05/10/2013
1. Students plan their
personal narratives using
a sequential graphic
organizer.
page 31 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
partner. Students stop at
highlighted or underlined
words to discuss the word,
the clues, and the inferred
meaning.
Map.
the Anchor Chart: Reader
Response Questions that
relates to using strategies
while reading or relates to
the literary genre they
chose.
3. Students record the
words, the clues, and the
inferred definitions on the
chart in their Word Study
Notebooks.
3. Students read and monitor
comprehension.
4. Students write a response
to reading using their
chosen question. Students
provide text evidence in
their response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. As a class, discuss each
of the words, the clues,
and the inferred
definitions.
1. As a class, discuss the
literary elements of the
selected fictional story.
2. Ask: How and why do
readers analyze literary
elements to gain a
better understanding of
fiction text? Discuss
responses.
Last Updated 05/10/2013
1. Students share their
responses with a partner.
1. With a partner, students
go through each
event/idea on their
graphic organizer and
make sure each
event/idea supports their
thesis. Students remove
any unnecessary
ideas/events from their
graphic organizer.
page 32 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 4
SHARED READING
TEKS
5.Fig19C,D,E
5.3A
5.6A,B,C
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
5.1A
TEKS
5.Fig19A,B,C,D,E,F
Authors use point of view to
express a perspective.
Ongoing TEKS
5.1A
5.9A
5.18C
Readers use strategies to
support understanding of text.
- Why do readers need to consider
point of view?
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
- What strategies do readers use to
help maintain understanding of text?
Readers use writing to
communicate deeper
understanding of texts.
- How and why do readers analyze
literary elements to gain a better
understanding of fictional text?
WRITING
TEKS
Ongoing TEKS
5.15B
5.17A
5.20Aiii
Authors use writer’s craft to
engage and sustain the
reader’s interest and enhance
understanding.
- What do authors do to engage their
readers?
- How can readers demonstrate
understanding through writing?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
Vocabulary of Instruction
Character
Setting
Adjective
Last Updated 05/10/2013
page 33 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
SHARED READING
INDEPENDENT READING
WRITING
Conflict
Event
Plot
Resolution
Theme
Point of view
Materials
Reader’s Notebook (1 per
student)
Sticky note (1 per student)
2 grade-appropriate fictional
stories with similar
ideas/themes from a particular
culture from Daily Lesson 3
(class set of each)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Collection of literary texts
including fiction, drama, literary
nonfiction, and poetry for student
selection
Chart paper (if applicable)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Handout: Basic Story Map (1
per student)
Handout: Extended Story
Map (1 per student, optional)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to use the fictional
2. Prepare to display the Anchor
2. Prepare to display the Anchor
stories selected in Daily Lesson 3
Chart: Reader Response Questions
Chart: Adjectives from Unit 02A,
Shared Reading. Students will
from Daily Lesson 1 Independent
Lesson 01, Daily Lesson 4
read the second fictional text.
Reading.
Writing. Add additional adjectives
Last Updated 05/10/2013
page 34 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
SHARED READING
INDEPENDENT READING
Students will make connections
between both stories.
WRITING
to the chart.
3. Duplicate the Handout: Story
Map for each student. If using
the Handout: Extended Story
Map, duplicate it also.
4. Create a large Venn diagram for
display.
Background Information
Refer to Daily Lesson 1 Independent
Reading
Teacher Notes
Refer to Daily Lesson 1 Independent
Reading
Last Updated 05/10/2013
page 35 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 4
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 35-40 min.
Content Objective: Students identify and
analyze a story’s literary elements to gain a
better understanding of the story. Students
make connections between literary texts
including comparing the themes.
Suggested Duration: 25-30 min.
Content Objective: Students write
responses to texts read independently and
provide evidence from the text to
demonstrate understanding.
Suggested Duration: 30 min.
Content Objective: Students develop
personal narrative drafts that are focused,
organized, and coherent including using
adjectives to create imagery.
Mini Lesson
1. Display and distribute the other
selected fictional story.
1. Display the Anchor Chart: Reader
Response Questions. Review
each of the questions.
1. Display the Anchor Chart:
Adjectives.
2. Display and distribute the
Handout: Basic Story Map (and
the Handout: Extended Story
Map, if applicable).
3. Review the literary elements on
the Handout: Basic Story Map.
2. Explain that students will choose
which question or questions they
would like to answer as a
response to reading a literary text
(e.g., fiction, drama, literary
nonfiction, and poetry). Tell them
their response must reflect
understanding and have text
evidence.
3. If applicable, model writing a
response to one of the questions
using a selected literary text from
the collection. (optional)
WRITING
2. Ask: What is an adjective?
What are some examples of
adjectives? Record responses
on a chart. Clear up any
misconceptions about adjectives.
Take the adjectives listed and
show students how to change
them to the comparative and
superlative form if applicable.
Also, discuss origin adjectives, like
American cars.
3. Ask: How do authors use
adjectives to engage their
readers? Discuss responses.
4. Display the sequential graphic
organizer representing the
events/ideas for the personal
narrative in the Teacher Writer’s
Notebook.
Last Updated 05/10/2013
page 36 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
5. Display the thesis statement for
the personal narrative in the
Teacher Writer’s Notebook.
6. Model writing the beginning of the
personal narrative. Think Aloud
about how everything that is
written needs to support the thesis
statement. Model the use of
adjectives to create mental
images.
Learning Applications
1. With a partner, students read and
discuss the selected fictional text.
1. Students select their literary text
for Independent Reading.
2. Students complete the Handout:
Basic Story Map.
2. Students choose a question or
questions from the Anchor Chart:
Reader Response Questions that
relates to using strategies while
reading or relates to the literary
genre they chose.
3. When finished with the Handout:
Basic Story Map, distribute two
sticky notes to each pair of
students. Instruct students to
compare and contrast the story
3. Students read and monitor
read in this Daily Lesson with the
comprehension.
story read in Daily Lesson 3
4. Students write a response to
Shared Reading. Tell them to write
reading using their chosen
one similarity on a sticky note and
question. Students provide text
one difference on the other sticky
evidence in their response.
note.
1. Students use the events/ideas on
their sequential graphic organizer
to draft the beginning of their
personal narratives. Remind
students to include ideas and
events that support their thesis.
2. Tell students to choose their
words carefully in order to create
images in their readers’ minds.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Display the large Venn diagram
1. Students share their responses
and instruct students to place their
with a partner.
sticky notes on the Venn diagram.
Last Updated 05/10/2013
1. Choose two students to share
their thesis statement and the
beginning of their personal
page 37 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
2. As a class, discuss the
similarities/differences and make
connections between the two
stories.
Last Updated 05/10/2013
narrative. Ask: Does the story so
far support the thesis? Discuss
responses.
page 38 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
Ongoing
TEKS
5.2E
Key Understandings and
Guiding Questions
SHARED READING
TEKS
5.Fig19C,D
5.6A,B,C
An extensive
vocabulary enhances
written and oral
communication.
- Why is it important that
readers and writers build
their knowledge of words?
Ongoing
TEKS
5.18C
Authors use point of
view to express a
perspective.
- Why do readers need to
consider point of view?
Understanding literary
elements facilitates the
reader’s ability to
make meaning of the
text.
- How and why do readers
analyze literary elements to
gain a better understanding
of fictional text?
Last Updated 05/10/2013
INDEPENDENT READING
TEKS
Ongoing
TEKS
5.Fig19A,B,C,D,E,F 5.1A
5.9A
5.18C
Readers use strategies
to support understanding
of text.
- What strategies do readers
use to help maintain
understanding of text?
WRITING
TEKS
Ongoing
TEKS
5.15B
5.17A
5.20Aviii
Authors use writer’s
craft to engage and
sustain the reader’s
interest and enhance
understanding.
- What do authors do to
engage their readers?
Readers use writing to
communicate deeper
understanding of texts.
- How can readers
demonstrate understanding
through writing?
Readers create
connections to make text
personally relevant and
useful.
page 39 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
- How can making connections
help with comprehension?
Vocabulary of Instruction
Transitional word
Materials
Word Study Notebook
(1 per student)
Dictionary (class set)
Grade-appropriate text
with unfamiliar words
from Daily Lesson 3
Word Study (1 per
student)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
Reader’s Notebook (1
per student)
Collection of fictional
short stories for
student selection
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Collection of literary texts
including fiction, drama,
literary nonfiction, and
poetry for student
selection
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Handout: Basic Story
Map (1 per student)
Handout: Extended
Story Map (1 per
student, optional)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals as 1. Prepare to display visuals
appropriate.
as appropriate.
2. Prepare to display the
Anchor Chart: Using
Context Clues from Daily
2. Gather a collection of
short fictional stories for
student selection.
2. Prepare to display the
Anchor Chart: Reader
Response Questions from
Last Updated 05/10/2013
2. Prepare to display the
Anchor Chart:
Transitional Words from
page 40 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
Lesson 3 Word Study.
3. Prepare to display the
Anchor Chart: Dictionary
Information from Unit 03,
Lesson 03, Daily Lesson
24 Word Study.
SHARED READING
Consider students’
interests and reading
levels when gathering the
collection.
INDEPENDENT READING
Daily Lesson 1 Independent
Reading.
WRITING
Unit 03, Lesson 01, Daily
Lesson 5 Writing.
3. Duplicate the Handout:
Story Map for each
student. If using the
4. Prepare to display a
Handout: Extended
dictionary entry with all the
Story Map, duplicate it
information listed in the
also.
Anchor Chart: Dictionary
Information.
4. Record the following
prompts for the
Performance Indicator on
chart paper:
Paragraph One:
Explain the roles
and functions of the
characters including
their relationships
and conflicts.
Paragraph Two:
Describe an event
from the story that
foreshadows future
events.
Background Information
This Instructional Routine
assesses Performance Indicator
01.
Last Updated 05/10/2013
Refer to Daily Lesson 1 Independent
Reading
page 41 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
Teacher Notes
Students will be using
dictionaries to look up the words
on their context clues chart to
confirm their definition and
determine other information about
the words. Students may need to
refer to the texts in which the
words were found in case they are
multiple meaning words.
SHARED READING
INDEPENDENT READING
WRITING
The Handout: Story Map includes Refer to Daily Lesson 1 Independent
literary elements additional to
Reading
those required by the
Performance Indicator. Decide
whether to expect students to
complete the additional parts of
the Handout: Story Map or not.
Students may need additional
time from Independent Reading
to complete the Performance
Indicator.
Last Updated 05/10/2013
page 42 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 5
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use a
dictionary to determine word
meanings, syllabication,
pronunciations, alternative word
choices, and parts of speech.
Suggested Duration: 25-30min.
Content Objective: Students
describe plot events in a fictional
story, the characters’
roles/functions in the plot, and the
point of view in which the story is
told.
Mini Lesson
1. Display the Anchor Chart:
Using Context Clues from
Daily Lesson 3 Word
Study.
1. Display and distribute the
Handout: Basic Story
Map (and the Handout:
Extended Story Map, if
applicable).
INDEPENDENT READING
Suggested Duration: 25 min.
Content Objective: Students write
responses to texts read
independently and provide
evidence from the text to
demonstrate understanding.
WRITING
Suggested Duration: 30 min.
Content Objective: Students
develop personal narrative drafts
that are focused, organized, and
coherent.
1. Display the Anchor Chart: 1. Display the Anchor Chart:
Reader Response
Transitional Words.
Questions. Review each of
Review the concept of
the questions.
transitional words and
discuss why authors use
2. Review how and why
2. Explain that students will
them. Ask: What
readers use context clues. 2. Review the literary
choose which question or
transitional words
elements on the Handout:
questions they would like
would be found in a
3. Display the Anchor Chart:
Basic Story Map.
to answer as a response
personal narrative?
Dictionary Information.
to reading a literary text
Discuss responses.
3. Display the prompts for
(e.g., fiction, drama,
4. Display the selected
the Performance Indicator.
literary nonfiction, and
2. Display the sequential
dictionary entry. Review
poetry). Tell them their
graphic organizer
where to find all the
4. Explain that students will
response must reflect
representing the
dictionary information
choose a fictional story to
understanding
and
have
events/ideas for the
listed on the chart.
read independently. Tell
text evidence.
personal narrative in the
them that they will
5. Select one of the words
Teacher Writer’s
complete a story map and
3. If applicable, model writing
recorded on the Anchor
Notebook.
respond to the two
a response to one of the
Chart: Using Context
prompts in their Reader’s
questions using a selected 3. Display the thesis
Clues. Review the context
Notebooks.
literary text from the
statement for the personal
clues and inferred
collection.
(optional)
narrative in the Teacher
definition on the chart. If
Writer’s Notebook.
necessary, use the text
Last Updated 05/10/2013
page 43 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
from Daily Lesson 3 Word
Study and reread the word
in context.
4. Model writing the middle of
the personal narrative.
Think Aloud about how
everything that is written
needs to support the
thesis statement. Model
using transitional words to
link sentences and
paragraphs.
6. Model using the dictionary
to confirm the meaning of
the selected word and to
find other information
about the word. Record
the information on the
Anchor Chart: Dictionary
Information.
Learning Applications
1. Students review the chart
in their Word Study
Notebooks used to collect
words, context clues, and
inferred definitions from
Daily Lesson 3 Word
Study.
1. Students select a fictional
story from the collection.
1. Students use the
events/ideas on their
sequential graphic
2. Students read their
organizer to draft the
selected fictional story
2. Students choose a
beginning of their
independently.
question or questions from
personal narratives.
the Anchor Chart: Reader
Remind students that what
3. Students complete the
Response Questions that
they include in their
Handout: Story Map (and
2. Students use the chart in
relates to using strategies
personal narrative needs
Handout: Extended Story
their Word Study
while reading or relates to
to support their thesis.
Map, if applicable) with the
Notebooks similar to the
the literary genre they
literary elements from their
Anchor Chart: Dictionary
chose.
2. Tell students to choose
selected fictional story.
Information.
their words carefully in
3. Students read and monitor
order to create images in
4. Students respond to the
3. Students use the
comprehension.
their readers’ minds.
two prompts in their
dictionary to confirm the
Reader’s Notebooks.
4. Students write a response
definitions of the words
to reading using their
collected in Daily Lesson 3
chosen question. Students
Word Study. Students also
provide text evidence in
find other dictionary
their response.
information about the
Last Updated 05/10/2013
1. Students select their
literary text for
Independent Reading.
page 44 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
words. Students record
the information on their
new chart.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
1. Collect students
1. Students share their
dictionary information of 2completed Handout: Story
responses with a partner.
3 words in their Word
Map and their Reader’s
Study Notebooks with a
Notebooks for
partner.
assessment.
1. Choose 2-3 students to
share their thesis
statement and the
beginning and middle of
their personal narrative.
2. Ask: Does the story so
far support the thesis?
Discuss responses. What
words or phrases did
the writer use that
created images in your
head? Discuss
responses.
Last Updated 05/10/2013
page 45 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 6
SHARED READING
TEKS
INDEPENDENT READING
Ongoing TEKS
5.Fig19A,C,D
5.6A,B,C
5.5
Key Understandings and Guiding
Questions
TEKS
5.Fig19A,B,C,D,E,F
Understanding literary
elements facilitates the
reader’s ability to make
meaning of the text.
Ongoing TEKS
5.1A
5.9A
5.18C
Readers use strategies to
support understanding of text.
- What strategies do readers use to
help maintain understanding of text?
- How and why do readers analyze
literary elements to gain a better
understanding of drama?
Readers use writing to
communicate deeper
understanding of texts.
WRITING
TEKS
Ongoing TEKS
5.15B
5.17A
5.20Avii
Authors use writer’s craft to
engage and sustain the
reader’s interest and enhance
understanding.
- What do authors do to engage their
readers?
- How can readers demonstrate
understanding through writing?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
Vocabulary of Instruction
Drama
Script
Subordinating conjunction
Last Updated 05/10/2013
page 46 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
SHARED READING
INDEPENDENT READING
WRITING
Materials
Reader’s Notebook (1 per
student)
Grade-appropriate fictional
drama/play (class set)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Collection of literary texts
including fiction, drama, literary
nonfiction, and poetry for student
selection
Chart paper (if applicable)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Handout: Basic Story Map (1
per student)
Handout: Extended Story
Map (1 per student, optional)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select a grade-appropriate
drama/play. Be sure there is a
copy for each student in the
class.
2. Prepare to display the Anchor
2. Prepare to display the Anchor
Chart: Reader Response Questions
Chart: Subordinating
from Daily Lesson 1 Independent
Conjunctions from Unit 03,
Reading.
Lesson 02, Daily Lesson 15
Writing. If applicable, add
additional subordinating
conjunctions to the list and
provide examples of
subordinating conjunctions in
context.
3. Duplicate the Handout: Story
Map for each student. If using
the Handout: Extended Story
Map, duplicate it also.
Background Information
This Daily Lesson focuses on the
Knowledge and Skills statement for
Refer to Daily Lesson 1 Independent
Reading
Last Updated 05/10/2013
1. Prepare to display visuals as
appropriate.
Subordinating conjunction - introduces a
dependent clause and connects it to an
page 47 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
Teacher Notes
SHARED READING
INDEPENDENT READING
WRITING
Drama (5.5). The Knowledge and Skills
statement says “Students understand,
make inferences, and draw conclusions
about the structure and elements of drama
and provide evidence from text to support
their understanding.” This Knowledge and
Skill statement is the “Supporting
Standard,” not the student expectation
(5.5A).
This Instructional Routine partially assesses
Performance Indicator 05.
independent clause (e.g., because, when,
unless)
Example of usage:
Both students and teachers were at the
assembly because of a special guest.
Independent clause - a group of words
containing a subject and a verb that can
stand alone as a complete sentence; also
called a main clause
Dependent clause - a group of words with
a subject and a verb that modifies a main
or independent clause to which it is
joined (e.g., until you leave in I will wait
until you leave); also called a subordinate
clause
Try to find a grade-appropriate drama/play
that corresponds with a previously read
fictional story to use for comparison.
Refer to Daily Lesson 1 Independent
Reading
Last Updated 05/10/2013
page 48 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 6
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 25-30 min.
Content Objective: Students understand,
make inferences, and draw conclusions
about the structure and elements of drama.
Suggested Duration: 25-30 min.
Content Objective: Students write
responses to texts read independently and
provide evidence from the text to
demonstrate understanding.
Mini Lesson
1. Display and distribute the selected 1. Display the Anchor Chart: Reader
drama/play.
Response Questions. Review
each of the questions.
2. Ask: What type of literary text is
this? Discuss responses.
2. Explain that students will choose
which question or questions they
3. Ask: How is drama different
would like to answer as a
from the fictional stories we
response to reading a literary text
have been reading? Discuss
(e.g., fiction, drama, literary
responses including that it has a
nonfiction, and poetry). Tell them
script and there is less
their response must reflect
description, so a reader has to do
understanding and have text
more inferring through dialogue
evidence.
about what is happening.
3. If applicable, model writing a
4. Ask: How is drama the same as
response to one of the questions
the fictional stories we have
using a selected literary text from
been reading? Discuss
the collection. (optional)
responses including that it usually
includes the same literary
elements as fictional stories (e.g.,
setting, events/plot, characters,
theme, etc.).
WRITING
Suggested Duration: 30 min.
Content Objective: Students develop
personal narrative drafts that are focused,
organized, and coherent
1. Display the Anchor Chart:
Subordinating Conjunctions from
Unit 03, Lesson 02, Daily Lesson
15 Writing. Review the concept of
a subordination conjunction and
provide examples in context.
2. Display the sequential graphic
organizer representing the
events/ideas for the personal
narrative in the Teacher Writer’s
Notebook.
3. Display the thesis statement for
the personal narrative in the
Teacher Writer’s Notebook.
4. Model writing the end of the
personal narrative. Think Aloud
about how everything that is
written needs to support the thesis
statement.
5. Display and distribute the
Handout: Basic Story Map (and
Last Updated 05/10/2013
page 49 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
the Handout: Extended Story
Map, if applicable). Review the
literary elements on the Handout:
Basic Story Map.
Learning Applications
1. Divide the students into groups
based on the number of
characters in the drama/play.
2. Students assign roles and read
the drama/play together.
3. Students complete the Handout:
Story Map (and Handout:
Extended Story Map, if
applicable) with the literary
elements from the drama/play.
1. Students select their literary text
for Independent Reading.
2. Students choose a question or
questions from the Anchor Chart:
Reader Response Questions that
relates to using strategies while
reading or relates to the literary
genre they chose.
1. Students use the events/ideas on
their sequential graphic organizer
to draft the end of their personal
narratives. Remind students that
what they write needs to support
their thesis.
3. Students read and monitor
comprehension.
4. Students write a response to
reading using their chosen
question. Students provide text
evidence in their response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. As a class, discuss the literary
elements of the selected
drama/play.
1. Students share their responses
with a partner.
2. Ask: What do readers need to
be successful at reading a
drama/play? Discuss responses.
2. Collect Reader’s Notebooks to
assess students’ entries.
Last Updated 05/10/2013
1. Choose a couple of students to
share their thesis statement and
their personal narrative. Ask:
Does the narrative support the
thesis? Discuss responses.
page 50 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
Ongoing
TEKS
5.2C,E
Key Understandings and
Guiding Questions
SHARED READING
TEKS
Ongoing
TEKS
5.Fig19C,D
5.4A
5.14C
An extensive
vocabulary enhances
written and oral
communication.
- Why is it important that
readers and writers improve
their knowledge of words?
Authors choose
language and form for
audience and purpose.
- How does language and
form affect a reader?
INDEPENDENT READING
TEKS
5.Fig19C,D
5.8A
Ongoing
TEKS
5.1A
5.9A
5.28A
Readers use strategies
to support
understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
WRITING
TEKS
5.15C
5.17A
5.20C
5.21Bi
Ongoing
TEKS
5.20B
Authors use writer’s
craft to engage and
sustain the reader’s
interest and enhance
understanding.
- What do authors do to
engage their readers?
Authors choose
language and form for
audience and purpose.
- How does language and
form affect a reader?
Vocabulary of Instruction
Analogy
Synonym
Antonym
Poetry
Alliteration
Rhyme
Internal rhyme
Rhyme scheme
Last Updated 05/10/2013
Sensory detail
Imagery
Figurative language
Revise
Simple sentence
Compound sentence
Subject-verb
agreement
page 51 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Onomatopoeia
Consonance
Assonance
Materials
Word Study Notebook
(1 per student)
Dictionary (class set)
Thesaurus (class set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Highlighter (1 per
student)
Grade-appropriate
song with
accompanying lyrics
(class set)
Collection of gradeappropriate poems
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Teacher Reader’s
Notebook (1)
Grade-appropriate
poem for modeling (1)
Collection of gradeappropriate poems
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
Anchor Chart: Evaluating
Sensory Language in
Poetry from Unit 01,
Lesson 03, Daily Lesson
20 Shared Reading.
2. Reread the personal
narrative draft in the
Teacher Writer’s
Notebook. Look for simple
sentences that could be
combined to make
compound sentences. If
Attachments and
Resources
Advance Preparation
2. Add additional examples of 2. Prepare to display the
synonym and antonym
Anchor Chart: Poetic
analogies to the Anchor
Techniques- Sound
Chart: Analogies from Unit
Effects from Unit 01,
03, Lesson 01, Daily
Lesson 03. All of the
Lesson 1 Word Study.
Vocabulary of Instruction
should be listed on the
Last Updated 05/10/2013
page 52 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
Anchor Chart as well as
the steps for analysis
(refer to Background
Information).
WRITING
there are not any, create
a chart with simple
sentences that could be
combined into compound
sentences. Plan to model
using commas in
compound sentences as
well.
3. Prepare to display the
Anchor Chart: Revisions
from Unit 03, Lesson 01,
Daily Lesson 8 Writing.
Background Information
Steps in analyzing the sound
effects in poetry
Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
Identify sound effect(s) touched
Identify meaning in the Imagery - the use of language to
poem
create mental images and
Explain ways the sound sensory impressions. Imagery
effect contributes to
can be used for emotional effect
meaning
and to intensify the impact on the
Last Updated 05/10/2013
A simple sentence contains only
one independent clause, a
complete thought that can stand
alone as a sentence.
A compound sentence consists of
two or more simple sentences
joined by a coordinating
conjunction and a comma.
page 53 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
SHARED READING
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words or
stressed syllables (e.g., “furrow
followed free” in Coleridge’s The
Rime of the Ancient Mariner)
Internal rhyme - a rhyme within the
same line of verse, as dreary and
weary in Poe’s The Raven: “Once
upon a midnight dreary, while I
pondered, weak and weary.” Onomatopoeia - the use of words
that sound like what they mean
(e.g., buzz and purr); a poetic
device to produce this effect
Rhyme scheme - the pattern of
rhyming lines (e.g., ABAB, ABBA)
Consonance - the repetition of
internal or ending consonant
sounds close together (e.g., I
dropped the locket in the thick
mud.)
Assonance - the repetition of
vowel sounds in words close
together (e.g., I made my way to
the lake.)
Last Updated 05/10/2013
INDEPENDENT READING
WRITING
reader. The following is an
example of imagery from Romeo
and Juliet: Her eyes in heaven/
Would through the airy region
stream so bright/ That birds
would sing and think it were not
night (2.2.20–22).
Figurative language - language
not intended to be taken literally
but layered with meaning
through the use of imagery,
metaphors, and other literary
devices
Steps in evaluating the use of
sensory language in literary texts
Identify sensory
details, imagery, and
figurative language
(e.g., simile, metaphor,
and non-literal
words/phrases) in the
text
Determine the effectiveness of
sensory details, imagery, and
figurative language by considering
their impact on the reader (e.g.,
stirs the emotions, evokes mental
images, gains/evokes support)
page 54 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
WORD STUDY
Teacher Notes
This Word Study Daily Lesson is a
review of the process started in
Unit 02, Daily Lesson 1 Word
Study. Students continue to
produce and analyze additional
analogies to add to their Word
Study Notebooks.
SHARED READING
INDEPENDENT READING
WRITING
Students need to have no more
than a one-page personal
narrative (26 lines). Some
students may need to revise to
make their narratives shorter.
Last Updated 05/10/2013
page 55 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 10 min.
Content Objective: Students
produce analogies using
synonyms and antonyms.
Mini Lesson
1. Display the Anchor Chart: 1. Display the Anchor Chart: 1. Explain that poetry not
1. Display Anchor Chart:
Analogies. Ask students to
Poetic Techniques only uses sound effects to
Revision. Review the
turn to a partner and
Sound Effects. Review the
create meaning, but uses
purpose of revision.
discuss the new
different sound effects
sensory language to also
2. In the Teacher Writer’s
analogies.
poets use in poems. Also,
create meaning by helping
Notebook, model revising
review the steps in
the reader visualize what
2. Discuss what students
for simple and compound
analysis.
is in the poem.
noticed about the words
sentences. Show students
and the relationships
2. Display and distribute the 2. Display the Anchor Chart:
how to take two simple
between words. Label the
lyrics to the selected song.
Evaluating Sensory
sentences and combine
synonym analogies with
Explain that songs are a
Language in Poetry from
them to make a compound
an S and the antonym
type of poem and that
Unit 01, Lesson 03, Daily
sentence using a
analogies with an A.
they are played through
Lesson 20 Shared
conjunction and a comma.
media (like radio stations)
Reading. Review the steps
3. Think Aloud about the
3. Think Aloud and revise
to convey a message.
in evaluating the impact of
process for
other areas in the
Play the selected song.
sensory language in
producing/creating an
modeled personal
poems.
analogy with synonyms
3. Ask: What sound effects
narrative. Consider focus,
and antonyms. Use a
did the author of this
3. In the Teacher Reader’s
organization, and
dictionary or thesaurus as
song use? Discuss
Notebook, draw a twocoherence. If the modeled
a resource.
responses and highlight
column chart. Label the
personal narrative is
places in the lyrics where
first column Sensory
longer than one-page (26
Suggested Duration: 25-30 min.
Content Objective: Students
analyze how poets use sound
effects to reinforce meaning in
poems.
Last Updated 05/10/2013
Suggested Duration: 25-30 min.
Content Objective: Students
evaluate the impact of sensory
details, imagery, and figurative
language in literary texts.
Suggested Duration: 30 min.
Content Objective: Students revise
their personal narrative drafts for
focus, organization, and
coherence. Students use
complete simple and compound
sentences including commas
when necessary.
page 56 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. Students create two new
analogies in their Word
Study Notebooks, one
the author used sound
Language. Label the
effects such as alliteration,
second column How It
rhyme, internal rhyme,
Impacted Me.
rhyme scheme,
4. Display and read the
onomatopoeia,
selected poem for
consonance, and/ or
modeling.
assonance.
5. Choose 2-3 examples of
4. Ask: What is the
sensory language and
meaning of this song?
record them in the first
What does the author
column of the chart in the
want you to know, think,
Teacher Reader’s
or feel? Discuss
Notebook.
responses.
6. Think Aloud about the
5. Ask: How do the sound
impact of the sensory
effects contribute to
language recorded and
the meaning of the
how it impacted the
song? Discuss
meaning and how it
responses.
helped with visualization.
6. Ask: What is the
Record thoughts and
author’s point of view
ideas in the second
on the subject of the
column.
song? Discuss
responses.
lines), model revising to
make it shorter yet keep
the message consistent.
1. Tell students that they are 1. Students create the same
going to select a poem
two-column chart in their
with a partner and analyze
Reader’s Notebooks.
1. Students reread their
personal narrative to a
partner. The partner gives
Last Updated 05/10/2013
page 57 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
synonym analogy and one
antonym analogy.
2. Provide dictionaries and
thesauruses for student
reference if needed.
it for how the sound
effects contribute to the
meaning of the poem.
2. With a partner, students
select a poem from the
collection.
3. Students read the poem
together and highlight the
different sound effects
that the author used.
4. Students discuss and
record the meaning (or
message) of the poem in
their Reader’s Notebooks.
2. Students select a poem
from the collection and
read it independently.
3. Students record sensory
language found in the
poem and how it impacted
them as a reader in the
two-column chart.
suggestions for revision.
Students use the Anchor
Chart: Revision as a
resource.
2. Students revise their draft
for clarity and to enhance
meaning. Students also
revise for simple and
compound sentences.
Remind students that their
narratives should not be
longer than one page (26
lines).
5. Students discuss and
record how the sound
effects contribute to the
meaning of the poem in
their Reader’s Notebooks.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share analogies
in groups of 3-4 students.
1. Students share their poem 1. Students share their poem 1. Choose 2-3 students to
and their responses with
and chart with a partner or
share their thesis
another pair of students.
small group.
statement and their
revised personal
narrative. Ask: Does the
story support the
thesis? Discuss
responses.
Last Updated 05/10/2013
page 58 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 8
SHARED READING
TEKS
Ongoing TEKS
5.Fig19C,D
5.7A
Key Understandings and
Guiding Questions
INDEPENDENT READING
Authors choose language
and form for audience and
purpose.
- How does language and form
affect a reader?
TEKS
5.Fig19C,D
5.8A
Ongoing TEKS
5.1A
5.9A
5.28A
Readers use strategies to support
understanding of text.
- What strategies do readers use to help
maintain understanding of text?
Authors choose language and form
for audience and purpose.
WRITING
TEKS
5.15D
5.21Bi,C
Ongoing TEKS
5.21Ai-iii,Bii
Authors use writer’s craft to
engage and sustain the
reader’s interest and
enhance understanding.
- What do authors do to engage their
readers?
- How does language and form affect a
reader?
Vocabulary of Instruction
Sensory detail
Imagery
Figurative language
Biography
Autobiography
Sensory detail
Imagery
Figurative language
Edit
Reader’s Notebook (1 per
student)
Reader’s Notebook (1 per student)
Collection of grade-appropriate
Writer’s Notebook (1 per
student)
Materials
Last Updated 05/10/2013
page 59 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
SHARED READING
INDEPENDENT READING
Teacher Reader’s Notebook
(1)
Grade-appropriate biography
or autobiography (class set)
Chart paper (if applicable)
poems and
biographies/autobiographies for
student selection
Chart paper (if applicable)
WRITING
Teacher Writer’s Notebook
(1)
Colored pen or pencil (1 per
student)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select a grade-appropriate
biography or autobiography that
contains literary language and
devices such as sensory, detail,
imagery, simile, metaphor, and
other non-literal language.
2. Prepare to display the Anchor Chart:
Evaluating Sensory Language in
Literary Texts (used to say “Poetry”).
2. Prepare to use the TeacherCreated Handout: Editing
Checklist from Unit 03, Lesson
01, Daily Lesson 09 Writing. Add
any applicable skills related to
capitalization and punctuation.
Prepare to demonstrate using
italics and underlining for titles
and emphasis.
3. Prepare to display the Anchor
Chart: Evaluating Sensory
Language in Poetry. Cross out
the words poetry and poems on
the chart and write Literary Texts
in their place.
Background Information
Refer to Daily Lesson 7 Independent
Reading
Autobiography - the life story of a person
as told by himself or herself
Biography - an account or interpretation of
a series of events making up a person’s
life
Last Updated 05/10/2013
page 60 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
SHARED READING
INDEPENDENT READING
WRITING
Literary nonfiction - a type of narrative
based on actual persons, places, and
things. In literary nonfiction, a writer
may construct text in any number of
ways and is not limited to the
organizational patterns normally
associated with nonfiction texts. (e.g.,
biography, autobiography, memoir)
Teacher Notes
Students are only editing for capitalization
and punctuation in this Daily Lesson.
Last Updated 05/10/2013
page 61 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 8
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 30-35 min.
Content Objective: Students identify literary
language and devices used in biographies
and autobiographies.
Mini Lesson
1. Display the Anchor Chart:
1. Display the Anchor Chart:
Evaluating Sensory Language in
Evaluating Sensory Language in
Poetry with the words poetry and
Literary Texts (used to say
poems marked out. Explain that all
“Poetry”).
literary texts can include sensory
2. Tell students that they will choose
language including poems, literary
poetry or
nonfiction
biographies/autobiographies to
(biography/autobiography),
read independently.
drama, and fiction.
3. Instruct them to continue recording
2. Display and distribute the selected
examples of sensory language in
biography or autobiography. Ask:
the two-column chart in their
Is this a biography or
Reader’s Notebooks.
autobiography? How do you
know? Discuss responses.
Suggested Duration: 30-35 min.
Content Objective: Students evaluate the
impact of sensory details, imagery, and
figurative language in literary texts.
3. Display the two-column chart in
the Teacher Reader’s Notebook
from Daily Lesson 7 Independent
Reading.
WRITING
Suggested Duration: 30 min.
Content Objective: Students edit their
drafts for punctuation and capitalization.
1. Distribute and display the
Teacher Created Handout:
Editing Checklist.
2. Review previous expectations for
punctuation and capitalization.
3. Explain any new
expectations/rules for punctuation
and capitalization. Demonstrate
how to use italics and underlining
for titles and to show emphasis in
writing.
4. In the Teacher Writer’s Notebook,
model using the editing checklist
to correct punctuation and
capitalization errors using a
colored pen or pencil.
4. Read a portion of the biography or
autobiography aloud.
5. Think Aloud about the literary
language and devices including
the portion that was read aloud.
Last Updated 05/10/2013
page 62 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Record 1-2 examples in the twocolumn chart in the Teacher
Reader’s Notebook. Record the
impact of the examples in the
second column.
Learning Applications
1. Instruct students to continue
reading the biography or
autobiography and find examples
of literary language and devices.
2. Students continue to read the
biography or autobiography.
3. Students record examples of
literary language and devices in
the two-column chart in their
Reader’s Notebooks. Students
record how it impacts them as a
reader in the second column of
the chart.
1. Students select a poem, biography, 1. Students use the Teacheror autobiography to read
Created Handout: Editing
independently.
Checklist to correct punctuation
and capitalization errors using a
2. Students read and record examples
colored pen or pencil.
of sensory language on the twocolumn chart in their Reader’s
2. Monitor and provide assistance
Notebooks.
with editing.
3. Students record how the sensory
details impact them as a reader in
the second column.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. As a class, discuss the examples
of literary language and devices
used in the biography or
autobiography.
1. Students share their two-column
chart with a partner or small group.
1. Choose 2-3 students to share
their personal narrative. Ask:
Does the story support the
thesis? Discuss responses.
2. Collect Writer’s Notebooks to
teacher-edit for punctuation and
capitalization.
2. Ask: How did the author
present the events in this
person’s life? Discuss
responses.
Last Updated 05/10/2013
page 63 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
Ongoing
TEKS
5.2D,E
Key Understandings and
Guiding Questions
SHARED READING
TEKS
Ongoing
TEKS
5.Fig19C,D,F
5.3A
An extensive
vocabulary enhances
written and oral
communication.
- How can recognizing
idioms and adages lead to a
better understanding of the
English Language?
Recognizing
commonalities and
differences allow
readers to make
connections.
- Why do readers compare
texts?
Readers create
connections to make
text personally relevant
and useful.
INDEPENDENT READING
TEKS
5.Fig19C,D
5.8A
Ongoing
TEKS
5.1A
5.9A
5.28A
Readers use strategies
to support
understanding of text.
- What strategies do readers
use to help maintain
understanding of text?
WRITING
TEKS
Ongoing
TEKS
5.15D
5.20Aiii,vii,viii,C
5.22Bi-iv
5.20Ai,ii,iv-vi,B
5.22Ai-iii,C,D,E
Authors use writer’s
craft to engage and
sustain the reader’s
interest and enhance
understanding.
- What do authors do to
engage their readers?
Authors choose
language and form for
audience and purpose.
- How does language and
form affect a reader?
- How can making
connections help with
comprehension?
Vocabulary of Instruction
Idiom
Adage
Literal meaning
Connection
Theme
Last Updated 05/10/2013
Sensory detail
Imagery
Figurative language
Edit
page 64 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Figurative meaning
Materials
Word Study Notebook
(1 per student)
Dictionary (class set)
Thesaurus (class set)
Note card (1 per
student)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
2 grade-appropriate
literary texts from
different genres with
similar themes (class
set of each)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Collection of literary
texts including fiction,
drama, literary
nonfiction, and poetry
for student selection
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Word Study Notebook
(1 per student)
Colored pen or pencil
(1 per student)
Chart paper (if
applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
Advance Preparation
2. Add additional examples of 2. Select two literary texts
2. Prepare to display the
idioms to the Anchor
from different genres
Anchor Chart: Evaluating
Chart: Idioms from Unit 03,
(e.g., fiction, poetry,
Sensory Language in
Lesson 01, Daily Lesson 2
drama, literary nonfiction).
Literary Texts (used to
Word Study.
Choose one to read aloud
say “Poetry”).
during the Mini Lesson.
3. Add additional examples of
The other will be read by
adages to the Anchor
students in Learning
Chart: Adages from Unit
Applications.
03, Lesson 01, Daily
Lesson 3 Word Study.
3. Create a large graphic
Last Updated 05/10/2013
2. Teacher-edit student
Writer’s Notebooks for
missed capitalization and
punctuation errors.
3. Prepare to use the
Teacher-Created
Handout: Editing Checklist
from Unit 03, Lesson 01,
Daily Lesson 9 Writing.
Add any applicable skills
page 65 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
WORD STUDY
4. Write a different idiom or
adage on each note card.
Background Information
SHARED READING
INDEPENDENT READING
organizer for comparing
texts (e.g., Venn diagram).
This Instructional Routine
assesses Performance Indicator
06.
Idiom - an expression that has a
different meaning from the literal
meaning of its individual words
(e.g., have the upper hand or
under the weather). Idioms are
particular to a given language
and usually cannot be translated
literally.
Adage - a short but memorable
saying that holds some important
fact considered true by many
people (e.g., Don’t judge a book by
its cover.)
WRITING
students need to focus on
related to grammar and/or
spelling.
Refer to Daily Lesson 7
Independent Reading
This Instructional Routine
assesses Performance Indicator
02.
Teacher Notes
Students are editing for spelling
and grammar in this Daily
Lesson.
Last Updated 05/10/2013
page 66 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 9
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
identify and explain common
idioms and adages to understand
the use of these phrases.
Suggested Duration: 25-30 min.
Content Objective: Students make
connections between texts of
various genres and provide textual
evidence to support their ideas.
Suggested Duration: 25-30 min.
Content Objective: Students
evaluate the impact of sensory
details, imagery, and figurative
language in literary texts.
Suggested Duration: 20 min.
Content Objective: Students edit
their personal narrative drafts for
spelling and grammar.
Mini Lesson
1. Display the Anchor Chart:
Idioms. Choose students
to read the examples and
define the term idiom. Use
a dictionary or thesaurus
as a resource.
1. Ask: Why do readers
compare texts? Discuss
responses.
1. Display the Anchor Chart:
Evaluating Sensory
Language in Literary
Texts (used to say
“Poetry”).
1. Ask: What is editing?
How is it different from
revision? Discuss
responses.
2. Display the Anchor Chart:
Adages. Choose students
to read the examples and
define the term adage.
Use a dictionary or
thesaurus as a resource.
2. Ask: How does making
connections help with
comprehension?
Discuss responses.
INDEPENDENT READING
2. Tell students that they will
choose a literary text to
read independently.
3. Explain that they are going
to be making connections 3. Instruct them to continue
between two literary texts
recording examples of
from different genres.
sensory language in the
two-column chart in their
4. Display the selected
3. Discuss the terms literal
Reader’s Notebooks.
literary text to be read
and figurative meaning.
aloud. Introduce the text
Using an example from the
and genre. Think Aloud
chart, compare the literal
about what the text may
meaning to the figurative
be about.
meaning of an idiom or
adage.
5. Read the text aloud and
model how to monitor
comprehension while
reading. Make connection
to previous texts read if
Last Updated 05/10/2013
WRITING
2. Distribute and display the
Teacher-Created
Handout: Editing
Checklist. Review the
spelling and grammar
rules on the checklist.
3. In the Teacher Writer’s
Notebook, model editing
for spelling and grammar.
Remind students of the
resources they may use to
help them spell. If
necessary, model how to
use a dictionary to check
spelling.
page 67 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
applicable.
Learning Applications
1. Distribute a note card with
an idiom or adage to each
student.
2. Students add the idiom or
adage to their Word Study
Notebooks and illustrate
the literal and figurative
meaning of the idiom or
adage.
1. Distribute the other
selected literary text.
2. With a partner, students
read the literary text.
Students monitor their
comprehension and make
connections to the text
read during the Mini
Lesson.
3. Provide dictionaries and
thesauruses for student
reference if needed.
1. Students select a literary
1. Students edit their
text to read independently.
personal narratives for
spelling and grammar.
2. Students read and record
Students use available
examples of sensory
resources to help them
language on the twospell.
column chart in their
Reader’s Notebooks.
3. Students record how the
sensory details impact
them as a reader in the
second column.
4. If students finish they may
switch note cards and
illustrate a second idiom
or adage.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their idiom
or adage and their
illustrations with the class
including the literal and
figurative meanings.
1. Display the large graphic
organizer to compare the
literary texts.
1. Students share their twocolumn chart with a
partner or small group.
2. Ask: What was the
2. Collect Reader’s
theme in both texts?
Notebooks to assess
Discuss responses and
students’ two­column
ask student to provide text
charts with sensory
evidence to support their
language.
ideas. Record the
theme(s) and the text
evidence on the graphic
Last Updated 05/10/2013
1. Choose a couple of
students to share their
personal narrative. Ask:
Does the story support
the thesis? Discuss
responses.
2. Collect Writer’s Notebooks
to teacher-edit for spelling
and grammar.
page 68 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
organizer.
3. Ask: What was the same
about the two texts?
What was different
about the two texts?
Discuss and record
responses on the graphic
organizer.
4. Ask: How did making
connections help you
understand the texts
better? Discuss
responses.
Last Updated 05/10/2013
page 69 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Making Connections across Literary Genres
Lesson Preparation
Daily Lesson #: 10
SHARED READING
TEKS
5.Fig19C,D,F
5.3A
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
5.1A
5.18C
TEKS
5.Fig19C,D,F
5.3A
Recognizing commonalities
and differences allow readers
to make connections.
Ongoing TEKS
5.18C
Readers use strategies to
support understanding of text.
- What strategies do readers use to
help maintain understanding of text?
- Why do readers compare texts?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
WRITING
Readers use writing to
communicate deeper
understanding of texts.
TEKS
5.17A
Ongoing TEKS
5.15E
Authors use writer’s craft to
engage and sustain the
reader’s interest and enhance
understanding.
- What do authors do to engage their
readers?
- How can readers demonstrate
understanding through writing?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
Vocabulary of Instruction
Connection
Theme
Connection
Theme
Last Updated 05/10/2013
Publish
page 70 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
SHARED READING
INDEPENDENT READING
WRITING
Materials
Reader’s Notebook (1 per
student)
Teacher Reader’s Notebook
(1)
2 grade-appropriate literary
texts from different genres with
similar themes (class set of
each)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
2 grade-appropriate literary
texts from different genres with
similar themes from Shared
Reading (class set of each)
Chart paper (if applicable)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Publishing paper (1-5 sheets
per student, optional)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Teacher­edit student Writer’s
Notebooks for missed spelling
errors.
2. Select two literary texts from
different genres (e.g., fiction,
poetry, drama, literary nonfiction)
to assess the Performance
Indicator.
Background Information
This Instructional Routine assesses
Performance Indicator 01.
Teacher Notes
Both Shared and Independent Reading will
be used to complete the Performance
Indicator.
1. Prepare to display visuals as
appropriate.
This Instructional Routine assesses
Performance Indicator 01.
This Instructional Routine assesses
Performance Indicator 05.
Last Updated 05/10/2013
This Instructional Routine assesses
Performance Indicator 04.
Depending on the resources available,
students may use a computer for the final
copy or write the final copy by hand.
Students complete the final copies of their
personal narratives.
page 71 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 25-30 min.
Content Objective: Students make
connections between texts of various
genres and provide textual evidence to
support their ideas.
Suggested Duration: 25-30 min.
Content Objective: Students make
connections between texts of various
genres and provide textual evidence to
support their ideas.
Suggested Duration: 25-30 min.
Content Objective: Students publish their
personal narratives for an audience.
Mini Lesson
1. Display the large graphic
organizer from the end of Daily
Lesson 9 Shared Reading.
1. Remind students of the
expectations for the Performance
Indicator.
1. Ask: What is publishing? What
do you need to remember
when publishing? Discuss
responses.
2. In the Teacher Reader’s
Notebook, model writing a
response that makes connections
between the two texts including
the similarities and differences in
theme. Include text evidence to
support the ideas in the response.
2. Model both incorrect and correct
publishing from the personal
narrative in the Teacher Writer’s
Notebook.
3. Explain that they will be reading
two literary texts from different
genres. They need to create a
graphic organizer to compare the
texts including the theme of the
texts. Tell them that after they
complete the graphic organizer,
they will write a response in their
Reader’s Notebooks that that
makes connections between the
two texts including the similarities
and differences in theme. Remind
them to include text evidence to
Last Updated 05/10/2013
page 72 of 75 Grade 5
English Language Arts and Reading
Unit: 04A
Lesson: 01
Suggested Duration: Days 1-10
support the ideas in the response.
Learning Applications
1. Distribute the selected literary
texts from different genres.
1. Students continue to work on the
Performance Indicator.
1. Students publish their personal
narrative.
2. Students read the selected texts
independently.
3. After reading, students create a
graphic organizer in their Reader’s
Notebooks to compare the two
literary texts including their theme.
4. Using the completed graphic
organizer, students write a
response that makes connections
between the two texts including
the similarities and differences in
theme. Students include text
evidence to support their ideas in
the response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Tell students they will have
additional time to complete the
Performance Indicator in
Independent Reading.
1. Ask: How did making
connections help you
understand the texts better?
Discuss responses.
2. Collect Reader’s Notebooks to
assess the Performance Indicator
and other student entries.
1. In pairs, students share their
personal narratives.
2. Collect students’ published
personal narratives and their
Writer’s Notebooks to assess the
Performance Indicator.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/10/2013
page 73 of 75 Fifth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Basic Story Map
Title
Use capital letters and
underline.
Character
List the characters and
tell about their roles
and relationships.
Setting
Describe the time,
place, and
environment.
Conflict
Describe the conflict.
Tell if it is Man vs. Man
or Man vs. Self.
Events
List the important
events. Be sure to
summarize, not give
every detail.
Resolution
Tell how the conflict
was solved.
Theme/Message
Explain what lesson
the character learned.
Point of View
Describe the point of
view the story is
written in.
©2012, TESCCC
09/25/12
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Fifth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Extended Story Map
Title
Character
Why is the main
character significant in
this story?
Setting
Why is this setting
appropriate for the
story?
Conflict
Why is this conflict
significant to the story?
Events
How do these events
affect the conflict and
lead to future events?
Resolution
Why was this
resolution appropriate
for the story?
Theme/Message
How does the theme
affect you as a reader?
Point of View
How does the point of
view affect how the
readers’ understanding
of the story?
©2012, TESCCC
09/25/12
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