Unit 4: Following Characters Into Meaning
Grade Level: 5
Timeframe: 5 Weeks
Unit Overview: Through selections from Journeys Common Core 5, readers critically explore and empathize with characters while reading to expand understanding
of characters’ traits, motivations, struggles and lessons. This important reading work deepens comprehension of the text. By teaching readers to think about characters,
teachers support students in their construction of meaning and inferential thinking. Students grow ideas about characters by reading quality fiction at levels determined
to be at their instructional levels. Although students have experienced character study previously, this unit pushes them to go deeper, to examine the characters by
viewing relationships, friendships, and internal and external characteristics. By becoming emotionally invested with text characters and a more complex understanding
of the texts they are reading. The continued use of Reading Workshop (Balanced Literacy) and all of its components will provide the student with multiple
opportunities to grow as readers. Throughout the unit the teacher should continue to model the skill or strategy he/she wants the students to learn (I Do), work on the
skill/strategy as a whole class (We Do), and then release them to practice on their own (You Do).
Enduring Understanding/ Essential Questions
• The single central goal of reading is to make meaning from the text.
• Great stories/books address universal themes of human existence and conflict. Some stories raise questions and answer them, some leave the questions for the reader
to interpret and ponder.
• Effective readers deliberately use specific strategies to help them better understand text and deepen comprehension.
• Effective teachers use specific strategies to help students better understand and deepen comprehension.
• Readers can understand the protagonists and secondary characters in their reading by making text-to-self, text-to-text and text-to-world connections.
What strategies do proficient readers utilize in order to maximize comprehension? How do effective readers summarize/synthesize information provided by a text?
How do readers monitor their comprehension and develop meaning from the text? How do readers determine the point of view of the narrator? How are characters’
actions predictable? How do these particular characters contribute to the telling of the story?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent .
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RI. 5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, at the high end of the grades 4-5
text complexity band independently and proficiently.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade level text with purpose and understanding.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.5.1 Engage in effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
CAR © Bormann and Wright 2009, 2011 explore ideas under discussion.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or
themes.
21st Century Skills Standard and Progress Indicators:
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration, Teamwork, and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability, Productivity, and Ethics
Unit 4 Target Vocabulary
Week 1: officially, preliminary, opponents, brutal, embarrassed, typically, gorgeous, supposedly, sweeping, obvious
Week 2: frantic, lunging, stride, checking, wheeled, bounding, shouldered, strained, romp, picturing
Week 3: critical, secured, realization, annoyance, bundle, clammy, commotion, demolished, elite
Week 4: issue, deteriorating, dependent, exception, granted, effective, urge, violations, ordinance, minimum
Week 5: record, incredibly, destination, suspense, required, insights, dependent, effective, diminishing, marveling
Unit 4 Academic Vocabulary
Week 1: interpret, inference, theme
Week 2: author’s craft, persuasion
Week 3: conclusion, generalization
Week 4: point of view, realistic fiction
Week 5: story structure
Application in Centers:
Reading-Students read books at their independent level and use post it notes to jot ideas/responses/findings in reader’s response notebook.
Writing- Throughout the unit, students will have multiple opportunities to read and write across a variety of forms for various purposes.
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles.
Word Work- Students complete word sorts that correspond to the assigned word study lessons or the teacher may assign previous lessons to specific students, based
on identified areas of need.
Technology—Students utilize technology to process and publish their narrative writing as well as to create multimedia presentations..
Instructional Plan
Pre-assessment
Pre-assessment
DRA; Guided Reading Anecdotal Notes; Running Records; EOU Assessments 3; SRI CAR © Bormann and Wright 2009, 2011 Reflection
DLO
SWBAT
Instructional
Practice
CAR © Bormann and Wright 2009, 2011 Student Strategies
Formative Assessment
Activities and Resources
Reflection
Day 1
SWBAT Read grade
level text with
sufficient accuracy and
fluency to support
comprehension.
Day 2
SWBAT Read grade
level text with purpose
and understanding.
Use context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary.
Day 3
SWBAT Read grade
level text with purpose
and understanding.
Use context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary
IRA
RW
Read Aloud
Mini Lesson
Modeling
CFU’s
Oral Responses
Teacher selected Graphic
Organizers to chart the
lessons learned by
characters in the text for
clarity and understanding..
Create Anchor Chart on
Theme
Independent completion of
organizers
Reader’s Notebooks-Open-ended questions-extended response—using
context clues to determine
theme. Teacher- created
prompt from lesson text.
Reader’s Notebooks-Open-ended questions—
poetry analysis. Teachercreated prompt from lesson
text.
Day 4
SWBAT Determine the
meaning of words and
phrases as they are used
in a text, including
figurative language
such as metaphors and
similes.
Day 5
SWBAT Determine the
meaning of words and
phrases as they are used
in a text, including
figurative language
such as metaphors and
similes.
RL.5.4, RL.5.10
CAR © Bormann and Wright 2009, 2011 Whole group completion of
graphic organizers.
Journeys*:
Day 1
Read Aloud “Fair or Foul” Unit 1 T318-T319
Minilesson Genre: Realistic Fiction (LLG 5, T195) Teacher
models the process by which readers notice how the events
and characters in realistic fiction are like events and people
in real life. Focus on one event in the story, such as
the comments the players make at halftime. Help students
understand that this event could happen in real life.
Suggested language: “The players seem just like people I
know. Why do you think their comments seemed like things
teammates could really say?” Guide students to identify
other events in the story that could happen in real life.
First Read “Elisa’s Diary,” Unit 1 T324-T335
Day 2
Second Read “Elisa’s Diary,” Unit 1 T329, T333, T335
(Your Turn, T338-T339)
Minilesson Theme (LLG5, T194)
Days 2-3
Teacher models (after shared reading of Elisa’s Diary) how
readers think about the lesson characters learn to understand
the theme, or the author’s message. Discuss the principle
with students, using examples from Elisa’s
Diary. Suggested language: “The author began the story
with a scene that showed how sad and afraid Elisa was in her
new home. Why do you think she did that?” Direct students’
attention to Elisa’s first conversation with José.
Suggested language: “Elisa assumed that José got as good a
grade as she did on the composition. What did she learn in
their conversation?” Begin Anchor Chart for Theme.
Day 3
Independent Reading “Elisa’s Diary,” Self-selected reading
Minilesson Theme Review/Reteach
Day 4
Read Aloud Poetry “Words Free as Confetti,” Unit 5, T342
Minilesson Theme (LLG5, T195)
Remind students that a theme is a message that the author
wants to share. Complete a close reading of the poem to
guide students to explore the ideas of the poem. Guide
students to explore ideas in the poem, “Words Free As
Confetti”. Reread the lines beginning with feel you, green
through warm as abuelita’s yellowlap. Suggested language:
“Which things named in these lines are things that you can
feel?” (new grass, dandelion plumes, cactus, cement, icicles,
a grandmother’s lap) Guide students to connect ideas in the
poem to its title.
Day 5
Second Read Aloud Poetry “Words Free as Confetti,” Unit
5, T342
Academic Vocabulary: theme, interpret, inference
Day 6
SWBAT Read grade
level text with
sufficient accuracy and
fluency to support
comprehension.
Day 7
SWBAT Compare and
contrast two or more
characters, settings, or
events in a story or
drama, drawing on
specific details in the
text (e.g., how
characters interact)
Day 8
SWBAT Compare and
contrast two or more
characters, settings, or
events in a story or
drama, drawing on
specific details in the
text (e.g., how
characters interact)
Day 9
SWBAT Read with
sufficient accuracy and
fluency to support
comprehension.
Day 10
SWBAT Read with
sufficient accuracy and
fluency to support
comprehension.
Use context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary.
IRA
RW
Read Aloud
Mini Lesson
Modeling
CFU’s
Oral Responses
T-Map Graphic Organizer
to chart Character Context
clues (LLG5, T199)
T-Map Graphic Organizer
to chart Character Actions
and Reasons (LLG5, T198)
Whole group completion of
graphic organizers.
Independent completion of
organizers
Reader’s Notebooks-Open-ended questions-extended response—
understanding characters.
Teacher- created prompt
from lesson text.
Think Pair Share during
Minilessons
Reader’s Notebooks-Open-ended questions—
persuasion. Teachercreated prompt from lesson
text.
RL.5.3,5.10
Journeys:
Day 6
Teacher Read Aloud “Annie’s Pride,” Unit 2 T92-T93
Minilesson Understanding Characters (LLG5, T199)
Teacher models the principle that readers need to notice how the
author helps them get to know a character (what they say and
how they feel). Discuss the principle, using examples
from Annie’s Pride. Tell students that one kind of clue about
characters is what they say. Suggested language: “At the
beginning of the story, the author started including clues to help
you understand Annie. Annie said that she
felt sad to see her father ride a horse instead of a coach like he
used to back East. That helps you to know that she didn’t like
the way they live now.” Minilesson includes display and
demonstration of a T-Map graphic organizer to track character
“clues”.
First Read “Old Yeller.” Unit 2, T98-T109
Day 7
Second Read “Old Yeller” Unit 2, T101, T105, T107 Your Turn
T112-T113
Minilesson Understanding Characters (LLG5, T198)Teacher
models the principle that readers notice what characters say and
do to understand the reasons for their actions. Discuss the
principle with students, using an example from Old Yeller.
Suggested language: “In the beginning of the story, the narrator
heard his little brother scream. What did he say that helped you
understand why he started running back to the cabin?” Help
students understand that the narrator said that the scream was
different than his brother’s normal screaming. Work with
students to discuss the reason the narrator tossed his little brother
to his mother. Remind them that they should use what the boy
said and did to help them figure out his motive, or the reason
why he did this. Teacher models using a T-Map graphic
organizer to accomplish this task.
Day 8
Independent Reading “Old Yeller Unit 3, T114
Minilesson Understanding Characters Review/Reteach
Day 9
Read Persuasive Text, “What Makes It Good?,”
Unit 4, T116
Minilesson Persuasion
Using What Makes It Good?, tell students that the author of this
play wanted to make readers think in a certain way. Explain
that she tries to persuade them through the words of the
characters. Guide students to understand what the
animal expert is trying to convince them to believe. Suggested
language: “The animal expert tried to persuade readers to agree
with her. She thought that the movie was good because it
included realistic details about the animals in it.” Help students
name some of the details that she used to help persuade them.
Day 10
Optional Second Read
“What Makes It Good?”
Unit 4, T116
Academic Vocabulary: author’s craft, persuasive
CAR © Bormann and Wright 2009, 2011 Day 11 SWBAT Read
with sufficient accuracy
and fluency to support
comprehension.
Use context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary.
IRA
RW
Read Aloud
Mini Lesson
Modeling
CFU’s
Oral responses
Inference Map graphic
organizer.( LLG, T203)
Think Pair Share during
minilesson exercise
Day 12 SWBAT
Analyze multiple
accounts of the same
event or topic, noting
important similarities
and differences in the
point of view they
represent .
Day 13 SWBAT
Analyze multiple
accounts of the same
event or topic, noting
important similarities
and differences in the
point of view they
represent .
Day14 SWBAT By the
end of the year, read
and comprehend
informational texts
independently and
porficiently.
Day15 SWBAT By the
end of the year, read
and comprehend
informational texts
independently and
proficiently.
RI.5.6, R.5.10, RF.5.4
CAR © Bormann and Wright 2009, 2011 Independent completion of
graphic organizer for
understanding
Reader’s Notebooks-Open-ended questions-extended response—
drawing conclusions.
Teacher- created prompt
from lesson text.
Journeys:
Day 11
Teacher Read Aloud “A Watery Grave,” Unit 2 T242-T243
Minilesson Conclusions and Generalizations (LLG5
T203)Teacher models how readers notice clues in a story to
think about what the author does not tell them. Remind students
that when they figure out something that the author did not say,
they have drawn a conclusion. Discuss the principle with
students, using examples from A Watery Grave. Suggested
language: “The divers spent a lot of time and money trying to
find the Queen Anne’s Revenge. Why would people spend so
much time searching for a sunken ship?” Explain that by using
this information, they can draw the conclusion that it was
probably worth a lot of money. Students should record their
ideas on an Inference Map.
First Read “Storm Warriors”, Unit 2, T248-T249
Day 12
Second Read “Storm Warriors”, Unit 2, T253, T255, TT257
(Your Turn, T262-T263)
Days 12 and 13 Minilesson Conclusions and Generalizations
(LLG5 T202) Teacher models the principle that readers look for
clues in the text to think about what the author does not tell
them. Discuss the principle with students, using examples from
Storm Warriors. Suggested language: “As the surfmen came
back in, Nathan heard something that sounded like the squalling
of an alley cat. Then they handed a child to the people on shore.
What was that sound?” Point out to students that the author
didn’t say what the sound was, but they can use what they know
to figure out what it was. Tell students that they know a scared
child would cry and that a cry might sound like the squalling of
a cat. Explain that using that information, they can draw the
conclusion that the child made that sound when he was crying.
Students should record their ideas on an Inference Map.
Day 13
Independent Reading “Storm Warriors.”
Minilesson Conclusions and Generalizations Review/Reteach
Day14
Read Informational Text, “Pea Island’s Forgotton Heroes,” Unit
2, T266
Minilesson Genre: Informational Text (LLG5 T203) Teacher
models how readers look for textual details that will help them
figure out if they should believe what the author tells them.
Discuss the principle with students, using examples from Pea
Island’s Forgotten Heroes. Point out the photos in the
selection, and explain how they can help a reader believe what
the author says about the surfmen. Suggested language:
“The author included some real photos of the surfmen and the
tools they used to rescue people. The photos help you to
know that she is writing about real people and real things that
they did. Guide students to understand that the quotes from the
chief also help readers know that these events really
happened.
Day15
Optional Second Read
“Pea Island’s Forgotten Heroes,” Unit 2, T266
Academic Vocabulary: conclusions, generalizations
Day 16 SWBAT read
grade level text with
sufficient accuracy and
fluency to support
comprehension.
Day 17 SWBAT
Compare and contrast
two or more characters,
settings, or events in a
story or drama, drawing
on specific details in the
text (e.g., how characters
interact)
IRA
RW
Read Aloud
Mini Lesson
Modeling
CFU’s
Oral responses
Story Map graphic
organizer
Anchor Chart Narrative
Point of View
Day 18 SWBAT
Compare and contrast
two or more characters,
settings, or events in a
story or drama, drawing
on specific details in the
text (e.g., how characters
interact)
Day 19 SWBAT Read
with sufficient accuracy
and fluency to support
comprehension. Use
context to confirm or
self-correct word
recognition and
understanding, rereading
as necessary.
Day 20
Optional Second Read
“Volunteer,” Unit 4, T268
Academic Vocabulary: point of view, realistic fiction
RL.5.3,5.4 RF.5.4
Reader’s
Notebooks--Openended questions-extended
response—
persuasion.
Teacher- created
prompt from lesson
text.
Journeys:
Day 16
Teacher Read Aloud “The Power of Spirit Lake,” Unit 4 T236-T237
Minilesson Persuasion (LLG 5 T223) Teacher models how authors’
persuade them to feel about a topic through their topic and word choice.
Discuss the principle with students, using The Power of Spirit Lake. Tell
students that the author of this selection wanted readers to understand that
wind is an important resource for making energy. Discuss how the wind
turbine solved the town’s problem. Suggested language: “In this selection,
you learned that wind turbines saved the school a lot of money. How did
they do this?” Follow-up: “How does the author want you to feel about
wind power?” (persuasion).
First Read “Darnell Rock Reporting.” Unit 4, T242-T255
Day 17
Second Read “Darnell Rock Reporting.” Unit 4, T251, T253, T255
(Your Turn, T258-T259)
Days 17 and 18
Minilesson Genre: Realistic Fiction (LLG5 T222)
Teacher models how readers think about the story’s narrator to understand
the point of view. Explain that the narrator can be a character in the story
or an outside observer who knows what all the characters do and think.
Discuss the principle with students, using details from Darnell Rock
Reporting. Suggested language: “The story starts out wth a newspaper
article written by Darnell. He uses words like I to show that he is part of
the story. This is called first-person point of view. Do you think this kind
of narrator knows what all the characters do and think?” (No, as the
narrator, Darnell can only tell what he thinks and what he sees and
experiences.) Contrast the newspaper article with the main part of the story
by pointing out that the point of view changes. Tell students that when the
narrator is not part of the story, it is called third-person point of view.
Guide students to understand the differences between the two types of
narrators. Create Anchor Chart for Narrative Points of View.
Day 18
Independent Reading “Darnell Rock Reporting,” Unit 4, T260
Minilesson Genre: Realistic Fiction Review/Reteach
Day 19
Read Persuasive Text, “Volunteer!,” Unit 4, T262
Minilesson Persuasion (LLG4 T223)
Teacher models a process that readers use to look for how authors use
details to try to persuade readers to think or feel like them. Discuss the
principle with students, using details from Volunteer! Suggested
language: “One way to persuade readers is to point out good things that
can happen. What are some positive things the author says happened when
volunteers cleaned up their neighborhood park?” (Trash was picked
up; equipment got fixed and painted.) Follow-up: “How did the volunteers
feel about doing the work?” (They enjoyed themselves.) Students should
also explore the relationship of tone to persuasive techniques.
Day 20 SWBAT
Determine the meaning
of words and phrases as
they are used in a text,
including figurative
language such as
metaphors and similes.
CAR © Bormann and Wright 2009, 2011 Independent
completion of
graphic organizer
for understanding
Day 21 SWBAT Read
with sufficient accuracy
and fluency to support
comprehension. Use
context to confirm or selfcorrect word recognition
and understanding,
rereading as necessary.
IRA
RW
Read Aloud
Mini Lesson
Modeling
CFU’s
Day22 SWBAT Read
with sufficient accuracy
and fluency to support
comprehension. Use
context to confirm or selfcorrect word recognition
and understanding,
rereading as necessary.
Oral responses
Inference Map graphic
organizer
Anchor Chart of
Adjectives and “Strong”
verbs
Problem-Solution Story
Map
Day 24 SWBAT
Determine the meaning of
words and phrases as they
are used in a text,
including figurative
language such as
metaphors and similes.
Day 25 SWBAT
Determine the meaning of
words and phrases as they
are used in a text,
including figurative
language such as
metaphors and similes.
Journeys:
Day 21
Teacher Read Aloud “Fossil Fish Found,” Unit 6 T152-T153
Minilesson Conclusions and Generalizations (LLG5, T243)
Teacher models the concept that readers notice clues in a text to
think about what the author does not tell them. Discuss the
principle with students, using examples from Fossil Fish Found!
Suggested language: “The author refers to the coelacanth as a
living fossil. Why would the author call it a living fossil?”
If students have difficulty answering, demonstrate the thinking.
Suggested language: “You know that fossils are the
remains of animals or plants that lived a long time ago. You also
know from the selection that the coelacanth is an animal that
scientists believed became extinct a long time ago. Using this
information, you can draw the conclusion that the living fish is
like a fossil of an animal that people thought was extinct.”Students
should list their ideas on an Inference Map for organizing their
textual connections.
First Read: “The Case of the Missing Deer”, Unit 6, T156-T161
Day 22
Second Read “The Case of the Missing Deer,” Unit 6, T161
Day 22-23
Minilesson Story Structure (LLG5, T242) Teacher models how
readers notice the problem in the story and what characters do to
solve it. Remind students that the characters in stories often have a
problem to solve. Guide students to identify Blake’s problem in
The Case of the Missing Deer. Suggested language: “At the
beginning of the story, you learned that deer didn’t come into
Blake’s yard. Why was this a problem for Blake?” (He wanted to
see deer.) Ask: “What did the characters do to solve Blake’s
problem?” (First they tried leaving apples out for the deer to eat.
Then Blake took his sweatshirt out of the yard.) Follow-up: “Why
did removing the sweatshirt solve Blake’s problem?” (The deer
didn’t smell him and were no longer scared to come into his yard.)
Students practice completing a Problem-Solution Story Map.
Day 23“The Case of the Missing Deer”, Unit 6, T156-T161
Minilesson Story Structure Review/Reteach
Day 24
Read Poetry, “Encounter,” “Deep in the Forest” Poetry Place
T166-167
Minilesson Genre: Poetry (LGG5 T243) Teacher models how
readers think about strong verbs and adjectives in poems to picture
what is being described. Remind students that adjectives are
describing words and that verbs are action words. Tell students
that the poet of “Encounter” used precise words to help
readers form a picture in their minds. Create an Anchor Chart of
adjectives and strong verbs from the selections to reinforce
minilesson objective.
Day 25
Optional Second Read “Poetry Place,” T166-167
RL.5.4, RI.5.9, RF.5.4
Reader’s Notebooks-Open-ended questions-extended response—
conclusions and
generalizations. Teachercreated prompt from
lesson text.
Reader’s Notebooks-Open-ended questions-extended response—story
structure. Teachercreated prompt from
lesson text.
Day 23 SWBAT Integrate
information from several
texts on the same topic in
order to write or speak
about the subject
knowledgeably.
CAR © Bormann and Wright 2009, 2011 Independent completion
of Inference Map graphic
organizer for
understanding
Academic Vocabulary: story structure
Benchmark Assessment:
Benchmark Assessment: End of Unit 4 Benchmark Assessment: selection from Because of Winn Dixie by Kate DiCamillo
Summative Written Assessments
Summative Performance Assessment
End of Unit 4 Benchmark Assessment
DRA Word Analysis Tasks
DRA Assessment
*Teachers may substitute texts for read alouds and model lessons as long as they illustrate the on-going reading and comprehension strategies for the Unit 4 SLO’s. Along
with regular use of Academic Vocabulary within the RW and WW environments, texts should be compared and contrasted on a continuous basis so that students are
accustomed to reviewing different texts and determining the similarities and differences in terms of structure, genre, theme, and author’s purpose.
CAR © Bormann and Wright 2009, 2011