®
GUIDED
READING
“Atalanta”
GRAPHIC TEXT
NP
Adapted by Richard W. Friend III and illustrated by
David Michael Friend
KEY IDEA Atalanta grows up to be one of the strongest
and most skilled hunters in all of Greece with expectations
of a grand future. But she is tricked by Hippomenes, and, as
a result, is turned into a lion to live out her life in solitude.
Session Learning Focus/Standards
STUDENTS
Session 1 “Atalanta”
RL.5.1* Ask and answer questions to demonstrate understanding of
the text using character quotes and/or a series of actions and events as
a basis for the answers.
*standard adapted from another grade
SL.5.1 Engage 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.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
PREVIEWING THE TEXT 5 minutes
Today’s story is “Atalanta” by Richard W. Friend III. What do you notice about this story?
his kind of text is called a graphic text. Who can explain how that supports or does not
T
support what you noticed?
Let’s read to find out more about what happens in the story.
READING THE TEXT CLOSELY 10 minutes
s we read, we will ask and answer questions about the text to deepen our understanding.
A
When we can, we will look for character quotes, series of actions, or events to use as the basis
for our answers. Try to keep these aspects of the story in mind as you read page 35. . . . Who
has a question about what we read?
MONDO BOOKSHOP GRADE 5 1
Who will answer this question using evidence from the text?
ur work today is to ask questions about what we read, and look for answers that have their
O
basis in character quotes or the sequence of events. Let’s read until the end.
DISCUSSING THE TEXT 10 minutes
isten carefully to your classmates as we talk about the story so that you can build on what
L
they say. Who will share a question they had while reading?
urn to a partner. With your partner, look for a quote from the text that answers your friend’s
T
question. Who will share?
Who can build on that? Does the sequencing of events help you answer the question?
o, we used quotes from the text and the sequence of events to understand the story better.
S
We should remember this when we have questions about a story we are reading. The answer
is often in the text, even if it is not immediately obvious.
et’s look at the word uncomfortable on page 36. This word has three parts, a prefix, root,
L
and suffix. Who can explain these word parts?
ow turn to your partner and discuss how to break down the word uncomfortable into a
N
prefix, root word, and suffix. Who will share?
Let’s discuss the root word, comfort.
Now let’s discuss the meaning of the suffix -able.
The last part we have to discuss is the prefix un-.
Now turn to your partner and talk about what uncomfortable means. Who will share?
oday we asked questions and used character quotes and the sequence of events in the story
T
as the basis for the answers. Keep this in mind whenever you read.
2 “Atalanta”
®
GUIDED
READING
“Atalanta”
GRAPHIC TEXT
NP
Adapted by Richard W. Friend III and illustrated by
David Michael Friend
KEY IDEA Atalanta grows up to be one of the strongest
and most skilled hunters in all of Greece with expectations
of a grand future. But she is tricked by Hippomenes, and, as
a result, is turned into a lion to live out her life in solitude.
STUDENTS
Session 2 “Atalanta”
Session Learning Focus/Standards
RL.5.1* Ask and answer questions to demonstrate understanding of
the text using character quotes and/or a series of actions and events as
a basis for the answers.
*standard adapted from another grade
RL.5.5* Identify how the author describes characters, sets up major
events across the story, and uses events to establish the overall plot.
*standard adapted from another grade
RL.5.7 Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
SL.5.1 Engage 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.
Comments for future instruction:
✓= demonstrated/articulated
RETURNING TO THE TEXT X = not demonstrated/not articulated
5 minutes
Let’s quickly review our discussion from the last session.
MONDO BOOKSHOP GRADE 5 1
READING THE TEXT CLOSELY 10 minutes
oday as we reread, we’re going to think about how the author answers questions we might
T
have as we read and also how he describes characters and events. We will also consider how
visual and multimedia elements contribute to the meaning or tone of the story. Let’s reread
to the second paragraph on page 36 silently. Remember to ask and answer questions as you
read. . . . Who will share how the author describes Atalanta?
How does the author support his description?
Can someone add to that? How else do we learn about Atalanta?
e can learn about characters through how the author describes them and through events in
W
the text.
Who can summarize the events on these pages?
he author has ordered the events so that one event leads to the next, which helps him build
T
and direct the story.
Who can describe the illustrations in this graphic text?
Who will share how they feel looking at the illustrations?
he visual elements of a text can effectively add to the tone of a story and help us understand
T
the author’s meaning.
DISCUSSING THE TEXT 10 minutes
What can we say about Atalanta’s character at the end of the story?
How do we know these things about her? Can anyone share details about that?
he author gave details about Atalanta’s actions and set up the events in the story so that we
T
could understand her character more deeply.
Who’d like to share how the author uses the events on page 37 to establish the overall plot?
o, the author sets up the events as a cause-and-effect series. As a result of these events,
S
how would you describe Atalanta at the end of the story?
How do the visual aspects of the graphic text support your inference?
How does the previous event affect the tone of the ending?
What visual or multimedia elements could be added to further support the tone and meaning?
et’s look at the word disrespected on page 38. This is another word made up of a prefix,
L
root, and suffix. In a small group of three or four, discuss how to break down the word
disrespected into these parts. Who wants to share?
ow, discuss the meaning of the word with your groups. Who will share what disrespected
N
means?
Who agrees with what your friends just said? Can you add to it?
e’ve shared our thoughts about how the author described the characters and developed
W
the story through major events and challenges. When you discuss stories like this one, it can
be helpful to link what you have to say to something someone else has said. Why do you
think it’s helpful?
2 “Atalanta”
®
GUIDED
READING
“Atalanta”
GRAPHIC TEXT
NP
Adapted by Richard W. Friend III and illustrated by
David Michael Friend
KEY IDEA Atalanta grows up to be one of the strongest
and most skilled hunters in all of Greece with expectations
of a grand future. But she is tricked by Hippomenes, and, as
a result, is turned into a lion to live out her life in solitude.
Session 3 “Atalanta” and “Persephone and Demeter”
STUDENTS
KEY IDEA Greek myths offer insight into the repercussions of people’s actions and decisions.
Session Learning Focus/Standards
RL.5.1* Ask and answer questions to demonstrate understanding of
the text using character quotes and/or a series of actions and events as
a basis for the answers.
*standard adapted from another grade
RL.5.5* Identify how the author describes characters, sets up major
events across the story, and uses events to establish the overall plot.
*standard adapted from another grade
RL.5.7 Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
RL.5.9 Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
SL.5.1 Engage 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.
Comments for future instruction:
✓= demonstrated/articulated
X = not demonstrated/not articulated
MONDO BOOKSHOP GRADE 5 1
REFLECTING ON THE TEXTS 5 minutes
e have learned a lot about asking questions and using the text and the sequence of events
W
to find answers. We have also considered the visual and multimedia aspects of a story and
studied how the author describes characters and sets up events to develop the plot. Why do
you think it’s important to use the text to answer questions that come up as we read?
Who will share a major event from “Persephone and Demeter”?
Who will share how this event establishes the overall plot?
CROSS-TEXT ANALYSIS 10 minutes
Let’s think about the similarities between the two stories we read.
iscuss with your partner how the actions of the characters in each story help establish the
D
plot. Who will share?
et’s look at the illustrations in each story. How do they help you understand the meaning of
L
the events?
et’s think about how discussing the two stories together helps you understand both more
L
deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the
two. Who’d like to share?
I also noticed a theme across both stories. Both were Greek myths about people dealing with
the effects of their actions or the actions of others.
INTEGRATING THE LEARNING 10 minutes
ften when we read, we try to say what a text was mostly about—the big idea—in one
O
sentence. Now we’re going to think through key parts of these two stories to find a common
theme for both of them in one or two sentences. Turn and talk with a partner. Think about
how we can state a theme that would go with both stories. . . . Who would like to start?
Let’s recap what strategies we used to deepen our understanding of both stories.
2 “Atalanta”