Fifth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 12 of 25
Plot, Setting and Characters!
Lesson Preparation
Daily Lesson 12
WORD STUDY
TEKS
5.2A,E
Key
Understandings
and
Guiding
Questions
Ongoing TEKS
• An extensive vocabulary
enhances written and oral
communication.
 How do affixes and root words
SHARED READING
TEKS
5.Fig19D,E
5.6A,B
5.8A
5.18C
Ongoing TEKS
• Readers use strategies to
INDEPENDENT READING
TEKS
5.Fig19D,E
5.6A,B
5.8A
5.9A
5.18C
• Readers use strategies to
support understanding of text.
 What strategies do readers
support understanding of text.
 What strategies do readers
use to help maintain
understanding of text?
use to help maintain
understanding of text?
• Understanding literary
• Readers use writing to
help readers understand text?
elements facilitates the
reader’s ability to make
meaning of the text.
 How and why do readers
Materials
• Prefix
• Suffix
• Root word
• Word Study Notebook (1 per
student)
• Dictionary (class set)
• Note card (1 per 2 students)
©2012, TESCCC
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Plot
Setting
Sensory detail
Sensory image
Summary
Conflict
Resolution
Foreshadowing
Reader’s Notebook (1 per
student, optional)
• Grade-appropriate fictional
short story for modeling (may
be the same as Daily Lesson
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TEKS
5.15A,B
5.16Ai,Aii
5.17A
Ongoing TEKS
• Authors establish a purpose
and plan and use writer’s craft
to engage and sustain the
reader’s interest and enhance
understanding.
 How do authors develop
focused, engaging stories?
communicate deeper
understanding of texts.
 How can readers demonstrate
understanding through
writing?
analyze literary elements to
gain a better understanding of
fiction text?
Vocabulary of
Instruction
Ongoing TEKS
WRITING
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Plot
• First draft
Setting
Sensory detail
Sensory image
Summary
Conflict
Resolution
Foreshadowing
Reader’s Notebook (1 per
student)
• Collection of gradeappropriate fictional short
story and/or picture books for
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Word Study Notebook (1 per
Page 1 of 5
Fifth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
SHARED
READING
INDEPENDENT READING
Daily Lesson 12
WRITING
WORD STUDY
• Chart paper (if applicable)
11 Shared Reading) (1)
• Chart paper (if applicable)
student selection
• Chart paper (if applicable)
student)
• Dictionary (class set)
• Thesaurus (class set)
• Chart paper (if applicable)
Attachments
and Resources
Advance
Preparation
1. Prepare to display visuals as
appropriate.
2. Prepare a list of words
• Handout: Basic Story Map
(1, optional)
• Handout: Extended Story
Map (1 per 2 students,
optional)
1. Prepare to display visuals as
appropriate.
• Handout: Basic Story Map (1
per student, optional)
• Handout: Extended Story
Map (1 per student, optional)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Decide whether to continue
2. Decide whether students need
more practice completing
story maps or if they should
respond to the added
questions on the Anchor
Chart: Reader Response
Questions (see Teacher
Notes).
2. Begin drafting the story in the
Teacher Writer’s Notebook.
Plan to write part of the story
in front of students.
containing the root ject so
each pair of students has a
different word to study.
Example: inject, project,
projection, deject, interject,
trajectory eject, object, etc.
Use district-adopted
resources from various
content areas or the internet
to help compile a list of gradeappropriate words.
with completing story maps or
adding to the Anchor Chart:
Reader Response Questions
(see Teacher Notes).
3. Write the words on note cards
Background
Information
so each pair of students will
have one word.
Refer to Daily Lesson 9 Word
Study
This Instructional Routine partially
assesses Performance Indicator:
“Using the writing process, write
an engaging story based on
personal events. Be sure the
story includes a plot, a believable
setting, and dialogue.”
The root ject means to throw.
©2012, TESCCC
06/01/13
Page 2 of 5
Fifth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
SHARED
READING
INDEPENDENT READING
Daily Lesson 12
Teacher Notes
©2012, TESCCC
WORD STUDY
Refer to Daily Lesson 9 Word
Study
This Shared Reading Daily
Lesson is a continuation of Daily
Lesson 11 Shared Reading. If the
story was completed in Daily
Lesson 11 and the students do
not seem to need more practice
with completing story maps, this
lesson could be adding questions
to the Anchor Chart: Reader
Response Questions about
literary elements, and modeling a
good response to one or two
questions.
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Page 3 of 5
If students are becoming
proficient at completing story
maps, they can use the
Independent Reading time to
respond to one or more of the
questions on the Anchor Chart:
Reader Response Questions in
their Reader’s Notebook.
WRITING
Fifth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Instructional Routines
SHARED
READING
INDEPENDENT READING
WRITING
Daily Lesson
12
Duration
and
Objective
Suggested Duration: 15-20 min.
Suggested Duration: 20-25 min.
Suggested Duration: 20-25 min.
Suggested Duration: 25-30 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Content Objective: Students
identify and analyze a story’s
literary elements to gain a better
understanding of the story.
Content Objective: Students
identify and analyze a story’s
literary elements to gain a better
understanding of the story.
Mini Lesson
1. Review the meaning of the
1. Display Handouts: Basic
1. Distribute the Handouts:
Content Objective: Students
develop focused, organized,
coherent stories with a believable
setting and plot.
1. Tell students they will begin to
draft (write) their stories. Show
them the beginning of the
story in the Teacher Writer’s
Notebook.
WORD STUDY
words: roots, prefixes,
suffixes, and affixes.
Story Map and Extended
Story Map (or display the
Anchor Chart: Reader
Response Questions and add
questions relating to literary
elements).
2. Draw a web with the root ject
in the middle.
3. Display the word eject.
2. Read the fictional story aloud
and stop at places to discuss
the literary elements and
complete the Handout: Basic
Story Map (or model writing a
response to one or more of
the questions on the Anchor
Chart: Reader Response
Questions).
4. Ask: What does eject mean?
Discuss responses.
5. Students add words from their
own vocabulary to the web
containing the root ject.
6. If necessary, add any of the
words from the prepared list of
ject words.
Basic Story Map and
Extended Story Map (or
display the Anchor Chart:
Reader Response Questions).
2. Assign students to complete
the sections: Character,
Setting, Conflict, Events, and
Resolution on the Handouts:
Basic Story Map and
Extended Story Map for the
fictional short story they select
(or ask them to choose 1 or
more questions from the
Anchor Chart: Reader
Response Questions to
answer in their Reader’s
Notebook).
2. Explain the importance of
staying focused, developing
the story layer by layer, and
using sensory language that
will keep the readers
interested.
3. Model drafting a portion of the
story in front of students.
Think Aloud about staying
focused on the plot and
modeling using sensory
details.
4. Tell students that their Word
Learning
Applications
©2012, TESCCC
1. Distribute one ject word on a
1. With a partner, students
note card to each pair of
students.
complete the Handout:
Extended Story Map (or
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Page 4 of 5
1. Students choose a fictional
short story to complete parts
of the Handouts: Basic Story
Study Notebook, dictionaries,
and thesauruses are available
if they need to reference them
for help with word choice or
spelling.
1. Students begin drafting their
stories using their plans from
Daily Lessons 7-11 Writing.
Fifth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
SHARED
READING
INDEPENDENT READING
Daily Lesson
12
WRITING
WORD STUDY
2. With a partner, students
search for the meaning of their
word in a dictionary and
record the word meaning in
their Word Study Notebook.
students choose another
question to answer and write a
response in their Reader’s
Notebook).
Map and Extended Story
Map (or to answer questions
from the Anchor Chart:
Reader Response Questions).
2. Monitor and confer with
students who may need help
with focus.
3. Students write their word in a
sentence and illustrate.
Closure
©2012, TESCCC
Engage in Guided Reading and Guided Writing Instruction as appropriate.
1. Ask: Why do readers
1. With a partner, students share 1. Students share the beginning
of their ject words.
analyze literary elements?
their story maps and discuss
of their drafts with a partner.
Discuss responses.
the literary elements in their
stories (or the answers to the
2. Ask students to try to figure
questions from the Anchor
out the meaning of ject.
Chart: Reader Response
Questions).
3. Add the root ject to the Word
Wall or an Anchor Chart along
with the meaning of the root
and examples of a word with
the root.
1. Students share the meaning
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