5th Grade 1 Block 1: Fiction 8/27-10/24 9 weeks (41 days) TEKS: 5.1A, 5.3A, 5.3B, 5.3C, 5.6, 5.6A, 5.6B, 5.6C, 5.8A, 5.9A, Fig.19A-F Week 1 2 Time Frame 8/27 - 8/29 9/2 - 9/5 Lessons 1-3 4-7 3 4 5 6 9/8 - 9/12 9/15 - 9/19 9/22 - 9/26 9/29 - 10/3 8-12 13-17 18-22 23-27 7 10/6 - 10/10 28-32 8 10/13 - 10/17 33-37 9 10/20 - 10/21 38-39 Focus 5.9A Establishing Reading Workshop 5.9A, 5.6, Fig. 19A-C Establishing Reading Workshop & Realistic Fiction Genre Immersion 5.6A, Fig. 19E Understanding Plot, Summary, and Foreshadowing 5.6B, 5.6/Fig. 19D Inferring: Inferring about Characters 5.6, Fig. 19A-C Historical Fiction Genre Immersion 5.3C, 5.6C, 4.3/Fig. 19D Point of View, Theme, and Summarizing Historical Fiction 5.3A, 5.8A, 5.8/Fig. 19D, Fig. 19D Comparing Theme, Sensory Language & Imagery, and Inferring Fig. 19A-C, 5.6A, 5.6B, 5.6/Fig. 19D Traditional Literature Genre Immersion, Plot & Foreshadowing, and Understanding Characters 5.3B, 5.3A Phenomena in Origin Myth and Comparing Theme Unit Assessment Administered and Scanned by 10/24 2 Flex Days that may be used anywhere within this block. 5th Grade 2 Block 1: Fiction Lesson 1 Objective & TEKS TEKS: 5.9A Obj: We will read independently for a sustained period of time and produce evidence of reading. Product: I will select books and enjoy Reading Workshop. 2 TEKS: 5.9A Obj: We will read independently for a sustained period of time and produce evidence of reading. Product: I will select books and enjoy Reading Workshop. TEKS: 5.9A Obj: We will read independently for a sustained period of time and produce evidence of reading. Product: I will select books and enjoy Reading Workshop. 3 Procedure Focus: Setting up Reading Notebooks, First Day of School Read Aloud, and Selecting Books Text: Picture Book of Choice (1st Day of School, Back to School, Motivational/Inspirational) Approach: Minilesson Resources/Materials: Classroom library books organized in baskets Book checkout and return system Spiral notebooks Focus: How Readers Choose Books Text: Approach: Minilesson Resources/Materials: Ways We Choose Books Anchor Chart Focus: Making Good Book Choices Text: Approach: Minilesson Resources/Materials: Making Good Book Choices Anchor Chart 5th Grade 3 Lesson 1 Rationale: More than anything else, establishing routines and procedures for managing independent reading will get your reading workshop off to a good start. Best of all, a tight, thoughtful organization will enable your students to read for a substantial period of time every day. Early in the year, you will want to present any number of minilessons on managing Reading Workshop, but once students have established the routines, you will rarely need to revisit these lessons. For your students, a successful experience with Reading Workshop begins with knowing the basics: how to use the classroom library, choose books, record their reading, and respond to their reading. Also, you will want to establish Reading Workshop as a quiet, productive time; insist on silence from the start. When students are engrossed in their independent reading, you can more easily confer with individuals or work with small groups in guided reading and literature study. During the first month of Reading Workshop, you have two critical goals: 1. Help your students think of themselves as readers by reading books that they enjoy and have them participate in all the choices and decisions readers make. 2. Establish the roles and routines of Reading Workshop. BEFORE THE LESSON 1. Make sure you have set up your Classroom Library and that it is ready for student use. 2. Create your Teacher’s Reading Notebook. 3. Select a First Day of School book to read aloud. Creating Reading Notebook Minilesson: 1. Students will create a Reading Notebook. This Reading Notebook will be used throughout the year for Whole Group, a Record of Reading, and Reading Responses. Step 1 2. On the first page of the notebook, you will need to create a Record of Reading section. On the top line of the Record of Reading, label the left margin: Date, the middle: Title/Author, and the right margin: Genre. Leave 2 blank pages behind this section. 3. Paste a copy of the Genre Codes to the front inside cover for easy reference. 5th Grade Steps 2 & 3 4 4. On the next page, create a Whole Group section with about 50 blank pages behind this section. Step 4 5. After the Whole Group section pages, create a Reading Response section with the remaining blank pages behind this section. Step 5 6. You will want to use your Reading Notebook as a model for students. Guide them in the creation of their Reading Notebook. You might want to assist students in the completion of their Reading Notebooks in small groups throughout the rest of the week. This needs to be completed by the end of this week. These pictures are included only to serve as a visual. You may create your Reading Notebooks anyway that works best for you as long as you have a Record of Reading, Whole Group section, and a Reading Response section. First Day of School Read Aloud: After you have created the Reading Notebook, read aloud a book of your choice. (You want to choose something your students will relate to on the first day of school.) 5th Grade 5 Management Minilesson: Selecting Books 1. Introduce Classroom Library: “This year you will get to read many wonderful books in our classroom and at home. I’d like to introduce you to our classroom library. Let’s talk about how we can choose, read, and return them in a way that lets us all find and use them easily.” 2. Share the way books are organized; point out books categorized by author, genre, topic, series, illustrator, format, award winner or by any other category you’ve established. Show students the place where each category of books is kept. Then show students how to take books out and return them to each basket. “We will get to share these wonderful books in our classroom this year. If we are responsible for selecting and returning them to the baskets, we will always be able to find the books we want to read.” 5th Grade 6 Genre Codes Code RF Genre Realistic Fiction Genre Codes Code RF a made up story that could really happen in today’s world HF Historical Fiction Traditional Literature HF Biography TL Autobiography B Informational AB Use blanks to create other genre codes, as needed Poetry I Drama P Persuasive a written argument that tries to convince the reader to think a certain way or take action Poetry a piece of writing in which words and their sounds are used to show images and express feelings and ideas D a story that is meant to be performed for an audience Per Informational gives facts about real people, places, things, or events a piece of writing in which words and their sounds are used to show images and express feelings and ideas D Autobiography a true story of a real person’s life, written by that person gives facts about real people, places, things, or events P Biography a true story of a real person’s life, written by another person a true story of a real person’s life, written by that person I Traditional Literature short, made up stories that could have been retold over and over for many years a true story of a real person’s life, written by another person AB Historical Fiction a made up story that could have happened in a real time and place in the past short, made up stories that could have been retold over and over for many years B Realistic Fiction a made up story that could really happen in today’s world a made up story that could have happened in a real time and place in the past TL Genre Drama a story that is meant to be performed for an audience Per Persuasive a written argument that tries to convince the reader to think a certain way or take action 5th Grade 7 Lesson 2 BEFORE THE LESSON 1. Create the Ways We Choose Book Anchor Chart, but leave the ways blank. You will use students’ thinking to complete this during the lesson. 2. Create the Reading is Thinking Anchor Chart. Management Minilesson: How Readers Choose Books 1. Introduce Ways We Choose Books: “We choose books to read in many different ways and for many different purposes. For example, I love to read mysteries, and so I often look for that type of book. What do you think about when you choose a book to read?” Display the Ways We Choose Books Anchor Chart and record student responses on the anchor chart. 2. “Today we have listed many of the different ways you might choose books to read. I’ll leave this list of ways readers choose books on the wall because you may think of other ways you choose books to read, and we can add them.” 3. Write “Reading is Thinking” on a chart. “Today you are going to have a good block of time to enjoy your reading. Reading is thinking, and you can do your best thinking when it is quiet. When we do our independent reading, you will need to read silently without talking to the person next to you or to anyone else. The room is completely quiet so that you and your classmates can do your best thinking. When I am talking to a reader, I will be sure to whisper. So will the reader I’m talking with, so that we will not interrupt anyone’s thinking. 5th Grade 8 4. Independent Practice: “Now, when I call your group, I want you to choose a book from the classroom library to read. Find a comfortable seat and enjoy your book. Remember, reading is thinking-so you will need to read silently. Do not talk, so that your classmates can do their best thinking. When we gather for our group meeting later, we can talk about how well we did at keeping the room completely quiet so we could all do our best reading and quickly share how you chose the book you are now reading.” 5. Group Meeting: Bring students back together to share how they chose the book they are reading and reflect on how well they did at keeping the room completely quiet. 5th Grade 9 Ways We Choose Books Front cover / inside jacket Back cover information Characters we’ve read about in other books Another book in a series Interesting title Great illustrations Authors we know and like Book recommendations from teachers, friends, and critics Books that are movies Genres we like to read Try the beginning Read some of the middle “Must-Read” book basket New/popular book Sequel to a book we’ve read Heard it read aloud Read it before and enjoyed it This anchor chart should be blank in order to record student responses. These are just ideas of ways to choose books that might help start the conversation. 5th Grade 10 Reading is Thinking 5th Grade 11 Lesson 3 BEFORE THE LESSON 1. Create the Making Good Book Choices Anchor Chart, but leave the columns blank. You will complete this during the lesson. 2. Create the Reading is Thinking Anchor Chart. Strategies and Skills Minilesson: Making Good Book Choices As you teach the minilesson, create the Making Good Book Choices Anchor Chart with three categories, indicating the characteristics of Easy, Just-Right, or Challenging. 1. Introduce Making Good Book Choices: “Today we are going to talk about how readers choose “easy,’ “just right,” or “challenging’ books to read. I’ll make some notes on this chart to help you remember each kind of book we talk about. 2. “Sometimes, easy books are fun to read. They’re the kinds of books you read when you want to relax. You might pick a favorite picture book you’ve heard read aloud or a book that you have read before and enjoyed or a new book that won’t take a lot of effort for you to read and understand. You can read the book easily and understand it very well. Help me as I write the characteristics of Easy books on the chart.” Record characteristics. 3. “Just-Right books are those that you understand well and can enjoy. You read the book smoothly and have only a few places where you need to slow down to figure out a word or think more about the meaning. These are the books that will help you become a better reader each time you read. Most of the time you should read just-right books. Help me as I write the characteristics of Just-Right books on the chart.” Record characteristics. 4. “Challenging books are very difficult for you to read. You have trouble reading many of the words and don’t understand most of what you are reading. These are books that are too difficult for you to enjoy right now, but you may find you will enjoy them later. Challenging books are not usually good choices for right now. There may be some times when you would choose a challenging book, such as when you needed to find some facts about a topic, but most of the time, you would save challenging books until they are “justright” for you. Help me as I write the characteristics of Challenging books on the chart.” Record characteristics. 5. Independent Practice: “When you are reading today, think about whether the book you are reading is easy, just right, or challenging for you. When you return to the group, be prepared to share the category that best describes your choice. Yesterday you did a wonderful job reading silently so everyone could do their best thinking. Let’s do the same today.” 5th Grade 12 6. Group Meeting: Bring students back together to share what category (Easy, Just-Right, or Challenging) their book fit into and why. Then, reflect on how well they did at keeping the room completely quiet. 5th Grade 13 Making Good Book Choices Easy fun to read relaxing favorite picture book effortless You can read “Easy” books easily and understand them well. Just-Right Understand well and enjoy read smoothly and only a few places where you need to slow down to figure out a word or think more about the meaning these are the books that help you become a better reader each time you read You should read “JustRight” books most of the time. Challenging difficult to read have trouble with many of the words and don’t understand most of what you are reading too difficult for you to enjoy right now There are times when you would choose a challenging book, such as when you need to find some facts on a particular topic, but most of the time, you would save Challenging books until they are “Just Right” 5th Grade Reading 14 Block 1: Fiction Lesson 4 5 6 7 TEKS & Objective/Product TEKS: 5.6, Fig. 19A - C Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading a realistic fiction text. TEKS: 5.6, Fig. 19A - C Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading a realistic fiction text. TEKS: 5.6, Fig. 19A - C Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading a realistic fiction text. TEKS: 5.6, Fig. 19A - C Obj: We will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding by creating a list of noticings and book examples. Procedure Focus: Realistic Fiction Genre Immersion & Reading is Thinking: Sticky Notes Text: The Case of the Missing Deer (Journeys) Approach: Interactive Read Aloud (IRA) & Minilesson Resources/Materials: Reading is Thinking Anchor Chart Sticky Notes Focus: Realistic Fiction Genre Immersion & How to Turn and Talk Text: Elisa’s Diary (Journeys) Approach: IRA & Minilesson Resources/Materials: Turn & Talk Anchor Chart Focus: Realistic Fiction Genre Immersion & Keeping a Record of Reading Text: Ira Sleeps Over (CSCOPE Collection) Approach: IRA & Minilesson Resources/Materials: Reading Notebook Focus: Realistic Fiction Genre Study & Guidelines for Reading Workshop Text: Approach: Minilesson Resources/Materials: Realistic Fiction Genre Anchor Chart Guidelines for Reading Workshop Anchor Chart Reading Notebook 5th Grade Reading 15 Lesson 4 Realistic Fiction Genre Immersion and Reading is Thinking Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: The Case of the Missing Deer (Journeys Student Magazine, Unit 6, Lesson 29, pg. 52) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: Stopping Points – o After reading the first page, ask: Where does the story take place? (in a cabin in the woods) How would living in a cabin in the woods be different from living in a city? o After Blake decides to put apple in his yard, ask: What is the problem in the story? (Blake doesn’t see any deer outside his cabin.) Does this remind you of a time when you were expecting something but it didn’t happen the way you expected? o After Blake says that he has to start thinking like a detective, ask: What would someone do to think like a detective? Have you ever had to think like a detective? o At the end of the story, ask: Could this story happen in real life? What parts of the story could really happen? 2. Plan an appropriate introduction for the IRA. Choose an appropriate introduction to engage your students and get them thinking about the text. You might… o prompt students to anticipate a book by a favorite author o invite personal connections o provide important background knowledge o draw attention to the genre o prompt predictions based on the title o ask students to make connections to a previously read text o raise questions to spark curiosity Strategies and Skills Minilesson: Reading is Thinking-Sticky Notes Display the Reading is Thinking Anchor Chart that you previously created with your class in Lesson 2. 1. Introduce Reading is Thinking: Using Sticky Notes to Record Your Thinking and Talking About Your Reading: “When I read I am always thinking about what the author is saying and how I feel. For example, when I read The Winter Room, by Gary Paulsen, I was thinking about visiting my uncle’s farm when I was a child. My aunt baked bread just like Eldon’s mother did, and I could almost smell it. I felt that everything on the farm was old and well used. I liked the description of the names carved on the beds-names they didn’t even know because the beds were so old. I wondered what the author was suggesting when he wrote: “I don’t know what he meant exactly, but many questions I ask Father are answered that way, with words around the edges.” (Teachers, use this example or another example of something you have read with the class and a connection you made to the text.) 2. “You will be thinking as you read your book today. You may be thinking about what you like or don’t like, things the book reminds you of in your life or in other books, or questions you have. You might be making predictions, noticing something about the author’s language or style, or thinking about how a character reminds you of someone in your life. I’ll write some of the thinking we talked about on this Reading is Thinking Anchor Chart to remind you. We can add more later.” Take a moment to list the kinds of thinking on the Reading is Thinking Anchor Chart. 5th Grade Reading 16 3. “Today when we read The Case of the Missing Deer, we will be sharing our thinking and recording it on sticky notes.” Pass out two sticky notes to each student and have them place them on top of their Reading Notebook to use during the stopping points of the IRA. Interactive Read Aloud (IRA) The Case of the Missing Deer 1. Introduce Text. 2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – o After reading the first page, ask: – “Where does the story take place?” (in a cabin in the woods) “How would living in a cabin in the woods be different from living in a city?” Record your thinking on your first sticky note. Ask for a couple of volunteers to share their thinking. o After Blake decides to put apple in his yard, ask: – What is the problem in the story? (Blake doesn’t see any deer outside his cabin.) Does this remind you of a time when you were expecting something but it didn’t happen the way you expected? o After Blake says that he has to start thinking like a detective, ask: – “What would someone do to think like a detective? Have you ever had to think like a detective?” o At the end of the story, ask: – “Could this story happen in real life? What parts of the story could really happen?” Record your thinking on your second sticky note. Ask for a couple of volunteers to share their thinking. 3. In closing, you might say: “At the end of the week, we will be creating an Anchor Chart with Characteristics and Noticings of Realistic Fiction. We will be reading another realistic fiction story together tomorrow.” 4. Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. We might want to add more kinds of thinking to our list. Place the sticky notes in your Reading Response section of your Reading Notebook.” (Teachers, you might want to require students to either tape or paste their sticky notes they use during Reading Workshop.) 5. Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about their reading. Explain that they can talk about what they are thinking about their reading. 5th Grade Reading 17 6. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky notes. This can be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or thumbs down=I did not do this. 5th Grade Reading 18 Reading is Thinking This book reminds me of… I predict…. I wonder…. This part confuses me… The character reminds me…. Why did/does….. I think that….. I notice that the author…. 5th Grade Reading 19 Lesson 5 Realistic Fiction Genre Immersion and Turn and Talk Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: Elisa’s Diary (Journeys, Unit 1, Lesson 5, pg. 123) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: o After reading about the night Elisa moved to the United States, ask: Why does Elisa write in her diary that March 25 is the saddest day of her life? Have you ever moved to a new place? (Have a few students share). Turn and talk about how it felt to be new in a new place if you have every moved. What was Elisa feeling and why? o After reading Elisa’s conversation with her brother Francisco, ask: – Why is Elisa angry with Francisco? Why is Francisco more willing than Elisa to go out and meet people in their new neighborhood? o After reading about Jose’s presentation to the class, ask: – What have you learned about Jose so far? Turn and talk with a partner about Jose’s drawing. Why do you think he shows it during his presentation? o At the end of the story, say: – Turn and talk with a partner about what you think Elisa is like as a teacher. 2. Create the How to Turn and Talk Anchor Chart, but leave the steps blank. You will create these with your students during the lesson. 3. Plan an appropriate introduction for the IRA. Choose an appropriate introduction to engage your students and get them thinking about the text. You might… o prompt students to anticipate a book by a favorite author o invite personal connections o provide important background knowledge o draw attention to the genre o prompt predictions based on the title o ask students to make connections to a previously read text o raise questions to spark curiosity Management Minilesson: How to Turn and Talk Display the blank How to Turn and Talk Anchor Chart. 1. Introduce How to Turn and Talk: “Yesterday we talked about how readers think while they read, and you shared the thinking you were doing as you read. When we talk with a partner or in a small group, we are going to refer to our talking with each other as a “turn and talk.” Let’s talk a little bit about how we can turn and talk with each other well, so we can do our best talking and learning. I’ll write our thoughts on this chart.” 2. Elicit the students’ suggestions, shaping them to create a simple, clear set of guidelines. See the How to Turn and Talk Anchor Chart for suggested language. 5th Grade Reading 20 3. “Let’s practice Turning and Talking now. When we finish, we will use the How to Turn and Talk Anchor Chart to evaluate how well we did.” Put students in groups of 2 (or 3 when necessary). Have students turn and talk with their partner about their favorite thing they did over the summer. As students are sharing their thinking, walk around and listen in to groups and facilitate the conversation when necessary. Have a few groups share that you noticed did well. 4. Informal Assessment: Have students reflect on how well they followed the procedure. This can be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or thumbs down=I did not do this. 5. “Today when we read Elisa’s Diary, we will be sharing our thinking with a partner when I ask you to Turn and Talk. Make sure you listen to what I ask you to think about before you turn and face your partner.” Interactive Read Aloud (IRA) “Elisa’s Diary” 1. Introduce Text. 2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – o After reading about the night Elisa moved to the United States, ask: Why does Elisa write in her diary that March 25 is the saddest day of her life? Have you ever moved to a new place? (Have a few students share). Turn and talk about how it felt to be new in a new place if you have every moved. What was Elisa feeling and why? o After reading Elisa’s conversation with her brother Francisco, ask: – Why is Elisa angry with Francisco? Why is Francisco more willing than Elisa to go out and meet people in their new neighborhood? o After reading about Jose’s presentation to the class, ask: – What have you learned about Jose so far? Turn and talk with a partner about Jose’s drawing. Why do you think he shows it during his presentation? o At the end of the story, say: – Turn and talk with a partner about what you think Elisa is like as a teacher. 3. In closing, you might say “At the end of the week, we will be creating an Anchor Chart with Characteristics and Noticings of Realistic Fiction. We will be reading another realistic fiction story together tomorrow.” 5th Grade Reading 21 4. Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. Don’t forget to place your sticky notes in your Reading Notebook in the Reading Response section. During our Group Meeting, we will Turn and Talk with our partner and share some of our thinking.” 5. Group Meeting: Following Independent Reading time, invite students to Turn and Talk with their partner about the thinking they did while they were reading. 6. Informal Assessment: Have students reflect on how well they followed the procedure. This can be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or thumbs down=I did not do this. 5th Grade Reading 22 How to Turn and Talk 1. Turn and face your partner and group. 2. One person talks at a time. 3. The listeners look at the speaker. 4. Listen to understand what the speaker is saying. 5. Members should respond to the speaker’s thinking by… I agree! I also think… What do you think this means? Hmmm…Maybe you’re right, but I was thinking…because… What do you mean? Can you tell me more about that? I’m wondering…What do you think? 5. The next speaker takes a turn, and members respond until everyone has shared their thinking. 5th Grade Reading 23 Lesson 6 Realistic Fiction Genre Immersion and Keeping a Record of Reading Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: Ira Sleeps Over (CSCOPE Collection, Unit 1) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: o Pg. 5, say: In this story, I noticed the author tells us the main problem in the story. Turn and talk with your partner about what conflict the main character is going to have to try and solve throughout the story. o Pg. 15, say: We’ve seen Ira, the main character, interact with another character: his sister. What kind of relationship do they have? How can you tell? o Pg. 21, say: Turn and talk about why you think Reggie didn’t answer Ira’s question about teddy bears. Follow up: Do you think the author was giving you a hint about something that might happen later? o Pg. 38, ask: What did we learn about Reggie? Was anyone expecting that to happen? How did you know? o At the end of the story, say: Authors use characters’ actions and words to tell us about what characters are really like. Tell me something you know about Ira, Reggie, or his sister and how you know. 2. Plan an appropriate introduction for the IRA. Choose an appropriate introduction to engage your students and get them thinking about the text. You might… o prompt students to anticipate a book by a favorite author o invite personal connections o provide important background knowledge o draw attention to the genre o prompt predictions based on the title o ask students to make connections to a previously read text o raise questions to spark curiosity Management Minilesson: Keeping a Record of Your Reading Display the blank Keeping a Record of Your Reading Anchor Chart. 1. Introduce Keeping a Record of Your Reading: “You have been doing lots of wonderful reading and thinking about your books. Readers sometimes keep a list of books they’ve read so they can look back at their reading. Today, I am going to show you a way to help you remember the books you have read. In the front of your Reading Notebook we created a section called Record of Reading. This is where you will keep a record of the books you have read.” 2. Point to the section label and open up your Reading Notebook to this section, and place it under the document camera. If you do NOT have a document camera, you will need to create an enlarged version of the Record of Reading as an Anchor Chart. 3. Model how to record a book on the Record of Reading list using a student’s independent book as an example. Say something like, “Nicole, what is a book you are reading right now?” The View from Saturday ”On Nicole’s Record of Reading, she would put the date she began the book and write the Title and Author 5th Grade Reading 24 (using capital letters where appropriate) like this.” Model under the document camera or on the anchor chart. 4. “The last column is for the genre code. The View from Saturday is a fictional story that could take place today, so we will call it Realistic Fiction. When Nicole finishes her book and is sure that it is Realistic Fiction, she will write RF in the last column.” 5. “During independent time, if you have already finished books this year, just fill in the information on the list and then write the one you are reading now. I’ll keep this under the document camera as an example of how to record your books on your list. Remember your Reading Notebook will be a special book for you this year, and you will want to take very good care of it. When we gather for group meeting today, bring your Reading Notebook, so partners can check each other’s reading list to be sure we’ve all started to use it correctly.” Interactive Read Aloud (IRA) “Ira Sleeps Over” 1. Introduce Text. 2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – o Pg. 5, say: In this story, I noticed the author tells us the main problem in the story. Turn and talk with your partner about what conflict the main character is going to have to try and solve throughout the story. Have a few students share their thinking. o Pg. 15, say: – We’ve seen Ira, the main character, interact with another character: his sister. What kind of relationship do they have? How can you tell? Have a few students share their thinking. o Pg. 21, say: – Turn and talk about why you think Reggie didn’t answer Ira’s question about teddy bears. Follow up: Do you think the author was giving you a hint about something that might happen later? Have a few students share their thinking. o Pg. 38, ask: – What did we learn about Reggie? Was anyone expecting that to happen? How did you know? Have a few students share their thinking. o At the end of the story, say: Authors use characters’ actions and words to tell us about what characters are really like. Tell me something you know about Ira, Reggie, or his sister and how you know. Have a few students share their thinking. 3. In closing, you might say “Tomorrow, we will be creating an Anchor Chart with Characteristics and Noticings of Realistic Fiction.” 4. Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. During our Group Meeting, we will Turn and Talk with our partner and share some of our thinking. Don’t forget to place your sticky notes in your Reading Notebook in the Reading Response section. Also, I want you to add your book or books you’ve been reading this week to your Record of Reading in your Reading Notebook.” 5. Group Meeting: Following Independent Reading time, invite students to Turn and Talk with their partner about the thinking they did while they were reading. Also, have partners check each other’s 5th Grade Reading 25 Record of Reading to make sure they listed books correctly. 6. Informal Assessment: Have students reflect on how well they followed the procedure. This can be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or thumbs down=I did not do this. 5th Grade Reading 26 Lesson 7 Realistic Fiction Genre Study and Guidelines for Reading Workshop Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: The Case of the Missing Deer, Elisa’s Diary, and Ira Sleeps Over Approach: Minilesson (BEFORE THE LESSON) 1. Create the Realistic Fiction Genre Study Anchor Chart leaving both columns completely blank. You will complete this with your students. 2. Create the COMPLETED Guidelines for Reading Workshop Anchor Chart. Realistic Fiction Genre Study Minilesson 1. Display the Realistic Fiction Genre Study Anchor Chart and discuss the definition of Realistic Fiction with your students. 2. Explain that all Realistic Fiction stories have certain characteristics. SAY: “We read three examples of realistic fiction texts: The Case of the Missing Deer, Elisa’s Diary, and Ira Sleeps Over.” Ask: “What did all of these stories have in common?” Facilitate discussion using the bullet points below. You may have to model YOUR thinking about the Genre Noticings. All of these stories… fictional but could happen in real life the author made them up with a specific purpose in mind the author created characters that are like real people each story has a unique plot, but all have characters who have a problem that is resolved through a series of events the story happens in a real place the author could choose to have a character tell the story; OR the author could choose a speaker outside the story, referred to as the narrator, to tell readers the story the author creates the story with a message to the reader called a theme; the theme is often a lesson the character learns about life 3. Complete the Genre Noticings column of the Realistic Fiction Genre Study Anchor Chart. 4. Distribute a copy of the Realistic Fiction Genre Study Anchor Chart with the Noticings already filled in. . 5. For each Noticing, cite a text example from one of the books read this week, and record it in the 5th Grade Reading 27 Book Examples column of the Realistic Fiction Genre Study Anchor Chart. Students will do the same on their copy. Paste the completed Realistic Fiction Genre Study Anchor Chart in the Whole Group Section of their Reading Notebook. (A completed sample Realistic Fiction Genre Study Anchor Chart is included at the end of the lesson.) Management Minilesson: Guidelines for Reading Workshop Display the COMPLETED Guidelines for Reading Workshop Anchor Chart. 1. Introduce Guidelines for Reading Workshop: “As readers and writers we need to work together in our classroom, helping each other do our best learning. Up to this point, we have referred to this time as Independent Reading. From now on, we will call this time Reading Workshop. We have been talking about some of the ways we can help each other as readers and writers. On this chart are the ideas or guidelines for our workshop that we have already talked about and one that we will talk about soon.” 2. Read each Guideline aloud and discuss with your students. 3. Distribute a half-sheet copy of the Guidelines for Reading Workshop to each student and have them paste it on the back inside cover of their Reading Notebook. 4. Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. Don’t forget to place your sticky notes in your Reading Notebook in the Reading Response section. During our Group Meeting, we will Turn and Talk with our partner and share some of our thinking.” 5. Group Meeting: Following Reading Workshop, invite students to Turn and Talk with their partner about the thinking they did while they were reading. 6. Informal Assessment: Have students reflect on how well they followed the procedure. This can be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or thumbs down=I did not do this. 5th Grade Reading 28 Guidelines for Reading Workshop 1. You must always be reading a book and/or writing your thinking about your reading. 2. You need to work silently to enable you and your peers to do your best thinking. 3. Use a soft voice when conferring with your teacher. 4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance. 5. List the book information using your Record of Reading. 6. ALWAYS do your best work. 5th Grade Reading 29 Guidelines for Reading Workshop 1. You must always be reading a book or writing your thoughts about your reading. 2. You need to work silently to enable you and your peers to do your best thinking. 3. Use a soft voice when conferring with a teacher. 4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance. 5. List the book information using your Record of Reading. 6. ALWAYS do your best work. Guidelines for Reading Workshop 1. You must always be reading a book or writing your thoughts about your reading. 2. You need to work silently to enable you and your peers to do your best thinking. 3. Use a soft voice when conferring with a teacher. 4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance. 5. List the book information using your Record of Reading. 6. ALWAYS do your best work. 5th Grade Reading 30 Realistic Fiction- A made up story that could really happen in today’s world Noticings Author’s Purpose: to entertain Characters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and do Setting: based on a real place Plot: a series of events that occur as characters try to solve the problem/conflict and reach a resolution Point of View: narrator or speaker of story Theme: the story’s message to the reader, often determined through what characters in the story learn. Book Examples 5th Grade Reading 31 Realistic Fiction- A made up story that could really happen in today’s world Noticings Author’s Purpose: to entertain Characters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and do Setting: based on a real place Book Examples Author’s Purpose: (The Case of the Missing Deer) to entertain the reader with a mystery the main character had to solve with the help of friends Characters: (Ira Sleeps Over) Ira, the main character His sister His parents Reggie, his friend that invites him over Setting: (Elisa’s Diary) The setting of the beginning of the story is in the United States at Elisa’s house when she was a child. Another setting is at Elisa’s school, when she was a child. At the end of the story, the setting is present day when Elisa is an adult, teaching at the school where she works. Plot: (The Case of the Missing Deer) Plot: a series of events that occur as characters try to solve the problem/conflict and reach a resolution Problem: Blake goes on a vacation with his family and is expecting to see some deer by the cabin where he is staying. Point of View: narrator or speaker of story Theme: the story’s message to the reader, often determined through what characters in the story learn. His new friends try to help him solve the mystery of the “missing deer” by gathering clues. After reading an article in a nature magazine about deer, Blake realizes his jacket that’s been left outside is scaring the deer away because it smells like humans. Resolution: He takes the jacket inside and deer visit his cabin. Point of View (Elisa’s Diary): outside narrator, not a character (Ira Sleeps Over): Ira tells the story Theme (Elisa’s Diary): Obstacles can be overcome, even though we face many hardships. 5th Grade Reading 32 Block 1: Fiction Lesson 8 9 10 11 12 TEKS & Objective/Product TEKS: 5.6A Obj: We will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Product: I will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events when reading a realistic fiction text. TEKS: 5.6A Obj: We will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Product: I will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events when reading a realistic fiction text. TEKS: 5.6A Obj: We will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Product: I will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events when reading a realistic fiction text. TEKS: 5.6A/Fig 19E Obj: We will summarize information in text maintaining meaning and logical order. Product: I will summarize information in text maintaining meaning and logical order when reading a realistic fiction text. TEKS: 5.6, 5.6A, Fig 19E Obj: We will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding by answering test-formatted questions. Procedure Focus: Understanding Plot Text: The Case of the Missing Deer (Journeys) Approach: Minilesson Resources/Materials: Plot Diagram Anchor Chart Focus: Understanding Plot Text: Ira Sleeps Over (CSCOPE Collection) Approach: Minilesson Resources/Materials: Plot Diagram Anchor Chart Focus: Foreshadowing Text: The Case of the Missing Deer (Journeys) Approach: Minilesson Resources/Materials: Plot Diagram Anchor Chart Sticky Notes Focus: Summarizing Text: Ira Sleeps Over (CSCOPE Collection) Approach: Minilesson Resources/Materials: Summarizing Anchor Chart Focus: Bridging to the Testing Genre Text: Ira Sleeps Over (CSCOPE Collection) Approach: Minilesson Resources/Materials: Bridging Stems Handout Sentence Strips or Colored Paper 5th Grade Reading 33 Lesson 8 Understanding Plot Lesson Overview: 5.6A Text: The Case of the Missing Deer Approach: Minilesson (BEFORE THE LESSON) 1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You will complete this with you students. Understanding Plot Minilesson 1. Display Plot Line Anchor Chart and discuss the definition of each component. 2. Explain that all Realistic Fiction stories have a unique plot that the author uses to convey his message to the reader by using characters who have a problem and how they resolve their conflict in the story. 3. Fill in the Plot Line Anchor Chart with your students using The Case of the Missing Deer. 4. Independent Practice: Students will read Elisa’s Diary (Journeys) and begin to complete a Plot Line in their Reading Notebook using the handout provided. 5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 34 Plot Line Title:_________________________ Climax-Turning Point Resolution-Reasonable Ending Problem/Conflict Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character faces Rising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to Resolution Resolution: Solves the character’s conflict; Reasonable Ending-the character is going to be okay; Not always happy ending 5th Grade Reading 35 Plot Line Title: 5th Grade Reading 36 Lesson 9 Understanding Plot Lesson Overview: 5.6A Text: Ira Sleeps Over Approach: Minilesson BEFORE THE LESSON 1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You will complete this with you students. Understanding Plot Minilesson 1. Display Plot Line Anchor Chart and discuss the definition of each component. 2. Explain that all Realistic Fiction stories have a unique plot that the author uses to convey his message to the reader by using characters who have a problem and how they resolve their conflict in the story. 3. Fill in the Plot Line Anchor Chart with your students using Ira Sleeps Over. Today, you will want to release more responsibility to your students in completing the Plot Line. 4. Independent Practice: Students will read Elisa’s Diary (Journeys) and complete the Plot Line in their Reading Notebook using the handout provided. 5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 37 Lesson 10 Foreshadowing Lesson Overview: 5.6A Text: The Case of the Missing Deer Approach: Minilesson BEFORE THE LESSON 1. Create the Foreshadowing Anchor Chart with the definitions completed, and using the completed Plot Line from The Case of the Missing Deer. Foreshadowing Minilesson 1. Display Foreshadowing Anchor Chart and discuss the definition and how readers use foreshadowing to predict future events. 2. Explain that authors often use foreshadowing to give the reader a sense of urgency, wanting to know what will happen next and how events in the plot influence future events. 3. Identify which events hint at future events in The Case of the Missing Deer. (Blake leaves his jacket out on a chair early in the plot, which is the reason the deer will not visit his cabin.) Using a sticky note, explain how the events give rise to future events, place the sticky note by the example of foreshadowing, and draw an arrow to the event it hinted at on the Plot Line. 4. Independent Practice: Students will read Elisa’s Diary (Journeys) and add some examples of foreshadowing to their completed Plot Line from the previous day, either just writing it in or using sticky notes. 5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 38 Foreshadowing Title:_________________________ Climax-Turning Point Resolution-Reasonable Ending Problem/Conflict Foreshadowing = hints or clues the author gives the reader about future events Some examples could be: - conversation between characters - character actions - creates a feeling of suspense/excitement How does the first event hint at a future event? Blake throws his jacket into a chair during a soccer game and forgets to pick it up and take it inside that evening. The scent from his jacket deters the deer from coming near his cabin. When readers notice clues in the text that make them wonder about what is going to happen later in the story, the author has used foreshadowing. 5th Grade Reading 39 Lesson 11 Summarizing Fiction Lesson Overview: 5.6/Fig. 19E Text: The Case of the Missing Deer Approach: Minilesson BEFORE THE LESSON 1. Create the Summarizing Fiction Anchor Chart with the definitions completed but the summary left blank. You will also use the completed Plot Line from The Case of the Missing Deer to craft your summary with your students. Summarizing Fiction Minilesson 1. Display Summarizing Fiction Anchor Chart and discuss the elements of a good summary. Emphasize the importance of paraphrasing the plot’s main events. paraphrase – to express the meaning of something written in different words, especially to clarify the message 2. Write the summary on the Summarizing Fiction Anchor Chart with your students using The Case of the Missing Deer modeling your thinking when you use the Plot Line to paraphrase the events. 3. Independent Practice: Students will write a summary in their Reading Notebook using their completed Plot Line from Elisa’s Diary (Journeys). 4. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 40 Summarizing Fiction A summary is the retelling in your own words, or paraphrasing, of the most important parts. The most important parts in fiction: Conflict Resolution Most Important Event(s) that move the Character from the Conflict to the Resolution Summary: 5th Grade Reading 41 Lesson 12 Bridging: Understanding Plot, Foreshadowing, and Summarizing Fiction Lesson Overview: 5.6A, 5.6/Fig. 19E Text: Ira Sleeps Over Approach: Minilesson BEFORE THE LESSON 1. Using the stems from the Bridging Handout, write questions for the texts you have read together in class. Write the questions on sentence strips, a colored sheet of paper, or a half-sheet Anchor Chart. You will add these to your Plot Line Anchor Chart and your Summarizing Fiction Anchor Chart during the lesson. Using the story Ira Sleeps Over, a possible question could be: Before Ira is able to feel comfortable with Reggie knowing about his teddy bear, it is necessary for him to – (feel confident that Reggie will not make fun of him and still accept him as a friend) Bridging: Understanding Plot, Foreshadowing, and Summarizing Fiction Minilesson 1. Display the Plot Line Anchor Chart and your Summarizing Fiction Anchor Chart and explain that test makers have certain language that they use when they write test questions. You must explicitly make the connection between the skills they have learned in class and what the test question is asking the reader to do. 2. Using the questions you wrote for Ira Sleeps Over, read the first question and explain what the question is asking the reader to do. Then model using the appropriate Anchor Chart and the evidence from the text (Ira Sleeps Over) to support your thinking in crafting your answer. 3. Record the answer to the question and add it to the appropriate anchor chart. 4. Continue using this same process until you have bridged each question. 5. Independent Practice: Student will complete the bridging assessment… 5th Grade Reading 42 Use the data from this assessment to make informed decisions about individual student’s needs. 6. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 43 Bridging How is ______ able to solve his/her problem? Before _______ (the resolution of the conflict), it is necessary for the character(s) to ________ -(event that leads to the resolution) The narrator/character’s actions in the story show the he/she ___________ (character’s actions that give the reader a hint he/she will solve the conflict foreshadowing) According to the story, the narrator/character’s conflict is caused by - 5.6A What is the best summary of the story? What is paragraph ___ mostly about? 5.6/Fig. 19E 5th Grade Reading 44 Block 1: Fiction Lesson 13 14 15 16 17 TEKS & Objective/Product TEKS: Fig. 19D Obj: We will make inferences about text and use textual evidence to support understanding. Product: I will make inferences about text and use textual evidence to support understanding. TEKS: 5.6B/Fig. 19D Obj: We will explain the roles and functions of characters in various plots, including their relationships and conflicts. Product: I will explain the roles and functions of characters in various plots, including their relationships and conflicts. TEKS: 5.6B/Fig. 19D Obj: We will explain the roles and functions of characters in various plots, including their relationships and conflicts. Product: I will explain the roles and functions of characters in various plots, including their relationships and conflicts. Procedure Focus: Making Inferences Text: Elisa’s Diary (Journeys) Approach: Minilesson Resources/Materials: Inference Anchor Chart TEKS: 5.6B/Fig. 19D Obj: We will explain the roles and functions of characters in various plots, including their relationships and conflicts. Product: I will explain the roles and functions of characters in various plots, including their relationships and conflicts. TEKS: 5.6B, 5.6/Fig. 19D Obj: We will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding by answering test-formatted questions. Focus: Character Conflicts Text: Elisa’s Diary (Journeys) Approach: Minilesson Resources/Materials: Character Conflict Anchor Chart Focus: Understanding Characters Text: Ira Sleeps Over (CSCOPE Collection) Approach: Minilesson Resources/Materials: Understanding Characters Anchor Chart Focus: Characters’ Roles and Relationships Text: Elisa’s Diary (Journeys) Approach: Minilesson Resources/Materials: Characters’ Roles Anchor Chart Characters’ Relationships Anchor Chart Focus: Bridging to the Testing Genre Text: Ira Sleeps Over (CSCOPE Collection) and The Case of the Missing Deer (Journeys) Approach: Minilesson Resources/Materials: Bridging Stems Handout Sentence Strips or Colored Paper 5th Grade Reading 45 Lesson 13 Inferring Lesson Overview: Fig. 19D Text: Elisa’s Diary Approach: Minilesson BEFORE THE LESSON 1. Create the Inference Anchor Chart with the definition and column headings completed. You will complete the rest with your students. 2. Use sticky notes to prepare samples of inferences, background knowledge, and text evidence to use during the lesson. You will need to write each sample of text evidence, each sample of background knowledge, and each sample inference on a SEPARATE sticky note, so you can stick them individually where they belong during the lesson as you are modeling your thinking. See completed Inference Anchor Chart. Inferring Minileson 1. Display Inference Anchor Chart and discuss the definition of each inferring. 2. “Sometimes you need to make an inference using text evidence and background knowledge.” Place the sticky note with the text evidence on the Anchor Chart in the first row and read it aloud. 3. Model thinking about your background knowledge and place that sticky note on the Anchor Chart in the first row. 4. Think aloud about how readers use text evidence and their schema to infer ideas about the text. Model composing the inference then place the sticky note on the Anchor Chart in the first row. 5. “Sometimes we need to find text evidence to support an inference.” Place the second sticky note with the inference on the Anchor Chart in the second row and read it aloud. 6. Think aloud using your background knowledge and locate text evidence to support the inference. Place the sticky note with the background knowledge and text evidence on the Anchor Chart in the second row. 5th Grade Reading 46 7. Independent Practice: Students will use the Inferring Handout and the text The Case of the Missing Deer (Journeys) to make an inference and locate text evidence to support an inference in their Reading Notebook. 8. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 47 Inference = an idea the author does not state + Text Evidence = + Background Knowledge = (schema) Inference When I go on a wonderful vacation, sometimes you never want to leave! But when I get home, I’m always so glad because there truly is no better feeling that coming home after being gone for a while. Elisa is missing her home and country even though she is with her family and had once wanted to live there. I do not like to feel alone, especially when I think people are making fun of me. It would be miserable to feel that way at school every day. Elisa’s language barrier and hesitance to try new things is making school difficult for her. 5th Grade Reading 48 Inference = an idea the author does not state + Text Evidence = + Background Knowledge = (schema) Inference By bedtime, Blake had not caught sight of a single deer. Living in the city, he would never be able to see deer on his doorstep. This was his only chance! Blake enjoys being outdoors and interacting with nature, but he doesn’t get to do that very often. 5th Grade Reading 49 Lesson 14 Understanding Character Lesson Overview: 5.6B/Fig. 19D Text: Ira Sleeps Over Approach: Minilesson BEFORE THE LESSON 1. Create the Understanding Character Anchor Chart with the definition and Character’s Actions/Words completed. You will complete the rest with your students. Understanding Character Minilesson 1. Display Understanding Character Anchor Chart and discuss how Character’s Thoughts, Actions, and Words are clues that can help readers figure out the reasons characters act the way they do. We can use these clues to make inferences about characters. 2. Read the first excerpt from the text about a conversation between Ira and Reggie. Explain how Reggie’s actions help you infer that… (See the completed Understanding Characters Anchor Chart for examples.) 3. Use this same process to continue modeling how readers make inferences to better understand characters. 4. Independent Practice: Students will use the Understanding Characters Handout and the text Elisa’s Diary (Journeys) and make three inferences about characters based on their thoughts, words and actions in their Reading Notebook. 5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 50 Understanding Characters Details such as what characters think, say, and do are clues that the reader can use to help them figure out the reasons characters act the way they do. Character:__________________ What can we infer about characters based on their actions or words? Character’s Thoughts, Actions or Words When Ira asks Reggie what he thinks about teddy bears, but Reggie doesn’t respond… Ira’s sister says: “What if Reggie wants to know your teddy bear’s name. Did you think about that? And did you think about how he will laugh and say Tah Tah is a silly, baby name, even for a teddy bear?” At the end of the story, when Ira goes and gets his teddy bear from his house and goes back to Reggie’s, he tries to tell Reggie what his teddy bear’s name is. Reggie, however, has fallen asleep. The narrator’s/character’s actions/words show that -- The narrator’s/character’s actions/words imply that -- Based on their actions/words, the reader can infer that -- Reggie doesn’t answer because he probably didn’t want Ira to know that he still sleeps with a teddy bear because he was afraid of what Ira would think. Ira’s sister is trying to make him Ira has overcome his fear of more confused and conflicted in his rejection and knows his friend will decision. He wants to take to his not judge him. teddy bear, but she keeps saying things that make him unsure about what decision to make. (text evidence) Inferences 5th Grade Reading 51 Understanding Characters Details such as what characters think, say, and do are clues that the reader can use to help them figure out the reasons characters act the way they do. Character:___Elisa________ What can we infer about characters based on their actions or words? Character’s Thoughts, Actions, or Words She opened her lesson planner, thought a moment, then shut it. She stood up and wrote on the board “The Joining of Forces.” – pg. 132 (text evidence) The narrator’s/character’s actions/words show that -- Inferences Squirrels used to symbolize a time of joy and hope for Elisa, but now they are a reminder of what she has lost. The narrator’s/character’s actions/words imply that -- Based on their actions/words, the reader can infer that -- Elisa views herself as a “lamb” and Jose as a “quetzal” that helped her excel. She is grateful for his friendship. 5th Grade Reading 52 Lesson 15 Understanding Characters’ Roles and Relationships Lesson Overview: 5.6B/Fig. 19D Text: Elisa’s Diary Approach: Minilesson BEFORE THE LESSON 1. Create the Character Relationships Chart with the definition completed but the boxes left blank. You will complete the rest with your students. 2. Create the Character Roles Chart with the definition completed but the boxes left blank. You will complete the rest with your students. Understanding Character Relationships Minilesson 1. Display Character Relationships Anchor Chart. 2. Discuss how characters influence each other based on what they do and how they feel. Also, explain that character relationships often change over the course of the plot depending on the events and characters’ changes over time. Thinking aloud with your students, discuss who the main character is and another character who influenced him/her. Who are my main characters? (Elisa and Jose) Record on the Anchor Chart. Compose a sentence that explains Elisa and Jose’s relationship and locate text evidence to support your thinking. Explain their relationship. (Elisa and Jose help each other and bond over an issue they both struggle with – learning English.) Record on the Anchor Chart. 3. Use the text (Elisa’s Diary) to find text evidence to support the statement about their relationship. 5th Grade Reading 53 Understanding Character Roles Minilessons 1. Display Character Roles Anchor Chart and discuss how authors create characters with specific roles in mind. Some may be a father, a brother, a friend, etc. Authors use these characters and their roles to further the events in the plot. Not all characters play important roles in the plot, but some have crucial roles. 2. Model listing all the characters and their roles in Elisa’s Diary. Then, explain their role in the plot: part of the conflict, climax, resolution, rising actions, or falling actions. For example, Elisa’s parents do not play roles that advance the plot. Her brother does play a role in the conflict because he is learning English much more easily and quickly than she, so her internal conflict is intensified. Jose plays a role in the resolution because he helps her learn how to speak English better, which solves her problem. That leads to her becoming a teacher later in life. Without Jose’s friendship and help, learning to speak English would’ve been much more difficult. 3. Complete the Response at the bottom of the anchor chart and model thinking aloud about your response. Without Jose’s friendship and willingness to teach Elisa, she might have not had any friends that she could communicate with that year. Learning to speak English would’ve been more difficult. Her relationship with Jose leads to her becoming a teacher later in life. 4. Independent Practice: Students will use the text The Case of the Missing Deer and complete a Character Relationships Chart and a Character Roles Chart in their Reading Notebook. Students will use what they wrote about Character Roles to complete the response question: How would the plot change if Maria and her brothers were not in the story? 5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 54 Character Relationships: how characters influence one another based on what they do and how they feel Who are my main characters? Explain their relationship. (What is their relationship like?) Use the text to show how you know. 5th Grade Reading 55 Character Roles Authors create characters with specific roles in the plot, such as mother, father, friend, enemy, partner, brother, sister, etc. The character’s role plays an important part in one of the main parts of the plot: conflict, climax, or resolution. Character Role Explain their Role in the Plot How would the plot change if Jose were not in the story? 5th Grade Reading 56 Lesson 16 Understanding Characters’ Conflicts Lesson Overview: 5.6B/Fig. 19D Text: Ira Sleeps Over and The Case of the Missing Deer Approach: Minilesson BEFORE THE LESSON 1. Create the Character Conflicts Anchor Chart with the definition completed and the chart left blank. You will complete the rest with your students. Understanding Characters’ Conflicts Minilesson 1. Display Character Conflicts Anchor Chart and discuss how characters’ problems, or conflicts, are what set up the events in the plot. Without a problem, there is no story to be told. The character(s) with the problem are usually the main character(s) or the focus of the plot. The author follows them throughout the story with events that lead to the resolution of the conflict. The resolution doesn’t always solve characters’ conflicts, but it does resolve the conflict. This doesn’t always mean a “happy ending.” Students must begin using the language conflict, resolution, solve, resolve when discussing characters’ problems. 2. Discuss the different types of conflicts readers commonly see in fictional texts using the Character Conflicts Anchor Chart. 3. Add text examples of Internal and External Conflicts from Ira Sleeps Over and The Case of the Missing Deer. 6. Independent Practice: Students will use the text Elisa’s Diary (Journeys) and complete a Character Conflicts Chart in their Reading Notebook. 7. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 57 Character Conflicts: problems in the plot that characters can face; often there are multiple conflicts Type of Conflict Internal Conflict (man vs. himself) External Conflict (man vs. man, man vs. nature) Meaning -not visual or tangible -the struggle is usually inside a character’s mind A character is dealing with his or her mixed feelings or emotions. A character may have to decide between right or wrong or two solutions to a problem. A character can face several types of outside forces - outside force may be another character - does not have to be a physical conflict, but can be a battle between 2 ideas - mostly this refers to 2 characters against one another - may also be forces of nature Examples from text 5th Grade Reading 58 Lesson 17 Bridging: Inferring About Characters and Their Relationships, Roles, and Conflicts Lesson Overview: 5.6B, 5.6B/Fig. 19D Text: Elisa’s Diary Approach: Minilesson (BEFORE THE LESSON) Using the stems from the Bridging Handout, write questions for the texts you have read together in class. Write the questions on sentence strips, a colored sheet of paper, or a half-sheet Anchor Chart. You will add these to your Understanding Characters Anchor Chart, Character Roles Anchor Chart, Character Relationship Anchor Chart, and Character Conflicts Anchor Chart during the lesson. Using the story Elisa’s Diary, a possible question could be: Why does it make sense that Elisa is frustrated with her brother when he tells her to watch TV programs in English? – (He is trying to give her advice to help her learn to speak English because he is learning more easily than she is. School is coming up, and he will be able to communicate with his classmates, but she will have a much harder time.) Bridging: Inferring About Characters’ and Their Relationships, Roles, and Conflicts Minilesson 1. Display the Understanding Characters Anchor Chart, Character Roles Anchor Chart, Character Relationship Anchor Chart, and Character Conflicts Anchor Chart, and explain that test makers have certain language that they use when they write test questions. You must explicitly make the connection between the skills they have learned in class and what the test question is asking the reader to do. 2. Using the questions you wrote for Elisa’s Diary, read the first question and explain what the question is asking the reader to do. Then model using the appropriate Anchor Chart and the evidence text (Elisa’s Diary ) to support your thinking in crafting your answer. 3. Continue using this same process until you have bridged each question. 5th Grade Reading 59 4. Record the answer to the question and add it to the appropriate anchor chart. 5. Independent Practice: Student will complete the bridging assessment… Use the data from this assessment to make informed decisions about individual student’s needs. 6. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading. 5th Grade Reading 60 Bridging From the events in the story, what can the reader conclude about _______? (character in the story) Why does it make sense that ______(character in the story) is _______ (emotion) when _______?(event that causes the emotion) Which sentence from the story best shows that _______ realizes _________? (character’s actions that show the reader he/she has changed during the plot) Read this sentence from the story. (text evidence that shows the character feels a certain way, specifically at the resolution of the conflict) This sentence shows that – _________ contributes to solving the narrator’s problem mostly by— 5.6B/Fig. 19D 5th Grade Reading 61 Block 1: Fiction Lesson 18 19 20 21 22 TEKS & Objective/Product TEKS: Fig. 19A-C, 5.6 Obj: We will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. TEKS: Fig. 19A-C, 5.6 Obj: We will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. TEKS: Fig. 19A-C, 5.6 Obj: We will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. TEKS: Fig. 19A-C, 5.6 Obj: We will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of historical fiction and provide evidence from text to support our understanding. TEKS: 5.6A, Fig. 19D Obj: We will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Product: I will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Procedure Focus: Historical Fiction Genre Immersion & Different Ways to Respond Text: Willie and the All-Stars Approach: IRA Resources/Materials: Reading Notebook Different Ways to Respond Anchor Chart Focus: Historical Fiction Genre Immersion & Using Sticky Notes Text: “Old Yeller” Approach: IRA Resources/Materials: Sticky notes Focus: Historical Fiction Genre Immersion & Monitoring Comprehension Text: Pink and Say Approach: IRA Resources/Materials: How to Know if You Understood What You Read Anchor Chart Focus: Historical Fiction Genre Study & Solving Unknown Words Text: Willie and the All-Stars, “Old Yeller,” and/or Pink and Say Approach: Minilesson Resources/Materials: Solving Unknown Words Anchor Chart Historical Fiction Genre Study Anchor Chart Focus: Plot and Reading Workshop Review Text: Pink and Say Approach: Minilesson Resources/Materials: Plot Anchor Chart or Teacher’s Reader Notebook 5th Grade Reading 62 Lesson 18 Historical Fiction Genre Immersion and Different Ways to Respond Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: Willie and the All-Stars (CSCOPE Collection, Unit 1) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: After you read the first page, say: I notice the author begins by telling us the setting: 1942 in Chicago. The setting tells me this is set in a time in history. Also important to the setting is the historical movement that will impact the theme and characters. What do you already know from our Author’s Note that will be a prominent historical movement? After Willie and his friends play stickball in the street, say: – What can we infer about “stickball” from the text and pictures? Turn and talk to your partner about what you can infer about “stickball.” After Ol’ Ezra tells Willie about the Negro League, say: – The narrator tells us something important here – “All of a sudden Willie felt all closed up inside. Almost like he was trapped in a box.” Why does Willie feel this way? How is he “trapped in a box?” Turn and talk to your partner and share your thinking. After the author describes the Negro players when Willie is at the stadium: – The author doesn’t give a clear description of the Major League Players, just the Negro League. What can infer were the differences in the Negro League Players and the Major League Players? At the end of the story, say: Tell me what lesson you feel like Willie learned in the story. How does that connect to your life? Turn and talk to your partner about what you think is the theme of this story. 3. Write the Reading Response in Teacher’s Reading Notebook. 4. Create the Different Ways to Respond Anchor Chart. Strategies and Skills Minilesson: Different Ways to Respond 1. Introduce Different Ways to Respond: “Together we have shared our thinking by talking about books I have read aloud to you. You have been doing thinking and talking about the books you have chosen to read. You have talked about your thinking with a partner and in groups. Now instead of only talking about your thinking, you’re going to put your thinking on paper. When you write about your thinking, you can remember it and share it with other who read it.” 2. “In our class this year, you’re going to share your thinking by writing your thoughts as a response in your Reading Notebook. Each day you are going to respond in your Reading Notebook, sharing what you are thinking about the book you are reading. I have written a response today to share my thinking about a book I’m reading.” Display the Reading Response that you have written in your Teacher’s Reading Notebook under the document camera and read it to the students. If you do NOT have a document camera, you will need to create an enlarged version of the Reading Response as an Anchor Chart. 5th Grade Reading 63 3. Ask students: “What do you notice about the response I wrote?” Discuss student responses. 5. Display the Different Ways to Respond Anchor Chart. “I’ve made a list of all the different kinds of writing about books you have done and can tell me about in your responses. Here are some of the topics you can write about in your response. I’m sure we will have many more to add as we continue to write about books we are reading. Let’s place our list on the wall, and I will give you a copy to paste in your Reading Notebook. If you are having difficulty thinking about what you want to share in your response, this list may help you.” Read and discuss topics. 6. Distribute the student copy of the Different Ways to Respond List and have students paste it in their Reading Notebook. 7. “Today when we read Willie and the All-Stars, we will be sharing our thinking and recording it on sticky notes.” Pass out two sticky notes to each student and have them place them on top of their Reading Notebook to use during the stopping points of the IRA. Interactive Read Aloud (IRA) Willie and the All-Stars 1. Building Background – Because the historical event and/or time period is important to understanding the structure and elements of historical fiction, building background knowledge for the historical context is critical for students to comprehend the text. Willie and the All-Stars takes place during the segregation era in the 1940s. Read the “Author’s Note” on the last page of Willie and the All-Stars to activate and build background knowledge for your students. 2. Introduce Text: You might say: “Willie and the All-Stars is a story about a boy named Willie who is an 5th Grade Reading 64 African American in a time when white people and black people did not have equal rights. There was a period of segregation, which means whites and blacks were kept separated – separate restaurants, water fountains, neighborhoods, and even sports leagues. Willie loves baseball, and he even has several favorite players. Listen to find out what Willie learns.” 2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – After you read the first page, say: I notice the author begins by telling us the setting: 1942 in Chicago. The setting tells me this is set in a time in history. Also important to the setting is the historical movement that will impact the theme and characters. What do you already know from our Author’s Note (and background knowledge) that will be a prominent historical movement? Have a few students share their thinking. After Willie and his friends play stickball in the street, say: – What can we infer about “stickball” from the text and pictures? Record your thinking on your sticky note. Turn and talk to your partner about what you can infer about “stickball.” Have a few students share their thinking. After Ol’ Ezra tells Willie about the Negro League, say: – The narrator tells us something important here – “All of a sudden Willie felt all closed up inside. Almost like he was trapped in a box.” Why does Willie feel this way? How is he “trapped in a box?” Record your thinking on your sticky note. Turn and talk to your partner and share your thinking. Have a few students share their thinking. After the author describes the Negro players when Willie is at the stadium: – The author doesn’t give a clear description of the Major League Players, just the Negro League. What can infer were the differences in the Negro League Players and the Major League Players? Record your thinking on your sticky note. Have a few students share their thinking. At the end of the story, say: Tell me what lesson you feel like Willie learned in the story. How does that connect to your life? Record your thinking on your sticky note. Turn and talk to your partner about what you think is the theme of this story. Have a few students share their thinking. 7. In closing, you might say: “At the end of the week, we will be creating an Anchor Chart with Characteristics and Noticings of Historical Fiction. We will be reading another historical fiction story together tomorrow.” 8. Independent Practice: “Today during Reading Workshop, you are going to practice writing a response about your thinking. Use the Different Ways to Respond list and your sticky notes to help you write about your thinking about Willie and the All-Stars. Use my example to help you begin writing your response. During our Group Meeting, we will share some of our responses.” 9. Group Meeting: Following the Independent Reading time, invite students to share their responses with their partner. Listen in to the conversations and have students share quality responses with the whole group. 10. Informal Assessment: Have students reflect on how well they responded to their reading. This can be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or thumbs down=I did not do this. 5th Grade Reading 65 5th Grade Reading 66 Different Ways to Respond Different Ways to Respond what the book is about what the book is about how the book reminds you of another book how the book reminds you of another book how the book makes you feel how the book makes you feel how the author describes things how the author describes things whether you like the book or not and why whether you like the book or not and why why you think the author wrote the book why you think the author wrote the book why you chose the book why you chose the book how you feel about the author’s writing how you feel about the author’s writing whether or not you would recommend the book to another reader whether or not you would recommend the book to another reader why you abandoned a book why you abandoned a book what you predict will happen what you predict will happen what you would change about the book what you would change about the book examples of stereotypes or bias examples of stereotypes or bias what you found interesting what you found interesting what you were wondering about what you were wondering about whether the book is easy, just right, or challenging and how you can tell whether the book is easy, just right, or challenging and how you can tell about the genre about the genre what you think is the author’s message what you think is the author’s message what books you look forward to reading what books you look forward to reading what you don’t understand or questions you have what you don’t understand or questions you have how you feel about a character how you feel about a character what you notice about the author’s style/language what you notice about the author’s style/language something about the author and what it has something about the author and what it has to do with the story to do with the story what was funny to you what was funny to you what you like/dislike about the setting what you like/dislike about the setting how the setting affects the characters how the setting affects the characters about good word choices/special language about good word choices/special language what you think about the author’s lead what you think about the author’s lead how the author captured your interest how the author captured your interest 5th Grade Reading 67 Different Ways to Respond what the book is about how the book reminds you of another book how the book makes you feel how the author describes things whether you like the book or not and why why you think the author wrote the book why you chose the book how you feel about the author’s writing whether or not you would recommend the book to another reader why you abandoned a book what you predict will happen what you would change about the book examples of stereotypes or bias what you found interesting what you were wondering about whether the book is easy, just right, or challenging and how you can tell about the genre what you think is the author’s message what books you look forward to reading what you don’t understand or questions you have how you feel about a character what you notice about the author’s style/language something about the author and what it has to do with the story what was funny to you what you like/dislike about the setting how the setting affects the characters about good word choices/special language what you think about the author’s lead how the author captured your interest 5th Grade Reading 68 Write this sample response in your Teacher’s Reading Notebook. September 22, 2014 The first thing I thought about when I read The Keeping Quilt is what it was like for immigrants who come to the U.S. for the first time. Patricia Polacco’s great-grandparents came from Russia. They faced many changes. There were other people from different countries and a new language. I think about how we are all here now but that we or our ancestors came as immigrants from other countries. We are different in a lot of ways but also have things in common, like our classroom community of learners. Another thing I noticed as I read was how the author creates pictures in the readers’ minds. I like how she uses details to make scenes clear for the readers. For example, Polacco writes about cut out animals and flowers from the scraps of clothing while the quilt was being made. I enjoyed this book because I really like books about families! 5th Grade Reading 69 Lesson 19 Historical Fiction Genre Immersion and Using Sticky Notes to Prepare for Writing Responses Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: Old Yeller (Journeys, Unit 2, Lesson 7, pg. 176) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: After reading the introduction, ask: When does this story take place? What do you think life was like back then in Texas? After reading that the bear cub is charging Arliss, ask: How does this part of the story make you feel? Turn and talk to your partner and share your thinking. After reading about the fight between the bear and Old Yeller, ask: What words and phrases did the author use to help you see the fight between Old Yeller and the bear? Write specific language the author used on your sticky note to share. At the end of the story, ask: How would you describe the narrator in the story. Why? Turn and talk to ta partner and share your thinking. Strategies and Skills Minilesson: Using Sticky Notes to Prepare for Writing Responses 1. Introduce Using Sticky Notes to Prepare for Writing Responses: “We have been talking about all the different ways we think about what we are reading and how we share our thinking in our journals. As you read this week, stop one or two times to make some quick notes about your thinking on sticky notes, and place them in your Reading Notebook. When you are ready to write your response, you can use your sticky notes to help you remember the parts you want to write about. This may help you write letters that show lots of good thinking about your reading.” 2. CAUTION: You will not want to overdo the use of sticky notes because it will interrupt the reading process. Some children will NOT need the support of stick-on notes. Your students should be reading and recording their thinking EVERY DAY. A response should be completed by the end of the week. (Some students will write a couple of sentences each day. Others will wait and complete the response on Friday. Either way is acceptable.) The purpose of the response is for students to record their thinking while reading and to share it with others. 3. COMMON READING RESPONSE ROADBLOCKS: If students think they must complete a book before they write a response, then remind them that a response is not a summary of their book, rather a written collection of their thoughts while they read. If students abandon a book, then they need to respond about why they abandoned the book and what kind of book they want to read next and why. If students are reading a different book each day, then they are not engaging with text. You will need to confer with them to give them a direction in selecting a book. “Fake reading” is often a sign of choosing the wrong book. You will need to confer with those students to help them choose books that are engaging to them. 5th Grade Reading 70 Interactive Read Aloud (IRA) “Old Yeller” 1. Building Background – Because the historical event and/or time period is important to understanding the structure and elements of historical fiction, building background knowledge for the historical context is critical for students to comprehend the text. o “Old Yeller” takes place during on the frontier in the 1800s. Ask students to think about and share what they already know about life on the frontier during that time period. o Read pg. 174 “Background” to your students and discuss it. 2. Introduce Text: You might say: “We know that in historical fiction, the time and place where the story takes place often impacts every element of the story. In this story, the narrator might even say things a little differently because the author wanted to make it seem like the characters were very authentic and realistic. The author’s message in “Old Yeller” is impacted by the setting, but we can still relate to it as readers today.” 3. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – o After reading the introduction, ask: When does this story take place? What do you think life was like back then in Texas? o After reading that the bear cub is charging Arliss, ask: – How does this part of the story make you feel? Turn and talk to your partner and share your thinking. o After reading about the fight between the bear and Old Yeller, ask: – What words and phrases did the author use to help you see the fight between Old Yeller and the bear? Write specific language the author used to share. o At the end of the story, ask: – How would you describe the narrator in the story. Why? Turn and talk to ta partner and share your thinking. 4. In closing, you might say: “At the end of the week, we will be creating an Anchor Chart with Characteristics and Noticings of Historical Fiction. We will be reading another historical fiction story together tomorrow.” 5. Independent Practice: “Today during Reading Workshop, you are going to continue reading your independent book and jotting your thinking on sticky notes. Remember to place these in your Reading Notebook so they don’t get lost. If you want to begin your Weekly Response, you may do so. Use the Different Ways to Respond list and your sticky notes to help you write about your thinking. Use my example to help you begin writing your response. 5th Grade Reading 71 Lesson 20 Historical Fiction Genre Immersion and Monitoring Comprehension Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: Pink and Say (CSCOPE Collection) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: o After reading about when Pinkus carries the narrator a long way, say: Both characters we have been introduced to at this point are young soldiers fighting in the Civil War for the Union Army. Where do you think they’re going at this point? o After reading about the 1st day with Moe Moe Bay, say: – If you noticed, the author is using some of the different language I was telling you about earlier. What were some of the terms you heard that might have been unfamiliar? What can you infer about their meaning? Turn and talk to your partner and share your thinking. o After reading the very next page, say: – Pinkus “looked troubled” after Moe Moe Bay asked if he was going back to fight in the war. Why do you think he didn’t answer her? o After reading about Pink telling Say about his old master, ask: –What do you think Pink feels when they visit the old plantation, and he shares memories of Master Aylee? Turn and talk to ta partner and share your thinking. o After reading the very next page, ask: What can we infer about the Civil War based on the conversation between Pink and Say? Why does Pink want to go back and fight, but Say doesn’t? What would the difference in their motivations be? Turn and talk to your partner and share their thinking. o After reading about when Pink calls slavery “the sickness,” ask: Knowing what we just discussed about Pink and the war, I think him calling slavery “the sickness” is so telling about how passionate he is about ridding the world of it. o After reading about when Pink and Say get captured by the Confederate Army, ask: Do you think Moe Moe Bay’s bravery and death affected Say? Turn and talk to your partner and share their thinking. o At the end of the book, say: The setting and historical event of the Civil War definitely impacted the theme of this book. The characters’ relationships and lessons they learned also have a big impact on the theme. Turn and talk to your partner and come up with a possible theme for Pink and Say. 2. Create the How to Be Sure You Understand What You Read Anchor Chart. Strategies and Skills Minilesson: Monitoring Comprehension 1. Introduce Monitoring Comprehension: When readers read, they notice when something doesn't make sense, and they take some action to resolve the problem. “When you are reading your book and something doesn’t make sense, what do you do?” 2. Display How to Be Sure You Understand What You Read Anchor Chart. 5th Grade Reading 72 o Read and discuss each bullet point on the chart. o “If you have tried all of these ways of figuring out the meaning and you still don’t understand it, you can ask for help in our group meeting, small group, or in your reading response. This chart will remind you that you need to notice when something doesn’t make sense and that good readers have lots of ways to solve the problem.” 3. “Today, when you are reading during Reading Workshop, if you notice something that doesn’t make sense, try and fix it using the strategies we just discussed. Remember to refer to the Anchor Chart if you need help remembering what to do.” Interactive Read Aloud (IRA) Pink and Say 1. Building Background – Because the historical event and/or time period is important to understanding the structure and elements of historical fiction, building background knowledge for the historical context is critical for students to comprehend the text. o Pink and Say takes place during the Civil War. Ask students to think about and share what they already know about the Civil War, the Confederate Army, the Union Army, and the reason they were fighting. o Clarify these terms and make sure students are clear that North was the Union Army (Yankees), and the South was the Confederate Army (Rebels). They were fighting over the issue of slavery; the North wanted to free the slaves and the South wanted slavery to continue. Also, explain that President Lincoln was the president at the time who wanted the slaves to be emancipated (freed). o This book is told from the point of view of a Confederate soldier, “Say.” The language the author uses is very representative of the time period, and occasionally, you might have to clarify the meaning of words/phrases for your students to enhance comprehension. 2. Introduce Text: o You might say: “This is a story handed down from generation to generation until it was told to Patricia Polacco (our author), who then wrote it down and made it into a book. The language in this book is going to be very different from anything we’ve read this year. Because of the setting, you will hear words/phrases you might not understand. I will clarify many of them for you, but I want you to keep the setting in mind because it plays an important part when we discuss a theme for this book when we finish reading. The characters will also help you when thinking about a life lesson we can learn from this book.” 5th Grade Reading 73 3. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – o After reading about when Pinkus carries the narrator a long way, say: Both characters we have been introduced to at this point are young soldiers fighting in the Civil War for the Union Army. Where do you think they’re going at this point? o After reading about the 1st day with Moe Moe Bay, say: – If you noticed, the author is using some of the different language I was telling you about earlier. What were some of the terms you heard that might have been unfamiliar? What can you infer about their meaning? Turn and talk to your partner and share your thinking. o After reading the very next page, say: – Pinkus “looked troubled” after Moe Moe Bay asked if he was going back to fight in the war. Why do you think he didn’t answer her? o After reading about Pink telling Say about his old master, ask: –What do you think Pink feels when they visit the old plantation, and he shares memories of Master Aylee? Turn and talk to ta partner and share your thinking. o After reading the very next page, ask: What can we infer about the Civil War based on the conversation between Pink and Say? Why does Pink want to go back and fight, but Say doesn’t? What would the difference in their motivations be? Turn and talk to your partner and share their thinking. o After reading about when Pink calls slavery “the sickness,” ask: Knowing what we just discussed about Pink and the war, I think him calling slavery “the sickness” is so telling about how passionate he is about ridding the world of it. o After reading about when Pink and Say get captured by the Confederate Army, ask: Do you think Moe Moe Bay’s bravery and death affected Say? Turn and talk to your partner and share their thinking. o At the end of the book, say: The setting and historical event of the Civil War definitely impacted the lesson the character(s) learned in this story. What do you think the lesson learned was? 4. In closing, you might say: “Tomorrow, we will be creating an Anchor Chart with Characteristics and Noticings of Historical Fiction.” 5. Independent Practice: “Today during Reading Workshop, you are going to write a response about your thinking using your independent book. You are going to continue reading your independent book and jotting your thinking on sticky notes. Remember to place these in your Reading Notebook so they don’t get lost. If you want to begin your Weekly Response, you may do so. Use the Different Ways to Respond list and your sticky notes to help you write about your thinking. Use my example to help you begin writing your response. 6. Group Meeting: Following the Reading Workshop time, invite students to share their responses with their partner. Listen in to the conversations and have students share quality responses with the whole group. 5th Grade Reading 74 How to Be Sure You Understand What You Read Readers notice when something doesn’t make sense. They have different ways to solve the problem. o Readers stop and think about what they know. o Readers go back and reread the sentence of the paragraph to clarify the author’s meaning. o Readers continue reading and look for more information. o Readers ask for help with understanding. 5th Grade Reading 75 Lesson 21 Historical Fiction Genre Study and Solving Unknown Words Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: Willie and the All-Stars, Old Yeller, and/or Pink and Say Approach: Minilesson BEFORE THE LESSON 1. Create the Historical Fiction Genre Study Anchor Chart leaving both columns completely blank. You will complete this with your students. 2. Create the Solving Unknown Words Anchor Chart. Realistic Fiction Genre Study Minilesson 1. Display the Historical Fiction Genre Study Anchor Chart and discuss the definition of Historical Fiction with your students. 2. Explain that all Historical Fiction stories have certain characteristics. SAY: “We read three examples of historical fiction texts: Willie and the All-Stars, Old Yeller, and Pink and Say. Ask: “What did all of these stories have in common?” 3. Facilitate discussion using the bullet points below. You may have to model YOUR thinking about the Genre Noticings. All of these stories… fictional but set in a real time and place in the past the author made them up with a specific purpose in mind the author created characters that are like real people that could have lived during that time period each story has a unique plot, but all have characters who have a problem that is resolved through a series of events the author could choose to have a character tell the story; OR the author could choose a speaker outside the story, referred to as the narrator, to tell readers the story the author creates the story with a message to the reader called a theme; the theme is often a lesson the character learns about life that is directly impacted by the setting and historical event/movement 4. Complete the Genre Noticings column of the Historical Fiction Genre Study Anchor Chart. 5. Distribute a copy of the Historical Fiction Genre Study Anchor Chart with the Noticings already filled in. . 6. For each Noticing, cite a text example from one of the books read this week, and record it in the Book Examples column of the Historical Fiction Genre Study Anchor Chart. Students will do the same on 5th Grade Reading 76 their copy. Paste the completed Historical Fiction Genre Study Anchor Chart in the Whole Group Section of their Reading Notebook. Management Minilesson: Solving Unknown Words Display the Solving Unknown Words Anchor Chart. 1. Introduce Solving Unknown Words: “When readers come to words they don’t know, they have lots of ways to figure them out. You know some ways to figure out words.” 2. Display the Solving Unknown Words Anchor Chart. o Read and discuss each bullet point on the chart. 3. Independent Practice: “Today during Reading Workshop, if you come a word you don’t know, try and solve it using the strategies we just discussed. Remember to refer to the anchor chart if you need help remembering what to do. You are going to continue reading your independent book and jotting your thinking on sticky notes. Remember to place these in your Reading Notebook so they don’t get lost. If you want to begin your Weekly Response, you may do so. Use the Different Ways to Respond list and your sticky notes to help you write about your thinking. Use my example to help you begin writing your response.” 4. Group Meeting: Following the Reading Workshop time, invite students to share their responses with their partner. Listen in to the conversations and have students share quality responses with the whole group. 5th Grade Reading 77 Historical Fiction- A made up story that could have happened in a real time and place in the past Noticings Author’s Purpose: to entertain the reader with a story set in the past Characters: are realistic or real people from the past that the author uses to tell the story Setting: is IMPORTANT to the story and shows something about a period or place in history Plot: could contain an author’s imagined details about real events Point of View: narrator or speaker of story Theme: the author’s message to the reader, may center around an important issue during the time in which the story takes place Book Example 5th Grade Reading 78 Solving Unknown Words o Readers look at the letters and letter clusters and think about their sounds. o Readers look at parts of words. o Readers use what they know about other words to figure out new words. o Readers think about what would make sense and then check with the letters. 5th Grade Reading 79 Lesson 22 Understanding Plot and Reading Workshop Lesson Overview: 5.6A Text: Pink and Say Approach: Minilesson BEFORE THE LESSON 1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You will complete this with you students. Management Minilesson: Reading Workshop Review Up to this point, you have taught lessons that have established routines and procedures for an effective Reading Workshop. Today, you will want to review the expectations for your students, so they have a clear direction of what to do when they are finished with the Independent Practice that follows your Whole Group teaching. Review and discuss the following bullet points with your students. Select a “Just-Right” book that you are interested in and want to read. Follow the Guidelines for Reading Workshop (refer to the anchor chart). Track your thinking each day. Use sticky notes, if needed. Complete a Reading Response by the end of the week. Do your BEST reading and thinking every day. Happy Reading! Understanding Plot Minilesson 1. Display Plot Line Anchor Chart OR place the Plot Line Handout underneath the document camera. Review the definition of each component of the plot. 2. Explain that all Historical Fiction stories, like Realistic Fiction, have a unique plot that the author uses to convey his message to the reader by using characters who have a problem and how they resolve their conflict in the story. 3. Fill in the Plot Line Anchor Chart OR the Handout with your students using Pink and Say. 4. Independent Practice: Students will read Dangerous Crossing (Journeys) and complete a Plot Line in their Reading Notebook using the handout provided. 5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 80 Plot Line Title:_________________________ Climax-Turning Point Resolution-Reasonable Ending Problem/Conflict Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character faces Rising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to Resolution Resolution: Solves the character’s conflict; Reasonable Ending-the character is going to be okay; Not always happy ending 5th Grade Reading 81 Plot Line Title: 5th Grade Reading 82 Block 1: Fiction Lesson 23 24 25 26 27 TEKS & Objective/Product TEKS: Fig. 19E Obj: We will summarize information in text maintaining meaning and logical order. Product: I will summarize information in text maintaining meaning and logical order when reading a historical fiction text. TEKS: 5.6C Obj: We will explain different forms of third-person point of view in stories. Product: I will explain different forms of third-person point of view in stories. Procedure Focus: Summarizing Historical Fiction Text: Pink and Say (CSCOPE Collection) Approach: Minilesson Resources/Materials: Summarizing Anchor Chart or Handout TEKS: 5.3/Fig. 19D Obj: We will analyze, make inferences and draw conclusions about theme and genre and different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Product: I will analyze, make inferences and draw conclusions about theme and genre and different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. TEKS: 5.3, 5.3C/Fig. 19D Obj: We will explain the effect of a historical event of movement on the theme of a work of literature. Product: I will explain the effect of a historical event of movement on the theme of a work of literature. Focus: Understanding Theme Text: Ira Sleeps Over, Elisa’s Diary, and The Case of the Missing Deer Approach: Minilesson Resources/Materials: Understanding Theme in Realistic Fiction Anchor Chart TEKS: 5.6C, 5.3C, 5.3/Fig 19D Obj: We will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding by answering test-formatted questions. Focus: Bridging to the Testing Genre Text: Pink and Say CSCOPE Collection) Approach: Minilesson Resources/Materials: Bridging Stems Handout Sentence Strips or Colored Paper Focus: Understanding Point of View Text: Willie and the All-Stars, Old Yeller, Pink and Say, Ira Sleeps Over, Elisa’s Diary, and/or The Case of the Missing Deer Approach: Minilesson Resources/Materials: Point of View Anchor Chart Focus: Understanding Theme in Historical Fiction Text: Pink and Say (CSCOPE Collection) Approach: Minilesson Resources/Materials: Understanding Theme in Historical Fiction Anchor Chart 5th Grade Reading 83 Lesson 23 Summarizing Fiction Lesson Overview: 5.6/Fig. 19E Text: Pink and Say Approach: Minilesson BEFORE THE LESSON 2. Create the Summarizing Fiction Anchor Chart or display the Summarizing Fiction Handout under the document camera with the definitions completed but the summary left blank. You will also use the completed Plot Line from Pink and Say to craft your summary with your students. Summarizing Fiction Minilesson 2. Display Summarizing Fiction Anchor Chart and discuss the elements of a good summary. Emphasize the importance of paraphrasing the plot’s main events. paraphrase – to express the meaning of something written in different words, especially to clarify the message 2. Write the summary on the Summarizing Fiction Anchor Chart with your students using Pink and Say modeling your thinking when you use the Plot Line to paraphrase the events. 5. Independent Practice: Students will write a summary in their Reading Notebook using their completed Plot Line from Dangerous Crossing (Journeys). 6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 84 Summarizing Fiction A summary is the retelling in your own words, or paraphrasing, of the most important parts. The most important parts in fiction: In Historical Fiction, the setting is an important part of the story because it is a real time and place in the past and should be mentioned in the summary. Conflict Resolution Most Important Event(s) that move the Character from the Conflict to the Resolution Summary: 5th Grade Reading 85 Lesson 24 Point of View Lesson Overview: 5.6C Text: Pink and Say (CSCOPE Collection) Approach: Minilesson BEFORE THE LESSON 1. Create the Point of View Anchor Chart with the definitions completed but leaving the bullet points blank. Point of View Minilesson 1. Display the Point of View Anchor Chart and discuss how to determine the 1st or 3rd Person Point of View, and how to determine what type of 3rd Person Point of View. 2. Model using the Anchor Chart and determine the Point of View of Pink and Say and Willie and the All-Stars. Record titles on the Anchor Chart under the correct Point of View. 7. Independent Practice: Students will identify the Point of View of Dangerous Crossing, Old Yeller, Elisa’s Diary, and The Case of the Missing Deer using the Point of View chart in their Reading Notebook. 8. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 86 Point of View Ask yourself: Who is telling the story (narrator)? Is the narrator… a character in the story OR an outside observer? THEN… How much does the narrator know 1st person point of view – the narrator uses key words such as I, me, we, and us. Like in the stories: Only about one? 3rd Person Limited- knowledge of ONE character’s thoughts and feelings Like in the stories: About all? 3rd Person Omniscient-knowledge of ALL characters’ thoughts and feelings Like in the stories: 5th Grade Reading 87 Lesson 25 Understanding Theme Lesson Overview: 5.3/Fig. 19D Text: Elisa’s Diary, The Case of the Missing Deer, and Ira Sleeps Over Approach: Minilesson (BEFORE THE LESSON) 1. Create the Common Themes Anchor Chart using the picture included. 2. Create the Understanding Theme Anchor Chart with the definitions completed, but leaving the table blank. Theme Minilesson 1. Display Common Themes Anchor Chart and discuss it with your students. Theme is an abstract concept for students. This anchor chart explains many common themes that appear in literature. Students need to be able to connect texts they read to the ideas on the chart in order to infer a specific them. 2. Display Understanding Theme Anchor Chart and discuss it with your students. Distribute a copy of the Understanding Theme Anchor Chart. Complete the first two rows of the chart with you students using the Common Themes Anchor Chart and the text. Model your thinking as you complete each section. For the last row, fill in the Lesson Learned column, but leave the Personal Connection and Theme blank. 9. Independent Practice: Students will fill in the Personal Connection and explain the Theme of Ira Sleeps Over on the Understanding Theme Chart using their Reading Notebook. 10. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 88 5th Grade Reading 89 Understanding THEME Theme = the implied message, moral, or lesson in the story. - The author uses the character’s lesson to teach the reader something about life. Text “Elisa’s Diary” “The Case of the Missing Deer” Ira Sleeps Over Lesson Character Learned Personal Connection Elisa learned that coming to a new place was hard, but a new friend helped her overcome her struggles. “When I visited Germany, I didn’t know the language, which made communicating difficult, so I understand how helpless Elisa must’ve felt.” Blake learns how to solve a problem with the help of some friends. “When I have had a problem in the past, having someone help me figure out a good solution always makes me feel more confident in my decision.” Ira learns not to be ashamed of his teddy bear because Reggie ended up having one, too. “When I was in junior high, I would hide my Barbies before my friends came over because I was embarrassed that I still played with them.” THEME Acceptance, Friendship, Never Give Up We all encounter hardships in life, but friends (new and old) who accept us can help us through difficult times. Friendship, Never Give Up When a problem needs to be solved, perseverance and the help of others can help us figure anything out! Acceptance, Friendship Never be ashamed of who you are because true friends will accept you, no matter what. 5th Grade Reading 90 Understanding THEME Theme = the implied message, moral, or lesson in the story. - The author uses the character’s lesson to teach the reader something about life. Text “Elisa’s Diary” “The Case of the Missing Deer” Ira Sleeps Over Lesson Character Learned Personal Connection THEME 5th Grade Reading 91 Lesson 26 Understanding Theme in Historical Fiction Lesson Overview: 5.3/Fig. 19D Text: Willie and the All-Stars, Old Yeller, and Pink and Say Approach: Minilesson BEFORE THE LESSON 1. Create the Theme in Historical Fiction Anchor Chart with the definitions completed, but leaving the table blank. Theme in Historical Fiction Minilesson 1. Display Theme in Historical Fiction Anchor Chart and discuss it with your students. Distribute a copy of the Theme in Historical Fiction Anchor Chart to your students. Model the first row of the chart with your students using the Common Themes Anchor Chart and the text. Model your thinking as you complete each section. For the second row, complete the first two columns ONLY for Old Yeller with the students’ help. 2. Independent Practice: Students will explain the theme of Old Yeller and complete the entire row for Pink and Say on the chart in their Reading Notebook. 3. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 92 THEME in Historical Fiction Theme = the implied message, moral, or lesson in the story. - The theme may center around an important issue during the time in which the story takes place. - The author uses the character’s lesson and/or the historical event or movement to teach the reader something about life. Text Willie and the All-Stars “Old Yeller” Pink and Say Lesson Character Learned Setting & Historical Event/Movement THEME 5th Grade Reading 93 THEME in Historical Fiction Theme = the implied message, moral, or lesson in the story. - The theme may center around an important issue during the time in which the story takes place. - The author uses the character’s lesson and/or the historical event or movement to teach the reader something about life. Text Willie and the All-Stars “Old Yeller” Pink and Say Lesson Character Learned Willie begins to understand the difference in life for white people and black people. His love of baseball takes him to a game between a white team and a black team, but ultimately realizes that something as simple as baseball can bring people together. Setting & Historical Event/Movement During segregation, blacks and whites were kept separate, even having different sports teams and leagues. Black people were treated unfairly during this time in history. THEME Acceptance, Respect Everyone deserves acceptance and respect, despite our differences. 5th Grade Reading 94 Lesson 27 Bridging: Understanding Theme and Point of View Lesson Overview: 5.6C, 5.3C, 5.3/Fig. 19D Text: Willie and the All-Stars, Old Yeller, and Pink and Say Approach: Minilesson BEFORE THE LESSON 1. Using the stems from the Bridging Handout, write questions for Willie and the All-Stars, Old Yeller, and/or Pink and Say. Write the questions on sentence strips, a colored sheet of paper, or a half-sheet Anchor Chart. You will add these to your Understanding Theme Anchor Chart and your Point of View Anchor Chart during the lesson. Using the story Pink and Say, a possible question could be: Based on Pink’s actions in the story, Pink most likely thinks it is important to – (Fight for a cause you believe in, despite the risk.) Bridging: Understanding Theme and Point of View Minilesson 1. Display the Point of View Anchor Chart and the Understanding Theme Anchor Chart, and explain that test makers have certain language that they use when they write test questions. You must explicitly make the connection between the skills they have learned in class and what the test question is asking the reader to do. 2. Using the questions you wrote for Willie and the All-Stars, Old Yeller, and/or Pink and Say, read the first question and explain what the question is asking the reader to do. Then model using the appropriate Anchor Chart and the evidence from the text to support your thinking in crafting your answer. 3. Continue using this same process until you have bridged each question. 4. Record the answer to the question and add it to the appropriate anchor chart. 5. Independent Practice: Student will complete the bridging assessment… Use the data from this assessment to make informed decisions about individual student’s needs. 6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 95 Bridging The reader can tell this story is told in 3rd person _______ (limited or omniscient) point of view because – Based on the character’s actions in this story, the character most likely thinks it is important to – (correct answer is theme based on the character’s actions) _______’s (character) actions in the story support the message that – What lesson does _______ (character) learn in the story? 5.6C, 5.3/Fig. 19D 5th Grade Reading 96 Block 1: Fiction Lesson 28 29 30 31 32 TEKS & Objective/Product TEKS: 5.3A Obj: We will compare and contrast the themes or moral lessons of several works of fiction from various cultures. Product: I will compare and contrast the themes or moral lessons of several works of fiction from various cultures. TEKS: 5.8A, 5.8/Fig. 19D Obj: We will evaluate the impact of sensory details, imagery, and figurative language in literary text. Product: I will evaluate the impact of sensory details, imagery, and figurative language in literary text. TEKS: 5.8A, 5.8/Fig. 19D Obj: We will evaluate the impact of sensory details, imagery, and figurative language in literary text. Product: I will evaluate the impact of sensory details, imagery, and figurative language in literary text. TEKS: Fig. 19D Obj: We will make inferences about texts and uses textual evidence to support understanding. Product: I will make inferences about texts and uses textual evidence to support understanding. TEKS: 5.8A, 5.8/Fig 19D Obj: We will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding. Product: I will understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support our understanding by answering test-formatted questions. Procedure Focus: Comparing Theme Text: Willie and the All-Stars, Old Yeller, Pink and Say, Ira Sleeps Over, Elisa’s Diary, and/or The Case of the Missing Deer Approach: Minilesson Resources/Materials: Comparing Themes Anchor Chart Focus: Sensory Language that Creates Imagery Text: Willie and the All-Stars, Pink and Say Approach: Minilesson Resources/Materials: Sensory Language Anchor Chart Focus: Sensory Language that Creates Imagery Text: Old Yeller, Elisa’s Diary, and Dangerous Crossing Resources/Materials: Sensory Language Anchor Chart Focus: Inferring Text: Old Yeller Approach: Minilesson Resources/Materials: Inferring Anchor Chart Focus: Bridging to the Testing Genre Text: Pink and Say CSCOPE Collection) Approach: Minilesson Resources/Materials: Bridging Stems Handout Sentence Strips or Colored Paper 5th Grade Reading 97 Lesson 28 Comparing Theme Lesson Overview: 5.3A/Fig. 19D Text: Willie and the All-Stars, Old Yeller, Pink and Say, Elisa’s Diary, The Case of the Missing Deer, and Ira Sleeps Over Approach: Minilesson BEFORE THE LESSON 1. Create the Comparing Themes Anchor Chart with the definitions completed, but leaving the table blank. Theme in Historical Fiction Minilesson 1. Display Comparing Themes Anchor Chart and discuss it with your students. Distribute a copy of the Comparing Themes Anchor Chart to your students. Using the Common Themes Anchor Chart, Understanding Theme, and Theme in Historical Fiction, model thinking through finding a theme that was recurring throughout the texts we have read aloud. Record the common theme on the Comparing Themes Anchor Chart and write the titles of the texts that conveyed that message. (Sample Anchor Chart is included.) 2. Independent Practice: Students will explain the theme of ACCEPTANCE and COURAGE and complete the entire row including writing a theme statement and listing the titles that conveyed that message on the chart in their Reading Notebook. 3. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 98 Comparing THEMES Theme = the implied message, moral, or lesson in the story. - Readers will often find that some texts have themes that are the same or similar. Theme Always strive to reach your goals, even though obstacles may stand in your way. Never Give Up Friendships are important in many ways. Friendship Acceptance Courage Text Examples Elisa’s Diary The Case of the Missing Deer Pink and Say Elisa’s Diary The Case of the Missing Deer Pink and Say Willie and the All-Stars Old Yeller 5th Grade Reading 99 Comparing THEMES Theme = the implied message, moral, or lesson in the story. - Readers will often find that some texts have themes that are the same or similar. Theme Text Examples 5th Grade Reading 100 Lesson 29 Sensory Language that Creates Imagery Lesson Overview: 5.8A/Fig. 19D Text: Willie and the All-Stars and Pink and Say Approach: Minilesson BEFORE THE LESSON 1. Create the Sensory Language that Creates Imagery Anchor Chart with the definitions completed, the text titles, and the examples of sensory language filled in but leave the rest of the chart blank. Sensory Language that Creates Imagery Minilesson 1. Display Sensory Language that Creates Imagery Anchor Chart and discuss how authors use sensory language to create images for the reader. sensory language – o words and phrases the author uses to appeal to the reader’s 5 senses (sight, taste, touch, smell, and hear) o words and phrases the author uses to evoke emotion or feeling o Good readers use the author’s language to play a “movie” in their mind as they read o Sensory language and imagery makes that “movie” more vivid and realistic 2. Model using the examples of sensory language and imagery in the first two rows of the Sensory Language that Creates Imagery Anchor Chart. 3. Independent Practice: Students will use the text Pink and Say and the last example of sensory language on the anchor chart to complete the last two columns of the chart in their Reading Notebook. Students will also use what they have learned about sensory language to complete the response question: What would change for the reader if authors did not use sensory language? 4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 101 Sensory Language = the language the author uses to create images by appealing to the reader’s senses Imagery = one type of sensory language the author uses to create a visual or mental picture Sensory Language Text (example from the text) Illustration (what you visualize based on the author’s words) Willie & the AllStars “Willie would close his eyes and feel just like he was at Wrigley Field, his heart pumping to the sound of balls slamming into mitts, sending puffs of old leather dust into the afternoon sunlight as waves of fresh-cut grass tickled his nose.” I see a late afternoon baseball game. (You can draw this for your students.) Willie & the AllStars “And then there were the Negro League players. A ragtag collection they were, in uniforms tattered and faded from too many trips up and down backcountry roads. Shoes softened and worn with age and memories of two or three games a day. Baseball gloves patched up, tied and retied too many times.” “Then fever must have took me good, ‘cause I could feel a cool sweet-smelling quilt next to my face. Soft, gentle warm hands were strokin’ my head with a cool wet rag cloth.” I see a team of white players with pristine uniforms and the best equipment, but then I see a team of black players who are in hand-me downs and have old equipment. (You can draw this for your students.) Pink and Say The author uses the description to show— how much Willie loved baseball and everything about it. It also shows how much Willie wanted to go to Wrigley Field because it was a place that was “alive” with all things baseball. the difference in the way the Major League players and the Negro League players were dressed and how they acted before a huge game. 5th Grade Reading 102 Sensory Language = the language the author uses to create images by appealing to the reader’s senses Imagery = one type of sensory language the author uses to create a visual or mental picture Text Sensory Language (example from the text) Willie & the All-Stars Willie & the All-Stars Pink and Say “Willie would close his eyes and feel just like he was at Wrigley Field, his heart pumping to the sound of balls slamming into mitts, sending puffs of old leather dust into the afternoon sunlight as waves of fresh-cut grass tickled his nose.” “And then there were the Negro League players. A ragtag collection they were, in uniforms tattered and faded from too many trips up and down backcountry roads. Shoes softened and worn with age and memories of two or three games a day. Baseball gloves patched up, tied and retied too many times.” “Then fever must have took me good, ‘cause I could feel a cool sweetsmelling quilt next to my face. Soft, gentle warm hands were strokin’ my head with a cool wet rag cloth.” Illustration (what you visualize based on the author’s words) The author uses the description to show— 5th Grade Reading 103 Lesson 30 Sensory Language that Creates Imagery Lesson Overview: 5.8A/Fig. 19D Text: Old Yeller, Dangerous Crossing, and Elisa’s Diary Approach: Minilesson BEFORE THE LESSON Sensory Language that Creates Imagery Minilesson 1. Under the document camera, use your Teacher’s Reading Notebook to display the Sensory Language that Creates Imagery Chart and review how authors use sensory language to create images for the reader. sensory language – o words and phrases the author uses to appeal to the reader’s 5 senses (sight, taste, touch, smell, and hear) o words and phrases the author uses to evoke emotion or feeling o Good readers use the author’s language to play a “movie” in their mind as they read o Sensory language and imagery makes that “movie” more vivid and realistic 2. Distribute Sensory Language and Imagery Chart to students. 3. Model locating sensory language and imagery when reading page 280 of Dangerous Crossing. “Mr. Adams, you are going to embark under very threatening signs. The heavens frown, the clouds roll, the hollow winds howl, the waves of sea roar upon the beach.” Fill in the example of sensory language on the chart and complete the illustration and the final column for that example of sensory language. 4. Independent Practice: Students will use the texts Old Yeller and Elisa’s Diary to locate, illustrate, and explain two more examples of sensory language and imagery. They will record this on the chart to complete two rows of the chart in their Reading Notebook. 5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 104 Sensory Language = the language the author uses to create images by appealing to the reader’s senses Imagery = one type of sensory language the author uses to create a visual or mental picture Sensory Language Text (example from the text) Illustration (what you visualize based on the author’s words) Old Yeller Elisa’s Diary The author uses the description to show— 5th Grade Reading 105 Lesson 31 Inferring Lesson Overview: Fig. 19D Text: Old Yeller Approach: Minilesson BEFORE THE LESSON Inferring Minilesson 1. Under the document camera, display the Inference Handout and review the definition of an inference. 2. “Sometimes you need to make an inference using text evidence and background knowledge.” Read the text evidence in the first row. 3. Model writing your background knowledge on the chart in the first row. 4. Think aloud about how readers use text evidence and their schema to infer ideas about the text. Model composing the inference and then write it on the chart in the first row. (See the completed Sample Handout.) 5. Independent Practice: Students will complete the Inference Handout in their Reading Notebook using the text Dangerous Crossing. 6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 106 Inference = an idea the author does not state Text Evidence But that day when I saw him (Arliss) in the spring, so helpless against the angry she bear, I learned different. I knew then that I loved him as much as I did Mama and Papa, maybe in some ways even a little bit more. So it was only natural for me to come to love the dog that saved him. After that, I couldn’t do enough for Old Yeller. + Background Knowledge (schema) Sometimes my brother annoyed me when I was younger, but honestly, I can’t imagine my childhood with him. He made everything we did (almost everything) a little more fun. = Inference The encounter with the bear bonds Arliss, Travis, and Old Yeller together for life. They are closer to one another and realize how much they love each other after a close call. But the real adventure still lay ahead. Americans would need much help to achieve their freedom, and Johnny and his father were glad to be a part of it. John Adams was a man full of words and ideas, but he wasn’t afraid to fight for what he believed in. 5th Grade Reading 107 Lesson 32 Bridging: Sensory Language and Imagery Lesson Overview: 5.8A Text: Willie and the All-Stars, Old Yeller, and Pink and Say Approach: Minilesson BEFORE THE LESSON 1. Using the stems from the Bridging Handout, write questions for Willie and the All-Stars, Old Yeller, and/or Pink and Say. Write the questions on sentence strips, a colored sheet of paper, or a half-sheet Anchor Chart. You will add these to your Sensory Language that Creates Imagery Anchor Chart during the lesson. Using the story Pink and Say, a possible question could be: The author says that Say’s “heart ached at the thought of tellin’ her we’d be leavin’ soon to emphasize that – (He was dreading telling Moe Moe Bay that they were leaving and that he’d have to go back to the war.) Bridging: Sensory Language and Imagery Minilesson 1. Display the Sensory Language Anchor Chart, and explain that test makers have certain language that they use when they write test questions. You must explicitly make the connection between the skills they have learned in class and what the test question is asking the reader to do. 2. Using the questions you wrote for Willie and the All-Stars, Old Yeller, and/or Pink and Say, read the first question and explain what the question is asking the reader to do. Then model using the appropriate Anchor Chart and the evidence from the text to support your thinking in crafting your answer. 3. Record the answer to the question and add it to the appropriate anchor chart. 4. Continue using this same process until you have bridged each question. 5. Independent Practice: Student will complete the bridging assessment… Use the data from this assessment to make informed decisions about individual student’s needs. 6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 108 Bridging Read this sentence from the story. (insert example of imagery) The imagery used allows the reader to know that— The author says that ______ (character) “________”(sensory language that describes something about the character) to emphasize that – 5.8A 5th Grade Reading 109 Block 1: Fiction Lesson 33 34 35 36 37 TEKS & Objective/Product TEKS: Fig. 19 A-C, 5.3 Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading traditional literature. TEKS: Fig. 19 A-C, 5.3 Obj: We will establish purpose, ask questions, and monitor comprehension when reading. Product: I will establish purpose, ask questions, and monitor comprehension when reading traditional literature. TEKS: 5.3 Obj: We will 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 our understanding. Product: We will 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 our understanding. TEKS: 5.6A, 5.6/Fig. 19D Obj: We will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Product: I will describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. TEKS: 5.6B, 5.6/Fig. 19D Obj: We will make inferences about text and use textual evidence to support understanding. Product: I will make inferences about text and use textual evidence to support understanding. Procedure Focus: Traditional Literature Genre Immersion Text: Skywoman and Turtle (Journeys) Approach: IRA Resources/Materials: Focus: Traditional Literature Genre Immersion Text: Lon Po Po (CSCOPE Collection) Approach: IRA Resources/Materials: Focus: Traditional Literature Genre Study Text: Skywoman and Turtle (Journeys) and Lon Po Po (CSCOPE Collection) Approach: Minilesson Resources/Materials: Traditional Literature Genre Anchor Chart Focus: Understanding Plot and Foreshadowing Text: Lon Po Po (CSCOPE Collection) Approach: Minilesson Resources/Materials: Understanding Plot and Foreshadowing Anchor Chart and/or Handout Focus: Understanding Characters Text: Lon Po Po (CSCOPE Collection) Approach: Minilesson Resources/Materials: Understanding Characters Handout 5th Grade Reading 110 Lesson 33 Traditional Literature Genre Immersion and Monitoring Comprehension Lesson Overview: 5.3, Fig. 19A, Fig. 19B, Fig. 19C Text: Skywoman and Turtle (Journeys, Unit 2, Lesson 6, pg. 164) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: o After reading the first page, ask: How does the author help you imagine what the Haudenosaunee people believed about the world? o After reading the second page, ask: – How do you know that this isn’t a true story? Turn and talk to your partner about your thinking. o At the end of the myth, ask: – How are the characters in this myth the same as or difference from the characters you read about in other stories? Interactive Read Aloud (IRA) Skywoman and Turtle 1. Introduce Text: You might say… An origin myth is a type of traditional literature that comes from different cultures all over the world. Does anyone know what the word origin means? (Have a few students respond.) The origin of something is where it began or how it started. An origin myth is a made-up story about how something real came to be. Read the introductory paragraph before the myth. 2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – o After reading the first page, ask: How does the author help you imagine what the Haudenosaunee people believed about the world? o After reading the second page, ask: – How do you know that this isn’t a true story? Turn and talk to your partner about your thinking. o At the end of the myth, ask: – How are the characters in this myth the same as or difference from the characters you read about in other stories? 3. In closing, you might say: “Tomorrow, we will read another type of traditional literature.” 4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 111 Lesson 34 Traditional Literature Genre Immersion Lesson Overview: 5.3, Fig. 19A, Fig. 19B, Fig. 19C Text: Lon Po Po (CSCOPE Collection) Approach: Interactive Read Aloud BEFORE THE LESSON 1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in the text: o After the wolf blows out the candle, ask: How is this version of Little Red Riding Hood different or the same from the version we know? o After Shang tells Po Po about the ginko nuts, ask: – What do you predict Shang is planning? Turn and talk to your partner about your predictions and make sure you use text evidence to support them. o At the end of the fairy tale, ask: – Fairy tales were originally told to teach children lessons. What lesson did the children learn in this fairy tale? Interactive Read Aloud (IRA) Lon Po Po 2. Introduce Text: You might say… Who has read or heard the story “Little Red Riding Hood?” What was it about? (Have a few students respond.) Did you know fairy tales like “Little Red Riding Hood” are told all over the world? This fairy tale is a version of “Little Red Riding Hood” that originated in China. I want you to notice the similarities and differences between the story you know and this story as I read it to you today. 2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson. Stopping Points – o After the wolf blows out the candle, ask: How is this version of Little Red Riding Hood different or the same from the version we know? o After Shang tells Po Po about the ginko nuts, ask: – What do you predict Shang is planning? Turn and talk to your partner about your predictions and make sure you use text evidence to support them. o At the end of the fairy tale, ask: – Fairy tales were originally told to teach children lessons. What lesson did the children learn in this fairy tale? 5. In closing, you might say: “Tomorrow, we will be creating an Anchor Chart with Characteristics and Noticings of Traditional Literature.” 6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 112 Lesson 35 Traditional Literature Genre Study Lesson Overview: 5.3, 5.6, Fig. 19A, Fig. 19B, Fig. 19C Text: Skywoman and Turtle and Lon Po Po Approach: Minilesson BEFORE THE LESSON 1. Create the Traditional Literature Genre Study Anchor Chart leaving both columns completely blank. You will complete this with your students. Traditional Literature Genre Study Minilesson 1. Display the Traditional Literature Genre Study Anchor Chart and discuss the definition of Traditional Literature with your students. 2. Explain that all types of Traditional Literature have certain characteristics. SAY: “We read two examples of traditional literature: Skywoman and Turtle and Lon Po Po. Ask: “What did these stories have in common?” Facilitate discussion using the bullet points below. You may have to model YOUR thinking about the Genre Noticings. All of these stories… fictional and have been shared for years and years all over the world the author made them up with a specific purpose in mind – to teach children lessons about life characters could be like real people, have magical elements, have exaggerated traits or abilities, or could be talking animals/objects usually set long ago, often where the story originated each story has a unique plot the story was created with a message to the reader called a theme; the theme is often a lesson about life; may explain how something came to be different versions of the same story are told in different cultures and places there are many subgenres of traditional literature: fable, folktale, fairy tale, tall tale, trickster tale, myth and each has its own unique features 3. Complete the Genre Noticings column of the Traditional Literature Genre Study Anchor Chart. 4. Distribute a copy of the Traditional Literature Genre Study Anchor Chart with the Noticings already filled in. . 5. For each Noticing, cite a text example from one of the books read this week, and record it in the Book Examples column of the Traditional Literature Genre Study Anchor Chart. Students will do the same 5th Grade Reading 113 on their copy. Paste the completed Traditional Literature Genre Study Anchor Chart in the Whole Group Section of their Reading Notebook. 6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 114 Traditional Literature - is short, made-up stories that have been retold over and over for many years Noticings Author’s Purpose: to entertain; to teach a lesson Characters: could be like real people or have exaggerated traits or amazing abilities; talking animals and objects are common in traditional tales; characters are usually good or evil Setting: usually set long ago in a specific place; usually where the story originated Book Examples Author’s Purpose: Characters: Setting: Plot: Plot: what happens in the story could have magical elements or events that are unrealistic; includes a problem characters face, a series of events as they try to solve the problem, and a resolution Subgenres: fable, folktale, fairytale, tall tale, trickster tale, myth, each having their own unique features Theme: the lesson that the author wants to teach readers; often tells the beliefs of a group of people; may explain how something came to be Subgenres: Theme: 5th Grade Reading 115 Lesson 36 Understanding Plot and Foreshadowing Lesson Overview: 5.6A Text: Lon Po Po Approach: Minilesson BEFORE THE LESSON 1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You will complete this with your students. Understanding Plot and Foreshadowing Minilesson 1. Display Plot Line Anchor Chart OR place the Plot Line Handout underneath the document camera. Review the definition of each component of the plot. 2. Explain that most types of Traditional Literature have a unique plot that the author uses to convey his message to the reader by using characters who have a problem and how they resolve their conflict in the story. 3. Fill in the Plot Line Anchor Chart OR the Handout with your students using Lon Po Po. 4. Review how authors often use foreshadowing to give the reader a sense of urgency, wanting to know what will happen next and how events in the plot influence future events. 5. Identify which events hint at future events in Lon Po Po. Using a sticky note, explain how the events give rise to future events, place the sticky note by the example of foreshadowing, and draw an arrow to the event it hinted at on the Plot Line. 6. Independent Practice: Students will read Zeus and the Titans (Journeys) and complete a Plot Line in their Reading Notebook using the handout provided, and add some examples of foreshadowing to their completed Plot Line. 7. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 116 Plot Line Title:_________________________ Climax-Turning Point Resolution-Reasonable Ending Problem/Conflict Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character faces Rising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to Resolution Foreshadowing = hints or clues the author gives the reader about future events 5th Grade Reading 117 Plot Line Title: 5th Grade Reading 118 Lesson 37 Understanding Character Lesson Overview: 5.6B/Fig. 19D Text: Lon Po Po Approach: Minilesson BEFORE THE LESSON 1. Locate text evidence about Lon Po Po or Shang. Use the text evidence to make an inference about the character. Write the text evidence on the chart in the first column of the Understanding Characters Handout. Understanding Character 1. Under the document camera, display the Understanding Character Handout and discuss how Character’s Thoughts, Actions, and Words are clues that can help readers figure out the reasons characters act the way they do. We can use these clues to make inferences about characters. 2. Model how to use character’s thoughts, actions, or words to make an inference for your students and record your thinking in the first column on the Understanding Characters Handout. 3. Independent Practice: Students will use the text Zeus and the Titans (Journeys) and make two inferences about characters based on their thoughts, words and actions in their Reading Notebook using the Understanding Character Handout. 4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 119 Understanding Characters Details such as what characters say and do are clues that the reader can use to help them figure out the reasons characters act the way they do. Character:Wolf from Lon Po Po, Epimetheus & Cronus from Zeus and the Titans, What can we infer about characters based on their actions or words? Character’s Actions or Words (text evidence) Inferences Tao and Paotze rushed to their Po Po and wished to be hugged. The old wolf help Tao. “Good child, you are so plump.” He embraced Patoze. “Good child, you have grown to be so sweet.” With the word at peace, Zeus gave the two Titan brothers a new job – creating people and animals Zeus told them to give their creations special gifts, such as speed and keen vision. However, one brother, Epimetheus used up all the gifts on the animals. What was left for people?—pg. 318 Uranus, the Titans’ father, had a cruel side. He treated some of his children badly. Only the youngest Titan, Cronus, was brave enough to challenge and defeat him. As a result, Cronus became the ruler of both earth and sky. But his rule would be temporary.—pg. 316 The Wolf’s words show that -- Epimetheus’s actions imply Based on Cronus’s actions, that -the reader can infer that -- 5th Grade Reading 120 Block 1: Fiction Lesson 38 39 40 41 42 TEKS & Objective/Product TEKS: 5.3B Obj: We will describe the phenomena explained in origin myths from various cultures. Product: I will describe the phenomena explained in origin myths from various cultures. TEKS: 5.3A, Fig. 19F Obj: We will compare and contrast the themes or moral lessons of several works of fiction from various cultures. Product: I will compare and contrast the themes or moral lessons of several works of fiction from various cultures. Procedure Focus: Phenomena in Origin Myths Text: Skywoman and Turtle (Journeys) Approach: Minilesson Resources/Materials: Phenomena in Origin Myths Anchor Chart Focus: Comparing Themes Text: Lon Po Po (CSCOPE Collection) Approach: Minilesson Resources/Materials: Comparing Theme Anchor Chart Flex Day Flex Day Unit Assessment Deadline 5th Grade Reading 121 Lesson 38 Phenomena in Origin Myths Lesson Overview: 5.3B/Fig. 19D Text: Skywoman and Turtle Approach: Minilesson BEFORE THE LESSON 1. Create the Phenomena in Origin Myths Anchor Chart, completing the definitions but leaving the rest of the chart blank. Phenomena in Origin Myths 1. Display the Phenomena in Origin Myths Anchor Chart and discuss how these types of texts are based on a specific group of people’s belief and explain how something real came to be. Discuss the definition of Phenomena. 2. Distribute a copy of the Phenomena in Origin Myths Anchor Chart to students. 3. Model using Skywoman and Turtle how write events that included phenomena on the chart for your students and explain that the Theme is explaining how something came to be. Model completing the blank. 4. Independent Practice: Students will use the text Zeus and the Titans (Journeys) and Journey to Cuzco (Lesson 30, Journeys Student Magazine, pg. 64) and complete the last 2 rows of the chart. 5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 122 Phenomena: remarkable, unbelievable events that take place Origin Myth: short, made-up story that explains how something real came to be Title Events that included Phenomena Skywoman and Turtle Theme This myth explained the origin of _______________. Zeus and the Titans This myth explained the origin of _______________. Journey to Cuzco This myth explained the origin of _______________. 5th Grade Reading 123 Lesson 39 Comparing Themes Lesson Overview: 5.3A/Fig. 19D Text: Willie and the All-Stars, Old Yeller, Pink and Say, Elisa’s Diary, The Case of the Missing Deer, Ira Sleeps Over, and Lon Po Po. Approach: Minilesson BEFORE THE LESSON 1. Display your previously completed Comparing Themes Anchor Chart. Comparing Themes Minilesson 1. Display Comparing Themes Anchor Chart and review it with your students. 2. Tell students to locate their Comparing Themes Handout in their Reading Notebook. 3. Using the Common Themes Anchor Chart and Understanding Theme, review how we, as readers, can infer a theme of a text. 4. Ask students to come up with a theme for Lon Po Po (Courage and Honesty), and see if it fits anywhere on the Comparing Themes Anchor Chart. (See Sample Anchor Chart) 5. Independent Practice: Students will explain the theme of COURAGE AND HONESTY using Lon Po-Po and complete the entire rows including writing a theme statement and writing the title on the chart in their Reading Notebook. 6. Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice. 5th Grade Reading 124 Comparing THEMES Theme = the implied message, moral, or lesson in the story. - Readers will often find that some texts have themes that are the same or similar. Theme Always strive to reach your goals, even though obstacles may stand in your way. Never Give Up Friendships are important in many ways. Friendship Text Examples Elisa’s Diary The Case of the Missing Deer Pink and Say Elisa’s Diary The Case of the Missing Deer Pink and Say Willie and the All-Stars Old Yeller Acceptance Being clever and courageous can pay Lon Po-Po off and help you out of difficult situations. Courage Being honest is always the best choice; lies only get you into more trouble. Honesty Lon Po-Po 5th Grade Reading 125 Comparing THEMES Theme = the implied message, moral, or lesson in the story. - Readers will often find that some texts have themes that are the same or similar. Theme Always strive to reach your goals, even though obstacles may stand in your way. Never Give Up Friendships are important in many ways. Friendship Acceptance Courage Honesty Text Examples Elisa’s Diary The Case of the Missing Deer Pink and Say Elisa’s Diary The Case of the Missing Deer Pink and Say Willie and the All-Stars Old Yeller 5th Grade Reading 126
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