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5th Grade ELA Curriculum Unit Map Weeks 7-12 Lesson Seeds

Table of Contents Page Seeds

1 Unit Overview

3 #1 RL.5.5 Understanding how chapters build upon the reader’s understanding of a character

5 #2 RL.5.2 Summarizing poetry

6 #3 RL.5.2 Exploring a story’s theme

7 #4 RL.5.5 Understanding the meaning of phrases

9 #5 RL.5.4 and L.5.4b Exploring common Greek and Latin Roots

10 #6 RI.5.3 Understanding interactions and relationships between individuals in historical texts

12 #7 RI.5.3 Understanding relationships between events in historical texts

14 #8 RI.5.5 Comparing and contrasting text structures

17 Resources

Kentucky Core Academic Standards Curriculum Unit Jefferson County Public Schools English Language Arts

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Grade: 5 Weeks: 7-12

Unit Title: Thinking, Talking, Reading, and Writing about Literary and Informational Texts

Overview: During this unit, students will think, talk and write about literary and informational texts. They will have deep conversations and will practice quoting accurately from the text when explaining their thinking.

Focus Standards • RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

• RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

• RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

• RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band independently and proficiently.

• RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

• RI.5.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 5 topic or subject area.

• RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in tow or more texts.

• RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Workshop is the recommended framework for standards-based reading instruction. The workshop framework is a cycle of differentiated support that begins with whole group instruction, narrows to small group and individual instruction based on student need, and concludes with whole group sharing. Assessment and intervention are embedded within the workshop framework.

Classrooms that do not use a workshop framework are expected to implement research-based reading instruction daily. Research-based reading instruction provides daily opportunities for students to experience: interactive read alouds, shared reading, whole group mini-lesson, small group instruction, conferring with a teacher, independent reading practice, thinking, talking and writing in response to reading, and closure. Teachers meet with small groups of students on a rotating basis and meet with the lowest achieving students daily. Targeted interventions are provided for students who need more support. Whole group, small group, and individual instruction should be standards-based.

This unit includes multiple lesson seeds. Lesson seeds include objectives, learning targets, sample activities, anchor charts, thinking stems, and formative assessment suggestions. Lesson seeds should be used to build or grow a learning experience, and are for the whole group mini-lesson. A learning experience includes standards, learning targets, materials, formative assessment opportunities, mini-lessons (e.g., teach/model/demonstrate, guided practice), daily work time (e.g., guided reading, focus groups, and/or book clubs) and daily group sharing (reflection and evaluation of the learning). A learning experience and some lesson seeds are designed to take multiple days. For example, the mini-lesson might take one or two days, the guided practice would become the mini-lesson for the following day, and possibly extend to the next day. In addition, based on formative assessment, if the


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majority of students did not understand the mini-lesson concept, seeds may be repeated with different texts or excerpts. If some of the students did not understand the mini-lesson concepts, small group instruction and teacher led conferences are utilized to reteach, reinforce, and support students who need additional help.

Although it may take more than one day to get through one seed, always remind readers of the focused learning target at the end of the daily mini-lesson. Then, send readers off to read on their own with a directive relating to the mini-lesson for their independent reading and writing. After work time, readers are gathered again to discuss and share the strategies and thinking they used while reading and writing and how they might have grown as readers.

Interactive read alouds, as well as on-level shared reading experiences allowing students to see and hear fluent reading of the text, should be included daily in addition to the reading during the mini-lessons. Many seeds revisit texts that have previously been read in prior experiences of shared reading and/or read alouds.

Word Study should occur daily within the context of reading. The purpose is to promote understanding of how words work and how to use them to effectively communicate ideas. This may occur as the workshop mini-lesson, as a focus group, during guided reading, during read aloud, during content area instruction, or as targeted word work instruction. Students will need the opportunity to apply the learning during authentic reading and writing. At the 4/5 level, Word Study should occur daily within the context of reading. The purpose is to promote understanding of the various ways we use words to effectively communicate ideas as well as how we use knowledge of roots and affixes to comprehend what we read. Writing Standards 1-6 and most Language Standards will be taught during Writing Workshop. However, these standards will reinforce and will support the learning within these units.

Handwriting Instruction – During this six-week unit, students in fifth grade should receive cursive writing instruction on a daily basis as part of their word study and writing times. Appropriate letter and word formations are expected and reinforced as students engage in authentic writing tasks. The JCPS Handwriting Map, which includes a link to resources to support instruction in letter formation, can be found on our website.


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Objective: After reading several chapters of book and analyzing the experiences of one of the characters, students will choose two chapters, and use evidence from the text to write about how the author builds upon or works to change the reader’s perception of the character.

Seed #1-Literature Learning Target: I can explain how each chapter builds on the reader’s understanding of a character. (RL.5.5)

Note: RL.5.5 is a craft and structure standard. The focus is on how the author has used word choice, perspective, point of view, and how they have chosen to structure the text. The purpose of teaching students to be alert to craft and structure is to deepen the reader’s understanding of meaning. The following mini-lesson utilizes the recommended read aloud The Lightning Thief. You may choose to begin with a picture book that has well developed characters that includes relationships, motives, and change.

Interactive Read Aloud: (must occur prior to the mini lesson) Continue reading aloud The Lightning Thief. Refer students to the “Conversation Prompts” chart (refer to weeks 1-6 unit) and remind them the goal of a conversation is to talk about one idea for a long time. As you read aloud, stop periodically and have students practice the process. When you stop, have students jot their thinking, and then discuss their thoughts with a partner using the discussion prompts as a guide. Listen carefully as students talk. You will want to notice how well students respond to each other and if they use evidence from the text when responding. Use this time to coach partnerships to teach them the process. Time spent early in the year teaching students to have deep conversations will reap benefits for the remainder of the year.

After students converse with their partner, bring the whole group back together to reflect on the process of talking and responding to one idea. Point out specific behaviors that are important to having an effective conversation. You may want to role play a conversation to make a specific point your students need to consider.

For the purposes of the following mini-lesson(s), we will use chapters 1-9 of The Lightning Thief. You may be well past chapter 9 in your read aloud of the book. It is important that students learn the power of revisiting texts for different purposes.

Mini-Lesson(s): (RL.5.5, RL.5.1, 5.2, 5.3, 5.4, 5.10; W.5.8, 5.9, 5.10) This seed is intended to span more than one mini-lesson. Readers, Rick Riordan divided The Lightning Thief into twenty-two chapters. Some of his chapters provide the reader with smooth jumps in time. Many of his chapters are to differentiate scenes, although many of his chapters include more than one scene. One thing can be sure. Rick Riordan introduces us to the character of Percy, but chapter by chapter, our theories about Percy grow and develop!

Today, we are going to explore how Rick Riordan develops the character of Percy over the first 9 chapters of the book. We are going to analyze Percy by paying close attention to his thoughts, words, actions, motivations, and relationships. I’m going to model how we might analyze Percy in chapter one and then you are going to help me by taking a part of the text and analyzing Percy. Then, we will look at how Rick Riordan developed Percy over the first half of the book.

Reread chapter one of The Lightning Thief. Stop and take notes about Percy on chart paper. Think aloud as you work. Students will need to understand your analysis of the character and the process of recording your thoughts. Focus on what Percy actually knows at this point. In chapter one, we see Percy’s powers, but Percy is confused. After taking notes on the chart, think aloud about Percy and write a few words and/or phrases that describe Percy in this chapter.


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Divide the class into eight groups. You will probably have groups of three and maybe a group of two students. Assign each group a chapter in the book, through chapter nine. Students will need a copy of the chapter they will reread. Provide each group a piece of chart paper. They will read the chapter, take notes on Percy’s experiences (including what he is learning about his powers) and come up with a few words/phrases that describe Percy in their chapter. After each group has completed their chart, hang them in the classroom in order. The words at the bottom of the charts will provide readers with a visual of how Percy has grown throughout the chapters. The notes should provide evidence from the text that support the inferences made at the bottom of the chart (RL.5.1). Facilitate conversations about Percy that includes when he began to find out he was a half-blood and how his feelings have developed throughout the book.

Guided Practice: (this may occur during the next mini-lesson) Locate two sequential charts that show a difference or growth in Percy. The change might be when he learns he is a half-blood or when he fights the minotaur and his mom dies. Think aloud as you analyze the change, using evidence from the text to support the change. Ask students to turn and talk about the change in Percy and how the author is developing Percy throughout the chapters.

Work Time: The thinking you have modeled in the above mini-lesson is good thinking to apply as readers read literature and you want them to practice this kind of thinking as they read independently. As you conference with readers, ask them to reflect on how the author is developing the character throughout the chapters. Push students to use what they know about the character’s development (RL.5.3) to analyze the character across the chapters.

While students are working, you will want to either circulate the room, listening to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Share: Bring students back together and share how their understanding of a character has developed across chapters. Help readers see the twists and turns that a character takes emotionally and sometimes physically as the authors moves them through the journey of the story.

Sample Thinking Stems/Anchor Chart: • Explain the lessons the character is learning throughout the journey of this story.

Formative Assessment Opportunities: • Have students read and analyze the nine charts about Percy Jackson and have them respond to the

following prompt: Choose two chapters from The Light Thief. Write about how Rick Riordan builds upon or works to change the reader’s perception of Percy. Use evidence from the text to support your response.


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Objective: After reading several poems and practicing summarizing stanzas and poems, students will be able to write a summary of a poem.

Lesson Seed #2 – Literature Learning Targets: I can summarize a poem.

Note: This seed should be completed after you have read and enjoyed several poems with your students.

Mini-Lesson(s): (RL.5.2, 5.1, 5.4, 5.5,L.5.4a, W.5.8, 5.9, 5.10) Remind students that we read a poem many times. The first time we read a poem we usually read it for enjoyment. The second time we read the poem, we can focus on the meaning. The third time and times thereafter, we might read the poem through the eyes of the author. That is, we would evaluate the craft. Model rereading a familiar poem and thinking aloud about the meaning of the poem. Explain that today we are going to learn to summarize the poem. Model rereading the first stanza of the poem and circling words that are important to the meaning . If the poem is descriptive, you might circle adjectives that help you visualize or understand the emotion of the poem.

Model how to use the circled words or ideas presented by the circled words to summarize the first stanza. Review the summary and point out how it reflects the ideas and the words circled, and the meaning of the first stanza.

Model the same process for the other stanzas.

Once each stanza has been analyzed for meaning, model for students how to review the summaries of each stanza and determine the overall meaning of the poem. Model writing a summary that demonstrates the meaning of the poem as a whole.

Guided Practice: (this may occur during the next mini-lesson). Ask students to work with a partner to summarize the ideas of the remaining stanzas in the poem. Encourage them to discuss which words in the stanza are important to the meaning of the stanza and why. Encourage them to draft a summary that represents both of their ideas.

Work Time: Students should have access to poetry during work time, but it is not necessary that they only read poetry on days that you focus your instruction on poetry. They should continue to read fictional stories and research using informational text daily. As you conference with readers, encourage them to vary the genre in which they are reading. When reading poetry, ask students to summarize the meaning of a stanza or poem.

While students are working, you will want to either circulate the room, listening to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group. You may wish to provide more opportunities to discuss and summarize poetry during guided reading lessons.

Share: Bring the whole group back together. We have been learning how to summarize ideas in poetry. As you read poetry, try looking for key words in the poems to help you summarize the main points.

Sample Thinking Stems/Anchor Chart: • What are the key words in this stanza? What makes those words important to the meaning of the

poem?


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• Reread our summaries for each stanza. How would you summarize the important ideas represented in the whole poem?

Formative Assessment Opportunities: • Provide students with a familiar poem. Ask them to circle 1-2 important words from each stanza.

Then ask them to summarize each stanza. Once students have considered the meaning of each stanza, have them write a summary for the whole poem that captures the meaning of the poem.

Objective: After reading and discussing a story, students will identify and write about the message the author is trying to convey using evidence from the text to support their answer.

Lesson Seed #3-LIterature Learning Target: I can think about possible themes as I read a story.

Note: This seed is an adapted lesson from Lucy Calkins’ Reading Units of Study which is a collection of thoughtful standards based units. It is designed to push readers to think about the theme of a story as they read instead of just focusing on the plot.

Interactive Read Aloud: (must occur prior to the mini-lesson) Prior to this lesson, you should have read aloud past chapter 12 of The Lightning Thief.

Mini-Lesson(s): (RL.5.2, RL.5.1, 5.2, 5.3; SL.5.1, 5.4; L.5.6; W.5.9a, 5.10) This seed will take more than one mini-lesson. Today we are going to explore the theme or message of a story. When we read, we are usually very attuned to the plot of a story. We think about the characters and the problems they face. We are driven to keep reading to find out what happens. But, stories have much more to offer than just a great plot or storyline. Authors use stories to teach us life lessons through themes.

One way we, as readers, do the work of thinking about themes is by asking ourselves questions at any time in our reading. We ask ourselves: What is this story beginning to be about? What is the main character learning? What is the main character teaching? What am I learning? What is the message you think the author is trying to convey in this story?

Think aloud and model for students the difference between plot and theme. If someone asked me what The Lightning Thief is about, I might say that it is a story about satyrs and demigods. I might provide more about the plot by saying it is about a boy who finds out he is a demigod and he is sent on a quest. What I have provided is the plot.

To think deeper about the story and consider the theme, I ask myself: What is this story beginning to be about? (It’s about Percy struggling to figure out his powers. He’s learning about himself. He doesn’t know how strong he can be yet, so he is always testing himself, a little further each time.) Then I ask myself what life lessons is Percy learning? (He’s learning little by little he can be a better person than he ever thought possible. He’s learning that inside himself, he has special powers.) What is Percy teaching? (Percy is teaching the boy he saved and everyone at the camp that sometimes strong people defend or protect weaker people, even when it’s dangerous.) What am I learning from Percy and this story? (I think I am learning the importance of standing up for others and the importance of being strong. I think I am learning the importance of courage from the actions of Percy. His compassion and his courage are incredible qualities.) I think the theme seems to be the importance of being courageous even when it is difficult.


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Guided Practice: (this may occur during the next mini-lesson) Provide partners with short stories from CQ books and/or picture books. Partners should read their stories, stopping to ask themselves questions that will help them consider the theme of the story. You will want to create a poster or post the questions you used during the mini-lesson to teach students about theme.

Work Time: The thinking you have modeled in the above mini-lesson is good thinking to apply as readers read literature and you want them to practice this kind of thinking as they read independently. Ask students to think about the questions on the anchor chart as they read their independent reading books during work time. As you conference with readers, refer to the questions on the anchor chart and ask students to consider the theme. Push students past summarizing the plot of the story and expect them to understand the underlying messages or themes.


Share: Bring students back together and share the themes or messages from their independent reading. Begin a chart of possible themes to show students that themes are often sentences that should not be oversimplified into one word. As students share, ask them to explain the actions of the characters that helped them determine the theme. This will get students in the habit of consistently supporting their thinking with evidence from the text (RL.5.1).

Sample Thinking Stems/Anchor Chart: • What is this part of the story about? What is this story about? (push students past summarizing

the plot) • How does the author reveal or portray the character through their words, actions and thoughts? • What challenges does the character face and how does he/she deal with those challenges? • What is the character learning? • What are you learning from the character? • What is the message you think the author is trying to convey in this story?

Formative Assessment Opportunities: • Ask students to record their answers to the above mentioned questions and explain their thinking

using evidence from the text.

Objective: After reading a story, students will identify an interesting phrase and explain the meaning of the phrase using information from the text.

Lesson Seed #4 – Literature Learning Target: I can understand the meaning of phrases within a text.

Interactive Read Aloud: Prior to this lesson, you will need to have read Thank you, Mr. Falker by Patricia Polacco or another picture book that contains rich language. It is important, for the purposes of this lesson, that the students are familiar with the story. We want students to focus on the language of the story, not the plot itself.

Mini-Lesson(s): (RL.5.4, 5.1, L.5.4, 5.5, 5.6, W.5.8, 5.10) Today we are going to reread a portion of Thank you, Mr. Falker by Patricia Pollaco. For this reading, we are going to focus on the author’s language to see if it will help us get a better understanding of the story. Read the first page of the book


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and stop to think aloud. I’m thinking about the author’s choice of words, how Patricia Pollaco uses language. I think the way the family described knowledge was interesting. They said, “Yes, and so is knowledge, but knowledge is like the bee that made that sweet honey, you have to chase it through the pages of a book!” I have never thought of comparing knowledge to a bee. It helps me to understand that you have to work hard to gain knowledge, like a bee works hard to make honey. It also helped me understand that books are a means for learning. The more you read, the more you learn.

Read the next two pages of the book and stop to ask students if there were any words used by Patricia Pollaco that created a feeling or a picture in their mind. They may notice where Pollaco wrote “The other kids would crowd around her and watch her do her magic with the crayons.” Let students share the rich language they notice and push students to explain their thinking. What makes the language interesting or rich? What do you see when you read the phrase? What do you imagine? Tell us what you imagine the characters doing. How do you think they feel? How could the author have written the same information in a more straight forward way? Why do you think Patricia Pollaco chose to write the words as she did?

Guided Practice: (this may occur during the next mini-lesson) Provide partners with a copy of a few pages of text and ask them to read, noting any rich language. Students should share with their partner and discuss the meaning of the text. If you feel your students need guidance in their conversations, you may wish to create a chart of questions (such as those listed in the mini-lesson) as a guide. If you created an interesting words and phrases chart during the first six weeks of school, you may wish to add some of the interesting phrases students found to that chart.

Work Time: The thinking you have modeled in the above mini-lesson is good thinking to apply as readers read literature and poetry. As you conference with readers, push them to notice interesting language and describe what images come to their mind. We want students to notice the craft of the author and use the text to create mental images that evoke emotion and create a mood.


Share: Bring students back together and have them share the interesting phrases they noticed in their reading. Have them explain the images the language created and the mood of the text. Keep conversation focused on the author’s craft by asking why they think the author chose the words they used in the text. The goal is to teach readers to look closely at language in the text.

Sample Thinking Stems/Anchor Chart: • What makes the language interesting or rich? • What do you see when you read the phrase? What does the author want you to see? • What do you imagine? Tell us what you imagine the characters doing. • How do you think the characters feel? What does the author what you to feel? • How could the author have written the same information in a more straight forward way? • Why do you think Patricia the author chose to write the words as she did?

Formative Assessment Opportunities: • Have students choose an interesting phrase and explain the meaning of the phrase using

information from the text.


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Objective: After reading a passage that contains words with Greek and/or Latin affixes and roots, students will explain how they determined the meaning of an unknown word using the affixes and roots as clues to the meaning of the word.

Lesson Seed #5-Literary Learning Target: I can use Greek and Latin affixes and roots to understand the meaning of a word.

Note: Morphemic analysis, also called structural analysis, involves deriving the meaning of a word by examining meaningful parts of words. A word can be broken into root words (also called base words), affixes (prefixes and suffixes), inflected endings and Greek and Latin word derivations.

A root is the basic part of the word that usually carries the main component of the meaning and cannot be further analyzed without loss of identity. An affix is a word part that changes the meaning.

You will need to introduce students to various morphological pieces for study and analysis. You may choose to use LINKed resources.

Interactive Read Aloud Model attempting to use context clues to figure out unknown words. When you determine that there is not enough context to figure out the unknown word, model how to break the word into parts and use resources to determine the meaning (you may use LINK resources).

1. Break words into roots and affixes. 2. Find the meanings of the roots and affixes (use previously taught and/or look up word parts). 3. Put it back together to determine the meaning of the word.

Mini-Lesson(s): (L.5.4, 5.5, 5.6, RL.5.4, W.5.8) To determine the meaning of an unknown word, we should first try to determine meaning from context clues (see lesson seed #7 from weeks 1-6). However, using the context of the text will often not help you determine a precise meaning for the unknown word. When context is not enough we need another strategy to determine the meaning. We can use word analysis to break the words into parts to figure out what the word means. You can break words into roots and prefixes or suffixes. The root is the basic part of the word. Prefixes and suffixes are used to change the meaning of a word.

1. Break words into roots and affixes. 2. Find the meanings of the roots and affixes (use previously taught and/or look up word parts). 3. Put it back together to determine the meaning of the word.

Work Time: Send students off to work time with a directive to continue to look for words they can break apart to determine meaning during their literary reading today. Students should keep track of their thinking by using post-it notes or recording in their reader’s notebooks. Students should also have the opportunity during this time to read texts on their independent reading level.

While students are working, you will want to either circulate the room, listening to their reading or pulling small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Share: Bring students back together. Would anyone like to share how they broke word apart and used its pieces to figure out the meaning?

lpinker1

Highlight


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Thinking Stems/Anchor Chart: • Figuring Out an Unknown Word

1. Look for Context Clues in the text Re-read sentence or selection. Think. What is the sentence or group of sentences about?

Decide. Is there enough information to help me determine the meaning of the tricky word? Think. What are the clues in the story that can help me figure out the tricky word? Decide. What do I think this word means? Does that make sense?

2. Look for Word Part Clues Break it apart! (prefix/root/suffix) What do the parts mean?

Formative Assessment Opportunities: • Exit Slip: Explain how you determined the meaning of a word you did not know. • Create a chart so that kids can sort their post it notes under different prefixes/suffixes

Objective: After reading a text, students will explain in writing how an author provides a reader with information that helps them understand relationships and interactions between characters or individuals in a text using details from the text.

Lesson Seed #6-Informational or Literature Learning Target: I can understand the relationship between two individuals in a historical text. (RI.5.3)

Mini Lesson(s): (RI.5.3, RI.5.1, 5.2, 5.10; L.5.6; W.5.8, 5.9a, 5.10) This seed is intended to span more than one mini-lesson. Before readers can understand the relationship between two individuals in a historical text, they have to understand the role each individual, or character, plays in the events being described. Read aloud the background information at the beginning of the book Baseball Saved Us by Ken Mochizuki. This will help students understand the historical context in which this story is based. Now that we know this is a story about how Japanese Americans were treated in America during World War II, we are better able to understand the roles that each character will play in the story. Read aloud the first 6 pages of the story, through the sentence “Sometimes I got a single.” As you read, continue to model good reading strategies by thinking aloud as you monitor your own understanding of the story. Stop to think aloud about any inferences you are making about the narrator of the story and how he is feeling.

After reading page six, ask readers to consider the following questions: • Why is the topic of this story important? (The topic is important because it shows the unfair

treatment of the Japanese Americans during WWII.) • What perspective does the author take on this topic? (The author tells the story through the eyes

of the narrator, the young Japanese American boy in the camp.)

It is important for readers to ask themselves these two questions as they consider relationships and/or interactions between individuals in historical fiction texts or characters in literature. Guide a discussion on the questions from the chart below. Complete the chart with input from your readers.

Guided Practice: (this may occur during the next mini-lesson) Read aloud the next three pages of the text through the sentence “I looked up at the tower and the man, with a grin on his face, gave me the thumbs-up sign.” Ask students to work with a partner to add any new information about the boy and


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the guard to the chart below. You may choose to have partners to record their thinking on post-it notes or in their reading notebooks. Have partnerships share with the whole group and add to the class chart.

Have students quick-write a response to one or more of the following prompts: • Describe the interactions between the boy and the guard. • Explain how the relationship between the narrator and the guard has changed.

After quick writing, have students share with a partner. Encourage students to listen carefully as their partner reads and explains their response. After sharing, provide time for students to revisit their quick-write, consider any new thinking they have after their conversation with a partner, and rewrite a response to one or more of the prompts.

Work Time: The thinking you have modeled in the above mini-lesson is good thinking to apply as readers read literature and historical fiction texts. Ask students to think about the questions on the anchor chart below as they read independently. As you conference with readers, refer to the questions on the anchor chart and ask them to think about the interactions and relationships between characters in their books. The questions can also be used as students read historical texts during social studies instruction.


Share: Bring the whole group back together. We have been learning to explain the interactions or relationships between characters in informational texts. Ask students to share how they are understanding the relationships and interactions between characters in their own reading.

Sample Thinking Stems/Anchor Chart: The Young Japanese American Boy The Guard in the Tower

How does the author reveal each character to the reader?

The author uses words to describe the narrator’s (the boy) physical appearance. The author describes the narrator’s actions, thoughts, physical environment, and how other people treat him. We know that the boy notices the guard in the tower because he is the one who tells us about the guard.

The author gives limited information about the guard. The reader only knows the guard is in the tower and he is always watching. The only information we have about the guard is through the perspective of the boy (the narrator).

Does the character change? How?

The narrator was not a good baseball player. He tries to get better because he thinks the man in the tower is watching.

All we know about the guard is he is always watching.


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Formative Assessment Opportunities: • Explain how you understand relationships and interactions between characters. • Why is it important to understand relationships and interactions between characters? • Explain how an author provides a reader with information that helps them understand

relationships and interactions between characters or individuals in a text.

Objective: After reading a text, students will identify an event in the text that has had an impact on later events in the text and explain the relationship between the events.

Lesson Seed #7 - Informational Learning Target: I can understand relationships between events in informational texts.

Mini-Lesson(s): (RI.5.3, RI.5.1, 5.2, 5.10; L.5.6; W.5.8, 5.9a, 5.10) This seed is intended to span more than one mini-lesson. We are going to reread portions of the book Baseball Saved Us by Ken Mochizuki, but this time we have a different purpose. We are going to see if we can identify an event that caused a change in the narrator’s perspective. Reread the first 9 pages of the book. As you read, model strategies used to reread a text with a different purpose. You may want to write the purpose on the board, so students visually see you thinking about your purpose as you read. Stop and think aloud about your purpose.

After reading page nine, ask readers to consider the same questions they used as they thought about relationships and interactions between characters: • Why is the topic of this story important? (The topic is important because it shows the unfair

treatment of the Japanese Americans during WWII.) • What perspective does the author take on this topic? (The author tells the story through the eyes

of the narrator, the young Japanese American boy in the camp.) It is important for readers to ask themselves these two questions as they consider relationships and/or interactions between individuals AND events in historical fiction texts in literature. Guide a discussion on the questions on the chart below. Complete the chart with input from your readers.


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Now that we have the answers to these questions, we can ask ourselves the following question: What is the relationship between the building of the baseball field and the lives of the Japanese Americans at the camp? (The building of the baseball field created a place for the Japanese Americans to come together as a community. ) By asking questions about the topic, perspective, characters, and changes in characters’ perspectives, readers are able to identify and explain relationships between events.

Guided Practice: (this may occur during the next mini-lesson) Read aloud the rest of the book. Ask students to work with a partner to answer the questions on the chart below. You may choose to have partners to record their thinking on post-it notes or in their reading notebooks. Have partnerships share with the whole class.

Have students quick-write a response to the following prompts: • Explain the relationship between baseball and the narrator’s life after the camp.

After quick writing, have students share with a partner. Encourage students to listen carefully as their partner reads and explains their response. After sharing, provide time for students to revisit their quick-write, consider any new thinking they have after their conversation with a partner, and rewrite a response to the prompts.

Work Time: The thinking you have modeled in the above mini-lesson is good thinking to apply as readers read literature and historical fiction texts. Ask students to think about the questions on the anchor chart below as they read independently. As you conference with readers, refer to the questions on the anchor chart and ask them to think about the interactions and relationships between events in their books. The questions can also be used as students read historical texts during social studies instruction.


Share: Bring the whole group back together. We have been learning to explain the relationships between events in informational texts. Ask students to share how they are understanding the relationships between events in their own reading.

Sample Thinking Stems/Anchor Chart: What is the overall feeling of the main character or characters?

The people in the camp are feeling frustrated, sad, and irritable.

Is there an event that caused a change in perspective or perception?

When the narrator’s father decides to build a baseball field, the people at the camp started helping. They worked together and all found a way to contribute. When the field is complete, grown-ups and children play together. The guard in the tower goes from just watching the people in the camp to smiling and giving the thumbs-up sign.


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Formative Assessment Opportunities: • Identify an event in your book that has had an impact on later events in the story. Explain the

relationship between the events. Use details from the text to support your answer.

Objective: After reading two texts, students will compare and contrast the overall text structure using details from the text.

Lesson Seed #8 – Informational Learning Target: I can compare and contrast text structures.

Note: Prior to the lesson, prepare a chart similar to the one below. This chart will be used as you immerse your students in reading and identify characteristics of the various text structures over a span of mini-lessons. It may take up to 10 instructional days to explore, discuss, and compare and contrast the various text structures. During the first mini-lesson, students examine two different nonfiction text structures to begin noticing attributes common to the different structures. During subsequent mini-lessons, students should read, identify, and discuss attributes of additional text structures and begin to compare and contrast structures they have explored. For organization purposes, you may wish to provide each student with a folder to hold all the articles you will be reading and analyzing. These articles can be revisited numerous times for different purposes.

Interactive Read Aloud: You will want to read aloud informational texts that contain the various text structures. You may choose to read articles that you will later use in mini-lessons. You may also wish to continue reading aloud and discussing literature.

Mini-Lesson(s): (RI.5.5, RI.5.1, 5.2, 5.3, 5.4, 5.10; L.5.6; W.5.8, 5.9, 5.10; SL.5.1) This seed is intended to span more than one mini-lesson. Explain to students that informational texts are organized into several basic structures. Bring students’ attention to the text structures chart. Becoming familiar with these basic organizational structures and the language or key words in each structure helps readers more easily locate specific information and better understand informational text.

Begin with one structure, such as “Description.” See The Scoop on Dino Poop or Chocolate: The Happy Food (Toolkit Texts Grades 4-5) for good examples of description. Project the text so all students can see. You may wish to use an article with which students are familiar. Read aloud a portion of the text highlighting descriptive language and underline any key words used in the description. On the chart write a student-friendly definition, key words, and a text example. Note: Use the chart below as a


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guide only. It will be more meaningful if you complete the chart as the students experience each organizational structure. Lead a discussion on when an author might organize their information in this manner.

Repeat above procedure utilizing another article that demonstrates a different text structure, such as “Time Order,” which focuses on chronology/sequence. Firefighting Through the Ages and Jack Roosevelt Robinson: Baseball’s First Black Superstar (Toolkit Texts Grades 4-5) are examples of chronology - time ordered texts.

Guided Practice: (may occur during the next mini-lesson) Provide partnerships with articles that are descriptive or chronology. Partners should read the article and highlight or underline key words that help them understand the structure. Provide partnerships with another article that demonstrates the other structure discussed and have them repeat the process of reading, underlining or highlighting key words, and discussing.

Work Time: Reading comprehension is increased when students pay attention to the structure. Ask students to refer to the anchor chart and consider the structure as they read independently. It is not necessary that students spend all of work time reading informational texts. In fact, asking students to spend all of work time considering the structure of the text will greatly limit the volume of their reading. They may read or reread an article making note of its structure, then continue with reading a fictional text or engage in research utilizing informational text. As you conference with readers, ask them to consider the structure. Identifying the structure is not enough. Ask them why the author chose to organize the information in the particular structure and ask them how the structure helped them as a reader. Identify particular students to share their thinking about structures during whole group share time. It is also beneficial for students to discuss the structure of texts used during science and social studies instruction.

While students are working, you will want to either circulate the room, listening in to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group. Use guided reading texts with the above text structures for follow-up support during small group instruction.

Share: Bring all students back together and ask a couple of students to lead a discussion of an informational text they are reading. Students may be identified while conferencing during work time. Guide students in sharing the structure of their particular text, why the author chose to organize the text in that manner and how it supports their understanding of the information.

Sample Thinking Stems/Anchor Chart: Organizational

Structure Description of

Structure Key Words Examples Description Use language to help the

reader from images or visualize a process

Descriptive details – words like on, over, beyond, within Descriptive adjectives that help the reader visualize

Chronology/ Sequence

Present ideas or events in the order in which they happen

First, second, before, after, finally, then, next, earlier, later, last

Compare/ Contrast

Discuss two ideas, events, or phenomena, showing how they are similar and different

While, yet, but, rather, most, either, like and unlike, same, as opposed to, as well as, likewise, on the other hand, although, the same, similarly, opposites

Cause and Effect Provide explanations or reasons for phenomena

Because, since, thus, so that, if…then, therefore, nevertheless, due to, this led to, as a result, then…so, for this reason, on account of, consequently

Problem/ Solution

Identify problems and pose solutions

Propose, conclude, a solution, the problem or the question, research shows, the evidence is, a reason for


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Formative Assessment Opportunities: • Provide students with an article and ask them to read, identify key words that help them

understand the organizational structure and respond to the following prompt: Identify the text structure utilized by the author and explain how you determined the structure. Describe how the structure helps the reader understand the information presented by the author.

• Provide students with an article that is organized utilizing a different text structure and ask them to read, identify key words that help them understand the organizational structure and respond to the following prompt: Describe how the structure of this article compares to the structure of the previous article. Explain why the author chose this particular structure over the structure of the previous article.


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Suggested Instructional Texts: Rigby (R), Classroom Library (CL), Text Exemplar (E), Science (S), Social Studies (SS), Toolkit Texts (TT)

Literary Informational The Lightning Thief by Rick Riordan Baseball Saved Us by Ken Mochizuki (E) Poems (possible resources (E): 101 Great American Poems by the American Poetry & Literacy Project; Confetti Poems for Children by Pat Mora; Robert Frost’s Poems by Robert Frost)

The Scoop on Dino Poop or Chocolate: The Happy Food (TT)

Thank you, Mr. Falker by Patricia Polacco Firefighting Through the Ages (TT)

Jack Roosevelt Robinson: Baseball’s First Black Superstar

Additional Professional Resources: • Reading Units of Study by Lucy Calkins • Good Choice by Tony Stead • Toolkit Texts (Grades 4-5) • Toolkit Texts (Grades 6-7) • The Comprehension Toolkit Grades 3-6 by Stephanie Harvey and Anne Goudvis • A Curricular Plan for The Reading Workshop Grade 5 by Lucy Calkins • achievethecore.org

Resources for Tier II & Tier III Interventions • JCPS Response to Interventions website:

http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html • Interventioncentral.org: http://www.interventioncentral.org/ • Readworks.org (K-6 reading lessons and passages): http://www.readworks.org/ • Literacyleader.com (lessons and resources): http://www.literacyleader.com/

http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html

Greek and Latin Roots Chart Character Description Phrase/Idea/Products Related Words

Achilles warrior who only had one weakness, his heel

Achilles Heel

Adonis boy known for his unmatched beauty An Adonis-a very beautiful man

Atlas titan who held up the sky Atlas Echo nymph cursed so she could only repeat

what someone else says echo

echolocation Fates controlled destiny Fate fate

fatalistic fated fateful fatalist

Furies three grotesque sisters charged with seeking vengeance for crimes.

Furious fury furious

Hercules demigod known for completing feats of strength

Herculean Task herculean

Midas king with magical touch that turns everything into gold

Midas Touch Midas Brake Shops

Narcissus self-centered boy who fell in love with his own reflection

narcissistic narcissism

Nemesis goddess of retribution and punishment nemesis Odysseus hero famous for the stories of his

wanderings when returning home from the Trojan war

Odyssey mini van

odyssey

Olympus mythical home of the gods Mount Olympus The Olympic Games

olympic olympian

Orion great hunter, killed by a scorpion, became a constellation

Orion-Constellation

Pandora woman who opened a box that contained all the troubles of mankind

Pandora’s Box Pandora Radio

panic pandemonium

Phobos the god of fear phobia claustrophobia arachnophobia

Phoenix bird that is reborn from ashes after being consumed by fire

Phoenix, Arizona Fawkes, Dumbledore’s pet in the Harry

Potter Series Phoenix Suns, professional basketball

team

phoenix

Titans family of giants who ruled heaven and earth, before they were overthrown by Zeus

The Titanic Tennessee Titans football team

titan

Affix Meaning Examples Examples from my reading and what I think it means.

agri- field agriculture agricultural

anthropo- human anthropologist anthropology

astro- star astronaut astrological

auto- self automobile automatic

bi- two bike bilateral bilateral symmetry

chron- time chronic chronology chronological order

circ- circle circuit circulate circulation circulatory system circumference

cred- believe, trust

credible incredible

cycl- circular cycle cyclone

de- away from; removing

decompose decomposer decay


dem- people democracy democrat pandemic

feder- treaty, agreement

federal federation

grav- heavy gravity gravitational

herb- grass herbs herbal herbivore

kilo- thousand kilogram kilometer

leg- law legal legislative legislator

min- little minute minimal minimum

mult- many, much

multiple multiplication multiply

numer- number numeral

orb- circle orbit orbital


poly- many polygon

terr- dry land territory terrain subterranean

tri- three triple triplet

vis- to see vision visualize visible invisible television

vid- to see video videogame

Resources for stories about mythological characters: Text Exemplars (4-5) Mythopedia http://www.starfall.com/n/level-c/greek-myths/play.htm?f

http://www.starfall.com/n/level-c/greek-myths/play.htm?f

Download - 5th Grade ELA Curriculum Unit Map Weeks 7-12 Lesson …commoncore2012.homestead.com/Grade_Level_Files/Fifth/Reading/EL… · 5th Grade ELA Curriculum Unit Map ... students in fifth

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