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Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 1
Unit of Study: Interpretation Book Clubs
Goal: Writing about Reading with Voice and Investment
Teaching point: “Readers, today I want to teach you that in the upcoming year, you can go
through a growth spurt as a reader, you can sprout up as a reader. But that
will only happen if you work on your reading, if you take on the goal of
getting better at reading, and if you work with deliberateness toward the
specific goal you set.”
"Lectores, hoy quiero enseñarles que el próximo año, ustedes van a pasar por
una etapa de crecimiento como lectores, pueden brotar como lectores. Pero
eso sólo sucederá si trabajan en su lectura, si su meta es mejorar en la
lectura, y si trabajan con parsimonia hacia la meta que se han fijado."
Text: No text
Standard: RL5.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 45 text complexity
band independently and proficiently.
Page #’s 412
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 2
Unit of Study: Interpretation Book Clubs
Goal: Writing about Reading with Voice and Investment
Inquiry: “So our work for today is to answer this question: ‘What are some qualities of
strong writing about reading?”
"Bueno, nuestro trabajo de hoy es responder a esta pregunta: ‘¿Cuáles son
algunas de las cualidades de la escritura sólida acerca de la lectura?"
Text: Home of the Brave by Katherine Applegate “Snow” pages 35
Standard: RL5.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 45 text complexity
band independently and proficiently.
RI5.10 By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end
of the grades 45 text complexity band independently and proficiently.
Page #’s 1324
Additional
Resources
Reading Log
Gallery of writing & exemplars
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 3
Unit of Study: Interpretation Book Clubs
Goal: Writing about Reading with Voice and Investment
Teaching point: “Today I want to teach you that people read differently when they write
about their reading. Writers see more, notice more, think more . . . and
everything becomes grist for their thinking mill. When you read as a writer,
you bring a writerly wideawakeness, an extra alertness, to your reading. You
notice stuff others would pass right by, and you make something of what you
see.”
"Hoy quiero enseñarles que la gente lee de manera diferente cuando escriben
acerca de su lectura. Los escritores ven más, notan más, piensan más. . . y
todo es aprovechado por su pensamiento. Cuando ustedes leen como
escritores, ustedes traen un amplio despertar de escritor, una viveza extra
para su lectura. Ustedes notan cosas que otros pasarían por alto, y hacen algo
de lo que ven."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson“Old Words, New Words”, “Questions”, and What the Heck” pages 612
Standard: RL5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL5.5 Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
RL5.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 45 text complexity
band independently and proficiently.
Page #’s 2636
Anchor Charts "Writing Well About Reading"
"Talking (and Writing) to Grow New Ideas"
"To Understand/Interpret a Story"
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 4
Unit of Study: Interpretation Book Clubs
Goal: Writing about Reading with Voice and Investment
Teaching point: “Today I want to teach you that once readers settle on an idea about a text
worth developing, they think, ‘Where does this idea live in the text?’ Then
they reread those selected passages extremely closely, expecting each to be a
gold mine of new insights related to their initial idea.”
"Hoy quiero enseñarles que una vez que los lectores fijan una idea sobre un
texto que vale la pena desarrollar, ellos piensan, ‘¿Dónde vive esta idea en el
texto?’, entonces ellos vuelven a leer de cerca los pasajes seleccionados,
esperando que cada uno sea una mina de oro de conocimientos nuevos
relacionados con su idea inicial."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “God with a Wet Nose,” “Welcome to Minnesota,” Family,” pages 1422
Standard: RL5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact)
RL5.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
Page #’s 3745
Anchor Charts "Writing Well About Reading"
"To Develop Ideas, Readers…"
"HigherLevel Thought Prompts..."
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 5
Unit of Study: Interpretation Book Clubs
Goal: Writing about Reading with Voice and Investment
Teaching point: “Today I want to teach you that readers start a book trying to figure out who
the narrator is. Once they figure out whose voice they are hearing, whose
perspective they are getting, they keep in mind that every part of the story is
told from that character’s perspective and that other characters might
imagine things differently or have different feelings.”
"Hoy quiero enseñarles que los lectores comienzan un libro tratando de
averiguar quién es el narrador. Una vez que se dan cuenta de quién es la voz
que están escuchando, de quién es esa perspectiva que están recibiendo,
ellos tienen en mente que cada parte de la historia es contada desde la
perspectiva de ese personaje y que los otros personajes podrían imaginar
cosas de diferente manera o tener diferentes sentimientos."
Text: Home of the Brave by Katherine Applegate, pages 35
Standard: RL5.6 Describe how a narrator’s or speaker’s point of view influences how
events are described.
Page #’s 4649
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 6
Unit of Study: Interpretation Book Clubs
Goal: Writing about Reading with Voice and Investment
Teaching point: “Today I want to teach you that to think analytically, a person divides into
parts, then selects, ranks, and compares. A person can decide, ‘I’m going to
try thinking . . .’ and then think in any one of those ways . . . and then see if
that thinking yields new insights. Often it will.”
"Hoy quiero enseñarles que para pensar de forma analítica, una persona
divide en partes, luego, selecciona, clasifica y compara. Una persona puede
decidir, ‘Voy a tratar de pensar. . . ‘, y luego pensar en cualquiera de esas
formas. . . y después ver si ese pensamiento produce nuevos conocimientos.
A menudo lo hará."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “GoodByes,” “Father,” “Bed,” and “Brother,” pages 2538
Standard: RL5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL5.2 Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
RL5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact)
RL5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
RL5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem.
RL5.10 By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 45 text complexity band independently and
proficiently.
Page #’s 5058
Anchor Charts "To Develop Ideas, Readers…" *add next bullet "Questions that Can Help You Think Analytically"
Additional
Resources
Analytical Writing Examples
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 7
Unit of Study: Interpretation Book Clubs
Goal: Writing about Reading with Voice and Investment
Teaching point: “Today I want to remind you that when aiming to write well about reading, it’s
important to remember that revision is the most important way to ratchet up
the level of your writing. And to revise any text, it helps to have an image of
good work in mind. In this instance, it helps to have a sense for what
constitutes potent, vital writing about reading.”
"Hoy quiero recordarles que cuando se pretende escribir bien acerca de la
lectura, es importante recordar que la revisión es la forma más importante de
aumentar el nivel de su escritura. Y para revisar cualquier texto, es útil tener en
mente una imagen de buen trabajo. En este caso, ayuda el tener una idea de lo
que constituye la escritura vital y potente de la lectura."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “TV Machine,” “Night,” “Mama,” “Sleep Story,” pages 3950
Standard: RL5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
RL5.2 Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
RL5.3 Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact)
RL5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL5.10 By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 45 text complexity band independently and
proficiently.
Page #’s 5966
Anchor Charts "Writing Well about Reading"
Additional
Resources
Sam’s writing about Wringer
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 8
Unit of Study: Interpretation Book Clubs
Goal: Raising the Level of Writing and Talking about Literature
Teaching point: “Today I want to teach you that as readers sharpen their reading and thinking
skills, they develop the eyes to not only see more in a text, but to make more
significance . They pay more attention as they read because they trust that
they notice things for a reason and expect to make something of observations
others just pass by.”
"Hoy quiero enseñarles que a medida que los lectores afilan sus habilidades
de lectura y de pensamiento, ellos desarrollan los ojos no solamente para ver
más en un texto, sino para tomar lo de más importancia. Ellos ponen más
atención a medida que leen porque confían en que ellos notan las cosas por
una razón y esperan hacer algo de las observaciones que otros solamente
pasan por alto."
Text: Home of the Brave by Katherine Applegate excerpt “Paperwork,” pages
5354
Standard: RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact)
RL.5.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 45 text complexity
band independently and proficiently.
Page #’s 6878
Anchor Charts "Drawing on All You Know to Read Well and Interpret Texts"
"Creating a Constitution for Your Club"
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 9
Unit of Study: Interpretation Book Clubs
Goal: Raising the Level of Writing and Talking about Literature
Teaching point: “Today I want to teach you that sometimes readers think thematically by first
naming the problem that a character faces, then asking, ‘What lessons does
the character learn from (that problem)?’ Or ‘What might the author want
me to know about that problem/issue?’”
"Hoy quiero enseñarles que a veces los lectores piensan temáticamente
nombrando primero el problema al que se enfrenta un personaje, luego ,
preguntan, ‘¿Qué lecciones aprendió el personaje (de ese problema)?’ o
‘¿Qué quiere el autor que yo sepa acerca de ese problema / tema?'"
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Paperwork,” “Information,” “School Clothes,” “Once There Was…,” “New
Desk,” “Ready,” “Cattle,” “Lunch,” and “Fries,” pages 5480
Standard: RL5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact)
RL5.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL5.5 Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
Page #’s 7987
Anchor Charts "Drawing on All You Know to Read Well and Interpret Texts"
When We Study Character, We Can Think About… on page 80 of unit book
Possible Themes in Home of the Brave on page 82 of unit book
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 10
Unit of Study: Interpretation Book Clubs
Goal: Raising the Level of Writing and Talking about Literature
Teaching point: “Today I want to teach you that the best part of reading with others is that it
changes you. You end up viewing the text through the eyes of others, and
therefore seeing more than you would otherwise have seen.”
"Hoy quiero enseñarles que la mejor parte de leer con otros es que eso te
cambia. Ustedes terminan viendo el texto a través de los ojos de los demás, y
por lo tanto ven más de lo que de otro modo habrían visto."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Not Knowing,” “Home,” “Time,” “Helping,” “How Not to Wash Dishes,” “Not
Smart Boy,” “Magic Milk,” pages 81106
Standard: RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact)
Page #’s 8896
Anchor Charts How Club Members Learn From Each Other’s Ideas on page 91 of unit book
"Drawing on All You Know to Read Well and Interpret Texts"
"Passionate Interpretations Might Say..."
Additional
Resources
Video My Name is Maria Isabel
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 11
Unit of Study: Interpretation Book Clubs
Goal: Raising the Level of Writing and Talking about Literature
Teaching point: “Today I want to teach you that readers link ideas together to build larger
theories or interpretations. As they think about how ideas might connect,
they ask, ‘Could there a larger truth or lesson here?’”
"Hoy quiero enseñarles que los lectores enlazan las ideas juntas para
construir teorías o interpretaciones más grandes. A medida que ellos piensan
en cómo pueden conectarse las ideas, se preguntan, ‘¿Podría haber una
verdad o una lección más grande?’"
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Wet Feet,” “Bus,” “Lou,” “Cows and Cookies,” “Night Talk,” pages 107127
Standard: RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
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.
Page #’s 97106
Anchor Charts "Drawing on All You Know to Read Well and Interpret Texts"
Questions to Ask to Grow Seed Ideas
Additional
Resources
Sam’s Notes on Wringer
Savi’s Ideas & Questions
Emma’s Thought Prompts
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 12
Unit of Study: Interpretation Book Clubs
Goal: Raising the Level of Writing and Talking about Literature
Teaching point: “Today I want to remind you that once a reader has developed an
interpretation about a book, it is important that he or she stay with that idea .
As readers, you can wear your interpretation like a pair of glasses, as a lens,
and read on in your book looking for more places that fit with or change your
idea.”
"Hoy quiero recordarles que una vez que un lector ha desarrollado una
interpretación acerca de un libro, es importante que se queden con esa idea.
Como lectores, ustedes pueden llevar su interpretación como un par de gafas,
como una lente, y seguir leyendo su libro en busca de más lugares que se
ajusten con su idea o la cambien."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Cowboy,” “Working,” “Ganwar, Meet Gol,” “An Idea,” “Field Trip,” “The
Question,” “Apple,” pages 131154
Display or project page 65
Standard: RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact)
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.
Page #’s 107117
Anchor Charts Hope can help people survive hard times and go on referenced on page 109
"Drawing on All You Know to Read Well and Interpret Texts"
"Thought Prompts to Help You Grow Complex Ideas..."
Additional
Resources
Inferring Characters Learning Progression (page 6)
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 13
Unit of Study: Interpretation Book Clubs
Goal: Raising the Level of Writing and Talking about Literature
Teaching point: “Today I want to teach you that different readers read the same book, they
often develop different viewpoints on provocative questions related to the
book. The differences of opinion can spark a debate. In a debate, each person
(or each side) presents his or her position and then supports that position
with evidence, aiming to persuade the other person, the other side.”
"Hoy quiero enseñarles que diferentes lectores que leen el mismo libro, a
menudo desarrollan diferentes puntos de vista sobre preguntas provocativas
relacionadas con el libro. Las diferencias de opinión pueden provocar un
debate. En un debate, cada persona (o cada lado) presenta su posición y
luego apoya esa posición con evidencia, con el objetivo de persuadir a la otra
persona, el otro lado."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “The Story I Tell Hannah On The Way Home,” “Library,” “Going Up,” “Hearts,”
“White Girl,” “Scars,” “Bad News,” “No More,” pages 155183
Home of the Brave by Katherine Applegate copies for groups of students of pages 2022 (Family), pages 3236 (Bed), pages 4346 (Night), pages 6062
(School Clothes), pages 12312 (Night Talk), pages 138145 (Ganwar, Meet
Gol and An Idea), pages 178183 (Bad News and No More)
Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are supported
by key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact)
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.
Page #’s 118128
Anchor Charts Home of the Brave Debate Topics (example on page 120)
Debate Key Phrases ( page 122)
Suggestions for Generating Provocative Debatable Ideas about Texts (page
123)
"Let’s Have a Club Debate"
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 14
Unit of Study: Interpretation Book Clubs
Goal: Raising the Level of Writing and Talking about Literature
Teaching point: “Today, then, our minilesson will be an inquiry, an investigation, exploring an
important question: ‘What do book club members do in an effective book
club that lifts the level of the club’s work?’”
"El día de hoy, entonces, nuestra mini lección será una encuesta, una
investigación, la exploración de una pregunta importante: ‘¿Qué hacen los
miembros del club de lectura en un club de lectura efectiva que eleva el nivel
de trabajo del club?'"
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Last Day,” “Summer,” “More Bad News,” “Sleep Story,” pages 184200
Standard: RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL.5.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 45 text complexity
band independently and proficiently.
Page #’s 129138
Anchor Charts What Makes Book Club Conversations the Best They Can Be? (additional examples on page 131, 132 and 138)
Additional
Resources
Video Clip My Name is Maria Isabel
Video Clip Bud, Not Buddy
Reading Literature Progression (page 7)
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 15
Unit of Study: Interpretation Book Clubs
Goal: Thematic Text Sets: Turning Texts Inside Out
Teaching point: “Today I want to teach that when you’re exploring universal themes, what’s
really interesting is how authors will develop those themes somewhat
differently. Sophisticated readers, therefore, ask: what’s the same and what’s
different in how this theme plays out in different texts?”
"Hoy quiero enseñarles que cuando estén explorando temas universales, lo
que es realmente interesante es cómo los autores desarrollarán estos temas
de manera algo diferente. Los lectores sofisticados, por lo tanto, preguntan:
¿Qué es igual y qué es diferente en cómo se realiza este tema en diferentes
textos?’"
Text: Fly Away Home by Eve Bunting Read aloud prior to lesson, use excerpts within lesson
Standard: RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories on their approaches to similar themes and topics.
Page #’s 140150
Anchor Charts "Prompts to Explore Similarities and Differences in Texts"
"To Deepen Interpretation, Readers Can…"
Themes and Messages We Are Finding in Our Books (Unit page 142)
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 16
Unit of Study: Interpretation Book Clubs
Goal: Thematic Text Sets: Turning Texts Inside Out
Teaching point: “Today I want to teach you that when readers see similarities between texts,
thinking ‘These texts seem to support the same theme!’ they often look
again, and may find the texts actually convey slightly different messages.”
"Hoy quiero enseñarles que cuando los lectores ven similitudes entre textos,
piensan '¡Estos textos parecen apoyar el mismo tema!' A menudo ellos
vuelven a mirar, y pueden encontrar que los textos en realidad transmiten
mensajes ligeramente diferentes."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Confession,” “Running Away,” “Bus,” “Treed” pages 201212
Standard: RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact)
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories on their approaches to similar themes and topics.
Page #’s 151154
Anchor Charts "To Deepen Interpretation, Readers Can…"
"Prompts to Explore Similarities and Differences in Texts"
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 17
Unit of Study: Interpretation Book Clubs
Goal: Thematic Text Sets: Turning Texts Inside Out
Teaching point: “Today I want to teach you that one way readers think about a theme in more
complex ways is to think how different characters connect to that theme.
Readers think about which characters best represent a particular theme
through their thoughts, actions, and dialogue, and which characters work
against the theme.”
"Hoy quiero enseñarles que una manera en que los lectores piensan acerca
de un tema de forma más compleja es pensar cómo los diferentes personajes
se conectan a dicho tema. Los lectores piensan que personajes representan
mejor un tema en particular a través de sus pensamientos, acciones, y
diálogo, y qué personajes actúan contra el tema."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Ganwar,” “Talk,” and “Changes,” pages 213224
Standard:
RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact)
RL5.6 Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories on their approaches to similar themes and topics.
Page #’s 155164
Anchor Charts Chart Hope can help people survive in hard times and go on (page 158)
GridCharacters closely connected to theme, somewhat… (page 159)
"To Deepen Interpretation, Readers Can…"
"How to think about characters who seem to go against the main theme"
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 18
Unit of Study: Interpretation Book Clubs
Goal: Thematic Text Sets: Turning Texts Inside Out
Teaching point: “Today I want to teach you that it can be helpful to think about the choices
authors make (and the ones they don’t), as a way to come to new insights as
readers.”
"Hoy quiero enseñarles que puede ser útil pensar en las opciones que crean
los autores (y los que no lo crean), como una manera de llegar a nuevos
conocimientos como lectores."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Herding,” “Traffic Jam,” pages 22532
Home of the Brave by Katherine Applegate copies of “Snow,” page 3 for
students
Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact)
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.
RL5.6 Describe how a narrator’s or speaker’s point of view influences how events are
described.
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth,
poem).
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories on their approaches to similar themes and topics.
Page #’s 165175
Anchor Charts "To Deepen Interpretation, Readers Can…"
Additional
Resources
Narrative Reading Learning Progressions (pages 7 and 9)
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 19
Unit of Study: Interpretation Book Clubs
Goal: Thematic Text Sets: Turning Texts Inside Out
Teaching point: “Today I want to teach you that when you study a text, it can be illuminating
to study the author’s goals and the techniques he or she uses to achieve
them. One way to do this is by focusing in on a part where the author seems
to be trying to achieve something and asking how.”
"Hoy quiero enseñarles que cuando se estudia un texto, puede ser
esclarecedor estudiar las metas del autor y las técnicas que utiliza para
alcanzarlas. Una forma de hacerlo es enfocándose en una parte en la que el
autor parece estar tratando de lograr algo y preguntar cómo."
Text: Home of the Brave by Katherine Applegate Read aloud prior to the lesson “Cops,” “Zoo,” “Homecoming” pages 233249 and “Reader’s Guide,” including
“Background” and “Historical Context,” pages 259263
Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.2 Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact)
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.
RL5.6 Describe how a narrator’s or speaker’s point of view influences how events are
described.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories on their approaches to similar themes and topics.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 45 text complexity band independently and
proficiently.
Page #’s 176186
Anchor Charts "Writers Use Techniques Such As..."
"Writers Aim Toward Goals Such As..."
"To Deepen Interpretation, Readers Can…"
When Comparing Craft across Texts, Readers Might Say… (page 185)
Lucy Calkins Grade 5 Unit 1 Interpretation Book Clubs
Grade 5 Unit 1 Mini Lesson 20
Unit of Study: Interpretation Book Clubs
Goal: Thematic Text Sets: Turning Texts Inside Out
Teaching point: “Today I want to invite you to participate in a literary salon as a fun way to
show off your new, sophisticated thoughts about literature.”
"Hoy quiero invitarles a participar en un salón literario como una forma
divertida de mostrar sus nuevas y sofisticadas ideas sobre la literatura."
Text: “Dreams” by Langston Hughes (poem) see unit pages 187188
Standard: RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories on their approaches to similar themes and topics.
Page #’s 187189