lucy calkins grade 5, uni t 4 f ant asy bo ok cl ubs...lucy calkins grade 5, uni t 4 f ant asy bo ok...
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Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 1
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Constructing and Navigating Other Worlds
Teaching point: “Readers, today I want to teach you that as fantasy readers, your first task
will be to figure out not just where your story happens, but what kind of place
it is. One way you can do this work is to investigate clues about the time
period and important magical elements, using the covers, blurbs, and details
from the beginning of the story for your research.”
"Lectores, hoy quiero enseñarles que como lectores de fantasía, su primera
tarea será la de averiguar no sólo donde ocurre la historia, sino qué tipo de
lugar es. Una manera de hacer este trabajo es investigar pistas sobre el
período de tiempo y los elementos mágicos importantes, usando las
cubiertas, las descripciones cortas y los detalles desde el comienzo de la
historia de su investigación."
Text: The Paper Bag Princess, The Thief of Always
Standard: 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.
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).
Page #’s 312
Anchor Charts “Sophisticated Readers of Fantasy…” Anchor Chart
Additional
Resources
Narrative Reading Learning Progression
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 2
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Constructing and Navigating Other Worlds
Teaching point: “Readers, today I want to teach you that in complicated stories such as
fantasy novels, often the main characters begin without a lot of knowledge,
and they have a steep learning curve. As alert readers, when the main
character is told important information or has dramatic new experiences, you
can see those moments as opportunities for you to learn hand in hand with
the main character.”
"Lectores, hoy quiero enseñarles que en las historias complicadas, como en
las novelas de fantasía, a menudo los personajes principales comienzan sin
mucho conocimiento, y tienen una curva de aprendizaje increíble. Como
lectores alertas, cuando el personaje principal cuenta información importante
o tiene nuevas experiencias dramáticas, ustedes pueden ver esos momentos
como oportunidades para que ustedes puedan aprender de la mano con el
personaje principal."
Text: The Thief of Always
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 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.5.3 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 1320
Anchor Charts “Clubs Take Charge of Themselves by Asking…” Chart
Additional
Resources
Student Notebook Sample 2.1 to use as mentor text
Student Notebook Sample 2.2 to use as mentor text
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 3
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Constructing and Navigating Other Worlds
Teaching point: “Readers, today I want to teach you that as you tackle more complicated
books, you will run into multiple plotlines. You will find it helpful to use
charts, timelines, and other graphic organizers to track multiple problems and
plotlines, and gather data as scientists do, in charts and tables that allow
close analysis.”
"Lectores, hoy quiero enseñarles que a medida que ustedes se enfrentan a
libros más complicados, ustedes pasarán por múltiples tramas. Van a
encontrar útil el uso de gráficas, líneas de tiempo y otros organizadores
gráficos para el seguimiento de múltiples problemas y tramas, y recopilar
información como lo hacen los científicos, en los gráficos y tablas que
permiten el análisis de cerca."
Text: The Thief of Always
Standard: 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.5.10 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 2329
Anchor Charts “Sophisticated Readers of Fantasy…” Anchor Chart
Additional
Resources
Tracking Problems and Solutions Example Chart
Transcript of Club Conversation
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 4
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Constructing and Navigating Other Worlds
Teaching point: “Today, I want to guide an inquiry in which you consider what you can learn
about characters over time, instead of coming to quick conclusions and
being willing to rethink along the way! Our work for today is to answer this
question: ‘What can we learn about characters if we study them over time,
delving deeply into their formation, motivations, and actions?”
"Hoy, quiero guiar una investigación en la que ustedes tienen que considerar
lo que pueden aprender con el tiempo acerca de los personajes, en lugar de
llegar a conclusiones rápidas ¡y estar dispuestos a reconsiderar a lo largo del
camino! Nuestro trabajo de hoy es responder a esta pregunta: ‘¿Qué
podemos aprender acerca de los personajes, si los estudiamos a través del
tiempo, ahondando en su formación, motivaciones y acciones?’"
Text: The Thief of Always, Harry Potter Video Clips
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 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.5.3 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 3036
Anchor Charts “Sophisticated Readers of Fantasy…” Anchor Chart
Additional
Resources
Weighing, Evaluating and Ranking Evidence” Example Chart
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 5
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Constructing and Navigating Other Worlds
Inquiry: “What reading and thinking work is this club doing particularly well?”
"¿Qué trabajo de lectura y de pensamiento está haciendo especialmente bien
este club?"
Text: No text
Standard: 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 3738
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 6
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: More Than Dwarves: Metaphors, Life Lessons, Quests, and Thematic Patterns
Teaching point: “Readers, today I want to teach you that in fantasy stories, characters face
different kinds of dragons some are literal, while others are metaphorical
dragons symbolizing conflicts faced by those characters. Experienced readers
look for these conflicts, and consider whether some of them are becoming
themes in their novels.“
"Lectores, hoy quiero enseñarles que en las historias de fantasía, los
personajes se enfrentan a diferentes tipos de dragones algunos son literales,
mientras que otros son dragones metafóricos que simbolizan los conflictos
que afrontan esos personajes. Los lectores experimentados buscan estos
conflictos, y consideran si algunos de ellos se están convirtiendo en temas en
sus novelas."
Text: The Paper Bag Princess
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 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.5.7 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).
Page #’s 4047
Anchor Charts “Sophisticated Readers of Fantasy…” Anchor Chart
Additional
Resources
Link to the Carta Marina
Link to the HuntLenox Globe
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 7
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: More Than Dwarves: Metaphors, Life Lessons, Quests, and Thematic Patterns
Teaching point: “Readers, today I want to remind you that fantasy stories might have
fantastical plotsbut they are also about themes and life lessons. Insightful
readers mine these stories for lesson that might apply to their own lives.”
"Lectores, hoy quiero recordarles que las historias de fantasía pueden tener
tramas fantásticas, pero también tienen que ver los temas y las lecciones de
vida. Los lectores sagaces detonan estas historias para la lección que podrían
aplicar a sus propias vidas."
Text: No text
Standard: 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.5.3 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 4857
Anchor Charts “Sophisticated Readers of Fantasy…” Anchor Chart
Additional
Resources
“Narrative Writers Use Techniques Such As…” Chart
Textual Lineage Example
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 8
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: More Than Dwarves: Metaphors, Life Lessons, Quests, and Thematic Patterns
Teaching point: “Today I want to teach you that experienced fantasy readers know that most
fantasy stories follow a quest structure. What’s often most interesting to
these experienced readers, then, is to investigate the internal quest as well as
the external.”
"Hoy quiero enseñarles que los lectores de fantasía experimentados saben
que la mayoría de las historias de fantasía siguen una estructura de
búsqueda. Lo que es a menudo más interesante para estos lectores
experimentados, entonces, es investigar la búsqueda interna, así como la
externa."
Text: No text
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 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.5.3 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.
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 5867
Anchor Charts “Sophisticated Readers of Fantasy…” Anchor Chart
“Thinking About External and Internal Quests” Chart
Additional
Resources
Talk Cards
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 9
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: More Than Dwarves: Metaphors, Life Lessons, Quests, and Thematic Patterns
Teaching point: “Readers, today I want to teach you that the knowledgeable readers assume
that some themes are so important, so universal, that they appear in more
than one book, and across history as well. Sophisticated readers, then, are
alert for these themes, and they bring their knowledge of history to what
they’re reading compare how these themes play out.”
"Lectores, hoy quiero enseñarles que los lectores con conocimientos asumen
que algunos temas son tan importantes, tan universales, que aparecen en
más de un libro, y también a través de la historia. Los lectores sofisticados,
entonces, están alertas para estos temas, y pueden aportar su conocimiento
de la historia a lo que están leyendo comparando cómo terminan estos
temas."
Text: Historical narratives, such as The Story of Ruby Bridges, Number the Stars or I am Rosa Parks
Standard: 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.5.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
Page #’s 6876
Anchor Charts “Sophisticated Readers of Fantasy…” Anchor Chart
Additional
Resources
Example of Student Writing about thematic patterns 9.1
Example of Student Writing about thematic patterns 9.2
Narrative Reading Learning Progression
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 10
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: More Than Dwarves: Metaphors, Life Lessons, Quests, and Thematic Patterns
Teaching point: “Today I want to teach you that you don’t have to wait for someone else to
give you feedback on your thinking. You can evaluate it yourself. Often,
when students want to excel, they pause in the midst of their work to ask, ‘Is
there anything I could do better?’ and they hold their own work up against a
mental model of strong work.”
"Hoy quiero enseñarles que ustedes no tienen que esperar a alguien más para
darles retroalimentación acerca de sus ideas. Ustedes pueden evaluarse por sí
mismos. A menudo, cuando los estudiantes quieren sobresalir, hacen una
pausa en medio de su trabajo para preguntar, ‘¿Hay algo que puedo hacer
mejor?’, y ellos mantienen su propio trabajo en contra de un modelo mental
de trabajo fuerte."
Text: No text
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 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.5.3 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 7782
Additional
Resources
Narrative Reading Learning Progression
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 11
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: When Fact and Fantasy Collide
Teaching point: “Just as writers of fantasy refer to nonfiction text to develop the worlds of
their stories, readers of fantasy can refer to nonfiction texts to more fully
understand the world they are reading about. As readers of fantasy, you can
use reference texts, online factual information, or other nonfiction texts to
build a full image of the characters, settings and events you are reading
about.”
"Al igual que los escritores de fantasía se refieren al texto de no ficción para
desarrollar los mundos de sus historias, los lectores de fantasía pueden
referirse a los textos de no ficción para comprender mejor el mundo acerca del
que están leyendo. Como lectores de fantasía, ustedes pueden utilizar los
textos de referencia, información real en línea, u otros textos de no ficción
para construir una imagen completa de los personajes, escenarios y eventos
que están leyendo."
Text: Mufaro’s Beautiful Daughters
Standard: 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.
RI.5.10 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 8490
Anchor Chart “How Fantasy Readers Use Elements From the Real World…” Anchor Chart
Additional
Resources
Link to information and images on Great ZimbabweBBC World Service
Link to information and images on Great Zimbabwe Metropolitan Museum_
Art
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 12
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: When Fact and Fantasy Collide
Teaching point: “Today I want to teach you that specific vocabulary plays an important role in
everything you read, especially in fantasy novels. You need to pay close
attention to words that are new to you, figuring out what those words mean
by using your whole toolkit of vocabulary strategies.”
"Hoy quiero enseñarles que el vocabulario específico juega un papel
importante en todo lo que leen, sobre todo en las novelas de fantasía. Es
necesario que pongan mucha atención a las palabras que son nuevas para
ustedes, averiguar lo que significan esas palabras mediante el uso de kit de
estrategias de vocabulario."
Text: Jabberwocky to display, as well as copies for students
Standard: 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 9198
Anchor Chart “How Fantasy Readers Use Elements From the Real World…” Anchor Chart
Additional
Resources
Jabberwocky
“As Fantasy Readers, Use Your Toolkit of Strategies…” Chart
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 13
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: When Fact and Fantasy Collide
Teaching point: “Readers, today I want to teach you that as the books we read become more
complex, the characters also become more complicated. Just like real people,
they are not just all evil, or all good they are nuanced. This means that
powerful readers delve deeply into their characters’ strengths, flaws, and
motivations across the whole arc of the story.”
"Lectores, hoy quiero enseñarles que a medida que los libros que leemos se
vuelven más complejos, los personajes también se vuelven más complicados.
Al igual que las personas reales, no son exactamente del todo malas o del
todo buenas tienen matices. Esto significa que los lectores poderosos
profundizan en las fortalezas, defectos, y motivaciones de sus personajes a
través de toda la historia."
Text: No text
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 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.5.3 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 99102
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 14
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: When Fact and Fantasy Collide
Teaching point: “Today I want to teach you that fantasy readers keep an eye out for repeated
or highlighted images, objects, characters, or settings. When fantasy readers
see these things, they pause and ask themselves, ‘Could this be a symbol of
something else?’ And “How does this symbol connect to a possible theme for
this story?’”
"Hoy quiero enseñarles que los lectores de fantasía están atentos a las
imágenes, los objetos, los personajes, o los escenarios repetidos o resaltados.
Cuando los lectores de fantasía ven estas cosas, se detienen y preguntan,
‘¿Podría ser esto un símbolo de algo más?’ y ‘¿Cómo este símbolo se conecta
a un posible tema para esta historia?’"
Text: No text
Standard: RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL.5.10 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 103111
Anchor Chart “How Fantasy Readers Use Elements From the Real World…” Anchor Chart
Additional
Resources
“Fantasy Readers Can Use Symbols as a Way to Interpret Themes” Chart
St. George Slays the Dragon Image
The Maiden and the Unicorn Image
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 15
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: When Fact and Fantasy Collide
Teaching point: “Today, I want to teach you that fantasy readers can gain new insights into
the real world by finding, understanding, and interpreting the metaphors and
allegories that exist in fantasy. You can do that by noticing characters,
objects, settings, and creatures that might have multiple meanings.”
"El día de hoy, quiero enseñarles que los lectores de fantasía pueden tener
nuevas ideas del mundo real mediante la búsqueda, la comprensión y la
interpretación de las metáforas y alegorías que existen en la fantasía. Ustedes
pueden hacer eso dándose cuenta que los personajes, objetos, escenarios y
criaturas pueden tener múltiples significados."
Text: Mufaro’s Beautiful Daughters
Excerpt from The Thief of Always that shows metaphor or allegory
A few copies of The Thief of Always
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 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.
Page #’s 112120
Anchor Chart “How Fantasy Readers Use Elements From the Real World…” Anchor Chart
Additional
Resources
Metaphor vs. Allegory Chart
Narrative Reading Learning Progression
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 16
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Literary Traditions: Connecting Fantasy to Other Genres
Teaching point: “Today I want to teach you that expert fantasy readers not only pay close
attention to the cultures the stories they are reading come from, but they
also pay attention to how other cultures are portrayed. They also take note of
how similar characters, settings, even plotlines vary across fantasy stories
from different cultures. By paying attention to those things, readers can learn
more about their own and other cultures.”
"Hoy quiero enseñarles que los lectores de fantasía expertos no sólo ponen
mucha atención de dónde vienen las culturas de las historias que están
leyendo, sino también ponen atención a cómo otras culturas son
representadas. Ellos también se dan cuenta de la similitud de los personajes,
los escenarios, incluso como las tramas varían a través de las historias de
fantasía en diferentes culturas. Al prestar atención a esas cosas, los lectores
pueden aprender más sobre su propia cultura y de otras."
Text: The Thief of Always, books from a variety of cultures
Standard: RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.5.3 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 122128
Anchor Charts “How Fantasy Readers Use Elements From the Real World…” Anchor Chart
“Expert Fantasy Readers Dig Deeper” Anchor Chart
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 17
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Literary Traditions: Connecting Fantasy to Other Genres
Teaching point: “Fantasy readers use what they know about the genre every time they read.
Knowing about and expecting archetypes can help readers go beyond simply
noting characters, plots, and settings and move into making astute
predictions, inferences, and interpretations. They can do this by using their
knowledge as a type of shortcut to analysis.”
"Los lectores de fantasía utilizan lo que saben sobre el género cada vez que
leen. Conocer la existencia y aguardar arquetipos ayuda a que los lectores
puedan ir más allá de simplemente observar a los personajes, las tramas y
escenarios y pueden entonces hacer predicciones, inferencias e
interpretaciones más astutas. Ellos pueden hacer esto usando sus
conocimientos como un tipo de atajo para el análisis."
Text: Students’ club books
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 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.5.3 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.
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 129135
Anchor Chart “How Fantasy Readers Use Elements From the Real World…” Anchor Chart
“Expert Fantasy Readers Dig Deeper” Anchor Chart
Additional
Resources
“Some Archetypes You Encounter in Fantasy Books” Chart
Link to “United Airlines, Dragon” Commercial
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 18
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Literary Traditions: Connecting Fantasy to Other Genres
Teaching point: “Readers, today I want to teach you that one way readers analyze a story with
critical lenses, such as being alert to stereotypes and gender norms (or rules).
One way to do this work is to consider characters’ actions and appearances.”
"Lectores, hoy quiero enseñarles una manera en que los lectores analizan una
historia con lentes críticos, tal como estar alerta a los estereotipos y las
normas de género (o reglas). Una manera de hacer este trabajo es
considerando las acciones y las apariencias de los personajes."
Text: The Thief of Always, The Paper Bag Princess, Mufaro’s Beautiful Daughters
Standard: 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.5.3 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 136143
Anchor Charts “Expert Fantasy Readers Dig Deeper” Anchor Chart
“How Fantasy Readers Use Elements From the Real World…” Anchor Chart
Additional
Resources
Narrative Reading Learning Progression
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 19
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Literary Traditions: Connecting Fantasy to Other Genres
Teaching point: “Today I want to teach you that by strengthening fantasy reading skills,
readers can actually improve their skills in reading everything. As experienced
fantasy readers, you can now use your skills of dealing with difficulty,
interpretation, and crosstext study with almost everything else you read,
including realistic fiction, poetry, even nonfiction.”
"Hoy quiero enseñarles que mediante el fortalecimiento de las habilidades de
lectura de fantasía, los lectores pueden realmente mejorar sus habilidades de
lectura de todo. Como lectores de fantasía experimentados, pueden ahora
utilizar su capacidad de enfrentarse a la dificultad, la interpretación y el
estudio de texto cruzado con casi todo lo demás que lean, incluyendo ficción
realista, poesía, incluso no ficción."
Text: Baskets of books or other texts from a variety of genres for students to
explore
Standard: 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 144151
Anchor Charts “How Fantasy Readers Use Elements From the Real World…” Anchor Chart
“Expert Fantasy Readers Dig Deeper” Anchor Chart
“Sophisticated Readers of Fantasy…” Anchor Chart
Lucy Calkins Grade 5, Unit 4 Fantasy Book Clubs
Grade 5 Unit 4 Mini Lesson 20
Unit of Study: Fantasy Book Clubs: The Magic of Themes and Symbols
Goal: Literary Traditions: Connecting Fantasy to Other Genres
Teaching point: “Today we will celebrate the teaching and learning that has happened across
the unit.”
"Hoy vamos a celebrar la enseñanza y el aprendizaje que ha pasado a lo largo
de la unidad."
Text: No text
Standard: None
Page #’s 152158