G5+WW+Literary+Essay

** Grade 5 Writing Pacing Calendar ** ** Writer’s Workshop: Literary Essay ** ** November 5, 2012 – December 21, 2012 **
 * The Alain L. Locke Magnet School for Environmental Stewardship **
 * Enduring Understanding: ** Fiction and nonfiction texts often share common themes.


 * Essential Questions: **// How can a nonfiction text deepen our understanding of the central message presented in a fiction passage? //


 * Performance Task: ** Students will write a literary essay that compares the central message of a nonfiction and fiction text that both share an environmental stewardship focus.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., //in// //contrast//, //especially//). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply //grade 5 Reading standards// to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Apply //grade 5 Reading standards// to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |E| Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons. |F| Natural Laws & Ecological Principles: The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live.
 * Common Core Learning Standards: **
 * Education for Sustainability Standards: **

Reference Chart: Features of a Literary Essay evaluate || KBAD use a rubric to evaluate the strengths and weaknesses of a literary essay. || Students will be introduced to the rubric used to grade their literary essays. They will apply the rubric to student models and sample literary essays to identify each pieces strengths and weaknesses. || Models use ES themed text as basis for literary essays || Literary Essay Rubric || thesis || KBAD identify the central message and thesis in a literary essay. || Students will review the student models and sample literary essays to identify the central message and thesis. || Models use ES themed text as basis for literary essays ||  || Fiction and Nonfiction Texts || Text || Theme || Central Message ||
 * ** Lesson ** || ** Vocabulary ** || ** Objective/KBAD ** || ** Activity ** || ** Environmental Stewardship Connections ** || ** Resources ** ||
 * ** 1 ** || literary essay || KBAD read a literary essay and record noticings. || Students will read a student example of a literary essay that fits the model for our work in the unit. They will record their noticings to develop a list of the features of a literary essay. || Students models use ES themed text for their literary essay comparison || Student Models
 * title, author
 * paragraphs
 * quotes
 * big idea ||
 * ** 2 ** || literary essay || KBAD read examples and develop a definition for a literary essay. || Students will read an annotated example of a literary essay. They will add to their list of noticings about what goes into a literary essay.
 * A literary essay tells about the theme, or central message, in a book you have read. Literary essays often compare two texts that share the same theme, or central message. || Model uses ES themed text as basis for literary essay || TFK Sample ||
 * ** 3 ** || rubric
 * ** 4 ** || central message
 * ** 5 ** || central message || KBAD identify the central message in a fiction short text and respond in writing. || As a whole class students will read “Slower Than the Rest” and identify the themes and different central messages present in the text. || ES themed text || Reference Chart:

CR Slower Than the Rest (texts can be recorded and replayed for students whose modifications require double time: [|QuickVoice App] ) “Ape ABCs.” || ES themed text || “Panda Power in DC” “Rats with a Mission” “Ape ABCs”
 * ** 6 ** || central message || KBAD identify the central message in a nonfiction article and respond in writing. || As a whole class students will read “Rats with a Mission” and identify the themes and different central messages present in the text. Students will work in pairs/ independently to find the central message in “Panda Power in DC” and/or
 * ** 6 ** || central message || KBAD identify the central message in a nonfiction article and respond in writing. || As a whole class students will read “Rats with a Mission” and identify the themes and different central messages present in the text. Students will work in pairs/ independently to find the central message in “Panda Power in DC” and/or

Scholastic Animal Articles (packet with all of the nonfiction texts for this unit) || CR Retired || “Can Birds Talk.” || ES themed text || “Penguins in Sweaters” “Slimy Invaders” “Can Birds Talk” || CR Drying Out || “Why Rats Make Good Friends.” || ES themed text || “After the Spill” “New Spider Weaves Whopping Web” “Why Rats Make Good Friends” || CR Spaghetti || A thesis statement is a single declarative sentence that states what you want your readers to know, believe, or understand. || ES themed text || Reference Chart: Fiction and Nonfiction Texts || Fiction Text Evidence Model || Nonfiction Text Evidence Model || Students will be introduced to the Literary Essay Outline Template and review checklists and expectations. || Model uses ES themed text as basis for literary essay || Literary Essay Exemplar Text
 * ** 7 ** || central message || KBAD identify the central message in a fiction short text and respond in writing. || As a whole class students will read “Retired” and identify the themes and different central messages present in the text. Students will work in pairs/ independently to find the central message in “A Pet.” || ES themed text || CR A Pet
 * ** 8 ** || central message || KBAD identify the central message in a nonfiction article and respond in writing. || As a whole class students will read “Penguins in Sweaters” and identify the themes and different central messages present in the text. Students will work in pairs/ independently to find the central message in “Slimy Invaders” and/or
 * ** 9 ** || central message || KBAD identify the central message in a fiction short text and respond in writing. || As a whole class students will read “Boar Out There” and identify the themes and different central messages present in the text. Students will work in pairs/ independently to find the central message in “Drying Out.” || ES themed text || CR Boar Out There
 * ** 10 ** || central message || KBAD identify the central message in a nonfiction article and respond in writing. || As a whole class students will read “After the Spill” and identify the themes and different central messages present in the text. Students will work in pairs/ independently to find the central message in “New Spider Weaves Whopping Web” and/or
 * ** 11 ** || central message || KBAD identify the central message in a fiction short text and respond in writing. || As a whole class students will read “Papa’s Parrot” and identify the themes and different central messages present in the text. Students will work in pairs/ independently to find the central message in “Spaghetti.” || ES themed text || CR Papa's Parrot
 * ** 12 ** || proposal || KBAD choose a fiction and nonfiction text that share the same central message and write a proposal for your literary essay. || Students will review the Fiction and Nonfiction Texts reference chart and choose a fiction and nonfiction text that share the same central proposal. They will write and submit a proposal that demonstrates the connection between these two texts. Students will turn the central message that connects a fiction and nonfiction text into one sentence (thesis statements).
 * ** 13 ** ||  || KBAD use a graphic organizer to identify sections of a fiction text that support your central message. || Task: Now that you’ve decided on the central message that connects to both a fiction and nonfiction text, identify sections of a fiction text that support your central message. Make sure to place quotation marks around the words that come straight from the text (and write down the page number too!). || ES themed text || Fiction Text Evidence
 * ** 14 ** ||  || KBAD use a graphic organizer to identify sections of a nonfiction text that support your central message. || Task: Now that you’ve decided on the central message that connects to both a fiction and nonfiction text, identify sections of a nonfiction text that support your central message. Make sure to place quotation marks around the words that come straight from the text (and write down the paragraph number too!). || ES themed text || Nonfiction Text Evidence
 * ** 15 ** ||  || KBAD identify the features of literary essay by examining a model text. || As a whole class, students will examine a model literary essay. The class will label in the margins the different text features they notice (ex. title, author, summary, central message). We will create a reference chart with all of our noticings.

Reference Chart: Model Text

Literary Essay Outline Template || Ex. Throughout your life you may come across things that seem strange at first glance. It is important to remember not to judge a book by its cover. || ES themed texts as basis for literary essay || Reference Chart: Central Message to World Connection Checklist: ü Does your thesis statement include the big message? ü Are their quotation marks around the title of your short texts? ü Did you capitalize the authors’ names and the titles? || ES themed texts as basis for literary essay ||  || Checklist: ü Have you restated the thesis? ü Does your summary include the main character and setting of the story? || ES themed texts as basis for literary essay ||  || Checklist: ü Does your evidence support your thesis statement? ü Did you include the page numbers where you found your evidence? || ES themed texts as basis for literary essay || Reference Chart: Sentence Starters Checklist: Task: Determine the big message that connects the nonfiction article “Lost and Found—Five Years Later” by Laura Leigh Davidson and the fiction short story “Stray” by Cynthia Rylant. In a literary essay, use specific evidence from the text to support your thesis statement. ||  || CR Stray Scholastic Animal Articles Literary Essay On Demand Writing Piece ||
 * ** 16 ** ||  || KBAD write an introduction that connects the central message to the world. || Students will identify how the central message they choose connects to the world.
 * Many people believe..
 * In schools across the country…
 * All over the world…
 * People everywhere…
 * Throughout your life… ||
 * ** 17 ** ||  || KBAD write an introduction that identifies the supporting text and authors. || Students will use their graphic organizers and checklists to write an introduction for their literary essays.
 * ** 18 ** ||  || KBAD write a body paragraph that restates the author and title and provides a summary of the text. || Students will use their graphic organizers and checklists to write an introduction for their literary essays.
 * ** 19 ** ||  || KBAD write a body paragraph that cites information from a text by using sentence starters when providing supporting evidence. || Students will use their graphic organizers and checklists to write a body paragraph for their literary essays that cites information from a text by using sentence starters when providing supporting evidence.
 * According to paragraph five,
 * On page 33 the author states,
 * The second paragraph of the article shows,
 * This quote demonstrates,
 * Paragraph 2 clearly shows,
 * At the end of the story of page 33, the author describes how ||
 * ** 20 ** ||  || KBAD write a body paragraph that restates the central message. || Students will use their graphic organizers and checklists to write a body paragraph for their literary essays that restates the central message (thesis statement). || ES themed texts as basis for literary essay ||   ||
 * ** 21 ** ||  || KBAD write a conclusion using a checklist. || Students will use their graphic organizers and checklists to write a conclusion for their literary essays.
 * Restate the thesis statement
 * Name the title and author of your fiction short story and nonfiction article and connect them to the thesis statement || ES themed texts as basis for literary essay ||  ||
 * ** 22 ** ||  || KBAD draft a literary essay on looseleaf paper. || Students will draft a literary essay on looseleaf paper using their outline to guide them. || ES themed texts as basis for literary essay ||   ||
 * ** 23 ** ||  || KBAD revise a literary essay. || Students will revise their literary essay, reviewing the checklist form their outline. || ES themed texts as basis for literary essay ||   ||
 * ** 24 ** ||  || KBAD give and receive feedback on a literary essay using a checklist. || Students will work with a partner to give and receive feedback on their literary essays. Students will use a checklist to determine what revisions need to take place. || ES themed texts as basis for literary essay || Revising Checklist ||
 * ** 25 ** ||  || KBAD revise a literary essay. || Students will revise their literary essay, reviewing the checklist form their outline and suggestions from partner feedback. || ES themed texts as basis for literary essay ||   ||
 * ** 26 ** ||  || KBAD edit a literary essay. || Students will edit a literary essay using a checklist. || ES themed texts as basis for literary essay || Editing Checklist ||
 * ** 27 ** ||  || KBAD publish a literary essay using technology. || Students will publish their literary essay using technology. || ES themed texts as basis for literary essay ||   ||
 * ** 28 ** ||  || KBAD publish a literary essay using technology. || Students will publish their literary essay using technology. || ES themed texts as basis for literary essay ||   ||
 * ** 29 ** ||  || KBAD publish a literary essay using technology. || Students will publish their literary essay using technology. || ES themed texts as basis for literary essay ||   ||
 * ** 30 ** ||  || Literary Essay ON DEMAND || Students will complete an on demand piece to assess their understanding of a literary essay.
 * ** 31 ** ||  || Literary Essay ON DEMAND ||   ||   ||   ||