G5+RW+with+Literary+Essay


 * The Alain L. Locke Magnet School for Environmental Stewardship **  ** Grade 5 Reading and Writing Pacing Calendar **   ** Reader’s Workshop with Literary Essay: **** Critique Ideas, Themes, Characters in Historical Fiction, Fiction and Nonfiction Texts with Reasons and Supporting Evidence **   ** November 5, 2012 – December 21, 2012 **
 * 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 cite specific evidence to support their opinions, inferences, and conclusions while reading texts related to the theme of environmental stewardship.

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.5.6. 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 4–5 text complexity band independently and proficiently. RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 5 topic or subject area//. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 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 4–5 text complexity band independently and proficiently. |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: **

consistency || KBAD self-assess our progress monitoring stamina with reading logs. || Students will look at their reading log for patterns, set a goal for how much they should read everyday/at night. Students should “make a plan for this unit” by answering the question: //What are your new goals?// || Students will read with consistency in a sustainable manner. || || literature circles || KBAD follow expectations for book clubs and literature circles. || Provide overview of book club expectations for participants and independent readers in the classroom. || Connection to idea of “commons,” we are in this together to support each others’ success. || Reference Chart: Book Club Expectations central message || KBAD determine central message and key idea in a fiction text. || Students will look at a short fiction passage and determine the main idea and details. || Passage connects to ES theme. // Fiction Main Idea Passage: Loose Tooth // || || central message || KBAD determine central message and key idea in a nonfiction text. || Students will look at a short nonfiction passage and determine the main idea and details. || Passage connects to ES theme. // Nonfiction Main Idea Passage: Bald Eagle // || || quotation cite || KBAD respond to a text citing evidence. || Task: Choose an adjective that describes the main character of your independent reading book. Use specific evidence from the text to support your thinking. // In the book __by__, the main character __is__. On page __it says “____.” This shows that they are__. // || Model with ES theme book. || || quotation opinion cite || KBAD respond to a text citing evidence to support your opinions. || Task: Write a review of your independent reading book that includes your opinion on the story you have read. Cite specific evidence from the text to support your opinion. (If you say that the book was exciting, choose a quote from the book that shows an exciting part of the story.) || Model with ES theme book. || || first person narration third person narration || KBAD identify point of view in a fiction text and analyze how it influences the way events are described. || Students will distinguish between first person and third person narration by looking at two different accounts of the same event. || Passage connects to ES theme. // Point of View Fiction Passage: Wilderness Animals // || || // Point of View Fiction Passage: Heat Wave // || || evidence cite narrator || KBAD cite evidence to demonstrate a narrator’s point of view in a fiction text. || Task: Using your independent reading book, make an inference about how the author feels about the topic they have written about. Use a specific example from the text to support your thinking. // When I read ___ I made an inference that the author who wrote this story believes__ ___. I can tell that they feel this way because on page__ _ it says, “___.”__ // || Model with ES theme book || || evidence || KBAD cite evidence to demonstrate a writer’s point of view in a nonfiction text. || Task: Using a news article, make an inference about how the journalist feels about the topic they have written about. Use a specific example from the text to support your thinking. // When I read _ I made an inference that the journalist who wrote this article believes _. I can tell that they feel this way because on page ___ it says, “___.” // || Passage connects to ES theme. // Point of View Fiction Passage: Heat Wave // || || Environmental Stewardship Themes in Literature
 * ** Lesson ** || ** Vocabulary ** || ** Objective/KBAD ** || ** Activity ** || ** Environmental Stewardship Connections ** || ** Resources ** ||
 * ** 1 ** || stamina
 * ** 2 ** || book club
 * 1) Complete nightly reading assignment
 * 2) Complete book club packet
 * 3) Be ready to discuss what you have read ||
 * ** 3 ** || main idea
 * ** 4 ** || main idea
 * ** 5 ** || evidence
 * ** 6 ** || evidence
 * ** 7 ** || point of view
 * ** 8 ** || point of view || KBAD identify point of view in a nonfiction text and analyze how it influences how the information in the article is presented. || Students will examine a news article and discuss the journalist’s point of view. || Passage connects to ES theme.
 * ** 9 ** || point of view
 * ** 10 ** || point of view
 * ** 11 ** || theme || KBAD identify central message and themes related to environmental stewardship that are present in fiction and nonfiction texts. || Students will look at a list of themes related to environmental stewardship and connect them to what they have read.
 * Conservation and Preservation
 * Survival (Man v. Wild)
 * Activism (Good v. Evil)
 * Friendships with Animals
 * Tragedy/ Overcoming Devastation
 * Hope, Cooperation, Commitment || Identifying themes from ES read aloud texts. || Reference Chart:

Reference Chart: Analyzing Fiction and Nonfiction texts Text --> Theme --> Central Message || central message || KBAD compare a fiction and nonfiction text that both have the same central message theme. || Using the chart’s created in Writer’s Workshop (analyzing fiction and nonfiction texts) students will compare a fiction and nonfiction text that have a similar central message. Task: Choose a fiction and nonfiction text that have a similar theme or central message. Describe what both texts have in common. || Identifying themes from ES read aloud texts. || || location season || KBAD identify the setting of a story by examining location, season, time of day, and time period. || Students will make inferences about the setting based on clues in a fiction passage and identify how the time period can influence what happens. //What things do people do in the past that they don’t do anymore? Does the time period affect the setting?// || Passage connects to ES theme. // Setting Passage: Teambuilding // || Use Cynthia Rylant short texts, example: || theme || KBAD connect the setting of a text to its environmental stewardship theme. || Students will examine how the setting of a story relates to our environmental stewardship theme. Task: Describe how the setting of a fiction short text connects to its environmental stewardship theme. || Passages connect to ES theme. // Boar Out There: Wilderness // // Drying Out: Animal Interaction // || Use Cynthia Rylant short texts, example: || A thesis statement is a single declarative sentence that states what you want your readers to know, believe, or understand. || Passages connect to ES theme. || Reference Chart: Thesis Statements || Task: Choose a big message that captures the theme of a nonfiction text. Turn this big message into a single sentence that shows what the author wants the reader to understand. || Passages connect to ES theme. || || // Author’s Purpose Passage: Wild West Setting // || Reference Chart: Author’s Purpose || // Author’s Purpose Passage: Animal Strength // || || Context: the set of facts or circumstances that surround a situation or event || Passage connects to ES theme. // Context Nonfiction Passage: Niagara Falls // || || Tone in writing is not really any different than the tone of your voice. You know that sometimes it is not “what” you say, but “how” you say it. Examples of tone in a story include just about any adjective you can imagine: // Tone Passages: excerpt from Charlotte’s Web // || (with excerpts as examples) Reference Chart: Tone || interaction || KBAD describe the relationship between two characters and how they interact in a text. || Students will read a short text and examine the relationship between two characters. They will distinguish between the explicit and implicit examples of how the two characters interact. //Where in the text do you see an example of how these two characters interact? What inferences can you make about their relationship (that is does not say in the text)?// || Passage connects to ES theme. // Retired // || || interaction || KBAD cite evidence from the text to support your description of two characters’ interactions using quotations. || Task: After reading Cynthia Rylant’s short text “Retired,” describe the relationship between the two main characters, Ms. Cutcheon and her dog Velma. Cite evidence from the text to support your description of the two characters’ interactions. Use quotation marks and page numbers to show where you found your evidence in the text. || Passage connects to ES theme. // Retired // ||
 * ** 12 ** || theme
 * ** 13 ** || setting
 * ** 14 ** || setting
 * ** 15 ** || thesis statement || KBAD create a thesis statement that connects to the theme of a fiction text. || Review “central messages” of short fiction texts and turn them into thesis statements.
 * ** 16 ** || thesis statement || KBAD create a thesis statement that connects to the theme of a nonfiction text. || Review “central messages” of nonfiction texts and turn them into thesis statements.
 * ** 17 ** || author’s purpose || KBAD identify author’s purpose in a fiction text. || Students will identify an author’s purpose for writing a fiction text.
 * To Inform: To tell you about a topic such as the Civil War, or the first World Series game.
 * To Entertain: To tell you an exciting story. All fictional stories are stories the author writes to entertain you.
 * To Persuade: When an author wants you to take his or her view on something; they try to convince you to change your mind. || Passage connects to ES theme.
 * ** 18 ** || author's purpose || KBAD identify author’s purpose in a nonfiction text. || Students will identify an author’s purpose for writing a nonfiction text. || Passage connects to ES theme.
 * ** 19 ** || context || KBAD describe the context of a nonfiction text. || Students will read an article and figure out the background information that provides context for the news story. Students will identify where the author is coming from (their experience). //Are they passionate about this issue? Are they an expert on this issue?//
 * ** 20 ** || tone || KBAD describe the tone of a fiction text. || Students will describe the tone of a fiction text.
 * Scared
 * Anxious
 * Excited
 * Worried
 * Foolish
 * Smart
 * Depressing || Passage connects to ES theme.
 * ** 21 ** || relationship
 * ** 22 ** || cite

||
 * ** 23 ** || analyze || KBAD analyze the setting of a historical fiction text and develop an awareness of the multiple strategies used to analyze setting. || Students will ask questions when reading an historical fiction passage to analyze the setting.
 * Is the setting rural or urban?
 * What vocabulary is new to us?
 * Are dates given?
 * What historical events are mentioned?
 * Are any historical figures named? ||  || [[file:RW LE Historical Fiction Passage.pdf]]

Reference Chart: Analyze a Historical Fiction Passage || // Stray // || || intent || KBAD make inferences about an author’s intent in a nonfiction text. || Students will notice the author’s intent when reading a nonfiction article. //Why are they writing this article? What is their purpose? Are they trying to make the reader agree or disagree with them?// || Passage connects to ES theme. // Author’s Intent Passage: First Lady Promotes Healthy Eating // || || Response Sentence Starters || Task: Decide whether or not you would like to visit the area described in the article “Digging Into China.” Use specific information (direct quotes) from the article to support your opinion. || Passage connects to ES theme. // NF Opinion Response Passage: Archeology // || || // Visualize Passage: Clara Barton’s Stewardship // ||
 * ** 24 ** || analyze || KBAD analyze the setting of a historical fiction text and develop an awareness of the multiple strategies we are using. || Students will analyze the setting as it relates to an author’s biography. As a class we will read a biography of Cynthia Rylant to connect her life with the setting of her short stories. //Where did she grow up? What was her life like as a child?// || Author’s life connects to ES theme || [[file:RW LE Cynthia Rylant Biography.pdf]] ||
 * ** 25 ** || inference || KBAD make inferences about how a character reacts to a situation in a fiction text. || Students will read a passage noticing how a character reacts to a situation. //Can you describe how the character reacted when faced with a problem in this story? What does their reaction tell you about the character?// || Model with ES theme passage
 * ** 26 ** || inference
 * ** 27 ** || cite || KBAD use sentence starters when citing information from a text. || Students will use sentence starters when responding to a reading passage and citing information.
 * According to,
 * In paragraph five,
 * This article states…
 * Cynthia Rylant describes the main character as… || Model with ES theme book || Reference Chart:
 * ** 28 ** || cite || KBAD cite evidence to support my opinion about a nonfiction text. || Students will read a nonfiction article and form an opinion citing the information presented to support their thinking.
 * ** 29 ** || visualize || KBAD listen to a passage read aloud and visualize the story. (drawing a picture) || Students will listen to a passage read aloud paying close attention to the setting/time period. They will sketch while listening to the passage using clues from the text to help them visualize. After listening students will explain the choices they made while creating their visual representation (ex. //is the sun enjoyable or oppressive)// || Passage connects to ES theme.

Technology integration: drawing on the ipad [|Screenchomp App] || // Notetaking Passage: John James Audubon // ||
 * ** 30 ** || visualize || KBAD listen to a passage read aloud and visualize the story. (taking notes) || Students will listen to a passage read aloud paying close attention to the setting/time period.
 * Searching for key details
 * Listening to take out the important information
 * Noticing how you react to key details
 * Noticing your opinions
 * Noticing questions you may have
 * Making connections to your background knowledge
 * Making connections and/or comparisons to other texts || Passage connects to ES theme.

Reference Chart: Listening to a Passage Read Aloud || // Notetaking Passage: Recycling Bicycles // ||
 * ** 31 ** || inferences || KBAD check our inferences as we read and talk to other readers and confirm or readjust our thinking. || Students will revisit accountable talk prompts to help their discussions about a text. This discussion will confirm and readjust thinking around a text. || Passage connects to ES theme.

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