Block 1: Fiction - Midland High School · 5th Grade 2 Block 1: Fiction Lesson Objective & TEKS Procedure 1 TEKS: 5.9A Obj: We will read independently for a sustained period of time

5th Grade 1

Block 1: Fiction

8/27-10/24

9 weeks (41 days)

TEKS: 5.1A, 5.3A, 5.3B, 5.3C, 5.6, 5.6A, 5.6B, 5.6C, 5.8A, 5.9A, Fig.19A-F

Week Time Frame Lessons Focus

1 8/27 - 8/29 1-3 5.9A Establishing Reading Workshop

2 9/2 - 9/5 4-7 5.9A, 5.6, Fig. 19A-C Establishing Reading Workshop & Realistic

Fiction Genre Immersion

3 9/8 - 9/12 8-12 5.6A, Fig. 19E Understanding Plot, Summary, and Foreshadowing

4 9/15 - 9/19 13-17 5.6B, 5.6/Fig. 19D Inferring: Inferring about Characters

5 9/22 - 9/26 18-22 5.6, Fig. 19A-C Historical Fiction Genre Immersion

6 9/29 - 10/3 23-27 5.3C, 5.6C, 4.3/Fig. 19D Point of View, Theme, and Summarizing

Historical Fiction

7 10/6 - 10/10 28-32 5.3A, 5.8A, 5.8/Fig. 19D, Fig. 19D Comparing Theme, Sensory

Language & Imagery, and Inferring

8 10/13 - 10/17 33-37 Fig. 19A-C, 5.6A, 5.6B, 5.6/Fig. 19D Traditional Literature Genre

Immersion, Plot & Foreshadowing, and Understanding Characters

9 10/20 - 10/21 38-39 5.3B, 5.3A Phenomena in Origin Myth and Comparing Theme

Unit Assessment Administered and Scanned by 10/24

2 Flex Days that may be used anywhere within this block.

5th Grade 2

Block 1: Fiction

Lesson Objective & TEKS Procedure

1

TEKS: 5.9A

Obj: We will read independently for a

sustained period of time and produce

evidence of reading.

Product: I will select books and enjoy Reading

Workshop.

Focus: Setting up Reading Notebooks, First Day

of School Read Aloud, and Selecting Books

Text: Picture Book of Choice (1st Day of School,

Back to School, Motivational/Inspirational)

Approach: Minilesson

Resources/Materials:

Classroom library books organized in

baskets

Book checkout and return system

Spiral notebooks

2

TEKS: 5.9A





Workshop.

Focus: How Readers Choose Books

Text:



Ways We Choose Books Anchor Chart

3

TEKS: 5.9A





Workshop.

Focus: Making Good Book Choices

Text:



Making Good Book Choices Anchor Chart

5th Grade 3

Lesson 1 Rationale: More than anything else, establishing routines and procedures for managing independent reading

will get your reading workshop off to a good start. Best of all, a tight, thoughtful organization will enable your

students to read for a substantial period of time every day. Early in the year, you will want to present any

number of minilessons on managing Reading Workshop, but once students have established the routines, you

will rarely need to revisit these lessons.

For your students, a successful experience with Reading Workshop begins with knowing the basics: how to use

the classroom library, choose books, record their reading, and respond to their reading. Also, you will want to

establish Reading Workshop as a quiet, productive time; insist on silence from the start. When students are

engrossed in their independent reading, you can more easily confer with individuals or work with small groups

in guided reading and literature study.

During the first month of Reading Workshop, you have two critical goals:

1. Help your students think of themselves as readers by reading books that they enjoy and have them

participate in all the choices and decisions readers make.

2. Establish the roles and routines of Reading Workshop.

BEFORE THE LESSON

1. Make sure you have set up your Classroom Library and that it is ready for student use.

2. Create your Teacher’s Reading Notebook.

3. Select a First Day of School book to read aloud.

Creating Reading Notebook Minilesson:

1. Students will create a Reading Notebook. This Reading Notebook will be used throughout the year for

Whole Group, a Record of Reading, and Reading Responses.

2. On the first page of the notebook, you will need to create a Record of Reading section. On the top line

of the Record of Reading, label the left margin: Date, the middle: Title/Author, and the right margin:

Genre. Leave 2 blank pages behind this section.

3. Paste a copy of the Genre Codes to the front inside cover for easy reference.

Step 1

5th Grade 4

4. On the next page, create a Whole Group section with about 50 blank pages behind this section.

5. After the Whole Group section pages, create a Reading Response section with the remaining blank

pages behind this section.

6. You will want to use your Reading Notebook as a model for students. Guide them in the creation of their

Reading Notebook. You might want to assist students in the completion of their Reading Notebooks in

small groups throughout the rest of the week.

This needs to be completed by the end of this week. These pictures are included only to serve as a visual. You

may create your Reading Notebooks anyway that works best for you as long as you have a Record of Reading,

Whole Group section, and a Reading Response section.

First Day of School Read Aloud: After you have created the Reading Notebook, read aloud a book of your

choice. (You want to choose something your students will relate to on the first day of school.)

Steps 2 & 3

Step 4

Step 5

5th Grade 5

Management Minilesson: Selecting Books

1. Introduce Classroom Library: “This year you will get to read many wonderful books in our

classroom and at home. I’d like to introduce you to our classroom library. Let’s talk about how we

can choose, read, and return them in a way that lets us all find and use them easily.”

2. Share the way books are organized; point out books categorized by author, genre, topic, series,

illustrator, format, award winner or by any other category you’ve established. Show students

the place where each category of books is kept. Then show students how to take books out and

return them to each basket. “We will get to share these wonderful books in our classroom this year.

If we are responsible for selecting and returning them to the baskets, we will always be able to find the

books we want to read.”

5th Grade 6

Genre Codes Code Genre

RF Realistic Fiction a made up story that could really happen in today’s world

HF Historical Fiction a made up story that could have happened in a real time and place in the past

TL Traditional Literature short, made up stories that could have been retold over and over for many years

B Biography a true story of a real person’s life, written by another person

AB Autobiography a true story of a real person’s life, written by that person

I Informational gives facts about real people, places, things, or events

P Poetry a piece of writing in which words and their sounds are used to show images and express feelings and ideas

D Drama a story that is meant to be performed for an audience

Per Persuasive a written argument that tries to convince the reader to think a certain way or take action

Genre Codes Code Genre

RF Realistic Fiction a made up story that could really happen in today’s world

HF Historical Fiction a made up story that could have happened in a real time and place in the past

TL Traditional Literature short, made up stories that could have been retold over and over for many years

B Biography a true story of a real person’s life, written by another person

AB Autobiography a true story of a real person’s life, written by that person

I Informational gives facts about real people, places, things, or events

P Poetry a piece of writing in which words and their sounds are used to show images and express feelings and ideas

D Drama a story that is meant to be performed for an audience

Per Persuasive a written argument that tries to convince the reader to think a certain way or take action

U

se b

lan

ks t

o c

reat

e o

ther

gen

re c

od

es,

as n

eed

ed

5th Grade 7

Lesson 2 BEFORE THE LESSON

1. Create the Ways We Choose Book Anchor Chart, but leave the ways blank. You will use students’

thinking to complete this during the lesson.

2. Create the Reading is Thinking Anchor Chart.

Management Minilesson: How Readers Choose Books

1. Introduce Ways We Choose Books: “We choose books to read in many different ways and for

many different purposes. For example, I love to read mysteries, and so I often look for that type of

book. What do you think about when you choose a book to read?” Display the Ways We Choose

Books Anchor Chart and record student responses on the anchor chart.

2. “Today we have listed many of the different ways you might choose books to read. I’ll leave this list

of ways readers choose books on the wall because you may think of other ways you choose books to

read, and we can add them.”

3. Write “Reading is Thinking” on a chart. “Today you are going to have a good block of time to

enjoy your reading. Reading is thinking, and you can do your best thinking when it is quiet. When

we do our independent reading, you will need to read silently without talking to the person next to

you or to anyone else. The room is completely quiet so that you and your classmates can do your best

thinking. When I am talking to a reader, I will be sure to whisper. So will the reader I’m talking

with, so that we will not interrupt anyone’s thinking.

5th Grade 8

4. Independent Practice: “Now, when I call your group, I want you to choose a book from the

classroom library to read. Find a comfortable seat and enjoy your book. Remember, reading is

thinking-so you will need to read silently. Do not talk, so that your classmates can do their best

thinking. When we gather for our group meeting later, we can talk about how well we did at keeping

the room completely quiet so we could all do our best reading and quickly share how you chose the

book you are now reading.”

5. Group Meeting: Bring students back together to share how they chose the book they are reading and

reflect on how well they did at keeping the room completely quiet.

5th Grade 9

Ways We Choose Books

Front cover / inside jacket

Back cover information

Characters we’ve read about in other books

Another book in a series

Interesting title

Great illustrations

Authors we know and like

Book recommendations from teachers, friends, and critics

Books that are movies

Genres we like to read

Try the beginning

Read some of the middle

“Must-Read” book basket

New/popular book

Sequel to a book we’ve read

Heard it read aloud

Read it before and enjoyed it

This anchor chart

should be blank in

order to record

student

responses. These

are just ideas of

ways to choose

books that might

help start the

conversation.

5th Grade 10

Reading is Thinking

5th Grade 11

Lesson 3 BEFORE THE LESSON

1. Create the Making Good Book Choices Anchor Chart, but leave the columns blank. You will

complete this during the lesson.

2. Create the Reading is Thinking Anchor Chart.

Strategies and Skills Minilesson: Making Good Book Choices

As you teach the minilesson, create the Making Good Book Choices Anchor Chart with three

categories, indicating the characteristics of Easy, Just-Right, or Challenging.

1. Introduce Making Good Book Choices: “Today we are going to talk about how readers

choose “easy,’ “just right,” or “challenging’ books to read. I’ll make some notes on this

chart to help you remember each kind of book we talk about.

2. “Sometimes, easy books are fun to read. They’re the kinds of books you read when you

want to relax. You might pick a favorite picture book you’ve heard read aloud or a book

that you have read before and enjoyed or a new book that won’t take a lot of effort for you

to read and understand. You can read the book easily and understand it very well. Help

me as I write the characteristics of Easy books on the chart.” Record characteristics.

3. “Just-Right books are those that you understand well and can enjoy. You read the book

smoothly and have only a few places where you need to slow down to figure out a word or

think more about the meaning. These are the books that will help you become a better

reader each time you read. Most of the time you should read just-right books. Help me as

I write the characteristics of Just-Right books on the chart.” Record characteristics.

4. “Challenging books are very difficult for you to read. You have trouble reading many of

the words and don’t understand most of what you are reading. These are books that are too

difficult for you to enjoy right now, but you may find you will enjoy them later.

Challenging books are not usually good choices for right now. There may be some times

when you would choose a challenging book, such as when you needed to find some facts

about a topic, but most of the time, you would save challenging books until they are “just-

right” for you. Help me as I write the characteristics of Challenging books on the chart.”

Record characteristics.

5. Independent Practice: “When you are reading today, think about whether the book you

are reading is easy, just right, or challenging for you. When you return to the group, be

prepared to share the category that best describes your choice. Yesterday you did a

wonderful job reading silently so everyone could do their best thinking. Let’s do the same

today.”

5th Grade 12

6. Group Meeting: Bring students back together to share what category (Easy, Just-Right, or

Challenging) their book fit into and why. Then, reflect on how well they did at keeping the

room completely quiet.

5th Grade 13

Making Good Book Choices

Easy Just-Right Challenging

fun to read

relaxing

favorite picture book

effortless

You can read “Easy”

books easily and

understand them well.

Understand well and

enjoy

read smoothly and only

a few places where you

need to slow down to

figure out a word or

think more about the

meaning

these are the books that

help you become a better

reader each time you

read

You should read “Just-

Right” books most of the

time.

difficult to read

have trouble with many

of the words and don’t

understand most of

what you are reading

too difficult for you to

enjoy right now

There are times when

you would choose a

challenging book, such

as when you need to

find some facts on a

particular topic, but

most of the time, you

would save Challenging

books until they are

“Just Right”

5th Grade Reading 14

Block 1: Fiction

Lesson TEKS & Objective/Product Procedure

4

TEKS: 5.6, Fig. 19A - C

Obj: We will establish purpose, ask

questions, and monitor comprehension

when reading.

Product: I will establish purpose, ask


when reading a realistic fiction text.

Focus: Realistic Fiction Genre Immersion &

Reading is Thinking: Sticky Notes

Text: The Case of the Missing Deer (Journeys)

Approach: Interactive Read Aloud (IRA) &

Minilesson


Reading is Thinking Anchor Chart

Sticky Notes

5

TEKS: 5.6, Fig. 19A - C



when reading.





How to Turn and Talk

Text: Elisa’s Diary (Journeys)

Approach: IRA & Minilesson


Turn & Talk Anchor Chart

6

TEKS: 5.6, Fig. 19A - C



when reading.





Keeping a Record of Reading

Text: Ira Sleeps Over (CSCOPE Collection)

Approach: IRA & Minilesson


Reading Notebook

7 TEKS: 5.6, Fig. 19A - C

Obj: We will understand, make inferences,

and draw conclusions about the structure

and elements of fiction and provide evidence

from text to support our understanding.

Product: I will understand, make inferences,



from text to support our understanding by

creating a list of noticings and book

examples.

Focus: Realistic Fiction Genre Study &

Guidelines for Reading Workshop

Text:



Realistic Fiction Genre Anchor Chart

Guidelines for Reading Workshop Anchor

Chart

Reading Notebook


Lesson 4 Realistic Fiction Genre Immersion and Reading is Thinking

Lesson Overview: 5.6, Fig. 19A, Fig. 19B, Fig. 19C

Text: The Case of the Missing Deer (Journeys Student Magazine, Unit 6, Lesson 29, pg. 52)

Approach: Interactive Read Aloud

BEFORE THE LESSON

1. Create Stopping Points for IRA – Record the following on sticky notes and place on the correct pages in

the text:

Stopping Points –

o After reading the first page, ask: Where does the story take place? (in a cabin in the woods) How

would living in a cabin in the woods be different from living in a city?

o After Blake decides to put apple in his yard, ask: What is the problem in the story? (Blake doesn’t

see any deer outside his cabin.) Does this remind you of a time when you were expecting something

but it didn’t happen the way you expected?

o After Blake says that he has to start thinking like a detective, ask: What would someone do to

think like a detective? Have you ever had to think like a detective?

o At the end of the story, ask: Could this story happen in real life? What parts of the story could

really happen?

2. Plan an appropriate introduction for the IRA. Choose an appropriate introduction to engage your

students and get them thinking about the text. You might…

o prompt students to anticipate a book by a favorite author

o invite personal connections

o provide important background knowledge

o draw attention to the genre

o prompt predictions based on the title

o ask students to make connections to a previously read text

o raise questions to spark curiosity

Strategies and Skills Minilesson: Reading is Thinking-Sticky Notes

Display the Reading is Thinking Anchor Chart that you previously created with your class in Lesson 2.

1. Introduce Reading is Thinking: Using Sticky Notes to Record Your Thinking and Talking

About Your Reading: “When I read I am always thinking about what the author is saying and how I

feel. For example, when I read The Winter Room, by Gary Paulsen, I was thinking about visiting my

uncle’s farm when I was a child. My aunt baked bread just like Eldon’s mother did, and I could

almost smell it. I felt that everything on the farm was old and well used. I liked the description of the

names carved on the beds-names they didn’t even know because the beds were so old. I wondered

what the author was suggesting when he wrote: “I don’t know what he meant exactly, but many

questions I ask Father are answered that way, with words around the edges.” (Teachers, use this

example or another example of something you have read with the class and a connection you made to

the text.)

2. “You will be thinking as you read your book today. You may be thinking about what you like or

don’t like, things the book reminds you of in your life or in other books, or questions you have. You

might be making predictions, noticing something about the author’s language or style, or thinking

about how a character reminds you of someone in your life. I’ll write some of the thinking we talked

about on this Reading is Thinking Anchor Chart to remind you. We can add more later.” Take a

moment to list the kinds of thinking on the Reading is Thinking Anchor Chart.


3. “Today when we read The Case of the Missing Deer, we will be sharing our thinking and recording

it on sticky notes.” Pass out two sticky notes to each student and have them place them on top of their

Reading Notebook to use during the stopping points of the IRA.

Interactive Read Aloud (IRA) The Case of the Missing Deer

1. Introduce Text.

2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the

Stopping Points you created before the lesson.

Stopping Points –

o After reading the first page, ask: – “Where does the story take place?” (in a cabin in the woods)

“How would living in a cabin in the woods be different from living in a city?” Record your thinking

on your first sticky note. Ask for a couple of volunteers to share their thinking.

o After Blake decides to put apple in his yard, ask: – What is the problem in the story? (Blake

doesn’t see any deer outside his cabin.) Does this remind you of a time when you were expecting

something but it didn’t happen the way you expected?

o After Blake says that he has to start thinking like a detective, ask: – “What would someone do to

think like a detective? Have you ever had to think like a detective?”

o At the end of the story, ask: – “Could this story happen in real life? What parts of the story could

really happen?” Record your thinking on your second sticky note. Ask for a couple of

volunteers to share their thinking.

3. In closing, you might say: “At the end of the week, we will be creating an Anchor Chart with

Characteristics and Noticings of Realistic Fiction. We will be reading another realistic fiction story

together tomorrow.”

4. Independent Practice: “When you are reading today, mark two places in your book where you

might share some of what you were thinking about as you read. Use sticky notes to help you

remember the place so we can share our thoughts when we gather for our group meeting. We might

want to add more kinds of thinking to our list. Place the sticky notes in your Reading Response

section of your Reading Notebook.” (Teachers, you might want to require students to either tape or

paste their sticky notes they use during Reading Workshop.)

5. Group Meeting: Following the Independent Reading time, invite students to talk together about the

thinking they did about their reading. Explain that they can talk about what they are thinking about

their reading.


6. Informal Assessment: Have students reflect on how well they followed the procedure for using

sticky notes. This can be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to

practice more.; or thumbs down=I did not do this.


Reading is Thinking This book reminds me of… This part confuses me…

I predict…. The character reminds me…. I think that…..

I wonder…. Why did/does….. I notice that the author….


Lesson 5 Realistic Fiction Genre Immersion and Turn and Talk


Text: Elisa’s Diary (Journeys, Unit 1, Lesson 5, pg. 123)


BEFORE THE LESSON


the text:

o After reading about the night Elisa moved to the United States, ask: Why does Elisa write in her

diary that March 25 is the saddest day of her life? Have you ever moved to a new place? (Have a few

students share). Turn and talk about how it felt to be new in a new place if you have every moved.

What was Elisa feeling and why?

o After reading Elisa’s conversation with her brother Francisco, ask: – Why is Elisa angry with

Francisco? Why is Francisco more willing than Elisa to go out and meet people in their new

neighborhood?

o After reading about Jose’s presentation to the class, ask: – What have you learned about Jose so

far? Turn and talk with a partner about Jose’s drawing. Why do you think he shows it during his

presentation?

o At the end of the story, say: – Turn and talk with a partner about what you think Elisa is like as a

teacher.

2. Create the How to Turn and Talk Anchor Chart, but leave the steps blank. You will create these with

your students during the lesson.










Management Minilesson: How to Turn and Talk

Display the blank How to Turn and Talk Anchor Chart.

1. Introduce How to Turn and Talk: “Yesterday we talked about how readers think while they read, and

you shared the thinking you were doing as you read. When we talk with a partner or in a small group, we are

going to refer to our talking with each other as a “turn and talk.” Let’s talk a little bit about how we can turn

and talk with each other well, so we can do our best talking and learning. I’ll write our thoughts on this

chart.”

2. Elicit the students’ suggestions, shaping them to create a simple, clear set of guidelines. See the How to

Turn and Talk Anchor Chart for suggested language.


3. “Let’s practice Turning and Talking now. When we finish, we will use the How to Turn and Talk Anchor

Chart to evaluate how well we did.” Put students in groups of 2 (or 3 when necessary). Have students turn

and talk with their partner about their favorite thing they did over the summer. As students are sharing their

thinking, walk around and listen in to groups and facilitate the conversation when necessary. Have a few

groups share that you noticed did well.

4. Informal Assessment: Have students reflect on how well they followed the procedure. This can be easily

accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or thumbs down=I did

not do this.

5. “Today when we read Elisa’s Diary, we will be sharing our thinking with a partner when I ask you to Turn

and Talk. Make sure you listen to what I ask you to think about before you turn and face your partner.”

Interactive Read Aloud (IRA) “Elisa’s Diary”

1. Introduce Text.



Stopping Points –

o After reading about the night Elisa moved to the United States, ask: Why does Elisa write in her

diary that March 25 is the saddest day of her life? Have you ever moved to a new place? (Have a

few students share). Turn and talk about how it felt to be new in a new place if you have every

moved. What was Elisa feeling and why?

o After reading Elisa’s conversation with her brother Francisco, ask: – Why is Elisa angry with

Francisco? Why is Francisco more willing than Elisa to go out and meet people in their new

neighborhood?

o After reading about Jose’s presentation to the class, ask: – What have you learned about Jose so

far? Turn and talk with a partner about Jose’s drawing. Why do you think he shows it during his

presentation?

o At the end of the story, say: – Turn and talk with a partner about what you think Elisa is like as a

teacher.

3. In closing, you might say “At the end of the week, we will be creating an Anchor Chart with

Characteristics and Noticings of Realistic Fiction. We will be reading another realistic fiction story

together tomorrow.”




remember the place so we can share our thoughts when we gather for our group meeting. Don’t forget

to place your sticky notes in your Reading Notebook in the Reading Response section. During our

Group Meeting, we will Turn and Talk with our partner and share some of our thinking.”

5. Group Meeting: Following Independent Reading time, invite students to Turn and Talk with their

partner about the thinking they did while they were reading.

6. Informal Assessment: Have students reflect on how well they followed the procedure. This can be

easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or

thumbs down=I did not do this.


How to Turn and Talk

1. Turn and face your partner and group.

2. One person talks at a time.

3. The listeners look at the speaker.

4. Listen to understand what the speaker is

saying.

5. Members should respond to the speaker’s

thinking by… I agree! I also think… What do you think this means?

Hmmm…Maybe you’re right, but I was thinking…because…

What do you mean? Can you tell me more about that?

I’m wondering…What do you think?

5. The next speaker takes a turn, and

members respond until everyone has shared

their thinking.


Lesson 6 Realistic Fiction Genre Immersion and Keeping a Record of Reading


Text: Ira Sleeps Over (CSCOPE Collection, Unit 1)


BEFORE THE LESSON


the text:

o Pg. 5, say: In this story, I noticed the author tells us the main problem in the story. Turn and talk with

your partner about what conflict the main character is going to have to try and solve throughout the

story.

o Pg. 15, say: We’ve seen Ira, the main character, interact with another character: his sister. What

kind of relationship do they have? How can you tell?

o Pg. 21, say: Turn and talk about why you think Reggie didn’t answer Ira’s question about teddy

bears. Follow up: Do you think the author was giving you a hint about something that might happen

later?

o Pg. 38, ask: What did we learn about Reggie? Was anyone expecting that to happen? How did you

know?

o At the end of the story, say: Authors use characters’ actions and words to tell us about what

characters are really like. Tell me something you know about Ira, Reggie, or his sister and how you

know.










Management Minilesson: Keeping a Record of Your Reading

Display the blank Keeping a Record of Your Reading Anchor Chart.

1. Introduce Keeping a Record of Your Reading: “You have been doing lots of wonderful reading and

thinking about your books. Readers sometimes keep a list of books they’ve read so they can look back at their

reading. Today, I am going to show you a way to help you remember the books you have read. In the front of

your Reading Notebook we created a section called Record of Reading. This is where you will keep a record

of the books you have read.”

2. Point to the section label and open up your Reading Notebook to this section, and place it under the

document camera. If you do NOT have a document camera, you will need to create an enlarged version of the

Record of Reading as an Anchor Chart.

3. Model how to record a book on the Record of Reading list using a student’s independent book as an

example. Say something like, “Nicole, what is a book you are reading right now?” The View from Saturday

”On Nicole’s Record of Reading, she would put the date she began the book and write the Title and Author


(using capital letters where appropriate) like this.” Model under the document camera or on the anchor chart.

4. “The last column is for the genre code. The View from Saturday is a fictional story that could take place

today, so we will call it Realistic Fiction. When Nicole finishes her book and is sure that it is Realistic Fiction,

she will write RF in the last column.”

5. “During independent time, if you have already finished books this year, just fill in the information on the

list and then write the one you are reading now. I’ll keep this under the document camera as an example of

how to record your books on your list. Remember your Reading Notebook will be a special book for you this

year, and you will want to take very good care of it. When we gather for group meeting today, bring your

Reading Notebook, so partners can check each other’s reading list to be sure we’ve all started to use it

correctly.”

Interactive Read Aloud (IRA) “Ira Sleeps Over”

1. Introduce Text.



Stopping Points –

o Pg. 5, say: In this story, I noticed the author tells us the main problem in the story. Turn and talk with

your partner about what conflict the main character is going to have to try and solve throughout the

story. Have a few students share their thinking.

o Pg. 15, say: – We’ve seen Ira, the main character, interact with another character: his sister. What

kind of relationship do they have? How can you tell? Have a few students share their thinking.

o Pg. 21, say: – Turn and talk about why you think Reggie didn’t answer Ira’s question about teddy

bears. Follow up: Do you think the author was giving you a hint about something that might happen

later? Have a few students share their thinking.

o Pg. 38, ask: – What did we learn about Reggie? Was anyone expecting that to happen? How did you

know? Have a few students share their thinking.

o At the end of the story, say: Authors use characters’ actions and words to tell us about what

characters are really like. Tell me something you know about Ira, Reggie, or his sister and how you

know. Have a few students share their thinking.

3. In closing, you might say “Tomorrow, we will be creating an Anchor Chart with Characteristics and

Noticings of Realistic Fiction.”



remember the place so we can share our thoughts when we gather for our group meeting. During our

Group Meeting, we will Turn and Talk with our partner and share some of our thinking. Don’t forget

to place your sticky notes in your Reading Notebook in the Reading Response section. Also, I want

you to add your book or books you’ve been reading this week to your Record of Reading in your

Reading Notebook.”

5. Group Meeting: Following Independent Reading time, invite students to Turn and Talk with their

partner about the thinking they did while they were reading. Also, have partners check each other’s


Record of Reading to make sure they listed books correctly.

6. Informal Assessment: Have students reflect on how well they followed the procedure. This can be

easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or



Lesson 7 Realistic Fiction Genre Study and Guidelines for Reading Workshop


Text: The Case of the Missing Deer, Elisa’s Diary, and Ira Sleeps Over


(BEFORE THE LESSON)

1. Create the Realistic Fiction Genre Study Anchor Chart leaving both columns completely blank. You

will complete this with your students.

2. Create the COMPLETED Guidelines for Reading Workshop Anchor Chart.

Realistic Fiction Genre Study Minilesson

1. Display the Realistic Fiction Genre Study Anchor Chart and discuss the definition of Realistic

Fiction with your students.

2. Explain that all Realistic Fiction stories have certain characteristics. SAY: “We read three

examples of realistic fiction texts: The Case of the Missing Deer, Elisa’s Diary, and Ira Sleeps

Over.” Ask: “What did all of these stories have in common?”

Facilitate discussion using the bullet points below. You may have to model YOUR thinking about the

Genre Noticings.

All of these stories…

fictional but could happen in real life

the author made them up with a specific purpose in mind

the author created characters that are like real people

each story has a unique plot, but all have characters who have a problem that is resolved through a

series of events

the story happens in a real place

the author could choose to have a character tell the story; OR the author could choose a speaker

outside the story, referred to as the narrator, to tell readers the story

the author creates the story with a message to the reader called a theme; the theme is often a lesson

the character learns about life

3. Complete the Genre Noticings column of the Realistic Fiction Genre Study Anchor Chart.

4. Distribute a copy of the Realistic Fiction Genre Study Anchor Chart with the Noticings already

filled in.

.

5. For each Noticing, cite a text example from one of the books read this week, and record it in the


Book Examples column of the Realistic Fiction Genre Study Anchor Chart. Students will do the

same on their copy. Paste the completed Realistic Fiction Genre Study Anchor Chart in the

Whole Group Section of their Reading Notebook. (A completed sample Realistic Fiction Genre

Study Anchor Chart is included at the end of the lesson.)

Management Minilesson: Guidelines for Reading Workshop Display the COMPLETED Guidelines for Reading Workshop Anchor Chart.

1. Introduce Guidelines for Reading Workshop: “As readers and writers we need to work together in

our classroom, helping each other do our best learning. Up to this point, we have referred to this time as

Independent Reading. From now on, we will call this time Reading Workshop. We have been talking

about some of the ways we can help each other as readers and writers. On this chart are the ideas or

guidelines for our workshop that we have already talked about and one that we will talk about soon.”

2. Read each Guideline aloud and discuss with your students.

3. Distribute a half-sheet copy of the Guidelines for Reading Workshop to each student and have

them paste it on the back inside cover of their Reading Notebook.

4. Independent Practice: “When you are reading today, mark two places in your book where

you might share some of what you were thinking about as you read. Use sticky notes to help

you remember the place so we can share our thoughts when we gather for our group meeting.

Don’t forget to place your sticky notes in your Reading Notebook in the Reading Response

section. During our Group Meeting, we will Turn and Talk with our partner and share some of

our thinking.”

5. Group Meeting: Following Reading Workshop, invite students to Turn and Talk with their

partner about the thinking they did while they were reading.

6. Informal Assessment: Have students reflect on how well they followed the procedure. This can

be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.;

or thumbs down=I did not do this.



1. You must always be reading a book and/or writing your thinking about your reading.

2. You need to work silently to enable you and your peers to do your best thinking.

3. Use a soft voice when conferring with your teacher.

4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.

5. List the book information using your Record of Reading.

6. ALWAYS do your best work.



1. You must always be reading a book or writing your thoughts about your reading.


3. Use a soft voice when conferring with a teacher.

4. Select books you think you’ll enjoy and abandon books that aren’t working for

you after you’ve given them a good chance.




1. You must always be reading a book or writing your thoughts about your reading.


3. Use a soft voice when conferring with a teacher.

4. Select books you think you’ll enjoy and abandon books that aren’t working for

you after you’ve given them a good chance.




Realistic Fiction- A made up story that could really happen in

today’s world

Noticings

Author’s Purpose: to entertain

Characters: are like real people;

readers learn about characters

and their relationships through

author’s descriptions. Pay

attention to what characters

think, say, and do

Setting: based on a real place

Plot: a series of events that occur

as characters try to solve the

problem/conflict and reach a

resolution

Point of View: narrator or

speaker of story

Theme: the story’s message to the

reader, often determined through

what characters in the story learn.

Book Examples


Realistic Fiction- A made up story that could really happen in

today’s world

Noticings


Characters: are like real people;

readers learn about characters

and their relationships through

author’s descriptions. Pay

attention to what characters

think, say, and do

Setting: based on a real place

Plot: a series of events that occur

as characters try to solve the

problem/conflict and reach a

resolution


speaker of story

Theme: the story’s message to the

reader, often determined through

what characters in the story learn.

Book Examples

Author’s Purpose: (The Case of the Missing Deer) to entertain the reader with a mystery the main character had to solve with the help of friends

Characters: (Ira Sleeps Over)

Ira, the main character

His sister

His parents

Reggie, his friend that invites him over

Setting: (Elisa’s Diary) The setting of the beginning of the story is in the United States at Elisa’s house when she was a child. Another setting is at Elisa’s school, when she was a child. At the end of the story, the setting is present day when Elisa is an adult, teaching at the school where she works.

Plot: (The Case of the Missing Deer)

Problem: Blake goes on a vacation with his family and is expecting to see some deer by the cabin where he is staying.

His new friends try to help him solve the mystery of the “missing deer” by gathering clues.

After reading an article in a nature magazine about deer, Blake realizes his jacket that’s been left outside is scaring the deer away because it smells like humans.

Resolution: He takes the jacket inside and deer visit his cabin.

Point of View (Elisa’s Diary): outside narrator, not a character

(Ira Sleeps Over): Ira tells the story

Theme (Elisa’s Diary): Obstacles can be overcome, even though we face many hardships.


Block 1: Fiction


8

TEKS: 5.6A

Obj: We will describe incidents that advance

the story or novel, explaining how each

incident gives rise to or foreshadows future

events.

Product: I will describe incidents that

advance the story or novel, explaining how

each incident gives rise to or foreshadows

future events when reading a realistic fiction

text.

Focus: Understanding Plot




Plot Diagram Anchor Chart

9

TEKS: 5.6A




events.





text.

Focus: Understanding Plot





10

TEKS: 5.6A




events.





text.

Focus: Foreshadowing





Sticky Notes

11 TEKS: 5.6A/Fig 19E

Obj: We will summarize information in text

maintaining meaning and logical order.

Product: I will summarize information in

text maintaining meaning and logical order


Focus: Summarizing




Summarizing Anchor Chart

12 TEKS: 5.6, 5.6A, Fig 19E









answering test-formatted questions.

Focus: Bridging to the Testing Genre




Bridging Stems Handout

Sentence Strips or Colored Paper


Lesson 8

Understanding Plot

Lesson Overview: 5.6A

Text: The Case of the Missing Deer


(BEFORE THE LESSON)

1. Create the Plot Line Anchor Chart with the definitions completed, but leaving the Plot Line blank. You

will complete this with you students.

Understanding Plot Minilesson

1. Display Plot Line Anchor Chart and discuss the definition of each component.

2. Explain that all Realistic Fiction stories have a unique plot that the author uses to convey his message to

the reader by using characters who have a problem and how they resolve their conflict in the story.

3. Fill in the Plot Line Anchor Chart with your students using The Case of the Missing Deer.

4. Independent Practice: Students will read Elisa’s Diary (Journeys) and begin to complete a Plot

Line in their Reading Notebook using the handout provided.

5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read

their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the

Reading Response section, and continue to keep a Record of their Reading.


Plot Line

Title:_________________________

Problem/Conflict

Resolution-Reasonable

Ending

Climax-Turning Point

Introduction to Characters and Setting:

Problem/Conflict: Starts the Action; Problem the main character faces

Rising Action: Sequence of Events

Climax: Turning Point of the Story

Falling Action: Event(s) that Lead to Resolution

Resolution: Solves the character’s conflict; Reasonable Ending-the

character is going to be okay; Not always happy ending


Plot Line

Title:


Lesson 9

Understanding Plot


Text: Ira Sleeps Over


BEFORE THE LESSON




1. Display Plot Line Anchor Chart and discuss the definition of each component.

2. Explain that all Realistic Fiction stories have a unique plot that the author uses to convey his message to

the reader by using characters who have a problem and how they resolve their conflict in the story.

3. Fill in the Plot Line Anchor Chart with your students using Ira Sleeps Over. Today, you will want to

release more responsibility to your students in completing the Plot Line.

4. Independent Practice: Students will read Elisa’s Diary (Journeys) and complete the Plot Line in

their Reading Notebook using the handout provided.





Lesson 10

Foreshadowing




BEFORE THE LESSON

1. Create the Foreshadowing Anchor Chart with the definitions completed, and using the completed Plot

Line from The Case of the Missing Deer.

Foreshadowing Minilesson

1. Display Foreshadowing Anchor Chart and discuss the definition and how readers use foreshadowing

to predict future events.

2. Explain that authors often use foreshadowing to give the reader a sense of urgency, wanting to know

what will happen next and how events in the plot influence future events.

3. Identify which events hint at future events in The Case of the Missing Deer. (Blake leaves his jacket

out on a chair early in the plot, which is the reason the deer will not visit his cabin.) Using a sticky

note, explain how the events give rise to future events, place the sticky note by the example of

foreshadowing, and draw an arrow to the event it hinted at on the Plot Line.

4. Independent Practice: Students will read Elisa’s Diary (Journeys) and add some examples of

foreshadowing to their completed Plot Line from the previous day, either just writing it in or using

sticky notes.





Foreshadowing

Title:_________________________

Problem/Conflict


Ending


Foreshadowing = hints or clues the author gives the reader about future events

Some examples could be:

- conversation between characters

- character actions

- creates a feeling of suspense/excitement

When readers notice clues in the text that make them wonder about what is

going to happen later in the story, the author has used foreshadowing.

Blake throws his jacket into a chair

during a soccer game and forgets

to pick it up and take it inside that

evening.

The scent from his jacket deters

the deer from coming near his

cabin.

How does the first event hint at a future event?


Lesson 11

Summarizing Fiction

Lesson Overview: 5.6/Fig. 19E



BEFORE THE LESSON

1. Create the Summarizing Fiction Anchor Chart with the definitions completed but the summary left

blank. You will also use the completed Plot Line from The Case of the Missing Deer to craft your

summary with your students.

Summarizing Fiction Minilesson

1. Display Summarizing Fiction Anchor Chart and discuss the elements of a good summary. Emphasize

the importance of paraphrasing the plot’s main events.

paraphrase – to express the meaning of something written in different words, especially to clarify the

message

2. Write the summary on the Summarizing Fiction Anchor Chart with your students using The Case of

the Missing Deer modeling your thinking when you use the Plot Line to paraphrase the events.

3. Independent Practice: Students will write a summary in their Reading Notebook using their

completed Plot Line from Elisa’s Diary (Journeys).





Summarizing Fiction

A summary is the retelling in your own words, or paraphrasing, of the

most important parts.

The most important parts in fiction:

Conflict Resolution

Most Important Event(s) that move the

Character from the Conflict to the Resolution

Summary:


Lesson 12

Bridging: Understanding Plot, Foreshadowing, and Summarizing Fiction

Lesson Overview: 5.6A, 5.6/Fig. 19E



BEFORE THE LESSON

1. Using the stems from the Bridging Handout, write questions for the texts you have read together in

class. Write the questions on sentence strips, a colored sheet of paper, or a half-sheet Anchor Chart. You

will add these to your Plot Line Anchor Chart and your Summarizing Fiction Anchor Chart during

the lesson.

Using the story Ira Sleeps Over, a possible question could be: Before Ira is able to feel comfortable with

Reggie knowing about his teddy bear, it is necessary for him to – (feel confident that Reggie will not make

fun of him and still accept him as a friend)

Bridging: Understanding Plot, Foreshadowing, and Summarizing Fiction Minilesson

1. Display the Plot Line Anchor Chart and your Summarizing Fiction Anchor Chart and explain

that test makers have certain language that they use when they write test questions.

You must explicitly make the connection between the skills they have learned in class and what the test

question is asking the reader to do.

2. Using the questions you wrote for Ira Sleeps Over, read the first question and explain what the

question is asking the reader to do. Then model using the appropriate Anchor Chart and the evidence

from the text (Ira Sleeps Over) to support your thinking in crafting your answer.

3. Record the answer to the question and add it to the appropriate anchor chart.

4. Continue using this same process until you have bridged each question.

5. Independent Practice: Student will complete the bridging assessment…


Use the data from this assessment to make informed decisions about individual student’s needs.


their independent book, record thinking on sticky notes, paste them in their Reading Notebook in

the Reading Response section, and continue to keep a Record of their Reading.


Bridging

How is ______ able to solve his/her problem?

Before _______ (the resolution of the conflict), it is

necessary for the character(s) to ________ --(event that leads to the resolution)

The narrator/character’s actions in the story

show the he/she ___________ -

(character’s actions that give the reader a hint he/she will solve the conflict -

foreshadowing)

According to the story, the

narrator/character’s conflict is caused by -

5.6A What is the best summary of the story?

What is paragraph ___ mostly about?

5.6/Fig. 19E


Block 1: Fiction


13

TEKS: Fig. 19D

Obj: We will make inferences about text and

use textual evidence to support

understanding.

Product: I will make inferences about text

and use textual evidence to support

understanding.

Focus: Making Inferences




Inference Anchor Chart

14

TEKS: 5.6B/Fig. 19D

Obj: We will explain the roles and functions

of characters in various plots, including their

relationships and conflicts.

Product: I will explain the roles and

functions of characters in various plots,

including their relationships and conflicts.

Focus: Understanding Characters




Understanding Characters Anchor Chart

15

TEKS: 5.6B/Fig. 19D







Focus: Characters’ Roles and Relationships




Characters’ Roles Anchor Chart

Characters’ Relationships Anchor Chart

16 TEKS: 5.6B/Fig. 19D







Focus: Character Conflicts




Character Conflict Anchor Chart

17 TEKS: 5.6B, 5.6/Fig. 19D












and The Case of the Missing Deer (Journeys)






Lesson 13

Inferring

Lesson Overview: Fig. 19D

Text: Elisa’s Diary


BEFORE THE LESSON

1. Create the Inference Anchor Chart with the definition and column headings completed. You will

complete the rest with your students.

2. Use sticky notes to prepare samples of inferences, background knowledge, and text evidence to use

during the lesson. You will need to write each sample of text evidence, each sample of background

knowledge, and each sample inference on a SEPARATE sticky note, so you can stick them individually

where they belong during the lesson as you are modeling your thinking.

See completed Inference Anchor Chart.

Inferring Minileson

1. Display Inference Anchor Chart and discuss the definition of each inferring.

2. “Sometimes you need to make an inference using text evidence and background knowledge.” Place the

sticky note with the text evidence on the Anchor Chart in the first row and read it aloud.

3. Model thinking about your background knowledge and place that sticky note on the Anchor Chart in the

first row.

4. Think aloud about how readers use text evidence and their schema to infer ideas about the text. Model

composing the inference then place the sticky note on the Anchor Chart in the first row.

5. “Sometimes we need to find text evidence to support an inference.” Place the second sticky note with

the inference on the Anchor Chart in the second row and read it aloud.

6. Think aloud using your background knowledge and locate text evidence to support the inference. Place

the sticky note with the background knowledge and text evidence on the Anchor Chart in the second

row.


7. Independent Practice: Students will use the Inferring Handout and the text The Case of the

Missing Deer (Journeys) to make an inference and locate text evidence to support an inference in

their Reading Notebook.





Inference = an idea the author does not state

+ =

Text Evidence + Background Knowledge (schema)

= Inference

When I go on a wonderful vacation, sometimes you never want to leave! But when I get home, I’m always so glad because there truly is no better

feeling that coming home after being gone for a while.

Elisa is missing her home and country even though she is

with her family and had once wanted to live there.

I do not like to feel alone, especially when I think people are making fun of me. It would be miserable to feel that way at

school every day.

Elisa’s language barrier and hesitance to try new things is making school difficult for her.



+ =


= Inference

By bedtime, Blake had not caught sight of a single deer. Living in the city, he would never be able to see deer on his doorstep. This was his only chance!

Blake enjoys being outdoors and interacting with nature, but he doesn’t get to do that very often.


Lesson 14

Understanding Character

Lesson Overview: 5.6B/Fig. 19D



BEFORE THE LESSON

1. Create the Understanding Character Anchor Chart with the definition and Character’s Actions/Words

completed. You will complete the rest with your students.

Understanding Character Minilesson

1. Display Understanding Character Anchor Chart and discuss how Character’s Thoughts, Actions, and

Words are clues that can help readers figure out the reasons characters act the way they do. We can use

these clues to make inferences about characters.

2. Read the first excerpt from the text about a conversation between Ira and Reggie. Explain how Reggie’s

actions help you infer that… (See the completed Understanding Characters Anchor Chart for

examples.)

3. Use this same process to continue modeling how readers make inferences to better understand

characters.

4. Independent Practice: Students will use the Understanding Characters Handout and the text

Elisa’s Diary (Journeys) and make three inferences about characters based on their thoughts, words

and actions in their Reading Notebook.





Understanding Characters

Details such as what characters think, say, and do are clues that the reader can use

to help them figure out the reasons characters act the way they do.

Character:__________________

What can we infer about characters based on their actions or words?

Character’s Thoughts, Actions or Words (text evidence)

When Ira asks Reggie what he thinks about teddy bears, but Reggie doesn’t respond…

Ira’s sister says: “What if Reggie wants to know your teddy bear’s name. Did you think about that? And did you think about how he will laugh and say Tah Tah is a silly, baby name, even for a teddy bear?”

At the end of the story, when Ira goes and gets his teddy bear from his house and goes back to Reggie’s, he tries to tell Reggie what his teddy bear’s name is. Reggie, however, has fallen asleep.

The narrator’s/character’s actions/words show that --

The narrator’s/character’s actions/words imply that --

Based on their actions/words, the reader can infer that --

Inferences

Reggie doesn’t answer because he probably didn’t want Ira to know that he still sleeps with a teddy bear because he was afraid of what Ira would think.

Ira’s sister is trying to make him more confused and conflicted in his decision. He wants to take to his teddy bear, but she keeps saying things that make him unsure about what decision to make.

Ira has overcome his fear of rejection and knows his friend will not judge him.



Details such as what characters think, say, and do are clues that the reader

can use to help them figure out the reasons characters act the way they do.

Character:___Elisa________


Character’s Thoughts, Actions, or Words (text evidence)

She opened her lesson planner, thought a moment, then shut it. She stood up and wrote on the board “The Joining of Forces.” – pg. 132

The narrator’s/character’s actions/words show that --

The narrator’s/character’s actions/words imply that --

Based on their actions/words, the reader can infer that --

Inferences

Squirrels used to symbolize a time of joy and hope for Elisa, but now they are a reminder of what she has lost.

Elisa views herself as a “lamb” and Jose as a “quetzal” that helped her excel. She is grateful for his friendship.


Lesson 15

Understanding Characters’ Roles and Relationships




BEFORE THE LESSON

1. Create the Character Relationships Chart with the definition completed but the boxes left blank. You

will complete the rest with your students.

2. Create the Character Roles Chart with the definition completed but the boxes left blank. You will

complete the rest with your students.

Understanding Character Relationships Minilesson

1. Display Character Relationships Anchor Chart.

2. Discuss how characters influence each other based on what they do and how they feel. Also, explain that

character relationships often change over the course of the plot depending on the events and characters’

changes over time.

Thinking aloud with your students, discuss who the main character is and another character who

influenced him/her. Who are my main characters? (Elisa and Jose) Record on the Anchor

Chart.

Compose a sentence that explains Elisa and Jose’s relationship and locate text evidence to

support your thinking. Explain their relationship. (Elisa and Jose help each other and bond over

an issue they both struggle with – learning English.) Record on the Anchor Chart.

3. Use the text (Elisa’s Diary) to find text evidence to support the statement about their relationship.


Understanding Character Roles Minilessons

1. Display Character Roles Anchor Chart and discuss how authors create characters with specific roles in

mind. Some may be a father, a brother, a friend, etc. Authors use these characters and their roles to further

the events in the plot. Not all characters play important roles in the plot, but some have crucial roles.

2. Model listing all the characters and their roles in Elisa’s Diary. Then, explain their role in the plot: part

of the conflict, climax, resolution, rising actions, or falling actions.

For example, Elisa’s parents do not play roles that advance the plot.

Her brother does play a role in the conflict because he is learning English much more easily

and quickly than she, so her internal conflict is intensified.

Jose plays a role in the resolution because he helps her learn how to speak English better,

which solves her problem. That leads to her becoming a teacher later in life. Without Jose’s

friendship and help, learning to speak English would’ve been much more difficult.

3. Complete the Response at the bottom of the anchor chart and model thinking aloud about your response.

Without Jose’s friendship and willingness to teach Elisa, she might have not had any

friends that she could communicate with that year. Learning to speak English would’ve

been more difficult. Her relationship with Jose leads to her becoming a teacher later in life.

4. Independent Practice: Students will use the text The Case of the Missing Deer and complete a

Character Relationships Chart and a Character Roles Chart in their Reading Notebook. Students

will use what they wrote about Character Roles to complete the response question: How would the

plot change if Maria and her brothers were not in the story?





Character Relationships: how characters

influence one another based on what they do and

how they feel

Who are my main characters?

Explain their relationship. (What is their relationship like?)

Use the text to show how you know.


Character Roles

Authors create characters with specific roles in

the plot, such as mother, father, friend, enemy,

partner, brother, sister, etc. The character’s

role plays an important part in one of the main

parts of the plot: conflict, climax, or resolution.

Character Role Explain their Role in the Plot

How would the plot change if Jose were not in the story?


Lesson 16

Understanding Characters’ Conflicts


Text: Ira Sleeps Over and The Case of the Missing Deer


BEFORE THE LESSON

1. Create the Character Conflicts Anchor Chart with the definition completed and the chart left blank.

You will complete the rest with your students.

Understanding Characters’ Conflicts Minilesson

1. Display Character Conflicts Anchor Chart and discuss how characters’ problems, or conflicts, are

what set up the events in the plot.

Without a problem, there is no story to be told.

The character(s) with the problem are usually the main character(s) or the focus of the plot.

The author follows them throughout the story with events that lead to the resolution of the

conflict.

The resolution doesn’t always solve characters’ conflicts, but it does resolve the conflict. This

doesn’t always mean a “happy ending.” Students must begin using the language conflict,

resolution, solve, resolve when discussing characters’ problems.

2. Discuss the different types of conflicts readers commonly see in fictional texts using the Character

Conflicts Anchor Chart.

3. Add text examples of Internal and External Conflicts from Ira Sleeps Over and The Case of the

Missing Deer.

6. Independent Practice: Students will use the text Elisa’s Diary (Journeys) and complete a Character

Conflicts Chart in their Reading Notebook.





Character Conflicts:

problems in the plot that characters can face; often there are multiple

conflicts

Type of Conflict Meaning Examples from text

Internal Conflict (man vs. himself)

-not visual or tangible -the struggle is usually inside a character’s mind

A character is dealing with his or her mixed feelings or emotions.

A character may have to decide between right or wrong or two solutions to a problem.

External Conflict

(man vs. man, man vs. nature)

A character can face several types of outside forces

- outside force may be another character

- does not have to be a physical conflict, but can be a battle between 2 ideas

- mostly this refers to 2 characters against one another

- may also be forces of nature


Lesson 17

Bridging: Inferring About Characters and Their Relationships, Roles, and Conflicts

Lesson Overview: 5.6B, 5.6B/Fig. 19D



(BEFORE THE LESSON)

Using the stems from the Bridging Handout, write questions for the texts you have read together in class.

Write the questions on sentence strips, a colored sheet of paper, or a half-sheet Anchor Chart. You will add

these to your Understanding Characters Anchor Chart, Character Roles Anchor Chart, Character

Relationship Anchor Chart, and Character Conflicts Anchor Chart during the lesson.

Using the story Elisa’s Diary, a possible question could be:

Why does it make sense that Elisa is frustrated with her brother when he tells her to watch TV

programs in English? – (He is trying to give her advice to help her learn to speak English because he is

learning more easily than she is. School is coming up, and he will be able to communicate with his

classmates, but she will have a much harder time.)

Bridging: Inferring About Characters’ and Their Relationships, Roles, and Conflicts Minilesson

1. Display the Understanding Characters Anchor Chart, Character Roles Anchor Chart,

Character Relationship Anchor Chart, and Character Conflicts Anchor Chart, and explain that

test makers have certain language that they use when they write test questions.



2. Using the questions you wrote for Elisa’s Diary, read the first question and explain what the question

is asking the reader to do. Then model using the appropriate Anchor Chart and the evidence text

(Elisa’s Diary ) to support your thinking in crafting your answer.







their independent book, record thinking on sticky notes, paste them in their Reading Notebook in

the Reading Response section, and continue to keep a Record of their Reading.


Bridging

From the events in the story, what can the

reader conclude about _______?

(character in the story)

Why does it make sense that ______(character in

the story) is _______ (emotion) when _______?(event

that causes the emotion)

Which sentence from the story best shows

that _______ realizes _________?

(character’s actions that show the reader he/she has changed during the plot)

Read this sentence from the story.

(text evidence that shows the character feels a certain way, specifically at the

resolution of the conflict) This sentence shows that –

_________ contributes to solving the

narrator’s problem mostly by—

5.6B/Fig. 19D


Block 1: Fiction


18

TEKS: Fig. 19A-C, 5.6

Obj: We will understand, make inferences, and

draw conclusions about the structure and elements

of historical fiction and provide evidence from text

to support our understanding.

Product: I will understand, make inferences, and




Focus: Historical Fiction Genre Immersion &

Different Ways to Respond

Text: Willie and the All-Stars

Approach: IRA


Reading Notebook

Different Ways to Respond Anchor Chart

19











Using Sticky Notes

Text: “Old Yeller”

Approach: IRA


Sticky notes

20











Monitoring Comprehension

Text: Pink and Say

Approach: IRA


How to Know if You Understood What You

Read Anchor Chart

21 TEKS: Fig. 19A-C, 5.6









Focus: Historical Fiction Genre Study & Solving

Unknown Words

Text: Willie and the All-Stars, “Old Yeller,”

and/or Pink and Say



Solving Unknown Words Anchor Chart

Historical Fiction Genre Study Anchor Chart

22 TEKS: 5.6A, Fig. 19D

Obj: We will describe incidents that advance the

story or novel, explaining how each incident gives

rise to or foreshadows future events.

Product: I will describe incidents that advance the

story or novel, explaining how each incident gives

rise to or foreshadows future events.

Focus: Plot and Reading Workshop Review

Text: Pink and Say



Plot Anchor Chart or Teacher’s Reader

Notebook


Lesson 18 Historical Fiction Genre Immersion and Different Ways to Respond


Text: Willie and the All-Stars (CSCOPE Collection, Unit 1)


BEFORE THE LESSON


the text:

After you read the first page, say: I notice the author begins by telling us the setting: 1942 in

Chicago. The setting tells me this is set in a time in history. Also important to the setting is the

historical movement that will impact the theme and characters. What do you already know from

our Author’s Note that will be a prominent historical movement?

After Willie and his friends play stickball in the street, say: – What can we infer about

“stickball” from the text and pictures? Turn and talk to your partner about what you can infer

about “stickball.”

After Ol’ Ezra tells Willie about the Negro League, say: – The narrator tells us something

important here – “All of a sudden Willie felt all closed up inside. Almost like he was trapped in a

box.” Why does Willie feel this way? How is he “trapped in a box?” Turn and talk to your partner

and share your thinking.

After the author describes the Negro players when Willie is at the stadium: – The author

doesn’t give a clear description of the Major League Players, just the Negro League. What can

infer were the differences in the Negro League Players and the Major League Players?

At the end of the story, say: Tell me what lesson you feel like Willie learned in the story. How does

that connect to your life? Turn and talk to your partner about what you think is the theme of this

story.

3. Write the Reading Response in Teacher’s Reading Notebook.

4. Create the Different Ways to Respond Anchor Chart.

Strategies and Skills Minilesson: Different Ways to Respond 1. Introduce Different Ways to Respond: “Together we have shared our thinking by talking about

books I have read aloud to you. You have been doing thinking and talking about the books you have

chosen to read. You have talked about your thinking with a partner and in groups. Now instead of only

talking about your thinking, you’re going to put your thinking on paper. When you write about your

thinking, you can remember it and share it with other who read it.”

2. “In our class this year, you’re going to share your thinking by writing your thoughts as a response in

your Reading Notebook. Each day you are going to respond in your Reading Notebook, sharing what

you are thinking about the book you are reading. I have written a response today to share my thinking

about a book I’m reading.” Display the Reading Response that you have written in your

Teacher’s Reading Notebook under the document camera and read it to the students. If you do

NOT have a document camera, you will need to create an enlarged version of the Reading Response as

an Anchor Chart.


3. Ask students: “What do you notice about the response I wrote?” Discuss student responses.

5. Display the Different Ways to Respond Anchor Chart. “I’ve made a list of all the different kinds of

writing about books you have done and can tell me about in your responses. Here are some of the

topics you can write about in your response. I’m sure we will have many more to add as we continue to

write about books we are reading. Let’s place our list on the wall, and I will give you a copy to paste

in your Reading Notebook. If you are having difficulty thinking about what you want to share in your

response, this list may help you.” Read and discuss topics.

6. Distribute the student copy of the Different Ways to Respond List and have students paste it in

their Reading Notebook.

7. “Today when we read Willie and the All-Stars, we will be sharing our thinking and recording it on

sticky notes.” Pass out two sticky notes to each student and have them place them on top of their

Reading Notebook to use during the stopping points of the IRA.

Interactive Read Aloud (IRA) Willie and the All-Stars

1. Building Background – Because the historical event and/or time period is important to

understanding the structure and elements of historical fiction, building background knowledge for

the historical context is critical for students to comprehend the text.

Willie and the All-Stars takes place during the segregation era in the 1940s.

Read the “Author’s Note” on the last page of Willie and the All-Stars to activate and build background

knowledge for your students.

2. Introduce Text:

You might say: “Willie and the All-Stars is a story about a boy named Willie who is an


African American in a time when white people and black people did not have equal rights.

There was a period of segregation, which means whites and blacks were kept separated –

separate restaurants, water fountains, neighborhoods, and even sports leagues. Willie loves

baseball, and he even has several favorite players. Listen to find out what Willie learns.”

2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use

the Stopping Points you created before the lesson.

Stopping Points –

After you read the first page, say: I notice the author begins by telling us the setting: 1942 in

Chicago. The setting tells me this is set in a time in history. Also important to the setting is the

historical movement that will impact the theme and characters. What do you already know from

our Author’s Note (and background knowledge) that will be a prominent historical movement?

Have a few students share their thinking.

After Willie and his friends play stickball in the street, say: – What can we infer about

“stickball” from the text and pictures? Record your thinking on your sticky note. Turn and talk

to your partner about what you can infer about “stickball.” Have a few students share their

thinking.

After Ol’ Ezra tells Willie about the Negro League, say: – The narrator tells us something

important here – “All of a sudden Willie felt all closed up inside. Almost like he was trapped in a

box.” Why does Willie feel this way? How is he “trapped in a box?” Record your thinking on

your sticky note. Turn and talk to your partner and share your thinking. Have a few students

share their thinking.

After the author describes the Negro players when Willie is at the stadium: – The author

doesn’t give a clear description of the Major League Players, just the Negro League. What can

infer were the differences in the Negro League Players and the Major League Players? Record

your thinking on your sticky note. Have a few students share their thinking.

At the end of the story, say: Tell me what lesson you feel like Willie learned in the story. How does

that connect to your life? Record your thinking on your sticky note. Turn and talk to your

partner about what you think is the theme of this story. Have a few students share their thinking.


Characteristics and Noticings of Historical Fiction. We will be reading another historical fiction

story together tomorrow.”

8. Independent Practice: “Today during Reading Workshop, you are going to practice writing a

response about your thinking. Use the Different Ways to Respond list and your sticky notes to help

you write about your thinking about Willie and the All-Stars. Use my example to help you begin

writing your response. During our Group Meeting, we will share some of our responses.”

9. Group Meeting: Following the Independent Reading time, invite students to share their responses

with their partner. Listen in to the conversations and have students share quality responses with the

whole group.

10. Informal Assessment: Have students reflect on how well they responded to their reading. This can

be easily accomplished with a thumbs up=I did it!; thumbs to the side=I need to practice more.; or




Different Ways to Respond what the book is about

how the book reminds you of another book

how the book makes you feel

how the author describes things

whether you like the book or not and why

why you think the author wrote the book

why you chose the book

how you feel about the author’s writing

whether or not you would recommend the

book to another reader

why you abandoned a book

what you predict will happen

what you would change about the book

examples of stereotypes or bias

what you found interesting

what you were wondering about

whether the book is easy, just right, or

challenging and how you can tell

about the genre

what you think is the author’s message

what books you look forward to reading

what you don’t understand or questions you

have

how you feel about a character

what you notice about the author’s

style/language

something about the author and what it has

to do with the story

what was funny to you

what you like/dislike about the setting

how the setting affects the characters

about good word choices/special language

what you think about the author’s lead

how the author captured your interest









whether or not you would recommend the

book to another reader







whether the book is easy, just right, or

challenging and how you can tell

about the genre



what you don’t understand or questions you

have


what you notice about the author’s

style/language

something about the author and what it has

to do with the story
















whether or not you would recommend the book to another reader







whether the book is easy, just right, or challenging and how you can tell

about the genre



what you don’t understand or questions you have


what you notice about the author’s style/language

something about the author and what it has to do with the story








Write this sample response in your Teacher’s Reading Notebook.

September 22, 2014

The first thing I thought about when I read The Keeping Quilt is what

it was like for immigrants who come to the U.S. for the first time. Patricia

Polacco’s great-grandparents came from Russia. They faced many changes.

There were other people from different countries and a new language. I

think about how we are all here now but that we or our ancestors came as

immigrants from other countries. We are different in a lot of ways but also

have things in common, like our classroom community of learners.

Another thing I noticed as I read was how the author creates pictures

in the readers’ minds. I like how she uses details to make scenes clear for

the readers. For example, Polacco writes about cut out animals and

flowers from the scraps of clothing while the quilt was being made.

I enjoyed this book because I really like books about families!


Lesson 19 Historical Fiction Genre Immersion and Using Sticky Notes to Prepare for Writing Responses


Text: Old Yeller (Journeys, Unit 2, Lesson 7, pg. 176)


BEFORE THE LESSON


the text:

After reading the introduction, ask: When does this story take place? What do you think life was

like back then in Texas?

After reading that the bear cub is charging Arliss, ask: How does this part of the story make you

feel? Turn and talk to your partner and share your thinking.

After reading about the fight between the bear and Old Yeller, ask: What words and phrases

did the author use to help you see the fight between Old Yeller and the bear? Write specific

language the author used on your sticky note to share.

At the end of the story, ask: How would you describe the narrator in the story. Why? Turn and

talk to ta partner and share your thinking.

Strategies and Skills Minilesson: Using Sticky Notes to Prepare for Writing Responses

1. Introduce Using Sticky Notes to Prepare for Writing Responses: “We have been talking about

all the different ways we think about what we are reading and how we share our thinking in our

journals. As you read this week, stop one or two times to make some quick notes about your

thinking on sticky notes, and place them in your Reading Notebook. When you are ready to write

your response, you can use your sticky notes to help you remember the parts you want to write

about. This may help you write letters that show lots of good thinking about your reading.”

2. CAUTION:

You will not want to overdo the use of sticky notes because it will interrupt the reading

process. Some children will NOT need the support of stick-on notes.

Your students should be reading and recording their thinking EVERY DAY. A response

should be completed by the end of the week. (Some students will write a couple of

sentences each day. Others will wait and complete the response on Friday. Either way is

acceptable.)

The purpose of the response is for students to record their thinking while reading and to

share it with others.

3. COMMON READING RESPONSE ROADBLOCKS:

If students think they must complete a book before they write a response, then remind

them that a response is not a summary of their book, rather a written collection of their

thoughts while they read.

If students abandon a book, then they need to respond about why they abandoned the book

and what kind of book they want to read next and why.

If students are reading a different book each day, then they are not engaging with text.

You will need to confer with them to give them a direction in selecting a book.

“Fake reading” is often a sign of choosing the wrong book. You will need to confer with

those students to help them choose books that are engaging to them.


Interactive Read Aloud (IRA) “Old Yeller”


understanding the structure and elements of historical fiction, building background knowledge for

the historical context is critical for students to comprehend the text.

o “Old Yeller” takes place during on the frontier in the 1800s. Ask students to think about

and share what they already know about life on the frontier during that time period.

o Read pg. 174 “Background” to your students and discuss it.

2. Introduce Text:

You might say: “We know that in historical fiction, the time and place where the story takes

place often impacts every element of the story. In this story, the narrator might even say things

a little differently because the author wanted to make it seem like the characters were very

authentic and realistic. The author’s message in “Old Yeller” is impacted by the setting, but

we can still relate to it as readers today.”



Stopping Points –

o After reading the introduction, ask: When does this story take place? What do you think life

was like back then in Texas?

o After reading that the bear cub is charging Arliss, ask: – How does this part of the story

make you feel? Turn and talk to your partner and share your thinking.

o After reading about the fight between the bear and Old Yeller, ask: – What words and

phrases did the author use to help you see the fight between Old Yeller and the bear? Write

specific language the author used to share.

o At the end of the story, ask: – How would you describe the narrator in the story. Why? Turn

and talk to ta partner and share your thinking.


Characteristics and Noticings of Historical Fiction. We will be reading another historical fiction

story together tomorrow.”

5. Independent Practice: “Today during Reading Workshop, you are going to continue reading your

independent book and jotting your thinking on sticky notes. Remember to place these in your

Reading Notebook so they don’t get lost. If you want to begin your Weekly Response, you may do

so. Use the Different Ways to Respond list and your sticky notes to help you write about your

thinking. Use my example to help you begin writing your response.


Lesson 20 Historical Fiction Genre Immersion and Monitoring Comprehension


Text: Pink and Say (CSCOPE Collection)


BEFORE THE LESSON


the text:

o After reading about when Pinkus carries the narrator a long way, say: Both characters

we have been introduced to at this point are young soldiers fighting in the Civil War for the

Union Army. Where do you think they’re going at this point?

o After reading about the 1st day with Moe Moe Bay, say: – If you noticed, the author is

using some of the different language I was telling you about earlier. What were some of the

terms you heard that might have been unfamiliar? What can you infer about their meaning?

Turn and talk to your partner and share your thinking.

o After reading the very next page, say: – Pinkus “looked troubled” after Moe Moe Bay

asked if he was going back to fight in the war. Why do you think he didn’t answer her?

o After reading about Pink telling Say about his old master, ask: –What do you think Pink

feels when they visit the old plantation, and he shares memories of Master Aylee? Turn and


o After reading the very next page, ask: What can we infer about the Civil War based on the

conversation between Pink and Say? Why does Pink want to go back and fight, but Say

doesn’t? What would the difference in their motivations be? Turn and talk to your partner and


o After reading about when Pink calls slavery “the sickness,” ask: Knowing what we just

discussed about Pink and the war, I think him calling slavery “the sickness” is so telling

about how passionate he is about ridding the world of it.

o After reading about when Pink and Say get captured by the Confederate Army, ask: Do

you think Moe Moe Bay’s bravery and death affected Say? Turn and talk to your partner and


o At the end of the book, say: The setting and historical event of the Civil War definitely

impacted the theme of this book. The characters’ relationships and lessons they learned also

have a big impact on the theme. Turn and talk to your partner and come up with a possible

theme for Pink and Say.

2. Create the How to Be Sure You Understand What You Read Anchor Chart.

Strategies and Skills Minilesson: Monitoring Comprehension

1. Introduce Monitoring Comprehension: When readers read, they notice when something

doesn't make sense, and they take some action to resolve the problem. “When you are reading

your book and something doesn’t make sense, what do you do?”

2. Display How to Be Sure You Understand What You Read Anchor Chart.


o Read and discuss each bullet point on the chart.

o “If you have tried all of these ways of figuring out the meaning and you still don’t

understand it, you can ask for help in our group meeting, small group, or in your reading

response. This chart will remind you that you need to notice when something doesn’t

make sense and that good readers have lots of ways to solve the problem.”

3. “Today, when you are reading during Reading Workshop, if you notice something that doesn’t

make sense, try and fix it using the strategies we just discussed. Remember to refer to the Anchor

Chart if you need help remembering what to do.”

Interactive Read Aloud (IRA) Pink and Say


understanding the structure and elements of historical fiction, building background knowledge

for the historical context is critical for students to comprehend the text.

o Pink and Say takes place during the Civil War. Ask students to think about and share

what they already know about the Civil War, the Confederate Army, the Union Army,

and the reason they were fighting.

o Clarify these terms and make sure students are clear that North was the Union Army

(Yankees), and the South was the Confederate Army (Rebels). They were fighting over

the issue of slavery; the North wanted to free the slaves and the South wanted slavery to

continue. Also, explain that President Lincoln was the president at the time who wanted

the slaves to be emancipated (freed).

o This book is told from the point of view of a Confederate soldier, “Say.” The language

the author uses is very representative of the time period, and occasionally, you might have

to clarify the meaning of words/phrases for your students to enhance comprehension.

2. Introduce Text:

o You might say: “This is a story handed down from generation to generation until it was told

to Patricia Polacco (our author), who then wrote it down and made it into a book. The

language in this book is going to be very different from anything we’ve read this year.

Because of the setting, you will hear words/phrases you might not understand. I will clarify

many of them for you, but I want you to keep the setting in mind because it plays an

important part when we discuss a theme for this book when we finish reading. The

characters will also help you when thinking about a life lesson we can learn from this

book.”




Stopping Points –

o After reading about when Pinkus carries the narrator a long way, say: Both characters

we have been introduced to at this point are young soldiers fighting in the Civil War for the

Union Army. Where do you think they’re going at this point?

o After reading about the 1st day with Moe Moe Bay, say: – If you noticed, the author is

using some of the different language I was telling you about earlier. What were some of the

terms you heard that might have been unfamiliar? What can you infer about their meaning?

Turn and talk to your partner and share your thinking.

o After reading the very next page, say: – Pinkus “looked troubled” after Moe Moe Bay

asked if he was going back to fight in the war. Why do you think he didn’t answer her?

o After reading about Pink telling Say about his old master, ask: –What do you think Pink

feels when they visit the old plantation, and he shares memories of Master Aylee? Turn and


o After reading the very next page, ask: What can we infer about the Civil War based on the

conversation between Pink and Say? Why does Pink want to go back and fight, but Say

doesn’t? What would the difference in their motivations be? Turn and talk to your partner and


o After reading about when Pink calls slavery “the sickness,” ask: Knowing what we just

discussed about Pink and the war, I think him calling slavery “the sickness” is so telling

about how passionate he is about ridding the world of it.

o After reading about when Pink and Say get captured by the Confederate Army, ask: Do

you think Moe Moe Bay’s bravery and death affected Say? Turn and talk to your partner and


o At the end of the book, say: The setting and historical event of the Civil War definitely

impacted the lesson the character(s) learned in this story. What do you think the lesson

learned was?

4. In closing, you might say: “Tomorrow, we will be creating an Anchor Chart with Characteristics

and Noticings of Historical Fiction.”

5. Independent Practice: “Today during Reading Workshop, you are going to write a response

about your thinking using your independent book. You are going to continue reading your

independent book and jotting your thinking on sticky notes. Remember to place these in your

Reading Notebook so they don’t get lost. If you want to begin your Weekly Response, you may

do so. Use the Different Ways to Respond list and your sticky notes to help you write about your

thinking. Use my example to help you begin writing your response.

6. Group Meeting: Following the Reading Workshop time, invite students to share their responses

with their partner. Listen in to the conversations and have students share quality responses with

the whole group.


How to Be Sure You Understand What You Read

Readers notice when something doesn’t make sense.

They have different ways to solve the problem.

o Readers stop and think about what they know.

o Readers go back and reread the sentence of the

paragraph to clarify the author’s meaning.

o Readers continue reading and look for more

information.

o Readers ask for help with understanding.


Lesson 21 Historical Fiction Genre Study and Solving Unknown Words


Text: Willie and the All-Stars, Old Yeller, and/or Pink and Say


BEFORE THE LESSON

1. Create the Historical Fiction Genre Study Anchor Chart leaving both columns completely blank. You will

complete this with your students.

2. Create the Solving Unknown Words Anchor Chart.

Realistic Fiction Genre Study Minilesson

1. Display the Historical Fiction Genre Study Anchor Chart and discuss the definition of Historical

Fiction with your students.

2. Explain that all Historical Fiction stories have certain characteristics. SAY: “We read three examples of

historical fiction texts: Willie and the All-Stars, Old Yeller, and Pink and Say. Ask: “What did all of

these stories have in common?”

3. Facilitate discussion using the bullet points below. You may have to model YOUR thinking about

the Genre Noticings.


fictional but set in a real time and place in the past

the author made them up with a specific purpose in mind

the author created characters that are like real people that could have lived during that time period

each story has a unique plot, but all have characters who have a problem that is resolved through a

series of events

the author could choose to have a character tell the story; OR the author could choose a speaker

outside the story, referred to as the narrator, to tell readers the story

the author creates the story with a message to the reader called a theme; the theme is often a lesson

the character learns about life that is directly impacted by the setting and historical event/movement

4. Complete the Genre Noticings column of the Historical Fiction Genre Study Anchor Chart.

5. Distribute a copy of the Historical Fiction Genre Study Anchor Chart with the Noticings already filled

in.

.

6. For each Noticing, cite a text example from one of the books read this week, and record it in the Book

Examples column of the Historical Fiction Genre Study Anchor Chart. Students will do the same on


their copy. Paste the completed Historical Fiction Genre Study Anchor Chart in the Whole Group

Section of their Reading Notebook.

Management Minilesson: Solving Unknown Words Display the Solving Unknown Words Anchor Chart.

1. Introduce Solving Unknown Words: “When readers come to words they don’t know, they have lots

of ways to figure them out. You know some ways to figure out words.”

2. Display the Solving Unknown Words Anchor Chart. o Read and discuss each bullet point on the chart.

3. Independent Practice: “Today during Reading Workshop, if you come a word you don’t know,

try and solve it using the strategies we just discussed. Remember to refer to the anchor chart if you

need help remembering what to do. You are going to continue reading your independent book and

jotting your thinking on sticky notes. Remember to place these in your Reading Notebook so they

don’t get lost. If you want to begin your Weekly Response, you may do so. Use the Different

Ways to Respond list and your sticky notes to help you write about your thinking. Use my

example to help you begin writing your response.”

4. Group Meeting: Following the Reading Workshop time, invite students to share their responses

with their partner. Listen in to the conversations and have students share quality responses with the

whole group.


Historical Fiction- A made up story that could have happened in a

real time and place in the past

Noticings


the reader with a story set in the

past

Characters: are realistic or real

people from the past that the

author uses to tell the story

Setting: is IMPORTANT to the

story and shows something about

a period or place in history

Plot: could contain an author’s

imagined details about real events


speaker of story

Theme: the author’s message to

the reader, may center around an

important issue during the time in

which the story takes place

Book Example


Solving Unknown Words

o Readers look at the letters and letter clusters and

think about their sounds.

o Readers look at parts of words.

o Readers use what they know about other words to

figure out new words.

o Readers think about what would make sense and

then check with the letters.


Lesson 22

Understanding Plot and Reading Workshop


Text: Pink and Say


BEFORE THE LESSON



Management Minilesson: Reading Workshop Review

Up to this point, you have taught lessons that have established routines and procedures for an effective

Reading Workshop. Today, you will want to review the expectations for your students, so they have a clear

direction of what to do when they are finished with the Independent Practice that follows your Whole Group

teaching. Review and discuss the following bullet points with your students.

Select a “Just-Right” book that you are interested in and want to read.

Follow the Guidelines for Reading Workshop (refer to the anchor chart).

Track your thinking each day. Use sticky notes, if needed.

Complete a Reading Response by the end of the week.

Do your BEST reading and thinking every day. Happy Reading!


1. Display Plot Line Anchor Chart OR place the Plot Line Handout underneath the document camera.

Review the definition of each component of the plot.

2. Explain that all Historical Fiction stories, like Realistic Fiction, have a unique plot that the author uses to

convey his message to the reader by using characters who have a problem and how they resolve their

conflict in the story.

3. Fill in the Plot Line Anchor Chart OR the Handout with your students using Pink and Say.

4. Independent Practice: Students will read Dangerous Crossing (Journeys) and complete a Plot Line

in their Reading Notebook using the handout provided.

5. Reading Workshop: Students engage in Reading Workshop when they complete the Independent

Practice.


Plot Line

Title:_________________________

Problem/Conflict


Ending







Resolution: Solves the character’s conflict; Reasonable Ending-the

character is going to be okay; Not always happy ending


Plot Line

Title:


Block 1: Fiction


23

TEKS: Fig. 19E

Obj: We will summarize information in text

maintaining meaning and logical order.

Product: I will summarize information in

text maintaining meaning and logical order

when reading a historical fiction text.

Focus: Summarizing Historical Fiction




Summarizing Anchor Chart or Handout

24

TEKS: 5.6C

Obj: We will explain different forms of

third-person point of view in stories.

Product: I will explain different forms of

third-person point of view in stories.

Focus: Understanding Point of View

Text: Willie and the All-Stars, Old Yeller,

Pink and Say, Ira Sleeps Over, Elisa’s Diary,

and/or The Case of the Missing Deer



Point of View Anchor Chart

25

TEKS: 5.3/Fig. 19D

Obj: We will analyze, make inferences and

draw conclusions about theme and genre

and different cultural, historical, and

contemporary contexts and provide evidence

from the text to support their understanding.

Product: I will analyze, make inferences and

draw conclusions about theme and genre

and different cultural, historical, and


from the text to support their understanding.

Focus: Understanding Theme

Text: Ira Sleeps Over, Elisa’s Diary, and The

Case of the Missing Deer



Understanding Theme in Realistic Fiction

Anchor Chart

26 TEKS: 5.3, 5.3C/Fig. 19D

Obj: We will explain the effect of a historical

event of movement on the theme of a work

of literature.

Product: I will explain the effect of a

historical event of movement on the theme

of a work of literature.

Focus: Understanding Theme in Historical

Fiction




Understanding Theme in Historical Fiction

Anchor Chart

27 TEKS: 5.6C, 5.3C, 5.3/Fig 19D











Text: Pink and Say CSCOPE Collection)






Lesson 23

Summarizing Fiction

Lesson Overview: 5.6/Fig. 19E

Text: Pink and Say


BEFORE THE LESSON

2. Create the Summarizing Fiction Anchor Chart or display the Summarizing Fiction Handout under the

document camera with the definitions completed but the summary left blank. You will also use the

completed Plot Line from Pink and Say to craft your summary with your students.

Summarizing Fiction Minilesson

2. Display Summarizing Fiction Anchor Chart and discuss the elements of a good summary. Emphasize

the importance of paraphrasing the plot’s main events.

paraphrase – to express the meaning of something written in different words, especially to clarify the

message

2. Write the summary on the Summarizing Fiction Anchor Chart with your students using Pink and Say

modeling your thinking when you use the Plot Line to paraphrase the events.

5. Independent Practice: Students will write a summary in their Reading Notebook using their

completed Plot Line from Dangerous Crossing (Journeys).


Practice.


Summarizing Fiction

A summary is the retelling in your own words, or paraphrasing, of the

most important parts.

The most important parts in fiction:

In Historical Fiction, the setting is an important part of the story because

it is a real time and place in the past and should be mentioned in the

summary.

Conflict Resolution

Most Important Event(s) that move the

Character from the Conflict to the Resolution

Summary:


Lesson 24

Point of View

Lesson Overview: 5.6C



BEFORE THE LESSON

1. Create the Point of View Anchor Chart with the definitions completed but leaving the bullet points blank.

Point of View Minilesson

1. Display the Point of View Anchor Chart and discuss how to determine the 1st or 3

rd Person Point of

View, and how to determine what type of 3rd

Person Point of View.

2. Model using the Anchor Chart and determine the Point of View of Pink and Say and Willie and the

All-Stars. Record titles on the Anchor Chart under the correct Point of View.

7. Independent Practice: Students will identify the Point of View of Dangerous Crossing, Old Yeller,

Elisa’s Diary, and The Case of the Missing Deer using the Point of View chart in their Reading

Notebook.


Practice.


Point of View Ask yourself:

Who is telling the story (narrator)?

Is the narrator…

a character in the story OR an outside observer?

THEN… How much does the narrator know

1st person point of view

– the narrator uses key

words such as I, me, we,

and us.

Like in the stories:

3rd Person Omniscient-knowledge of

ALL characters’ thoughts and feelings


3rd Person Limited- knowledge of ONE

character’s thoughts and feelings


Only

about

one?

About

all?


Lesson 25

Understanding Theme

Lesson Overview: 5.3/Fig. 19D

Text: Elisa’s Diary, The Case of the Missing Deer, and Ira Sleeps Over


(BEFORE THE LESSON)

1. Create the Common Themes Anchor Chart using the picture included.

2. Create the Understanding Theme Anchor Chart with the definitions completed, but leaving the table

blank.

Theme Minilesson

1. Display Common Themes Anchor Chart and discuss it with your students.

Theme is an abstract concept for students. This anchor chart explains many common themes that appear in

literature. Students need to be able to connect texts they read to the ideas on the chart in order to infer a

specific them.

2. Display Understanding Theme Anchor Chart and discuss it with your students.

Distribute a copy of the Understanding Theme Anchor Chart.

Complete the first two rows of the chart with you students using the Common Themes Anchor Chart and

the text. Model your thinking as you complete each section.

For the last row, fill in the Lesson Learned column, but leave the Personal Connection and Theme blank.

9. Independent Practice: Students will fill in the Personal Connection and explain the Theme of Ira

Sleeps Over on the Understanding Theme Chart using their Reading Notebook.


Practice.



Understanding THEME

Theme = the implied message, moral, or lesson in the

story.

- The author uses the character’s lesson to teach the reader something

about life.

Text Lesson Character Learned

Personal Connection

THEME

“Elisa’s Diary”

Elisa learned that coming to a new place was hard, but a new friend helped her overcome her struggles.

“When I visited Germany, I didn’t know the language, which made communicating difficult, so I understand how helpless Elisa must’ve felt.”

Acceptance, Friendship, Never Give Up

We all encounter hardships in life, but friends (new and old) who accept us can help us through difficult times.

“The Case of the Missing Deer”

Blake learns how to solve a problem with the help of some friends.

“When I have had a problem in the past, having someone help me figure out a good solution always makes me feel more confident in my decision.”

Friendship, Never Give Up

When a problem needs to be solved, perseverance and the help of others can help us figure anything out!

Ira Sleeps Over

Ira learns not to be ashamed of his teddy bear because Reggie ended up having one, too.

“When I was in junior high, I would hide my Barbies before my friends came over because I was embarrassed that I still played with them.”

Acceptance, Friendship

Never be ashamed of who you are because true friends will accept you, no matter what.


Understanding THEME

Theme = the implied message, moral, or lesson in the story.

- The author uses the character’s lesson to teach the reader

something about life.


Personal Connection

THEME

“Elisa’s Diary”

“The Case of the Missing Deer”

Ira Sleeps Over


Lesson 26

Understanding Theme in Historical Fiction

Lesson Overview: 5.3/Fig. 19D

Text: Willie and the All-Stars, Old Yeller, and Pink and Say


BEFORE THE LESSON

1. Create the Theme in Historical Fiction Anchor Chart with the definitions completed, but leaving the

table blank.

Theme in Historical Fiction Minilesson

1. Display Theme in Historical Fiction Anchor Chart and discuss it with your students.

Distribute a copy of the Theme in Historical Fiction Anchor Chart to your students.

Model the first row of the chart with your students using the Common Themes Anchor Chart and the text.

Model your thinking as you complete each section.

For the second row, complete the first two columns ONLY for Old Yeller with the students’ help.

2. Independent Practice: Students will explain the theme of Old Yeller and complete the entire row for

Pink and Say on the chart in their Reading Notebook.


Practice.


THEME in Historical Fiction


- The theme may center around an important issue during the time in which the

story takes place.

- The author uses the character’s lesson and/or the historical event or

movement to teach the reader something about life.


Setting & Historical Event/Movement

THEME

Willie and the

All-Stars

“Old Yeller”

Pink and Say


THEME in Historical Fiction


- The theme may center around an important issue during the time in which the

story takes place.

- The author uses the character’s lesson and/or the historical event or

movement to teach the reader something about life.


Setting & Historical Event/Movement

THEME

Willie and the

All-Stars

Willie begins to understand the difference in life for white people and black people. His love of baseball takes him to a game between a white team and a black team, but ultimately realizes that something as simple as baseball can bring people together.

During segregation, blacks and whites were kept separate, even having different sports teams and leagues. Black people were treated unfairly during this time in history.

Acceptance, Respect Everyone deserves acceptance and respect, despite our differences.

“Old Yeller”

Pink and Say


Lesson 27

Bridging: Understanding Theme and Point of View

Lesson Overview: 5.6C, 5.3C, 5.3/Fig. 19D



BEFORE THE LESSON

1. Using the stems from the Bridging Handout, write questions for Willie and the All-Stars, Old Yeller,

and/or Pink and Say. Write the questions on sentence strips, a colored sheet of paper, or a half-sheet

Anchor Chart. You will add these to your Understanding Theme Anchor Chart and your Point of

View Anchor Chart during the lesson.

Using the story Pink and Say, a possible question could be:

Based on Pink’s actions in the story, Pink most likely thinks it is important to – (Fight for a cause you

believe in, despite the risk.)

Bridging: Understanding Theme and Point of View Minilesson

1. Display the Point of View Anchor Chart and the Understanding Theme Anchor Chart, and

explain that test makers have certain language that they use when they write test questions.



2. Using the questions you wrote for Willie and the All-Stars, Old Yeller, and/or Pink and Say, read

the first question and explain what the question is asking the reader to do. Then model using the

appropriate Anchor Chart and the evidence from the text to support your thinking in crafting your

answer.






Practice.


Bridging

The reader can tell this story is told in 3rd

person _______ (limited or omniscient) point of

view because –

Based on the character’s actions in this story,

the character most likely thinks it is important

to –

(correct answer is theme based on the character’s actions)

_______’s (character) actions in the story support

the message that –

What lesson does _______ (character) learn in the

story?

5.6C, 5.3/Fig. 19D


Block 1: Fiction


28

TEKS: 5.3A

Obj: We will compare and contrast the

themes or moral lessons of several works of

fiction from various cultures.

Product: I will compare and contrast the



Focus: Comparing Theme

Text: Willie and the All-Stars, Old Yeller,

Pink and Say, Ira Sleeps Over, Elisa’s Diary,

and/or The Case of the Missing Deer



Comparing Themes Anchor Chart

29

TEKS: 5.8A, 5.8/Fig. 19D

Obj: We will evaluate the impact of sensory

details, imagery, and figurative language in

literary text.

Product: I will evaluate the impact of

sensory details, imagery, and figurative

language in literary text.

Focus: Sensory Language that Creates Imagery

Text: Willie and the All-Stars, Pink and Say



Sensory Language Anchor Chart

30

TEKS: 5.8A, 5.8/Fig. 19D

Obj: We will evaluate the impact of sensory

details, imagery, and figurative language in

literary text.

Product: I will evaluate the impact of

sensory details, imagery, and figurative

language in literary text.

Focus: Sensory Language that Creates Imagery

Text: Old Yeller, Elisa’s Diary, and

Dangerous Crossing


Sensory Language Anchor Chart

31 TEKS: Fig. 19D

Obj: We will make inferences about texts

and uses textual evidence to support

understanding.

Product: I will make inferences about texts

and uses textual evidence to support

understanding.

Focus: Inferring

Text: Old Yeller



Inferring Anchor Chart

32 TEKS: 5.8A, 5.8/Fig 19D











Text: Pink and Say CSCOPE Collection)






Lesson 28

Comparing Theme

Lesson Overview: 5.3A/Fig. 19D

Text: Willie and the All-Stars, Old Yeller, Pink and Say, Elisa’s Diary, The Case of the Missing Deer,

and Ira Sleeps Over


BEFORE THE LESSON

1. Create the Comparing Themes Anchor Chart with the definitions completed, but leaving the table

blank.

Theme in Historical Fiction Minilesson

1. Display Comparing Themes Anchor Chart and discuss it with your students.

Distribute a copy of the Comparing Themes Anchor Chart to your students.

Using the Common Themes Anchor Chart, Understanding Theme, and Theme in Historical Fiction,

model thinking through finding a theme that was recurring throughout the texts we have read aloud.

Record the common theme on the Comparing Themes Anchor Chart and write the titles of the texts that

conveyed that message. (Sample Anchor Chart is included.)

2. Independent Practice: Students will explain the theme of ACCEPTANCE and COURAGE and

complete the entire row including writing a theme statement and listing the titles that conveyed that

message on the chart in their Reading Notebook.


Practice.


Comparing THEMES Theme = the implied message, moral, or lesson in the

story.

- Readers will often find that some texts have themes that are the same

or similar.

Theme Text Examples Always strive to reach your goals,

even though obstacles may stand in your way.

Never Give Up

Elisa’s Diary The Case of the Missing Deer Pink and Say

Friendships are important in many ways.

Friendship

Elisa’s Diary The Case of the Missing Deer Pink and Say Willie and the All-Stars Old Yeller

Acceptance

Courage



story.


or similar.

Theme Text Examples


Lesson 29

Sensory Language that Creates Imagery


Text: Willie and the All-Stars and Pink and Say


BEFORE THE LESSON

1. Create the Sensory Language that Creates Imagery Anchor Chart with the definitions completed, the

text titles, and the examples of sensory language filled in but leave the rest of the chart blank.

Sensory Language that Creates Imagery Minilesson

1. Display Sensory Language that Creates Imagery Anchor Chart and discuss how authors use sensory

language to create images for the reader.

sensory language –

o words and phrases the author uses to appeal to the reader’s 5 senses (sight, taste, touch,

smell, and hear)

o words and phrases the author uses to evoke emotion or feeling

o Good readers use the author’s language to play a “movie” in their mind as they read

o Sensory language and imagery makes that “movie” more vivid and realistic

2. Model using the examples of sensory language and imagery in the first two rows of the Sensory

Language that Creates Imagery Anchor Chart.

3. Independent Practice: Students will use the text Pink and Say and the last example of sensory

language on the anchor chart to complete the last two columns of the chart in their Reading Notebook.

Students will also use what they have learned about sensory language to complete the response

question: What would change for the reader if authors did not use sensory language?


Practice.


Sensory Language = the language the author uses to create images by

appealing to the reader’s senses

Imagery = one type of sensory language the author uses to create a visual or mental

picture

Text

Sensory Language (example from the text)

Illustration (what you visualize based on the

author’s words)

The author uses

the description to

show—

Willie &

the All-

Stars

“Willie would close his eyes and feel just like he was

at Wrigley Field, his heart pumping to the sound of

balls slamming into mitts, sending puffs of old leather

dust into the afternoon sunlight as waves of fresh-cut

grass tickled his nose.”

I see a late afternoon baseball game.

(You can draw this for your

students.)

how much Willie loved

baseball and everything

about it. It also shows how

much Willie wanted to go to

Wrigley Field because it was

a place that was “alive” with

all things baseball.

Willie &

the All-

Stars

“And then there were the Negro League players. A

ragtag collection they were, in uniforms tattered and

faded from too many trips up and down backcountry

roads. Shoes softened and worn with age and

memories of two or three games a day. Baseball

gloves patched up, tied and retied too many times.”

I see a team of white players with

pristine uniforms and the best

equipment, but then I see a team of

black players who are in hand-me

downs and have old equipment. (You

can draw this for your students.)

the difference in the way the

Major League players and the

Negro League players were

dressed and how they acted

before a huge game.

Pink and

Say

“Then fever must have took me good, ‘cause I could

feel a cool sweet-smelling quilt next to my face. Soft,

gentle warm hands were strokin’ my head with a cool

wet rag cloth.”


Sensory Language = the language the author uses to create images by appealing to the

reader’s senses

Imagery = one type of sensory language the author uses to create a visual or mental picture

Text

Sensory

Language (example from the text)


author’s words)

The author uses

the description to

show—

Willie & the

All-Stars

“Willie would close his eyes and feel

just like he was at Wrigley Field,

his heart pumping to the sound of

balls slamming into mitts, sending

puffs of old leather dust into the

afternoon sunlight as waves of

fresh-cut grass tickled his nose.”

Willie & the

All-Stars

“And then there were the Negro

League players. A ragtag collection

they were, in uniforms tattered and

faded from too many trips up and

down backcountry roads. Shoes

softened and worn with age and

memories of two or three games a

day. Baseball gloves patched up,

tied and retied too many times.”

Pink and Say

“Then fever must have took me

good, ‘cause I could feel a cool sweet-

smelling quilt next to my face. Soft,

gentle warm hands were strokin’ my

head with a cool wet rag cloth.”


Lesson 30

Sensory Language that Creates Imagery


Text: Old Yeller, Dangerous Crossing, and Elisa’s Diary


BEFORE THE LESSON

Sensory Language that Creates Imagery Minilesson

1. Under the document camera, use your Teacher’s Reading Notebook to display the Sensory Language

that Creates Imagery Chart and review how authors use sensory language to create images for the

reader.

sensory language –

o words and phrases the author uses to appeal to the reader’s 5 senses (sight, taste, touch,

smell, and hear)

o words and phrases the author uses to evoke emotion or feeling

o Good readers use the author’s language to play a “movie” in their mind as they read

o Sensory language and imagery makes that “movie” more vivid and realistic

2. Distribute Sensory Language and Imagery Chart to students.

3. Model locating sensory language and imagery when reading page 280 of Dangerous Crossing. “Mr. Adams, you are going to embark under very threatening signs. The heavens frown, the clouds

roll, the hollow winds howl, the waves of sea roar upon the beach.”

Fill in the example of sensory language on the chart and complete the illustration and the final

column for that example of sensory language.

4. Independent Practice: Students will use the texts Old Yeller and Elisa’s Diary to locate, illustrate,

and explain two more examples of sensory language and imagery. They will record this on the chart to

complete two rows of the chart in their Reading Notebook.


Practice.


Sensory Language = the language the author uses to create images by

appealing to the reader’s senses

Imagery = one type of sensory language the author uses to create a visual or mental

picture

Text

Sensory Language (example from the text)


author’s words)

The author uses

the description to

show—

Old Yeller

Elisa’s

Diary


Lesson 31

Inferring

Lesson Overview: Fig. 19D

Text: Old Yeller


BEFORE THE LESSON

Inferring Minilesson

1. Under the document camera, display the Inference Handout and review the definition of an inference.

2. “Sometimes you need to make an inference using text evidence and background knowledge.” Read the

text evidence in the first row.

3. Model writing your background knowledge on the chart in the first row.

4. Think aloud about how readers use text evidence and their schema to infer ideas about the text. Model

composing the inference and then write it on the chart in the first row. (See the completed Sample

Handout.)

5. Independent Practice: Students will complete the Inference Handout in their Reading Notebook

using the text Dangerous Crossing.


Practice.




= Inference

But that day when I saw him (Arliss) in the spring, so helpless against the angry she bear, I learned different. I knew then that I loved him as much as I did Mama and Papa, maybe in some ways even a little bit more. So it was only natural for me to come to love the dog that saved him. After that, I couldn’t do enough for Old Yeller.

Sometimes my brother annoyed me when I was younger, but honestly, I can’t imagine my childhood with him. He made everything we did (almost everything) a little more fun.

The encounter with the bear bonds

Arliss, Travis, and Old Yeller together for life. They are closer to one another and realize how much they love each

other after a close call.

But the real adventure still lay ahead. Americans would need much help to achieve their freedom, and Johnny and his father were glad to be a part of it.

John Adams was a man full of words and ideas, but he wasn’t afraid to fight for what he believed in.


Lesson 32

Bridging: Sensory Language and Imagery




BEFORE THE LESSON

1. Using the stems from the Bridging Handout, write questions for Willie and the All-Stars, Old Yeller,

and/or Pink and Say. Write the questions on sentence strips, a colored sheet of paper, or a half-sheet

Anchor Chart. You will add these to your Sensory Language that Creates Imagery Anchor Chart

during the lesson.

Using the story Pink and Say, a possible question could be:

The author says that Say’s “heart ached at the thought of tellin’ her we’d be leavin’ soon to emphasize

that – (He was dreading telling Moe Moe Bay that they were leaving and that he’d have to go back to the

war.)

Bridging: Sensory Language and Imagery Minilesson

1. Display the Sensory Language Anchor Chart, and explain that test makers have certain language

that they use when they write test questions.



2. Using the questions you wrote for Willie and the All-Stars, Old Yeller, and/or Pink and Say, read

the first question and explain what the question is asking the reader to do. Then model using the

appropriate Anchor Chart and the evidence from the text to support your thinking in crafting your

answer.






Practice.


Bridging

Read this sentence from the story.

(insert example of imagery)

The imagery used allows the reader to know

that—

The author says that ______ (character)

“________”(sensory language that describes something about the

character) to emphasize that –

5.8A


Block 1: Fiction


33

TEKS: Fig. 19 A-C, 5.3



when reading.



when reading traditional literature.

Focus: Traditional Literature Genre Immersion

Text: Skywoman and Turtle (Journeys)

Approach: IRA


34

TEKS: Fig. 19 A-C, 5.3



when reading.



when reading traditional literature.

Focus: Traditional Literature Genre Immersion

Text: Lon Po Po (CSCOPE Collection)

Approach: IRA


35

TEKS: 5.3

Obj: We will analyze, make inferences, and

draw conclusions about theme and genre in

different cultural, historical, and


from the text to support our understanding.

Product: We will analyze, make inferences,

and draw conclusions about theme and

genre in different cultural, historical, and


from the text to support our understanding.

Focus: Traditional Literature Genre Study

Text: Skywoman and Turtle (Journeys) and

Lon Po Po (CSCOPE Collection)



Traditional Literature Genre Anchor Chart

36 TEKS: 5.6A, 5.6/Fig. 19D




events.




future events.

Focus: Understanding Plot and Foreshadowing




Understanding Plot and Foreshadowing

Anchor Chart and/or Handout

37 TEKS: 5.6B, 5.6/Fig. 19D

Obj: We will make inferences about text and

use textual evidence to support

understanding.

Product: I will make inferences about text

and use textual evidence to support

understanding.

Focus: Understanding Characters




Understanding Characters Handout


Lesson 33 Traditional Literature Genre Immersion and Monitoring Comprehension


Text: Skywoman and Turtle (Journeys, Unit 2, Lesson 6, pg. 164)


BEFORE THE LESSON


the text:

o After reading the first page, ask: How does the author help you imagine what the

Haudenosaunee people believed about the world?

o After reading the second page, ask: – How do you know that this isn’t a true story? Turn

and talk to your partner about your thinking.

o At the end of the myth, ask: – How are the characters in this myth the same as or difference

from the characters you read about in other stories?

Interactive Read Aloud (IRA) Skywoman and Turtle

1. Introduce Text: You might say…

An origin myth is a type of traditional literature that comes from different cultures all over

the world. Does anyone know what the word origin means? (Have a few students respond.)

The origin of something is where it began or how it started. An origin myth is a made-up

story about how something real came to be. Read the introductory paragraph before the

myth.



Stopping Points –

o After reading the first page, ask: How does the author help you imagine what the

Haudenosaunee people believed about the world?

o After reading the second page, ask: – How do you know that this isn’t a true story? Turn

and talk to your partner about your thinking.

o At the end of the myth, ask: – How are the characters in this myth the same as or difference

from the characters you read about in other stories?

3. In closing, you might say: “Tomorrow, we will read another type of traditional literature.”

4. Reading Workshop: Students engage in Reading Workshop when they complete the

Independent Practice.


Lesson 34 Traditional Literature Genre Immersion




BEFORE THE LESSON


the text:

o After the wolf blows out the candle, ask: How is this version of Little Red Riding Hood

different or the same from the version we know?

o After Shang tells Po Po about the ginko nuts, ask: – What do you predict Shang is

planning? Turn and talk to your partner about your predictions and make sure you use text

evidence to support them.

o At the end of the fairy tale, ask: – Fairy tales were originally told to teach children lessons.

What lesson did the children learn in this fairy tale?

Interactive Read Aloud (IRA) Lon Po Po

2. Introduce Text: You might say…

Who has read or heard the story “Little Red Riding Hood?” What was it about? (Have a

few students respond.) Did you know fairy tales like “Little Red Riding Hood” are told all

over the world? This fairy tale is a version of “Little Red Riding Hood” that originated in

China. I want you to notice the similarities and differences between the story you know and

this story as I read it to you today.



Stopping Points –

o After the wolf blows out the candle, ask: How is this version of Little Red Riding Hood

different or the same from the version we know?

o After Shang tells Po Po about the ginko nuts, ask: – What do you predict Shang is

planning? Turn and talk to your partner about your predictions and make sure you use text

evidence to support them.

o At the end of the fairy tale, ask: – Fairy tales were originally told to teach children lessons.

What lesson did the children learn in this fairy tale?

5. In closing, you might say: “Tomorrow, we will be creating an Anchor Chart with Characteristics

and Noticings of Traditional Literature.”


Practice.


Lesson 35 Traditional Literature Genre Study

Lesson Overview: 5.3, 5.6, Fig. 19A, Fig. 19B, Fig. 19C

Text: Skywoman and Turtle and Lon Po Po


BEFORE THE LESSON

1. Create the Traditional Literature Genre Study Anchor Chart leaving both columns completely blank. You


Traditional Literature Genre Study Minilesson

1. Display the Traditional Literature Genre Study Anchor Chart and discuss the definition of Traditional

Literature with your students.

2. Explain that all types of Traditional Literature have certain characteristics. SAY: “We read two

examples of traditional literature: Skywoman and Turtle and Lon Po Po. Ask: “What did these stories

have in common?”

Facilitate discussion using the bullet points below. You may have to model YOUR thinking about the

Genre Noticings.


fictional and have been shared for years and years all over the world

the author made them up with a specific purpose in mind – to teach children lessons about life

characters could be like real people, have magical elements, have exaggerated traits or abilities, or

could be talking animals/objects

usually set long ago, often where the story originated

each story has a unique plot

the story was created with a message to the reader called a theme; the theme is often a lesson about

life; may explain how something came to be

different versions of the same story are told in different cultures and places

there are many subgenres of traditional literature: fable, folktale, fairy tale, tall tale, trickster tale,

myth and each has its own unique features

3. Complete the Genre Noticings column of the Traditional Literature Genre Study Anchor Chart.

4. Distribute a copy of the Traditional Literature Genre Study Anchor Chart with the Noticings already

filled in.

.

5. For each Noticing, cite a text example from one of the books read this week, and record it in the Book

Examples column of the Traditional Literature Genre Study Anchor Chart. Students will do the same


on their copy. Paste the completed Traditional Literature Genre Study Anchor Chart in the Whole

Group Section of their Reading Notebook.

6. Reading Workshop: Students engage in Reading Workshop when they complete the

Independent Practice.


Traditional Literature - is short, made-up stories that have been

retold over and over for many years

Noticings

Author’s Purpose: to entertain; to

teach a lesson

Characters: could be like real people

or have exaggerated traits or amazing

abilities; talking animals and objects

are common in traditional tales;

characters are usually good or evil

Setting: usually set long ago in a

specific place; usually where the story

originated

Plot: what happens in the story could

have magical elements or events that

are unrealistic; includes a problem

characters face, a series of events as

they try to solve the problem, and a

resolution

Subgenres: fable, folktale, fairytale,

tall tale, trickster tale, myth, each

having their own unique features

Theme: the lesson that the author

wants to teach readers; often tells the

beliefs of a group of people; may

explain how something came to be

Book Examples

Author’s Purpose:

Characters:

Setting:

Plot:

Subgenres:

Theme:


Lesson 36

Understanding Plot and Foreshadowing


Text: Lon Po Po


BEFORE THE LESSON



Understanding Plot and Foreshadowing Minilesson

1. Display Plot Line Anchor Chart OR place the Plot Line Handout underneath the document camera.

Review the definition of each component of the plot.

2. Explain that most types of Traditional Literature have a unique plot that the author uses to convey his

message to the reader by using characters who have a problem and how they resolve their conflict in the

story.

3. Fill in the Plot Line Anchor Chart OR the Handout with your students using Lon Po Po.

4. Review how authors often use foreshadowing to give the reader a sense of urgency, wanting to know

what will happen next and how events in the plot influence future events.

5. Identify which events hint at future events in Lon Po Po. Using a sticky note, explain how the events

give rise to future events, place the sticky note by the example of foreshadowing, and draw an arrow to

the event it hinted at on the Plot Line.

6. Independent Practice: Students will read Zeus and the Titans (Journeys) and complete a Plot Line

in their Reading Notebook using the handout provided, and add some examples of foreshadowing to

their completed Plot Line.


Practice.


Plot Line

Title:_________________________

Problem/Conflict


Ending







Foreshadowing = hints or clues the author gives the reader about future

events


Plot Line

Title:


Lesson 37



Text: Lon Po Po


BEFORE THE LESSON

1. Locate text evidence about Lon Po Po or Shang. Use the text evidence to make an inference about the

character. Write the text evidence on the chart in the first column of the Understanding Characters

Handout.


1. Under the document camera, display the Understanding Character Handout and discuss how

Character’s Thoughts, Actions, and Words are clues that can help readers figure out the reasons

characters act the way they do. We can use these clues to make inferences about characters.

2. Model how to use character’s thoughts, actions, or words to make an inference for your students and

record your thinking in the first column on the Understanding Characters Handout.

3. Independent Practice: Students will use the text Zeus and the Titans (Journeys) and make two

inferences about characters based on their thoughts, words and actions in their Reading Notebook using

the Understanding Character Handout.


Practice.



Details such as what characters say and do are clues that the reader can use

to help them figure out the reasons characters act the way they do.

Character:Wolf from Lon Po Po, Epimetheus & Cronus from Zeus and the Titans,


Character’s Actions or Words (text evidence)

Tao and Paotze rushed to their Po Po and wished to be hugged. The old wolf help Tao. “Good child, you are so plump.” He embraced Patoze. “Good child, you have grown to be so sweet.”

With the word at peace, Zeus gave the two Titan brothers a new job – creating people and animals Zeus told them to give their creations special gifts, such as speed and keen vision. However, one brother, Epimetheus used up all the gifts on the animals. What was left for people?—pg. 318

Uranus, the Titans’ father, had a cruel side. He treated some of his children badly. Only the youngest Titan, Cronus, was brave enough to challenge and defeat him. As a result, Cronus became the ruler of both earth and sky. But his rule would be temporary.—pg. 316

The Wolf’s words show that --

Epimetheus’s actions imply that --

Based on Cronus’s actions, the reader can infer that --

Inferences


Block 1: Fiction


38

TEKS: 5.3B

Obj: We will describe the phenomena

explained in origin myths from various

cultures.

Product: I will describe the phenomena

explained in origin myths from various

cultures.

Focus: Phenomena in Origin Myths

Text: Skywoman and Turtle (Journeys)



Phenomena in Origin Myths Anchor Chart

39

TEKS: 5.3A, Fig. 19F

Obj: We will compare and contrast the



Product: I will compare and contrast the



Focus: Comparing Themes




Comparing Theme Anchor Chart

40

41

42

Flex Day

Flex Day

Unit Assessment Deadline


Lesson 38

Phenomena in Origin Myths


Text: Skywoman and Turtle


BEFORE THE LESSON

1. Create the Phenomena in Origin Myths Anchor Chart, completing the definitions but leaving the rest

of the chart blank.

Phenomena in Origin Myths

1. Display the Phenomena in Origin Myths Anchor Chart and discuss how these types of texts are based

on a specific group of people’s belief and explain how something real came to be. Discuss the definition

of Phenomena.

2. Distribute a copy of the Phenomena in Origin Myths Anchor Chart to students.

3. Model using Skywoman and Turtle how write events that included phenomena on the chart for your

students and explain that the Theme is explaining how something came to be. Model completing the

blank.

4. Independent Practice: Students will use the text Zeus and the Titans (Journeys) and Journey to

Cuzco (Lesson 30, Journeys Student Magazine, pg. 64) and complete the last 2 rows of the chart.


Practice.


Phenomena: remarkable, unbelievable events that take

place

Origin Myth: short, made-up story that explains how

something real came to be

Title Events that included Phenomena Theme

Skywoman and Turtle

This myth explained the origin of _______________.

Zeus and the Titans


Journey to Cuzco



Lesson 39

Comparing Themes


Text: Willie and the All-Stars, Old Yeller, Pink and Say, Elisa’s Diary, The Case of the Missing Deer,

Ira Sleeps Over, and Lon Po Po.


BEFORE THE LESSON

1. Display your previously completed Comparing Themes Anchor Chart.

Comparing Themes Minilesson

1. Display Comparing Themes Anchor Chart and review it with your students.

2. Tell students to locate their Comparing Themes Handout in their Reading Notebook.

3. Using the Common Themes Anchor Chart and Understanding Theme, review how we, as readers,

can infer a theme of a text.

4. Ask students to come up with a theme for Lon Po Po (Courage and Honesty), and see if it fits anywhere

on the Comparing Themes Anchor Chart. (See Sample Anchor Chart)

5. Independent Practice: Students will explain the theme of COURAGE AND HONESTY using Lon

Po-Po and complete the entire rows including writing a theme statement and writing the title on the

chart in their Reading Notebook.


Practice.



story.


or similar.



Never Give Up



Friendship


Acceptance

Being clever and courageous can pay off and help you out of difficult situations.

Courage

Lon Po-Po

Being honest is always the best choice; lies only get you into more

trouble. Honesty

Lon Po-Po



story.


or similar.



Never Give Up



Friendship


Acceptance

Courage

Honesty


Documents

Block 1: Fiction - Midland High School · 5th Grade 2 Block 1: Fiction Lesson Objective & TEKS Procedure 1 TEKS: 5.9A Obj: We will read independently for a sustained period of time