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S18 Template for Illinois Reads Final Curriculum CIEP 329

Illinois Reads Books This curriculum plan and the interactive strategy and technology based resources are worth a combined 50% of your course grade. This completed template is worth 25% of your course grade.

Title of Book Red: The True Story of Red Riding Hood by Liesl Shurtilff

Title of Unit Mini Unit

Grade level (interest) 5th Grade Reading Grade level 5-7

Lexile Level 620L Guided Reading level V A. Purpose for

Instruction/ Essential

Questions/ Theme

The purpose for this unit is to provide supplementary activities and lessons that will help students better understand the story. Through the reading strategies of determining importance, comparing and contrasting, questioning, predicting, inferencing, and analyzing tone, students will acquire skills they can use with multiple texts. They will analyze the text and its characters, develop questions, and apply knowledge from personal experiences and from the story to analyze the text as a whole.

Essential Questions:

How does questioning the text help us better understand what we read? How does the author’s language help us understand different characters’ points of view? Why are specific character traits necessary to the story? How does knowing major and minor themes help me as a reader?

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Hunt LUC B. Alignment to the depth of the Common Core – Standards addressed and assessed

CCSS ELA Standards

[Reading, Writing]

4 required, you may

identify up to 6 if you

are writing six

lessons

1. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.  2. CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).  3. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.  4a. CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.    4b. CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

C. Student Learning Outcomes – Targeted unit goals

Students will identify the major and minor themes of a novel. Students will understand the different characters of the book and how each of their character traits adds to the story and makes it unique. Students will examine a section of the book and formulate questions. Students will sort sample words from the text by predicting how words correspond to story structure categories. Students will compare common fairy tales to the how they are told in the story. Students will create a diary entry from the perspective of one character.

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Hunt LUC D. Text Sections to be read closely with plans to support reading and discussion – identify pages

Lesson 1: Chapters 4-7 (Sorting Themes) Lesson 2: Chapters 8-10 (Comparing and Contrasting Red & Goldie) Lesson 2: Chapters 11-13 (Questioning) Lesson 3: Chapters 14-18 (Vocab-o-gram) Lesson 4: Chapters 18-23 (Compare and Contrast) Lesson 4: Writing diary entry for particular character *Lesson 5: *Lesson 6: * Required for picture books

Academic Language to

be supported at word,

syntax and discourse

levels

Vocabulary

Tier 2 Words

desperation (p. 4), indignation (p. 4), sinister (p. 49), vulnerable (p. 55), persistent (p. 63), perils (p. 121), exposed (p. 131)

Tier 3 Words

enchantment (p. 1), elixir (p. 1), ailments (p. 16), concoction (p. 21), destiny (p. 37)

Top of Form

Bloom’s Levels Addressed: (Check all that apply)

Remembering ✓Analyzing Understanding Evaluating ✓Applying ✓Creating

Bottom of Form

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Hunt LUC E. Instructional Lessons

Research Based

Strategies

[Tied to STW &

standards]

List the strategies that you plan to emphasize: 1. Determining Importance 2a. Comparing and Contrasting. 2b. Questioning, 3. Predicting 4a. Comparing and Contrasting 4b. Inferencing, Analyzing Tone (Close Reading)

Brainstorming for Lessons

Interactive

activities for

each lesson

1. SmartBoard activity where students classify themes of the story as major or minor themes. 2. SmartBoard activity with a Venn Diagram. Students will choose characteristics to compare and contrast the characters of

Red and Goldie. SmartBoard activity where students ask questions about the story. Questions will range from ones that can be answered shortly, ones that will be answered later in the book, and ones that may not be answered at all.

3. SmartBoard Vocab-o-gram. Students will use vocabulary from the book to make predictions about the setting, the characters, the problem or goal, the actions, the resolution, and the theme.

4. Smartboard activity comparing and contrasting how the fairy tales are represented in the book to how the fairy tales are normally told.

Plans for four instructional lessons, including examples of text dependent questions, graphic organizers and

technology based original interactive materials

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Objective:

Procedure

Lesson One:

Technology

pages:

Students will identify the major and minor themes of chapters four through seven.

- Students should have read up to chapter seven. - Specifically using chapters four through seven, students will determine the major and minor themes presented. 1. Teacher will pull up the vortex SmartBoard page created for this lesson and give students a graphic organizer to

accompany the page. The graphic organizer will be a table made up of four squares. 2. Students will be asked what a theme is. They will then be asked to turn and talk with a partner to discuss what a major

theme is versus a minor theme. (i.e. a major theme is a significant idea while a minor theme is a brief idea.) 3. Teacher will model on the SmartBoard how to classify the themes for the activity. (“Hope” is major because Red wants

to find a cure for her grandmother. “Team work” is minor because Red does not want Goldie around.) 4. As a whole group, students will classify the given themes as major or minor by dragging them into the vortex; there are

correct answers. 5. Students will list the themes in their graphic organizers. The categories are “Major” and “Minor,” and the top row is for

chapters four through seven. Students will have a chance to revisit the organizer and themes at a later point in the book and reclassify the themes if necessary on the bottom row.

6. As a group, students can share out any additional themes they believe could be added to their organizers.

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Objective:

Procedure

Lesson Two:

Students will understand the different characters of the book and how each of their character traits adds to the story and makes it unique. Students will examine chapters 11-13 and formulate questions that may or may not be answered.

- Students should have read up to chapter 13. - Specifically using chapters 8 through 10, students will compare and contrast the two main characters of Red and Goldie. - Specifically using chapters 11 through 13, students will classify questions as ones that might be answered right away,

ones that might be answered later in the story, and ones that may never be answered. 1. Teacher will pull up the Venn Diagram SmartBoard activity. 2. Students will be asked what a Venn Diagram is used for. They will be comparing and contrasting Red and Goldie. 3. Teacher will model how to categorize the characteristics. (Red is annoyed with how much Goldie talks, she is talkative.

Red is mean to Goldie, she is harsh.) 4. Students will categorize the characteristics listed into the Venn Diagram by interacting with the SmartBoard. Teacher

will remind students to focus on these characters as they have been presented up until chapter 11. 5. After the Venn Diagram activity, teacher will pull up the SmartBoard activity of a table with questions and pass out a

graphic organizer to the students to accompany the SmartBoard page. 6. Teacher will model how to sort the questions. (These are the purple questions. Red does not like the effects of the potion,

she will probably not take it with her. Red and Goldie will continue to travel together, she may or may not get her memory back, but it is likely to be discussed in the story later. Red and Goldie do not stay to talk to the witch, they will probably never find out how the potion is made,)

7. Students can classify the questions on the SmartBoard however they wish, giving reasoning for their choices. 8. After completing the SmartBoard activity, students will use their graphic organizers to write down the questions in their

respective categories. Students can then write any questions they may have and classify them on their own.

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Technology

pages:

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Objective:

Procedure

Lesson Three:

Technology

pages:

Students will sort sample words from chapters 14-18 by predicting how words correspond to story structure categories.

- Students should have read up to chapter 14. - Specifically using words and phrases from chapters 14 through 18, students will make predictions about them in relation

to story structure. 1. Teacher will pull up Vocab-o-Gram SmartBoard activity and pass out a graphic organizer to accompany the SmartBoard

page. 2. Teacher will model how to make predictions with a word or phrase. On the SmartBoard, these are cloned, terms may be

used in more than one location. 3. Students will make predictions on their own graphic organizers, then share out whole class to predict on the SmartBoard

page, interacting with it. 4. Students will then read silently up to chapter 19. 5. After reading, students will revisit their graphic organizer and adjust (A) or confirm (C) their predictions. They may share

with a partner how their predictions changed or stayed the same.

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Objective:

Procedure

Lesson Four:

Students will compare common fairy tales to the how they are told in the story. Students will create a diary entry from the perspective of one character.

- Students should have read up to chapter 23. - Specifically using chapters 18-23, students will compare and contrast fairy tales from how they are typically told to

how they are presented in the story. 1. Teacher will pull up SmartBoard activity for the lesson and pass out a graphic organizer to accompany the SmartBoard

page. 2. Teacher will model how to classify some descriptions. (“Three bears” belongs under Goldie’s fairy tale, “dwarves”

belongs under Goldie’s story in Red.) All descriptions are cloned and can be used in more than one area. 3. Working in small groups, students will classify the descriptions of the fairy tales to their respective categories. If no

student in the group is familiar with a fairy tale, they can receive assistance from the teacher. 4. After the groups have classified the descriptions, the class will do so as a whole for the SmartBoard page. 5. Students can then share out if their culture has a similar fairy tale from the ones discussed or a common fairy tale from

their culture other students may not have heard of. 6. Students will then read silently and finish the book. (Chapters 24-26 and Epilogue) 7. After finishing the book, students will construct a diary entry from the perspective of a character other than Red. They

must choose a scene in the book and write it through the eyes of another character present. They must state the pages or chapter they use a scene from. This will be handed in when completed.

Teacher questions to ask students for diary entry: What does it look like through their eyes? How are they feeling? What are they wanting to do? What are they thinking about? Example diary entry to share with students: Chapter 15 Dear Diary, Today I almost got away with stealing a little girl. She had pretty yellow hair that I could easily grab and pull with me into the water. Except this nasty girl with a red cloak took her away from me. I was only trying to drown her… I would have had both of them if it weren’t for that cloak. I’ve been burned badly by it once before by another witch. It does get awfully lonely down here. Sometimes I really do just want someone I can hang out with. I guess I’ll have to wait until someone else comes along. Sincerely, Sprite

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Technology

pages:

Plans for

Formative

and

Summative

Assessment

linked to

standards and

learning

outcomes

(objectives)

Formative assessments: - Thematic graphic organizer - Character Venn Diagram - Table of questions - Vocab-o-gram activity sheet

Summative Assessment:

- Students will write a diary entry from the perspective of another character besides Red.

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Name _________________________________ Date ______________

Classify themes as major or minor themes. Use the top row for Chapters 4-7. Use the bottom row if there is a theme change later in the book.

Major Themes Minor Themes

Name _________________________________ Date ______________

Questions that will be answered right away

Questions that will be answered later

Questions that won’t be answered

Name _________________________________ Date ______________

Red Vocab-o-Gram

Use these terms and phrases to make predictions about chapters 14-18.

Wolf hunted sprite Borlen invoke a charm

enchanted castle The Magic Hearts The Red Roses

follow the dwarf dwarf caverns disguise Red

River Horst Goldie monster Red’s cloak heart’s desire

The Setting

The Characters

The Problem or Goal?

The Actions

The Resolution

Mystery Words

Name _________________________________ Date ______________

Compare and contrast fairy tales found in Red.

Goldielocks and the Three Bears in Red

Beauty and the Beast fairy tale Beauty and the Beast in Red

Goldielocks and the Three Bears fairy tale

FINAL_EL SmartBoard Lessons complete.notebook

1

March 16, 2018

Feb 25­12:12 PM

What are the major and minor themes of the story? (Chapters 4­7)

Feb 6­6:09 PM

Questions that will be

answered shortly.

Does Red take the potion

 with her?

Questions that will be answered later.

Questions that won't be answered.

How did the witch make the potion?

Will Red try to find 

another cure?

Will Goldie get her memory back?

Will the Wolf hurt Red?Will Grandma get better?Will Goldie run off on her own?

Has anyone else drank the wine?

Will the witch find out

 about her husband?

Chapters 11­13

Mar 19­7:45 AM

Compare and Contrast Red and Goldie. (Chapters 8­10)

Red GoldieAnxious about the unknown

Knowledgeable

Talkative

Cheerful

Naive

Harsh

Doubtful

Brave

Feb 26­8:16 PM

The Actions

The Characters

The Setting

The Resolution

The Problem or Goal Mystery Words

Vocab-o-Gram (Chapters 14-18)

Wolf

hunted

monster

Red

Goldie

sprite

heart's desire

river

Horst

disguise

Borlen

enchanted castle

follow the dwarf

dwarf caverns

invoke a charm

Red's cloak

The Red Roses

The Magic Hearts

Feb 26­10:56 PM

Compare and Contrast fairy tales. (Chapters 18-23)

Goldie Locks and the Three Bears fairy tale Goldilocks and the Three Bears in Red

Beauty and the Beast fairy tale Beauty and the Beast in Red

- Three bears

- Goldilocks

- Too hot, too cold, just right

- Too hard, too soft, just right

- dwarves - Too gravely, rock solid, slides down well

- Can feel the rocks, unsafe, cozy

- Beauty- Beast

- Beast is cursed by a witch

- Enchanted castle

- Roses

- Red and Goldie as Beast's servants

- Beast wants to live forever

- Beast is Beauty