Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Da y in Un i t

*Content Strand *Learning Target / Essential Q’s -I Can/ WHY??/ How do you know? Curriculum document Common Core

Tasks Engagement www.marshall.kyschools.us/ Thoughtful Ed Links Engagement Cube

Literacy: Literacy Ideas

Vocabulary Activities Activities II

Assessment F –Formative S-Summative College Readiness Strategies ; More Ideas

Differentiation T-Task ; S-Special Needs ; G-Gifted/Accel. Wiki ; 9 Types Big Explanation Tool MAP Site ; FCRR

Resources/ Technology 50 Ideas HMonline

1 Pre-assess (all essential) Read-aloud (all essential RL)

Pre-assessment

Begin multimedia read-

aloud (teacher-chosen)

~Continue Daily

~Tasks: plot volcano;

characters charts; elements

of fiction; comprehension;

multimedia/visual elements;

modeled fluency

Personal Response (PR) Choice (C) Write/Share about a time you were spooked OR about a small mystery you solved in your life.

--- Pre-assessment: Journeys Comprehensive Screening Assessment Think Back Thurs. (TBTQ) (passage with spiraled comp questions— alternate ER, SA, & MC)

--- HMonline Multimedia elements to the Read-Aloud

2 RL.5.4 I can use various

strategies (e.g. context clues, root words, affixes) to determine the meaning of words and phrases (S).

What do good readers do? Why does fluency matter?

L.5.4a I can infer the meaning of

unknown words using context clues (i.e. definitions, synonyms/antonyms, cause/effect relationships, comparisons found in surrounding text (R). When a word doesn’t make sense, what can I do?

A Package for Mrs. Jewls Before Reading (BR):

Intro Vocabulary

HM Read-Aloud T12-13; when they hear each vocab word students clap (projectable 1.1)

P18-19 & Guided Practice T16

Read background 20-21

Introduce 5 elements of fiction

Use Three Little Pigs to model Story Structure Map p21 Retell Hand

Picture Walk to predict/infer

Story Structure (elements) Summarize Expression VCV Syllable Pattern Context specialty disturbing collapsed squashing shifted numb staggered struggled wobbled interrupted (See centers) (Intro Vocab HM)

Guided Practice T16 Centers Stories 1&2 (Jewls & Blasting) Vocabulary: cards; reader; act-out (for stories 1 and 2) Comp. Skills: Projectable 1.2 Fluency: 6 min. sol. Leveled Readers Writing: Short Response p33 Integration: BrainPop Gravity & activity (g.o. observation chart) T62-63 (Skill) T71 (Decoding) Leveled Readers

Online Vocab

Cards

Projectable

Retell Hand

Poster

Elements of

Fiction song

(Marcum)

BrainPop

adairville

cardinals

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

3 RL.5.4 I can distinguish between

literal (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean (R).

RL.5.6 I can identify basic points

of view as first person (narrator tells about her/himself; "I"), second person (narrator talks directly to reader; "you"), or third person (narrator tells about others; "he/she/it") (K). I can describe how events in a text are influenced by point of view (S).

Why does author's choice matter? What makes a story a great story? What do good readers do? Why does fluency matter? What funny events lead Louis to Mrs. Jewls’s classroom?

During Reading (DR):

Story Structure Map p21

Stop &Think and Guided Questions (teacher manual)

Model: read 2 different ways (independent, partner, whole-group, online)

graphic organizer-Story Map Learning with Others (LwO)…See “Centers”

specialty disturbing collapsed squashing shifted numb staggered struggled wobbled interrupted (See centers) (Intro Vocab HM)

Story Map p21 “Centers 1&2” c’td T57 HM Small Group

Online

option:

HMonline

4 RL.5.4 I can distinguish between

literal (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean (R).

Why does author's choice matter? What makes a story a great story?

What funny events lead Louis to Mrs. Jewls’s classroom?

After Reading (AR):

T&T p33

Retell Hand

Theme Map T36-T41

LwO)…See “Centers” graphic organizer Story Map

PBp1 Leveled G&G

Lvld Grab&Go

“Centers 1&2” c’td

Writing Link: Write to Express Focus Trait: Ideas HMonline

online book

5 RL.5.4 L.5.4a What do good readers do? When a word doesn’t make sense, what can I do?

Read Questioning Gravity BR: introduce Reader’s Theater style of reading DR:

read in groups of 4

Guided Questions AR: T2Sp37 whole class/ind.

LwO)…See “Centers” PR… T2Sp37 clear/modeled exp. (CME)…read in groups

specialty disturbing collapsed squashing shifted numb staggered struggled wobbled interrupted (See centers) (Intro Vocab HM)

Weekly V Test 1.2-1.3 Weekly S Test 1.4-1.5 Center Work

“Centers 1&2” c’td

HMonline

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

6 RI.5.4 I can identify general

academic words or phrases (different ways to say the same thing) in a text (K). I can indentify a domain specific words or phrases (content words) in a text (K). I can use various strategies (e.g. context clues, root words, affixes) to determine the meaning of general academic and domain-specific words and phrases in a text (S). I can locate and use resources (e.g. glossary, footnote, dictionary) to assist me tin determining the meaning of unknown words and phrases (S). Why does author's choice matter? What makes a story a great story? RF.5.3a I can analyze the

structure of words by finding compound words, roots, prefixes, suffixes, and syllables. (R) I can use my analysis of word structure to help me decode unfamiliar multi-syllable words. (S) How do sounds and letters create words? When a word doesn't make sense, what can I do? L.5.4a I can infer the meaning of

unknown words using context clues (i.e. definitions, synonyms/antonyms, cause/effect relationships, comparisons found in surrounding text (R).

What do good readers do? When a word doesn’t make sense, what can I do?

Blasting Off Space Academy Before Reading (BR):

Intro Vocabulary Say, Clap, Spell method 1 rewards method word

HM Read-Aloud T12-13; have students clap when they hear each vocab word (projectable)

P42-43 & Guided Practice T88

Read background p44-45

Projectable 2.2/T90

Text/Graphic Features Question Accuracy vowel/consonant Prefixes non- un- dis- mis- function operator tethered version axis stimulate acute flawed delicate adjusted (See centers) (Intro Vocab HM)

Centers Stories 1&2

Readers’ Destination:

Graphic Features

(monitored) HMonline

T131 HM Small Group

HMonline

7 RI.5.2 I can define main idea

(who or what a text is mainly about) (K). I can determine two or more main ideas of a text (R). I can identify key details in a text and explain how they support the main ideas (R).

RI.5.3 I can use specific

information in a text (e.g. historical, scientific, technical) to idenfiy and explain the interactions between two or more individuals, events, idea, and/or concepts (R). What do good readers do? Am I clear about what I just read? How do I know?

During Reading (DR):

Features T-chart p45

Stop &Think and Guided Questions (teacher manual)

Read 2 different ways (independent, partner, whole-group, online)

Add more to T-chart!

function operator tethered version axis stimulate acute flawed delicate adjusted (See centers) (Intro Vocab HM)

“Centers 1&2” c’td Read second way- (optional)

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

8 L.5.4b I can recognize and define

common Greek and Latin affixes and roots (units of meaning) (R). I can break down unkown words into units of meaning to inger the definition.

L.5.4c I can verify my inferred

meaning of an unknown word by consulting reference materials (e.g. dictionaries, glossaries, thesauruses) (S).

After Reading (AR):

T&T p59

Discuss T-chart

“Out of this World” p59RI5.1 (students use t-chart to find needed info)

T114-115: non-un-dis-mis T110-T115

PBp13 Lvld Grab & Go PBp15 Lvld Grab & Go Center Work

“Centers 1&2” c’td

Lvld Grab&Go

Writing Link: Write to Express Focus Trait: Voice HMonline

online book

9 RI.5.1 I can quote accurately from

the text (S). I can read closely and find answers explicitly in the text ("right there answers") and answers that require inference (S). I can analyze an author's words and find quotes needed to support both explicit and inferential questions (S).

RI.5.3 I can use specific

information in a text (e.g. historical, scientific, technical) to idenfiy and explain the interactions between two or more individuals, events, idea, and/or concepts (R). RI.5.7 I can locate information

from multiple print or digital sources to answer questions and solve problems quickly and effiiciently (S).

What do good readers do? Am I clear about what I just read? How do I know?

Profile of a Skywalker BR: picture walk/inferences DR: Read with Guided Questions AR: Guided ERQ “Explain how Team Europa’s training could help them in a project like the one described in Profile of a Skywalker. Use specific examples in each text to support your answer. (Students may use t-chart to help them find info)

function operator tethered version axis stimulate acute flawed delicate adjusted (See centers) (Intro Vocab HM)

ERQ … (See Task) “Centers 1&2” c’td

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

1

0

RI.5.4 I can identify a domain

specific words or phrases (content words) in a text (K). I can use various strategies (e.g. context clues, root words, affixes) to determine the meaning of general academic and domain-specific words and phrases in a text (S). I can locate and use resources (e.g. glossary, footnote, dictionary) to assist me in determining the meaning of unknown words and phrases (S). Why does author's choice matter? What makes a story a great story?

Double Dutch

BR:

Intro Vocabulary Say, Clap, Spell 1 rewards method word

HM Read-Aloud T232-3; when they hear each vocab word students clap (projectable 4.1)

P94-5 & Guided Practice T236

Introduce sequence by mixing order of steps on p96; students work to put back in order

Read background p96-7 T238 with Projectable 4.2

Sequence

Monitor/Clarify

Phrasing/Pause

Digraphs Multisyllable Suffixes -ion-tion

unison

uniform

mastered

competition identical

element

routine

intimidated

recite

qualifying

(See centers) (Intro Vocab HM)

“Favorite Sequence”

Reader’s Destination (Post-It Inference, game) (Post-it Sequence, game)

Centers Stories 4&3 (Dutch, Off&Running) Vocabulary: cards; reader; act-out (3&4) Comp. Skills: Readers’ Destination: sequence Record the post-it you make in the game. “Favorite Sequence”, then Rdrs’ Destination (guided) Fluency: 6 min. sol. Leveled Readers Writing: “Favorite Seq.” Write a sequence of how you got good at your favorite activity. Simple: 5 steps Moderate: 7-10 Advanced: 10+ Integration: Readers’ Destination: Infer Record the post-it you make in the game. (open-ended)Monitor reader’s destination game; be available to read story to students

T277 HM Sm Grp

1

1

RI.5.2 I can define main idea

(who or what a text is mainly about) (K). I can determine two or more main ideas of a text (R). I can identify key details in a text and explain how they support the main ideas (R).

Am I clear about what I just read? How do I know?

RI.5.5 I can identify and explain

different structures used in informational text (e.g. chronology, compare/contrast, cause/effect, problem/solution) (K). I can determine the overall structure of an informational text (R).

Why does author’s choice matter?

DR:

Sequence Map p97

Stop &Think and Guided Questions (teacher manual)

Read 2 different ways (independent, partner, whole-group, online)

During 2nd

way of reading, students practice phrasing &

record digraph words.

unison

uniform

mastered competition

identical

element

routine

intimidated recite

qualifying

(See centers) (Intro Vocab HM)

“Centers 4&3” c’td Read second way— (optional)

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

1

2

L.5.4b I can recognize and define

common Greek and Latin affixes and roots (units of meaning) (R). I can break down unknown words into units of meaning to infer the definition.

RI.5.5 I can compare (determine

similarities) events, ideas, concepts, and/or information in two or more texts (R). I can contrast (determine differences) events, ideas, concepts, and/or information in two or more texts (R). I can analyze informational texts and determine if the structure chosen effectively relates events, ideas, concepts, or information (R).

Why does author’s choice matter?

RI.5.2 I can define main idea

(who or what a text is mainly about) (K). I can determine two or more main ideas of a text (R). I can identify key details in a text and explain how they support the main ideas (R).

Am I clear about what I just read? How do I know?

AR:

T&T p109

“Favorite” Sequence

Compare the structure of Double Dutch to Blasting Off

T2W p113

T 256-261

PR, Choice… “Fav

Sequence”

Graphic Organizer…

Venn Diagram

PB38 Lvld Grab&Go

PB39 Lvld Grab&Go

Center Work

“Centers 4&3” c’td

Lvld Grab&Go

PE Link: Show video of

local

“Jumping

Jaguars”

Have groups

create and

perform jump

rope routines.

(LwO, CME,

C, PR, SA)

Writing Link: Write to Express Focus Trait: Ideas HMonline

online book

1

3

RL.5.2 I can analyze details in a

text (e.g. how characters respond to challenges or how the speaker in a poem reflects upon a topic) to determine a theme (author's overall message) (R). What do good readers do? Am I clear about what I just read? How do I know?

RL.5.4 I can define and identify

various forms of figurative language (e.g. simile, metaphor, personification, alliteration, onomatopoeia) (K). I can distinguish between literal (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean (R).

Why does author’s choice matter? What makes a story a good story?

L5.5b I can recognize when an

author is using idioms, adages, and proverbs and determine his/her intended meaning (R).

How do I use what I know to figure out what I don’t know?

Read Score

BR: Prior knowledge of poems What Doesn’t Belong (WTB): poetry terms DR:

Whole group 1st

Partner 2nd

Individual 3rd

Guided Questions (T254) AR:

T2T p113 T256-261

unison

uniform

mastered

competition

identical element

routine

intimidated

recite

qualifying

(See centers) (Intro Vocab HM)

“Centers 4&3” c’td

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

14

RL.5.1 I can define inference and

explain how a reader uses direct quotes from a text to reach a logical conclusion ("Based on what I've read, it's most likely that...") (R).

What do good readers do? RF.5.3a I can use my analysis of

word structure to help me decode unfamiliar multi-syllable words IN context. (S) L5.4a I can infer the meaning of

unknown words using context clues (i.e. definitions, synonyms/antonyms, cause/effect relationships, comparisons found in surrounding text (R). When a word doesn’t make sense, what can I do? What do good readers do?

Off and Running Before Reading (BR):

Intro Vocabulary Say, Clap, Spell method 1 rewards method word 1 pronounce using context

HM Read-Aloud T158-9; when they hear each vocab word students clap (projectable 3.1)

P68-69 & Guided Practice T162

Read background 70-71

T164 with Projectable 3.2 Emphasize quality comparisons

Review Story Map& Retell Hand

Intro inferences (fact+what I know=inference) Reader’s Destination (Infer) Inference Trash “What’s Going On?” Ppt.

Compare/Contrast Infer/Predict Intonation VCCV Pattern Multiple-Meaning debate prodded gradually decorated beckoned scanned inflated stalled shaken hesitated (See centers) (Intro Vocab HM)

“Favorite Sequence”

Reader’s Destination (Post-It Inference, game) (Post-it Sequence, game)

Centers Stories 4&3 T205 HM Small Group

SS Link:

elections

T169 (box)

HMonline

Trash bags

full of clues

What’s Going

On? Ppt.

(Marcum)

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

15

RL.5.1 I can quote accurately

from the text (S). I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion ("Based on what I've read, it's most likely that...") (R). I can read closely and find answers explicitly in the text ("right there answers") and answers that require inference (S). I can analyze an author's words and find quotes needed to support both explicit and inferential questions (S). RL.5.3 I can compare (determine

similarities) two or more characters, settings, or events in a story or drama using specific details from the text (R). I can contrast (determine differences) two or more characters, settings, or events in a story or drama using specific details from the text (R).

What do good readers do? Am I clear about what I just read? How do I know?

RL.5.4 I can distinguish between

literal (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean (R).

Why does author's choice matter? What makes a story a great story?

L5.5b I can recognize when an

author is using idioms, adages, and proverbs and determine his/her intended meaning (R).

How do I use what I know to figure out what I don’t know?

During Reading (DR):

Read 2 ways: Whole Class/Partners

Complete Story Map & Hand one time

Guided Venn Diagram the other time

Stop &Think and Guided Questions (teacher manual)

debate prodded gradually decorated beckoned scanned inflated stalled shaken hesitated

(See centers) (Intro Vocab HM)

Venn Diagram Story Map & Hand

3-circle Venn Diagram (Miata, Rudy, Self) 2-cirlce Venn Diagram (Miata, Rudy) 1-circle (Miata/Rudy) 2-circle with guidance (organizer provided) “Centers 4&3” c’td

Diagrams,

Maps, Hands

(optional)

16

RL.5.3 (Compare/ Contrast char)

RL.5.4 (figurative lang) RF.5.3a I can use my analysis of

word structure to help me decode unfamiliar multi-syllable words IN context. (S)

After Reading (AR):

T&T p85 include campaign techniques in the Venn Diagram (students add while talking)

Theme Map

T184-T189

PBp26 Lvld Grab & Go Center Work

“Centers 4&3” c’td Lvld Grab&Go

SS Link:

T2W p89

HMonline

online book

Writing Link: Write to Express Focus Trait: Ideas

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

17

RL.5.4 I can distinguish between

literal (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean (R).

Why does author's choice matter?

Read Vote for Me BR: T2S p89- Discuss recognizing exaggerated statements in text Review Diagrams/Read all text DR:

Small group/partners

Post Guided Q’s for groups AR: Discuss Guided Questions T184-T189

debate prodded gradually decorated beckoned scanned inflated stalled shaken hesitated

(See centers) (Intro Vocab HM)

PBp26 Lvld Grab & Go “Centers 4&3” c’td

Lvld Grab&Go

1

8

L.5.4a I can infer the meaning of

unknown words using context clues (i.e. definitions, synonyms/antonyms, cause/effect relationships, comparisons found in surrounding text (R). When a word doesn’t make sense, what can I do? L.5.4b I can recognize and define

common Greek and Latin affixes and roots (units of meaning) (R). I can break down unknown words into units of meaning to infer the definition.

RL.5.2 I can define theme (a

lesson the author is revealing) (K). What do good readers do? Am I clear about what I just read? How do I know?

Elisa’s Diary Before Reading (BR):

Intro Vocabulary Say, Clap, Spell 1 for rewards method 1 to pronounce using context

HM Read-Aloud T304-5; when they hear each vocab word students clap (projectable 5.1)

P118-9 & Guided Practice T308

Read background 120-1

Review 5 elements of fiction, story structure map, retell hand

Picture Walk to predict/infer

Introduce Theme in detail (Life lesson a character learns) T310 with Projectable 5.2

Theme Visualize

Stressed

Unstressed

Suffixes –ly –ful

Officially preliminary

opponents

brutal

embarrassed

typically

gorgeous supposedly

sweeping

obvious

(See centers) (Intro Vocab HM)

Centers Story 5 (Elisa’s Diary) Vocabulary: cards; reader; act-out (5) Comp. Skills: Choice of center cards OR Oct StoryWorks (seq./inference review) OR Sept StoryWorks (genres, theme, character…) Readers’ Destination: Visualizing Fluency: SRA; Lvld Readers Writing: T2S p113 (open-ended) Integration: “Show the Flag” p133 Create a symbol/flag to represent your family. Write a paragraph describing your family’s customs, celebrations, etc.

T353 HM Sml Grp

Writing Link: Readers’

Destination:

Visualizing HMonline

online book

Folder Games

Center Cards (Chaffin, Marcum)

Sept OR Oct

StoryWorks

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

1

9

RL.5.2 I can analyze details in a

text (e.g. how characters respond to challenges or how the speaker in a poem reflects upon a topic) to determine a theme (author's overall message) (R).

RL.5.3 I can identify characters,

setting, and events in a story or drama (K). I can compare (determine similarities) and contrast (determine differences) two or more characters, settings, or events in a story or drama using specific details from the text (R).

What do good readers do? Am I clear about what I just read? How do I know? RL.5.4 I can distinguish between

literal (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean (R).

Why does author’s choice matter? What makes a story a great story?

During Reading (DR):

Theme Organizer p121

Stop &Think and Guided Questions (teacher manual)

Read 2 different ways (independent, partner, whole-group, online)

Compare 2 Elisa and Jose

officially preliminary

opponents brutal embarrassed typically

gorgeous supposedly sweeping obvious

(See centers) (Intro Vocab HM)

“Centers 5” c’td

2

0

RL.5.2 I can determine a theme

(author's overall message) (R). I can compose a summary stating the key points of the text (P).

RL.5.3 I can compare (determine

similarities) and contrast (determine differences) two or more characters, settings, or events in a story or drama using specific details from the text (R).

What do good readers’ do?

RL.5.6 I can determine a

narrator's or speaker's point of view in a text (R). I can describe how events in a text are influenced by point of view (S).

Why does author’s choice matter? What makes a story a great story?

L.5.4b I can recognize and define

common Greek and Latin affixes and roots (units of meaning) (R). I can break down unknown words into units of meaning to infer the definition.

After Reading (AR):

T&T p133 (theme)

Retell Hand

PB49 (guided)/Lvld Grab&Go

Theme Map

T2T p137 also, “What if the entire story was Elisa’s Diary?” also discuss the perspective of an ELL student like Elisa

T328-T333

PB50 Lvld Grab&Go

PB51 Lvld Grab&Go

Center Work

“Centers 5” c’td

Writing Link: Write to Express Focus Trait: Voice HMonline

online book

T2Wp137

Unit Topic: Never Stop Learning Content: Reading Grade: 5th Date: 08/13-09/14

Before Reading: BR During Reading: DR After Reading: AR Turn and Talk: T&T Text to Self: T2S Text to Text: T2T Text to World: T2W

Personal Response: PR; Clear, Modeled Expectations: CME; Learning with Others: LwO; Choice: C; Emotional/Intellectual Safety: EIS; Novelty/Variety: NV; Authenticity: A; Sense of Audience: SA

Standards Task Engagement/Literacy Vocabulary Assessment Differentiation Resources

2

1

RI.5.2 I can define main idea

(who or what a text is mainly about) (K). I can determine two or more main ideas of a text (R). I can identify key details in a text and explain how they support the main ideas (R).

What do good readers’ do? Am I clear about what I just read? How do I know? RI.5.7 I can locate information

from multiple print or digital sources to answer questions and solve problems quickly and efficiently (S). RI.5.9 I can locate information

from several texts on the same topic (S). I can integrate (bring together) information from several texts to display my knowledge of the topic when writing or speaking (S). RL.5.1/RI.5.1 I can quote

accurately from the text (S). RL.5.9 I can compare (determine

similarities) and contrast (determine differences) how stories in the same genre can communicate the same theme or topic (R).

In what ways does creative choice impact an audience? Whose story is it and why does it matter?

Read From Tragedy to Triumph BR: Review Features; Picture Walk and Infer DR: Guided Questions

read in groups of 4

Guided Questions AR: Compare 2 stories that fall in

the theme “overcoming challenges” (Elisa’s Diary, Tragedy to Triumph, Off&Running)

T2S p137

T328-T333

Officially preliminary

opponents brutal embarrassed typically

gorgeous supposedly sweeping obvious

(See centers) (Intro Vocab HM)

Extended Response “Centers 5” c’td

2

2

Cummulative Unit 1 Wrap Up p144/ T352 Reading Power p142/T350 Blackline Master 5.15

5.15 Reading Power Modifications/

accommodations

as specified in IEP