Reading Comprehension Unit Plan

Reading Comprehension Unit Plan Grade: 5 Unit Title: Character Study

CCSS Coded Standard Elaboration Assessment Questions RL.5.1 QUOTE accurately from a text when To quote accurately from a text and explain what the text says Based on the events in the story, what EXPLAINING what the text says explicitly, fifth grade students will need to combine these skills inferences can we make about Irene's explicitly and when DRAWING and concepts: personality and her relationship with her INFERENCES from the text. mother? Be sure to use details and exact  Identify relevant details and examples of a text in order quotes from the story to explicitly state what text meaning  Use the combination of explicitly stated information, background knowledge, and connections to the text to answer questions they have as they read  Make and revise predictions as they read  Summarize text in order explicitly explain quote

Drawing Inferences from a text

 Use a combination of background knowledge and specific text evidence to make implied inferences  Understand that inference is gathering details from a story to determine/predict event  Use quotes from the text to explain what the text says, and to draw and support inferences

RL.5.2 DETERMINE a theme of a story, drama To determine theme of a story, drama or poem form details in We know that authors write stories to or poem from details in the text the text including how characters in a story or drama respond to teach us life lessons. After reading Brave including how characters in a story or challenges or how the speaker in a poem reflects upon a topic, 5th Irene, what is one theme that relates to drama respond to challenges or how Grade students will need to combine the following skills and the challenges Irene faces? Describe the the speaker in a poem reflects upon a concepts: theme and explain how the author topic; SUMMARIZE the text develops the theme throughout the  Have a bank of possible themes which connect a story? character's challenges/lessons learned/problems faced to a larger theme  Understand that theme can be applied to various text (as opposed to a lesson learned by one character in one book)  Explain theme by providing 2-3 examples from the text (character at the beginning and character at the end; turning points in the plot to match the theme)  Explain the theme by providing a text summary that highlights the theme  Determine characters' roles in a stories (actions and reactions)

To summarize the text to explain the theme of a story, drama or poem, 5th Grade students will need to combine the following skills and concepts:

 Identify and apply characteristics of an effective summary for literary text  Use knowledge of story structure to summarize the text  determine important details including overarching theme

RL.5.3 COMPARE and CONTRAST two or more To compare and contrast two or more characters, settings, or RL.5.3/RL.5.5 characters, settings, or events in a events in a story or drama, fifth grade students need to combine story or drama, drawing on specific these skills and concepts: In the story Brave Irene, The setting details in the text (e.g., how characters changes from the beginning, middle, and interact).  Understand depth in characters, setting, character traits end  Describe important character relationship  Draw upon a mental bank of character traits/vocabulary  Describe each setting using (adjectives) details about how it looks and  Describe the changes throughout a novel (paying feels. attention to characters, settings or events)  Explain how each setting  How words thoughts and actions inform the description contributes to the changing mood of the character of the story  Use relevant and irrelevant information from the text to compare and contrast characters, settings, and events

To draw on specific details in the text (how characters interact) fifth grade students need to combine these skills and concepts:

 Compare and contrast the motivations of characters within and across texts  Identify and describe plot events in a story or drama  Compare and contrast the settings of a stories/dramas within or across texts

 Determine important details that support key ideas RL.5.4 DETERMINE the meaning of words and To determine the meaning of words and phrases as they are used Authors use personification to describe phrases as they are used in a text, in a text including figurative language such as metaphors and non-living things by using human actions including figurative language such as similes, fifth grade students need to combine these or emotions. Find one example of metaphors and similes. skills/concepts: personification, and explain what it means. Explain why the author might  Actively seek meaning of un known words by reading and have chosen to use personification in this rereading other sentences/paragraphs to identify context part of the story. clues  Use context clues to determine meaning of unknown words and phrases to deepen their understanding of literary text  Differentiate between literal and non-literal meaning  Identify and interpret figurative language in text (simile, metaphor, personification, hyperbole, exaggeration, idiom)  Analyze how the author uses figurative language to enhance and extend meaning

 Determine how specific word choices shape the meaning and tone of a text RL.5.5 EXPLAIN how a series of chapters, To explain how a series of chapters, scenes, or stanzas fit RL.5.3/RL.5.5 scenes, or stanzas fit together to together to provide the overall structure of a particular provide the overall structure of a story, drama or poem, 5th Grade students will need to In the story Brave Irene, The setting particular story, drama, or poem. combine the following skills and concepts: changes from the beginning, middle, and end  Identify and describe the text structures of various genres  Describe each setting using  Describe the structural elements of stories, drama, details about how it looks and and poems feels.  Explain the relationship between parts of text and  Explain how each setting whole text contributes to the changing mood  Explain how a series of chapters fit together to of the story provide the overall structure of a story  Explain how a series of scenes fit together to provide the overall structure of a drama  Explain how the stanzas fit together to provide the overall structure of a poem  Use knowledge of the different text structures of stories, drama, and poems to make predictions about text  Determine and explain relationships between parts of text and whole text (e.g., series of scenes, chapters, stanzas

Spiraled Reading Standards:

Embedded Writing Standards:

Assessment Links Rubrics and Scoring Guide Links Pre-Assessment Unit Assessment Rubric Unit Assessment (Modified Unit Assessment for Beginner ELL) Unit Assessment Rubric

Recommended Texts Picture books: Novels: (Choose 2-3 picture books to launch the unit during Weeks 1-2) (Choose 1 novel to read during Weeks 2-4)  Your Move by Eve Bunting [Lexile 230; Level N]  Poppy by Avi [Lexile 670; Level S]  Rough Faced Girl by Rafe Martin [Lexile 540; Level S]  Bud Not Buddy by Christopher Paul Curtis [Lexile 950; Level T]  Yeh-Shen by Ai-Ling Louie [Lexile 840; Level P]  Loser by Jerry Spinelli [ Lexile 650; Level U]  Pink & Say Patricia Pollaco [Lexile 600; Level S]  Tracker by Gary Paulsen [ Lexile 1010; Level T]  Goin’ Someplace Special Patricia McKissack [Lexile 550; Level M]  Great Gilly Hopkins by Patterson [Lexile 800; Level S]  Leaf by Leaf: Autumn Poems by Barbara Rogasky  Tuck Everlasting by Babbit [Lexile 720; Level V]

Big Ideas Essential Questions Readers read closely to infer ideas about characters How do I think about characters experiences in a way that allows me to collect Readers reflect on character challenges to determine themes and life lessons important information, develop new ideas, and learn life lessons? Vocabulary Anchor Charts  Domain-specific: Inference, theme, figurative language  Big Ideas & Essential Questions  Teaching point =skill (or outcome) + steps it takes to do that skill  Know/Wonder charts for each book  Character Words: To be determined from text selection  “Getting to Know Characters” (Read this chapter on how to select Tier 2 words)  “What is this Book Really About?”  Background Knowledge + Text Evidence = Inference

Instructional Standard/ Teaching Points Checks For Understanding Adjustment, Intervention Resources & Outcome (Lesson Objectives) and Extension *=repeated lesson , with different text Tools RL.5.1 1.1 : Readers pause after reading a  (1.1) Turn and Talk p. ___ What Intervention: “Know/Wonder” Readers chunk of text and tell back what they do you notice about the character  Practice inference charts from: explain what know so far. so far? on scaffold text What Readers the text says Really Do (using BK+TE=I and make 1.2 : *Readers will answer questions  (1.2) (ongoing throughout the (Barnhouse inferences. about what they have read by using unit) Using an Independent [chart]) &Vinton; background knowledge and making Response Journal, Know/Wonder Heinemann connections to the text (ongoing [Chart] Brainstorm, Stop and Jot Extension: 2012) throughout unit) or Graffiti Wall (choose one)  Writing: Put your What do you learn about the character in a 1.3 : *Readers grow theories about character when they ____ situation that characters traits by tracking (choose quote or action from currently exists at dialogue, thoughts, actions, and text) What does this tell us about choices. Readers ask themselves, the kind of person the character this school. Be true What does this tell us about the kind is? How is ____ described by the to what you know of person the character is and how writer? What does ____ do? about your he or she feels? Say? Think? What do others say character, and write [Gretchen about ____? a scene that shows Owocki, working 1.4 : Readers make inferences by using how s/he would With the background knowledge and evidence  (1.3) Complete BK column on Common Core] from text [BK + TE = I [chart]] to [chart] react. build on their understanding of the  Character Analysis characters.  (1.4) Teacher models how to collect (on a 4 Square style evidence about characters by organizer) completing the BK + TE columns of Description of the [chart] Students answer on post it notes what do I know about this Character, Major character (their actions and choices) challenge or goal, based on evidence in the text? response to  (1.5) In small group/partners revisit BK + TE = I and revise challenge or goal, 1.5 : Readers make and revise theories theories about characters. Now character changes about characters as new information that I know __ about characters, I over time is gathered from the text using think__. How have your theories specific evidence to support each about the characters changed or theory. stayed the same? Describe the character at the end of the story. Add inferences to the chart.  (1.6) Reread portion of text p. ___ and model Think Aloud using explicit quote from text RL. 5.1 This is what the character ReadWorks.org 1.6: Readers explain text by choosing Readers use said…, this is what I think it Character 3rd quotes that support inferences about a quotes to means/implies… Grade Unit :: characters explain what Lesson 2: Using actions/relationships/behavior. text says and  Response Journal: students Evidence to make choose quote from the text that Describe a inferences supports one of the previous Character inferences made about a character. Refer to BK+TE=I [Chart] 1.7: Readers identify challenges  (1.7/1.8) Turn and Talk What Intervention: characters face in the story by gathering challenges has ___ faced  Cause/effect information about the character’s throughout the story? In RL.5.2 graphic. After this experiences over time. response journal create T-Chart Readers event, the character [chart] What challenges were determine felt… ReadWorks.org 1.8: Readers pay attention to how faced by character? How did challenges a  Character Sketch Genre Studies: characters change by noticing how the the character change as a character(s) using a body Fairy Tales 1st characters respond to key events or result of event or challenge? faces and graphic organizer: Grade Unit :: challenges. notices how heart is for the Lesson 1: Plot the challenge character Problems character(s) faces; head is how responds the character thinks or responds to challenges. 1.9: Readers explore themes by tracking  (1.9) [T-chart] Theme/ Example patterns throughout the book and asking from Text themselves, What ideas come up over and over again? What might the author be showing us with these patterns?

RL.5.2 Definition: Theme is an idea, message or Intervention: Readers tell lesson that the author expresses. We  Infer theme from a what a story is need to make inferences based on text known story (Ex: really about by details to figure out the theme. Three Little Pigs, explaining a Goldilocks and the theme or 1.10: Readers try out themes by thinking  (1.10/1.11) Quick Write/Journal Three Bears) message about what the author might be trying to or written response What is the show us about people and life. [use a author trying to tell us about different text to model] life in this story?

1.11: Readers explain the theme of a text using examples from the text

 (1.12)Students reread quick Intervention: write [from lesson 1.10/1.11] to  Mini lesson on how choose the moments that best to self-monitor, show examples of theme. using post-its in Students explain theme by guided reading 5.2 using the T-Chart [chart] to group 1.12: Readers summarize key events by Readers write a summary of the text.  Anticipate that asking themselves: Which events are Understanding summarize the The text says…/so I think… students provide important to understanding the theme? Theme text to explain literal answers to: the theme. What is this story

about and what is the author trying to tell us about life? Use T-chart: The text says/so I think…  (1.13) Graphic Organizer to record details of characters, Mood 1.13: Readers use details to describe RL.5.3/5.5 settings and events Lesson from characters, setting, and /or events in a Readers ReadWorks.org story. Intervention: compare and  (1.14/1.15) Response journal: Leaf by Leaf:  Compare/contrast contrast students describe how Autumn Poems 1.14: Readers compare characters, graphic. characters, (character, setting, events) have 5th Grade Unit :: setting, and events by identifying events  List of words that settings or changed throughout a story and Lesson 2: The or turning points in a story. describe mood events how it effects the mood. Model: Tone of a Poem  Mini Lesson on throughout a Identifying the mood of story 1.15: Readers notice how changes in Story Elements story (bank of words to describe What is a the character, setting or events change mood) Response the mood of the story. Journal?

 (1.16/1.17)Teacher models specific figurative language in ReadWorks.org 1.16: Readers recognize different types text. Notice this kind of RL.5.4 Readers Leaf by Leaf: of figurative language language in the book. Here’s notice and Autumn Poems an example. This language think about 5th Grade Unit :: 1.17: Readers can find examples of helped me realize ______. figurative Lesson 5: figurative language and know why What are some examples of language Figurative authors might use them language that you liked or Language helped you understand ______? W5.2 1: Writers provide a quote and text Writing Response 1: Extension: Photo of boxes Writing evidence to support claims/ideas by Describe a character using the box  Letter to a & bullets chart Response using a graphic organizer: &bullets organizer. character; include organizer Literature Idea what they know  Place in the text that supports this idea Writing Response 2: about them and  Place in the text that supports this idea Describe a character using text support opinions  Place in the text that supports this idea evidence and strong transitions. with text evidence, ask questions 2: Writers use strong transitions to Writing Response 3&4: sequence the events in a story by Describe a theme from the story. Be Intervention: rehearsing them orally and use them in sure to think about what the author  writing. (One example …Another place in Writing organizer might be trying to show us about the text…) that includes people and life. [Review graphic organizer and model transition bank of  Explain the idea, lesson, or turning the outline into paragraph] words message that the author might 3: Writers develop themes and be trying to show us. conclusions which include detailed  Evidence: Describe the things evidence from the text by rereading a characters do and say that part of the text and thinking about which illustrate your chosen theme. details best support the theme.  Include an introduction and conclusion sentence 4: Writers communicate clearly to  Use detailed information and readers by writing introductions and examples from the text conclusions as well as developing topics with concrete details, information and examples from the text.

Suggested Pacing Calendar Monday Tuesday Wednesday Thursday Friday October 1 October 2 October 3 October 4 October 5 Unit 1 Pre-assessment 1.1/1.2 1.3 1.4 Writing Response Lesson 1 Begin picture book October 8 October 9 October 10 October 11 October 12 Columbus Day 1.4 1.5 1.6 Writing Response Lesson 2 Begin novel October 15 October 16 October 17 October 18 October 19 1.7/1.8 1.9 1.10/1.11 1.12 Writing Response Lesson 3 October 22 October 23 October 24 October 25 October 26 1.13 1.14 1.15 1.16 Writing Response Lesson 4 October 29 October 30 October 31 November 1 November 2 1.17 Assessment Re-teaching Re-teaching Unit celebration