Mckinney ISD Instructional Planning Guide Reading & Writing
McKinney ISD Instructional Planning Guide – Reading & Writing
4th quarter 2012-13 Grade Level-5th
Week 1 Reading: Author’s Perspective
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
7.a Identify the literary language and devices used in biographies & autobiographies & how an author presents events in a person’s life.10.a Draw conclusions from the information presented by the author and evaluate author’s purpose
11.a Summarize main ideas/supporting details
12.a Identify/explain author’s point of view
12.b Recognize exaggerated, contradictory or misleading statements in text / ELPS: (c) 2.c: learn new expressions during classroom instruction and interactions.
(c) 4.d: Use pre- reading supports such as graphic organizers to enhance comprehension of written text.
*Use Texas Treasures visual vocabulary cards for this selection / E5-
Timeline / E1-
Authors use their words to manipulate the reader.
How can I read between the lines?
How does the author’s perspective enhance the story?
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
America / Connect ED / perspective
point of view
purpose
suspended
vastness
enthusiasm
horizon
distinct
E2, E3, E4-SAMPLE LESSONS: Week 1 Reading – Author’s Perspective
Day 1Author’s Perspective / E2- Use Texas Treasures, Unit 5, Week 2- pg. 554 - Black Cowboy Wild Horses by: Julius Lester
Use the Make Inferences reproducible that goes with this story:
Or use students Reading Response Journal to make the chart authentically:
- Text Clues
- What You Know
- Inferences
How would the author’s perspective impact the way a biography is told or written?
E4- Read through this selection with students and make a list of text clues, what you know (background knowledge), and inferences that you make as you read. Ask students to write these down.
Day 2
Facts that Point to the Author’s Perspective / E2- Use Texas Treasures, Unit 5, Week 2- pg. 554 - Black Cowboy Wild Horses by: Julius Lester
Use the Make Inferences reproducible that goes with this story:
E3- Read through this selection with students and make a list of text clues, what you know (background knowledge), and inferences that you make as you read. Ask students to write these down. Continue to read through this selection and to write down the following:
- Inferences
- Facts that lead to the author’s perspective on Black Cowboys or Bob Lemmons.
- How do you know? Provide text evidence.
Day 3
Perspective / E2- Use Texas Treasures, Unit 5, Week 2- pg. 554 - Black Cowboy Wild Horses by: Julius Lester
Use the Make Inferences reproducible that goes with this story:
E3- Invite students to write down as many facts as they can about Bob Lemmons and to provide text evidence (and page numbers) for their answers.
E4- In the reading response journal students should make a list of facts from this biography:
1. Bob Lemmons was______
2. His job was ______/
3. More…
**Teachers need to check for understanding. Walk through the class and identify which students need assistance with this activity.
Day 4
Perspective / E2- Use Texas Treasures, Unit 5, Week 2- pg. 554 - Black Cowboy Wild Horses by: Julius Lester
Use the Make Inferences reproducible that goes with this story:
E3- Finish up the story with students – pgs. 554- 570
E4- Ask students to share their inferences for this selection.
Share
Day 5
Perspective / E2- Use Texas Treasures, Unit 5, Week 2- pg. 554 - Black Cowboy Wild Horses by: Julius Lester
Use the Make Inferences reproducible that goes with this story:
E3- Complete the comprehension check on page 572.
Show students the Discovery Education video: The Black Cowboy and George McJunkin (4:26)
Ask students to make T to W connections between these two stories.
Week 1 Writing – Biographies
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
18.c Write response to literacy/expository text19 Write to persuade: influence attitude/actions
15.a Generate ideas – first draft by selecting a writing
15.b Develop drafts by categorizing ideas/organize Ps
15.c Revise drafts for coherence, organization, audience, and sentence structure
15.d Edit drafts: grammar, punctuation, spelling using rubric
15.e Revise final draft and publish in response to peer feedback from peers & teacher / E5 –
Writing samples / E1-
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
biography
perspective
point of view
Week 1 Writing – Biographies
Day 1Introduction to Biographies / E2- Explain to the students that this week they will be writing a biography. This will be excellent practice for the research paper that is upcoming in this quarter:
E3- Biography means "writing about life" The key to writing a good biography is picking a good subject who has lead an interesting life. While it may be tempting to write about your favorite celebrity, you are strongly encouraged to select someone who has lived an important life and made a lasting contribution to the world.
People you are familiar with are also good subjects for profiles. They are easily accessible for interviews. Also, you can easily interview others about them.
Step 1:Make a list of 10 possible subjects for your biography. Think about all the people in the world who fascinate you. Examples:
- Bill Clinton (former President)
- William Shakespeare (famous writer)
- Serena Williams (famous athlete)
- Your principal
- Queen Elizabeth (famous queen)
- Albert Einstein (famous scientist)
- One of your teachers
- Vincent Van Gogh (famous painter)
- A relative
- A mentor
Day 2
Famous & Regular People / E2- Choose one of these people from your list who seem like the best candidates for a biography.
E3- Run a quick search on the Internet to see how much information you can easily find about your person.
- For people in the news and historical figures, visit the LMC and the internet
- For celebrities and people of note, visit LMC and the internet
- For general searches, visitthe LMC
Note: For people in your community—such as your principal or teacher—the Internet will not be a helpful research tool. You will have to talk to the person directly to see how much info you can quickly find out.
Day 3
A Timeline / E2- Answer the following questions for each of your person of interest (yes or no).
- Is the person's life worth writing about?
- Do you feel strongly about the person?
- Has the person made a difference in the world?
- Does the person fascinate you?
- Does the person's life make a good story?
E3- Which person's life stands out as the best story? That's your subject! Begin a timeline for your person.
Ask students to begin a rough timeline on their person of interest.
Day 4
The Biography / E2- Now that you've selected a subject, the real fun begins! Biographical research is like detective work. Your assignment: Uncover fun facts about your subject!
E3- Visit the library to gather information about your subject. No detail is too small, no story too great! Take good notes! Investigate! You should browse:
- The Internet
- Newspaper articles
- Magazine articles and interviews
- Biographies
- History books
- Interview your subject.
- Interview people who know your subject.
- Interview people who have an opinion about your subject.
Day 5
The Biography / E2- What is the most interesting thing you learned about your subject. That's where your story should begin. Work in the rest of the details as the story unfolds. Follow this basic outline for storytelling:
- Lead
- Quote from or about your subject that backs up your lead.
- A paragraph that gives the who, what, where, why of your subject. This paragraph tells your readers what the story is about and why they should read it.
- Another quote from or about your subject.
- Several paragraphs that tell your story—can include more quotes.
- A conclusion that takes your readers back to the information in the first paragraph.
E3- Ask students to finalize their biography. Students may write or type this biography and share in author’s chair.
Week 2 Reading: The Art of Persuasion in Reading
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
12.a Identify/explain author’s point of view12.b Recognize exaggerated, contradictory or misleading statements in text
19 Write to persuade: influence attitude/actions / ELPS: (c) 2.c: learn new expressions during classroom instruction and interactions.
(c) 4.d: Use pre- reading supports such as graphic organizers to enhance comprehension of written text. / E5- / E1-
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
America
E2, E3, E4-SAMPLE LESSONS: Week 2 Reading – The Art of Persuasion in Reading
Day 1Power of Persuasion / E2- Read Aloud:
A Pig Parade is a Terrible Idea by: Michael Ian Black
E3- Tell the students that this story is about a Giant Pig Parade- Or NOT! Could anything possibly be more fun than a pig parade!? You wouldn't think so. But you'd be wrong. A pig parade is a terrible idea. Pigs hate to march, refuse to wear the uniforms, don't care about floats, and insist on playing country music ballads. Those are just some of the reasons. And trust me, this hysterical book has plenty more!
E4- Ask students to decide what the author is trying to persuade you of?
- What is the persuasion?
- How do you know?
- Can you provide text evidence for this?
Day 2
Persuasion / E2- Read Aloud:
I Wanna Iguana by: Karen Kaufmann Orloff
I Wanna New Room by: Karen Kaufmann Orloff
E3- Ever since their baby sister came along, Alex has been forced to share a room with his little brother, Ethan, and it's a nightmare. Ethan always breaks stuff, snores like a walrus, and sticks crayons up his nose. No hardworking, well-behaved, practically grown-up boy like Alex should have to put up with that! He has already written letters to mom to get an iguana. What will he do next?
E4- Ask students to decide what the author is trying to persuade you of?
- What is the persuasion?
- How do you know?
Day 3
/ E2-Read Aloud:
Tornado – an informational article warning you about tornados by: Leslie J. Wyatt
Toolkit Text (CTK)
E3- Ask students to read through the article. Students may need highlighters to define most important details from the story. Allow students to review the article to find out what the author’s trying to persuade you to do:
- Be cautious of tornados
- Take cover when you need to
- Learn the warning signs
- Etc.
Day 4
Persuasion / E2-Read Aloud:
Honestly, Red Riding Hood Was Rotten! The Story of Little Red Riding Hood as Told by the Wolf (Other Side of the Story)
By: Trisha Speed ShaskanE3- Tell the students that this version of this classic tale is a twist. It is told from the Wolf’s point of view. You may want to read the original version first and then compare the two stories:
E4- Ask students to make a T chart to compare the Wolf’s point of view from that of Little Red’s.
Wolf’s Persuasive Argument Little Red Riding Hood’s Persuasive Argument
Day 5
The Art of Persuasion / E2- Read Aloud:
Seriously, Cinderella Is SO Annoying!; The Story of Cinderella as Told by the Wicked Stepmother (Other Side of the Story)
By: Trisha Speed ShaskinE3- Tell the students that this version of this classic tale is a twist. It is told from the Step Mother’s point of view. You may want to read the original version first and then compare the two stories:
E4- Ask students to make a T chart to compare the Wolf’s point of view from that of Little Red’s.
Step Mpther’s Persuasive Argument Cinderella’s Persuasive Argument
Week 2 Writing – Persuasive Writing
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
19 Write to persuade: influence attitude/actions15.a Generate ideas – first draft by selecting a writing
15.b Develop drafts by categorizing ideas/organize Ps
15.c Revise drafts for coherence, organization, audience, and sentence structure
15.d Edit drafts: grammar, punctuation, spelling using rubric
15.e Revise final draft and publish in response to peer feedback from peers & teacher / ELPS: / E5 –
Writing samples / E1-
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
Week 2 Writing – Persuasive Writing
Day 1Persuasive Writing / E2- The purpose of writing a persuasive essay is to influence or change a reader's thoughts or opinions on a particular topic. The most successful persuasive writing is always well planned. This planning should include choosing a topic, researching the topic thoroughly, and finally, mapping out the structure of the writing.
E3- Choose an Issue
The first step for writing a persuasive essay is to decide what you are trying to persuade someone to believe. Is there a compelling social issue you'd like to correct, a situation within your school that you'd like to change, an issue from history that you'd like to address, or maybe even a political condition you'd like to explore—the possibilities are endless!
E4- Here's a list of possible topics. Ask students to choose a topic about school to persuade their friends about.
- School Uniforms
- School Choice
- Extra Recess
- LockerSearches
- No Homework
Day 2
Write a Persuasive Essay / E2- Before you start writing:
- Using the plans created in the last step, decide on a good beginning or "hook" that will grab the reader's attention. State your topic and give a little background information.
- Make a list of specific points you want to be sure and include in your final product. These points will serve as the main ideas for each of your three paragraphs within the body of your paper. Highlight quotes and content that support the ideas you choose.
- Decide on an effective ending for your report. Ask yourself what thought you want to leave the reader with or a thought that summarizes the overall viewpoint.
- Focus on information and allow your ideas to flow freely.
- Don't worry about grammar, spelling, and punctuation. You will correct your work later on.
- all your thoughts
- as many details as possible
- complete thoughts and ideas
Day 3
Revise / E2- Next, you'll want to revise your work. Revision is especially important in persuasive writing—you want to be certain that you've presented the most compelling argument possible. This is the time to make sure that what you've written is easy to read, factual and above all, convincing. Remember, revising your work doesn't involve making changes to spelling, grammar, or punctuation (we'll get to that in the next step). Instead, the revision process concentrates on the content alone.
E3- Use the revision process to accomplish the following tasks:
- Addadditional information that may be needed to better explain or describe elements of the story.
- Rearrangeexisting information in a more logical order that flows well and makes your history easy to comprehend.
- Removeunneeded information that may detract from the overall message of your interview.
- Replaceexisting text with better wording or description that gives additional insight into the life and history of the person you interviewed.
Day 4
Edit / While editing probably isn't your favorite step in the writing process, it is an important one—especially when it comes to persuasive writing. You're not likely to win many supporters for your arguments if your work is filled with misspelled words, grammatical errors, or punctuation problems.
Capitalization
- Each sentence starts with a capital letter.
- All names of people and places begin with a capital letter.
- Titles in a person's name begin with a capital letter.
- Each important word in a title (that doesn't refer to people) begins with a capital letter.
- Handwriting is neat or the paper is printed from a computer.
- Story starts at the beginning, or with the most exciting event.
- Beginning and ending make sense.
- Quotation marks surround all words that are part of a direct quote.
- Commas separate items in a list, appear within sentences that have direct quotes.
- All sentences end with a period or other appropriate ending punctuation.
- Words are spelled correctly. If you are using a computer, remember to use the spell check function.
- All sentences are complete and include a subject and a verb.
- All subjects and verbs agree.
Day 5
Publish and Share / E2- You did it!
E3- Publishing is a time to celebrate what you've done. It also lets others see your hard work. There are many ways to publish your work. You can publish it online using our publishing form, or click on the celebrate tab to learn more ways to publish and celebrate.
E4- Share these persuasive essays in author’s chair. Ask students to survey whether the author actually persuades the class effectively.
Share reviews.
Week 3 Reading: Author Study- Roald Dahl
ELAR TEKS: Student Expectations
/ELL Resources