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Grade 5 Unit 1: Standing Tall
UNIT OVERVIEW
Unit Essential Question: How do my beliefs influence the decisions I make?
This three week launch unit is designed to introduce students to the rituals,
routines, and rigor of the Common Core State Standards (CCSS). The three week
unit allows for reteaching to mastery and time to establish routines in the
classroom. Within this unit, you will need to assess all students using Fountas and
Pinnell Benchmark Assessments. The theme incorporates the Yearlong Concepts
Introduction found in the first fifth grade social studies unit. The particular focus
will be on the concept of beliefs and ideals, specifically how beliefs and ideals shape
decision making. Students will explore how authors’ beliefs influence what they
write about, and they will be introduced to literary and informational reading genres
as well as seven purposes for writing. Connections between Reading, Writing,
Speaking-Listening, and Language standards as well as connections to the theme
will be made throughout the unit.
The purpose of this unit is to get to know your students and begin to build your
community of readers and writers. Lots of formative assessment is included as a
means to learn who your students are and what they already know about reading
genres and writing purposes.
To support your teaching this year, it would be very helpful if you have a Reader’s
and Writer’s Notebook. See lessons 2-3 for ideas on how to develop them.
This unit is not designed to go in-depth with any of the standards; the purpose is to
familiarize students with the type of thinking that is required by the CCSS.
Subsequent units will include more thorough instruction on the standards as well as
provide much more practice on meeting them.
COMMON CORE STATE STANDARDS
ELACC5RL10: By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 4–5 text complexity band independently and proficiently.
ELACC5W10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-
one, in groups, in teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
SUGGESTED STUDENT OBJECTIVES
Compare and contrast literary and informational texts and explain why a text
is a specific genre.
Set up a Reader’s and Writer’s Notebook and articulate the purpose of each
“tool” included and how to use them independently.
Describe what Reader’s and Writer’s Workshops look and sound like and their
responsibilities in each.
Choose just right books as well as books in the grade 4-5 text complexity
band.
Perform a close reading of an independent text.
Compare and contrast paraphrasing, summarizing, and retelling.
Read with sufficient fluency to support comprehension.
Use the standards board to improve their learning as well as to measure
progress toward learning targets.
Depict seven purposes for writing and produce an example of each.
Follow agreed-upon rules for discussions; carry out assigned group roles. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
BALANCED ASSESSMENTS
INFORMAL OBSERVATIONS, DIALOGUE AND
DISCUSSION
CONSTRUCTED RESPONSES
PERFORMANCE ASSESSMENTS
SELF-ASSESSMENTS
teacher
observation during classroom
discussions, student work time, and closing
activities conferring
Reader’s and Writer’s Notebook Checklists
Ticket Out the
Door sticky notes
done during guided and independent
reading and writing
graphic organizers specified in
1 Topic = 7
Topics pieces partner fluency
demonstration editing writing oral retelling
end of unit performance task
Reader’s and
Writer’s Notebook Checklists
student reflections Speaking/Listening
rating scale
rubrics created by the class or teacher
Eagle Eye Editing Checklist
Rating the degree to
Unit Performance Task: Our beliefs influence everything we do, from the books
we read to the pieces we write. Use the set of real world literary and informational texts (brochures, magazines, newspapers, menus, books, flyers, etc.) to find
examples of each reading genre and writing purpose we discussed in this unit. Record them on the organizer. Then choose one reading genre and one writing purpose and write an explanation of how the texts illustrate the genre or purpose
you attached to it. Option: Students could also explain in writing why a text was not an example of a genre or purpose. Click here for a sample rubric you can use
to score the task. Teacher Note: Use a variety of real world texts that include interests your
students have, such as SI for Kids, National Geographic World, Time For Kids, e-mails, menus from a favorite restaurant, etc. A newspaper would include all the
genres and writing purposes, so you may choose to use one of those for the task instead.
SUGGESTED WORKS/RESOURCES
The ELA/Literacy Model Content Framework for Grade 5 states students should perform close readings of five to nine short texts of sufficient complexity from
across the curriculum. Short texts can complement the extended text as well as the theme for the unit; informational texts can build the background knowledge
necessary for students to read and interpret the literary texts in the unit. (p. 3) Please preview all the suggested texts before using them with your students.
Teachers may feel some texts are more suitable than others for their particular
anecdotal notes
running records peer feedback Speaking/Listening
rating scale Eagle Eye Editing
Checklist choral reading of
poetry
rubrics created by the class
summary rubric Readers’ Share Authors’ Share
Author’s Chair writing survey
editing checklist
individual
lessons writing pieces
done in the 1
Topic = 7 Topics lessons
written responses to lesson topics
analysis of how a poem’s
structure impacts its meaning
paragraph on how students
chose his/her independent reading book
which they follow
rituals and routines self-evaluation of
fluency over
successive readings
students. Additionally, many different books that illustrate the theme of Standing Tall can be used with the lessons. Feel free to substitute books that are available at
your school.
LITERARY TEXTS
Suggested Short Texts
Aunt Chip and the Triple Creek Dam Affair by Patricia Polacco (510L)
Wednesday Surprise by Eve Bunting (540L)
The Lorax by Dr. Suess (560L)
Three Hens and a Peacock by Lester Laminack (590L)
Junkyard Wonders by Patricia Polacco (660L)
Jennifer Murdley’s Toad by Bruce Coville (700L)
The Mysteries of Harris Burdick by Chris Van Allsburg (760L)
Lotsa de Casha by Madonna Ritchie (770L)
The Chronicles of Harris Burdick by various authors (840L)
Yakov and the Seven Thieves by Madonna Ritchie (850L)
Mr. Peabody’s Apples by Madonna Ritchie (860L)
Amelia’s Fifth Grade Notebook by Marissa Moss
The Children’s Story by James Clavell
Suggested Extended Texts
Wonder by R. J. Palacio (Read prior to using it with your class.)
The Black Stallion by Walter Farley (680L) (on CC list)
Frindle by Andrew Clements (830L)
Suggested Poems
“Belief” by John Mayer
“Mother to Son” by Langston Hughes
Any of the songs listed below could be used as poetry.
INFORMATIONAL TEXTS
Suggested Informational Books
My Librarian is a Camel by Margriet Ruurs (980L)
Suggested Biographies
DK Biography: Mother Teresa by Maya Gold
Mother Teresa by Haydn Middleton (1060L)
Suggested Extended Texts
Mother Teresa by Haydn Middleton (1060L)
Speaking of Journals: Children’s Book Writers Talk About Their Diaries,
Notebooks, and Sketchbooks by Paula Graham
Suggested Speeches, Letters, Political Cartoons, Postcards, Propaganda
Posters
http://www.cartoonistgroup.com/store/add.php?iid=24278 (Political cartoons
– Review before using.)
http://showcase.netins.net/web/creative/lincoln/speeches/gettysburg.htm
(Gettysburg Address)
GOOD HABITS, GREAT READERS
Words Their Way
Good Habits, Great Readers Teacher’s Guide
Good Habits, Great Readers Writing Teacher’s Guide
Leveled books
ART, MUSIC, MEDIA
Art
Thomas Kincaid
o http://www.thomaskinkade.com/magi/servlet/com.asucon.ebiz.biogra
phy.web.tk.BiographyServlet
o http://captaindigital.net/2012/04/06/r-i-p-thomas-kincaid-1957-2012/
(Good resource for teachers; may not want to share all of this with
students. Thomas Kincaid was not a popular artist among his peers;
however, he did not change his style to fit in with other artists. He
stood tall.)
o http://www.thomaskinkade.com/magi/servlet/com.asucon.ebiz.catalog
.web.tk.CatalogServlet?catalogAction=ArtHome (online gallery)
Music
“Belief” by John Mayer
“The Power of One” by Mervyn Warren and Mark Chait
“Love Will Save the Day” by Des’ree
Media
http://theblackstallion.com/web/author
http://www.eduplace.com/kids/tnc/mtai/lauber.html
http://biography.jrank.org/pages/1806/Laminack-Lester-L-1956.html
http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/
writingsurvey.pdf
www.region15.org/file/3465/download
http://www.teachertube.com/viewVideo.php?video_id=187561&title=Katie_
Wood_Ray_on_Building_Writers__Stamina
http://www.corestandards.org/the-standards
http://readingandwritingproject.com/resources/common-core-standards/ccs-
videos.html
http://www.houghtonmifflinbooks.com/features/harrisburdick
SUGGESTED INSTRUCTIONAL SEQUENCE
Lesson 1 Reading: Introduce Reader’s Workshop Lesson 1 Writing: Introduce Writer’s Workshop and discuss how authors’ beliefs and interests influence what they write
Lesson 2 Reading: Introduce the Reader’s Notebook and discuss its purpose. Lesson 2 Writing: Introduce the Writer’s Notebook and discuss its purpose.
Lesson 3 Reading: Tools included in the Reader’s Notebook and how to use them Lesson 3 Writing: Tools included in the Writer’s Notebook and how to use them
Lesson 4 Reading: Independent reading – what it looks and sounds like Lesson 4 Writing: The process writers use to build their writing stamina
Lesson 5 Reading: Choosing just right books – what good readers look at to help them choose Lesson 5 Writing: Purpose and characteristics of an informative/explanatory piece of writing
Lesson 6 Reading: Text complexity and just right books Lesson 6 Writing: Purpose and characteristics of an opinion piece
Lesson 7 Reading: Talking about books Lesson 7 Writing: Purpose and characteristics of a narrative
Lesson 8 Reading: Paraphrasing what is read Lesson 8 Writing: Research connections in reading and writing
Lesson 9 Reading: Setting goals during conferences Lesson 9 Writing: Purpose and characteristics of a reflection
Lesson 10 Reading: Close reading Lesson 10 Writing: Purpose and characteristics of a book review/response
Lesson 11 Reading: Close Reading (Lesson 10 continued) Lesson 11 Writing: Author’s Choice
Lesson 12 Reading: Structure of a poem and its impact on the poem’s meaning Lesson 12 Writing: Using structure to create a poem
Lesson 13 Reading: How fluency supports comprehension Lesson 13 Writing: How the Language standards support writing
Lesson 14 Reading: Differences between a retell and a summary Lesson 14 Writing: Write a summary of a text
Lesson 15 Reading: Complete the performance task. Lesson 15 Writing: Complete the performance task.
ADDITIONAL COMPONENTS
Words Their Way
UNIT LESSONS
Reading Lesson 1: Introduce Reader’s Workshop
Materials
sticky notes
pencils for each student
standards board
chart paper and markers or SmartBoard/Promethean
a variety of books for independent reading
Opening
Introduce the unit theme, Standing Tall, with the class: How do my beliefs
influence the decisions I make? What does it mean to take a stand? Discuss
with students that what authors believe influences their decisions on what to
write about, just as what we believe as individuals influences our choices.
Ask students to turn and talk to a partner and tell him/her one decision they
made that was based on something they believed (e.g., I drank water
instead of a Coke because I want to be healthier). (ELACC5SL1)
Also introduce Reader’s Workshop. In Reader’s Workshop the class will
practice what we believe good readers do, which is too have a daily time for
mini-lessons, conferences, small group reading, independent reading, and
sharing. (ELACC5SL1)
Finally, introduce the standard for today: ELACC5SL1 says: Engage
effectively in a range of collaborative discussions (one-on-one, in groups, in teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. It is
recommended that the standard be displayed for students to see as it is discussed. Ask students to work with you to put the standard in their own
words or to replace key words with synonyms so there is a clear understanding of its meaning. For example, Students could write synonyms for engage effectively, collaborative discussion, diverse partners, etc. It is
helpful to have one student write the synonym(s) on sticky notes and post them on the actual standard. (ELACC5SL1)
Write Reader’s Workshop on a chart or SmartBoard notebook (something
that can be displayed while students become familiar with the rituals and
routines of your classroom). Beneath the title add As a Community of
Readers We Believe…
Brainstorm a list of Reader’s Workshop expectations with students. Have
students turn and talk to each other to share their ideas with a partner
before sharing with the whole group. Chart the ideas and model any
components for/with students, such as moving quietly to and from the mini-
lesson and small group area or sharing time. (ELACC5SL1b)
Practice your ritual for transitioning from the Opening to the Work Time.
Work Time
Have students practice coming to the mini-lesson area, leaving quietly,
choosing a book for independent reading, etc. Then ask them to choose a
spot to read independently. The teacher can also move around the room to
briefly talk to students about their books and get to know them as readers.
Closing
Ask students to turn and tell a partner two things they did today that
followed the rituals and routines of Reader’s Workshop. (ELACC5SL1b)
Writing Lesson 1: Introduce Writer’s Workshop and discuss how authors’
beliefs influence what they write
Materials
sticky notes
standards board
“Mother to Son” by Langston Hughes
chart paper and markers or SmartBoard/Promethean
Opening
Begin by examining the focus standard for today: ELACC5W10 – Write
routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences. It is recommended that the standard be displayed for students to see as it is discussed. Ask students to work with you to put the standard
in their own words or to replace key words with synonyms so there is a clear understanding of its meaning, just as you did in Reader’s Workshop. (ELACC5W10, ELACC5SL1)
Next discuss how authors’ beliefs influence what they write about, and
illustrate by sharing a few mentor texts with students. (These authors have exemplary texts listed in Appendix B of the Common Core Standards.)
Suggested texts include: (ELACC5W10)
o Walter Farley (The Black Stallion): Read the web article “Start of a
Career” found at http://theblackstallion.com/web/author. Why does he write? How are his beliefs about horses illustrated through his
books? o Patricia Lauber: Read the web article “Meet the Author” found at
http://www.eduplace.com/kids/tnc/mtai/lauber.html . Why does she
write, and what role does research play in her work?
o Langston Hughes (“Mother to Son”): Read the poem to students. Tell
them Langston Hughes wanted to tell the stories of his people in ways that reflected their actual culture, including both their suffering and their love of music, laughter, and language itself. What was his
purpose? What message did he want to share that came from his beliefs about his heritage?
o Lester Laminack: Read the interview on http://biography.jrank.org/pages/1806/Laminack-Lester-L-1956.html. How is what Lester believes is important shown through his writing?
Write Writer’s Workshop on a chart or SmartBoard notebook (something that
can be displayed while students become familiar with the rituals and routines
of your classroom). Beneath the title add As a Community of Writers We
Believe…
Brainstorm a list of Writer’s Workshop expectations with students. Have
students turn and talk to each other to share their ideas with a partner
before sharing with the whole group. Chart their ideas and discuss how they,
as a community of writers, will shine this year. (ELACC5SL1)
Finally, plan your procedures for how students get help during Writer’s
Workshop since you will be conferring with students and not readily available
to answer questions. Consider the following: Are supplies (paper, sharpened
pencils, stapler, etc.) available for students to use without having to ask you?
Can students go to the restroom or library during writing time? Could they
ask another student for help if needed? Keep in mind that part of writing is
building stamina, so students should spend as much time as possible writing.
Practice your ritual for transitioning from the Opening to the Work Time.
Work Time
Students will choose a topic and write. The purpose is to practice rituals and
routines and to get an idea of what students already know about writing.
Their writing can be any genre, any topic. (ELACC5W10)
Closing
Ask students to turn and tell a partner two things learned about themselves
as writers today. (ELACC5SL1)
Reading Lesson 2: Introduce the Reader’s Notebook
Materials:
chart paper and markers or SmartBoard/Promethean
Your Reader’s Notebook
materials for Reader’s Notebooks for each student
Reader’s Notebook checklist
Opening
Teacher Notes:
Decide which type of notebook you want your students to have for their Reader’s
Notebook (composition book, spiral notebook, 3-ring binder, two-pocket folder,
etc.). It will be very helpful if the notebook is divided into four sections, so you
might want to also have tab dividers or tabs for each section. Another idea is to
use a 3-ring binder, hole punch a two-pocket folder, and include it in the binder.
Set up your Reader’s Notebook as a model for what you want your students to do.
Aimee Buckner (The Notebook Connections) says: In the reader's notebook I had
found the place for students to document their thinking and growth, to support
their thinking for group discussions, and to explore their own ideas about a text
without each and every entry being a judgment of their reading progress.
Students’ Reader’s Notebooks will be valuable tools as you roll out the CCSS this
year.
Display and read the following quote from Beth at theteacherorganizer.com: Reader's Notebook is the common ground where student freedom meets classroom requirements. Ask students to turn and talk with a
partner about what they think this quote is saying. Then briefly discuss the quote. (ELACC5SL1)
Review the standard (ELACC5SL1). Tell students they are each going to
have a Reader’s Notebook to use as they build their reading lives this year. Explain that over the year students are going to add tools that help them become better readers.
Show students your Reader’s Notebook. Flip through several pages to show
students some of the content and have them turn and talk to their partners about what they noticed. (ELACC5SL1)
Review the standard for today. It is recommended that the standard be displayed for students to see as it is discussed. (ELACC5SL1)
Why have a Reader’s Notebook? Discuss the purposes with students and
begin to chart their answers. Here are some suggestions. Consider turning
your chart into a checklist students can use for the Closing activity.
Reader’s Notebook
A Reader’s Notebook is a place to build my reading life. As a
reader, I can use it to
keep track of my thinking as I read.
record books I’ve read and their genres.
set reading goals and track my progress.
write down notes from my teacher conferences.
respond to what I’ve read.
Spend some time showing students the organization and structure of your
Reader’s Notebook. Here is a suggestion for the sections to include in the
notebook:
o Books I’ve Read – the student’s reading log
o Book Responses – responses to books read independently and/or in
small group reading
o Conference Notes – strengths, goals, and next steps written by the
student as a result of a conference with the teacher or a peer
o Reader’s Tools – contains a copy of the Reading and Speaking-
Listening standards, graphic organizers, reading strategies, notes from
mini-lessons, rubrics, sample exemplary texts, etc. – anything the
student can choose to use to support his/her reading. Tools will be
added to this section throughout the year.
Practice your ritual for transitioning from the Opening to the Work Time.
Work Time
During work time today, students will set up their Reader’s Notebooks,
modeling their notebooks after the teacher’s.
Closing
Have students get with their partners to discuss their Reader’s Notebooks.
Provide a checklist so students can evaluate their work based on the
guidelines you provided.
Discuss and practice your ritual for the students putting away and getting out
Reader’s Notebooks.
Writing Lesson 2: Introduce the Writer’s Notebook
Materials:
Amelia’s Fifth Grade Notebook by Marissa Moss (or a text of your choice)
Elmo
A Writer’s Notebook by Ralph Fletcher
your Writer’s Notebook
quotes from the Opening displayed for students to see
writing survey for each student (links in lesson Closing)
Opening
Show students Amelia’s 5th-Grade Notebook by Marissa Moss. (Using the Elmo might make this easier.) Flip through a few pages to illustrate how Amelia uses her notebook to capture her thoughts and life experiences. Then
ask students to tell their partners whether or not they have ever used a notebook like this. (ELACC5W10, ELACC5SL1)
Then review the focus standard from yesterday: ELACC5W10 – Write
routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences. It is recommended that the standard be displayed for students to see as it is discussed. (ELACC5W10, ELACC5SL1)
Hold up a copy of Ralph Fletcher’s A Writer’s Notebook. Ask students to
think about the following quote and how it might relate to the theme, Stand
Tall.
Writers are like other people, except for at least one important difference.
Other people have daily
thoughts and feelings, notice the sky or that smell, but they don’t do
much about it. All those thoughts,
feelings, sensations and opinions pass through them like the air they
breathe. Not writers, writers
react. And writers need a place to record those reactions. That’s what a
writer’s notebook is for.
Ask students to turn and tell their partners their thoughts on this quote and
how it relates to the Stand Tall theme. (ELACC5SL1)
Tell students each of them will be making and using a Writer’s Notebook this
year. In order to get a clear picture of how to use their notebooks, students will take a closer look at A Writer’s Notebook and Amelia’s 5th-Grade
Notebook. (ELACC5W10)
Read the forward from A Writer’s Notebook, pages 1-7, “What is a Writer’s
Notebook, Anyway?”. Stop after Fletcher compares the notebooks to a ditch (page 1). What do you think he means? Have students turn and talk.
Continue reading and stopping to discuss other important ideas/points in the text. (ELACC5W10, ELACC5SL1)
Briefly revisit Amelia’s 5th-Grade Notebook by showing sample pages to students. Ask them to notice the different ways Amelia uses her notebook (sketchbook, notepad, to record ideas or share thoughts on a topic, etc.)
Lead them to the conclusion that each entry could become a piece of Amelia’s writing – narrative, opinion, or informational. Just like Ralph
Fletcher, Amelia reacts to the events around her with noticings and wonderings. (ELACC5W10, ELACC5SL1)
Finally, share with students Lester Laminack’s comments on using Writer’s Notebook: I keep a writer's notebook with me at all times. I am always
tuned in to the world around me and make notes about those things that strike me. I find ideas for stories in everyday events. Saturdays and Teacakes began with the smell of cookies baking in the local grocery store. I
routinely read through my notebooks and on occasion I find a little nugget that can serve as the beginning of a new story. (from
http://biography.jrank.org/pages/1806/Laminack-Lester-L-1956.html)
Share your Writer’s Notebook with students. Explain that you want them to
have a connection to their notebooks just as you do. To assist with this goal, tell students tomorrow they will be personalizing their Writer’s Notebooks
and begin using them to record their writing ideas. So for homework, they may want to bring in pictures, photos, ticket stubs, quotes they’ve collected, favorite poems, invitations, newspaper clippipngs, small objects, etc. to
include in their notebooks – like Amelia, Ralph Fletcher, and you have done. (ELACC5W10, ELACC5SL1)
Practice your ritual for transitioning from the Opening to the Work Time.
Work Time
Students will complete a writing survey in order to get to know themselves
as writers and to get to know the community of writers in the class.
(ELACC5W10) Some examples of writing surveys can be found on these
websites:
o http://www.professorgarfield.org/parents_teachers/printables/pdfs/rea
ding/writingsurvey.pdf
o www.region15.org/file/3465/download
Closing
Ask a couple of students to share something they learned about themselves
as writers as a result of doing today’s survey. Then ask them to turn and tell
their partners one object they are thinking of bringing in for their Writer’s
Notebook.
Reading Lesson 3: Tools in your Reader’s Notebook
Materials:
teacher’s Reader’s Notebook
students’ Reader’s Notebooks
reading log
conference notes organizer
Reading for Literature, Reading for Information, and Speaking-Listening
standards, one copy for each student’s Reader’s Notebook
independent reading books
Opening
Tell students in yesterday’s lesson we talked about using Reader’s Notebook to build our reading lives this year. Ask them to turn and talk to a partner about what this ideas means. (ELACC5SL1)
Review the standard for the day (ELACC5SL1). Then tell students just as a
carpenter needs tools to build, readers also need tools as they work with
texts to build their knowledge and skills. Have students turn and talk about
the kinds of tools readers might use to accomplish this task or the kinds of
tools they have used previously when reading. (ELACC5SL1)
Show students the types of tools you have included so far in your Reader’s
Notebook and ask if they named any of the ones you are displaying. Then
take a few minutes to show the tools you have (and are going to provide for
them to add to their notebooks) and discuss how students will use them this
year. (ELACC5SL1)
Here are some suggestions for some tools to include in a Reader’s Notebook:
o Books I’ve Read: Include a reading log for students to keep track of
the books and genres they are reading. Here is an example reading
log.
o Responses: Students will add an example book response and rubric
in Lesson 10.
o Conference Notes: Include an organizer for students to use as they
confer with you. As you give them glows and grows (strengths and
next steps), you’ll have a copy in your Conference Notebook, and
students will write down the same glows and grows in their Reader’s
Notebooks. Here is an example both you and the students might
consider using.
o Reader’s Tools: Include a copy of the Reading for Literature,
Reading for Informational, and Speaking-Listening standards. After
students make their own notebooks during Work Time, they will have
the standards available to unpack in future lessons. Additional tools
will be added throughout the year.
Work Time
Students will add the tools you presented in the Opening to their Reader’s
Notebooks. Practice the ritual you established for students to use when
getting their notebooks.
When they finish, they can read independently.
Closing
Students will work in partners to check their Reader’s Notebooks.
Continue to practice rituals and routines for putting away notebooks.
Writing Lesson 3: Tools in your Writer’s Notebook
Materials:
teacher’s Writer’s Notebook
materials for Writer’s Notebooks for each student
lots of notebook paper
chart paper and markers or SmartBoard/Promethean
conference notes organizer
Writing and Language standards, one copy for each student’s Writer’s
Notebook
Decide which type of notebook you want your students to have for their Writer’s
Notebook (composition book, spiral notebook, 3-ring binder, two-pocket folder,
etc.). It will be very helpful if the notebook is divided into three sections, so you
might want to also have tab dividers or tabs for each section. Another idea is to
use a 3-ring binder, hole punch a two-pocket folder, and include it in the binder.
Set up your Writer’s Notebook as a model for what you want your students to do.
Opening
Ask students to turn and tell a partner something they learned about Writer’s Notebooks in the previous lesson. Then review the focus standard for the
day ELACC5W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences. (ELACC5W10, ELACC5SL1)
Tell students yesterday we looked at A Writer’s Notebook and Amelia’s 5th-Grade Notebook to figure out what writers do and why they keep notebooks. Today we’re going to brainstorm what our Writer’s Notebooks will look and
sound like, and then we will create them. (ELACC5SL1)
Chart student responses as they brainstorm ideas based on the two books
and their personal thoughts and experiences. Build this chart as the year
progresses. Here is a sample chart. You might want to type up the class
chart, copy it, and have students include it in their Writer’s Notebooks.
(ELACC5W10, ELACC5SL1)
Show students your Writer’s Notebook and discuss how it is organized and
what it contains. Here is a suggestion for the sections to include in the
notebook:
o Works in Progress – the drafts the students are working on each
nine weeks. This section should have lots of notebook paper.
o Conference Notes – strengths, goals, and next steps written by the
student as a result of a conference with the teacher or a peer
o Writer’s Tools – contains a copy of the Writing and Language
standards, graphic
organizers, strategies, notes from mini-lessons, rubrics, sample
exemplary papers, etc. –
anything the student can choose to use to support his/her writing.
Tools will be added to this
Writer’s Notebook
A Writer’s Notebook is a special place to collect stories, information, poems, ideas, interesting words,
song lyrics, newspaper clippings, answers to your wonderings – anything that will assist you in building
your writing life.
A Writer’s Notebook is NOT a journal! A journal is just for recording events. Instead, writers record
snippets of their lives in their notebooks. There are many different things you can write about in your
notebook.
things that are important to you things/topics that you care deeply about
stories/adventures that really happened important people, special places, animals, pets
drawings/sketches, diagrams songs, poems, observations writing from a photograph
questions you want to answer important firsts…day of school, camp, sleepover
good times, bad times, celebrations, vacations lists memories
conversations
others you want to add
section throughout the year.
Continue practicing your ritual for transitioning from the Opening to the Work
Time as needed.
Work Time
Students will create their Writer’s Notebooks using the materials they
brought in as well as those you provide.
Ask students to paste or hole punch their writing surveys from Lesson 2 and
include that in their notebooks as well.
Closing
Ask students to get with their partners and share their writing notebooks. As
they share, they should tell one object/artifact that has inspired them with a
writing idea. Point out that the artifacts the students included are part of
their writing tools.
Practice your ritual for students putting away and getting out their Writer’s
Notebooks.
Reading Lesson 4: What Independent Reading Looks and Sounds Like
Materials:
Reader’s Notebooks (teacher and students)
chart paper and markers or SmartBoard/Promethean
sticky notes for each student
Opening
Tell students as they have been putting together their Reader’s Notebooks they have been preparing to build their reading stamina. Ask students to turn and talk about what reading stamina might mean. Then briefly discuss
their thinking, making sure they understand stamina is like staying power – the ability to go the distance and sustain independent reading throughout the
Work Time. (ELACC5SL1)
Examine the focus standards for today, ELACC5RL10 - By the end of the
year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently and ELACC5RI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of
the grades 4-5 text complexity band independently and proficiently. Ask students to get out their Reader’s Notebooks, turn to the Reader’s Tools
section, and write the key words/phrases in their own words on their copy of
the standards they are unpacked. Note that the two standards are
essentially the same – it’s the type of texts that vary in each genre. You might even have students highlight or underline those text types.(ELACC5RL10, ELACC5RI10, ELACC5SL1)
After discussing the standards, tell students in order to meet these high
expectations, they will need to build their reading stamina by reading independently for extended times each day. What does independent reading look and sound like? Ask students to turn and tell a partner one idea they
have and why they think their idea is important. (ELACC5RL10, ELACC5RI10, ELACC5SL1)
Next chart students’ ideas and post them as you are building your reading
community and establishing rituals and routines for the year. Here are some
sample ideas:
Lots of thinking is going on; we must be quiet so we don’t interrupt the thinking.
Choose your own books.
Have enough books to last the entire reading time. Choose a place to read.
Teachers whisper, too! Record books read on your log. Read, Read, Read!
In order to build stamina and fluency, students need to be able to sit and
read for extended periods of time. Here are some other ideas to consider
adding to the chart: Can students sharpen a pencil, go to the restroom or
library, or leave their reading spot during independent reading?
Continue practicing your ritual for transitioning from the Opening to the Work
Time as needed.
Work Time
Students will practice following the independent reading rituals and routines
they brainstormed in the Opening. The teacher can also move around the
room to briefly talk to students about their books and get to know them as
readers.
Optional idea: In order to give students an idea of their current reading
stamina, you might want to time their independent reading for the next few
days to assess where they are. You might want to stop timing them when
someone stops reading, gets up, goes to the restroom, or doesn’t follow the
established procedures. Charting their independent reading times is also a
good way to track student progress. Students are often surprised how long
five minutes is!
Closing
Give students a sticky note and ask them to make a T-chart labeled me and
the class. Ask them to rate themselves according to how they did following
the rituals and routines for independent reading – perhaps using a scale of 1-
5, 3-2-1, etc. Then have them rate the class. Finally, ask students to share
their ratings with two other people, defending their positions as to how they
scored themselves and the class. (ELACC5SL1)
Writing Lesson 4: Writer’s Process and Building Stamina
Materials:
Writer’s Notebooks (teacher and students)
stamina video clip (see link in lesson)
chart paper and markers or SmartBoard/Promethean
Opening
Since the class just discussed stamina in Reader’s Workshop, ask students to turn and tell a partner what stamina means and how it might be applied to
Writer’s Workshop. Then review the focus standard for the day: ELACC5W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (ELACC5W10, ELACC5SL1)
What do writers do to build stamina? Show this short video clip to give
students some ideas from a published author. (ELACC5W10)
o Katie Wood Ray:
http://www.teachertube.com/viewVideo.php?video_id=187561&title=Katie_Wood_Ray_on_Building_Writers__Stamina (43 seconds)
Next share this thought from Ralph Fletcher, the author of Writer’s Notebook that was used in previous lessons.
Ralph Fletcher says (http://z5.sacredsf.org/wordpress-mu/dennisestrada/2012/02/20/on-the-building-of-stamina/):
I think stamina is a huge issue…. There’s no short-cut. It takes regular, sustained [writing] time to build stamina...
Tell students to think about what they heard these authors say. Then ask
them to turn and tell their partners what they themselves can do to build
their writing stamina. (ELACC5W10, ELACC5SL1)
Now discuss building writing stamina as a whole group. Students could share
an idea they heard or an idea they said. Chart their ideas and refer to them
as you are establishing the writing procedures for your classroom.
(ELACC5W10, ELACC5SL1) Here are some sample ideas for the chart; you
will probably have more ideas to add as the year progresses.
o Do routine writing daily.
o Have lots of time to write.
o Participate in Writer’s Workshop.
o Use my Writer’s Notebook.
o Take a piece of writing through the writing process.
o Choose my writing topics.
o Write, write, write!
Practice the procedures you established for the students to get their Writer’s
Notebook.
Work Time
Students will write on a topic of their choice. The purpose is to practice
building stamina, so the genre and topic are not important in this lesson.
The teacher can walk around and gather information on what students
already know about writing and how much stamina they currently have.
One suggestion is to play quiet music while students write to help
them stay focused and build stamina.
Closing
Ask two students to share their writing with the class. Practice Author’s
Chair rituals/routines and accountable talk. (ELACC5SL1)
Have students put their writing in their Writer’s Notebooks under Works in
Progress. Discuss how authors build stamina by continuing to write on the
same piece – just as the authors we heard today commented.
Reading Lesson 5: How Good Readers Choose Just Right Books
Materials:
Reader’s Notebooks
short, theme connected texts from this unit
chart paper and markers or SmartBoard/Promethean
independent reading books
paper and pencil for each student
Opening
Ask students to turn and tell their partners the title and a few sentences
about the best book they have ever read. Then have them share what made them decide to read that book. Did a friend or teacher recommend it? Did they see it at the library or bookstore? (ELACCSL1)
Tell students we have set up our Reader’s Notebooks, and we know we have
to read to build stamina; in order to do so, we must choose books we want
to read and those that will help us move towards meeting ELACC5RL/RI10.
Review the standards, including the language the students posted on the
standards board when unpacking them. Then share the focus of today’s
lesson, which is to think about how good readers choose books.
(ELACC5RL10, ELACC5RI10, ELACC5SL1)
Have some short texts you are using with the unit theme available to use in
this lesson. Hold one up and ask students to turn and tell a partner whether
they would like to read the book or not and what helped them make that
determination. (ELACC5SL1)
Next ask students to think about what they do when they go to the library or
a bookstore and they want to choose a book. What are some things that
help them make a decision? Chart their answers. (ELACC5RL10,
ELACC5RI10, ELACC5SL1) Here are some suggestions to include. Show
examples from your text set as students contribute their ideas.
front cover back cover/blurb
read another book in the series or by the same author
interesting title book recommendation from a friend or
teacher
heard it read aloud read it before
genres I like great illustrations sequel to a book I’ve read
Continue practicing the procedures for getting Reader’s Notebooks and
transitioning to Work Time.
Work Time
Students will practice choosing a book from the class or school library, or
they can read a book they brought from home. Continue to work on building
reading stamina; post their independent reading time if you are timing them.
(ELACC5RL/RI10)
Closing
Today students will do a constructed response as a formative assessment for
this lesson. Ask them to write a
paragraph explaining how they choose a book for independent reading. They
can use ideas from the chart if
needed. Students should include what they use to help them choose a book
(ideas from the chart) and an
explanation of how it helps them decide to choose or not choose a book.
This response could be kept in their Reader’s Notebooks. (ELACC5W2)
Writing Lesson 5: Seven Purposes for Writing: Informative/Explanatory
Writing
Materials:
Writer’s Notebooks
sticky notes
writing purposes chart
1 Topic = 7 Topics for each student
teacher model of 1 Topic = 7 Topics
Opening
Ask students to turn and tell a partner how they can use what they are learning about writing in “real life”. (This conversation should be
interesting!) (ELACC5SL1)
Tell students they have learned some things about how authors get ideas for
their writing and how important stamina is. But what if they aren’t planning
to have a career as an author? Why do they need to build stamina and learn
how to write for different purposes? Ask students to tell a partner three
things they like to read, and their responses can be anything from a menu at
McDonald’s to the Wall Street Journal. The purpose is to make a connection
to why adults who are not authors write. (ELACC5W10, ELACC5SL1)
Now briefly discuss student responses as a whole group. Consider asking
questions like what techniques the menu writer used to make you want to
order a certain dish, what kinds of words the sports writer from the
newspaper used to describe the baseball game so you could visualize the
action, or how the weatherman described an upcoming storm. The goal is to
show how the writing standards students are learning are being used in real
world situations. Show some examples of real world informational writing to
support your discussion. Caution: Choose examples you won’t use for the
unit performance task assessment. (ELACC5W10, ELACC5SL1)
Discuss the focus standard for today: ELACC5W2 – Write
informative/explanatory texts to examine a topic and convey ideas
and information clearly. Ask students to put this standard in their own
words and discuss it as a class. Have one or two students write synonyms
for the key words in the standard on sticky notes and post them on the
standards board. You could also have them unpack it on their copy of the
standards in their Writer’s Notebooks (ELACC5W2, ELACC5SL1)
What are the characteristics of informative/explanatory writing? How do I
know if I am writing for that purpose? Use a three-column chart to record
characteristics as well as examples of how it is used in real life. (ELACC5W2,
ELACC5SL1) Here is an example. Other purposes will be added to the chart
throughout the unit; thus, all the rows in the chart.
Writing Purpose Characteristics Real World
Examples
informative/explanatory teaches about or
explains a topic
uses facts and
quotes about the
topic
video game
manual, newspaper
article on the
election, Time for
Kids, book on Civil
War battles
You will add information to the chart over the next few writing lessons.
Knowing the differences between writing purposes and having the real world
examples will assist students in completing the unit performance task.
(ELACC5W2)
Point out to students they just completed an informative/explanatory piece in
Reader’s Workshop explaining
how they choose a book for independent reading. (ELACC5W2)
Next introduce the 1 Topic = 7 Topics organizer, which will be placed in the
students’ Writer’s Notebooks under Writer’s Tools. Model thinking aloud to
choose a topic you want to write about and list it in the first column. Finally,
think aloud to determine how you could use your topic to write an
informative/explanatory piece. Here is an example. (Note: The writing
purposes are included in this order to make the reading-writing connections
in the daily lessons.)
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
Students will insert the 1 Topic = 7 Topics organizer in their notebooks.
Then they will work on choosing a topic to put in the first column and an
informative/explanatory connection for that topic to go in the last column.
(ELACC5W2)
They will then write an informative/explanatory piece based on their topic.
Students will not take this piece
through the writing process; the purpose is to use information gathered from
their work as a formative
assessment for informative/explanatory writing. (ELACC5W2)
Closing
Ask students to share their informative/explanatory pieces with a partner.
One partner will read and the
other will explain how that piece meets the criteria for
informative/explanatory. Then partners will switch roles. (ELACC5W2,
ELACC5SL1)
Students should keep their drafts in their Writer’s Notebooks under Works in
Progress.
1 Topic Writing Purpose 7 Topics
softball
informative/explanatory how to play the game
opinion
narrative
research connection
reflection
book review/response
poetry
Reading Lesson 6: Text Complexity and Just Right Books
Materials
ball of yarn
T-chart for simple and complex text
examples of simple and complex text (from this unit or from Common Core
State Standards Appendix B – corestandards.org)
independent reading books for each student
Reader’s Notebooks
pencils for each student
Opening
Here is a suggested activity to help students begin to understand text
complexity and the difference between difficult and complex. Use any activity that fits your students’ needs. The purpose is to have an experience to refer back to as students learn about text complexity; you can say,
“Remember when we threw the yarn across the circle?” o Ask students to stand around the room in a circle. Take a skein of
yarn, grab one end of it, and pass it to the person to your right. Ask that person to hold on to a piece of yarn, and then pass it to the next person. Continue passing and holding on to the yarn until everyone
has a piece. Talk about how simple (not easy) it was to unravel it and what it looks like now (pieces don’t criss-cross, simple to wrap up).
o Then walk around the circle and wrap the yarn back around the skein. Think aloud as you are wrapping: This is simple because there is only one string to rewind; the yarn seems to go back into place because
there are no obstacles in the way; I could easily predict when the yarn was coming to me, etc.
o Now make the process a lot more complex! Hold on to one end of the yarn and throw it across the circle to someone. Ask them to take hold of a piece and throw it to someone else. Continue until each student
has a piece of yarn. What does it look like now? It’s not difficult – it’s complex! The lines of string criss-cross each other; there are lots of
pieces of string – not just one like before; I wasn’t sure when it was coming to me; unraveling took longer, and so will wrapping it back up.
Review the focus standards for today, ELACC5RL10: By the end of the
year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently and ELACC5RI10 By the end of the
year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of
the grades 4-5 text complexity band independently and proficiently.
(ELACC5RL10, ELACC5RI10, ELACC5SL1)
Next, take a few minutes to discuss the differences between the difficult and
complex. It wasn’t difficult to throw the yarn around the circle and make a
web; it was more complex because you had to stop and think about where
and how hard to throw it, and wrapping it back up took strategy and time.
(ELACC5RL10, ELACC5RI10, ELACC5SL1)
Now make the connections between the yarn activity and text complexity.
Create a T-chart. Label one side simple text and the other complex text.
Then discuss the differences with students. (ELACC5RL/RI10, ELACC5SL1)
Here are some suggestions.
Finally, show examples of texts from the text complexity band for 4th-5th grade.
There is a list in Appendix B
of the Common Core State Standards document , or show some of the
suggested texts in this unit.
Explain to students they will read a variety of genres for a variety of purposes
simple text complex text
usually has only one plot line, like
the first yarn activity was only a
single line around the circle
text structure is chronological order,
like the first yarn activity
one narrator
very straightforward, easy to
comprehend, and predictable
Informational texts use simple
structures, like grouping information
by topic.
has several plot lines that may criss-
cross each other, like the lines in the
second yarn activity
Text structure uses flashback, or the
story is not told in order (second
yarn activity).
multiple narrators
The reader has to bring in
background knowledge or make
inferences to comprehend the text.
Informational texts use complex and
less ordinary structures, like in a
technical text.
this year. (ELACC5RL/RI10,
ELACC5SL1)
Work Time
Students will choose a text and read independently for about 15 or so
minutes. Then they will write a response in their Reader’s Notebooks telling
whether their book was a simple or complex text based on the criteria listed
on the chart in the Opening. Students should use this text evidence to
support their thinking. (ELACC5RL/RI10)
Closing
Students will read their responses to a partner, who will offer feedback on
whether the author supported his opinion with appropriate text evidence.
Was there enough evidence to prove what he/she was thinking?
(ELACC5RL/RI10, ELACC5SL1)
Writing Lesson 6: Seven Purposes for Writing: Opinion Writing
Materials
1 Topic = 7 Topics organizer – teacher example
three-column chart from Writing Lesson 5
Writer’s Notebooks with 1 Topic = 7 Topics organizer
pencils for each student
Opening
Ask students to turn and tell a partner one way they used informative/explanatory writing in the last 24 hours. (ELACC5SL1)
Review the 1 Topic = 7 topics organizer, which students placed in their
Writer’s Notebooks under Writer’s Tools. Tell students today the group will
continue to explore how to take their 1 topic and use it to write for a different purpose. Then discuss the standard for today: ELACC5W1 – Write opinion
pieces on topics or texts, supporting a point of view with reasons and information. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key
words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their
Writer’s Notebook (ELACC5W1, ELACC5SL1)
What are the characteristics of opinion writing? How do I know if I am
writing for that purpose? Continue adding information to the three-column
chart from Lesson 5 (writing purpose, characteristics, real world examples).
Distinguish opinion writing from persuasive, with which students are familiar.
(ELACC5W1, ELACC5SL1)
Finally, think aloud to determine how you could use your topic to write an
opinion. Here is an example. (ELACC5W1)
Point out to students how you will have to support your opinion with reasons,
facts, and details to prove your
point, not to persuade someone else to agree with you. (ELACC5W1)
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
Students will turn to the 1 Topic = 7 Topics organizer in their notebooks.
Then they will work on choosing a topic for their opinion piece and write it in
the last column of their organizers. (ELACC5W1)
They will then write an opinion piece based on their topic. Students will not
take this piece
through the writing process; the purpose is to use information gathered from
their work as a formative
assessment for opinion writing. (ELACC5W2)
Closing
Ask students to share their opinion pieces with a partner. One partner will
1 Topic Writing Purpose 7 Topics
softball
informative/explanatory how to play the game
opinion Softball is an
outstanding sport to
play.
narrative
research connection
reflection
book review/response
poetry
read and the
other will explain how that piece meets the criteria for opinion writing. How
convincing was the argument? Then partners will switch roles. (ELACC5W1,
ELACC5SL1)
Students should keep their drafts in their Writer’s Notebooks under Works in
Progress.
Reading Lesson 7: Talking About Books
Materials
book club accountable talk video (link in lesson) or other example of
accountable talk
chart paper and markers or SmartBoard/Promethean
independent reading books
checklist for students to rate their use of accountable talk
Opening
In lesson 5 students talked with a buddy about a favorite book. Today ask
students to turn and talk about the worst book they ever read. Did they
finish reading it, or did they abandon it? What made them not want to read it? (ELACC5SL1)
Review the focus standard for today: ELACC5SL1: Engage effectively in
a range of collaborative discussions (one-on-one, in groups, in
teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly. Since this
standard was introduced in Reading Lesson 1, and students did not have
their Reader’s Notebooks at that time, you might want to have them write
the standard in their own words in their notebooks. This is also a great time
to revisit the standard as you continue to firm up rituals and routines.
(ELACC5SL1)
Introduce the term accountable talk. Have students turn and tell a partner
what it means to be accountable. Briefly discuss how accountable talk fits
with today’s focus standard. (ELACC5SL1)
Show students one of the book club accountable talk videos from this website: http://readingandwritingproject.com/resources/common-core-standards/ccs-videos.html . Teacher note: There are three videos here
that would be appropriate; one fourth grade (Mayflower voyage) and two fifth grade (Out of the Dust and Bud, Not Buddy). Each video is about six
minutes long.
Give students a few things to look and listen for as they watch the video. For
example: What do you notice about the discussion the students are having?
How do the students respond to someone else’s ideas or opinions? What are the other students doing while one student is talking? (ELACC5SL1)
Now discuss what students noticed. Chart the accountable talk behaviors you and your students will use when they are talking one-to-one (like in a
teacher conferences or partner work), in small groups (like guided reading/writing or strategy groups), and in whole group (teacher-led discussions, Author’s Chair, Closings). Include both speaking and listening
behaviors, and consider posting the chart for future student reference. (ELACC5SL1)
Finally, tell students one way to stretch their thinking in order to read and
understand complex texts is to share their thinking with others. Thus, they
will use accountable talk a lot this year. (ELACC5RL/RI10, ELACC5SL1)
Work Time
Students will choose a just right text using criteria from Reading Lesson 5.
Then they will read independently and continue to build stamina while the
teacher walks around and practices accountable talk with students. Continue
to chart their reading time if you chose to use that method. (ELACC5RL/RI10,
ELACC5SL1)
Closing
Students will use accountable talk as they share what they read today with a
partner and listen to their partners tell what he/she read. (ELACC5SL1)
Students will rate themselves according to how they used accountable talk.
You could use a checklist based on the agreed upon rituals and routines
established in the Opening, or students could write a constructed response
that includes that information. (ELACC5SL1)
Writing Lesson 7: Seven Purposes for Writing: Narratives
Materials
1 Topic = 7 Topics organizer – teacher example
three-column chart from Writing Lesson 5
Writer’s Notebooks
pencils for each student
Opening
Ask students to turn and tell a partner a story their families tell over and
over – like the ones they hear every Thanksgiving or Christmas. It might be a story that is told about them! (ELACC5SL1)
Review the 1 Topic = 7 topics organizer, which students placed in their Writer’s Notebooks under Writer’s Tools. Tell students today the group will continue to explore how to take their 1 topic and use it to write for a different
purpose. Then discuss the standard for today: ELACC5W3 – Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key words in the standard
on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebook.
(ELACC5W3, ELACC5SL1)
What are the characteristics of narrative writing? How do I know if I am
writing for that purpose? Continue adding information to the three-column
chart from Lesson 5 (writing purpose, characteristics, real world examples).
(ELACC5W3, ELACC5SL1)
Finally, think aloud to determine how you could use your topic to write a
narrative. Here is an example. (ELACC5W3)
Point out to students how you will have to support your narrative with
descriptive details and make sure to
write it in a clear sequence. Remind students which type of narrative you
have chosen to write, either a
personal or fictional narrative, and that they can choose either for their work
today. (ELACC5W3)
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
1 Topic Writing Purpose 7 Topics
softball
informative/explanatory how to play the game
opinion Softball is an
outstanding sport to
play.
narrative the game where I made
an incredible play after
getting knocked down
by the ball
research connection
reflection
book review/response
poetry
Students will turn to the 1 Topic = 7 Topics organizer in their notebooks.
Then they will work on choosing a topic for their narrative piece and write it
in the last column of their organizers. (ELACC5W1)
They will then write a narrative piece based on their topic. Students will not
take this piece
through the writing process; the purpose is to use information gathered from
their work as a formative
assessment for narrative writing. (ELACC5W2)
Closing
Have a couple of students share their narratives in the Author’s Chair while
the other students practice accountable talk responses to the authors. Ask
the audience to turn to a partner and explain how they know the writing is a
narrative piece. They may use the chart from the lesson if needed.
(ELACC5W3, ELACC5SL1)
Students should keep their drafts in their Writer’s Notebooks under Works in
Progress.
Reading Lesson 8: Paraphrasing What I Read
Materials
quotes from the lesson displayed for students to see
chart paper and markers or SmartBoardPromethean
Elmo (if available)
a short text from this unit
Reader’s Notebooks
independent reading books
pencils for each students
Opening
Display the following quote written in a review of one of the recommended extended texts, Wonder by R. J. Palacio (www.kidsreads.com): “Auggie is a hero to root for, a diamond in the rough who proves that you can’t
blend in when you were born to stand out.” Have students practice accountable talk by restating the quote in their own words, much like the
class has been doing when unpacking standards. (ELACC5SL1)
Introduce the standard for today: ELACC5RL2: 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. Today
focus on summarize the text. Ask students to put this part of the standard
in their own words and discuss it as a class. Have one or two students write synonyms for summarize the text on sticky notes and post them on the standards board. You could also have them do the same on their copy of the
standards in their Reader’s Notebooks. (ELACC5RL2, ELACC5SL1)
Tell students at times this year they will use quotes from a text to support
their thinking about what they’ve read – like the quote about Wonder. Other
times they will need to paraphrase information in order to summarize the
text or support their thoughts, which is more like what they did when they
told their partner what the quote meant. Why wouldn’t it be okay to just
copy what a text says? Couldn’t I use quotes when writing my whole paper?
Remind students about plagiarism – what it means and how to avoid it. In
today’s writing lesson students will practice making a research connection,
and they will need to paraphrase the information they find. (ELACC5RL2,
ELACC5SL1)
What is the difference between quoting and paraphrasing information? Have
students turn and talk; remind them of the accountable talk behaviors from
yesterday’s lesson. Then discuss the differences with the whole class. Chart
these differences and ask students to copy them into their Reader’s
Notebooks under Reader’s Tools. (ELACC5RL2, ELACC5SL1)
Use the Elmo (if available) to display a page from one of the short texts
you’re using in this unit. You could also give students a copy for their
Reader’s Notebooks. Do a shared reading of the page without stopping to
discuss it. Have students sit and think how they can paraphrase the text (no
talking). Then ask them to turn to a partner and practice paraphrasing what
the text said. Finally, the partners should reread the text to see how
accurately they paraphrased it. (ELACC5RL2, ELACC5SL1)
Lastly, ask students how they can use paraphrasing in real life. Continue to
make those real world connections!
Work Time
Students will choose and independently read a just right book. For the last
ten minutes or so of Work Time, students will complete a constructed
response in which they paraphrase what they read today. They do not have
to complete a book or chapter in order to do the response. (ELACC5RL2,
ELACC5SL1)
Closing
One or two students will share their responses in Reader’s Chair. The
audience will practice accountable talk. Have the authors share their
thinking process; how did they take what the text said and paraphrase it?
Was it easy or difficult not to copy what was in the text? Help them think
through some of the problem solving they may need to do in order to not
copy the text word for word. (ELACC5RL2, ELACC5SL1)
Writing Lesson 8: Seven Purposes for Writing: Research
Materials
1 Topic = 7 Topics organizer – teacher example
three-column chart from Writing Lesson 5
Writer’s Notebooks
resources for researching topics
pencils for each student
Opening
Ask students to turn and tell a partner a something they would like to know
more about, something they could research. (ELACC5SL1)
Review the 1 Topic = 7 topics organizer. Tell students today the group will continue to explore how to take their 1 topic and use it to write for a different purpose. Then discuss the standard for today: ELACC5W7 – Conduct
short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Ask students to
put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key words in the standard on sticky notes and post them on the standards board. You could also have them
unpack it on their copy of the standards in their Writer’s Notebook. (ELACC5W7, ELACC5SL1)
Discuss how research writing connects to the writing purposes you’ve
discussed so far. How can it be used with informative/explanatory, narrative,
or opinion writing? Continue adding information to the three-column chart
from Lesson 5 (writing purpose, characteristics, real world examples).
(ELACC5W1, ELACC5SL1)
Finally, think aloud to determine what research connections you can make to
your topic. It would be helpful if students heard you list several aspects you
could research. Here is an example. (ELACC5W1)
Point out to students that in future lessons they will research using several
different sources. Since you are
just introducing research as a purpose for writing, today they can just do a
short piece of research using one
source. Stress the importance of getting the information from a source and
not from their background knowledge. Additionally, remind students to
paraphrase and not copy the text word for word. (ELACC5RL2, ELACC5W7)
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
Students will turn to the 1 Topic = 7 Topics organizer in their notebooks.
Then they will choose research connections for their topics and write them in
the last column of their organizers. (ELACC5W1)
Then students will use books, the internet, articles, the school library, etc. to
research one of their connections. This research project is formative
assessment, so looking up a few facts is perfectly fine. Use whatever
materials/resources you have available. (ELACC5W7)
Teacher note: You may want to have students keep the texts they are
using for the research connection. They will need a text connected to their
topics to review in Lesson 10.
Closing
Students will share their research findings with a partner. The listening
1 Topic Writing Purpose 7 Topics
softball
informative/explanatory how to play the game
opinion Softball is an
outstanding sport to
play.
narrative game where I made an
incredible play after
getting knocked down
by the ball
research connection the history of softball,
countries in which
people play softball,
dimensions of a softball
and softball field
reflection
book review/response
poetry
partner should ask the author to tell or show the source of their information.
(ELACDC5W7, ELACC5SL1)
Students should keep their drafts in their Writer’s Notebooks under Works in
Progress.
Reading Lesson 9: Setting Goals During Conferences
Materials
timeline of Mother Teresa’s life
chart paper and markers or SmartBoard/Promethean
Reader’s Notebooks
independent reading books
pencils for each student
Opening
Teacher Note: Mother Teresa is used in this lesson as someone whose beliefs
influenced the decisions she made and to illustrate how she took small steps to
accomplish a very large goal. You can use any person who fits this description; her
biography is one of the recommended extended texts.
Ask students if they have ever heard of Mother Teresa. Briefly discuss who
she was and why she is well-known. Then tell students her goal was to build a chain of love around the world. Ask students to turn and tell a partner what this statement might mean. (ELACC5SL1)
Mother Teresa’s goal was gigantic, much too large to accomplish right away
or in one step. So how did she accomplish her goal of building a chain of love around the world? Use the timeline of her life to trace the small steps she took to realize her goal. (ELACC5SL1)
Review the focus standard for today: ELACC5RI10: By the end of the
year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Ask students to share some things they’ve already learned this year about meeting this standard (reading stamina, choosing just right books, etc.).
(ELACC5RL/RI10, ELACC5SL1) Then discuss the following with the class: In order to know where they are
in meeting this and all of the reading and writing standards for fifth grade, students will participate in conferences. Sometimes they will confer with the teacher and sometimes it will be with a buddy – or maybe even themselves.
In order to get to the big goal, which is meeting/exceeding standards, students will work with you to set small goals for themselves as readers and
writers, work on meeting that goal, confer with you again to check their
progress, and set a new goal that will get them one step closer to meeting all
the standards. Just like Mother Teresa, students will take one step at a time so that all their smaller goals lead them to meeting the bigger ones. (ELACC5SL1)
Next talk with students about the information that should be included in their goals and give some examples and non-examples of each criteria. Chart
these for student reference; you might want students to include them in their Reader’s and Writer’s Notebooks. Since this chart will often be used by students, consider posting it. (ELACC5RL/RI10, ELACC5W10, ELACC5SL1)
Here are some possibilities:
Setting Goals
Criteria Example Non-Example
specific Read all the way to the end
of the word.
Be a better reader.
realistic Read for 30 minutes during
daily Work Time.
Read for 3 hours at
school.
related to the
standards
Work on clearly introducing
my topic in my opinion piece. (ELACC5W1)
Write a persuasive
essay.
short term Write a clear introduction in my opinion piece before the end of the week.
Write my introduction by the end of the nine weeks.
What are some real world applications of goal setting? Discuss some ways
you set goals for yourself today (exercise, eating healthy, number of papers to grade each night to get them all done, etc.). How did your beliefs influence your goal setting? Like Mother Teresa, it’s one step at a time.
(ELACC5SL1)
Work Time
Ask students to choose a goal for today’s independent reading and write it in
their Reader’s Notebook. Then students will read independently and work
towards meeting their goals. Remind them to follow the criteria from today’s
lesson. (ELACC5RL/RI10)
When there is around five minutes of Work Time remaining, ask students to
reflect on whether or not they were able to meet their goals. They will write
their responses underneath the goal in their Reader’s Notebooks.
(ELACC5RL/RI10)
Closing
Ask students to work in groups of three to share their goals and whether
they were able to meet it. Partners should discuss whether the goals met
the criteria set forth in the lesson (specific, realistic, etc.). Groups will
practice accountable talk as they share. (ELACC5RL/RI10, ELACC5SL1)
Writing Lesson 9: Seven Purposes for Writing: Reflections
Materials
mirror
1 Topic = 7 Topics organizer – teacher example
three-column chart from Writing Lesson 5
Writer’s Notebooks
pencils for each student
Opening
Hold up a mirror and tell students today they will discuss reflections. Ask
them to turn and tell a partner the connection between a mirror and a reflection. Then ask them to tell their partners other places they can find reflections. Briefly discuss the purpose of this type of reflection (shows you
what you look like, if you have peanut butter on your face, etc.). Support students as needed in understanding the term reflection. (ELACC5SL1)
Discuss with students: In today’s reading lesson we discussed goal setting.
As we have conferences together, we will reflect on the progress you are
making in meeting your goals. Sometimes the reflections will be our discussions, and other times you might be writing them down. Just like the
mirror reflections, these will show us what you look like as a reader and writer and what your next steps are in “grooming” your skills and strategies.
(ELACC5W10, ELACC5W1)
Review the 1 Topic = 7 topics organizer. Tell students today the group will
continue to explore how to take their 1 topic and use it to write for a different purpose. Then review the focus standard for today: ELACC5W10 – Write
routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences. Note the part of the standard that says students are writing for reflection – the focus for today. You could also have them unpack it on their
copy of the standards in their Writer’s Notebook since they did not have that opportunity when standard 10 was originally introduced. (ELACC5W10, ELACC5SL1)
What are some characteristics of reflection writing? How do I know I am
writing for that purpose? Continue adding information to the three-column
chart from Lesson 5 (writing purpose, characteristics, real world examples).
(ELACC5W10, ELACC5SL1)
Finally, think aloud to determine what reflections you could make to your
topic or the process of writing for different purposes. You might want to list
several reflections choices. Here is an example. (ELACC5W10)
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
Students will turn to the 1 Topic = 7 Topics organizer in their notebooks.
Then they will choose a reflection connection for their topics and write it in
the last column of their organizers. (ELACC5W10)
Then students will write their reflections. (ELACC5W10)
Closing
One or two students will share their reflections in Author’s Chair. The
audience will practice accountable talk. (ELACC5W10, ELACC5SL1)
Then ask students to turn and tell their partners how they know the pieces
that were read were reflections. (ELACC5W10, ELACC5SL1)
1 Topic Writing Purpose 7 Topics
softball
informative/explanatory how to play the game
opinion Softball is an
outstanding sport to
play.
narrative the game where I made
an incredible play after
getting knocked down
by the ball
research connection the history of softball,
countries in which
people play softball,
dimensions of a softball
and softball field
reflection the most important
lesson I learned playing
softball, a life changing
moment (Mary hit with
the bat), playing 18
years – too long? Too
old?
book review/response
poetry
Students should keep their drafts in their Writer’s Notebooks under Works in
Progress.
Reading Lesson 10: Close Reading
Materials
“Belief” or other poem related to the theme displayed for students to see
copy of the poem for each student
Reader’s Notebooks
pencils for each student
discussion topics either displayed or 1 copy per student
Opening
Ask students to turn and tell a partner one thing they strongly believe in and
why. (ELACC5SL1)
Review today’s focus standard, which has already been unpacked with students: ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and
technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Tell students today they are going to closely read and analyze a poem, a
poem which is really a song by John Mayer. Ask students if they know who
he is or if they are familiar with any of his songs. Explain that in order to
meet standard RI10/RL10, students will need to closely read texts
independently, in small groups, and with the whole class. Teacher note:
Today’s lesson includes a poem because of its length; it is short enough to
introduce students to the concept of close reading. The poem will be used in
Lessons 11-12 as well.
Discuss what close reading looks like with students. (You might want to
chart these ideas for use in future lessons.) It is reading deliberately and carefully, focusing on the meaning of the text. It is not just reading words –
a lot of thinking about what is being read occurs. In close reading, the text is read over and over to allow the reader to spend time analyzing and thinking deeply about its meaning. Finally, close reading is tied to the
author’s words, not to our connections and feelings. You might even want to tell students that text-to-text, text-to-self, and text-to-world connections.
Most of the standards focus on what the author is saying in the text, not what it reminds us of. (ELACC5RL/RI10, ELACC5SL1)
Then display the lyrics to “Belief”. Ask students how the poem fits with the
theme of Standing Tall. Give students a copy of the poem to include in their
Reader’s Notebooks. (ELACC5SL1)
Do a shared reading of “Belief” all the way through without stopping to discuss it. Then ask students to turn and tell a partner something they are thinking after reading the poem. (ELACC5SL1)
Now go back and reread the poem, one stanza at a time, in order to do a
close reading of it. Close reading is not something to rush through; it is better to do less and have a deep discussion. Here are some suggested discussion topics you might choose; select those that work best
with your class in this introductory lesson. You won’t get through all of these topics in one lesson; students can complete one or two of these discussion
topics with a partner during Work Time.
o Think about the title of the poem and reread the following lines.
Discuss what those lines mean, modeling your thinking for students. Where would you find the paint on a sign if you are thinking of
displaying your beliefs? Did this form of expressing beliefs convince anyone else to share the same opinion? What text evidence supports your thinking? (ELACC5RL1, ELACC5SL1)
Is there anyone who Ever remembers changing their mind from
The paint on a sign?
Reread the following lines and discuss their meaning. What does it mean
Everyone believes and they’re not going easily? What is the author trying to say about getting people to change their beliefs? What text evidence
supports your thinking? Have students turn and talk, then discuss as a whole group as well. (ELACC5RL1, ELACC5SL1)
Everyone believes In how they think it ought to be Everyone believes
And they're not going easily
Reread the following lines and talk about the metaphor the author uses to describe beliefs. (Review metaphors if needed.) What do you know about armor? How could beliefs be like armor or a sword? Why would the author
use the word heaviest instead of just saying sword? What does it mean to not be able to hit who you are trying for? What text evidence proves your
thinking? Have students turn and talk; discuss as a large group as well. (ELACC5RL1, ELACC5SL1)
Belief is a beautiful armor
But makes for the heaviest sword Like punching under water
You never can hit who you're trying for
Continue rereading and discuss the meaning of the following stanza. Reread
more than this stanza if it will help give more of a context for determining the author’s message. What is he saying about the impact of beliefs on
society? What war could this reference? What text evidence supports your
thinking? Ask students to turn and talk; discuss as a large group as well. (ELACC5RL2, ELACC5SL1)
We're never gonna win the world
We're never gonna stop the war We're never gonna beat this
If belief is what we're fighting for
The last stanza of the song sums up the author’s message about beliefs.
Reread the last stanza and ask students to turn and tell a partner what events the author refers to by these lyrics. Then ask them to talk about the
author’s overall message regarding beliefs. What does he believe about beliefs? What text evidence proves your thinking? Why didn’t the author just say Lots of people are killed in war? Why did he say What puts the
folded flag inside his mother’s hand? Why does it say his and not hers? Discuss as a whole group. (ELACC5RL2, ELACC5SL1)
What puts a hundred thousand children in the sand Belief can Belief can
What puts the folded flag inside his mother's hand Belief can
Belief can
Tell students the poem is the author’s reflection on beliefs. Remind them of the reflection they wrote a few lessons ago. Does the author meet the criteria they brainstormed for reflection writing? (ELACC5W10, ELACC5SL1)
Work Time
Provide a copy of the “Belief” poem for students. Have them work with a
partner to complete one or two of the discussion points you didn’t use from
the Opening. They should put their thoughts in writing and keep them in
their Reader’s Notebooks behind the Responses tab.
Closing
Reread “Belief” as a choral reading to practice fluency. (ELACC5RFS4)
Have each set of partners join another set of partners and share their
thoughts on the stanzas they closely read. Ask the listening partners to think
about the following questions: How do their opinions compare? Did they use
text evidence to prove their thinking? Group members should provide
feedback to each other. (ELACC5RL2, ELACC5SL1)
Writing Lesson 10: Seven Purposes for Writing: Book Reviews/Responses
Materials
book review from amazon.com (perhaps a review of your extended text)
1 Topic = 7 Topics organizer – teacher example
three-column chart from Writing Lesson 5
Writer’s Notebooks
pencils for each student
Option: Students can use the materials from Writing Lesson 8 in their
reviews.
Opening
Display a book review from amazon.com. It would be powerful to show a
review of your extended text. Ask students to turn and tell a partner something they notice about the review (summary, opinion supported by text evidence). (ELACC5SL1)
Review the 1 Topic = 7 topics organizer. Tell students today the group will
continue to explore how to take their 1 topic and use it to write for a different purpose. Then review the standard for today: ELACC5W9 – Draw evidence from literary or informational texts to support analysis,
reflection, and research. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms
for the key words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebook. (ELACC5W9, ELACC5SL1)
Tell students the book review they just looked at included the parts of
ELACC5W9; there was evidence from text that supported a summary of the book, and there was text evidence that supported the reviewer’s analysis and reflection on the book. Point out examples of these in the book review and
discuss how they support this writing purpose. Remind students they looked at a type of reflection writing in the last lesson. (ELACC5W9, ELACC5SL1)
What are the characteristics of a text review/response? How do I know I am
writing for that purpose? Continue adding information to the three-column
chart from Lesson 5 (writing purpose, characteristics, real world examples).
Tell students their book reviews could be done on a magazine or newspaper
article, website, etc. – it doesn’t have to be a book. (ELACC5W9,
ELACC5SL1)
Finally, think aloud to determine which text you want to use for your
review/response. Here is an example. (ELACC5W9)
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
Students will turn to the 1 Topic = 7 Topics organizer in their notebooks.
Then they will choose a text for their review that matches their topic (if
1 Topic Writing Purpose 7 Topics
softball
informative/explanatory how to play the game
opinion Softball is an
outstanding sport to
play.
narrative the game where I made
an incredible play after
getting knocked down
by the ball
research connection the history of softball,
countries in which
people play softball,
dimensions of a softball
and softball field
reflection the most important
lesson I learned playing
softball, a life changing
moment (Mary hit with
the bat), playing 18
years – too long? Too
old?
review/response Throw Like a Girl: How to Dream Big and
Believe in Yourself by Jennie Finch – review the book
poetry
possible) and write it in the last column of their organizers. Perhaps students
could review their text from the research connection in Lesson 8.
(ELACC5W9)
Alternative idea: If it is too difficult to have students write a book review on
their topics, then ask them to review what you have read so far in the
extended text.
Then students will write their responses. If they chose to review or respond
to a book, it would be fantastic if they could post it on amazon.com – first
names only. What an outstanding real world connection! (ELACC5W9)
Closing
One or two students will share their reviews/responses in Author’s Chair
while the audience practices accountable talk. (ELACC5W9, ELACC5SL1)
Then ask students to turn and tell a partner how the reviews met the
characteristics for that writing purpose. They can use the chart from the
lesson if needed. (ELACC5W9, ELACC5SL1)
Students should keep their drafts in their Writer’s Notebooks under Works in
Progress.
Reading Lesson 11: Close Reading (Lesson 10 continued)
Materials
“Belief” or other poem related to the theme displayed for students to see
copy of the poem for each student
Reader’s Notebooks
pencils for each student
discussion topics either displayed or 1 copy per student
Opening
Continue Reading Lesson 10 using “Belief” by John Mayer. It is okay to not
finish discussing all the stanzas. (ELACC5RL1, ELACC5SL1)
Work Time
Students will use their copy of the “Belief” poem and work with a partner to
complete some of the remaining discussion points from the Opening. They
should put their thoughts in writing and keep them in their Reader’s
Notebooks behind the Responses tab. (ELACC5RL!, ELACC5SL1)
Closing
Reread “Belief” as a choral reading to practice fluency. (ELACC5RFS4)
Have each set of partners join another set of partners and share their
thoughts on the stanzas they closely read. (ELACC5RL2, ELACC5SL1)
Students will use the Speaking-Listening Rubric to evaluate their application
of the Speaking-Listening standards. (ELACC5SL1)
Writing Lesson 11: Author’s Choice
Materials
1 Topic = 7 Topics organizer – teacher example
three-column chart from Writing Lesson 5
Writer’s Notebooks
pencils for each student
Opening
Ask students to turn and tell a partner the name of their favorite restaurant
and what they would order if they went there. (ELACC5SL1)
Just like they like to choose what to eat at a restaurant, authors choose what
to write about. Discuss how authors write about what’s important to them,
what they know a lot about, and to fulfill a purpose. Review the 1 Topic = 7
Topics chart from this unit to remind students of the purposes authors have
when writing. Ask students to turn and tell a partner their favorite writing
purpose. (ELACC5W10, ELACC5SL1)
Review the focus standard for today: ELACC5W10 – Write routinely over
extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Tell students this
year they will have many opportunities to write for different purposes. Sometimes they will get to choose their purpose, and other times they will get to choose their topic for a specific writing purpose. (ELACC5W10,
ELACC5SL1)
Today’s Work Time will be similar to a visit to a restaurant. Tell students
they can choose any 1 Topic they would like; it doesn’t have to be the same
as on their organizer. Then they will choose a purpose for writing that
matches their topic, just like they have been practicing throughout the unit.
They should focus on including the characteristics of the purpose they have
chosen so the reader knows without a doubt what the author’s purpose was
in the piece.
Work Time
Students will choose a topic and a purpose and write their piece. They could
also choose to continue a piece they started in a previous lesson. Either
way, they will also practice building stamina as they write. Ask students to
list the topic and writing purpose on their papers so you can check whether
what they intended to write was indeed what they wrote. (ELACC5W10)
Closing
Students will share their writing with the others in their group. They will
explain what topic and purpose they chose and why. Ask students to tie in
how their beliefs influenced what they wrote. The teacher will visit each
group and guide the discussion as needed. (ELACC5W10, ELACC5SL1)
Reading Lesson 12: How a Poem’s Structure Impacts Its Meaning
Materials
“Belief” poem (or the poem you used in Lessons 10-11) displayed for
students to see
copy of the “Belief” poem in Reader’s Notebooks
1 copy of a different poem for each student (see Suggested Works/Resources
for ideas)
pencils for each student
Opening
Ask students to turn and tell a partner something they learned from
yesterday’s poem, “Belief”. (ELACC5SL1)
Display the poem and ask students to turn to the poem in their Reader’s
Notebooks. Reread the poem without stopping to discuss it. Then ask students to turn and tell their partners something the author believes about beliefs and the text evidence to prove their thinking. (ELACC5RL1,
ELACC5SL1)
Tell students today’s lesson will focus on the structure of a poem. Introduce and unpack today’s standard: ELACC5RL5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem. Ask students to put this standard in their own words and discuss it as a class. Have one or two
students write synonyms for the key words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebook. (ELACC5RL5,
ELACC5SL1)
Then ask students to sit quietly for 30 seconds and look at the structure of the poem, thinking about what they see visually (How is the poem “built”?), including line length, repeated words, the use of questions versus
statements, rhyme scheme, etc. Then ask students to turn and tell a partner two things they noticed about the poem’s structure. Discuss some of their
ideas with the whole class. (ELACC5RL5, ELACC5SL1)
Next, ask students to think how the structure of the poem impacts its
meaning. For example:
o Why did the author put the stanzas in this particular order? Would the meaning of the poem change if the stanzas were in a different order?
o What if one stanza was left out? (You might want to choose a stanza
or two, cover it/them up, and reread the poem without it/them.) Is the author’s message as powerful? Does he support his opinion on
beliefs as strongly without those stanzas in the poem? o Why did the author not repeat the same words in some stanzas even
though they have the same meaning (like in stanzas 2 and 5), but he
repeated the same words over and over in the last stanza? How does the repetition defend his position on beliefs?
Students can turn and talk throughout the lesson, or this could be a whole
group discussion as you begin to model this type of thinking. (ELACC5RL5,
ELACC5SL1)
Work Time
Provide a different poem or song for students to read during independent
reading today, perhaps one from the Suggested Works/Resources list in this
unit. After reading, students will analyze the poem’s structure much like in
the Opening and write down their thinking. You might want to provide some
guiding questions or thoughts for them to use in their analyses.
(ELACC5RL5)
Closing
One or two students will share their analysis of how the poem’s structure
impacted its meaning. The audience will practice accountable talk as they
listen. (ELACC5RL5, ELACC5SL1)
The poem and analysis should be kept in the Reader’s Notebook under
Responses.
Writing Lesson 12: Seven Purposes for Writing: Using Structure to Write a
Poem
Materials
examples of several different poems, perhaps those used in this lesson
1 Topic = 7 Topics organizer – teacher example
three-column chart from Writing Lesson 5
Writer’s Notebooks and 1 Topic = 7 Topics organizer
Opening
Display several poems (or songs), perhaps the two from today’s reading lesson. Ask students to turn and tell a partner what topic connections or writing purposes could match these poems. (ELACC5SL1)
Review the 1 Topic = 7 topics organizer. Tell students today the group will
continue to explore how to take their 1 topic and use it to write for a different purpose. Then review the standard for today: ELACC5W4: Produce clear
and coherent writing in which the development, organization, and style are appropriate to task. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write
synonyms for the key words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of
the standards in their Writer’s Notebook. (ELACC5W4, ELACC5SL1)
Discuss with the class how they could use a poem as a part of the writing
purposes they have already explored. For example, poems could be informative or narrative; they could state an opinion or a reflection, or they
could be a creative way to write a review or response. While students need to write for all these purposes based on the CCSS, writing a poem provides a fun way to do some of the routine writing required by the standards.
(ELACC5W9, ELACC5SL1)
What are the characteristics of a poem? How do I know I am writing for that
purpose? Continue adding information to the three-column chart from
Lesson 5 (writing purpose, characteristics, real world examples). Think
about the different poetic structures you showed in today’s reading lesson as
you complete the chart. For example, poems may/may not rhyme; some
follow a specific rhyme scheme. Others may have a very specific structure,
like cinquain or haiku. Sometimes poems can be written to the tunes of
songs, like “Belief” by John Mayer. Connect ideas from Reading Lesson 12 –
how the structure of the poem impacts its meaning. (ELACC5W4,
ELACC5SL1)
Finally, think aloud to determine what type of poem you want to write to
match your topic. Here is an example. (ELACC5W4)
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
Students will turn to the 1 Topic = 7 Topics organizer in their notebooks.
Then they will choose an aspect of their topic and practice writing a poem
about it. (ELACC5W4)
Since writers are never done writing, students may have time to write a
different type of poem or a poem about a different aspect of their topic.
(ELACC5W4)
Closing
Have students divide into two groups. Half the students will stay seated at
their desks, and the other half will get with and face their partners. Both
1 Topic Writing Purpose 7 Topics
softball
informative/explanatory how to play the game
opinion Softball is an
outstanding sport to
play.
narrative the game where I made
an incredible play after
getting knocked down
by the ball
research connection the history of softball,
countries in which
people play softball,
dimensions of a softball
and softball field
reflection the most important
lesson I learned playing
softball, a life changing
moment (Mary hit with
the bat), playing 18
years – too long? Too
old?
review/response Throw Like a Girl: How to Dream Big and
Believe in Yourself by Jennie Finch – review the book
poetry Ode to a Pitcher
Going, Going, Gone
partners will read and discuss their poems, focusing on how its structure
impacts the meaning as well as how it relates to their topics. Then the
students who did not stay at their desks will rotate to a different partner and
repeat the process. (Think speed dating!) The goal is to have students read
their poems to at least two other people.
Poems should be added to Works in Progress in the Writer’s Notebooks.
(ELACC5W4, ELACC5SL1)
Reading Lesson 13: How Fluency Supports Comprehension
Materials
fluency example from Cambridge University displayed for students to see
sticky notes
a poem or short text to chorally read for fluency
Reader’s Notebooks
independent reading books
pencils for each student
Opening
Display the following information from Cambridge University. Ask students to read it with a partner and then discuss what it was like to read this type of writing. Since Word wants to correct the spelling, you may have to put it on a chart or in a PowerPoint slide. (ELACC5RF4, ELACC5SL1)
Aoccdrnig to a rsceearch at Cmabrigde Uinervtisy, it deosn't mttaer
in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a
toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.
As a class, talk about what made reading this writing so different from reading the poem from yesterday or an independent reading book. What message is the author of this information trying to convey? Did he
effectively make his point? How do you know? (ELACC5RF4, ELACC5SL1) Introduce the standard for today:
ELACC5RF4: Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
Ask students to put this standard in their own words and discuss it as a class.
Have one or two students write synonyms for the key words in the standard
on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Reader’s Notebooks. Especially note the standard says successive readings. (ELACC5RF4,
ELACC5SL1)
Tell students it is more difficult to read the statement from the Opening
accurately and fluently because of the misspelled words and because they
have only read it once. Have them turn and reread this information again
with a partner. Did their fluency and accuracy improve? Ask the partners to
provide feedback for each other. (ELACC5RF4, ELACC5SL1)
Ask them to turn and tell a partner what accurate reading sounds like. Then
have them turn and talk about what fluent reading sounds like. You may
want to chart their responses when they share a few ideas with the whole
group. Finally, talk about real world uses of accuracy and fluency. It’s not
just about successfully reading a F&P Leveled Text. (ELACC5RF4,
ELACC5SL1)
Next connect reading accurately and fluently to ELACC5RL/RI10: By the
end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text
complexity band independently and proficiently. Have students turn
and tell a partner how reading accurately and fluently will help them meet or
exceed this standard. Which words in ELACC5RF4 support standard 10?
(Accurately and fluently support comprehend, independently, proficiently)
(ELACC5RL/RI10, ELACC5RF4, ELACC5SL1)
So fifth graders are expected to be fluent, grade level readers. How can we
make that happen? Tell students as a class, they are going to practice
fluency in different ways every day. They will read texts on their
independent reading levels during Work Time; they will also read slightly
higher level texts in guided reading or strategy groups. Additionally, they
will read grade level texts during Reader’s and Writer’s Workshops as well as
in science and social studies through read alouds and shared readings. Take
a few minutes to practice reading something fluently as a class, perhaps
“Belief” or another poem or short piece you have used in this unit.
(ELACC5RF4, ELACC5SL1)
Finally, talk with students about how fluency supports comprehension.
Review what comprehension is as needed. (ELACC5RF4, ELACC5SL1)
Work Time
Students will practice fluency and comprehension by reading a short poem or
portion of a text to themselves several times. Ask them to use a sticky note
or their Reader’s Notebook to record a couple of thoughts on whether their
fluency, accuracy, and comprehension of the text improved over successive
readings. (ELACC5RF4, ELACC5SL1)
Closing
Students will work with a partner to demonstrate fluent reading by reading
the short poem/piece they practiced during Work Time. Then the same
student will retell what they learned from or what happened in the text to
demonstrate their comprehension of it. Partners should give feedback to
each other based on what was discussed in the Opening lesson.
(ELACC5RF4, ELACC5SL1)
Optional idea: The teacher and the class could create a rubric to use when
rating fluency. (ELACC5RF4, ELACC5SL1)
Writing Lesson 13: How the Language Standards Support Writing
Materials
sticky notes
chart paper and markers or SmartBoard/Promethean
Writer’s Notebooks – drafts from this unit
Eagle Eye Editing Checklist
pencils for each student
Opening
Tell students the following story. Once there was a company who was interested in purchasing stocks in another company we’ll call Company X.
The president was concerned that Company X’s stocks would be too expensive, and he sent one of his executives to a meeting to get more information before he made the purchase. He asked the executive to call
and let him know the price; he would think about it and let his representative know whether or not to buy the stocks. After meeting with the Company X,
the executive called and told the president how much it would cost for them to buy their shares. After thinking it over, the president sent the following e-mail to his representative: (Show this statement to students.)
No price too high.
Ask students to turn and paraphrase this statement with their partners.
Then discuss what it means (buy the stock because no price is too high). (ELACC5SL1)
Continue with the story…So the representative bought all the stocks. When the president heard about the purchase, he got extremely angry and went to
the representative to find out why he bought the stocks when he told him not to do so. The representative was very confused. He pulled up the e-mail
and showed it to the president, who sank down in a chair with his face in his
hands. “I should have proofread the e-mail before I sent it to you,” he said in anguish. “That is NOT the e-mail I thought I sent!” Then he wrote down the message he thought he sent to the executive. (Show this statement to
students.)
No, price too high.
Ask students to turn and paraphrase this statement with their partners.
Then discuss what it means and what made the difference in the meaning of
the two messages. Tell students this blunder cost the company millions of
dollars because of one little comma. (ELACC5SL1)
Introduce today’s standard: ELACC5L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key words in the standard on sticky notes and post them on the
standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebooks. (ELACC5L2, ELACC5SL1)
Tell students just as fluency supports comprehension, Language standards
support writing. What else is included in Language other than capitals and
punctuation? Briefly name some of these elements: grammar, parts of speech, subject-verb agreement, etc. Why is today’s standard (ELACC5L2)
important in writing? Ask students to turn and discuss this question with a partner. Then discuss as a whole group. You may want to chart students’ ideas. (ELACC5L2, ELACC5SL1) Here are a few suggestions for the
discussion:
o makes writing clear. o sends the message you want the reader to have.
o supports fluency when reading it. (Language standards support fluency, too!)
o done at the end of the writing process (editing).
Finally, talk with students about how making sure they apply the Language
standards in their papers is important, but the primary focus of daily writing is to get ideas down on paper. Editing will come at the end of the writing process – after the ideas have been written and revised. (ELACC5L2,
ELACC5SL1)
Many students get stuck on trying to spell every word correctly. Ask the class if they see good writers walking around with dictionaries in their purses or pockets. No, of course not! Then remind them what good writers do walk
around with (from Writing Lesson 2) - Writer’s Notebooks! Thus, the author’s ideas are more important that their spelling, which can always be
corrected later. Tell them to spell the best they can as they write; they can
always correct the spelling during editing. They could circle words they think
might be misspelled and work on correcting them during the editing process. (ELACC5L2, ELACC5SL1)
Work Time
Students have completed drafts for the seven purposes of writing. Today
they will choose one of their drafts to edit for capitalization, punctuation, and
spelling. Students could work alone or with a partner as they edit. They
could also use an editing checklist as they review their work. (This checklist
can be used throughout the year by adding the standards you have taught
along the way.) (ELACC5L2, ELACC5SL1)
After editing is complete, students will make corrections to their drafts.
(ELACC5L2)
Closing
One or two students will share their editing experiences, focusing on before
and after editing. If they used a checklist, they could share how that
supported their editing. The audience will practice accountable talk as
authors share. (ELACC5L2, ELACC5SL1)
Reading Lesson 14: Retell vs. Summary
Materials
The Mysteries of Harris Burdick, The Chronicles of Harris Burdick, a Thomas
Kincaid painting, or other resource you have available
computer and LCD
retell and summary examples displayed for students to see
Optional: 1 copy of the retell and summary for each student
independent reading books
Reader’s Notebooks
Opening
Teacher Note: The Harris Burdick books are used as examples in the
lesson. Choose any books you have available or use one of Thomas
Kincaid’s paintings (see the Suggested Works list on page 6).
Show students the video in which Lemony Snicket explains the backstory of
The Mysteries of Harris Burdick and The Chronicles of Harris Burdick: http://www.houghtonmifflinbooks.com/features/harrisburdick/ Ask students to turn and talk about what they noticed in the video.
Then share a couple of pictures and captions from The Mysteries of Harris
Burdick. Explain how Chris Van Allsburg added the captions to tell the “story” in the pictures. Then ask students to turn and tell a partner their thoughts on the pictures, if the captions captured the essence of them, etc.
(ELACC5SL1)
Next choose a story from The Chronicles of Harris Burdick that matches one of the pictures you showed from The Mysteries of Harris Burdick and read it to the students. Ask them to turn to a partner and share their thoughts on
how well the author told the story that was in the picture. (ELACC5SL1)
Review the focus standard for today (introduced in Reading Lesson 8): ELACC5RL2: 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. Again focus on summarize the text.
(ELACC5RL2, ELACC5SL1)
What are the differences between a retell and a summary? Ask students to
turn and talk. Then have a whole group discussion; chart the differences for future reference. Include when it is best to retell a story and when a
summary would be better (real world connections). Students could also copy these into their Reader’s Notebooks. (ELACC5RL2, ELACC5SL1)
Show the examples of a retell and a summary based on The Wednesday Surprise by Eve Bunting. Read both to students and then have them turn
and tell a partner which is a retell and which is a summary and why. Students should use evidence from the chart created in the lesson. Optional:
Students can keep a copy of the retell/summary examples in their Reader’s Notebooks. (ELACC5RL2, ELACC5SL1)
Review the differences between a retell and a summary as a whole group. Ask students to remember that the retell is the movie, and the summary is
the movie preview. (ELACC5RL2, ELACC5SL1)
Work Time
Students will read independently for most of the Work Time. When there is
about 10 minutes left, students will work with a partner to practice retelling
what they read independently using the criteria established in the mini-
lesson. (ELACC5RL2)
Optional: Students can retell the Chronicles of Harris Burdick story read in
the mini-lesson (or whatever book was used) using the criteria established in
the mini-lesson. (ELACC5RL2)
Optional: Students could independently write their retelling as a practice for
F&P Leveled Text. (ELACC5RL2)
Closing
Students will do a Readers’ Share whole group and explain how they decided
what to retell. They could also rate themselves on how well they followed
the retelling criteria from today’s lesson. (ELACC5RL2, ELACC5SL1)
Extension: Chris Van Allsburg holds a monthly contest for students to write
a Harris Burdick story based on one of the pictures from the book. Check it
out! The winner gets an autographed copy of the book.
http://www.chrisvanallsburg.com/writestory.html
Writing Lesson 14: Writing a Summary
Materials
book review used in Writing Lesson 10
chart paper and markers or SmartBoard/Promethean
Writer’s Notebooks
pencils for each student
summary labels for each student (link in lesson)
summary rubric for each student (link in lesson)
Opening
Ask students to turn and tell a partner which writing purpose could include a summary (review/response, informative/explanatory). (ELACC5SL1)
Remind students in reading today they talked about a retell vs. a summary. Ask them to tell their partners why authors would use a summary in a review/response or informative/explanatory piece instead of a retell.
(ELACC5SL1)
Review today’s standard: ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Students have already unpacked this standard in their notebooks, so this is
just a review. (ELACC5W9, ELACC5SL1)
Look at an example summary from a book review, perhaps the one you used in Writing Lesson 10, to make a real world connection to summary writing.
Have students turn and tell their partners the elements included in a summary based on what they notice in the review. (ELACC5W9, ELACC5SL1)
Chart a list of criteria you would like to see included as students write summaries this year. The list will be very similar to the list students made in
Reading Lesson 13. Here are some sample ideas:
o identifies main points
o identifies the title and/or author
o an abstract
o presents the substance of the material in a condensed, concise form
o think about what it would look like on a book jacket
Click here for a summary label you can print and add to students’ Writer’s
Notebooks. You might also consider printing a second label for students to
keep as a tool in their Reader’s Notebooks as well.
Introduce the Summary Rubric. Discuss it with students and tell them they
will use it to self-evaluate their summaries at the end of Writer’s Workshop.
You could create this rubric with students.
Continue practicing the procedures for getting Writer’s Notebooks and
transitioning to Work Time.
Work Time
Students will choose a book from independent reading and write a summary
of what they have read so far, a chapter they read, etc.
Closing
Choose one of the following:
Students will self-evaluate their summaries using the Summary Rubric.
Students could also evaluate their summaries with a partner.
Reading Lesson 15: Complete the Performance Task
Materials
real world literary and informational texts – brochures, magazines,
newspapers, menus, books, websites, e-mails, flyers, etc.
organizer and pencils for each student
self-reflections for students
Optional: sample rubric for scoring the task
Opening
Teacher Note: The performance task will be completed in both Reading
and Writing Workshops to give students ample time to finish it.
Review the Focus Standards and performance task for the unit. Ask students to turn and tell a partner one thing they learned about reading genres and writing purposes. (ELACC5RL10, ELACC5RI10, ELACC5RF4, ELACC5SL1)
Explain the performance task. It should be done independently and will
serve as the summative assessment for this unit. Our beliefs influence everything we do, from the books we read to the pieces we write. Use the set of real world literary and informational texts (brochures, magazines,
newspapers, menus, books, flyers, etc.) to find examples of each reading genre and writing purpose we discussed in this unit. Record them on the
organizer. Then choose one reading genre and one writing purpose and write an explanation of how the texts illustrate the genre or purpose you attached to it. Option: Students could also explain in writing why a text was not an
example of a genre or purpose. Click here for a sample rubric you could use to score the task. (ELACC5RL10, ELACC5RI10, ELACC5RF4, ELACC5SL1)
Work Time
Students will complete the performance task. (ELACC5RL10, ELACC5RI10,
ELACC5RF4, ELACC5SL1)
Closing
Closing today will be done at the end of the Reading/Writing Workshop block
so students have plenty of time to complete the task.
Writing Lesson 15: Complete the Performance Task
Materials
real world literary and informational texts – brochures, magazines,
newspapers, menus, books, websites, e-mails, flyers, etc.
organizer and pencils for each student
self-reflections for students
Optional: sample rubric for scoring the task
Opening
No Opening is needed today; students will complete the task across the
Reading and Writing Workshop times.
Work Time
Students will continue to complete the performance task. (ELACC5RL10, ELACC5RI10, ELACC5RF4, ELACC5SL1)
Closing
Students will complete a self-reflection on the unit. Sample questions might
include:
o What activity was most valuable to you?
o What are two things you learned about yourself as a reader?
o What are two things you learned about yourself as a writer?
o What is one way you stand tall every day?
PROFESSIONAL RESOURCES
https://www.georgiastandards.org/Frameworks/GSOFrameworks/SSGr5Unit1
A Writer’s Notebook by Ralph Fletcher
Pinnell, G. S., & Fountas, I. C. (2007). The Continuum of Literacy Learning,
Grades K-8: Behaviors and Understandings to Notice, Teach, and
Support.Heinemann.
How Writers Work by Ralph Fletcher
How to Write Your Life Story by Ralph Fletcher
Notebook Know-How by Aimee Buckner (Writer’s Notebook ideas)
The Book Whisperer by Donalyn Miller
Notebook Connection by Aimee Buckner (Reader’s Notebook ideas)
http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/reader%27s%20notebo
oks.htm (Reader’s Notebook ideas)
http://www.theteacherorganizer.com/2011/07/readers-notebook.html (more
Reader’s Notebook ideas)
http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/r
eadingsurvey.pdf (Sample Reading Survey - scroll to the end of the article.
This survey has a scoring guide.)
http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/
writingsurvey.pdf (Sample Writing Survey - scroll to the end of the article.
This survey has a scoring guide.)
www.region15.org/file/3465/download (writing survey)
http://www.squidoo.com/writersnotebook (Writer’s Notebook information)
http://z5.sacredsf.org/wordpress-mu/dennisestrada/2012/02/20/on-the-
building-of-stamina/ (building writing stamina with boys – Ralph Fletcher
comments)
Write Like This by Kelly Gallagher (He teaches high school and has excellent
ideas for real-world writing.)
http://readingandwritingproject.com/resources/common-core-standards/ccs-
videos.html (videos showing students using accountable book talk, book club
discussions (text complexity), and a read aloud with high level
comprehension)
http://turnonyourbrain.wordpress.com/2012/01/01/text-complexity-is-this-
book-at-grade-level/
http://www.education.ky.gov/nr/rdonlyres/e57b4254-f15f-4a94-90e8-
a673adfaa2b3/0/kentuckyliteracylinkmay2011.pdf
http://www.heinemann.com/shared/onlineresources/E00797/chapter2.pdf
(book excerpt on paraphrasing, retelling, and summarizing)
http://quest.carnegiefoundation.org/~dpointer/jennifermyers/workshopappro
ach.htm# (a reader’s and writer’s life)
http://www.readersworkshop.org
www.lexile.com (Use this site to find Lexiles for texts.)
VOCABULARY
Reader’s Workshop informative/explanatory writing
summary
Writer’s Workshop opinion writing
text structure
text complexity fluency
reflection
stamina paraphrasing
close reading
just right books retell
Recommended