5th Grade ELA Curriculum Unit Map Weeks 25-30 Lesson …commoncore2012.homestead.com/.../5th_Grade_ELA_UNIT_Weeks_2… · 5th Grade ELA Curriculum Unit Map ... 1 Unit Overview 3

5th Grade ELA Curriculum Unit Map Weeks 25-30 Lesson Seeds

Table of Contents Page Seeds

~ Curriculum Standards Map 1 Unit Overview

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#1 RL.5.5 Explain how a series of chapters fit together to provide an overall story structure Explain how a series of scenes or acts fit together to provide an overall structure for a drama

5 #2 RL.5.5 Explain how a series of stanzas fit together to provide overall poem structure

6 #3 RL.5.6 Determine the point of view from which a story is told

7 #4 RL.5.6 Determine a character’s point of view Identify information that helps me understand a character’s point of view

9 #5 RL.5.6 Describe how point of view affects how events are described

10 #6 RL.5.7 Analyze how visual elements contribute to meaning or tone of story

11 #7 RL.5.9 Compare and contrast approaches to similar themes and topics

13 #8 RI.5.6 Analyze multiple accounts of the same event or topic Compare and contrast point of view from multiple accounts

14 #9 RI.5.8 Explain how an author uses reasons and evidence to support particular points

15 #10 RI.5.9 Integrate information from several texts Speak knowledgeably about a text

17 #11 RI.5.9 Integrate information from several texts Write knowledgeably about a subject

18 Resources

Jefferson County Public Schools Elementary Literacy Kentucky Core Academic Standards Curriculum Maps

Grade 5 ► Weeks 25-30 What Do Good Readers, Writers & Thinkers Do? CODING KEY

= New Standard = Continued Focus = Focus Fading to Mastery FOCUS STANDARDS

Speaking & Listening

Reading Foundational Skills

Reading Literature Reading Informational Writing Language Key Ideas and Details Key Ideas and Details Text Types and Purposes Conventions of

Standard English Comprehension and Collaboration

Print Concepts RI.5.3: Explain the relationships or inter-actions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group

related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Craft and Structure L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Recognize and correct

inappropriate shifts in verb tense.

e. Use correlative conjunctions (e.g., either/or, neither/ nor).

L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use a comma to separate

an introductory element from the rest of the sentence.

e Spell grade-appropriate words correctly, consulting references as needed.

SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Phonological Awareness

RL.5.5: Explain how a series of chapters, scenes, or stanzas fit together to pro-vide the overall structure of a particular story, drama, or poem. RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.

Craft and Structure

Phonics and Word Recognition

RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in two or more texts. RI.5.6: Analyze multiple accounts of the same event or topic, noting impor-tant similarities and differences in the point of view they represent.

Presentation of Knowledge and Ideas RF.5.3: Know and apply

grade-level phonics and word analysis skills in decoding words. a. Use combined

knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an under-standable pace. SL.5.5: Include multi-media components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)

Integration of Knowledge and Ideas

Production and Distribution of Writing W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3). W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.) W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Integration of Knowledge and Ideas

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, indentifying which reasons and evidence support which point(s). RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Fluency Knowledge of Language RF.5.4: Read with suffi-

cient accuracy and fluency to support comprehension. a. Read on-level text with

purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and under-standing, rereading as necessary.

Research to Build and Present Knowledge L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and

reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast

two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Range of Reading and Level of Text Complexity

RL.5.10: 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.

Range of Reading and Level of Text Complexity

RI.5.10: 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.

http://commoncore.org/

Jefferson County Public Schools Elementary Literacy Kentucky Core Academic Standards Curriculum Maps

Grade 5 ► Weeks 25-30 (cont.) What Do Good Readers, Writers & Thinkers Do? CODING KEY

= New Standard = Continued Focus = Focus Fading to Mastery FOCUS STANDARDS Speaking & Listening Reading Foundational Skills Reading Literature Reading Informational Writing Language Range of Writing Vocabulary Acquisition and Use

W.5.10: 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.

L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common

idioms, adages, and proverbs. L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

http://commoncore.org/

Kentucky Core Academic Standards Curriculum Unit Jefferson County Public Schools English Language Arts

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Grade: 5 Weeks: 25-30

Unit Title: Thinking, Talking, Reading, and Writing about Informational and Literary Texts

Overview: During this unit, students will read with the author’s craft in mind. They will analyze points of view from which stories are told and describe how different points of view affect how the events are described. They will describe the overall structure of poems, stories, and dramas and analyze how visual elements contribute to a text. While reading informational texts, students will explain how an author supports key points with evidence and reasons to help the reader understand. Students will learn to synthesize information gathered and learn to speak and write about a topic knowledgeably.

Reading Workshop is the recommended framework for standards-based reading instruction. The workshop framework is a cycle of differentiated support that begins with whole group instruction, narrows to small group and individual instruction based on student need, and concludes with whole group sharing. Assessment and intervention are embedded within the workshop framework.

Classrooms that do not use a workshop framework are expected to implement research-based reading instruction daily. Research-based reading instruction provides daily opportunities for students to experience: interactive read alouds, shared reading, whole group mini-lesson, small group instruction, conferring with a teacher, independent reading practice, thinking, talking and writing in response to reading, and closure. Teachers meet with small groups of students on a rotating basis and meet with the lowest achieving students daily. Targeted interventions are provided for students who need more support. Whole group, small group, and individual instruction should be standards-based.

This unit includes multiple lesson seeds. Lesson seeds include objectives, learning targets, sample activities, anchor charts, thinking stems, and formative assessment suggestions. Lesson seeds should be used to build or grow a learning experience, and are for the whole group mini-lesson. A learning experience includes standards, learning targets, materials, formative assessment opportunities, mini-lessons (e.g., teach/model/demonstrate, guided practice), daily work time (e.g., guided reading, focus groups, and/or book clubs) and daily group sharing (reflection and evaluation of the learning). A learning experience and some lesson seeds are designed to take multiple days. For example, the mini-lesson might take one or two days, the guided practice would become the mini-lesson for the following day, and possibly extend to the next day. In addition, based on formative assessment, if the majority of students did not understand the mini-lesson concept, seeds may be repeated with different texts or excerpts. If some of the students did not understand the mini-lesson concepts, small group instruction and teacher led conferences are utilized to reteach, reinforce, and support students who need additional help.

Although it may take more than one day to get through one seed, always remind readers of the focused learning target at the end of the daily mini-lesson. Then, send readers off to read on their own with a directive relating to the mini-lesson for their independent reading and writing. After work time, readers are gathered again to discuss and share the strategies and thinking they used while reading and writing and how they might have grown as readers.

Interactive read alouds, as well as on-level shared reading experiences allowing students to see and hear fluent reading of the text, should be included daily in addition to the reading during the mini-lessons. Many seeds revisit texts that have previously been read in prior experiences of shared reading and/or read alouds.


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Word Study should occur daily within the context of reading. The purpose is to promote understanding of how words work and how to use them to effectively communicate ideas. This may occur as the workshop mini-lesson, as a focus group, during guided reading, during read aloud, during content area instruction, or as targeted word work instruction. Students will need the opportunity to apply the learning during authentic reading and writing. At the 4/5 level, Word Study should occur daily within the context of reading. The purpose is to promote understanding of the various ways we use words to effectively communicate ideas as well as how we use knowledge of roots and affixes to comprehend what we read. Writing Standards 1-6 and most Language Standards will be taught during Writing Workshop. However, these standards will reinforce and will support the learning within these units.

Handwriting Instruction – During this six-week unit, students in fifth grade should receive cursive writing instruction on a daily basis as part of their word study and writing times. Appropriate letter and word formations are expected and reinforced as students engage in authentic writing tasks. The JCPS Handwriting Map, which includes a link to resources to support instruction in letter formation, can be found on our website.

Focus Standards: • RL.5.5: Explain how a series of chapters, scenes, or stanzas fit together to provide the overall

structure of a particular story, drama, or poem. • RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are

described. • RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or

beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem) • RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories)

on their approaches to similar themes and topics. • RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and

differences in the point of view they represent. • RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text,

identifying which reasons and evidence support which point(s). • RI.5.9: Integrate information from several texts on the same topic in order to write or speak

about the subject knowledgeably.

Read Aloud Recommendations: Many literature lesson seeds refer to Steal Away Home by Lois Ruby, the recommended read aloud from weeks 19-24. During weeks 25-30 it is recommended that you read aloud January’s Sparrow by Patricia Polacco. This book is an exemplar text to support writing. Due to the intense nature and emotional tone of the book, you will want to read January’s Sparrow before reading aloud to your class. Pay special attention to the prologue and how Patricia Polacco reveals the narrator on page 84. The first several pages of the book are intense and realistically depict the time period, but are important as you and your readers begin to understand the point of view of the narrator and speaker. It is also recommended that you read aloud My Name is Maria Isabel by Alma Flor Ada. This book is in the 3rd grade classroom library, but provides a structure appropriate for the 5th grade reader to analyze. Reading aloud from the recommended books during your read aloud time and rereading recommended excerpts during instruction is necessary to take the focus of the lesson off the book and place the focus appropriately on the learning target.


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Objective: Students will analyze the overall structure of stories, dramas, and poems. Lesson Seed #1-Literature

Learning Targets: I can explain how a series of chapters fit together to provide an overall structure for the story. I can explain how a series of scenes or acts fit together to provide an overall structure for a drama.

Background Information: Students need to understand the structure of a basic narrative in order to meet the intent of this standard. Practice thinking through the structure of a familiar fairy tale or recent short story you have experienced with your students. It is important to move students’ thinking from the reader of a story to thinking about the choices made by the author and the structure of the text. Your students need to understand that the author usually introduces the reader to the characters, setting, and problem at the beginning of the story and they continue to develop throughout the story. Your readers should also recognize when there are turning points in the story or when the problem is compounded by events. Students should notice the high point, or climax, which is when the story begins to move in a different direction, one which will usually resolve the problem. Analyzing the plot, or what happens in a story, helps the reader understand the choices made by the characters and their relationships with each other. Finally, readers should recognize when and how the main problem is solved. Many graphic organizers are available on line to help students visualize the structure of a story.

Activity: (RL.5.5) It is recommended that you introduce this learning target during read aloud time and daily analyze and explain how the chapters provide structure for the story. You will need a short chapter book such as My Name is Maria Isabel by Alma Flor Ada (3rd grade classroom library). Once you are several chapters into a book, you can begin to discuss how the chapters are coming together to provide the overall structure.

During Read Aloud Time: Read aloud the first chapter of the book and model taking notes on the anchor chart. Be sure your notes summarize the main point of the chapter and they are focused on the structure of the story. Read aloud the second chapter and again model taking notes. The goal is to have enough notes to look back and see the overall structure of the story. Read aloud the remaining chapters during read aloud time and continue to take notes.

Title: My Name is Maria Isabel by Alma Flor Ada

Chapter Chapter Notes – Studying the Structure #1 On the Way to School

The author begins to introduce the characters: Maria Isabel, Maria Isabel’s brother (Antonio), their mother and father The author begins to introduce the problem: Maria Isabel is nervous about starting a new school. The problem gets worse: Maria Isabel fell on her way to the school bus and the kids were laughing at her.

#2 Names and Surnames

The problem gets even worse: Maria Isabel’s new teacher decides to call her “Mary” because they already have two other girls with the name Maria in the class. We learn more about the character: Maria Isabel begins daydreaming in class about where her name came from. She is very proud of her name.


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#3 Recess Event: Maria Isabel is invited to play with two girls during recess. She begins to think the new school will not be so bad. The problem continues: Maria Isabel is not happy about the teacher calling her “Mary.”

#4 Mary Lopez Event: She is getting used to classes in all English, and she has made two friends. The problem continues: The teacher calls on Maria Isabel but she does not respond because she doesn’t realize the teacher is calling on her. Maria Isabel shows us she is really not happy with the teacher calling her “Mary.”

#5 The First Snowfall Event: Maria Isabel does not get a part in the Winter Pageant because she does not respond when the teacher calls her “Mary.” Character Development: We learn that Maria Isabel would love to be in the play.

#6 Thanksgiving Event: Maria Isabel and her family went to visit old friends. She was happy and forgot all about her problems at her new school.

#7 The Winter Pageant

Event: Maria Isabel enjoys the holiday celebrations at school, but she is sad that she does not have a part in the Winter Pageant.

#8 Trapped in a Spider’s Web

Event: Maria Isabel’s parents tell her they are coming to the Winter Pageant.

#9 My Greatest Wish Climax: Maria Isabel writes an essay about wanting to be called by her given name and wanting a part in the Winter Pageant.

#10 One Little Candle, Two Little Candles

Solution: Maria Isabel’s teacher reads her essay and announces that Maria Isabel will lead the class in singing during the Winter Pageant.

During Reading Workshop: After completing the book and the anchor chart, review the basic structure of the story and divide the class into small groups. Provide each partnership with a question such as those listed below and have them analyze the structure using the chart to discuss and draft a response to the question. Combine two partnerships to make a group of four to discuss their question, response, and the thinking that explains their response. You can remix groups several times so students have conversations with many different groups.

Thinking Stems/Anchor Chart: • How does the author prepare the reader for the rest of the book in chapter one? • Explain why it is important for the author to help the reader understand the characters early

in a story. • Which events are important to the structure of the story? Which events could be left out

without interrupting the structure of the story? • Where do you notice a turning point in the story? • Explain why the essay is the climax, or high point, of the story. • Explain how Sarah’s problem is resolved. • Explain the purpose of chapter 7.

Formative Assessment Opportunities: Performance Task suggestion: Explain how the character development in chapter 5 helps the reader understand Maria Isabel’s feelings in chapter 8. The students will need a copy of chapter 5 and chapter 8 in order to complete this task.

Note: The story structures of many dramas and many poems are similar to that of a story and this seed should be repeated with any dramas and story poems to which you have access. Many reader’s


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theater scripts are available online such as: Susu & the Magic Mirror. An example of a story poem is Casey at the Bat from 101 Great American Poems (4-5 Poetry Exemplar).

Objective: Students will analyze the overall structure of stories, dramas, and poems.

Lesson Seed #2-Literature Learning Target: I can explain how a series of stanzas fit together to provide an overall structure for the poem.

Background Information: In order to be successful with the learning activity, students need to be familiar with several concepts about poetry introduced in previous grades, including stanzas, rhythm, and rhyme patterns. Standards from previous grades to reference: RL.2.4; RL.3.5; and RL.4.5. Activity: (RL.5.5) This seed is intended to span over more than one mini-lesson.

Provide students with access to the poem, Windy Nights, by Robert Louis Stevenson from the Random House Book of Poetry for Children selected by Jack Prelutsky (K-1 read aloud poetry text exemplar) (LINK). Ask students to listen as you read the poem aloud. Tell them that the first time you read the poem you want them to just listen and enjoy. The second time you read the poem, they should follow along and begin thinking about the poem’s structure or how the author “put the poem together.” After reading it the second (or third time), tell students that you are going to begin analyzing the poem’s overall structure.

Provide students with access to the poem, The Secret Song, by Margaret Wise Brown (LINK). Tell students that they will be analyzing the structure of a different poem in order to explain the structure. Use the same questions as above to coach students as they discuss the poem. Annotations are attached (LINK).

Work Time: Provide students with access to the poem, Who Has Seen the Wind? By Christina Rossetti (LINK). Allow students who are ready to analyze the poem independently to do so. Students in need of additional support should meet with you in a small group.

Thinking Stems/Anchor Chart: • What do you notice about the structure of this poem? • How is the author using stanzas? lines? rhyme? • What do you notice about the rhythm of the poem? • How does the rhyme pattern contribute to the rhythm? • How does this author use “sounds and silence” to create rhythm? • How does the author use repetition (a type of “sound”) within the poem?

Formative Assessment Opportunities: Exit slip: Explain how the series of stanzas in The Secret Song fit together to provide the overall structure of the poem. (Have students share responses during Share Time.)

http://storiestogrowby.com/script.html


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Objective: Students will determine a narrator or character’s point of view and describe how their point of view influences how events are described.

Lesson Seed #3-Literature Learning Target: I can determine the point of view from which a story is told.

Activity: (This seed provides a foundation to build upon to address RL.5.6) This seed is intended to span over more than one mini-lesson. Project or provide students with text from the first few pages of Sitti’s Secrets by Naomi Shihab Nye (2-3 read aloud exemplar text). Ask students to read the text (LINK), think about who is telling the story and identify evidence. Have students record who is telling the story and how they know (the evidence from the text) on a post-it note or in their reader’s notebook and share with a partner. The book is written in first person and Sitti is the narrator and the main character in the story. Referring to the anchor chart, explain that the poem is told from the first person point of view. The person who is telling the story is also a character in the story.

Project or provide students with a copy of a familiar text that is written from the third person point of view. If you have read aloud Steal Away Home by Lois Ruby (from your 5th grade classroom library), you may choose to use the first page of the book (LINK). If your students are not familiar with Steal Away Home, the short story entitled How Heather Got Its Blossoms (from RPA 2) is written from the third person point of view and may be used. Have students read and determine who is telling the story and locate evidence, record their thinking, and share with a partner. Referring to the anchor chart, explain that the story is told from the point of view of someone who is not a character in the story. Discuss specific evidence that proves that the narrator is not a character in the story.

Students may be confused by texts written in third person with dialogue that uses “I” or “me.” It is important that readers understand that direct quotes are given by a third person narrator to help us better understand the characters. Project or provide students with text as an example. You may use page 12 of Steal Away Home (LINK). Have students read the excerpt, think about the dialogue, and the narrator. Students may benefit from highlighting the dialogue in one color and highlighting the narrator’s words in another color. Have students turn and talk about what they notice. Follow up with a whole group discussion on how a narrator may include dialogue with pronouns that we would usually see in a first person narration.

For more guided practice, provide pairs of students with several books or short stories and have students read the beginning of the books, determine the point of view from which the story is told, and document the evidence that supports their thinking. Combine two sets of partners into a group of four to discuss the point of view from which their story is told.

Work Time: Have students read their independent reading book and determine if it is told from the first person point of view or third person point of view and locate evidence. Students in need of additional support should meet with you in a small group. At the conclusion of the reading workshop, students should share with a partner the point of view from which their book is told and support their thinking with evidence.


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Thinking Stems/Anchor Chart: First Person Point of View Third Person Point of View

The narrator is the character in his/her own story. Look for: pronouns I, me, my

The narrator is NOT a character in the story but tells the story as an observer. Look for: all characters referred to by name or pronouns he, she, her, his, they, their NOTE: “I” or “me” will be used in direct quotes

Formative Assessment Opportunities: Confer with students as they work with a partner and/or small group during guided practice and/or while reading independently. Ask the point of view from which their story is told. Require students to explain, orally and in writing, the evidence from the text they used to determine the point of view from which the story is told.


Lesson Seed #4-Literature Learning Targets: I can determine the point of view of a character. I can identify information a narrator provides that helps me understand a character’s point of view.

Activity: (RL.5.6) This seed is intended to span over more than one mini-lesson. Project page 7 of Steal Away Home or another familiar text written from a third person point of view. Tell students that they are going to look at the information the narrator provides to help them better understand the point of view of a character. Read aloud the paragraph beginning with “The coyotes were hungry…” on page 7 of Steal Away Home. (Suggested Language) The author chose to tell this story from a third person point of view. The narrator tells us what the characters say and think to help us better understand the point of view of characters. For example, the narrator tells us that James’s father says, “Remember, my boy, we Quakers don’t kill for sport. In fact, we don’t kill any living things.” The narrator wants us to understand James’s father’s point of view on violence. From his words, we know that he believes in resolving conflicts peacefully.

Discuss with the class the point of view of James and his family. All of them are anti-slavery, but their point of view on how to participate in the anti-slavery cause differs. Project page 11 of Steal Away Home. Remind students of the context (the first family of runaway slaves is at James’ house and he is reflecting on the situation). Read aloud the last sentence and ask, “What do we know about Ma’s point of view about participating in the anti-slavery movement? What do we know about Pa’s point of view of the anti-slavery movement? What words, thoughts and actions are provided by the narrator to help us understand these characters’ points of view?”

Project AND provide students with a copy of page 39 of Steal Away Home. Tell the students we are going to discuss the point of view of Pa and Ma AND identify the information the narrator provides to help us understand their point of view.


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Ma’s point of view How I Know Pa’s Point of View How I Know

After completing the anchor chart, students should analyze the chart and write their thinking about how the information presented by the author helps them understand the character’s point of view. You may provide a thinking stem such as: The author helps me understand that Ma is (or Ma feels) _______________by telling me_____________________. The same thinking stem can be used to write about Pa’s point of view and evidence provided by the author. Have students turn and talk to share their thinking. As students write and discuss, listen in to determine if students are using the information provided by the narrator to help them understand Ma’s and/or Pa’s point of view.

For more practice, students should continue to read and identify information provided by the author that helps them understand a character’s point of view. You may wish to repeat this seed using chapter two of Steal Away Home and identify the information that the narrator provides to help us understand the point of view of the characters in the storyline of James and his family. On page 7, the narrator provides the point of view of James.

Work Time: Students should begin to think about the point of view of characters in the books they are reading independently. During independent reading, have students choose a character from their book and determine the point of view of the character. Students should always support their thinking about the character’s point of view (which is an inference) with evidence from the text such as the words, thoughts, and/or actions of the character. Students who need additional support should meet with you in a small group.

Thinking Stems/Anchor Chart: • Explain how the narrator helps us understand the point of view of James. • What details from the text help us understand James’ father’s point of view on violence?

Formative Assessment Opportunities: Students who are unable to support their thinking about a character’s point of view with evidence from the text will need small group, scaffolded instruction. Some readers have difficulty coming up with an inference such as point of view without first really thinking about the details provided in the text. As a intervention, you may want to provide students with an organizer such as:

The Character’s Words The Character’s Thoughts The Character’s Actions

What the Character’s words, thoughts, and actions tell me about his or her point of view:


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With the details from the text placed on the organizer, the reader may be better able to consider all the details when inferring the character’s point of view. You will want to provide this strategy as needed, but work with students to develop the skill of recognizing the details the author or narrator provides them and consider the character’s point of view while reading.


Lesson Seed #5-Literature Learning Target: I can describe how the narrator’s or speaker’s point of view affects how events in a story are described.

Activity: (RL.5.6) This seed is intended to span over more than one mini-lesson. January’s Sparrow by Patricia Polacco (exemplar text to support writing) is narrated by the character January, but told from the point of view of Sadie. Since it is told from the point of view of Sadie, the way in which the events are described are influenced by her experiences and emotions. It is strongly suggested that you read the book prior to reading aloud to the students. Pay close attention to the prologue. Provide students with a copy of page 32 and 33. Read aloud enough of page 31 to put the story in context. Before reading aloud the scene where Sadie wakes up in Aunt Della’s house, remind students of what they know about Sadie that will impact her point of view.

Suggested language: We know Sadie has witnessed the horrible death of January and she and her family are on the run. We know that they have been traveling for a long time and hiding out along the way. We know that she and her family have been traveling at night and sleeping during the day. We know Sadie is afraid of what may happen to her and her family if they are caught by Lee, Ford, and Mr. Troutman. Since we understand Sadie so well, we can describe how her point of view, her emotions, and her experiences influence how the narrator tells us about the events in the story. Begin the anchor chart.

Event Describe how the point of view influences the events in the story:

Sadie wakes up in Aunt Della’s house

The scene where Sadie wakes up in Aunt Della’s house is described as fearful for Sadie. The first thing she asked Aunt Della is “Where’s my momma?” because she was afraid something had happed to her family. When she went to the kitchen and looked out the window, she got under the table and rocked with her arms around her knees because it was daytime. She was used to traveling at night and hiding during the day.

Ask students how this first scene in Aunt Della’s house would have been different if the event was told from the point of view of Aunt Della…or Sadie’s momma.

Provide partners with a copy of pages 56 and 58 of January’s Sparrow. Each student will read the two pages and think about how Sadie’s point of view influences how the scene at the state fair is told. After each student reads, thinks, and jots down their ideas, they discuss with their partner. Follow


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with a whole group discussion. Next, have partners consider how the scene would have been different if told from Polly’s point of view. Thinking Stem/Writing Extension:

• How would the scene have been different if told from Polly’s point of view?

Formative Assessment Opportunities: Students should understand how the feelings and experiences of the speaker or narrator influence how the story is told. Students who struggle will benefit from hearing different versions of the same story written from different points of view. Many versions of The Three Little Pigs and Cinderella are available at many school and most public libraries. Hearing a familiar story, such as Cinderella, told from another point of view, such as the stepmother, will help students understand character’s perspective.

The concept of point of view and how it influences how events are told is important to analyze with any text you experience with your readers and the ideas presented in this seed should be repeated numerous times with different texts.

Objective: Students will analyze visual elements and describe their contribution to the meaning, tone, or beauty of the text.

Lesson Seed #6-Literature Learning Target: I can analyze how visual elements contribute to the meaning or tone of a story.

Activity: (RL.5.7) This seed is intended to span over more than one mini-lesson. During your read aloud block, read aloud Sitti’s Secrets by Naomi Shihab Nye (2-3 exemplar read aloud text). Read aloud the first page and think aloud about how the visual element (the illustration) contributes to the tone and meaning of the story. In your think aloud, discuss how the illustration supports the tone of the text. For example, the rising sun and the beginning of a new day filled with hope is symbolized by the ray of sunshine and the peaceful look on the little girl’s face. After looking closer, we faintly see the globe which adds to the emotion involved with having a loved one on the other side of the world. When the little girl says, “Your turn!” and you see the illustration, you understand that she is thinking about her grandmother now going to sleep. She seems to be saying, “Good night, grandmother.”

Continue reading and thinking aloud about how the illustrations support the meaning and tone of the story. Be sure to use grade appropriate emotional vocabulary and connect the illustrations with the tone of the story. After thinking aloud several times, have the students think about how the illustrations contribute to the meaning or tone of the story, jot down their thinking, and share with a partner. After discussing with a partner, students should revisit their initial thinking and have the opportunity to add to or revise their thoughts. Students may benefit from a tool to focus their reflection. One example:

My thinking about how the illustrations contribute to the meaning or the tone of the story.

My thinking after talking to a partner

My thinking after class discussion


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Thinking Stems/Anchor Chart: (Possible Class Chart)

Meaning or Tone of the Text How the Illustrations Contribute to the Meaning or Tone of the Text

Formative Assessment Opportunities: Are students able to make connections between the illustrations and the text and infer emotions conveyed in each? Exit slip: Project or provide students with a copy of the two pages that shows Sitti and her father’s airplane flying away, the birds and the grandmother. Ask: How do the illustrations contribute to the meaning or tone of the text?

Additional Guided Practice or Focus Group Instruction: Provide students with a copy of pages 30 and 31 of My Name is Maria Isabel (3rd grade classroom library). Read aloud pages 29 and 30 so the students are able to put the events on page 31 in context. Ask students to think about how the illustration on page 31 contributes to the tone of the story. Provide thinking and recording time before students discuss with a partner.

Objective: Students will compare and contrast stories in the same genre by analyzing their approaches to similar themes and topics.

Lesson Seed #7-Literature Learning Target: I can compare and contrast authors’ approaches to similar themes and topics.

Activity: (RL.5.9) This seed is intended to span over more than one mini-lesson. Steal Away Home by Lois Ruby (5th grade classroom library), Sarah’s Secret (5th grade CQ, volume 2 and SBGP #4) and January’s Sparrow by Patricia Polacco (exemplar text to support writing) are about the underground railroad and slavery. Any stories on the same topic will work for this seed, but students will need to have experienced the text as a read aloud and/or shared reading prior to a lesson that asks students to analyze approaches to topics and eventually compare and contrast author’s approaches.

Students will think, talk, and write about the themes of the two books. They will think, talk, and write about the topic of each text individually before comparing and contrasting. Students will take notes on the topic and theme of each text (example below). Then they will compare and contrast the authors’ approaches to similar themes and topics in the box below their notes.


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Thinking Stems/Anchor Chart: Analyzing Themes and Topics

Steal Away Home January’s Sparrow The author tells two different stories about Lizbet Charles. One story is the point of view of Mrs. Weaver through the journal found by Dana. The other is the story of Lizbet Weaver told through the point of view of James. Possible Themes for the 1850 storyline: working for a cause you believe in, all people should be treated with respect and dignity…

Patricia Polacco tells an emotional and graphic story of a slave family escaping. She uses imagery to express the great danger and hardships of the family. She uses the sparrow as a symbol of love and hope. Possible Themes: Treating all people with respect and dignity, love will persevere in tough times…

Compare/Contrast:

(additional opportunities for students to think, talk, and write about the text)

Steal Away Home: • How did Lois Ruby, the author of Steal Away Home, help you understand the different points

of view on slavery in the 1850s? How does she help you understand the different points of view on the Fugitive Slave Act of 1850?

• Explain Lois Ruby’s approach to helping readers understand what it was like for a young Quaker boy to live during this time period.

January’s Sparrow: • How did Patricia Polacco, the author of January’s Sparrow, help you understand the danger of

a slave family escaping from their owners? Explain how she built the sense of fear throughout the book.

• Explain how Patricia Polacco helps the reader understand the different points of view on the Fugitive Slave Act of 1850.

• Explain Patricia Polacco’s approach to helping readers understand what it was like for a young child to escape slavery with her family.

Compare and Contrast: • Compare and contrast Lois Ruby and Patricia Polacco’s approaches to the topic of slavery and

the Fugitive Slave Act of 1850.

Work Time: Have students read an additional story with similar themes and topics such as “Sarah’s Secret” (5th grade CQ) and have students compare and contrast the author’s approaches to the theme and/or topic with the theme and/or topic of Steal Away Home or January’s Sparrow. When analyzing the theme and topic of “Sarah’s Secret,” possible thinking stems may include:

• How did the author of “Sarah’s Secret” help you understand the life of a young child whose parents were owned as slaves?


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• Explain the author’s approach to helping you understand the emotions involved with living as a slave and escaping.

Students in need of additional support should meet with you in a small group.

Formative Assessment Opportunities: Students who are unable to think about how the author chose to convey the theme of their story to the reader will need small group instruction and one on one instruction. During instruction and/or conferring, be sure to keep the word “author” in your prompting and questioning. Ask the student, “What is the theme? How did the author convey that theme? How did they use the characters to convey the theme? How did the setting contribute to the author’s approach to the theme?” Students who continue to struggle may benefit from thinking about the author’s approach to stories that have very familiar themes, such as never give up.

Objective: Students will compare and contrast multiple points of view by analyzing multiple accounts of the same event or topic.

Lesson Seed #8-Informational Learning Targets: I can analyze multiple accounts of the same event or topic. I can compare and contrast the point of view represented by multiple accounts.

Activity: (RI.5.6) This seed is intended to span over more than one mini-lesson. The text used to model and teach students to analyze multiple accounts of the same event or topic should be used as a classroom read aloud prior to the lesson. You may choose to use accounts of an event or topic recently studied or a topic of interest to your students. Multiple accounts on various topics can be found on websites such as: Titanic First Hand Accounts and First Hand Accounts of Immigrants.

Prior to the lesson, create the anchor chart on chart paper and have students create the anchor chart in their reader’s notebook. Read pages 3 and 4 of the electronic version of Annie L. Burton’s book, Memories of Childhood's Slavery Days and discuss the life of Annie. What was it like for her as a young child of a slave? What is her point of view on her childhood? How does she depict the life of a child of a slave? Have students turn and talk about Annie’s memories of her childhood and record their thinking in their reader’s notebook. After whole group discussion, model taking notes from the conversation on the anchor chart and provide time for students to do the same. Read pages 23-26 of Leon’s Story by Leon Walter Tillage (5th Grade Classroom Library) and repeat the process of asking questions, partner or small group discussions, and whole group discussion, modeling note taking, and providing students with time to do the same.

Think aloud as you review the point of view of Annie and the point of view of Leon using the notes you have on the chart. As you think aloud, focus on the similarities and differences between the two experiences described.

For guided practice, provide students with a copy of the article entitled, “We Were Here, Too” (Toolkit Text, grades 4-5) and have small groups or pairs analyze and compare the points of view of Oney Judge and Angela.

http://www.southampton.gov.uk/s-leisure/artsheritage/history/titanic/accounts.aspx

http://library.thinkquest.org/20619/Past.html

http://docsouth.unc.edu/fpn/burton/burton.html


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Thinking Stems/Anchor Chart: Annie’s Point of View of her Childhood as a Child of a Slave

Similarities and Differences in the Point of View of Annie and Leon

Leon’s Point of View of his Childhood as a Child of a Slave

Formative Assessment Opportunities: Listen as students analyze different points of view and as they compare the points of view. Analyze student work in their reader’s notebook. Students who struggle will need additional practice. Consider revisiting text and/or topics such as George vs. George: The American Revolution as Seen From Both Sides by Rosalyn Schanzer or “Multiple Perspectives Create a New Nation” (5th grade SBGP) to reteach and provide more guided practice.

Objective: Students will explain how an author uses reasons and evidence to support particular points by analyzing the main ideas and supporting details in a text.

Lesson Seed #9-Informational Learning Target: I can explain how an author uses reasons and evidence to support particular points.

Activity: (RI.5.8) This seed may span over more than one mini-lesson. Provide students with a copy of “Queen Alliquippa, Seneca Leader” (Toolkit Text grades 4-5). Record the main points or main ideas on the anchor chart.

Ask students to locate the reasons and evidence from the article for each key point. Add the key points for each point to the anchor chart.

Work Time: Provide students or pairs of students with another informational article such as “Seeing the Needs of Others: Guide-Dog, Puppy Raisers” (Toolkit Text grades 4-5). Have students identify the author’s main points and locate evidence and reasons that support their points.

Thinking Stems/Anchor Chart: (sample anchor chart)

Author’s Point: Author’s Point: Author’s Point:

Evidence to Support the Point: Evidence to Support the Point: Evidence to Support the Point:

• What point is the author trying to make in the text? • What reasons does the author give to support this point? • What evidence is provided to support the reasons that support this point?


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Formative Assessment Opportunities: Provide students with a short article such as “My Name is Now…” (Toolkit Texts grades 4-5) and ask them to identify the author’s key points or main ideas and locate the supporting details that support the key ideas. Students who struggle identifying the main idea or key points will need small group instruction on this skill. Students who have difficulty locating the evidence or reasons from the text will need small group instruction.

Performance Task: (using “My Name is Now…”) Explain how the author uses reasons and evidence to support the idea that some immigrants would want to change their name.

Objective: Students will speak and write about a topic knowledgeably by synthesizing information from several different texts.

Lesson Seed #10 –Informational Learning Target: I can integrate information from several texts. I can speak about a subject knowledgeably.

Background Information: Talking and writing about information gathered from reading several texts on the same topic is necessary to meet the intent of this standard. You will need to plan for independent and guided practice by locating and copying articles on the same topics and/or locating books on the same topics. Toolkit Texts and websites such as Mini Pages Archives (LINK) are helpful in locating articles. It is suggested that you organize articles on the same topic by attaching them to or placing them in file folders. Think about your students’ interests when determining topics.

Activity: (RI.5.9) Before students are able to speak and write about a topic knowledgeably, they will have to see a clear model. It is suggested that you determine a topic that will be of interest to your class or use a topic that will support students’ social studies or science units. Locate two or more texts to use as your class model.

Modeling and Guided Practice: Project a passage and read a few paragraphs aloud. Be sure to model rereading and varying your reading rate to model how you use these strategies to clarify your thinking. Think aloud about what you have read. Locate a few key words and/or phrases that are content specific to the topic of the article and model how you use the context and features of the text to figure out the meaning. Utilize reference materials such as a dictionary to further understand content specific words when needed. Record the key words and/or phrases in the first box on the

http://www.lib.unc.edu/dc/minipage/


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chart (see below). Explain to the students that an “expert” on a topic has to have a repertoire of terminology and the ability to learn about a topic from what they read. Over the next several days, they are going to practice learning about a topic of interest to them and they are going to teach others about the topic through speaking and writing.

Ask students to look at the key words and phrases in the first box of the chart and think about how they would use the words to talk about the topic. Model how YOU would plan for a conversation about the topic using the key words and phrases. In planning your conversation, jot down your notes on a post-it note. Then model talking about the topic using the key words and phrases and referring to your post-it note. Continue the process of reading a section of text, identifying and determining the meaning of key words and phrases, planning for a conversation, and talking to a partner. Repeat several times with more than one text on the same topic, gradually releasing more responsibility to your readers.

Work Time: Students can work individually or in pairs. Help students choose a topic and assist them in locating two or more appropriate articles or texts. Students will read, stop to identify and determine the meaning of key words and phrases, prepare for conversations and share their knowledge on the topic with a partner. Their sharing partner should not be researching the same topic.

Thinking Stems/Anchor Chart: Source: Key Words:

Source: Key Words:

Source: Key Words:

Source: Key Words:

(This row on the chart will be used in the next seed for writing about the topic using the key words from above.)

Formative Assessment Opportunities: Observe closely as students identify key words and phrases from the text. Words and phrases should be important to understanding and/or teaching someone about the topic. You will need to identify students who have difficulty using key words and phrases to plan for and/or conduct a conversation on their topic.

Exit Slip: Explain what you learned from the conversation with your thinking partner about their topic.


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Objective: Students will speak and write about a topic knowledgeably by synthesizing information from several different texts.

Lesson Seed #11-Informational Learning Targets: I can integrate information from several texts. I can write about a subject knowledgeably.

Activity: (RI.5.9) This seed is intended to span over more than one mini-lesson. Using the anchor chart created during the modeling phase of the previous seed, model using key words to develop a written summary. Think aloud about the decisions you make on what to include and what to exclude from your summary. You will want to talk about how you organize the key words and phrases into categories, which help you form sentences. Modeling the use of a concept map to organize key words and phrases will be helpful for your students. You may want to encourage students to use the topic they have researched for their informational writing piece.

Thinking Stems/Anchor Chart: Source: Key Words:

Source: Key Words:

Source: Key Words:

Source: Key Words:

Writing:

Formative Assessment Opportunities: Ongoing conferencing with students during the writing process will provide you with information to guide your instruction. Students who write random, disconnected sentences may need additional small group lessons on using an organizer to organize key words and plan for writing. If students write one sentence using each word, they will need lessons on grouping words to include more than one key word in a sentence.

Use student work as proficient models for the class. Provide time for students to share their writing and new knowledge with classmates.


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Suggested Instructional Texts: Rigby (R), Classroom Library (CL), Text Exemplar (E), Science (S), Social Studies (SS), Toolkit Texts (TT)

Literary Informational Steal Away Home by Lois Ruby (CL) “We Were Here, Too” (TT) January’s Sparrow by Patricia Polacco (E) “Queen Alliquippa, Seneca Leader” (TT) My Name is Maria Isabel by Alma Flor Ada (CL) Note: In 3rd grade classroom library

“Seeing the Needs of Others: Guide-Dog, Puppy Raisers” (TT)

Sitti’s Secrets by Naomi Shihab Nye (E) King George III: America’s Enemy “Bully” by Philip Brooks (CL)

The Random House Book of Poetry for Children poems selected by Jack Prelutsky (E) Note: Located with K-1 read aloud exemplar texts

“My Name is Now…” (TT)

“Sarah’s Secret,” 5th Grade CQ v.2 (R) Leon’s Story by Leon Walter Tillage (CL)

Additional Professional Resources: • Reading Units of Study by Lucy Calkins • Toolkit Texts (Grades 4-5) • Toolkit Texts (Grades 6-7) • The Comprehension Toolkit Grades 3-6 by Stephanie Harvey and Anne Goudvis • A Curricular Plan for The Reading Workshop Grade 5 by Lucy Calkins • achievethecore.org

Resources for Tier II & Tier III Interventions • JCPS Response to Interventions website:

http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html • Interventioncentral.org: http://www.interventioncentral.org/ • Readworks.org (K-6 reading lessons and passages): http://www.readworks.org/ • Literacyleader.com (lessons and resources): http://www.literacyleader.com/

http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html

The Random House Book of Poetry for Children: A Treasury of 572 poems for Today’s Child Selected By: Jack Prelutsky From K-1 Text Exemplars

Windy Nights, p. 27 The Secret Song, p. 24 Who Has Seen the Wind? p. 27

Windy Nights

Whenever the moon and stars are set, Whenever the wind is high, All night long in the dark and wet, A man goes riding by. Late in the night when the fires are out, Why does he gallop and gallop about? Whenever the trees are crying aloud, And ships are tossed at sea, By, on the highway, low and loud, By at the gallop goes he; By at the gallop he goes, and then By he comes back at the gallop again. Robert Louis Stevenson

-2 stanzas and 6 lines in each stanza - A, B, A, B, C, C ending rhyme pattern How does the rhyme pattern contribute to the rhythm of the poem? Rhythm in poetry can be described as how the poem/author uses sounds and silence and how the sounds and silence work together to create a pattern/rhythm. How does this author use sounds and silence to create rhythm? -Several lines are indented, which indicates a pause, in order to maintain the rhythm of the poem. -Repetition of “whenever” in both stanzas, “by” in the second stanza, and the word “gallop” in both stanzas also contributes to the rhythm of the poem. -Question at the end of the first stanza is answered in the second stanza. (This meets the third grade standard, RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.)


Windy Nights, p. 27 The Secret Song, p. 24 Who Has Seen the Wind? p. 27

The Secret Song Who saw the petals drop from the rose? I, said the spider, But nobody knows. Who saw the sunset flash on a bird? I, said the fish, But nobody heard. Who saw the fog come over the sea? I, said the sea pigeon, Only me. Who saw the first green light of the sun? I, said the night owl, The only one. Who saw the moss creep over the stone? I, said the gray fox, All alone. Margaret Wise Brown

-5 stanzas with 4 lines in each (The consistent line pattern contributes to the rhythm. When a poet changes the line pattern, they have done so to intentionally disrupt the rhythm and draw the reader’s attention to that line/idea. This author did NOT disrupt the line pattern.) -A, B, C, B rhyme pattern -Indentation on the second line indicates a pause to maintain the rhythm. The indentation slows down the reading of the first two lines. Students will need to read the poem aloud to hear the rhythm. -The first two lines of the poem form a question. The second two lines form the answer to the question. -Repetition of “Who saw the” in the first line of each stanza. -Repetition of “I, said the” in the third line of each stanza. -The repetition of those phrases also contributes to the rhythm of the poem. -The repetition also allows the reader to focus on just those ideas which are changing (i.e., the event in the question and the animal in the answer). -There is a thread within the answers (line 4) about being alone (solitude). For example: “nobody,” “nobody,” “only me,” “the only one,” and “all alone.”


Windy Nights, p. 27 The Secret Song, p. 24 Who Has Seen the Wind? p. 27 Who Has Seen the Wind? Who has seen the wind? Neither I nor you: But when the leaves hang trembling, The wind is passing through. Who has seen the wind? Neither you nor I: But when the leaves bow down their heads, The wind is passing by. Christina Rossetti

--A, B, C, B pattern

-Repetition highlights the important idea: -Nobody has seen the wind. However, we know it exists (in the poem), because the leaves “hang trembling” and “bow down their heads.”

excerpt from Sitti’s Secrets by Naomi Shihab Nye

My grandmother lives on the other side of the earth. When I have daylight, she has night. When our sky grows dark, the sun is peeking through her window and brushing the bright lemons on her lemon tree. I think about this when I am going to sleep.

“Your turn!” I say.

Between us are many miles of land and water.

Between us are fish and cities and buses and fields.

****************************************************************************************

excerpt from Steal Away Home by Lois Ruby

The hot wind was blowing cottonwood puffs through the open window. As Dana peeled red-and-white flock off the wall, she sucked a cotton puff into her nose and sneezed all over the wallpaper. Ripping away a damp strip, she found more of those awful orange roosters. (p.1)

excerpt from Steal Away Home by Lois Ruby

“A what?” Dana’s mom cried. “Let me have a look.” Dana held the flashlight for her. “Oh my God, it is a skeleton. Dana, call 911.”

“Me? You’re the adult here.”

Her mother backed away. “Well, it’s not going anywhere, I suppose. I mean, there’s time to do this civilly. Come on. We’ll calmly tell them that there’s a complete skeleton in a secret compartment of our upstairs parlor. Smiling broadly. Empty eye sockets just staring right at us. Oh Dana, they’ll send the men in the white coats for us, with big butterfly nets.”

Dana’s mom talked too fast when she was nervous, and her fingers flew like buzzing bees. Dana was just the opposite. She clamped shut, like an oyster shell, rolling all the scary things around in her head. (p.12)

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5th Grade ELA Curriculum Unit Map Weeks 25-30 Lesson …commoncore2012.homestead.com/.../5th_Grade_ELA_UNIT_Weeks_2… · 5th Grade ELA Curriculum Unit Map ... 1 Unit Overview 3