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GRADE 5

Reading Focus: Literature SCI/SS Focus: Citizenship/Civil War/Reconstruction/Turn of the Century & Plant and Animal Cells/Multicellular Organisms

Focus Standards: Reading Literature RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2: 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. RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Reading Informational RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Questions Stems:

Grade 4 & 5 Question Stems.pdf

Lesson Index

Science Connection

Social Studies Connection

Assessment Opportunity

Duration

RL 5.1/RI 5.1

Lesson 1 - Introduction to Making Inferences X 1 day

Lesson 2 – Adding Text Evidence Featured Text: Pink and Say by Patricia Polacco

X 2 – 3 days

Lesson 3 – Understanding the difference between Thin (Literal) and Thick (Inferential) Questions Featured Text: Goldilocks and the 3 Bears by James Marshall

2 days

Lesson 4 – Quoting text accurately Feature text: Civil War fiction excerpt

X 1 day

Lesson 5 – Creating a Constructed Response with Evidence X 2 – 3 days

Lesson 6 – Integrating Questioning and Evidence Based Answers with Longer Text Feature Text: Any Junior Great Book story

X 4 – 5 days

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RL 5.2

Lesson 7 – Identifying the Theme of a Piece of Literature Feature Text: Pink and Say by Patricia Polacco

1-2 days

Lesson 8 – Identifying the Theme of a Piece of Poetry Featured Text: World of a Blossom

1-2 days

Lesson 9 – Summarizing a Piece of Literary Text Featured Text: Varies between teachers

X X X 1-3 days

Lesson 10—Summarizing Informational Texts Featured Text: Varies between teachers

X X X 1-3 days

RL 5.3

Lesson 11 – Introducing Compare/Contrast X X 1 day

Lesson 12 – Identifying Compare/Contrast Signal Words X 1 day

Lesson 13 – Compare and Contrast Two Pieces of Literature Using a Venn Diagram Featured Text: Jack and the Beanstalk (multiple versions)

X 2 days

RI 5.1 *Same lessons as standard RL5.1, just use an informational text*

Lesson 4 - Quoting text accurately X X X 1 day

Lesson 5 – Creating a Constructed Response with Evidence X X X 2 – 3 days

Lesson 6 – Integrating Questioning and Evidence Based Answers with Longer Text X X X 4 – 5 days

Resource List

Print Resources Digital Resources Formative Assessments

Pink and Say by Patricia Polacco (Lesson 2 and 7) Goldilocks and the Three Bears by James Marshall (Lesson 3) Civil War fiction excerpts (Lesson 4-included) Junior Great Books (Lesson 6) World of a Blossom (Lesson 8-poem included) Various literary text tied to Social Studies/Science standards Various information text tied to Social Studies/Science standards Owen & Mzee: The True Story of a Remarkable

http://video.nhptv.org/video/1687947231/ (Lesson 3) Compare and Contrast Tool Kit (Lesson 12) Nests and Houses (Lesson 12) Paragraph Practice (Lesson 12) https://www.youtube.com/watch?v=GbzMC6qAzVU (Lesson 13) https://www.youtube.com/watch?v=nKagcfjqCQk (Lesson 13) http://www.pitt.edu/~dash/type0328jack.html (Lesson 13) Group Skills Tracking Sheet (Lesson 13) https://www.youtube.com/watch?v=GbzMC6qAzVU (Lesson 13) https://www.youtube.com/watch?v=nKagcfjqCQk (Lesson 13) Venn Diagram (Lesson 13)

Grade 5 Q1 Formative Assessment Board

After logging in to Discovery Rd, formative assessments are available for online use or download. Assessments are not tied to specific lessons, so you may pace them at your own discretion.

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Friendship by P. Kahumbu

Picture Books with Theme.docx

Venn Diagram (Lesson 13) Venn Diagram, 2 Circles (Lesson 13)

Board works best in Chrome, so if it opens in another program, copy and paste the URL into Chrome before using.

Lessons

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson # 1 Targets: Introduction to Making Inferences I can make specific inferences after reading short passages. (RL 5.1 and RI 5.1)

Mini-lesson Begin by introducing the concept of making an inference. Record the definition on a piece of chart paper to be used later (see anchor chart in lesson 2). Then have the top part of the anchor chart below prepared. Explain to students that they are going to practice making inferences about you from the items in your purse/teacher bag. As you pull each item out of your bag, have the students make an inference about you.

Distribute the ‘Where Am I?’ and ‘Who Am I?’ worksheets. Have the students read about various places and people and make an inference on where they are and who they are based on the short passage. Make sure they include evidence from the text to explain their answer. **Extension: If students finish before it is time to share, they can write their own paragraph describing a place or a person.

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**Teachers can create their own ‘Where Am I?’ and ‘Who Am I?’ worksheet to connect to the specific Science and Social Studies standards being taught at this time.

Where Am I.pdf Who Am I.pdf

Work Time Students will read independently from self-selected chapter books. As students read ask them to take note of a place where they had to make an inference about a character within the text. Have students record their inference and the supporting evidence in their reader’s journal or on a sticky note to share. Share Gather students back together to share the answers to the two worksheets. Be sure that the students are providing evidence with their answers. At this time, students who wrote their own paragraphs can read them aloud and have the class infer where and who they are describing. Have 2-3 students share an inference that they made during their independent reading time.

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson # 2 Targets: Adding Text Evidence I can accurately quote text when answering inferential questions. (RL 5.1 and RI 5.1) I can accurately record inferences with evidence when reading a selected piece of literature. (RL 5.1 and RI 5.1) *This lesson is intended to span more than one mini-lesson.

Mini-lesson Review the definition previously recorded on the chart paper about making inferences. Then have the students brainstorm various ways they can infer when reading a text. Complete the anchor chart like the one pictured below.

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Read the story Pink and Say by Patricia Polacco. While you are reading, ask the students questions that will require them to make an inference. There are many places in the story to model inferring. (When Moe Moe Bay talks to Pinkus about never leaving her again, why does Pinkus look troubled? How do you know? (p.13) Inference: Pinkus seems proud to have fought with his unit and says he had gotten lost from them. Maybe he wants to get back to the fighting. Sheldon thinks to himself that he does not want to go back to the war. (p.19) Why might he feel this way? Inference: He is very young. He was only supposed to carry the flag, but so many soldiers died that he had to carry a gun and fight. He uses the phrase “slaughtered like hogs” to describe the killing of soldiers.) Work Time (This could take place over the course of several days) Once you have modeled making inferences and supported your thinking with evidence from the text, have the students get into small groups and continue reading the text. Have them fill in the chart below about an inference they made while reading the text.

Recording Inferences.docx

Share Gather the students back together and have each group share at least one inference they made and the supporting evidence from the text with the class.

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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Lesson # 3 Targets: Understanding the Difference Between Thin and Thick Questions I can ask thin (literal) and thick (inferential) questions to better understand a piece of text (RL5.1)

Part 1 Mini-lesson: Begin with the use of an essential question/I can statement/standard focus. Introduce the difference between thin (literal) questions and thick (inferential questions) using the attached PowerPoint. Remind students that it is important to have both types of questions as he/she reads a story. Make a T-chart/anchor chart with one side for thick questions and one side for thin questions. Pass out post its and tell students that they will write question about the book (Goldilocks) as it is read (or you can show the video clip: http://video.nhptv.org/video/1687947231/). Afterward, have students share their question and decide if it is a thin (literal) question or a thick (inferential question). You may also use the last slide of the PowerPoint and have students decide if those questions are thick or thin.

ThickandThinpowepoint.ppt

Work Time: Students will read independently from self-selected chapter books. As students read tell them to practice asking thin & thick questions during their reading. Have students record their questions on a sticky note and write on the back whether they think the question is thin or thick. Students will place the sticky note

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in the text at the point they asked the question. Share: Instruct students to bring the book they were reading with their questions as you gather them back together. Invite several students to share the questions they wrote during work time with the group. Facilitate a discussion about whether or not the question is thin or thick. Remind students that both types of questions are important to helping us understand what we are reading. Part 2 Mini-lesson: Remind students of the anchor chart and story from Part 1. Tell students that they are going to practice asking thin and thick questions. Provide students with a short story or a piece of text. Have students work with a partner to write questions on post-its or in their reading journal and label them as t = thin question or T = thick questions. Instruct students to write the page number or a statement from the book that answers the questions they have written down. Tell students that they will discuss their questions during share time. Allow partners time to work together (this may run over into work time). Work Time: Students will read independently from self-selected chapter books. Tell students to continue asking questions as they read and have them record them in a reading journal or on sticky notes. Share: Have the class work in small groups, or as a whole class discuss the questions that the students wrote and if they were thin or thick questions. Also, have them discuss the answers they found to the questions. Wrap-up by identifying if all students had the same answer to thick questions, or if there were differences based upon the evidence that students found to answer the question.

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson # 4 Targets: Quoting Text Accurately I can answer an inferential question to increase my understanding of text (RL5.1) I can support an inference with evidence from text (RL5.1) I can write an opinionated answer and support it reasons/evidence (ELA5W.1)

Mini-lesson: Begin with the use of an essential question/I can statement/standard focus. Pose an inferential, open-ended question to the students from a piece of text or short passage. Tell the students that they will create an APP to answer the question. Have one of the students provide and answer to the question (A). Then, have the student or other students highlight two pieces of evidence from the text (PP = provide evidence #1 and provide evidence #2). Next, show the students how to create their APP (1st sentence answers the question and the next two sentences provide evidence) using correct quoting techniques (you can use the

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attached PowerPoint) and sentence starters. Consider making an anchor chart to remind students of the APP process. Here are some suggested sentence starters:

In the text... The text states... According to the passage... One/Another example from the text... The author states...

Incorporating Quotes.ppt

Here is an example of an APP for the question, “Did the woman in this text enjoy her job?” (using the following text excerpt):

Lesson 6 excerpt.docx

In this story the woman definitely did not enjoy the job she performed. The text states, “If there had ever been any novelty and romance about nursing, that had worn off a year ago.” Another example from the text is, “the nausea of standing by the doctor, trying not to vomit when his bright knife cut into mortifying flesh!” Work Time: Tell the students that they will create an APP for a question that is based upon the text they receive (you can differentiate).The students read their text and highlight two pieces of evidence from the text that will be used to support the answer. Then, they create their APP. Provide the students with the PowerPoint and the sentence starters to help them create their APP. Share: Students share their answers and evidence in groups or with the whole class from the piece of text they were given. A fun way is to ask the question, and the student can respond “I have an APP for that?” and he/she can share his/her answer with evidence.

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Note: This lesson should be referred back to frequently throughout the year as students have opportunities to respond to constructed response items. Consider generating constructed response questions from read aloud and other whole class reading assignments in which students can use the APP procedure to build their response.

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson # 5 Targets: Creating a Constructed Response with Evidence I can answer an inferential question to increase my understanding of text (RL5.1) I can support an inference with evidence from text (RL5.1) I can write an opinionated answer and support it reasons/evidence (ELA5W.1) *This lesson is intended to span more than one mini-lesson.

Mini-lesson: Begin with the use of an essential question/I can statement/standard focus. Remind students of the acronym APP from the previous lesson. Tell students that instead of creating an APP, today they are going to create RAPPS or become RAPPerS today to answer a question. Use the attached PowerPoint to introduce how to restate a question and combine that restatement with their answer. Review providing evidence correctly (this is also on the PowerPoint). Finally, show students how to sum up the answer (also on the PowerPoint). Show a piece of text and fill out the attached organizer together as a class.

RAPPS.pptx RAPPS.docx

Work Time: Tell the students that they will create RAPPS or be RAPPerS for a question that is based upon the text they receive (you can differentiate).The students read their text and highlight two pieces of evidence from the text that will be used to support the answer. Then, they create their RAPPS using the same organizer that was filled out in the mini-lesson. Provide the students with the PowerPoint and to help them create their RAPPS. Share: Students share their RAPPS in groups or with the whole class from the piece of text they were given. A fun way is to ask the question, and the student can respond “I have a RAPP for that?” and he/she can share his/her constructed response. Or you can take pictures as students are completing the organizers and load them onto the computer to display and discuss as a class. *Students can finish the process by taking the organizer and rewriting it paragraph form the following day

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Note: This lesson should be referred back to frequently throughout the year as students have opportunities to respond to constructed response items. Consider generating constructed response questions from read aloud and other whole class reading assignments in which students can use the RAPPS procedure to build their response.

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson # 6 Targets: Integrating Questioning and Evidence Based Answers with Longer Text I can ask thin (literal) and thick (inferential) questions to better understand a piece of text (RL5.1) I can answer an inferential question to increase my understanding of text (RL5.1) I can support an inference with evidence from text (RL5.1) I can write an opinionated answer and support it reasons/evidence (ELA5W.1) *This lesson is intended to span more than one mini-lesson.

*Repeat the lesson to include a non-fiction text to include standard RI5.1* Mini-lesson: Part 1: Review thin and thick questioning from lesson #3. Tell students that you are going to read a longer piece of text and they will generate thick and thin questions as you read. They can both write these questions down in their reader’s notebooks or on sticky notes and place them in the book where they have the question. Work Time: Students write the questions down as you read. They mark the questions as either t = thin or T = thick questions. Share: After the reading have the students share their questions. On the chart have the class decide if the questions are thin or thick questions and correctly add them to the chart. Part 2: Tell students that today they will once again be looking for thick and thin questions in the story. Give examples of questions they may have as they read. Here are some examples:

Why a character does or says something

Why something happens the way it did

What a phrase or word may mean

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What might happen if something occurred differently Work Time: On post-its or in their reading journals, have students write down their questions. After they have written down their questions have students go back in the text and see if they can answer any of the questioning looking back at the text. Have students add page numbers or place the sticky notes next to the text for questions they found the answer to. Share: Have students share a question, and see if other students found evidence to answer the question. Determine if the question was a thick or thin question that was asked. Discuss any questions that have multiple answers by the students and why there is no right answer Part 3: Tell students that they will have the option today of answering one of two questions posed by the teacher. Review the APP process from #4 to have them provide an answer to one of the questions. Also, review correct quoting techniques. Work Time: Students answer one of the two questions that the teacher has posed and students provide at least two pieces of evidence to justify the answer they have written (APP process). Share Time: Tell students that both questions will be discussed. However, if they did not answer the question that is being discussed, they still will be responsible for deciding which answer they feel best answered that question. For students that have answered the question in the discussion set-up guidelines for discussing the question:

Let a person finish their answer before beginning to share yours

Do not put down any answers. Use the words “I disagree”

You must provide evidence from the text with your answer

You must add something new to the discussion Have the discussion and review the possible answers that were given. Have some students share why they felt a certain answer was stronger than another answer. Part 4: Review the RAPPS strategy to organize a constructed response. Have the students take one of the questions that was discussed yesterday and fill out the RAPPS organizer to create a constructed response. Work Time:

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Students fill out the organizer using the RAPPS strategy to produce a constructed response. Once the organizer is complete, have them write the information in a written paragraph form. Share Time: Have students share their constructed response paragraph. Grade using the rubric from the PowerPoint on Lesson #5.

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2: 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.

Lesson # 7 Targets: Identifying the Theme of a Piece of Literature I can think about possible themes as I read. (RL 5.1, RL 5.2)

Mini-lesson Explain to students that today you are going to explore the theme or message of a story. Inform them that typically when they read, they are very attuned to the plot of a story. They think about the characters and the problems they face. We want to keep reading so we can find out what will happen next. However, stories have much more to offer than just a great plot. Authors use stories to teach life lessons through themes. To determine the theme we can ask ourselves several questions: What is this story beginning to be about? What is the main character learning? What is the main character teaching? What am I learning? What is the message you think the author is trying to convey in this story? Record these questions on a chart for the students to refer back to. The model for the students the difference between plot and theme in a story you have recently read as a class (You may use the below handout and model this with the story Pink and Say).

Pink and Say theme.docx

Work Time Ask students to think about the questions on the anchor chart you created as they read their independent reading books during work time. Push students past summarizing the plot of the story and expect them to understand the underlying messages or themes. While students are working, circulate the room, listen to their reading, or pull small groups to provide focus group instruction for students who need additional help. Share Bring students back together and share the themes or messages from their independent reading. Begin a chart of possible themes to show students that themes are often sentences that should not be oversimplified into one word (A sample chart is provided below). As students share, ask them to explain the

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actions of the characters that helped them determine the theme. This will help keep the students in the habit of consistently supporting their thinking with evidence from the text.

RL.5.2: 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.

Lesson # 8 Targets: Identifying the Theme of a Piece of Poetry I can determine the theme of a poem. (RL 5.2) I can determine how the speaker of a poem reflects upon the topic. (RL 5.2) *This lesson is intended to span more than one mini-lesson.

NOTE: Prior to beginning this lesson, read the aloud the poem World of a Blossom. Because the theme must be inferred and arguments can be made for more than one theme, make sure the students have a good understanding of the poem. Mini-lesson Inform the students that they are going to be working toward the theme of the poem World of a Blossom. In order to figure out what the author/narrator wants us to understand in the poem, we are going to look at each stanza. Go through the first stanza with the students. Model underlining in the first stanza and/or taking notes in the margin to capture the thinking. Have the students get with a partner and finish reading the poem. Encourage the students to highlight lines from the poem that help them answer the question: What does the author/narrator want us to know or understand after reading this poem? Monitor while

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students are working (What does the narrator want us to know about the blossoms in this stanza? How does the narrator feel about ______? How do you know? Should you highlight any of these lines? What notes can you take to capture your thinking?) Have partners for a group of four and discuss the following: What is the theme of this poem? How do you know? Encourage students to put the theme in their own words, if they can. Have groups share and discuss similarities and differences in their responses. They can differ; however, each group should supply sufficient support and reasoning for their statement. Reflect with the students on how looking closely at specific stanzas and ideas in the poem helped them to determine the theme. (Possible themes: belonging, look for a place to belong, take time to look at the world through someone else’s eyes, everything has a place, etc.)

World of a Blossom THEME.docx

Work Time Send students off to partner practice identifying the theme of various pieces of poetry. Share Bring the class back together as a whole group. Share possible themes to the various pieces of poetry. Ask how they determined the theme? Was it stated directly or did they have to infer from the author’s clues?

RL.5.2: 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.

Lesson # 9 Targets: Summarizing a Piece of Literary Text I can summarize literary text. (RL 5.2) *This lesson is intended to span more than one mini-lesson.

*NOTE: Prior to beginning the mini lesson complete a read aloud on a literary text that connects what you are currently discussing in Social Studies or Science. Mini-lesson Model summarizing a literary text using the “Somebody, Wanted, But, So, Then…” format.

Somebody Wanted But So

Joe his best friend John Henry to be able the laws required black people and the laws changed and everyone,

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to go everywhere he could go and do everything he could do

white people to use different public facilities

regardless of race, could use the same public facilities

Then

Somebody Wanted But So

Joe and John Henry to swim in the town pool together when they got there, the pool was being filled with tar

they did not give up. They decided to go into a store together.

Work Time Have students complete the above format on their own for an assigned short story. Share Bring the class back together and have students share their summaries. Discuss any differences that the students may have and why.

**This lesson can be repeated as many times as needed in order to gain a full understanding on how to summarize literary texts.**

RL.5.2: 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.

Lesson # 10 Targets: Summarizing Informational Texts I can summarize informational text. (RL 5.2) *This lesson is intended to span more than one mini-lesson.

NOTE: Summarizing informational text requires students to think about the main idea(s). If your students are having difficulty determining or inferring the main idea, begin by (re)teaching this skill. Mini-lesson Display and discuss a previously made anchor chart that contains the following information:

Elements of an Effective Summary

Includes the title and author

States the main idea

Includes only important details that support the main idea

Includes the author’s purpose

Written in our own words

Uses transition words to combine ideas

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Written in a logical order

Provide students with a copy of the short informational text “Icebergs: Floating Snow Cones.” Make your copy visible, so the students can see you take notes to help construct a summary. Read aloud, stopping to determine the main idea of each section and highlighting key words that will be important for the summary. You will determine that the article is mostly about what an iceberg looks like and how icebergs are formed. Create a chart from which you will construct your summary. The chart will contain the key words or “gist words”.

Main Idea: Icebergs begin as moisture from the ocean and end as icebergs hidden mostly under the water.

Gist Words: moisture, snow, layers, pressure, turns to ice, ice sheets, glaciers, continent, sea, icebergs

Using the main idea and construct sentences using the gist words underneath the above chart (to make one modeled poster). Make sure you refer to the ‘Elements of an Effective Summary’ anchor chart.

Icebergs-Summary.docx

Work Time Provide students with short articles to practice summary writing in pairs. Share Bring students back and share summaries.

**This lesson can be repeated as many times as needed in order to gain a full understanding on how to summarize informational texts.**

RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Lesson # 11 Targets: Introducing Compare/Contrast I can compare and contrast by looking at similarities and differences (RL/I 5.3)

*Lesson adapted from Read/Write/Think

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Mini-lesson: Write the words house and nest on the board or chart paper (or use two other concepts that you are currently working on in Science or Social Studies). Make two columns and label the column on the left Compare (same) and the column on the right Contrast (different). If possible, have a picture of a house and a nest to support your English-language learning (ELL) students.

Have students express all of the similarities and differences between these two shelters and write them on the chart in the appropriate column. Your class chart may resemble the chart below:

Compare (same) Contrast (different)

Both are shelters. Nests are usually smaller than houses; houses are bigger than nests.

Birds make their nests just like humans make their homes.

A house has a roof.

Both use trees. Humans use lumber from trees; birds use twigs and branches.

A nest is a place for the bird to lay an egg.

Both can shelter more than one inhabitant.

Nests are simple; houses are more complex.

Both take up space. Houses usually have more than one room in them.

Both have to be taken care of. Birds might repair a hole; humans might repair a leak.

A bird can live in a house as a pet; humans don’t live in nests as pets.

Discuss the terms compare and contrast

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Work Time: Explain to students that they are going to compare and contrast items in cooperative groups. Divide the class into small groups and give each group a sheet of paper and one index card that you prepared in advance (on cards, write the names of two items that can be compared -e.g., "motorcycle/bicycle," or "clock/watch"). If possible have pictures or the actual objects named on the index cards available for students who need extra support. Instruct groups to draw two columns on the paper and write the words Compare (same) on top of the left-hand column and Contrast (different) on top of the right-hand column. Refer to the chart you just completed with the class as a model. Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Share: Have students present their lists to the class. Allow students in other groups to suggest additions and changes to the lists.

RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Lesson # 12 Targets: Identifying Compare/Contrast Signal Words I can identify key words that help me know when things are being compared and contrasted (RL5.3)

*Lesson adapted from Read/Write/Think Part 1: Mini-lesson: Review the meaning of the terms compare and contrast. Give each student a Compare and Contrast Tool Kit. Read through the worksheet with students and explain how they can use clue words to find the ideas and facts that two items have in common as well as those ideas and facts that are unique to each item. Comparison clue words include similar, both, and alike; contrast clue words include different, but, and instead of. Have students brainstorm other words that are used to express things that are similar or different. On an LCD projector, project the Nests and Houses PowerPoint presentation for students to view, or distribute copies of the slides. Read the paragraph aloud to your class, stopping throughout to think aloud. Modeling your thinking will provide the support that your struggling readers need. For example, while reading the paragraph you might share thoughts like the following:

“The first sentence says that there are major differences between houses and nests. The way that the sentence is worded makes me think that

this paragraph is going to contrast houses and nests.”

“Here, it says that you might be surprised that houses and nests have some things that are the same. The way the author uses “same” in that

Quarter 1 Grade 5 Unit Menu

Updated June 2015

sentence makes me think that this next part will tell me some things that are the same about nests and houses.” After reading the paragraph on Slide 2, go to Slide 3 and follow the directions. This involves locating keywords that signal that the paragraph is organized in a compare and contrast format. Ask students to use their Compare and Contrast Tool Kit to help remember what the clue words are. Students can check their work on Slide 4; the clue words are highlighted within the paragraph. Work Time: Now that your students have practiced working through a paragraph together, tell them that they are going to work in small groups to practice identifying compare and contrast paragraphs. Divide the class into small groups and distribute copies of the four Paragraph Practice sheets. Have students read the text independently, then work with their groups to answer the questions below each paragraph. Remind students to use their Compare and Contrast Tool Kit as a guide. Note: Take time before this session to read these paragraphs with your struggling and ELL students. Discuss the content, show photographs of the different houses discussed in each paragraph, and try to build their background knowledge before they read in their small groups. Taking time to build background knowledge will allow your struggling and ELL students to focus on the compare and contrast structure when working with their small groups.

Circulate among the groups as they work, focus discussions as needed, and make notes of groups that are able to identify compare and contrast paragraphs and groups that are having difficulty doing this.

Share: Once all the small groups have had time to read and discuss the paragraphs, lead a class discussion about the four paragraphs and students’ use of clue words to locate comparing and contrasting information. Also ask students if there are any new clue words that should be added to the Compare and Contrast Tool Kit.

RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Lesson #13 Targets: Compare and Contrast Two Pieces of Literature using a Venn Diagram I can compare and contrast two pieces of literature (RL5.3) I can use a Venn diagram to show the similarities and differences between two pieces of literature (RL5.3) *This lesson is intended to span more than one mini-lesson.

*Lesson adapted from Read/Write/Think Part 1 Mini-lesson:

Quarter 1 Grade 5 Unit Menu

Updated June 2015

Review the terms: setting, character, and event as it relates to literature. Write the words city and farm on the board and have students compare and contrast the two. Bring up two students or use two characters that you have read about in the class to briefly compare and contrast the two. Watch two short video clips to compare and contrast events in a story. Here are two 2 minute clips of different Little Red Riding Hood videos you can use: https://www.youtube.com/watch?v=GbzMC6qAzVU and https://www.youtube.com/watch?v=nKagcfjqCQk Work Time: Have students reconvene in their small groups to locate the compare and contrast information with a two literature selections. Distribute copies of the compare and contrast texts that you would like them to read or have them access the following website: http://www.pitt.edu/~dash/type0328jack.html to compare two different versions of Jack and the Beanstalk. Have students read the text independently and then work with their groups to create a list of characters, settings, or events that are being compared and contrasted. Pair students who need extra support in reading with a student or adult or provide a recording of the text selection on tape. Remind small groups to use their Compare and Contrast Tool Kit for reference. Circulate among the groups as they work, focus discussions as needed, and observe group interactions using the Group Skills Tracking Sheet. Share: After small groups have had time to read and generate their comparisons and differences, gather the class together for a whole-group discussion Part 2 Mini-lesson: Review the similarities and differences from the texts students read yesterday. Explain that there is another way to show comparing and contrasting ideas. Draw two overlapping circles (a Venn diagram) on the board or chart paper. Ask if anyone knows what kind of diagram it is. Explain that Venn diagrams are useful when comparing and contrasting settings events, or even characters. Explain that the outer circles are intended for contrasting information; that is, the ideas and facts that are different about or unique to each item. The middle area where the circles overlap is reserved for comparisons; the ideas and facts that the two items have in common. Watch the two Little Red Riding Hood video clips again: https://www.youtube.com/watch?v=GbzMC6qAzVU and https://www.youtube.com/watch?v=nKagcfjqCQk Fill in some of the Venn diagram noting the similarities and differences from the clips

Quarter 1 Grade 5 Unit Menu

Updated June 2015

Work Time: Ask students to reconvene in their small groups from the previous session and create a Venn diagram using ideas from the two Jack and the Beanstalk stories that they read. Students may use the online Venn Diagram, the Venn Diagram mobile app, or the Venn Diagram, 2 Circles.

Note: If students have not used the Venn Diagram tool before, take time to model how it is used. In addition, if you would like all your groups to use the interactive Venn Diagram, you will need to either arrange a computer lab time or a rotating schedule for groups to use classroom computers.

Share: When all Venn diagrams have been completed, have each group share their diagram with the class. Ask the other groups if they heard a comparison or contrast that they had not included on their own Venn diagram. Permit students to add any new comparisons or contrasts to their own Venn diagrams.