Ready! Set! Go! Starting the Work Lesson Organizer · 2013-08-04 · ©2011, TESCCC 06/11/12 Page 1 of 3 Unit: Lesson Organizer Ready! Set! Go! Starting the Work Fifth Grade English

©2011, TESCCC 06/11/12 Page 1 of 3

Lesson Organizer

Ready! Set! Go! Starting the Work

Fifth Grade English Language Arts and Reading

Unit: 01 Lesson: 01 Suggested Duration: Days 1-5

Lesson Synopsis Students respond to fictional texts(s) by using comprehension processes/skills to make personal and world connections and use writing to communicate their thoughts about a text and make connections between multiple texts. Students engage in the writing process as they begin to generate ideas for writing. Students create Word Study Notebooks to establish word collection routines as a way to demonstrate word knowledge throughout the year. Students use context clues to help clarify unfamiliar and multiple meaning words.

Performance Indicators

Key Understandings

Using the writing process, write an engaging story based on personal events. Be sure the story includes a plot, believable characters, and dialogue. (5.15A, 5.15B, 5.15C, 5.15D, 5.15E; 5.16Ai, 5.16Aii, 5.16Aiii; 5.17A) 5B, 5C, 5D, 5E, 5F, 5G

Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and media.

Provide evidence from the text to support ideas. (5.Fig19A, 5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E, 5.Fig19F; 5.9A; 5.18C) 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G

Record multiple entries in a Word Study Notebook demonstrating word knowledge. (5.2A, 5.2B, 5.2E) 1A, 1C, 1E, 1F, 1H; 5B, 5F, 5G

Authors establish a purpose and plan and use writer’s craft to engage and sustain the reader’s interest and enhance understanding.

Readers use strategies to support understanding of text.

Readers use writing to communicate deeper understanding of texts.

An extensive vocabulary enhances written and oral communication.

Readers use strategies to identify the intended meaning of words and phrases in text.

5.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:

5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. Readiness Standard

5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard

5.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to

understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions).

5.Fig19D Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)

5.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

©2011, TESCCC 06/11/12 Page 2 of 3


Unit: 01 Lesson: 01

5.8A

Evaluate the impact of sensory details, imagery, and figurative language in literary text. Readiness Standard

5.9

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:

5.9A

Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

5.15

Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

5.15A

Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

5.15B

Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

5.17

Writing/Writing. Students write about their own experiences. Students are expected to:

5.17A

Write a personal narrative that conveys thoughts and feelings about an experience.

5.18

Writing/Expository and Procedural Text. Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

5.18C

Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

5.20

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

5.20B

Use the complete subject and the complete predicate in a sentence.

Not Applicable to the unit Ongoing TEKS

Word Study Notebook (1 per student)

Reader’s Notebook (1 per student)

Writer’s Notebook (1 per student)

Teacher Writer’s Notebook (1)

Note card or sticky note (16 per student)

Highlighter (1 per student)

Two color counter or penny (1 per student)

Dictionary (class set)

Chart paper

Colored pen, marker, or colored pencil (class set, optional)

2 grade-appropriate short fictional short stories or excerpts from a novel for modeling (1)

2 excerpts from a grade-appropriate fictional novel that includes figurative language, sensory details and imagery (1 copy per student)

Collection of grade-appropriate fictional short stories and novels for student selection

Materials

Attachments

Resources and References

Websites which contain short stories for kids, such as

www.eastoftheweb.com/short-stories/childrenindex.html

http://www.eastoftheweb.com/short-stories/childrenindex.html

©2011, TESCCC 06/11/12 Page 3 of 3


Unit: 01 Lesson: 01

www.pitara.com/talespin/story.asp

Reif, L. (1992). Seeking diversity. Portsmouth, NH: Heinemann.

Great Source. (2002). Reader’s handbook: A student guide for reading and learning. Wilmington, MA: Great Source Education Group.

Pinnell, G. S., & Fountas, I.C. (2007). The continuum of literacy learning, grades 3-8. Portsmouth, NH: Heinemann.

Gallagher, K. (2004). Deeper reading: Comprehending challenging texts, 4-12. Portland, ME: Stenhouse Publishers.

District-adopted resources

Possible/Optional Literature Selections

Grade-appropriate fictional short stories and novels

Just So Stories, by Rudyard Kipling

Ira Sleeps Over, by Bernard Waber

Baseball in April and Other Stories, by Gary Soto

In the Land of the Lawn Weenies: and Other Creepy Tales, by David Lubar

Wayside School Series, by Louis Sachar

Best Shorts: Favorite Stories for Sharing, by Avi

Children’s magazines such as Highlights

District-adopted resources

http://www.pitara.com/talespin/story.asp


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 6

Lesson Preparation


Day 1 of 25

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS

5.2B 5.2E

5.Fig19A 5.Fig19D

5.2B 5.Fig19A 5.9A

5.15A

Key Understandings

and Guiding Questions



What do readers do when they come to a word they do not understand?


What strategies do readers use to help maintain understanding of text?



Readers use writing to

communicate deeper understanding of texts.

How can readers demonstrate understanding through writing?


How do authors generate ideas for writing?

Why do authors use the writing process?

Vocabulary of Instruction

Context clue

Syllable

Syllabication

Fiction

Novel

Response

Generate

Materials



Note card or sticky note (2 per student)

Grade-appropriate fictional short story or excerpt from a novel for read aloud from Shared Reading (1)

Collection of grade- appropriate fictional short stories and novels for student selection

Chart paper (if applicable)

Grade-appropriate fictional short story or excerpt from a novel for modeling (1)

Chart paper (1 sheet per small group of students)



Sticky note (2 per student)





Colored pen, marker, or colored pencil (class set , optional)



Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 6

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Attachments and Resources

Advance Preparation

1. Prepare to display visuals as appropriate.

2. Choose 2-3 unfamiliar and/or

multiple meaning words from the text to be used in this Daily Lesson’s Shared Reading.

3. Create a Word Wall to be

used throughout the year.


2. Preview a fictional short story

or novel excerpt to read aloud. It should be interesting to students and easily read in a short period of time.


2. Create a class library that

includes a variety of multi- level, grade-appropriate literature selections making sure to include fictional texts and poetry. Think about the expectations for use of the library.

How will students check books out/in?

How is it organized?

How will students keep it organized?


2. Decide the routines and

procedures that will be used to establish writing instruction and practice. Students will need to know where Writing Notebooks will be stored, where to find the materials and resources they need (dictionaries, thesauruses, paper, etc.), and how to share and respond to writing.

3. Prepare to display the

Teacher Writer’s Notebook.

Background Information

Primarily, students acquire a large vocabulary through repeated exposure to new words during Independent and Shared Reading. It is also important for students to build an arsenal of word attack strategies and to study words systematically.

Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage

During a Think Aloud, the teacher assumes the role of proficient reader and models the thinking process used when reading a text.

Independent Reading provides students with the opportunity to read for an uninterrupted period of time. Students need this time to practice the reading skills learned in the classroom and to explore different genres and texts in order to develop into mature, proficient readers.

Students need to write every day in order to become better writers. This includes giving them room to experiment with ideas, styles, and the writing process.

Teacher Notes Model and repeat this Daily Lesson 3-5 times during the first week to ensure that students internalize the word collection routine. This will be the routine for introducing new words in

Introduce the book by engaging the students in a Think Aloud demonstrating pre-reading activities such as inspecting the cover art, leafing through the

Students need self-selected reading material for Independent Reading. For this, students may use a library book, a book from home, or a book from the

Lessons are presented in a Mini Lesson format, and should be tailored to meet the needs of the class. For example, if many students struggle with punctuation, give short lessons


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 6

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Shared Reading, and will form the basic routine for independent word collection.

Dictionary skills (5.2E) are introduced and used in Grade 03 and Grade 04. Monitor students to assess the students’ proficiency levels. (This skill can be addressed in small group instruction or whole group instruction as needed.)

pictures, making predictions, etc. classroom library. The goal for Independent Reading is to provide at least 20- 30 minute blocks several times a week. Independent Reading may be followed with time for a response entry. In the beginning, provide guidance for student questions, but the goal is for students to learn to reflect independently on their reading.

It is important to introduce students to new novels and books on a regular basis. This will pique students’ interest and keep students seeking new reading material.

addressing this issue. Other sessions may focus on aspects of the writing process or craft. Conference with individuals or small groups of students as needed.

Remember, students need time to write so make sure to build in plenty of time to work on student- generated writing.

©2011, TESCCC 06/11/12 Page 4 of 6


Unit: 01 Lesson: 01

Instructional Routines

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Duration and Objective

Suggested Duration: 15-20 min. Content Objective: While developing a word collection routine, students use context clues to determine the meaning of unfamiliar and/or multiple meaning words and check the meaning using a dictionary if necessary.

Suggested Duration: 20-25 min. Content Objective: Students establish purposes for reading and recommend favorite books to read.

Suggested Duration: 20-25 min. Content Objective: Students learn to choose appropriate books for Independent Reading.

Suggested Duration: 25-30 min. Content Objective: Students use strategies to generate ideas for writing.

Mini Lesson

1. Display one of the selected words from the text being used for Shared Reading.

2. Divide the word into syllables

and pronounce each part of the word. (Say the parts of the word together, blending them to pronounce the word correctly.)

3. As a class, Choral Read the

word. Write the word on a note card or sticky note.

4. Ask: What do readers do

when they come to a word they do not understand? Discuss responses.

5. Using the text, model using

relationships between surrounding words: in- sentence examples, definition in the sentence, and in- sentence restatement to help determine the meaning of the word. Demonstrate how to

1. Ask: Why do we read? Chart responses.

2. Introduce the selected fictional

short story or excerpt from a novel by explaining the purpose for choosing the text. (e.g., based on the author’s purpose, the pictures looked interesting, have read other books by the same author, etc.)

3. Preview the text by reading

the title and author, show any pictures associated with the text, and make predictions. Share with students the purpose for reading the selection.

4. Ask: What kinds of books

and stories do you like to read? Discuss responses.

1. Ask: How do you choose a book to read? Discuss responses.

2. Explain the organization and

procedures for the classroom library.

3. Review how to determine if a

book is the right choice. Students should consider interest, purpose, and text difficulty (both in word level and in comprehension level) when choosing a book. Ask: How do you know if a book is appropriate? What do you do if you start reading and you realize that it is NOT a good choice? Discuss responses.

1. Ask: How do writers gather and generate ideas for writing? Discuss responses.

2. Explain that it is often easier

to write about something with which you are very familiar.

3. Display the first page of the


4. Using colored markers, write

your name in the middle of the page. Divide the page into four quadrants and label: “I am”, "My family”, “I like”, “I think about/believe”.

5. Think Aloud while recording

1-2 responses in each quadrant.

©2011, TESCCC 06/11/12 Page 5 of 6


Unit: 01 Lesson: 01

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

use the surrounding words along with background knowledge to infer the meaning of the word.

6. Write an inferred definition of

the word on a note card or sticky note.

7. Model using a dictionary to

check the meaning of the word. If the word has multiple meanings, use the context to determine the appropriate meaning.

8. Instruct students to write the

word and meaning in their Word Study Notebook.

9. Place the word on the Word

Wall. 10.Continue this procedure with

the remaining 1-2 words.

Learning

1. Students select a book to read from a collection of grade- appropriate fictional short stories and novels.

2. Instruct students to collect 1-3

unfamiliar and/or multiple meaning words from the text and use context clues to determine the meaning of the word and write an inferred definition in their Word Study Notebook. Students use dictionaries to check the word meaning as needed.

1. In a small group, students brainstorm titles of stories/books to recommend for other students to read. They discuss why they would recommend the books and the purpose for reading.

2. Students write their

recommended titles with reasons and purposes for reading on a chart to be displayed for other students to see.

1. Students select an appropriate book for Independent Reading based on the discussion.

2. Distribute Reader’s

Notebooks. Students record the date, title of the book and the author’s name in their Reader’s Notebooks.

3. Tell students to record any

unfamiliar words in their Word Study Notebook and use context clues to help them

1. Instruct students to turn to the first page of their Writer’s Notebook and write their names in the middle of the page. They may use colored pens/pencils/markers for this activity. Instruct them to divide the page into four quadrants and label: “I am”, “My family”, “I like”, “I think about/believe”.

2. Students add responses to

each column.

Applications

©2011, TESCCC 06/11/12 Page 6 of 6


Unit: 01 Lesson: 01

Daily Lesson 1

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

understand the word better. 4. Students read their selections

independently. Monitor and listen to students read to be sure that their book selections are appropriate.

Engage in Guided Reading and Guided Writing Instruction as appropriate.

Closure 1. Students share their collected words and definitions. Add the words and definitions to the Word Wall. Emphasize that by knowing how to pronounce a word, students read faster and concentrate on the meaning of texts.

2. Remind students that this is

the routine used to collect words encountered during Shared and Independent Reading.

1. Students share their lists with the whole class.

1. Ask: Why did you choose your reading selection for today? How was your book an appropriate choice or NOT an appropriate choice for independent reading? Discuss with a partner.

1. Students share one idea or topic from the completed assignment that would make a good piece of writing.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 5

Lesson Preparation


Day 2 of 25

Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


5.2B 5.2E

5.1A 5.2B 5.Fig19A 5.Fig19C

5.Fig19A

5.Fig19C

5.9A

5.18C

5.15A,B

5.17A

Key Understandings and Guiding Questions



What do readers do when

they come to a word they do not understand?












Context clue

Syllable

Syllabication

Fiction

Novel

Free write

Materials


Note card (2 per student)




Grade-appropriate fictional short story or excerpt from a novel used in Daily Lesson 1 Shared Reading



Teacher Reader’s Notebook (1)








Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 5

Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation





2. Select 2-3 new vocabulary

words (not selected in Daily Lesson 2 Word Study) to preview and discuss. Locate appropriate places to stop and discuss student reactions to the story.

3. Preview the story to be read

aloud. Find appropriate places in the story to stop and have a discussion. Plan questions to help students reflect upon and discuss texts. Be ready to model and discuss the comprehension strategies (rereading, using background knowledge, making connections, creating images, etc.) used to monitor comprehension.


2. Create an Anchor Chart:

Reader’s Response Questions. This chart will be used to record questions that students can use to write responses to what they are reading in their Reader’s Notebook. Add two or three response questions to the chart. Some possible questions:

What was the author’s purpose? How do you know?

What was your favorite part? Why?

What words helped create images? What image did you create?


2. Collect several Free Write

prompts (e.g., I was so scared when…, I love it when…) and prepare to display them.


Teacher Notes

This Daily Lesson repeats Daily Lesson 1 Word Study in order to develop and establish a routine for collecting vocabulary words in the Word Study Notebook.

As stories are being read aloud, remember that fluency and intonation should engage readers.

Model how to monitor comprehension by stopping once or twice to perform a Think Aloud. This insight into the thinking process as text is being read models active reading for students.

Providing students clear and consistent expectations about writing entries is vital to the process of keeping a Reader’s Notebook. They should know the requirements for entries, and how their notebooks will be evaluated. Remind students often of the expectations and give them several models of excellent responses.

Free Write writing may be uncomfortable for students at first, but it will provide them with the ability to explore different modes and purposes for writing. Free writes may be used as a prewriting exercise or may be an assignment that stands alone.

Encourage students to keep writing if they get stuck. They can choose a new topic, rewrite, or choose a new form for what they have already generated (e.g., turn a paragraph into a poem.)

©2011, TESCCC 06/11/12 Page 3 of 5


Unit: 01 Lesson: 01


Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING



Suggested Duration: 20-25 min. Content Objective: Students monitor comprehension and use strategies to help with comprehension as needed. Students also discuss favorite books with other students.

Suggested Duration: 20-25 min. Content Objective: Students respond in writing to a literary text and provide evidence from the text for support.

Suggested Duration: 25-30 min. Content Objective: Students use strategies to generate ideas for writing.

Mini Lesson









relationships between surrounding words: in- sentence examples, definition in the sentence, and in- sentence restatement to help determine the meaning of the word. Show how to use the surrounding words along with

1. Display and read the short story or excerpt aloud modeling appropriate fluency.

2. Pause 2-4 times to have a

discussion about what is happening in the story and model/explain any of the following strategies that have been used to monitor comprehension:

Using context clues to figure out the meanings of unknown or multiple meaning words

Using background knowledge to connect to the story

Creating sensory images to better understand the text

Rereading a portion aloud 3. During each pause in reading,

instruct students to share what they like and don’t like about the story using specific examples from the text to support opinions.

1. Explain that students will be responding to what they read in their Reader’s Notebook throughout the school year.

2. Display the Anchor Chart:

Reader Response Questions and the pre-selected questions. Tell students that they will be adding questions to the chart throughout the year. These questions will help them write about what they’ve read in their Reader’s Notebook.

3. Break students up into small

groups. Instruct students to brainstorm 5 more questions that could be asked to help them reflect on what they are reading.

4. Tell students they will be

responding to one of the questions in their Reader’s Notebook. Choose one of the questions and model a sample entry in the Teacher

1. Explain the concept of Free Write emphasizing that this is a time to try out new ideas. Make sure students understand that they may write about any topic they want. Remind them to use the ideas they brainstormed in the front of their Writer’s Notebook if they get stuck for ideas.

2. Choose one of the topics

generated in the Teacher Writer’s Notebook in Daily Lesson 1. Model the procedures for Free Write. Emphasize that a Free Write is a time to write freely and not a time to worry about conventions, just get all ideas down as quickly as possible.

©2011, TESCCC 06/11/12 Page 4 of 5


Unit: 01 Lesson: 01

Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

background knowledge to infer the meaning of the word.

6. Write an inferred definition of







Wall.

10.Continue this procedure with


4. Discuss student reactions to

the story.

Reader’s Notebook using the story read in Shared Reading.

Learning




1. Students discuss their favorite books in a small group setting by giving a brief Book Talk. Possible stems may include:

My favorite book is because .

I prefer to read because .

The most important thing in the book is because .

I would recommend this book because .

1. Students choose Independent Reading books/stories and read while monitoring their own comprehension.

2. Monitors students and listen

to them read to be sure they are making good book choices.

3. Students complete a response

entry in their Reader’s Notebook using one of the questions on the chart.

1. Provide prompts (Example: I was so scared when…, I love it when…) Display the prompts.

2. Students write for an allotted

amount of time. They may write using one of the prompts, an idea from their Introduction page, or any other idea they may have. Tell students if they finish writing about one idea, they can pick another one to write about.

3. Monitor and encourage

students as they Free Write about a topic of their choice.

Applications

©2011, TESCCC 06/11/12 Page 5 of 5


Unit: 01 Lesson: 01

Daily Lesson 2

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


Closure 1. Students share their collected words and definitions. Add the words and definitions to the Word Wall. Emphasize that by knowing how to pronounce a word, students read faster and concentrate on the meaning of text.



1. Ask students to share any books they have discovered during this discussion that they would like to read.

2. Ask: What can you do as a

reader if you do not understand what you read? Chart responses.

1. With a partner, students share their reflections about what they read.

2. Collect Reader’s Notebooks to

see who may need more support and modeling in responding to writing.

1. With a partner, students share their writing. The partner gives compliments and asks questions.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 6


Day 3 of 25

Lesson Preparation

Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


5.2B 5.2E

5.Fig19B 5.Fig19C

5.Fig19A 5.Fig19B 5.Fig19C 5.9A 5.18C

5.15A,B 5.17A

Key Understandings and Guiding Questions


Readers use strategies to identify the intended meaning of words and phrases in text













Context clue

Syllable

Free write

Materials






Sticky note or Reader’s Notebook (1 per student)

Grade-appropriate fictional short story or excerpt from a novel for modeling (1)



Teacher Reader’s Notebook (1)

Sticky note (2-3 per student)








Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 6

Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Advance Preparation





2. Preview the story that will be

read aloud to the students. Think about places where a reader might have questions about the text. See Background Information for the types of questions that could be asked.

3. Create a 4-column chart and

label each column with a different type of question. Give examples of the different types of questions:

Literal: What happened after the Little Red Hen asks for someone to help with the wheat?

Interpretive: Why does Charlotte help Wilbur?

Evaluative: Why do you think the author chose a wolf as the bad character?

Universal: How might Goldilocks live her life differently?




Primarily, students acquire a large vocabulary through repeated exposure to new words during Independent and Shared Reading. It is also important for students to build an arsenal of word attack strategies and to study words systematically.

There are four types of questions that fifth graders are expected to ask themselves. See the IFD Specificity for more information.

Teacher Notes

This Daily Lesson repeats Daily Lesson 1 Word Study in order to develop and establish a routine for collecting vocabulary words in

Students need self-selected reading material for Independent Reading. For this, students may use a library book, a book from


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 6

Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

the Word Study Notebook.

home, or a book from the classroom library.

In the beginning, provide guidance for student questions, but the goal is for students to learn to reflect independently on their reading.

Model Independent Reading by reading with the students.

©2011, TESCCC 06/11/12 Page 4 of 6


Unit: 01 Lesson: 01


Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING



Suggested Duration: 20-25 min. Content Objective: Students ask questions before, during, and after reading in order to maintain comprehension.

Suggested Duration: 20-25 min. Content Objective: Students ask questions before, during, and after reading in order to maintain comprehension.

Suggested Duration: 25-30 min. Content Objective: Students use a strategy for generating ideas and begin to draft one of the ideas.

Mini Lesson









relationships between surrounding words: in- sentence examples, definition in the sentence, and in- sentence restatement to help determine the meaning of the word. Show how to use the surrounding words along with background knowledge to

1. Remind students of the discussions from Daily Lesson 2 Shared Reading about what readers do when they are monitoring their comprehension as they read.

2. Ask: Why should readers

ask questions as they read?

Discuss responses. 3. Explain that there are four

different types of questions. Display the chart with the examples of each type of question.

4. Using a Think Aloud, read a

portion from the selected fictional story and model asking questions while reading. Try to have a variety of types of questions. Record the questions on sticky notes in the book.

1. Remind or ask students about the Shared Reading lesson and what they learned.

2. Tell students that they will be

asking questions before, during, and after reading. Explain that they will record their questions on sticky notes or in their Reader’s Notebook.

3. Students choose a book from

the collection of fiction books to read independently.

1. Ask: How do writers decide what to write about? Discuss responses.

2. In the Teacher Writer’s

Notebook, brainstorm the name of someone who is important in your life. Brainstorm memories about that person.

3. Choose one idea and model

the procedures for free writing.

4. Tell students they can

brainstorm new ideas using the strategy of thinking of a person, or if they already have an idea they can start writing.

©2011, TESCCC 06/11/12 Page 5 of 6


Unit: 01 Lesson: 01

Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

infer the meaning of the word. 6. Write an inferred definition of









Learning




1. Distribute Reader’s Notebooks or sticky notes to each student.

2. Read another portion of the

fictional story. 3. Students record a question

about what was read. Students record the question on the sticky notes or in their Reader’s Notebook.

1. Students read independently and record questions before, during, and after reading on sticky notes or in their Reader’s Notebook.

2. Students categorize their

questions as literal, interpretive, evaluative, or universal.

1. Students generate new ideas thinking of a special person or take an idea from another day and begin to Free Write.

2. Monitor and provide support

to students as they work. Begin to confer with students who need support.

Applications


©2011, TESCCC 06/11/12 Page 6 of 6


Unit: 01 Lesson: 01

Daily Lesson 3

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING




1. On a chart, sort the questions by whether they are literal, interpretive, evaluative, or universal questions.

2. Tell students that they will be

practicing asking questions before, during, and after reading today during Independent Reading.

1. Ask: How does asking questions help you as a reader? How will your questions get answered? Discuss responses.

2. Remind students that asking

questions helps to monitor and maintain comprehension.

1. In small groups, students to share their writing.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 6

Lesson Preparation


Day 4 of 25

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


5.2B 5.2E

5.1A 5.Fig19A 5.Fig19C 5.8A 5.18C

5.1A 5.Fig19A 5.Fig19C 5.8A 5.9A 5.18C

5.15A,B 5.17A 5.20B

Key Understandings
















Context clue

Syllable

Figurative language

Imagery

Sensory detail

Subject

Predicate

Materials








Excerpt from a grade- appropriate fictional novel that includes figurative language, sensory details, and imagery (1 copy per student)







Two-color counter or penny (1 per student)



Sensory detail – a detail in writing that describes what is seen, heard, smelled, tasted, or touched

Complete subject - all the words that tell what the sentence is about (e.g., The furry dog barks at night.)


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 6

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

Imagery – the use of language to create mental images and sensory impressions. Imagery can be used for emotional effect and to intensify the impact on the reader

Figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices

Complete predicate - all the words that tell what the subject does, did, is, or was. (e.g., The furry dog barks at night.)

Advance Preparation





2. Preview and select a short

excerpt from a fictional novel illustrating excitement, suspense, or intrigue to read aloud to students. Be sure that the excerpt uses language that creates images in the mind of the reader.


2. Prepare to display the Anchor

Chart: Reader Response Questions. If there is not a question about visualizing or sensory language, add a question about the author’s use of language and how it impacts the reader. For example: What words/phrases help the reader create strong images, and how do those words impact how the reader feels?



Writing Complete Sentences. Draw two columns on the chart and title the first column “Subject” and the second column “Predicate”. Prepare three sentences that will be added to the chart during the Mini Lesson.


Notebook, brainstorm 2-3 experiences where a life lesson was learned. For example, a time when you learned not to lie, or a time when you learned not to dive into deep water.


.

Complete subject - all the words that tell who or what the sentence is about (e.g., The furry dog barks at night.)

Complete predicate - all the


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 3 of 6

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING

words that tell what the subject does, did, is, or was. (e.g., The furry dog barks at night.)

Teacher Notes

This Daily Lesson repeats Daily Lesson 1 Word Study in order to develop and establish a routine for collecting vocabulary words in the Word Study Notebook.

This Daily Lesson will be repeated for more practice in Daily Lesson 5 Shared Reading.

This Daily Lesson has students brainstorming ideas in groups of 3-4. Sometimes listening to others’ ideas can spark even more ideas. Students will each get a talking chip (a two-color counter or a penny). Each student has to contribute a story, and when they do they put their talking chip in the middle. No one can tell a second story until everyone has used their talking chip.

©2011, TESCCC 06/11/12 Page 4 of 6


Unit: 01 Lesson: 01


Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING



Suggested Duration: 20-25 min. Content Objective: Students identify figurative language, sensory details, and imagery in text, and explain how the language used impacts them as readers while evaluating its effectiveness.


Suggested Duration: 25-30 min. Content Objective: Students use strategies to generate ideas for writing. Students use complete subjects and predicate in sentences.

Mini Lesson










1. Discuss why you chose to read the selected novel and your purpose for reading.

2. Read the selected excerpt

aloud with appropriate oral fluency. Instruct students to close their eyes, listen carefully to the words, and visualize what is happening in the story. Tell them to be sure to use all their senses.

3. After reading, distribute the

copies of the excerpt to students.

4. Ask students to reread the

excerpt and highlight words and phrases that helped them create a mental image in their mind.

1. Display the Anchor Chart: Reader Response Questions. Add and discuss a question about author’s use of language.

2. Tell students that during

Independent Reading, they will focus their attention on the word choice of the author they are reading.

1. Display the Anchor Chart: Writing Complete Sentences. Explain that sentences need a subject and a predicate.

2. Read the first prepared

sentence. Tell students that the subject is the “who” or “what” in the sentence. Record the subject from the sentence on the Anchor Chart. Tell students that the predicate tells something about the subject or tells what the subject is doing. Record the predicate on the Anchor Chart.

3. Ask: How do you decide

what to write about? Discuss responses.

4. Tell students that another

way to generate ideas to write about is to think of times when they have learned a lesson. Explain that in many stories, characters learn a lesson in the end and this makes for a very good story.

©2011, TESCCC 06/11/12 Page 5 of 6


Unit: 01 Lesson: 01

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING










5. Show students the

brainstormed ideas in the Teacher Writer’s Notebook.

6. Break students up into

groups of 3-4. Give each student a two-color counter or a penny. This is their talking chip. Everyone must use their talking chip, and the person who is using their talking chip MUST be the one doing the talking while the others listen.

7. In their groups, each student

will tell a story about a time they learned a lesson. After everyone has had a turn to tell a story, students may tell a second story.

Learning




1. In pairs, students discuss the impact the highlighted words had on them as readers. Ask: What words/phrases helped create strong visual images? What words/phrases made you feel a certain way? What could the author have said differently to get a different response from the reader?

1. Students choose Independent Reading material and read silently.

2. Monitor and listen to students

read to ensure students are choosing appropriate texts.

3. Instruct students to respond to

the question about the author’s use of language in their Reader’s Notebook.

1. Students go to a clean page in their Writer’s Notebook and write “Times I’ve Learned a Lesson”. Students each write down the idea from the story they told in their groups and then add more ideas.

2. Students choose one idea to

Free Write about. Students write complete sentences with a subject and predicate.

Applications


©2011, TESCCC 06/11/12 Page 6 of 6


Unit: 01 Lesson: 01

Daily Lesson 4

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING




1. Ask: How did the language the author used affect how you feel about the story? Students respond to this question in their Reader’s Notebook. Be sure they include specific examples from the text.

1. With a partner, students share their Reader’s Notebook entries and fluently read the portion of the text that impacted them most as a reader.

1. Students return to their groups and share any other ideas and/or their Free Write.

2. Ask a couple of students to

share a complete sentence from their writing. Ask students to identify the subject and the predicate.


Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 1 of 5

Lesson Preparation


Day 5 of 25

Daily Lesson 5 WORD STUDY WHOLE GROUP READING INDEPENDENT READING WRITING


5.2B 5.2E

5.1A 5.Fig19A 5.Fig19C 5.8A

5.1A 5.Fig19A 5.Fig19C 5.8A 5.9A 5.18C

5.15A,B 5.17A 5.20B

Key Understandings













How do authors decide what to write about?


Context clue

Syllable

Figurative language

Sensory detail

Imagery

Free write

Materials








Excerpt from a grade- appropriate fictional novel, different from Daily Lesson 4 Shared Reading, that includes figurative language, sensory details, and imagery (1 copy per student)











Unit: 01 Lesson: 01

©2011, TESCCC 06/11/12 Page 2 of 5

Daily Lesson 5 WORD STUDY WHOLE GROUP READING INDEPENDENT READING WRITING

Advance Preparation





2. Choose another excerpt from

the fictional novel, used in Daily Lesson 4 Shared Reading that demonstrates figurative language, sensory details, and imagery.



Chart: Reader Response Questions from Daily Lesson 4 Independent Reading.



Chart: Writing Complete Sentences from Daily Lesson 4 Writing. Prepare three more sentences to add to the chart.

3. Choose a piece of literature

(picture book or novel) that brings to mind or triggers personal memories. For example, in Ira Sleeps Over a boy can’t decide whether to take his teddy bear to spend the night with a friend for the first time, and his sister makes fun of him and teases him. Memories from this book could include your first sleepover, a story about a special blanket or stuffed animal, or a time when a brother or sister teased you.


This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook demonstrating word knowledge.”

Refer to Daily Lesson 4 Shared Reading

This Instructional Routine partially assesses Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and media. Provide evidence from the text to support ideas.”

Refer to Daily Lesson 4 Writing

Teacher Notes This Daily Lesson repeats Daily Lesson 1 Word Study in order to develop and establish a routine for collecting vocabulary words in the Word Study Notebook.

This Daily Lesson repeats of Daily Lesson 4 Shared Reading for additional practice.

©2011, TESCCC 06/11/12 Page 3 of 5


Unit: 01 Lesson: 01


Daily Lesson 5

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING





Suggested Duration: 25-30 min. Content Objective: Students generate ideas for writing by gathering memories from literature.

Mini Lesson










1. Discuss the reasons for choosing to read the selected novel and the purpose for reading.

2. Read the selected excerpt

aloud with appropriate oral fluency. Students close their eyes, listen carefully to the words, and visualize what is happening in the story. Tell them to be sure to use all their senses.

3. After reading, distribute the

copies of the excerpt to students.

4. Ask students to reread the

excerpt and highlight words and phrases that helped them create a mental image in their mind.

1. Tell students that during Independent Reading, they will continue to focus their attention on the word choice of the author they are reading, and practice creating sensory images as they read. Review the question about author’s use of language on the Anchor Chart: Reader Response Questions.

1. Display the Anchor Chart: Writing Complete Sentences from Daily Lesson 4 Writing. Ask: What makes a complete sentence? Discuss responses.

2. Read each of the prepared

sentences and ask students to identify the subject and predicate. Record responses on the Anchor Chart.

3. Ask: How do you decide

what to write about? Discuss responses.

4. Introduce the selected book

and give a summary (if there is time, read it aloud).


Notebook, write 2-3 ideas that were remembered by reading the book.

6. Students look through the

collection of books and think of books they have read recently.

©2011, TESCCC 06/11/12 Page 4 of 5


Unit: 01 Lesson: 01

Daily Lesson 5

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING










Learning




1. In pairs, students discuss the impact the highlighted words had on them as readers. Ask: What words/phrases helped create strong visual images? What words/phrases made you feel a certain way? What could the author have said differently to get a different response from the reader? Discuss responses.

1. Students choose their Independent Reading material and read silently. Teacher monitors and listens to students read.

2. Instruct students to respond to

the question about the author’s use of language in their Reader’s Notebook. They need to explain how the words impacted them as a reader, determine how effective the use of language was, and use examples from the text to support their ideas.

1. Students write 2-3 memories triggered by literature in their Writer’s Notebook.

2. Students choose one idea and

Free Write on that idea. Students write complete sentences with a subject and a predicate.

Applications


©2011, TESCCC 06/11/12 Page 5 of 5


Unit: 01 Lesson: 01

Daily Lesson 5

WORD STUDY

WHOLE GROUP READING

INDEPENDENT READING

WRITING


2. Collect students’ Word Study

Notebooks and assess Daily Lesson 5 Learning Application word collection to assess students’ performance in using the word collection routine and their ability to write a definition based on information from the text.

1. Ask: How did the language the author used affect how you feel about the story? Students respond to this question in their Reader’s Notebook. Be sure they include specific examples from the text.

1. Students share their Reader’s Notebook entries with a partner and fluently read the portion of the text that impacted them the most as a reader.

2. Collect the Reader’s

Notebooks to assess their performance in recording connections and thoughts to text.

1. Students share ideas and/or Free Write with a partner.

2. Collect Writer’s Notebooks to

assess students’ progress in generating ideas.


Unit: 01 Lesson: 01

Last Updated 05/07/2013

Print Date 07/16/2013 Printed By Lisa Kilborn, MIDLAND ISD page 1 of 100

ELAR Grade 05 Unit 01 Exemplar Lesson 02: A Roadmap for Fiction

Grade 5

English Language Arts and Reading

Unit: 01

Lesson: 02

Suggested Duration: Days 6-19

Lesson Organizer

Lesson Synopsis Students identify and describe events, describe the role of characters in plot including their relationships and

conflicts, compare themes from traditional stories and learn how historical events impact theme. Students explain the

three different forms of third person point of view. Students use story maps as a graphic organizer to represent the

literary elements of a story. Using the writing process, students compose an engaging personal story with a plot, a

believable setting, and character dialogue. Students continue to collect new vocabulary words using context clues

and roots and affixes to infer meaning. Students use dictionaries and thesauruses to confirm meaning.

Performance Indicators

Grade 05 ELAR Unit 01 PI 01

After reading a fictional text, complete a story map that includes a description of events, the characters’ roles/functions in the plot, and

the point of view in which the story is told. In a small group, use appropriate oral conventions to explain the significance of plot,

characters, and point of view to the story and future events.

Standard(s): 5.6A , 5.6B , 5.6C , 5.9A , 5.28A , 5.Fig19D

ELPS ELPS.c.1E , ELPS.c.2D , ELPS.c.3C , ELPS.c.3D , ELPS.c.3E , ELPS.c.3F , ELPS.c.3G , ELPS.c.3H

, ELPS.c.3I , ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G


Using the writing process, write an engaging story based on personal events. Be sure the story includes a plot, a believable setting,

and dialogue.

Standard(s): 5.15A , 5.15B , 5.15C , 5.15D , 5.15E , 5.17A , 5.16A.i , 5.16A.ii , 5.16A.iii

ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G


Unit: 01 Lesson: 01



Grade 5


Unit: 01

Lesson: 02



Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and

media. Provide evidence from the text to support ideas.

Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F

ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F

, ELPS.c.5G


Record multiple entries in a Word Study Notebook demonstrating word knowledge.

Standard(s): 5.2A , 5.2B , 5.2E

ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G

Key Understandings Authors use point of view to express a perspective.

Understanding literary elements facilitates the reader’s ability to make meaning of the text.

Effective oral conventions enhance interpretation of a message.

Authors establish a purpose and plan and use writer’s craft to engage and sustain the reader’s interest and

enhance understanding.


Readers use writing to communicate deeper understanding of text.



TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of

Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates

that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas

Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

5.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are

expected to:

5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate

phrasing) and comprehension.



http://www.tea.state.tx.us/index2.aspx?id=6148


Unit: 01 Lesson: 01



Grade 5


Unit: 01

Lesson: 02


5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading

and writing. Students are expected to:

5.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots

and affixes.

Readiness Standard

5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning

words.

Readiness Standard

5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,

pronunciations, alternate word choices, and parts of speech of words.

Readiness Standard

5.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences

and draw conclusions about theme and genre in different cultural, historical, and contemporary

contexts and provide evidence from the text to support their understanding. Students are

expected to:

5.3A Compare and contrast the themes or moral lessons of several works of fiction from various cultures.

Supporting Standard

5.3B Describe the phenomena explained in origin myths from various cultures.

Supporting Standard

5.3C Explain the effect of a historical event or movement on the theme of a work of literature.

Supporting Standard

5.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and


Unit: 01 Lesson: 01



Grade 5


Unit: 01

Lesson: 02


draw conclusions about the structure and elements of fiction and provide evidence from text to

support their understanding. Students are expected to:

5.6A Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future

events.

Readiness Standard

5.6B Explain the roles and functions of characters in various plots, including their relationships and conflicts.

Readiness Standard

5.6C Explain different forms of third-person points of view in stories.

Supporting Standard

5.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make

inferences and draw conclusions about how an author's sensory language creates imagery in

literary text and provide evidence from text to support their understanding. Students are

expected to:

5.8A Evaluate the impact of sensory details, imagery, and figurative language in literary text.

Readiness Standard

5.9 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained

periods of time and produce evidence of their reading. Students are expected to:

5.9A Read independently for a sustained period of time and summarize or paraphrase what the

reading was about, maintaining meaning and logical order (e.g., generate a reading log or

journal; participate in book talks).

5.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting,

revising, editing, and publishing) to compose text. Students are expected to:

5.15A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining

appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,




Unit: 01 Lesson: 01



Grade 5


Unit: 01

Lesson: 02


interviews), and developing a thesis or controlling idea.

5.15B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,

cause-effect, compare-contrast) and building on ideas to create a focused, organized, and

coherent piece of writing.

5.15C Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions

by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions

of purpose, audience, and genre have been addressed.

5.15D Edit drafts for grammar, mechanics, and spelling.

5.15E Revise final draft in response to feedback from peers and teacher and publish written work

for appropriate audiences.

5.16 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real

or imagined people, events, and ideas. Students are expected to:

5.16A Write imaginative stories that include:

5.16A.i a clearly defined focus, plot, and point of view.

5.16A.ii a specific, believable setting created through the use of sensory details

5.16A.iii dialogue that develops the story

5.17 Writing/Personal. Students write about their own experiences. Students are expected to:

5.17A Write a personal narrative that conveys thoughts and feelings about an experience.

5.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-

related texts to communicate ideas and information to specific audiences for specific purposes.

Students are expected to:

5.18C Write responses to literary or expository texts and provide evidence from the text to

demonstrate understanding.

5.20 Oral and Written Conventions/Conventions. Students understand the function of and use the

conventions of academic language when speaking and writing. Students will continue to apply



Grade 5


Unit: 01

Lesson: 02


earlier standards with greater complexity. Students are expected to:

5.20A Use and understand the function of the following parts of speech in the context of reading,

writing, and speaking:

5.20A.i verbs (irregular verbs and active voice).

5.20A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).

5.20A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details.

5.20B Use the complete subject and the complete predicate in a sentence.

5.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write

legibly and use appropriate capitalization and punctuation conventions in their compositions.


5.21A Use capitalization for:

5.21A.i abbreviations.

5.21B Recognize and use punctuation marks including:

5.21B.ii proper punctuation and spacing for quotations

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

5.22D Use spelling patterns and rules and print and electronic resources to determine and check

correct spellings.

5.22E Know how to use the spell-check function in word processing while understanding its

limitations.

5.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to

others in formal and informal settings. Students will continue to apply earlier standards with

greater complexity. Students are expected to:

5.27A Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions

to clarify the speaker's purpose or perspective.



Grade 5


Unit: 01

Lesson: 02


5.27B Follow, restate, and give oral instructions that include multiple action steps.

5.27C Determine both main and supporting ideas in the speaker's message.

5.28 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions

of language. Students will continue to apply earlier standards with greater complexity. Students

are expected to:

5.28A Give organized presentations employing eye contact, speaking rate, volume, enunciation,

natural gestures, and conventions of language to communicate ideas effectively.

5.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students

will continue to apply earlier standards with greater complexity. Students are expected to:

5.29A Participate in student-led discussions by eliciting and considering suggestions from other

group members and by identifying points of agreement and disagreement.

5.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students will

continue to apply earlier standards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to

enhance comprehension.

5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory

images, rereading a portion aloud, generating questions).

5.Fig19D Make inferences about text using textual evidence to support understanding.

Readiness Standard (Fiction, Expository)

Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)

5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.





Grade 5


Unit: 01

Lesson: 02




5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and

provide textual evidence. Readiness Standard

Readiness Standard

Ongoing TEKS

Not Applicable to this Unit.

Materials Word Study Notebook (1 per student)





Sticky note (1 per student)


Colored pen or pencil (1 per student)


Thesaurus (class set)

Chart paper

3 grade-appropriate fictional short story for modeling (1 copy of each)

Grade-appropriate fictional short story (1 copy per 2 students)

Grade-appropriate fictional short story or excerpt from a novel with vivid images and sensory language

describing the setting for modeling (1)

Grade-appropriate short story or excerpt written in third person omniscient for modeling (1)

Grade-appropriate short story or excerpt written in third person limited for modeling (1)

Grade-appropriate fictional short stories either for student selection or assigned (1 per student)

2 grade-appropriate traditional story from a different culture for modeling (1 copy of each)

Grade-appropriate traditional story from a different culture (class set)

Grade-appropriate historical fiction text for modeling (1)

Grade-appropriate historical fiction text (class set)

2 grade-appropriate origin myth for modeling (1 copy of each)

Collection of grade-appropriate origin myths from various cultures for student selection

Collection of grade-appropriate traditional stories from different cultures for student selection

Grade 5


Unit: 01

Lesson: 02




Collection of grade-appropriate fictional short stories and/or picture books for student selection

Attachments All attachments associated with this lesson are referenced in the body of the lesson.

Handout: Basic Story Map_PI

Handout: Extended Story Map_PI


None identified

Possible/Optional Literature

Selections

None identified

GETTING READY FOR INSTRUCTION

http://files5.mycscope.us/173216128150190138121218091203151025006067051215/Download.ashx?hash=2.2

http://files5.mycscope.us/102163077194225050019158092151217095103048050048/Download.ashx?hash=2.2

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation

A Roadmap for Fiction

Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2E

5.Fig19D,E

5.6A,B

5.18C

5.Fig19D,E

5.6A,B

5.9A

5.18C

5.15A

5.16Ai

5.17A

Key Understandings and

Guiding Questions

• An extensive vocabulary

enhances written and oral

communication.

• Readers use strategies to

identify the intended meaning of

words and phrases in text.

- Why do readers and writers

use a dictionary and a

thesaurus?

- How is a thesaurus organized

and how do you use a

thesaurus?


support understanding of text.

- What strategies do readers

use to help maintain

understanding of text?

• Understanding literary

elements facilitates the reader’s

ability to make meaning of text.

- How and why do readers

analyze literary elements to gain

a better understanding of fiction

text?






• Readers use writing to

communicate deeper

understanding of texts.

- How can readers demonstrate

understanding through writing?



ability to make meaning of the

text.


summarize what they are

reading?

• Authors establish a purpose

and plan and use writer’s craft

to engage and sustain the

reader’s interest and enhance

understanding.

- Why do authors use the

writing process?

- How do authors focus and

develop a story?


• Thesaurus

• Antonym

• Plot

• Plotline

• Plot

• Summary

Grade 5


Unit: 01

Lesson: 02





• Synonym • Summary

Materials

Word Study Notebook (1

per student)




Reader’s Notebook (1

per student)

Grade-appropriate

fictional short story for

modeling (1)

Chart paper (if

applicable)

Reader’s Notebook (1

per student)

Grade-appropriate

fictional short story

from Shared Reading

including completed

plotline

Collection of fictional

short stories and/or

picture books for

student selection

Chart paper (if

applicable)

Writer’s Notebook (1

per student)

Teacher Writer’s

Notebook (1)

Chart paper (if

applicable)

Attachments and

Resources

Advance Preparation 1. Prepare to display visuals

as appropriate.

2. Prepare to display a

dictionary page that has a

previously studied

vocabulary word from

Word Study Daily Lessons

in Lesson 01. Be sure the

entry for the vocabulary

word has antonyms and/or

synonyms listed.

1. Prepare to display visuals

as appropriate.

2. Preview the fiction

selection for Read Aloud.

Create a plot line with

introduction (setting and

characters),

conflict/problem, rising

action (events), climax,

and resolution. Cover the

plot line in order to display

1. Prepare to display visuals as

appropriate.


appropriate.


Notebook, reread ideas and

entries. Select 2-3 ideas that

could be developed into an

engaging story that has

interesting characters and

conflict that will keep

readers interested.

Grade 5


Unit: 01

Lesson: 02





3. Prepare to display a

thesaurus page that has a

previously studied

vocabulary word.

the events as they occur

during reading. Be sure

the conflict in the story is

either man vs. man or man

vs. self. This will be

discussed in Daily Lesson

7 Shared Reading using

the same text.


Plot - the basic sequence of

events in a story. In conventional

stories, plot has three main

parts: rising action, climax, and

falling action. The plot includes

the problem and solution.

Summarize - to reduce large

sections of text to their essential

points and main idea. Note: It is

still important to attribute

summarized ideas to the original

source.

Teacher Notes

This Daily Lesson will introduce

students to finding antonyms

and synonyms in a dictionary

and a thesaurus. This is the

students’ first experience with a

thesaurus according to the state

standards. Be sure to model

how to use a thesaurus and its

uses. This skill will help

students produce analogies with

This should not be an

introductory lesson on plot.

Previous grades have introduced

the element of plot, so this

should just be review. It may be

useful to look at fourth grade

Unit 01 to understand how plot

was addressed. This Daily

Lesson focuses on the

character’s role in plot including

Grade 5


Unit: 01

Lesson: 02





antonyms and synonyms and

can help students use better

word choice in their writing.

their relationships and conflicts.



Grade 5


Unit: 01

Lesson: 02



Daily Lesson # 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING


Suggested Duration: 15-20 min.

Content Objective: Students use a

dictionary and a thesaurus to

locate synonyms and antonyms

for vocabulary words.


Content Objective: Students

analyze the roles of characters in

plot including their relationships

and conflicts.



analyze the roles of characters in

plot including their relationships

and conflicts.



choose an idea to develop into a

story.

Mini Lesson 1. Review a vocabulary word

chosen from a previous Word

Study Daily Lesson.

2. Ask: What are synonyms

and antonyms? Discuss

responses and clarify any

misconceptions.

3. Display the dictionary page.

Show students where to find

synonyms and antonyms in

a dictionary entry. On a

chart, record the synonyms

and antonyms for the

vocabulary word.

4. Explain the differences

between a dictionary and a

thesaurus. Model using the

thesaurus to find the page

that has the synonyms and

antonyms for the vocabulary

word.

5. Display the thesaurus page.

1. Ask: What is plot?

Discuss what they already

know about plot and clear

up any misconceptions.

2. Read the fiction story

aloud. Reveal the events

on the plot line as they

happen. Describe to

students how to take an

event and summarize

and/or paraphrase it for a

plot line.

3. When finished reading,

ask: What is (insert

character’s name) role

in the plot of this story?

Discuss responses.

4. Go through the events of

the plot line and discuss

the character’s

relationships with other

characters.

1. Display the plotline from the

Shared Reading lesson.

2. Tell students that they are

going to complete a plotline

for a short fictional story

during Independent Reading.

Then they will write a

paragraph explaining the

character’s role in the story’s

plot.

1. Explain that they are going

to choose an idea from their

Writer’s Notebook to make

into a published story.

2. Share the 2-3 ideas that

have been chosen in the


Explain why these ideas

would make a good story.

3. Discuss with students which

of the 2-3 ideas could be

developed into a focused

story with a plot.



Grade 5


Unit: 01

Lesson: 02


Show students how to read

the thesaurus entry for the

vocabulary word. Record a

couple of different synonyms

and antonyms for the

vocabulary word.

Learning Applications 1. Distribute dictionaries and

thesauruses to students.

2. Instruct students to use a

dictionary and a thesaurus

to find 2-3 antonyms and

synonyms for a

vocabulary word they

studied in Lesson 01.

3. Students record synonyms

and antonyms in their

Word Study Notebooks.

1. Ask: What is the role of

characters in any story’s

plot? Students write

responses in their Reader’s

Notebook.

1. Students choose a short

fictional story for

Independent Reading and

complete a plot line of the

story in their Reader’s

Notebook.

2. Students write a paragraph in

their Reader’s Notebook

describing the character’s

role in the story’s plot. The

paragraph should include the

relationships between

characters.

1. Students reread the ideas

and entries collected in their

Writer’s Notebook. They

select 2-3 ideas that would

make a good story.

2. Students discuss their 2-3

ideas with a partner and

choose the one that will be

developed into a focused

story with a plot.


Closure 1. Ask: Why would readers

and writers use a

dictionary and/or a

thesaurus? Discuss

responses.

1. Discuss the responses that

students wrote in their

Reader’s Notebook about the

character’s role in plot.

1. Students share their plot

lines and paragraphs with a

partner.

1. Students share their chosen

idea with the class.



Grade 5


Unit: 01

Lesson: 02


Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2E

5.Fig19D,E

5.6A,B

5.Fig19D,E

5.6A,B

5.9A

5.18C

5.15A

5.16Ai

5.17A


Guiding Questions



communication.




- What can readers do when they

come to a word they do not know

how to pronounce?



- What strategies do readers use

to help maintain understanding of

text?

• Understanding literary elements

facilitates the reader’s ability to

make meaning of the text.

- How and why do readers analyze

literary elements to gain a better

understanding of fiction text?



- What strategies do readers use


text?


communicate deeper




• Understanding literary elements

facilitates the reader’s ability to

make meaning of the text.

- How and why do readers analyze


understanding of fictional text?

• Authors establish a purpose and

plan and use writer’s craft to

engage and sustain the reader’s

interest and enhance

understanding.

- How do authors develop

believable, interesting

characters?



Grade 5


Unit: 01

Lesson: 02


Daily Lesson #: 7


WORD STUDY SHARED READING INDEPENDENT READING WRITING

• Pronunciation

• Syllable

• Plot

• Conflict

• Resolution

• Plot

• Conflict

• Resolution

Materials

• Word Study Notebook (1 per

student)

• Dictionary (class set)

• Chart paper (if applicable)

• Reader’s Notebook (1 per

student)

• Grade-appropriate fictional

short story from Daily Lesson 6

Shared Reading



student)

• Collection of grade-appropriate

fictional short stories and/or

picture books for student

selection


• Writer’s Notebook (1 per

student)

• Teacher Writer’s Notebook (1)


Attachments and

Resources

• Handout: Basic Story Map (1)

• Handout: Extended Story

Map (1)

• Handout: Basic Story Map (1

per student)


Map (1 per student)


as appropriate.

2. Display a dictionary page

that has a previously


as appropriate.

2. Duplicate Handouts:

Basic Story Map and


as appropriate.

2. Duplicate Handouts:

Basic Story Map and


as appropriate.

2. Create a chart with the

following questions:

Grade 5


Unit: 01

Lesson: 02





studied vocabulary word

from Lesson 01. Choose a

multi-syllable word with a

difficult pronunciation.

3. Become familiar with the

dictionary’s Pronunciation

Guide, usually located in

the front section of the

dictionary. Some

dictionaries have a smaller

pronunciation guide at the

bottom of each page or

every other page.

Extended Story Map

(one of each for display)

or create a chart that is

similar to the handout.

3. Create a class chart with

two columns. Label the

columns as follows: Man

vs. Man, Man vs. Self.

Extended Story Map. (1

per student)

What is your

character’s name?

What age is your

character?

What does your

character look like?

What are some things

your character might

say?



do?



think?

How does your

character get along

with others? 3. Select a character from

the story idea in the

Teacher Writer’s

Notebook to model

developing a character by

answering the above

questions


Conflict - in literature, the

opposition of persons or

forces that brings about

This Instructional Routine partially

assesses Performance Indicator

01.



Grade 5


Unit: 01

Lesson: 02



dramatic action central to the

plot of a story. Conflict may

be internal, as a

psychological conflict within

a character, or external (e.g.,

man versus man, man versus

nature, or man versus

society).

Man vs. man may be

demonstrated through conflict

with another human.

Man vs. self may be

demonstrated through struggles

with thoughts and feelings.

Teacher Notes

This Daily Lesson focuses only

on how to use the dictionary to

determine the pronunciation of

words, not the meaning.

Students should understand that

this is a resource to help with

pronunciation, but they shouldn’t

rely on it while reading.



Grade 5


Unit: 01

Lesson: 02





Content Objective: Students use

context clues to determine the

meaning of unfamiliar words

found in text.



explain the character’s conflict.



explain the character’s conflict.



develop believable, interesting

characters to include in the

published story.

Mini Lesson 1. Review a vocabulary word

chosen from a

previous Daily Lesson

Word Study.

2. Tell students that readers

can use a dictionary to

figure out how to

pronounce a word

correctly.

3. Display the dictionary

page with the entry for the

vocabulary word.

4. Draw attention to how the

word is divided into

syllables. Write the word

on the chart paper with

spaces between syllables.

5. Explain that it is easier to

pronounce a word syllable

by syllable and then put it

together.

1. Ask: Why is conflict

important in stories?

2. Display the chart and

explain each type of

conflict: man vs. man or

man vs. self.

3. With students, brainstorm

real life examples of each

type of conflict and record

them on the chart.

4. Display the Handout:

Basic Story Map.

5. Model describing the

characters and their

relationships based on the

discussion from Daily

Lesson 6 Shared

Reading. Tell students

that they will skip the

Setting section for now.

Model completing the

1. Distribute the Handouts:

Basic Story Map and

Extended Story Map.

2. Assign students to

complete the sections:

Character, Conflict, and

Resolution on the

Handouts: Basic Story

Map and Extended

Story Map using the story

and plot line created in

Daily Lesson 6

Independent Reading.

1. Explain to students that

before they start writing

their stories, they are

going to develop the

characters that will be in

their stories.

2. Display the chart of

questions. Share the

answers to the questions

based on the character

that was chosen

previously from the

Teacher Writer’s

Notebook.

3. Ask students if they are

wondering anything else

about the character.



Grade 5


Unit: 01

Lesson: 02


6. Model how to use the

pronunciation portion of

the dictionary entry. Show

students the pronunciation

guide toward the front of

the dictionary (and the

small one on each page, if

applicable), in case there

is an unfamiliar symbol in

the pronunciation.

sections: Character and

Conflict (do not label it

man vs. man or man vs.

self) on the Handout:

Basic Story Map.

6. Model completing the

same sections (Character

and Conflict) on the

Handout: Extended Story

Map.

Learning Applications 1. Instruct students to look

up some of the vocabulary

words they studied in

Lesson 01. Students will

divide the words into

syllables and practice

using the dictionary to

help them check a word’s

pronunciation.

1. Ask: Is this conflict man

vs. man or man vs. self?

How do you know? Have

students turn to a partner

and discuss. Tell them to

support their answers with

textual evidence.

1. Students use the story and

plot line from Daily Lesson

6 Independent Reading to

complete parts of the


Map and

Extended Story Map.

2. If students finish early, they

choose another fictional

short story to read

independently.

1. Students develop a

character from their story

by answering the

questions on the chart in

their Writer’s Notebooks.


Closure 1. Choose students to share

how to pronounce some of

1. Students share their

thoughts on the story’s

1. Students share their story

maps with a partner.

1. Students share the

answers about their



Grade 5


Unit: 01

Lesson: 02


Grade 5


Unit: 01

Lesson: 02


their vocabulary words. conflict and discuss it as a

whole group.

2. Discuss how the conflict

was resolved. Together,

complete the Resolution

section of the Handouts:

Basic Story Map and

Extended Story Map.

3. Ask students to think

about other stories that

have been read aloud.

Ask: Which types of

conflict were in those

stories? Discuss

responses.

2. Collect both story maps to

assess the students’

understanding of

characters, conflict, and

resolution.

characters with a partner.

The partners ask if there

are still things the

students would like to

know about the

characters.

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2E

5.Fig19D,E

5.6A,B

5.Fig19D,E

5.6A,B

5.9A

5.18C

5.15A

5.16Ai

5.17A


Guiding Questions



communication.




- What can readers do when

they come to a word they do not

know how to pronounce?








ability to make meaning of text.




text?







communicate deeper







text.


analyze literary elements to

gain a better understanding of

fictional text?





understanding.


believable, interesting

characters?


• Parts of speech

• Conflict

Grade 5


Unit: 01

Lesson: 02





• Foreshadowing

Materials



student)



short story (1 copy per 2

students)

• Highlighter (1 per student)



student)


fictional short stories and/or


selection



student)



Attachments and

Resources



Map (1)


per student)


Map (1 per student)


as appropriate.

2. Become familiar with the

abbreviations for parts of

speech in a dictionary.

3. Display a dictionary page

that has a previously

studied vocabulary word.


as appropriate.

2. Preview the fictional story

with examples of

foreshadowing. Find

places where the author

foreshadows a future

event. (See Background

Information.)

3. Duplicate the fictional

story that will be modeled

(one for every two

students.)


as appropriate.


as appropriate.

2. Add the following question

to the chart created in

Daily Lesson 7 Writing:

What is the relationship

between this character

and the other

character(s)?

3. Using another character

from the chosen story

idea in the Teacher

Writer’s Notebook, answer

the questions on the chart

in order to begin

developing the character.

Grade 5


Unit: 01

Lesson: 02




Daily Lesson #: 8



Foreshadowing is an author’s use

of hints or clues to suggest future

events. Not all foreshadowing is

obvious. Frequently, future events

are merely hinted at through

dialogue, description, or the

attitudes and reactions of the

characters. Foreshadowing

frequently serves two purposes. It

builds suspense by raising

questions that encourage the

reader to go on and find out more

about the event that is being

foreshadowed. Foreshadowing is

also a means of making a

narrative more believable by

partially preparing the reader for

events which are to follow.



01.

Teacher Notes

Only model parts of speech that

fifth graders are responsible for:

nouns, verbs, adjectives, adverbs,

prepositions, pronouns, and

conjunctions (some). Be prepared

to encounter words that have more

than one part of speech. In that

case, the student will need to

study the context of the sentence.

For instance, I like to play (verb)

with dolls. We went to the play

(noun) on Friday.

Grade 5


Unit: 01

Lesson: 02






Grade 5


Unit: 01

Lesson: 02







the dictionary to determine a

word’s part of speech.



describe events that move the

story along and explain how these

events foreshadow future events.



describe events that move the

story along and explain how these

events foreshadow future events.

Suggested Duration: 25 min.


develop believable, interesting

characters that will be in their

story.

Mini Lesson 1. Display a vocabulary word

chosen from a previous

Daily Lesson Word Study,

Shared Reading lesson,

or from Independent

Reading.

2. Explain what parts of

speech means and give

them examples of parts of

speech.

3. Display the dictionary

page. Show students

where to find a word’s part

of speech.

4. Explain that sometimes a

word has more than one

part of speech. Model

rereading the word in

context in order to

determine the part of

speech.


Basic Story Map.

2. Distribute copies of the

fictional story for Read

Aloud to students in

partnerships. Read aloud

the fictional short story

and complete the

sections: Character,

Conflict, and Resolution

as the story is being read.

3. Go back into the story and

discuss the events that

move the story from

conflict to resolution.

Explain to students that

the focus needs to be on

the main events, not ones

that don’t move the story

along. Complete the

section: Events.

Summarize each main

event.


Basic Story Map and

Extended Story Map.



Character, Conflict,

Events, and Resolution on

the Handouts: Basic

Story Map and

Extended Story Map for

the fictional short story

they select.

1. Display the chart of

questions from Daily

Lesson 7 Writing. Show

students the question that

was added to the chart.

2. Share the answers to the

questions based on the

additional character that

was chosen previously

from the Teacher’s

Writer’s Notebook.

3. Ask the students if they

are wondering anything

else about the character.

Grade 5


Unit: 01

Lesson: 02





4. Explain to students what

the concept of

foreshadowing means.

Show an example in the

text.

Learning Applications 1. Distribute dictionaries to

students.

2. Instruct students to use

the dictionaries to find

parts of speech for

vocabulary words

previously recorded in

their Word Study

Notebook.

3. Record parts of speech in

their Word Study

Notebook next to each

word. If a word has more

than one, read the word in

context to determine which

part of speech is

applicable.

1. Students, with their

partners, reread the story

and highlight other

examples of

foreshadowing.

1. Students choose a

fictional short story to



Map and Extended

Story Map.


choose another fictional

short story to read

independently.

1. Students choose another

character to develop by

answering the questions

on the chart.


Closure 1. Ask: Why would readers

and writers use a

1. Discuss the other

examples of




answers about their



Grade 5


Unit: 01

Lesson: 02


dictionary? Discuss

responses.

foreshadowing that

students found in the

story.


Extended Story Map.

Complete the section:

Events. Be sure to include

some examples of

foreshadowing.



understanding of events

and foreshadowing and to

reassess those who

struggled with character,

conflict, and resolution.

characters with a partner.

The partners ask if there

are still things the

students would like to

know about the

characters.

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A,E

5.Fig19C,D

5.6A

5.8A

5.18C

5.Fig19D,E

5.6A,B

5.8A

5.9A

5.18C

5.15A

5.16Ai

5.17A


Guiding Questions



communication.

- How do affixes and root words

help readers understand text?









text.




text?







communicate deeper







text.


analyze literary elements to

gain a better understanding of

fiction text?





understanding.


conflict in stories?


• Prefix

• Plot

• Plot

Grade 5


Unit: 01

Lesson: 02





• Suffix

• Root word

• Setting

• Sensory detail

• Sensory image

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• Resolution

• Foreshadowing

Materials


student)


• Note card (1 per 2 students)



student)


short story or excerpt from a

novel with vivid images and

sensory language describing the

setting for modeling (1)



student)


fictional short story and/or


selection



student)



Attachments and

Resources



Map (1)


per student)


Map (1 per student)


as appropriate.

2. Prepare a list of words

containing the root rupt so

each pair of students has

a different word to study.

Example: bankrupt,

interrupt, rupture, disrupt,

erupt, disrupt, corrupt,


as appropriate.


Setting with three columns

titled: Time, Place, and

Environment.


as appropriate.


as appropriate.


Notebook, develop the

conflict for the story. Think

about what the character

wants/needs and what is

getting in the way of that

happening.



Grade 5


Unit: 01

Lesson: 02



abrupt, etc. Use district-

adopted resources from

various content areas or

the internet to help

compile a list of grade-

appropriate words.

3. Write the words on note

cards so each pair of

students will have one

word.


Affix - a word element, such as a

prefix or suffix, that occurs before

or after a root or base word to

modify its meaning (e.g., the

prefix un- and the suffix -able in

unbelievable)

Prefix - one or more sounds or

letters placed before a base

word that changes the meaning

of the word

Suffix - one or more sounds or

letters placed after a base word

that changes the meaning of the

word

Root - the form of a word after all

affixes are removed

The root rupt means to break,

tear, or burst.

Sensory detail - a detail in

writing that describes what is

seen, heard, smelled, tasted,

or touched

This Instructional Routine

partially assesses Performance

Indicator 01.

Teacher Notes

In Word Study, Daily Lessons 6-

This is a continuation of the use



Grade 5


Unit: 01

Lesson: 02



14 will focus on the study of

Greek and Latin prefixes,

suffixes, and roots. Students will

determine the meaning of words

with these affixes and roots.

Students are not required to

spell the words until Unit 03.

Each day the routine of studying

words will be the same.

As much as possible, teachers

should use fifth grade academic

vocabulary to study the affixes

and roots.

of the Handouts: Basic Story

Map and Extended Story Map

with a focus on the setting

section to be modeled in the

closure of Shared Reading.



Grade 5


Unit: 01

Lesson: 02







with Greek and Latin prefixes,

suffixes, and roots.



analyze and visualize setting of a

story.



describe the setting of the story.



develop the conflict in their stories.

Mini Lesson 1. Review the meaning of the

words: roots, prefixes,

suffixes, and affixes. Add

to the Word Wall if

applicable.

2. Draw a web with the root

rupt in the middle.

3. Display the word: erupt.

4. Ask: What does erupt

mean? Discuss

responses.

5. Students add words from

their own vocabulary to

the web containing the

root rupt.

6. If necessary, add any of

the words from the

prepared list of rupt

words.

1. Ask: What is setting?

How is it important to a

story? Discuss

responses.


Setting.

3. Remind students of a

book/story that has been

read previously. Tell them

to choose a different place

for the story. Ask: How

would that affect the

story? Discuss

responses.

4. Tell them to choose a

different time and

environment for the

aforementioned story.

Ask: How would that

affect the story? Discuss

responses.

5. Read the previously


Basic Story Map and

Extended Story Map.



Character, Setting,

Conflict, Events, and

Resolution on the


Map and Extended

Story Map for the fictional

short story they select.

3. Tell students to also

record any words and/or

phrases the author uses

to impact the visual

images of the reader.

1. Tell students that they will

develop the conflict in

their story today.

2. Share the conflict from the

Teacher Writer’s

Notebook. Discuss the

thinking processes that

went behind developing

the conflict. Allow students

to ask clarifying questions.

Grade 5


Unit: 01

Lesson: 02




chosen story or excerpt.

Ask students to draw the

setting in their Reader’s

Notebook as it is being

read. Be sure to read

slowly with long pauses to

give students a chance to

sketch the setting.

6. Ask: What words or

phrases helped you

visualize the setting?

Discuss responses.

Learning Applications 1. Distribute one rupt word

on a note card to each

pair of students.

2. With a partner, students

search for the meaning of

their word in a dictionary

and record the word

meaning in their Word

Study Notebook.

3. Students write their word

in a sentence and

illustrate the word.

1. Ask students to make a

three-column chart like the

Anchor Chart: Setting in

their Reader’s Notebooks.

2. Reread the setting of the

story.

3. Students record the time

and place of the story and

what the environment was

like in the story.



complete the assigned

parts of the Handouts:

Basic Story Map and

Extended Story Map.

2. Students also record

words or phrases from the

story that impacted their

visual images of the story.


may choose another

fictional short story to read

independently.

1. Students develop the

conflict for their stories.

They need to think about

what the character

wants/needs and what is

getting in the way of them

achieving their goal. Also,

think about how it is

affecting the character.


Closure 1. Students share the

meaning of their rupt


drawings and their charts




conflicts with a partner.

Grade 5


Unit: 01

Lesson: 02




Grade 5


Unit: 01

Lesson: 02


words.

2. Ask students to try to

figure out the meaning of

rupt.

3. Add the roo trupt to the

Word Wall or an Anchor

Chart along with the

meaning of the root and

examples of a word with

the root.

with a partner.

2. Model completing the

section: Setting on the


Map and Extended

Story Map.

Students also discuss any

words and/or phrases that

impacted their visual

images of the story.



understanding of setting

and to reassess those

who struggled with

character, conflict, events,

and resolution.

The partner asks clarifying

questions.

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation



TEKS Ongoing

TEKS

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TEKS

5.2A,E

5.Fig19A,D

5.6C

5.18C

5.Fig19A,D

5.6C

5.18C

5.15A

5.16Ai

5.17A

5.20Ai


Guiding Questions



communication.



• Authors use point of view to

express a perspective.

- Why do readers need to

consider point of view?







communicate deeper




• Authors use point of view to

express a perspective.

- Why do readers need to

consider point of view?





understanding.

- How do authors develop events

in stories?


• Prefix

• Suffix

• Root word

• Point of view

• Third-person omniscient

• Third-person limited

• Point of view

• Third-person omniscient

• Third-person limited

• Irregular verb

• Plotline

Materials


student)


student)


student)


student)

Grade 5


Unit: 01

Lesson: 02








• Grade-appropriate short story

or excerpt written in third-person

omniscient for modeling (1)

• Grade-appropriate short story

or excerpt written in third-person

limited for modeling (1)


previously read fiction books and

short stories for student

selection


• Collection of grade-

appropriate fictional short story

and/or picture books for student

selection




Attachments and

Resources


as appropriate.


containing the root port so



Example: import, transport,

report, and portable,

deport, export, important,

support, porter, sport,

reporter, etc. Use district-



the Internet to help


as appropriate.

2. Find examples of texts that

represent the different

third-person points of

view.


as appropriate.

2. Prepare to display Anchor

Chart: Reader’s

Response Questions


as appropriate.


Notebook, sequence the

events of the story on a

plotline including the

conflict, rising action,

climax, and resolution.

Create an Anchor Chart: Irregular

Verbs. Write 10-20 irregular verbs

on the chart. Irregular verbs could

include: write, run, begin, break,

bring, eat, drink, give, go, make,

ride, etc.



Grade 5


Unit: 01

Lesson: 02




appropriate words.




word.


Refer to Daily Lesson 9 Word

Study

The root port means to carry,

bring, or bear.

Third-person - narrated by

someone who is not directly

involved in the story and is usually

not identified by name and refers

to the characters by their name or

personal pronouns (e.g., he, she,

they)

Third-person omniscient - the

narrator tells the story in third-

person from an all-knowing

perspective. The knowledge is

not limited by any one

character's view or behavior as

the narrator knows everything

about all characters.

Third-person limited - the narrator

restricts his knowledge to one

character's view or behavior

Irregular verb - a verb that does

not follow the normal rules of

conjugation (e.g., go, went, gone

as forms of to go).

Teacher Notes

Refer To Daily Lesson 9 Word

Study

In fourth grade, students learned

to identify whether the narrator

of the story was first-person or

third-person. This is an

introduction to the different



Grade 5


Unit: 01

Lesson: 02



types of third-person.



Grade 5


Unit: 01

Lesson: 02












explain different forms of third-

person points of view in stories.



explain different forms of third

person points of view in stories



develop the events of their stories

using a plotline. Students also

learn how irregular verbs work.



suffixes, and affixes.


port in the middle.

3. Display the word

transport.

4. Ask: What does

transport mean? Discuss

responses.




root port.


the words from the

prepared list of port

words.

1. Ask: What is point of

view in a story? Discuss

responses. Review first-

person vs. third-person.

2. Explain that there are

different types of third-

person. On a chart write

Omniscient and Limited.

3. Read an example of third-

person omniscient point of

view. Explain what

omniscient means and

write the definition on the

chart.

4. Read an example of third-

person limited point of

view. Explain what limited

means and write the

definition on the chart.

1. Review types of third

person point of view.

Display chart.

2. Add a question to the

Anchor Chart: Reader

Response Questions that

addresses point of view.

1. Tell students they are

going to continue to

develop their stories today

by sequencing the events

of their stories on a

plotline. Ask: What is a

plotline? When have

we completed a plotline

before? What goes on a

plotline? Be sure to

discuss that students

shouldn’t write the whole

story on the plotline. Just

use key words that signal

the events.

2. Show students the plotline

with the sequence of

events from the Teacher

Writer’s Notebook.

Discuss the thinking

processes that went into

developing the plotline.

Point out the conflict, the



Grade 5


Unit: 01

Lesson: 02



rising action, the climax,

and the resolution.


Irregular Verbs. Explain

that when writing events,

they will want to choose

the verbs carefully. Strong

verbs can be a powerful

tool to create images in a

reader’s mind. Explain how

irregular verbs work. Take

the verbs on the chart and

make them past tense to

show students that they

don’t follow the usual

pattern of adding –ed. Tell

students that they need to

pay attention to the verbs

they are using in their

writing.

Learning Applications 1. Distribute one port word


pair of students.




and record the word


Study Notebook.


1. Students add the new

vocabulary terms and

definitions to their

Reader’s Notebook.

2. Students choose a book

they have previously read

(or a new story) from the

collection of fiction books

and short stories.

3. Students read or reread

1. Students read their

selected text

independently.

2. Students respond to the

point of view question from

the Anchor Chart: Reader

Response Questions chart

in their Reader’s

Notebook.

1. Students develop the

events of their stories on

plotlines. They include the

conflict, rising action,

climax, and resolution.

Students also pay

attention to the verbs they

are using.



Grade 5


Unit: 01

Lesson: 02


in a sentence and

illustrate.

the story and determine

the point of view. They

record the title, point of

view, and textual evidence

in their Reader’s

Notebook.



meaning of their port

words.



port.

3. Add the root port to the





the root.

1. Students share the point

of view of the book they

read.


response in their Reader’s

Notebook with a partner or

small group. Ask: Why do

readers analyze literary

elements? Discuss

responses.


plotlines with a partner.

The partner asks clarifying

questions.

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A,E

5.Fig19D,E

5.6A,B

5.8A

5.Fig19D,E

5.6A,B

5.8A

5.9A

5.18C

5.15A

5.16Aii

5.17A


Guiding Questions



communication.











text.

- Why do readers analyze

literary elements?







communicate deeper








understanding.


setting in stories?


• Prefix

• Suffix

• Root word

• Plot

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• Resolution

• Foreshadowing

• Plot

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• Resolution

• Foreshadowing

Grade 5


Unit: 01

Lesson: 02





Materials


student)


• Note cards (1 per 2 students)



short story for modeling (1)



student)




selection



student)


• Chart (if applicable)

Attachments and

Resources



Map (1)


per student)


Map (1 per student)


as appropriate.


containing the root spect

so each pair of students

has a different word to

study. Example: spectator,

inspect, expect, aspect,

spectacle, speculate,

respect, prospect, etc. Use

district-adopted resources

from various content areas

or the Internet to help


appropriate words.


as appropriate.

2. Preview the fictional story

and plan for places to

pause, discuss, and

complete the Handouts:

Basic Story Map and

Extended Story Map.


as appropriate.


as appropriate.


Notebook, develop the

setting of the story. Divide

a page into three

columns. Label the

columns: Time, Place, and

Environment. Using

sensory details, plan for

each of these elements of

setting.



Study

Foreshadowing - the use of hints

or clues in a narrative to suggest



Grade 5


Unit: 01

Lesson: 02



The root spect means look. what action is to come

Teacher Notes


Study

In Daily Lessons 10 and 11

Shared Reading, the teacher

models the story map for one

story. This activity does not have to

be finished during this Daily

Lesson. If it is possible to finish

the story in one day, just choose a

new one for Daily Lesson 11

Shared Reading. The section of

Theme will not be completed.

Students will learn more about

theme in subsequent Daily

Lessons. So for now, skip it.



Grade 5


Unit: 01

Lesson: 02












identify and analyze a story’s


understanding of the story.








sensory details to plan for the

setting of their stories.





spect in the middle.

3. Display the following word:

spectator.

4. Ask: What does

spectator mean? Discuss

responses.




root spect.


the words from the

prepared list of spect

words.

1. Display Handouts: Basic

Story Map and

Extended Story Map.

2. Read the fictional story

aloud and stop at places

to discuss the literary

elements and complete

the Handout: Basic Story

Map.


Basic Story Map and

Extended Story Map.



Character, Setting,


Resolution on the


Map and Extended


short story they select.

1. Tell students that they are

going to plan the setting of

their stories They will be

using what they have

learned about sensory

details in previous lessons

to describe the setting.

2. Show students the three-

column chart in the

Teacher Writer’s

Notebook. Think Aloud

and plan the time, place,

and environment of the

story. Be sure to discuss

how to choose words that

appeal to the senses.

3. Model taking the

information from the chart

and write a paragraph

describing the setting.

Learning Applications

1. Distribute one spect word on

a note card to each pair of


complete the Handout:


fictional short story to read

1. In their Writer’s Notebook,

students divide a page

Grade 5


Unit: 01

Lesson: 02




students.


search for the meaning of their

word in a dictionary and record

the word meaning in their Word

Study Notebook.

3. Students write their word in a

sentence and illustrate the word.

Extended Story Map. independently while

completing parts of the


Map and Extended

Story Map.

into three columns and

label them Time, Place,

and Environment.

2. Students plan for the

setting of their story using

words that appeal to the

senses.



meaning of their spect

words.



spect.

3. Add the root spect to the





the root.

1. Ask: Why do readers

analyze literary

elements? Discuss

responses.

With a partner, students share

their story maps and discuss the

literary elements in their stories

(or the answers to the questions

from the “Reader’s Response

Questions” chart).

1. Students share the setting

of their story with a

partner

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A,E

5.Fig19D,E

5.6A,B

5.8A

5.18C

5.Fig19D,E

5.6A,B

5.8A

5.9A

5.18C

5.15A,B

5.16Ai,Aii

5.17A


Guiding Questions



communication.











text.




text?







communicate deeper








understanding.


focused, engaging stories?


• Prefix

• Suffix

• Root word

• Plot

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• Plot

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• First draft

Grade 5


Unit: 01

Lesson: 02





• Resolution

• Foreshadowing

• Resolution

• Foreshadowing

Materials


student)





student, optional)


short story for modeling (may be

the same as Daily Lesson 11

Shared Reading) (1) Chart paper

(if applicable)


student)




selection



student)



student)


• Thesaurus (class set)


Attachments and

Resources


, optional)


Map (1 per 2 students, optional)


per student, optional)


Map (1 per student, optional)


as appropriate.


containing the root ject so



Example: inject, project,

projection, deject,

interject, trajectory eject,

object, etc. Use district-





as appropriate.

2. Decide whether to

continue with completing

story maps or adding to


Response Questions (see

Teacher Notes).


as appropriate.

2. Decide whether students

need more practice

completing story maps or

if they should respond to

the added questions on


Response Questions (see

Teacher Notes).


as appropriate.

2. Begin drafting the story in

the Teacher Writer’s

Notebook. Plan to write

part of the story in front of

students.

Grade 5


Unit: 01

Lesson: 02






appropriate words.




word.



Study

The root ject means to throw.



02.

Teacher Notes


Study

This Shared Reading Daily

Lesson is a continuation of Daily

Lesson 11 Shared Reading. If the

story was completed in Daily

Lesson 11 and the students do

not seem to need more practice

with completing story maps, this

lesson could be adding questions

to the Anchor Chart: Reader

Response Questions about

literary elements, and modeling a

good response to one or two

questions.

If students are becoming

proficient at completing story

maps, they can use the

Independent Reading time to

respond to one or more of the

questions on the Anchor Chart:

Reader Response Questions in

their Reader’s Notebook.



Grade 5


Unit: 01

Lesson: 02






















develop focused, organized,

coherent stories with a believable

setting and plot.





ject in the middle.

3. Display the word eject.

4. Ask: What does eject

mean? Discuss

responses.




root ject.


the words from the

prepared list of ject words.

1. Display Handouts: Basic

Story Map and

Extended Story Map(or

display the Anchor Chart:

Reader Response

Questions and add

questions relating to

literary elements).

2. Read the fictional story

aloud and stop at places

to discuss the literary

elements and complete

the Handout: Basic Story

Map (or model writing a

response to one or more

of the questions on the


Response Questions).


Basic Story Map and

Extended Story Map (or

display the Anchor Chart:

Reader Response

Questions).



Character, Setting,


Resolution on the


Map and Extended


short story they select (or

ask them to choose 1 or

more questions from the


Response Questions to

answer in their Reader’s

Notebook).

1. Tell students they will

begin to draft (write) their

stories. Show them the

beginning of the story in


Notebook.

2. Explain the importance of

staying focused,

developing the story layer

by layer, and using

sensory language that will

keep the readers

interested.

3. Model drafting a portion of

the story in front of

students. Think Aloud

about staying focused on

the plot and modeling

using sensory details.

4. Tell students that their

Grade 5


Unit: 01

Lesson: 02




Word Study Notebook,

dictionaries, and

thesauruses are available

if they need to reference

them for help with word

choice or spelling.

Learning Applications 1. Distribute one ject word on


students.




and record the word


Study Notebook.


in a sentence and

illustrate.


complete the Handout:

Extended Story Map (or

students choose another

question to answer and

write a response in their

Reader’s Notebook).





Map and Extended

Story Map (or to answer

questions from the Anchor

Chart: Reader Response

Questions).

1. Students begin drafting

their stories using their

plans from Daily Lessons

7-11 Writing.

2. Monitor and confer with

students who may need

help with focus.



meaning of their ject

words.



ject.

3. Add the root ject to the




1. Ask: Why do readers

analyze literary

elements? Discuss

responses.


share their story maps

and discuss the literary

elements in their stories

(or the answers to the

questions from the Anchor


Questions).


beginning of their drafts

with a partner.

Grade 5


Unit: 01

Lesson: 02





the root.

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation



TEKS Ongoing TEKS TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A

5.27A,B,C

5.28A

5.29A

5.Fig19D,E

5.6A,B

5.9A

5.18C

5.27A,B

5.15A,B

5.16Ai-iii

5.17A

5.21Bii


Guiding Questions



communication.



• Effective oral conventions

enhance interpretation of a

message.

- What does it mean to be an

effective listener and effective

speaker?







communicate deeper






message.



speaker?





understanding.




• Prefix

• Suffix

• Root word

• Presentation

• Oral conventions

• Audience

• Presentation


• Audience

• Quotation marks

• Dialogue

Grade 5


Unit: 01

Lesson: 02





• Purpose

• Enunciation

• Purpose

• Enunciation

• Plot

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• Resolution

• Foreshadowing

Materials


student)


• Note card (1 per 2 student)


• Teacher Reader’s Notebook

(1)


short stories that go with the

story maps (1)

• Sticky note (1 per student)



student)


short stories either for student

selection or assigned by

teacher (1 per student)



student)


• Excerpt from a grade-

appropriate fictional short story

or novel (1)

• Highlighter (1)


Attachments and

Resources


per student)


Map (1 per student)


as appropriate.


containing the root graph

so each pair of students

has a different word to


as appropriate.

2. Choose one of the stories

and story maps from a

previous lesson to model

an effective oral


as appropriate.

2. If students will be

assigned a story, choose

story/stories for the

Performance Indicator.


as appropriate.

2. Continue drafting the

story in the Teacher

Writer’s Notebook. Focus

on developing characters



Grade 5


Unit: 01

Lesson: 02



study. Example:autograph,

photography, geography,

graphic, biography,

graphite, telegraph,

polygraph, etc. Use district-



the Internet to help compile

a list of grade-appropriate

words.




word.

presentation.

3. Create notes in the

Teacher Reader’s

Notebook to model note

taking in an effective oral

presentation.


Effective Listening and

Speaking. Draw a T-chart

with one side titled

Listener, the other side

titled Speaker.

5. Write some ineffective

questions and comments

on sticky notes and

distribute them to a few

students to model

ineffective questions and

comments. Some

comments and questions

could include:

You look nice. That

was terrible. Do

you like turtles?

Where did you get that

shirt?

You did “good.”

(See Teacher Notes.) through dialogue. Be sure

the dialogue helps show

the relationship between

the characters.

3. Select an excerpt from a

short story or novel that

represents a good

balance of description and

dialogue. Duplicate the

excerpt from the short

story or novel. Highlight all

the dialogue.



Grade 5


Unit: 01

Lesson: 02



6. Write some effective

questions and comments

on sticky notes based on

your presentation and

distribute them to

students to model

effective questions.



Study

The root graph means to write.

Teacher Notes


Study

It may be easier to assign

stories for the Performance

Indicator. If each student

chooses a different story,

teachers would have to be

familiar with more than 20

different stories. It is suggested

that if assigning stories,

choose four stories, possibly at

different levels (to differentiate

for different levels of readers).

When grouping for the

presentation, make sure each

group has all the stories

represented.

Students can get carried away

with the use of dialogue. Make

sure that students see many

models of effective dialogue and

that a story does not include

mostly dialogue. A good

analogy to use to show

students what it is like to read a

story with only dialogue is that it

is like sitting in a movie theatre

with only sound, no picture. You

need the picture to understand

the movie.

Grade 5


Unit: 01

Lesson: 02














understand what it means to be

an effective listener and speaker.


Content Objective: Students apply

their knowledge of literary

elements and plan for an effective

oral presentation.


Content Objective: Students draft

their story with a focus on

developing characters and

character relationships through

relevant, purposeful dialogue.

Students also learn to punctuate

dialogue correctly.



suffixes, and affixes. Add

to the Word Wall if

applicable.


graph in the middle.

3. Display the word

autograph.

4. Ask: What does

autograph mean?

Discuss responses.




1. Display previously created

T-chart. Discuss the

qualities of a good listener

and speaker. Add the

qualities to the chart.

2. Model an ineffective

presentation. Don’t make

eye contact. Talk too slow

or too fast, too quiet or too

loud. Talk out of order,

skip important information

and have poor grammar.

3. Ask: Was this an

effective presentation?

Why or why not? Discuss

responses.

1. Ask: What makes an

effective presentation?

Discuss responses and

refer to the T-chart made

in Shared Reading.

2. Assign a story or have

students select a story for

the Performance Indicator.

1. Explain that authors

develop characters and

character relationships

through the use of

dialogue.

2. Display the highlighted

excerpt from a model text.

Discuss the balance of

description and dialogue

and why each is important.

Look at the dialogue. Ask:

How is the dialogue

supporting character

development? Discuss

responses.

3. Model adding dialogue to

Grade 5


Unit: 01

Lesson: 02





root graph.


the words from the

prepared list of graph

words.

4. Model an effective

presentation using the

qualities listed on the

chart as a guide.

5. Discuss the qualities of an

effective presentation

the story in the Teacher

Writer’s Notebook. Discuss

how to punctuate dialogue

properly with quotation

marks, commas, capital

letters, and

spaces.

Learning Applications 1. Distribute one graph word


pair of students.




and record the word


Study Notebook.


in a sentence and

illustrate.

1. Previously selected

students make ineffective

comments and questions.

Discuss what makes a

question or comment

ineffective.

2. Previously selected

students make effective


Discuss what makes a

question or comment

effective.

3. Ask: What was the main

idea of my

presentation? Discuss

responses.

1. Monitor students as they

read independently and

complete their Handouts:

Basic Story Map and

Extended Story Map.

2. Students prepare for oral

presentations making

notes in their Reader’s

Notebook.

3. Students independently

practice oral presentation.

1. Students continue writing

their stories focusing on

developing characters

through limited, relevant

dialogue. Students also

practice punctuating

dialogue correctly.



meaning of their graph

words.


restate the directions for

giving an effective oral

1. Students practice their

oral presentation with a

partner.

1. Students share a place in

the story where dialogue

was used and punctuated



Grade 5


Unit: 01

Lesson: 02




graph.

3. Add the root graph to the





the root.

presentation and the

directions for being an

effective listener.

appropriately.



Grade 5


Unit: 01

Lesson: 02


Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A

5.Fig19D

5.6A,B

5.27A,B,C

5.28A

5.29A

5.Fig19D

5.6A,B

5.27A,B,C

5.28A

5.29A

5.15A,B

5.16Ai-iii

5.17A

5.20Aiv


Guiding Questions



communication.





message.



speaker?



message.



speaker?





understanding.

- How do writers develop



• Prefix

• Suffix

• Root word

• Presentation


• Audience

• Purpose

• Enunciation

• Plot

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• Resolution

• Presentation


• Audience

• Purpose

• Enunciation

• Plot

• Setting

• Sensory detail

• Sensory image

• Summary

• Conflict

• Resolution

• Adverb

• Plot

• Conflict



Grade 5


Unit: 01

Lesson: 02



• Foreshadowing • Foreshadowing

Materials • Word Study Notebook (1 per

student)





student)

• Completed story maps from

Daily Lesson 12 (1 per student)



student)



student)



student)


student)


Attachments and

Resources

Advance Preparation 1. Prepare to display visuals as

appropriate.


containing the root photo so

each pair of students has a

different word to study.

Example: photosynthesis,

photocopy, photograph,

photogenic, telephoto,

photography, photon, etc. Use

district-adopted resources from

various content areas or the

Internet to help compile a list of

grade-appropriate words.

3. Write the words on note cards

so each pair of students will

have one word.


as appropriate.


as appropriate.

2. Prepare to use the

completed story maps

from Daily Lesson 14



as appropriate.

2. Finish drafting a story in


Notebook. Focus on

developing the plot

through writing a

sequence of events that

connect the conflict to the

resolution. Try to use

foreshadowing at some

point in the story.


Adverbs. Write a definition

for adverb and provide

examples of adverbs

including those that



Grade 5


Unit: 01

Lesson: 02




describe frequency (e.g.,

usually, sometimes, often,

etc.) and those that

describe intensity (e.g.,

almost, a lot, very, etc.).



Study

The root photo means light.



01.



01.

Adverb - a word that describes a

verb, an adjective, or another

adverb

Teacher Notes


Study

Students will use time allotted

for Shared Reading and

Independent Reading to

complete the Performance

Indicator.

Students will use time allotted

for Shared Reading and

Independent Reading to

complete the Performance

Indicator.

Be sure students have access

to their Word Study Notebooks

and Reader’s Notebooks during

writing. They can use them as

resources as they write.

Grade 5


Unit: 01

Lesson: 02













Content Objective: Students create

and give an oral presentation to

describe how the role of literary

elements affects the story

and/predicts future events.


Content Objective: Students create

and give an oral presentation to

describe how the role of literary

elements affects the story

and/predicts future events.



continue drafting a story with a

focus on developing the plot using

events that connect the conflict to

the resolution. Students also learn

how adverbs give description to

verbs.





photo in the middle.

3. Display the word

photograph.

4. Ask: What does

photograph mean?

Discuss responses.

5. Students will add words

from their own vocabulary

to the web containing the

root photo.


the words from the

prepared list of photo

words.

1. Divide students into

groups of four to six

students.

2. Review the T-chart from

Daily Lesson 12 Shared

Reading. Discuss the

expectations for listening

and speaking.

1. Students continue their

oral presentations.


continue drafting with a

focus on developing the

plot. They need to

continue thinking about

setting, characters, and

dialogue as they draft.

They need to be finished

with their first draft by the

end of this Daily Lesson.

2. Show students what was

written in the Teacher

Writer’s Notebook to

develop the plot. Think

Aloud about how to

connect the conflict and

the resolution. Discuss

attempts to foreshadow

future events.


Grade 5


Unit: 01

Lesson: 02





Grade 5


Unit: 01

Lesson: 02


Adverbs. Discuss the

definition and provide

examples of adverbs that

describe frequency and

intensity.

4. Model using adverbs in

the story in the Teacher

Writer’s Notebook. Show

how they help add detail

to the story.

Learning Applications 1. Distribute one photo word


pair of students.




and record the word


Study Notebook.


in a sentence and

illustrate.

1. Students give oral

presentations using

appropriate oral

conventions and

employing the behaviors

of an effective speaker

while the other students

pay attention and listen.

2. Students who were

listening offer relevant


One student (rotate who

this students is) gives the

main idea of the

presentation.

1. Students present their

presentation and answer

any questions or address

comments about the text.

1. Students continue to write

the first draft of their story

focusing on developing

plot through events that

connect the conflict with

the resolution. Students

also attempt to put

adverbs in their stories to

create sensory details.

Students should finish

their first drafts.



meaning of their photo

words.

1. Continue presentations in


1. Collect the students’ story

maps for assessment and

evaluation.

1. Students share an event

from their story that is

important to the

development of the plot.



Grade 5


Unit: 01

Lesson: 02


2. Collect Writer’s Notebooks

to assess how students

are developing their

stories and where the

focus of revision needs to

be.



Grade 5


Unit: 01

Lesson: 02


Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2B,E

5.Fig19D,F

5.3A

5.18C

5.Fig19D,F

5.3A

5.9A

5.18C

5.15B,C

5.16Ai-iii

5.17A

5.20Av


Guiding Questions



communication.




- Why is it important that

readers and writers build their

knowledge of words?




text.

- Why is the message/theme in

stories important to readers?







communicate deeper







text.







understanding.

- Why do authors revise?


• Context clue

• Antonym

• Synonym

• Parts of speech

• Theme

• Theme

• Revision

• Preposition

• Prepositional phrase

Grade 5


Unit: 01

Lesson: 02





• Pronunciation

• Syllable

Materials


student)





student)

• Grade-appropriate traditional

story from a different culture for

modeling (1)

• Grade-appropriate traditional

story from a different culture

(class set)


•Reader’s Notebook (1 per

student)


traditional stories from different

cultures for student selection



student)



student)


student)


Attachments and

Resources


as appropriate.

2. Prepare a paragraph (or

use a paragraph from a

grade-appropriate text)

with 2-3 unfamiliar and/or

multiple meaning

vocabulary words.

Underline/highlight

unfamiliar and/or multiple

meaning vocabulary

words. Be sure that there

are enough context clues


as appropriate.

2. Choose one traditional

story for modeling and

one for students to read

either independently or

with a partner. Duplicate

or have multiple copies of

the story that will be read

by students.


as appropriate.


as appropriate.


Prepositions and

Prepositional phrases.

Write definitions of each

on the chart and provide

examples of prepositions

and prepositional phrases

including those that

convey location, time,

direction, and those that

provide details.

Grade 5


Unit: 01

Lesson: 02





for students to be able to

infer the meaning of the

unknown and/or multiple

meaning words. Either

copy the paragraph or

write on a chart. Refer to

Teacher Notes for a

sample paragraph.

3. Create a chart with the

instructions for the routine.

Refer to the Mini Lesson

for instructions.


Revision Checklist. Add a

definition for revision

(refer to Background

Information). Add the

following item to the

checklist:

Clarify meaning

Check coherence

Review and adjust

organization

Include sensory details

to enhance the

message

Incorporate precise

words that create

visual images 4. Reread the story in the

Teacher Writer’s

Notebook. Find places to

model revising for the

items listed on the Anchor

Chart: Revision Checklist.

5. Read stories from

students’ Writer’s

Notebooks. Determine

what support students

may need in revision.

Grade 5


Unit: 01

Lesson: 02





Write questions about

student stories to help

them determine a place or

places to revise.


Theme - the central or universal

idea of a piece of fiction or the

main idea of a nonfiction essay.

Themes are ideas or concepts

that relate to morals and values

and speak to the human

experience.

Possible examples of theme:

Good friends are

important

Believe in yourself

Working hard leads to

rewards

Refer to Shared Reading

Revise - changing, adding, or

deleting words, phrases, or

sentences to clarify and/or to

enhance the message to ensure

the purpose, audience, and

genre have been addressed

Coherent - logically ordered,

with consistent relations of

parts to the whole (e.g., a

coherent essay)

Word choice - the author’s

thoughtful use of precise

vocabulary to fully convey

meaning to the reader

Teacher Notes

This Daily Lesson gets students to

combine the skills of using context

clues, using a dictionary, and

producing analogies. This routine

will be repeated several times

throughout the rest of Unit 01.

Each routine begins by giving

students a paragraph with

unfamiliar words. This would be

an excellent time to introduce

academic vocabulary from other

Grade 5


Unit: 01

Lesson: 02





content areas. Consider writing

paragraphs with the academic

vocabulary from math, science,

and social studies. Use district-

adopted resources as a reference

or guide.

A sample paragraph using

academic vocabulary from Social

Studies Unit 01 and Unit 02:

The colonists, people who first

came to America, had to adapt to

the new lifestyle. They modified

their environment to meet their

basic needs of food, shelter, and

clothing. This meant cutting down

trees, plowing ground for crops,

hunting animals, and using water

from lakes, rivers, and streams.



Grade 5


Unit: 01

Lesson: 02








meaning of unknown and/or

multiple meaning words and

confirm meaning, pronunciation,

part of speech, synonyms, and

antonyms with a dictionary and

thesaurus.



compare and contrast the themes

or moral lessons in traditional

literature from various cultures.







Content Objective: Students revise

their stories to clarify meaning for

their purpose and audience.

Mini Lesson 1. Display or distribute the

paragraph containing

vocabulary words.

1. Ask: What is a theme?

What are some

examples of themes in

1. If applicable, add a

question to the “Reader’s

Response Questions”


Prepositions and

Prepositional Phrases.

Grade 5


Unit: 01

Lesson: 02





Grade 5


Unit: 01

Lesson: 02


2. Display the chart with the

instructions:

Read the paragraph.

Highlight the context

clues that help

determine the meaning

of the underlined

words.

Write your own

definition for each word

based on context

clues.

Confirm definitions by

looking up the words in

a dictionary. Make any

necessary changes to

your definition.

Divide the words into

syllables and practice

pronunciation.

Write the parts of

speech next to the

words.

Write a synonym and

an antonym (if the word

has one) for each

word. 3. Since this is the first time

this is introduced, go

through the process with

literature? Discuss

responses and clear up

any misconceptions.

2. Read aloud one of the

traditional stories.

3. Ask: What was the

theme of the story?


have students provide

textual evidence to

support their answers.

chart about theme.

2. Tell students to choose a

traditional story to read

independently. Tell them

to think about the theme

as they read and record

the theme in their

Reader’s Notebook and

provide textual evidence

to support the theme.

Then, in their Reader’s

Notebook, students need

to compare their theme

with the books from

Shared Reading.

Explain that prepositions

and prepositional phrases

are used to tell location,

time, direction, and

details. Discuss the

examples on the chart.


Revision Checklist.

Discuss what it means to

revise. Discuss the items

on the checklist.

3. Reread the story in the

Teacher Writer’s

Notebook. Think Aloud

aboutplaces where the

story needs to be revised.

Refer to the items on the

Anchor Chart: Revision

Checklist.

4. Return students’ Writer’s

Notebooks. Tell students

they are going to revise

their stories using the

Anchor Chart: Revision

Checklist. Explain that

there are questions in

each notebook that may

be a place to begin

revising.



Grade 5


Unit: 01

Lesson: 02


the students.

Learning Applications

1. Students follow the

instructions on the chart and

record responses in the Word

Study Notebooks. Students

check the words using a

dictionary and/or thesaurus.

1. Distribute the second

traditional story to

students.

2. Students read the story

either independently or

with a partner.

3. Students identify the

theme of the story and

write it in their Reader’s

Notebook with evidence

from the text supporting

their answer.

1. Students read the

selected traditional story

independently.

2. Students write the theme

of the story in their


provide textual evidence

that supports their answer.

3. Students compare and

contrast the theme of their

book with the books from

the read aloud. Students

write a paragraph

describing similarities and

differences in theme.

1. Students revise their

stories using the Anchor

Chart: Revision Checklist.

2. Students meet with a

partner to read their

stories. The partner asks

questions and makes

relevant comments about

possible places for

revision. (optional)


Closure 1. Tell students they will be

repeating this routine

several times throughout

the rest of the unit.

2. Explain that dictionaries

and thesauruses will be

available to them during

Shared Reading,

Independent Reading, and

Writing if they need to use

them to confirm definitions

of words or to find

1. Write the titles of the

books with their themes on

a chart.

2. Compare and contrast the

themes from the two

traditional stories


theme comparisons with a

partner.

1. Students share one place

where they revised. Read

the original text and the

revised text. Ask: Why did

you revise that part of

the story? Discuss

responses.



Grade 5


Unit: 01

Lesson: 02


Grade 5


Unit: 01

Lesson: 02




Lesson Preparation




TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2B

5.Fig19D,F

5.3A

5.18C

5.Fig19D,F

5.3A

5.18C

5.Fig19D,F

5.3A

5.18C


Guiding Questions



communication.




- Why is it important that readers

and writers build their knowledge

of words?




text.









communicate deeper







text.







understanding.

- How and why do authors edit

their writing?


• Context clue

• Antonym

• Synonym

• Parts of speech

• Pronunciation

• Theme

• Theme

• Edit



Grade 5


Unit: 01

Lesson: 02



• Syllable

Materials


student)



student)

• Grade-appropriate historical

fiction text for modeling (1)



student)


traditional stories from different

cultures for student selection



student)

• Colored pen or pencil (1 per

student)


Attachments and

Resources


as appropriate.



grade-appropriate text) with

2-3 unfamiliar and/or

multiple meaning

vocabulary words.

Underline/highlight


meaning vocabulary words.

Be sure that there are

enough context clues for

students to be able to infer

the meaning of the


meaning words. Either copy


as appropriate.

2. Choose a traditional story

that was not used in Daily

Lesson 16 Shared and



as appropriate.


as appropriate.

2. Create and duplicate a

Teacher-Created

Handout: Editing Checklist

for students to reference

during editing. This

checklist needs to include

what fifth graders are

expected to be editing in

capitalization, punctuation

and spelling so far in the

school year. Refer to the

TEKS Verification

Document and the Vertical

Alignment Document for

additional information.



Grade 5


Unit: 01

Lesson: 02



the paragraph or write it on

a chart.

3. Reserve a computer lab (if

available). Decide which

online dictionary/thesaurus

resource will be

used. Decide if students will

type the web address, if it

will be bookmarked, or if it

will already be up when

students arrive.


Notebook, prepare to edit

the story in front of

students with a focus on

the following capitalization

rules:

4. Use capitalization for

abbreviations

Abbreviations (Dr., Mr.,

St., Ave.)




05.



Indicator 04.

Teacher Notes


Study

This is the same routine that was

established in Daily Lesson 15

except students will be using an

electronic resource. See the

Lesson Organizer for website

suggestions.

Students are editing for

punctuation and capitalization

only in this Daily Lesson.



Grade 5


Unit: 01

Lesson: 02








meaning of unknown and/or

multiple meaning words and



antonyms using an online

dictionary and/or thesaurus.












Content Objective: Students edit

their writing for punctuation and

capitalization.



vocabulary words.


instructions from Daily

Lesson 15 Word Study.


be using the same

process as in previous

lessons, but this time they

will use an online resource

to check their vocabulary

words.

4. Using one of the words

from the paragraph, model

finding the word on the

online resource.

5. Ask: How is this online

1. Review the themes of the

traditional stories read in


Reading.

2. Read the selected

traditional story.


theme of the story?

Have students respond in


1. Instruct students to select

a different traditional story

than they read in Daily

Lesson 16 Independent

Reading. Tell them to

think about the theme as

they read and record the

theme in their Reader’s

Notebook with textual

evidence to support the

theme. Then, students

need to compare the

theme with the books from

Shared Reading.

1. Review rules for

capitalizing abbreviations.

2. Distribute the teacher-

created editing checklist.

Go through the checklist

and explain the

expectations for editing for

punctuation and

capitalization.

3. Using the Teacher Writer’s

Notebook or a student

sample, model editing for

punctuation and

capitalization. Use a

colored pen or pencil to

make corrections.

Grade 5


Unit: 01

Lesson: 02




entry the same and

different from a

traditional dictionary

entry? Discuss

responses.

Learning Applications 1. Students follow the

instructions on the chart

and record answers in

their Word Study

Notebook. They check the

words using the online

resource.


of the traditional story in

their Reader’s Notebook

and use textual evidence

to support their answers.


contrast the theme of this

story with the themes of

the previous stories.

Students discuss the

similarities and differences

with a partner.

1. Students read the

selected traditional story

independently.




provide text evidence that

supports their answer.


contrast the theme of their

book with the books from

the Read Aloud. Students

write a paragraph

describing similarities and

differences in theme.

1. Students use the editing

checklist and a colored

pen or pencil to edit for

punctuation and

capitalization.


Closure 1. Collect Word Study

Notebooks to

assess students’ entries.

1. Add the title and theme of

this traditional story to the

chart started in Daily

Lesson 16 Shared

Reading.

2. Share the similarities and

differences as a whole

group.


theme comparisons with a

partner.

2. Collect Reader’s

Notebooks to assess

student’s ability to

determine theme and

compare and contrast


to teacher edit for

punctuation and

capitalization.

Grade 5


Unit: 01

Lesson: 02




themes across multiple

texts.

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2E

5.22D

5.Fig19D

5.3C

5.1A

5.Fig19D

5.3C

5.18C

5.15D

5.20Ai,iv,v,B

5.22D


Guiding Questions



communication.

- How do we use a dictionary

effectively?




text.









communicate deeper







text.







understanding.

- How and why do authors edit

their writing?

Vocabulary of Instruction • Dictionary

• Edit

• Theme

• Historical fiction

• Historical event

• Edit

Grade 5


Unit: 01

Lesson: 02






student)




student)


fiction text for modeling (1)



student)


fiction text (class set)



student)



student)



Attachments and

Resources


as appropriate.

2. Prepare two sentences

that contain words that

would be difficult for a fifth

grader to spell. Misspell

the words, but have them

close to the correct

spelling.


as appropriate.

2. When selecting a

historical fiction text for

Read Aloud, consider

what is being learned in

Social Studies and try to

choose a book that ties

that subject in with the

Language Arts lesson.

3. Preview the text for Read

Aloud. Plan for places to

ask questions and have

discussions. Consider the

historical event and how it


as appropriate.


as appropriate.

2. Teacheredit students’

stories for punctuation

and capitalization.

3. Prepare to display any

Anchor Charts related to

spelling and/or grammar

that could help students

during editing.



Grade 5


Unit: 01

Lesson: 02



affected the theme of the

story.


Teacher Notes

This Daily Lesson focuses on

using a dictionary to help with

spelling and editing.

When discussing the effect of

the historical event on the theme

of the story, consider the

students’ background

knowledge of the historical

event. They may need more

information before the

discussion.

Students are editing for spelling

and grammar in this lesson.



Grade 5


Unit: 01

Lesson: 02







dictionaries to help with spelling

and editing.



explain the effect of historical

events on the theme of a text.


Content Objective: Students read

with a partner and respond to their

reading to support understanding.


Content Objective: Students edit

their writing for spelling and

grammar.

Mini Lesson 1. Ask: What are some

reasons people use

dictionaries? Discuss

responses.

2. Explain that they will be

using the dictionary to

determine how to spell

words.

3. Model writing a sentence

that contains a word that

would be difficult for a fifth

grader to spell. Explain

that a writer wants to get

as close to spelling the

word correctly as possible

or it will be difficult to find

in the dictionary.

4. Model using the dictionary

to find the word that needs

corrected. Correct the

word.

1. Ask: What is historical

fiction? Discuss


any misconceptions.

2. Tell students that major

historical events have

influenced many stories.

Explain to students that

they are going to examine

the effect of a historical

event on the theme of a

story.

3. Read the historical fiction

text aloud and discuss.


theme of the story?

Discuss responses

1. Review what was learned

in Shared Reading about

themes and historical

events.

2. Distribute the historical

fiction text to students.

1. Display any Anchor Charts

related to grammar and/or

spelling. Review grade-

level expectation for

spelling and grammar.

2. Using the story in the

Teacher Writer’s

Notebook, or a portion of

a student’s story, model

editing for spelling and

grammar. Make

corrections using a

colored pen or pencil.

3. Remind students how to

use a dictionary to check

for spelling. Remind them

that they have to be close

to the correct spelling in

order to find the word in

the dictionary.

Learning Applications 1. Write the second 1. Students write the theme 1. With a partner, students 1. Students edit their writing



Grade 5


Unit: 01

Lesson: 02


sentence on a chart.

Students determine which

words need to be

corrected.

2. In pairs or triads, students

look up the word. Remind

them that it is not spelled

correctly so they aren’t

looking letter by letter;

they are looking for the

word that looks right.

3. Students record the word

page number and correct

spelling in their Word

Study Notebook.



read the historical fiction

text.

2. Partners discuss the effect

of the historical event on

the theme of the story and

record their thoughts in


for spelling and grammar

using a colored pen or

pencil to make

corrections. They use

their Word Study

Notebook and dictionaries

as resources.


Closure 1. Choose a student to “fix”

the word in the sentence.


have dictionaries available

to them in writing to help

them spell and edit

(correct) their writing.

1. Discuss the effect of the

historical event on the

theme of the story.

1. As a whole group, discuss

the effect of the historical

event on the theme of the

story.


to teacher edit for spelling

and grammar.



Grade 5


Unit: 01

Lesson: 02


Lesson Preparation



TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2E

5.22E

5.Fig19A,C,D

5.3B

5.18C

5.Fig19A,C,D

5.3B

5.9A

5.18C

5.15E

5.22E


Guiding Questions



communication.

- How do writers use technology

to help them edit?












communicate deeper








understanding.

- Why is publishing an important

part of the writing process?


• Spell check

• Edit

• Origin myth

• Phenomena

• Origin myth

• Phenomena

Materials


student)


• Grade-appropriate origin myth

for modeling (1)



student)


appropriate origin myths from

various cultures for student

selection



student)


Grade 5


Unit: 01

Lesson: 02




Daily Lesson #: 18

Attachments and

Resources



as appropriate.

2. Reserve a computer lab (if

available).

3. Type a paragraph into a

word document. Make

several errors in order to

model using spell check.

4. If necessary, become

familiar with the spell

check function on the

computer.


as appropriate.

2. Select and preview the

origin myth and plan for

places to pause and

discuss the phenomena in

the myth.


as appropriate.


as appropriate.

2. Edit students’ stories for

spelling and grammar.

3. Reserve a computer lab

for two days (if available).


Phenomena - facts or events

that are perceived or observed

by the senses. A phenomenon

can be a rare fact, an unusual

occurrence, or an outstanding or

unusual person or thing; a

marvel.

Myth - a body of traditional or

sacred stories to explain a

belief or a natural happening

Origin myth - a tale that

explains the creation of

something in the natural world

(e.g., how humans got fire, how


Grade 5


Unit: 01

Lesson: 02





animals got certain

characteristics, why animals

behave in certain ways, how the

moon was created)

Teacher Notes

In third grade, students

compared settings in myths.

This will be an introduction to

the concept of an “origin” myth

and the phenomena that occurs

in origin myths. Since this is a

new concept, the lesson will be

repeated with a different myth in


Reading.

Talk to the school librarian or

media specialist for possible

resources on origin myths or

check the internet for

resources.



Grade 5


Unit: 01

Lesson: 02






Content Objective: Students learn

how to use the spell check

function in word processing.

Students also learn the limitations

of using spell check.



describe phenomena explained in

origin myths.




origin myths.



publish their stories and use the

spell check function.

Mini Lesson 1. On a computer or

computer projector,

display the word document

that was previously typed

with errors.

2. Model using spell check,

discussing each error.

Show students how to add

words to the dictionary,

how to decide whether to

accept or ignore the

changes, and how to use

the autocorrect function.

3. Explain that sometimes

spell check doesn’t catch

everything, so it is still

important to reread and

check everything again.

1. Ask: What is a myth?


clear up any

misconceptions.

2. Explain to students that an

origin myth explains a

belief or a natural

happening.

3. Explain phenomena and

connect it with events in

fiction.

4. Read a portion of the

origin myth.

5. Stop and discuss what

phenomena are occurring

in the myth.


about origin myths in

Shared Reading.

2. Show students the variety

of origin myths they can

choose from.

3. Students choose a myth to

read with a partner.

1. If necessary, give

instructions for using

publishing software.

2. Review how to use the

spell check function.

Learning Applications 1. Students choose a story

from their Writer’s

1. Read another portion of

the origin myth.


read origin myths.

1. Students publish their

stories by typing into a

Grade 5


Unit: 01

Lesson: 02




Notebook to type.

2. Students each type a

story and use the spell

check function.

3. Teacher monitors and

provides assistance with

the spell check function.

2. Stop and have students

discuss the phenomena

with a partner.

3. Continue reading and

discussing through the

end of the myth.

Students discuss the

phenomena that occur

throughout the myth.

2. In their Reader’s

Notebook, students write a

response that describes

what the myth was

explaining and the

phenomena that helped

explain it.

computer. Students use

the spell check function

when applicable.


Closure 1. Discuss the pros and cons

of using spell check as a

way to edit.

1. Ask: What was the myth

trying to explain?

Discuss responses.

2. Ask: What phenomena

helped develop the

explanation? Discuss

responses.

3. Tell students they will be

reading myths with a

partner in Independent

Reading.


response with a different

partner.

1. Students save their stories

on the computer.

Grade 5


Unit: 01

Lesson: 02




Lesson Preparation




TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A,E

5.Fig19A,C,D

5.3B

5.18C

5.Fig19A,C,D

5.3B

5.9A

5.18C

5.15E

5.22E

5.27A,B,C

5.28A

5.29A


Guiding Questions

• An extensive vocabulary enhances

written and oral communication.

- How do affixes and root words help

readers understand text?












communicate deeper








understanding.

- Why is publishing an

important part of the writing

process?


• Prefix

• Suffix

• Root word

• Origin myth

• Phenomena

• Origin myth

• Phenomena

Materials


student)




• Grade-appropriate origin myth

for modeling (1)



student)


appropriate origin myths from

various cultures for student


student)


Grade 5


Unit: 01

Lesson: 02


page 94 of 100


selection


Attachments and

Resources


appropriate.


containing the Latin suffix

-ence/–ance so each pair of

students has a different word

to study.

Examples:independence,

audience, performance,

allowance, attendance, etc.

Use district-adopted resources

from various content areas or

the internet to help compile a

list of grade-appropriate

words.

3. Write the selected words on

note cards so each pair of

students will have one word.


as appropriate.

2. Select and preview the

origin myth and plan for

places to pause and


in the myth.


as appropriate.

1. Prepare to display

visuals as appropriate.


The suffix –ence/–ance means the

quality or state of.

Refer to Daily Lesson 18

Shared Reading



Indicator 04.


assesses Performance

Indicator 02.

Teacher Notes

Refer to Daily Lesson 9 Word Study

Refer to Daily Lesson 18

Shared Reading

Students will finish publishing

and have an opportunity to

share their stories with an

Grade 5


Unit: 01

Lesson: 02


page 95 of 100


audience. To save time,

students will share in small

groups instead of with the

entire class.

page 96 of 100











origin myths.




origin myths.


Content Objective: Students finish

publishing their stories using the

spell check function to make

corrections. Students also share

their stories with an audience and

practice effective listening and

speaking skills.




2. Draw a web with the

suffixes –ence/–ance in

the middle.


difference.

4. Ask: What does

difference mean?

Discuss responses

including the state of

being different.




suffixes -ence/-ance.



about myths in Daily

Lesson 21 Shared

Reading.

2. Read a portion of the

origin myth aloud.

3. Stop and discuss what

phenomena are occurring

in the myth.


about origin myths in

Shared Reading.

2. Students select an origin

myth to read

independently.

1. Review the expectations

for listening, speaking,

and teamwork using the

chart from Daily Lesson

12 Shared Reading.

page 97 of 100

the words from the

prepared list of –ence/–

ance words.

Learning Applications 1. Distribute one –ence/–

ance word on a note card

to each pair of students.




and record the word


Study Notebook.


in a sentence and

illustrate.

1. Read another portion of

the origin myth.

2. Stop and have students


with a partner.

3. Continue reading and

discussing through the

end of the myth.

1. Students read origin

myths and think about the

phenomena that occur

throughout the myth.


Notebook, students write a

response that describes

what the myth was

explaining and the

phenomena that helped

explain it.

1. Students finish publishing

their stories on the

computer using the spell

check function when

necessary.

2. In small groups, students

share their published

stories with an audience.

Students follow directions

by practicing the effective

listening and speaking

skills listed on the chart

from Daily Lesson 12

Shared Reading. After

each student shares, the

other students make

appropriate comments

and ask questions.



meaning of their –ence/–

ance words.

1. Ask: What was the myth

trying to explain?

Discuss responses.

2. Ask: What phenomena

helped develop the

explanation? Discuss

responses.


response in their Reader’s

Notebook with a different

partner.


response with a different

partner.

page 98 of 100

Basic Story Map

Title Use capital letters and

underline.

Character List the characters and

tell about their relationships.

Setting Describe the time,

place, and environment.

Conflict Describe

the conflict. Tell if it is Man vs. Man

or Man vs. Self.

Events List the important events. Be sure to

summarize, not give every detail.

Resolution Tell

how the conflict was solved.

Theme/Message Explain what lesson

the character learned.

Point of View Describe the point of

view the story is written in.

©2011, TESCCC

page 99 of 100

Extended Story Map

Title

Character Why is the main

character significant in this story?

Setting Why is this setting appropriate for the

story?

Conflict Why is this

conflict significant to the story?

Events How do these events affect the conflict and lead to future events?

Resolution Why was this

resolution appropriate for the story?

Theme/Message How does the theme

affect you as a reader?

Point of View How does the point of

view affect how the readers’ understanding

of the story?

page 1 of 47 Last Updated 05/03/2013

Print Date 07/16/2013 Printed By Lisa Kilborn, MIDLAND ISD

ELAR Grade 05 Unit 01 Exemplar Lesson 03: Poetry, Please

Grade 5


Unit: 01

Lesson: 03


Lesson Organizer

Lesson Synopsis Students analyze poems for poetic technique. They study different ways that authors use rhyme and sound to

reinforce the meaning of the poem. Students will use what they learn in reading to write their own poems with poetic

techniques. In Word Study, students continue to build their knowledge of words with roots and affixes. Students also

differentiate between commonly confused words.

Performance Indicators Grade 05 ELAR Unit 01 PI 03

In a poetic form of choice, write about a character from a story using poetic techniques, figurative language, and graphic elements.

Standard(s): 5.4A , 5.8A , 5.16B.i , 5.16B.ii , 5.16B.iii

ELPS ELPS.c.4G , ELPS.c.4I , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G Grade 05 ELAR Unit 01 PI 04

Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and

media. Provide evidence from the text to support ideas.

Standard(s): 5.9A , 5.18C , 5.Fig19A , 5.Fig19B , 5.Fig19C , 5.Fig19D , 5.Fig19E , 5.Fig19F

ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F

, ELPS.c.5G


Record multiple entries in a Word Study Notebook demonstrating word knowledge.

Standard(s): 5.2A , 5.2B , 5.2E

ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G

Grade 5


Unit: 01

Lesson: 03




Key Understandings Authors establish a purpose and plan and use writer’s craft to engage and sustain the reader’s interest and



Readers use writing to communicate deeper understanding of texts.



TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of

Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates

that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas

Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading

and writing. Students are expected to:

5.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots

and affixes.

Readiness Standard

5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning

words.

Readiness Standard

5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,

pronunciations, alternate word choices, and parts of speech of words.

Readiness Standard

5.4 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw

conclusions about the structure and elements of poetry and provide evidence from text to

support their understanding. Students are expected to:

http://www.tea.state.tx.us/index2.aspx?id=6148

Grade 5


Unit: 01

Lesson: 03




5.4A Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce

meaning in poems.

Supporting Standard

5.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make

inferences and draw conclusions about how an author's sensory language creates imagery in

literary text and provide evidence from text to support their understanding. Students are

expected to:

5.8A Evaluate the impact of sensory details, imagery, and figurative language in literary text.

Readiness Standard

5.9 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained

periods of time and produce evidence of their reading. Students are expected to:

5.9A Read independently for a sustained period of time and summarize or paraphrase what the

reading was about, maintaining meaning and logical order (e.g., generate a reading log or

journal; participate in book talks).

5.14 Reading/Media Literacy. Students use comprehension skills to analyze how words, images,

graphics, and sounds work together in various forms to impact meaning. Students will continue

to apply earlier standards with greater depth in increasingly more complex texts. Students are

expected to:

5.14C Identify the point of view of media presentations.

Supporting Standard

5.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting,

revising, editing, and publishing) to compose text. Students are expected to:

5.15A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an

audience, determining appropriate topics through a range of strategies (e.g., discussion,

background reading, personal interests, interviews), and developing a thesis or controlling

Grade 5


Unit: 01

Lesson: 03


idea.

5.15B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,

cause-effect, compare-contrast) and building on ideas to create a focused, organized, and

coherent piece of writing.

5.15C Revise drafts to clarify meaning, enhance style, include simple and compound sentences,

and improve transitions by adding, deleting, combining, and rearranging sentences or larger

units of text after rethinking how well questions of purpose, audience, and genre have been

addressed.

5.15E Revise final draft in response to feedback from peers and teacher and publish written work

for appropriate audiences.

5.16 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real

or imagined people, events, and ideas. Students are expected to:

5.16B Write poems using:

5.16B.i poetic techniques (e.g., alliteration, onomatopoeia).

5.16B.ii figurative language (e.g., similes, metaphors)

5.16B.iii graphic elements (e.g., capital letters, line length).

5.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-

related texts to communicate ideas and information to specific audiences for specific purposes.


5.18C Write responses to literary or expository texts and provide evidence from the text to


5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

5.22C Differentiate between commonly confused terms (e.g., its, it's; affect, effect).

5.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students will

continue to apply earlier standards with greater depth in increasingly more complex texts as they



Grade 5


Unit: 01

Lesson: 03




become self-directed, critical readers. The student is expected to:

5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to

enhance comprehension.

5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory

images, rereading a portion aloud, generating questions).

5.Fig19D Make inferences about text using textual evidence to support understanding.



5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.



5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and

provide textual evidence.

Readiness Standard

Ongoing TEKS Not Applicable to this Unit.

Materials








Grade 5


Unit: 01

Lesson: 03




Note card (3 per 2 students)

Manila paper or light colored construction paper (1 per student)

Publishing paper (1 per student)

Chart paper

Grade-appropriate poem for modeling (1)

Grade-appropriate poem with examples of sensory language and figurative language (1 copy per 2 students)

Grade-appropriate poems in different forms including but not limited to Quatrain, Acrostics, Haiku, and

Limerick for student selection (minimum of 1 poem per student)

Grade-appropriate folk song or other poem with alliteration (1)

Grade-appropriate folk song or other poem with alliteration and onomatopoeia (1 copy per 2 students)

Grade-appropriate folk song lyrics or other poem with consonance (1)

Grade-appropriate folk song lyrics or other poem with assonance (1)

Grade-appropriate folk song lyrics or other poem with consonance and/or assonance (1 copy per 2 students)

Grade-appropriate folk song or poem that presents a point of view about an issue (1)

Photograph and/or cartoons that represent the same issue as the selected song/poem (1)

Grade-appropriate folk songs or poems that present a point of view about an issue (minimum of 1 poem per

student)

Collection of grade-appropriate poems for student selection

Collection of grade-appropriate poems in different forms including but not limited to Quatrain, Acrostics, Haiku,

and Limerick for student selection

Collection of grade-appropriate books in a variety of genre

Collection of grade-appropriate fictional short stories, novels, traditional stories, and/or poems for student

selection (optional)

Attachments All attachments associated with this lesson are referenced in the body of the lesson.


None identified

Possible/Optional Literature

Selections

None identified

Grade 5


Unit: 01

Lesson: 03




Lesson Preparation

Poetry, Please


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A

5.2B

5.Fig19A,C,D

5.4A

5.8A

5.2B

5.Fig19A,C,D

5.4A

5.8A

5.18C

5.15A

5.16Biii


Guiding Questions



communication.

How do affixes and root words




What strategies do readers









communicate deeper


How can readers

demonstrate understanding

through writing?


and plan and use writer’s craft to



understanding.

How is poetry unique?


• Prefix

• Suffix

• Root word

• Sensory detail

• Figurative language

• Graphic element

Grade 5


Unit: 01

Lesson: 03





Materials


student)





student)

• Gradeappropriate poem for

modeling (1)

• Gradeappropriate poem with

examples of sensory language

and figurative language (1 copy

per 2 students)



student)

• Collection of gradeappropriate

poems for student selection



student)


poems in different forms

including, but not limited to:

Quatrain, Acrostics, Haiku, and

Limerick for student selection


Attachments and

Resources


as appropriate.


containing the Greek suffix

-ism so each pair of

students has a different

word to study.


as appropriate.


Evaluating Sensory

Language in Poetry. Write

the following questions on

the chart:


as appropriate.


as appropriate.

2. Gather several poems in a

variety of forms for

students to use as models

for writing their poem

about a character from a

Grade 5


Unit: 01

Lesson: 03





Examples:criticism,

plagiarism, racism,

optimism, capitalism,

terrorism, etc. Use district-





appropriate words.

3. Write the selected words

on note cards so each pair

of students will have one

word.

How do the words

and/or phrases help

me visualize what is

happening?

Why did the author use

these words and

phrases?

How do these words

and phrases affect me

as a reader?

What is the meaning of

the poem?

How did the author’s

use of language help

me understand the

poem?

story.


The Greek suffix –ism means a

doctrine, a theory, a system, or a

practice.

Sensory detail - a detail in writing

that describes what is seen,

heard, smelled, tasted, or

touched

Figurative language - language

not intended to be taken literally

but layered with meaning

through the use of imagery,

metaphors, and other literary

devices

Graphical element- capital

letters, line length, and word

position; also called the “shape”

of the poem

Teacher Notes


Study

Grade 5


Unit: 01

Lesson: 03






Grade 5


Unit: 01

Lesson: 03





Suggested Duratio





Suggested duration: 20-25 min.


evaluate the impact of sensory

language and figurative language

in poetry and determine the overall

meaning of the poem.



evaluate the impact of sensory

details and imagery in poetry and

determine the overall meaning of

the poem.



identify the graphic elements in

poetry.




2. Draw a web with the suffix

–ism in the middle.


heroism.

4. Ask: What does heroism

mean? Discuss

responses including the

practice of being a hero.




suffixes -ism.


the words from the

prepared list of –ism

words.

1. Display the poem to be

read aloud.

2. Ask: What kind of text is

this? How do you

know? Discuss

responses.

3. Read the poem aloud with

appropriate fluency.

4. Explain that sometimes

poetry can be harder to

understand than other

types of text. One of the

ways to better understand

poetry is to analyze and

evaluate the author’s use

of language.

5. Think Aloud about any

unfamiliar words. Highlight

them and use the context

of the poem to determine

the possible meaning of


and discussed in Shared

Reading. Use the Anchor

Chart: Evaluating Sensory

Language in Poetry to

guide the discussion.

2. Tell students that during

Independent Reading,

they will focus their

attention on the author’s

use of language and how

it contributes to the overall



be writing a poem about a

character from a story.

2. Display a poem. Ask:

What kind of text is

this? How do you

know? Discuss

responses.

3. Explain that poems are

usually easy to identify

because of the way they

look and because of their

use of graphic elements.

4. Display another poem.

Compare the two poems

for line length, use of

capital letters, and other

graphic elements.

5. Instruct students to look

through the collection of

poems. Tell students to



Grade 5


Unit: 01

Lesson: 03


the word(s) or use a

dictionary to determine the

meaning of the word(s).

6. Think Aloud while

analyzing and evaluating

the use of sensory

language and how it

affects the meaning of the

poem. Display the Anchor


Language in

Poetry. Think Aloud and

discuss responses to the

questions.

7. Think Aloud about a

couple the words or

phrases that make an

impact on the reader and

contribute to the meaning

of the poem.

8. Ask: What is figurative

language? What is a

simile? What is a

metaphor? Discuss


any misconceptions.

9. Highlight the examples of

figurative language in the

poem. Think Aloud using

the questions on the

choose one they would like

to use as a model when

they write their poem about

a character from a story.

Grade 5


Unit: 01

Lesson: 03




Anchor Chart: Evaluating

Sensory Language in

Poetry to analyze and

evaluate the author’s use

of figurative language.

Learning Applications 1. Distribute one –ism word


pair of students.




and record the word


Study Notebook.


in a sentence and

illustrate.

1. Divide students into pairs

and distribute the other

poem.

2. Students read the poem

together with effective

fluency.

3. Students highlight

unfamiliar words and

determine the meaning by

either using the context of

the poem or by using a

dictionary.

4. Students discuss the

author’s use of sensory

language and figurative

language using the

questions on the Anchor

Chart: Evaluating

Sensory Language in

Poetry.

1. Students choose a poem

and read independently.

2. Students complete a

response entry in their

Reader’s Notebook using

the Anchor Chart:

Evaluating Sensory

Language in Poetry.

1. Students browse the

collection of poems and

choose one to use as a

model for their poem.

Divide students into pairs.

2. Students read the poems

and compare them for

graphic elements.

3. Students repeat step two

with another partner.



meaning of their –ism

words.

1. As a class, discuss the

poem read by the

students using the


response with a partner.

1. Students share the unique

graphic elements of their

poems.

Grade 5


Unit: 01

Lesson: 03




questions of the Anchor


Language in Poetry.

Grade 5


Unit: 01

Lesson: 03




Lesson Preparation

Poetry, Please


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2A,E

5.Fig19A,C,D

5.4A

5.8A

5.Fig19A,C,D

5.4A

5.8A

5.9A

5.18C

5.15B

5.16Bii


Guiding Questions


enhances oral and written

communication.

How do affixes and root words


• Authors establish a purpose and

a plan and use writer’s craft to



understanding.

What techniques do authors

use to enhance the meaning of

poetry?







communicate deeper


How can readers


through writing?


and plan and use writer’s

craft to engage and sustain

the reader’s interest and


How do authors write poetry?


ÿ Prefix

ÿ Suffix

ÿ Root word

ÿ Sound effect

ÿ Internal rhyme

ÿ Rhyme scheme

ÿ Quatrain

ÿ Simile

ÿ Metaphor

ÿ Imagery



Grade 5


Unit: 01

Lesson: 03



ÿ Acrostic

ÿ Haiku

ÿ Limerick

Materials

ÿ Word Study Notebook (1 per

student)

ÿ Dictionary (class set)

ÿ Note card (1 per 2 students)

ÿ Chart paper (if applicable)

ÿ Grade-appropriate poems in

different forms including, but not

limited to: Quatrain, Acrostics,

Haiku, and Limerick for student

selection (minimum 1 poem per

student)

ÿ Highlighter (1 per student)


ÿ Reader’s Notebook (1 per

student)

ÿ Grade-appropriate poems

in different forms including,

but not limited to: Quatrain,

Acrostics, Haiku, and

Limerick for student

selection(minimum of 1 poem

per student)


ÿ Writer’s Notebook (1 per

student)

ÿ Teacher Writer’s Notebook

(1)

ÿ Collection of grade-

appropriate poems in

different forms including, but

not limited to: Quatrain,

Acrostics, Haiku, and



Attachments and

Resources


as appropriate.


containing the Greek suffix

-ist so each pair of

students has a different

word to study.

Examples:activist,

archeologist, optimist,

capitalist, perfectionist,

pharmacist, etc. Use

district-adopted resources

from various content areas


as appropriate.

2. Collect several examples

of different forms of

poetry. If possible, label

the poems with their form

or sort them according to

their form. Also, find

poems with different

rhyme schemes and

internal rhyme. These

poems will be used for

Read Aloud and for


as appropriate.



Response Questions.


as appropriate.

2. Students will need the

poems they chose to use

as models in Daily Lesson

20.

3. Choose a character from

a story to use while

modeling writing a poem.

Find an excerpt from the

story that describes this

character.



Grade 5


Unit: 01

Lesson: 03



or the internet to help


appropriate words.

3. Write the selected words

on note cards so each pair

of students will have one

word.

student selection in


4. Choose a poem to use as

a model.


The Greek suffix –ist meansa

person who practices something.

Internal rhyme - a rhyme within

the same line of verse (e.g.,

dreary and weary in Poe’s “The

Raven”: Once upon a midnight

dreary, while I pondered, weak

and weary.)

Rhyme scheme - the pattern of

rhyming lines (e.g., ABAB, ABBA)

Simile - a comparison of two

things that are essentially

different, usually using the

words like or as (e.g., O my love

is like a red, red rose from

Robert Burns’s “A Red, Red

Rose”)

Metaphor - a subtle comparison

in which the author describes a

person or thing using words that

are not meant to be taken

literally (e.g., time is a

dressmaker specializing in

alterations)

Teacher Notes


Study

This Daily Lesson focuses on the

technique of rhyming in poetry.

Grade 5


Unit: 01

Lesson: 03














identify and analyze how poets

use sound effects to reinforce

meaning in poems.




use sound effects to reinforce

meaning in poems.


Content Objective: Students write

poems using similes and

metaphors.




2. Draw a web with the suffix

-ist in the middle.


psychologist.

4. Ask: What does

psychologist mean?

Discuss responses

including a person who

practices psychology.




suffixes -ist.


the words from the

prepared list of –ist words.

1. Ask: What is a poem?

What are the features

of poetry? Discuss

responses.


be learning poetry

techniques with rhyme.


different poems they may

choose from and have

each student choose one

poem.

4. Distribute one highlighter

per student.


read their poems and

highlight the rhyming

words.

6. Share a poem that models

internal rhyme and two

poems that model different


question to the Anchor


Questions about rhyming

in poetry.


poem that is different from

the ones analyzed in

Shared Reading.

3. Explain to that they will

read the poem; highlight

the rhyming words, identify

the rhyming technique,

identify the meaning of the

poem, and then decide

how the rhyming

technique enhances or

reinforces the meaning of

the poem.

1. Remind students that they

will begin drafting a poem

about a character from a

story.

2. Read the excerpt

describing the character

chosen for modeling.


about figurative language

in Daily Lesson 20 Shared

Reading.


Notebook, model drafting

a poem using the model

text selected in Daily

Lesson 20 Writing. Model

writing 1-2 similes or

metaphors to describe the

character.



Grade 5


Unit: 01

Lesson: 03


rhyme schemes as

examples of different

types of rhyming

techniques.

Learning Applications 1. Distribute one –ist word on


students.




and record the word


Study Notebook.


in a sentence and

illustrate.


analyze the highlighted

words and determine the

rhyming technique the

author used.

2. Students then determine

the main idea or message

of the poem.

1. Students choose their

poems and follow the

directions given in the mini

lesson. They record their

responses in their



read their model poems to

look for the use of similes

and metaphors.


their poem.

3. Encourage students to

include 1-2 metaphors or

similes in their poem, if

applicable.



meaning of their –ist

words.

1. Ask: How did the

rhyming technique

reinforce or enhance

the meaning of the

poems? Students discuss

with a partner.

2. Students share with the

whole group what was

discussed.


responses with a partner.

1. Ask students to share a

simile or metaphor with the

class.



Grade 5


Unit: 01

Lesson: 03


Lesson Preparation

Poetry, Please


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2B,E 5.Fig19 A,B

5.4A

5.8A

5.Fig19A,B,C,D,E,F

5.18C

5.15B

5.16Bi


Guiding Questions



communication.




Why is it important that


knowledge of words?








What strategies do readers use


text?


communicate deeper understanding

of texts.

How can readers demonstrate






understanding.


Vocabulary of Instruction • Context clue

• Antonym

• Synonym

• Parts of speech

• Pronunciation

• Syllable

• Alliteration

• Onomatopoeia

• Alliteration

• Onomatopoeia



Grade 5


Unit: 01

Lesson: 03




student)




fictional short stories, novels,

traditional stories, and/or poems

for student selection (optional)

• Chart paper (if applicable


• Gradeappropriate folk song

lyrics or other poem with

alliteration (1)



alliteration and onomatopoeia (1

copy per 2 students)



student)


books in a variety of genres



student)



poems in different forms

including, but not limited to:

Quatrain, Acrostics, Haiku, and



Attachments and

Resources


as appropriate.



grade-appropriate text)

with 2-3 unfamiliar and/or

multiple meaning

vocabulary words.

Underline/highlight



as appropriate.

2. Locate grade-appropriate

folk song lyrics or other

poems that have

examples of alliteration.

See the Lesson

Organizer for suggested

websites with folk song

lyrics.


appropriate.



Response Questions.


as appropriate.

2. Students will need the

poems they chose to use

as models in Daily Lesson

20 Writing.



Grade 5


Unit: 01

Lesson: 03



meaning vocabulary

words. Be sure that there

are enough context clues

for students to be able to

infer the meaning of the


meaning words. Either

copy the paragraph or

write it on a chart.


chart of instructions from

Daily Lesson 15 Word

Study.

4. Rather than having

students find words in a

prepared paragraph,

students could use

Independent Reading

material to find and collect

unknown words. They can

use the context clues to

figure out the meanings of

the words and then

confirm with the dictionary.

The teacher would need

to prepare a collection of

Independent Reading

material for student

selection. (Optional)


Poetic Techniques-Sound

Effects. At the top of the

chart, write the following

question: How does the

use of sound effects

reinforce the meaning of

the poem? Write the

steps for analysis on the

chart: 1) Identify the

sound effect. 2) Identify

the meaning in the poem.

3) Explain how the sound

effect contributes to

meaning. Also, write the

definitions of alliteration

and onomatopoeia on the

chart.

Grade 5


Unit: 01

Lesson: 03




Daily Lesson #: 22



Alliteration - the repetition of the

same sounds at the beginning of

two or more adjacent words or

stressed syllables (e.g., furrow

followed free in Coleridge’s The

Rime of the Ancient Mariner)

Onomatopoeia - the use of

words that sound like what they

mean (e.g., buzz and purr); a

poetic device to produce this

effect


Teacher Notes


Study

Daily Lessons 21-24 suggests

that teachers use folk songs to

teach the sound effects of poetry,

but any poems can be used as

long as they meet the criteria of

what is being taught and are

grade-appropriate. The Daily

Lessons only refer to folk songs,

just substitute “poem” where

applicable.

Students have been taught

alliteration and onomatopoeia

before so the point of this Daily

Lesson is not to just identify what

alliteration is, but to tell how it

impacts and reinforces the


Grade 5


Unit: 01

Lesson: 03





Grade 5


Unit: 01

Lesson: 03










meaning of unknown words and



antonyms with a dictionary and

thesaurus.



analyze how poets use alliteration

to reinforce meaning in poems.



responses to texts read

independently and provide

evidence from the text to




poems using poetic techniques.



vocabulary words.

(Optional: Students find

unfamiliar or multiple

meaning words in

Independent Reading

material.)


instructions from Daily

Lesson 15 Word Study.

Review the directions and

model as necessary.

1. Ask: What is

alliteration? What is

onomatopoeia? Discuss

responses and give

examples.



Effects. Explain to

students that they are

going to be analyzing

poems for the use of

sound effects including

alliteration. Read the

definition and write an


Reader’s Response

Questions. Review each of

the questions, and add

questions regarding

poetry as applicable.

2. Explain that students will

choose which question or

questions they would like

to answer as a response

to reading. Tell them their

response must reflect

understanding and have

text evidence.

1. Remind students that they

will continue drafting a

poem about a character

from a story.

2. Read the beginning of the

rough draft of the poem in


Notebook from Daily

Lesson 21 Writing.


about poetic techniques in

Shared Reading.




Grade 5


Unit: 01

Lesson: 03


example.

3. Display the lyrics to a folk

song with an example of

alliteration. Play a

recording or sing the folk

song.



onomatopoeia. Play a


song.

5. Using the Anchor Chart:


Effects, go through the

steps of analysis:

3. If applicable, model writing

a response to one of the

questions using a selected

text. (optional)

Notebook, model drafting

a poem using the model

text selected in Daily

Lesson 20 Writing. Model

writing 1-2 examples of

alliteration and

onomatopoeia.

Identify the sound

effect.

Identify the meaning in

the poem.

Explain how the sound


meaning.

6. Ask: Where is

alliteration used in this

song/poem? Where is

onomatopoeia used in

this song/poem?


highlight alliteration and



Grade 5


Unit: 01

Lesson: 03


onomatopoeia in the folk

song.

7. Think Aloud about the

meaning of the folk song

and how the alliteration

and onomatopoeia

support and/or contribute

to the meaning.

Learning Applications 1. Students follow the

instructions on the chart

and record answers in

Word Study Notebooks.

Students use a dictionary

and/or a thesaurus as a

resource.



folk song lyrics.

2. Students listen to, sing,

and/or read the folk song.

3. Students follow the steps

for analyzing sound

effects in poems.

Identify and highlight the

sound effect.

Identify the meaning in the

poem.

Explain how sound effects

contribute to meaning.

1. Students select their text

for Independent Reading.


question or questions from

the Anchor Chart:

Reader’s Response

Questions.

3. Students read and monitor

comprehension.

4. Students write a response

to reading using their

chosen question. Students

provide text evidence in

their response.


read their model poems to

look for the use of

alliteration and

onomatopoeia.


their poem.

3. Encourage students to

include 1-2 examples of

alliteration and

onomatopoeia in their

poem if applicable.



Notebooks to

assess students’ entries.


folk song that students

analyzed. Ask: How did

the use of alliteration

and onomatopoeia


response with a partner.

1. Ask students to share an

example of alliteration or

onomatopoeia with the

class.



Grade 5


Unit: 01

Lesson: 03


reinforce the meaning

of the poem? Discuss

responses.

Grade 5


Unit: 01

Lesson: 03




Lesson Preparation

Poetry, Please



TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2B

5.22C

5.Fig19A,C,D

5.4A

5.8A

5.Fig19A,C,D

5.4A

5.8A

5.9A

5.18C

5.15C

5.16Bi-iii


Guiding Questions

• An extensive vocabulary enhances

written and oral communication.

• Readers use strategies to identify

the intended meaning of words and

phrases in text.

Why is it important that readers

and writers build their knowledge of

words?












communicate deeper


How can readers


through writing?





understanding.



• Consonance

• Assonance



Grade 5


Unit: 01

Lesson: 03



Materials

• Word Study Notebook (1 per student)


• Manila paper or light colored

construction paper (1 per student)






consonance (1)



assonance (1)



consonance and/or assonance

(1 copy per 2 students)




student)

• Gradeappropriate poems in


limited to: Quatrain, Acrostics,


selection (minimum of 1 poem

per student)



student)



Attachments and

Resources


appropriate.

2. Write the following sets of

words on note cards (2-3 sets

per card):

its/it’s

accept/except

affect/effect

breath/breathe


as appropriate.

2. Locate grade appropriate

folk song lyrics or other

poems that have

examples of consonance

and assonance. See the

Lesson Organizer for

possible websites with

folk song lyrics.


as appropriate.

2. Create and prepare to

display Anchor Chart:

Reader’s Response

Questions.

1. Prepare to display

visuals as appropriate.

2. Prepare to revise in front

of students.

Grade 5


Unit: 01

Lesson: 03





capitol/capital

further/farther

quite/quiet/quit

lose/loose

passed/past

principle/principal

than/then

their/there/they’re

though/thought/through


Anchor Chart: Poetic

Techniques-Sound

Effects. Write the

definitions for

consonance and

assonance.


Consonance - the repetition of

internal or ending consonant

sounds close together (e.g., The

abandoned bird found a wide

window in which to build his

nest.)

Assonance - the repetition of

vowel sounds in words close

together (e.g., David made his

way to the lake.)

Teacher Notes

Students explored the

characteristics of the different

forms of poetry in third grade.

Then in fourth grade, they

explored the structural elements

of poetry and how they relate to

form.



Grade 5


Unit: 01

Lesson: 03







differentiate between commonly

confused words.



analyze how poets use

consonance and assonance to

reinforce meaning in poems.




use consonance and assonance

to reinforce meaning in poems.


Content Objective: Students revise

poems using poetic techniques

and figurative language.

Mini Lesson 1. Display the following

words: stationary and

stationery.

2. Ask: What is the

difference between

these two words?

Discuss responses

including both visual

differences (e vs. a) and

meaning differences.

3. Write each word in a

sentence with context

clues to support the

correct meaning. If

necessary, use the

dictionary or thesaurus as

a resource.

4. Draw a picture to

represent each word.



Effects. Explain to

students that they are

going to continue

analyzing poems for the

use of sound effects

including consonance and

assonance. Read the

definitions and write

examples.



consonance. Play a


song.

3. Using the Anchor Chart:


Effects, go through the

steps of analysis:

Identify the sound

effect.




Questions about rhyming

in poetry.


poem that is different from

the ones analyzed in

Shared Reading.

3. Explain that they will read

the poem, highlight

consonance and

assonance, identify the

meaning of the poem, and

then decide how the

technique enhances or

reinforces the meaning of

the poem.


Notebook, model revising

the poem about a

character using the model

poem as a guide. Think

Aloud about word choice

and imagery.



Grade 5


Unit: 01

Lesson: 03



the poem.



meaning. 4. Ask: Where is

consonance used in

this song/poem?


highlight consonance in

the folk song.

5. Think Aloud about the

meaning of the folk song

and how the consonance

supports and/or

contributes to the

meaning.

6. Repeat steps 2-5 with the

folk song that has

assonance.

Learning Applications 1. Divide students into

groups of two or three

students (depending on

how many words are on

the note card). Distribute

a note card with commonly

confused words to each

group.

2. Students determine the



folk song lyrics.

2. Students listen to, sing,

and/or read the folk song.

3. Students follow the steps

for analyzing sound

effects in poems.



directions given in the Mini

Lesson. They record their

responses in their



poems about a character

using the selected poem

as a model. Students

revise for word choice that

creates imagery.



Grade 5


Unit: 01

Lesson: 03


correct meaning of the

words. They may use

dictionaries and

thesauruses as resources.

3. On the manila paper,

students write the words in

a sentence with context

clues and draw pictures to

represent the words.

Identify and highlight

the sound effect.


the poem.



meaning.


Closure 1. Each group presents their

words to the class,

explaining the correct

meaning.

2. Add the words, sentences,

and drawings to the Word

Wall.


folk song that students

analyzed. Ask: How did

the use of consonance

and/or assonance

reinforce the meaning


responses.



1. Students share their drafts

with a partner. The

partner gives relevant

feedback.

Grade 5


Unit: 01

Lesson: 03




Lesson Preparation

Poetry, Please


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2B,E

5.Fig19A,C,D

5.4A

5.8A

5.14C

5.Fig19A,C,D

5.4A

5.8A

5.9A

5.18C

5.15C

5.16Biii


Guiding Questions



communication.






knowledge of words?

• Authors establish purpose and




understanding.



poetry?







communicate deeper


How can readers


through writing?





understanding.



• Context clue

• Sound effect

• Alliteration

• Onomatopoeia

• Graphic element



Grade 5


Unit: 01

Lesson: 03



• Consonance

• Assonance

• Internal rhyme

• Rhyme scheme

• Sensory detail

• Figurative language

• Point of view

Materials


student)


ÿ Thesaurus (class set)

ÿ Grade-appropriate poems that

have been previously read in

Shared and Independent Reading

(minimum of 1 poem per student)



student)

ÿ Grade-appropriate folk song or

poem that presents a point of view

about an issue (1)

ÿ Grade-appropriate folk songs or

poems that present a point of view

about an issue (minimum of 1

poem per student)



student)

ÿ Grade-appropriate poems in


limited: to Quatrain, Acrostics,


selection (minimum of 1 poem

per student)



student)

ÿ Teacher Writer’s Notebook (1)


Attachments and

Resources


as appropriate.


as appropriate.



Sensory Language in

Poetry.




as appropriate.

2. Prepare to display Anchor

Chart: Reader’s

Response Questions


as appropriate.

Grade 5


Unit: 01

Lesson: 03





Techniques-Sound

Effects.

4. Locate a poem/folk song

that is a response to a

particular issue (e.g., civil

rights, worker’s rights, the

Great Depression, etc.)


Teacher Notes

This Daily Lesson reviews the

poetic techniques used in Daily

Lessons 20-23.



Grade 5


Unit: 01

Lesson: 03









give examples and non-examples

of the word. Students may use a

dictionary or thesaurus as a

resource if necessary.




use poetic techniques to reinforce

meaning in poems.



identify and analyze how poets use

rhyme and sound effects to

reinforce meaning in poems.



revise poems using graphic

elements.

Mini Lesson 1. Display a poem that has

been previously read.

Choose a word that is

unfamiliar, interesting, or

has multiple meanings.

2. Reread the sentence(s)

that contain the word and

circle or underline words

that help the reader know

what the word means.

3. Write a definition based

on the clues. Give other

examples of the word

(synonyms) or other

contexts the word could

be used in. Then give non-

1. Display the Anchor

Charts: Evaluating

Sensory Language in

Poetry and Poetic

Techniques-Sound Effect.

2. Display and read the

selected poem. Model

effective fluency.

3. Ask: What sound

effects are used in the

poem? Discuss

responses and use the


Sensory Language in

Poetry. Think Aloud the

steps of analysis.




Questions about the use of

poetic techniques.

2. Tell students to choose

poems that are different

from the ones analyzed in

Shared Reading.

3. Explain that they will read

the poems and look for

rhyme scheme, internal

rhyme, alliteration,

consonance,

assonance, onomatopoeia,

figurative language, and

1. In the Teacher’s Writers

Notebook, model revising

the poem about a

character for graphic

elements using the model

poem as a guide. Think

Aloud about line length,

line breaks, stanzas, and

capital letters.



Grade 5


Unit: 01

Lesson: 03


examples (antonyms).

4. Confirm meaning with a

dictionary or thesaurus.

(optional)

4. Highlight and label the

different sound effects.

5. Ask: What sensory


language is used in the

poem? Discuss

responses and use the


Sensory Language in

Poetry. Think Aloud the

steps of analysis.

6. Highlight and label the

sensory language and

figurative language.

7. Think Aloud the meaning

of the folk song and

discuss the point of view

of the song/poem. Discuss

the perspective of the

author and any bias that is

presented in the

song/poem.

sensory language. They

will then determine the

meaning of the poem and

think about how the poetic

technique reinforces the

meaning of the poem and

the author’s point of view.

Learning Applications 1. Students find an


multiple meaning word in a

previously read poem.


choose 2-3 poems from

the collection and look for

more examples of the



directions given in the Mini

Lesson. They record their


poems about a character

for graphic elements using

the selected poem as a



Grade 5


Unit: 01

Lesson: 03



and the clues that help

the reader determine the

meaning.

3. Using the clues, students

write what they think the

word means.

4. Students give examples

and non-examples of the

word.

5. Students confirm with a

dictionary and thesaurus.

(optional)

sound effects, sensory


language used in the

poem.

2. Students evaluate the

meaning and point of view

of the poem.

3. Students add the

techniques, definitions,

and examples to their


responses in their


guide. Students consider

line length, line breaks,

stanza, and capital letters.


Closure 1. Students share their word

with a partner including

definition, examples, and

non-examples.

1. Ask: How do these

techniques reinforce or

enhance the meaning


responses.



1. Students share final drafts

with a partner. The

partner gives relevant

feedback.



Grade 5


Unit: 01

Lesson: 03


Lesson Preparation

Poetry, Please


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

5.2B,E

5.4A

5.8A

5.14C

5.18C

5.Fig19A,C,D

5.4A

5.8A

5.9A

5.18C

5.15E

5.16Bi-iii


Guiding Questions



communication.






knowledge of words?





understanding.



poetry?







communicate deeper


How can readers


through writing?


use writer’s craft to engage and

sustain the reader’s interest and




poetry?


• Context clue

• Point of view

• Sound effect

• Alliteration

• Internal rhyme



Grade 5


Unit: 01

Lesson: 03



• Onomatopoeia

• Consonance

• Assonance

• Quatrain

• Acrostics

• Haiku

• Limerick

Materials


student)


ÿ Thesaurus (class set)

ÿ Grade-appropriate poems that

have been previously read in

Shared and Independent Reading

(minimum of 1 poem per student)



student)

ÿ Grade-appropriate folk song or

poem that presents a point of view

about an issue from Daily Lesson

24 (1)

ÿ Photograph and/or cartoons that

represents the same issue as the

selected song/poem (1)



student)

ÿ Collection of grade-appropriate

books in a variety of genre



student)

ÿ Teacher Writer’s Notebook (1)

ÿ Publishing paper (1 per

student)


Attachments and

Resources


as appropriate.


as appropriate.



Sensory Language in

Poetry.




as appropriate.



Response Questions.


as appropriate.

2. Publish the poem from the

Teacher Writer’s

Notebook.



Grade 5


Unit: 01

Lesson: 03



Techniques-Sound

Effects.

4. Locate the poem/folk song

that is a response to a

particular issue (e.g., civil

rights, worker’s rights, the

Great Depression, etc.)

used in Daily Lesson 24

Shared Reading.


photographs or political

cartoons that also

respond to the same issue

in the song or poem used

in Daily Lesson 24.




05.

Point of view - the specific bias or

perspective that an image maker

brings to a particular scene or

subject about a person, idea, or

event.



04.



03.

Teacher Notes



Grade 5


Unit: 01

Lesson: 03









give examples and non-examples

of the word. Students may use a

dictionary or thesaurus as a

resource if necessary.



identify the point of view in media.



responses to texts read

independently and provide

evidence from the text to




publish poems with poetic

techniques, figurative language,

and graphic elements.

Mini Lesson 1. Display a poem that has

been previously

read.Choose a word that

is unfamiliar, interesting,

or has multiple meanings.

2. Reread the sentence(s)

that contain the word and

circle or underline words

that help the reader know

what the word means.

3. Write a definition based on

the clues.Give other

examples of the word

(synonyms) or other

contexts the word could be

used in.Then give non-

examples (antonyms).

4. Confirm meaning with a

dictionary or thesaurus.

1. Review the poem students

analyzed in Daily Lesson

24.

2. Discuss the poetic

techniques used in the

poem and review the point

of view of the author.


photographs or political

cartoons related to the

poem.

4. Think Aloud finding the

point of view of one of the

images.

5. Ask: How is the point of

view in media related to

the point of view in

text? Discuss responses.


Reader’s Response

Questions. Review each of

the questions, and add

questions regarding

poetry as necessary.

2. Explain that students will

choose which question or

questions they would like

to answer as a response

to reading. Tell them their

response must reflect

understanding and have

text evidence.

3. If applicable, model writing

a response to one of the

questions using a selected

text. (optional)

1. Display and read the

published poem from the

Teacher Writer’s

Notebook.

2. Tell students that they

need to finalize their

poems and turn them in

for assessment.



Grade 5


Unit: 01

Lesson: 03


(optional) 6. As a class, work through

the remaining images and

cartoons to find the point

of view.

Learning Applications 1. Students find an


multiple meaning word in a

previously read poem.


and the clues that help the

reader determine the

meaning.

3. Using the clues, students

write what they think the

word means.

4. Students give examples

and non-examples of the

word.

5. Students confirm with a

dictionary and thesaurus.

(optional)


Notebook, students

respond to the prompt:

How do authors and

image makers

demonstrate point of

view in their work, and

how does this point of

view affect the reader?

1. Students select their text

for Independent Reading.


question or questions from

the Anchor Chart:

Reader’s Response

Questions.

3. Students read and monitor

comprehension.

4. Students write a response

to reading using their

chosen question. Students

provide text evidence in

their response.

1. Students publish their

poems from their Writer’s

Notebooks.

2. In a small group, students

share their published

poem.



Notebooks to assess how

students are

demonstrating their word

knowledge.

1. Students share Reader’s

Notebook entry with a

partner.

1. Collect Reader’s

Notebooks to assess

students’ knowledge of

analyzing poems for

sound effects that

reinforce meaning.

1. Collect poems to assess

students’ ability to use

poetic techniques in

writing.

Documents

Ready! Set! Go! Starting the Work Lesson Organizer · 2013-08-04 · ©2011, TESCCC 06/11/12 Page 1 of 3 Unit: Lesson Organizer Ready! Set! Go! Starting the Work Fifth Grade English