Unit 1: Literature and Writing Introduction, Overview, Aims, Calendar, and Summative Assessment

Table of Contents Literature class and writing class unit introductions and overviews The summative assessment for literature and writing class (this is written as one assessment but can be broken into parts in order to be

given in reading and writing classes). Aims for literature class and writing class Unit calendars for literature and writing class

5th Grade Literature Unit 1 Overview – Elements of Realistic Fiction5th grade begins with realistic fiction, as it is perhaps the most accessible genre to tackle at the beginning of the year. The unit will focus on story elements and summary, foundational skills they will transfer across genres throughout the year. The unit is centered on the novel, Rules, by Cynthia Lord. Rules explores the topics of friendship, disability, family, and acceptance. Catherine, the narrator, tells the story of her relationship to her autistic brother, her longing for true friendship, and her efforts to keep her life and relationships under control through the use of a set of rules she has created for herself and her brother, David. The novel is thematically rich, so as students learn the fundamentals of narrative elements and summary, they will also explore the nature of rules and friendship.

In order to support scholars’ development of accurate, clear, and complete summaries of text, there is an emphasis in this unit on paraphrasing. Three aims focus on paraphrasing, which are included to scaffold up to the summary practice scholars will do and evaluation of those summaries (both of their own summaries and their classmates’ summaries):

1. Paraphrase by re writing specific sentences within a text in their own words.‐7. Paraphrase by re writing short sections of a text in their own words.‐11. Determine which paraphrased sections of text to include in a summary.

Scholars will start paraphrasing at the sentence level and work up to paraphrasing the broader story level. Although 5 th grade Common Core State Standards include quoting accurately from text, the practice with paraphrasing will both serve as a scaffold to direct quotation and ensure that scholars are better able to use both paraphrasing and direct quotation in their response to text, since both are vital to strong writing about reading.

This reading unit is designed to complement the first unit of study for writing class, which will focus on personal narrative. They will apply what they are learning about narrative structure to their own writing. Each of the texts used in the unit are written in the first person point of view, so scholars will have repeated exposure to this narrative perspective as a model for their own first person point of view writing. Collaboration between reading and writing teachers (if both subjects are not taught by the same person) will be helpful to the successful implementation of the unit. The summative assessment has been created to test both reading and writing skills and to measure scholars’ mastery of unit goals in one exam.

The summative assessment is lengthy and may require the last full class period of the unit. This independent class period will allow scholars to demonstrate their mastery of the unit aims and the transferability of skills they’ve acquired. The summative assessment includes one text excerpt from Joey Pigza Swallowed the Key, so scholars can demonstrate their mastery of the unit skills, and an abbreviated section to test comprehension of Rules. Daily exit tickets and weekly quizzes will include a much higher proportion of questions that test students’ comprehension of Rules. One section of the assessment is allotted to measure scholars’ writing goals. This can be administered at the same time as the reading test or separately in writing class. Regardless, the answers will be dependent on the same texts used in the reading summative assessment. In addition to the summative assessment, a list of formative and diagnostic

assessment types are provided. Before beginning this unit, use scholars’ IA5 data from the previous year and F&P scores to make adjustments to lessons based on diagnostic data. You should formatively assess your scholars during every lesson to inform the shape of your unit and to compare with summative data. See the lessons for sample exit tickets and independent practice assignments that can be used as formative data.

There are twelve aims listed below for this fifteen day unit. Three flex days are provided in order to provide you time to remediate, re-teach, or extend previous aims, depending on the needs of a particular class. Alongside the lesson aims are spiraled skills that should have been explicitly taught in earlier grades and are therefore embedded in the foundational lessons, rather than explicitly re-taught. If diagnostic data (i.e. the previous year’s IA results) reveals that scholars need remediation of some of these concepts, the three “spiral” lesson days are built into the aims calendar for this purpose. Common Core State Standards: Literature

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or

how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3 – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how

characters interact). RL.5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.

Essential Questions: Text:

Is it possible to make life easier if you follow a set of rules? What is true friendship?

Skill: What makes a summary strong? What are the key elements of a realistic fiction?

Enduring Understandings: Text:

Life can be too complicated to be guided by a simple set of rules, and sometimes rules can overcomplicate life. True friendship is when two people like and accept each other for who they are.

Skill: Paraphrasing to capture all of the most important parts of a story in your own words makes for a strong summary. Characters, plot, setting, and a narrator are all key elements of realistic fiction.

Unit GoalsReaders will:

Identify and analyze the key elements of a narrative, including character, plot, setting, and point-of-view Accurately and succinctly paraphrase information from texts to describe or explain the key elements of a text Summarize the key elements of a narrative orally and in writing

Evaluate the quality of their oral and written summaries

5th Grade Writing Unit 1 Overview – Personal Narrative

In this unit, you will teach the essentials of narrative writing. In addition to helping students gain a sense of sequencing, pacing, structuring stories, and developing their descriptive details, we teach narrative so that teenagers know that we value them. Adolescents need to know that their stories matter, regardless of how small the moments may seem. This unit of honest writing will go a long way in fostering a safe, open classroom environment and discourse space.

In this unit, you will ask your students to share experiences from their thoughts and lives. You will ask them to reflect and write from their own experiences, and then transform and expand those nuggets of thought into well-written, natural, and logical stories. These stories not only help them build independent thinking, but they also help with their analysis of literature. Students who can conceive of and create a well-structured narrative that incorporates narrative techniques, which develop experiences, events, and characters, then have the skills to better interpret the stories and novels that they read.

Deliberately introduce the writer’s notebook and show students not only how to care for and hold onto it by being responsible for bringing it back and forth to and from school on a daily basis, but also how to use it as a resource. Focus on building the daily habit of writing in the notebook. Model writing regularly for your class, thinking aloud the process involved and explaining the techniques and strategies you use. Teach them how to reread their writing for themes and ideas by modeling with your own writer’s notebook. The essential habits that students should develop in Unit 1 are listed with the aims sequence and built into the unit calendar. They are important to teach because these skills will help set your scholars up for a year of success as independent writers and thinkers.

In addition to the habits listed in the aims sequence, be sure to focus on: Public Journals – Make sure that the writers’ notebooks are not private journals and that students expect to share them with you and their peers.

One way to do this well is through 5-10 minute weekly notebook tours where students take their teammates on a figurative tour of their notebook work.

Organization – If you have not yet designed a system by which to keep track of student work over the course of the year, be sure to implement it during this unit. Utilize writing folders and portfolios to track both on demand and process writing work from every unit. This archive will serve as a great tool for engaging with parents and for analyzing growth from unit to unit and across the year.

Application of Language Standards into Writing – As you review the unit calendar, you can see how language/grammar lessons are woven into the writing work across the unit. When you review individual lessons, you will be able to see how these lessons incorporate the language standards in a way that ensures students practice these standards within the context of their own writing.

Students who write well have many models to help them. Be sure to share and analyze multiple mentor texts with your students and note how these texts

show the essentials of narrative (they tell a story, have characters, are usually chronologically ordered, narrow the time span of the story by using dialogue, pacing and description, make a movie in the reader’s mind, and reflect on an event or experience). In addition to analyzing published texts, model writing regularly for your class (both in your writer’s notebook and on separate drafts). When you model, think aloud the process involved and explain the techniques and strategies you use.

In literature class students are reading texts written from the first person point of view. The learning in writing class should intersect with the learning done in literature class. One way to do that is to pull your mentor texts from the class novel. If you are not the literature teacher, make time to co-plan with the literature teacher in order to execute a fully effective unit.

Common Core State Standards: WritingWriting Standards

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3b Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to

situations. W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3e Provide a conclusion that follows from the narrated experiences or events. W.5.4 Produce clear and coherent writing in which the development, organization, and style, are appropriate to task, purpose, and audience. W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28-29 of the Common Core Standards. See the "Language Standards" tab for the language standards.)

W.5.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language Standards L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.5.2e Spell grade-appropriate words correctly, consulting references as needed. L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their functions in particular sentences.

o *in IA #1 scholars will learn conjunctionso * in IA #4 scholars will learn prepositions and interjections

L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.

L.5.2a Use punctuation to separate items in a series.

Italicized standards need to be spiraled into every unit.

*Standard W.5.6 calls for students to use technology to produce and publish writing. Incorporate this standard into your classroom practice whenever you are able to do so.

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Essential Questions: How do I best engage my readers and echo the narrative techniques observed in mentor texts? Why is it important to be able to express my thoughts and feelings in writing? Why is it necessary to follow conventions in our writing?

Enduring Understandings: Writing is a process. Writing and reading other’s writings helps us to understand the world around us. Narratives allow us to share personal experiences to connect with and influence the world. We all have memories and memories have the potential to change us or others.

Unit GoalsStudents will identify themselves as writers with stories to tell. After analyzing and naming the qualities of strong narrative writing, they will develop and produce a personal narrative that incorporates these qualities. Students will also be able to produce an end of unit on-demand writing sample that demonstrates these qualities, as well.

Unit AssessmentsBelow are descriptions of the diagnostic, formative and summative assessments for Unit 1. The formative assessments may be used daily, weekly, and in combination to measure scholars’ progress toward unit goals. The summative assessment should be delivered uniformly across the grade in order to accurately measure scholars’ achievement.

Diagnostic Formative Summative F&P scores ELA State Test scores IA 5 data (per standard) Scholars’ self-

assessment, reading survey and goals sheet

Do Nows Class work artifacts

from reading notebooks, graphic organizers, class or small-group discussions, etc.

Scholar-teacher conferences

Weekly Quizzes Homework Exit tickets

Unit 1 Summative Assessment

IA 1

Data Tracker

Use this spreadsheet to log and track your scholars’ progress throughout the unit. The summative assessment is aligned to the aims for the unit. However, you should analyze diagnostic data before beginning the unit to determine which (if any) aims need to be modified, dropped or included to make the unit fit the needs of your scholars. Additionally, you should regularly collect formative data on your scholars’ progress, especially for aims that may not be tested on the summative assessment. More data points per aim will give you a clearer picture of your students’ progress. The spreadsheet is formatted as an Excel spreadsheet that you can manipulate directly inside of this document or cut and paste into your Excel program. Type in your scholars’ names and scores according to the assessment type (diagnostic, formative, and summative).

Aims

Assessment Type D F S D F S D F S D F SScholars

Identify the main idea of a text by determining its central topic (i.e. what it'smostly about).

Identify the protagonist by determining which character is the main character (has a desire and faces an obstacle to it).

Identify the first-person point of view in the text by noting that the narrator is a character in the story (in this case, the protagonist).

Analyze a character by identifying and inferring his traits (physical, social, emotional).

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Name:____________________________________ Class:__________________

Score:_____________ Scale:_____/35 pts.

5 th Grade Unit 1 Summative Assessment in Reading

SECTION 1

Directions: Read this excerpt from Joey Pigza Swallowed the Key by Jack Gantos. Then, answer all of the questions that follow. Show What You Know!

1. Mrs. Maxy had…read my file. When I arrived in her class she assigned me my seat and said that she was going to give me a fair chance to show just how good I could be. And all that first day she kept glancing at me with the “I got my eye on you” look. I was used to people keeping an eye on me, especially after last year, when a special counselor was called in to follow me everywhere. He gave me tests and kept sending reports home to Grandma, which she called junk mail and threw in the trash.

2. I had taken my special meds at breakfast and they were working good so I was mostly sitting still, looking right back into Mrs. Maxy’s eyes and shouting out the answers when we did our math drills.

3. Before lunch my seat felt like any old hard seat, and I felt like any old kid. But after lunch I felt as if I was sitting on a giant spring and it was all I could do to keep it from launching me head first up into the ceiling. My morning pill was supposed to last all day but it gave out on me. I gripped the bottom of my chair and held tight and watched the second hand on the clock sweep around and around. And it wasn’t that the important stuff Mrs. Maxy had to say went in one ear and out the other. It was that it didn’t go in at all but just bounced off. And when the bell rang I loosened my grip and blasted off for the door.

4. But Mrs. Maxy was waiting for me.5. “Not so fast, Joey,” she said, and snagged the back of my shirt collar as I ran by.

“We need to talk.”6. That’s when she sat me back down and told me about her rules. I had to stay in my

seat, she said. No running, jumping, or kicking. Keep my hands on top of my desk. I wasn’t allowed to look over my shoulder. No touching the person in front of me. No fidgeting and no drawing on myself. And I absolutely wasn’t allowed to say anything until I raised my hand and was called on.

7. She had all the rules printed out on a little white note card. “Now these are my basic rules,” she said to me, and taped them firmly to the upper corner of my desktop. “They apply to everyone in the class. I make no exceptions. So if you work by these rules and keep your mind on your studies, then you and I will not have any problems.”

8. Problem was, I wasn’t listening. She had on bright red nail polish and I couldn’t get my eyes off the way her fingers tapped on my desktop and were leaving tiny half-

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moon dents in the wood. And the next day I sure didn’t remember a thing she said, and by lunchtime my meds had worn off again and I was spinning around in my chair like it was the Mad Hatter’s Teacup ride at the church carnival.

9. “Joey,” Mrs. Maxy said, “will you come up to my desk, please?”10. I did. I stood before her and hopped from foot to foot as if I had to pee.11.“You’re losing it, Joey,” she whispered, and set one hand on my shoulder to settle

me down. “Remember the rules?”12.“Rules?” I asked, kind of lost.13.“Didn’t we have a talk yesterday?” she asked.14.“I’m a little antsy,” I said. “I get this way and I need to do stuff. My grandma used

to give me a broom and make me sweep the sidewalk all the way around our block.”15.Mrs. Maxy shook her head back and forth. “Well…I’ve got something you can help

me with.”16.She gave me a box of used pencils to sharpen. Everyone else was doing some old

social-studies handout about presidents. When I got to skip it and just sharpen pencils our class president, Maria Dombrowski, gave me a look. I figured she was jealous because in less than a week I was already the teacher’s pet and got to do all the fun stuff. I just crossed my eyes and kept going.

17. I stuck the first pencil in the sharpener and began to turn the crank. I loved the sound of the wood and lead being ground down. I lowered my nose to just over the sharpener and sniffed the clean smell of wood shavings, which smelled like the inside of my mom’s blanket chest where I used to hide from Grandma then pop up and scare her bloodless. I just kept turning the crank and pushing in the pencil and finally I had it ground down to an inch above the eraser. I pulled it out and checked the tip. Sharp as a needle. I put it in the box and got another and began to grind it down.

18.When I finished that I found a couple pieces of chalk and sharpened those down so that when I stuck the flat end up between my upper lip and gum they hung down like fangs. Then I saw some Popsicle sticks on the art cart that were used to make paper puppets. I made sure Mrs. Maxy wasn’t looking then grabbed one and stuck it in the sharpener. I began to turn the crank, but it didn’t turn so well and finally it jammed up and I couldn’t get the stick out. I nervously glanced at Mrs. Maxy and luckily she was busy stapling all the presidents’ heads on a bulletin board. I yanked at the stick again but it was stuck real good and I only ended up with splinters in my hand.

19. I wrapped the bottom of my Pittsburgh Penguins hockey jersey around it and tugged with one hand and turned the crank with the other. The stick came loose and I stumbled back against an empty desk and my fangs fell out and rolled across the floor in pieces.

20.Mrs. Maxy looked over at me and so did everyone else. “Joey,” she asked, “is there a problem?”

21.The question made me feel jittery. I picked up my fangs and stood real still.22.“No, Mrs. Maxy. No problem,” I said in a small mouse voice…23.The sharpener had a bunch of holes for different sized pencils, like a regular hole for

No. 2 pencils, then when you turned the dial there was a bigger hole for thicker

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pencils, and even a hole big enough for one of those giant clown pencils that are about as thick as my finger.

24.Mom had said I needed to cut my long fingernails back because I was scratching myself all up in my sleep. Plus, I thought it would be cool to grind my nails down to sharp points and look like a vampire. So I stuck my little finger in and gave it a good turn but in an instant I jerked it out and started shrieking.

25.Mrs. Maxy spun around and ran toward me.26.“I slipped. I slipped,” I hollered. “It was an accident.”27.“Let me see that,” she said, and grabbed my hand.28. I held my finger up in the air and it was only a little scratched up and bloody on the

tip. But the nail had been yanked over to one side and was just hanging there like when you peel the shell off a shrimp.

29.“It doesn’t hurt,” I said, trying to get my hand away from her and shove it down into my pocket where no one could see it. “It’s okay.”

30.The next thing I knew Mrs. Maxy had a wad of tissues around my finger and she held it tightly with one hand and told me that it was going to be all right…

31.“It’s not good to hurt yourself,” she said calmly.32.“I was just playing vampire,” I explained.33.She took me directly to Nurse Holyfield, who said she’d seen worse and not to worry,

other kids had done the same. She fixed me up with a big white bandage around my finger so that it looked like a stick with a huge wad of cotton candy on the end.

34.“The nail will fall off,” she said. “But don’t worry. You’ll grow another.”35.“Is there a fingernail fairy?” I asked her. “’Cause if there is I’ll put it under my pillow

and get a dollar.”36.She smiled at me, glanced up at Mrs. Maxy, and nodded like they both knew

something about me I didn’t know. People were always giving each other secret looks around me. But I didn’t care. I had private thoughts of my own that I didn’t share with them, so it made us even.

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1. Summarize this excerpt in your own words by including the major events of the excerpt. (4 pts.)

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Summarize the plot by describing the initiating event, the key events leading to the climax, and the resolution. Paraphrase by rewording a story or passage in their own words.Paraphrase by re‐writing short sections of a text in their own words.

2. In paragraph 8, what does Joey’s behavior best show about him? (2 pts.)

a. He is often entertaining.b. He is frequently odd.c. He is extremely disrespectful.d. He is highly distracted.

Analyze a character by identifying and inferring his traits (physical, social, emotional). Locate particular details in complex texts by skimming for key words and specific content.

3. The narrator of this excerpt is (1 pt.)a. Mrs. Maxyb. Joeyc. Maria Drombrowskid. Someone outside of the story

The narration of this excerpt is in the: (1 pt.)a. First person point-of-viewb. Third person point-of-view

How do you know? Explain your answer by using evidence from the text. (2 pts.)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Identify the first-person point of view in the text by noting that the narrator is a character in the story.

4. Read the following line from paragraph 26.

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“I slipped. I slipped,” I hollered. “It was an accident.”

Why does Joey say this? Use details from the story to support your answer. (3 pts.)_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Identify the protagonist’s “plans” to tackle his/her conflict by tracking his actions and dialogue leading to the climax.

5. In paragraphs 17-22, why is Joey putting other objects into the pencil sharpener? (2 pts.)

a. He wants to make a vampire costume with fangs made of chalk.b. He wants to be helpful to Mrs. Maxy by sharpening other objects that need

sharpening.c. He wants to continue to enjoy himself, even though he has finished

sharpening the pencils.d. He purposefully wants to break Mrs. Maxy’s rules in order to annoy her.

Identify the protagonist’s “plans” to tackle his/her conflict by tracking his actions and dialogue leading to the climax.

6. Which line from the story shows the main cause of the conflict in the story? (2 pts.)

a. “’No, Mrs. Maxy. No problem,’” I said in a small mouse voice…b. “But the nail had been yanked over to one side and was just hanging there

like when you peel the shell off a shrimp.”c. “People were always giving each other secret looks around me.”d. “And the next day I sure didn’t remember a thing she said…”

Identify the causes of a protagonist's conflict by analyzing the effects of the “initiating event” of a story.

7. Based on the excerpt, you can infer that in Mrs. Maxy’s classroom, usually (2 pts.)

a. students listen to Mrs. Maxy’s directions and follow them.b. students do small jobs around the classroom when their work is done.c. students misbehave and get away with it.d. students have accidents that require the nurse’s attention.

Describe setting by identifying the time, place and situation (initiating event).

8. What is this story mostly about? (2 pts.)

a. Mrs. Maxy tries to make life more difficult for Joey than for her other students.

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b. Mrs. Maxy’s rules are not effective with Joey, because he can’t focus on them.c. Joey has a terrible accident that results in the loss of a fingernail.d. Joey is the worst student in the class, because he is always getting into

trouble.Identify the main idea of a text by determining its central topic (i.e. what it's mostly about).

9. Who is the protagonist and who is the antagonist in this story? Use examples from the text to support your answers. (4 pts.)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Identify the protagonist by determining which character is the main character (has a desire and faces an obstacle to it).Identify the antagonist by determining which character or other force is an obstacle to the protagonist’s desire.

Read the final three sentences of the excerpt and use them to answer questions 10 and 11:

People were always giving each other secret looks around me. But I didn’t care. I had private thoughts of my own that I didn’t share with them, so it made us even.

10.What is Joey saying in these lines? Rewrite these lines in your own words. (2 pts.)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paraphrase by re‐writing specific sentences within a text in their own words.

11. What do these lines show about Joey? Use text details to support your answer. (3 pts.) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe the protagonist in a text by summarizing (orally and in writing) his traits, his response(s) to the conflict, and the changes he undergoes.

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SECTION 2

Directions: Read and answer the questions about Rules that follow. Show What You Know!

1) If Catherine were to write a rule at the very end of the book, it would most likely be (1pt.)

a. You can’t count on life to be fair, so it’s better not to get your hopes up.b. A true friend knows all about you and likes you anyway.c. If you follow the rules, you won’t get hurt.d. When you don’t have the right words to say, it’s better not to say anything.

Identify the main idea of a text by determining its central topic (i.e. what it's mostly about).

2) Jason’s friendship helps Catherine to change from (1 pt.)

a. mature to immatureb. generous to selfishc. self-conscious to self-confidentd. impatient to patient

Analyze a character by identifying and inferring his traits (physical, social, emotional).

3) In the book, Rules, one of Catherine’s rules for herself is:

“Sometimes you’ve gotta work with what you’ve got.”

Why does Catherine have this rule for herself? How does the meaning of the rule change from the beginning to the end of the story? Use details from the passage to support your answer. (3pts.)

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Describe the protagonist in a text by summarizing (orally and in writing) his traits, his response(s) to the conflict, and the changes he undergoes.

Rules questions adapted from: http://www.cynthialord.com/pdf/rules_discuss.pdf

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Section 3Personal Narrative – 5th Grade Writing

The first section of this assessment measured your mastery of your unit goals in Literature class. This section of the test will measure your mastery of your unit goals in Writing class. As you work, it is important that you show what you know about writing personal narratives. At the beginning of the unit, you completed a diagnostic showing how much you already knew about writing personal narratives. Now that we’re done with the unit, I want to see how much you learned about writing personal narratives. Clearly, you won’t have three weeks to work on this one, so it won’t be as long or polished, but it should still demonstrate as many of those qualities from our narrative checklist as possible. If you would like, you can write long about one of the brainstorm seeds from the beginning of this unit, just so long as it isn’t the same story you just turned in today!

In your narrative, be sure to:

Create a clear sequence of events Incorporate description of characters and their responses to situations Use precise words and phrases Check for editing conventions we’ve studied

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Part 3, Grading Rubric

When you are finished with section 3, review the rubric, check your work, and put a in the box of the grade you think you deserve. I’ll highlight the box when I grade it and then we can see where we differ.

15 10 5Incorporate description to show the response of a character to a situation

You did this at least twice with at least three sentences total.

You did this at least once with at least two sentences total.

You did this at least once with at least one sentence.

Replace vague words and phrases with more precise concrete words and phrases.

There are at least three places where you showed these revisions.

There are at least two places where you showed these revisions.

There is only one place where you showed this revision.

Incorporate transition words, phrases, and clauses to manage the sequence of events.

You used at least three of the transition words, phrases, or clauses from this unit

You used at least two of the transition words, phrases, or clauses from this unit

Uses a capital letter to begin all sentences, spells spelling and vocabulary words correctly.

Always!

Uses conjunctions to join ideas.

Correctly joins at least 3 ideas with conjunctions.

Correctly joins at least 2 ideas with conjunctions.

Total points for Section 3 = /55

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Section 4Assessment of Language Standards (45 points – 5 points per question)

Directions: Answer the following questions and do your best!

1. Underline the nouns in the following sentences, circle the verbs and then insert both an adverb and an adjective to make each sentence more specific.

Roberta gave me my money.

I took the money and put it in my pocket.

2. Write a compound sentence that uses one of the conjunctions that we’ve studied.____________________________________________________________________________________________________________________________________________________________________

3. What is an adverb’s job? _________________________________________________________

4. Define a verb - ___________________________________________________

5. How do nouns and adjectives work together? ____________________________________________________________________________________________________________________________________________________________________

6. What are the roles of the three conjunctions we’ve talked about this week? a. Or – ___________________________________________________b. But – ___________________________________________________c. And – ___________________________________________________

7. Which of the following sentences uses commas in a series correctly?a. I love, cookies, ice cream and candy.b. I love cookies, ice, cream, and, candy.c. I love cookies ice cream and candy.d. I love cookies, ice cream, and candy.

8. The following sentence is written correctly twice below. Circle the two examples that are written correctly.

a. “Rules is written by Cynthia Lord.b. Rules ” is written by Cynthia Lord.c. Rules is written by Cynthia Lord.

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d. Rules is written by Cynthia Lord.e. Rules is written by Cynthia Lord.

9. Read the following Tom Paxton lyrics from “The Marvelous Toy.” Then replace one noun with a new noun, two of the verbs with other verbs, and insert two adjectives.

When I was just a wee little lad, full of health and joy, my father homeward came one day and gave to me a toy. A wonder to behold it was with many colors bright and the moment I laid eyes on it, it became my heart's delight.

It went zip when it moved and bop when it stopped and whirrrrr when it stood still. I never knew just what it was and I guess I never will.

Total Score for Section 4 ____ /45 Teacher / Parent Comments:

Overall Score for Sections 3 and 4________ %

Parent/Guardian Signature ____________________

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Aims for Literature ClassLiterature Class Primary Aims Secondary Skills to be Spiraled into Literature Lessons

1. Paraphrase by re writing specific sentences within a text in their own words.‐2. Identify the main idea of a text by determining its central topic (i.e. what it'smostly about)

Identify who, what, where, when, and why in a text.

3. Identify the protagonist by determining which character is the main character (has a desire and faces an obstacle to it).

Identify who the story is mostly about and what s/he wants. Identify conflicts (problems) in the story and identify who is experiencing

those problems.4. Identify the first-person point of view in the text by noting that the narrator is a character in the story (in this case, the protagonist).5. Analyze a character by identifying and inferring his traits (physical, social, emotional).

Define traits as qualities that describe a character and are fairly constant (i.e. a burst of emotion does not constitute a trait).

Define traits as physical (i.e. how a character looks), social (i.e. how a character behaves with others), and emotional (i.e. how a character feels most of the time).

6. Identify the cause of a protagonist's conflict by analyzing the effects of the “initiating event” of a story.

Identify the first sign of ‘trouble’ for the protagonist in the text. Note when the exposition turns into the rising action.

7. Identify the antagonist by determining which character or other force is an obstacle to the protagonist’s desire.

Identify who or what is causing a problem for the protagonist.

8. Describe the protagonist in a text by summarizing (orally and in writing) his traits, his response(s) to the conflict, and the changes he undergoes. Paraphrase by re writing short sections of a text in their own words.‐9. Describe setting by identifying the time, place and situation (initiating event).10. Identify the protagonist’s “plans” to tackle his/her conflict by tracking his actions and dialogue leading to the climax.

Plot a story’s events along a plotline. Analyze the connections between events within the rising action. Analyze the success or failure of the protagonist’s plans (extension).

11. Summarize the plot (orally and in writing) by describing the initiating event, the key events leading to the climax, and the resolution. Determine which paraphrased sections of text to include in a summary.

Identify the key characters, plot points, and setting of the story.

12. Evaluate the quality of own and others’ oral and written summaries.

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Procedures: Below you’ll find a list of several procedures that you will need to introduce and reinforce throughout the first several weeks of the school year in order to have your Literature class up and running smoothly. This list may not be comprehensive, since you may have additional or varied procedures you would like to introduce to your scholars. However, it is essential that these become embedded into your lesson plans, rather than become aims in and of themselves. To give you an example of how you might roll these out across the unit, see the sample aims calendar, below. Of course, you may need to adjust the order in which procedures are introduced, according to the needs of your class.

- Set expectations for read aloud- Set expectations for independent reading- Set shared reading expectations (i.e. picking up, lower-the-level responses, reading volume, etc.)- Set scholar work expectations for EBQs - Set exit ticket expectations- Set homework expectations- Set expectations for reading response notes and notebook set-up*- Set expectations for turn-and-talk and partner work - Reinforce expectations for independent reading (and deliberately/transparently build-in increased stamina expectations)- Set expectations for quiz and test-taking - Introduce mastery (and other data) tracking system(s)- Introduce book tracking system

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Writing Class AimsWriters will be able to:

1. Generate ideas for writing by reflecting on themselves, personal history, and experiences. After trying two generating strategies for 5-10 minutes, they will choose one idea and develop it into a long notebook entry. Generating strategies include but are not limited to:

a. listing issues | people | moments,b. creating house and neighborhood maps,c. considering important life topics,d. telling a writing partner about a personal experience by retelling it as a story (moment by moment)

2. Analyze several mentor texts and list the qualities of strong personal narrative writing. 3. Reread their notebooks, choose and commit to an entry to develop into a finished piece of writing by closing their notebooks and writing a new

draft of the same ideas/story.4. Plan clear event sequences using a storyboard.5. Incorporate description to show the response of a character to a situation.6. Carefully reread in order to replace vague words and phrases with more precise concrete words and phrases.7. Incorporate transition words, phrases, and clauses to manage the sequence of events.8. Break large text chunks into paragraphs in order to pace and develop events. 9. Analyze mentor texts for different types of endings, categorize types of endings, and write several different endings for their narratives. 10. Revise unimportant portions of the story by deleting clauses or sentences that are unimportant. 11. Reread for meaning and incorporating revision techniques studied during this unit while typing the final draft of the story.12. Edit draft for proper capitalization and punctuation.13. Publish writing by creating a “Who Are We?” class book, adding it to the classroom library, and selecting the best portions of their stories to

share with a small group.

Writing behaviors and mindsets to teach and practice during this unit: expectations and how to care for the writer’s notebook both teacher and scholar expectations for writing conferences (students explain what they are doing as writers (not just the topic) when talking

about their writing) what independent writing time should look, feel and sound like setting goals for themselves as writers and for the class as a whole how to turn and talk with a partner taking their writing partners on a notebook tour (to ensure that the writer’s notebook is seen as tool for school and thinking and not as a

private journal. This should happen 2-3 times during this unit with about 5 minutes sharing time per partner) how to assess themselves on their participation, conferring, partnerships, and work quality during writing workshop

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Language Standards (infused as aims into unit calendar): L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their functions in particular sentences.

o *in IA #1 scholars will learn conjunctionso * in IA #4 scholars will learn prepositions and interjections

L.5.2d Use underlining, quotation marks, or italics to indicate titles of works. L.5.2a Use punctuation to separate items in a series. L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

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Literature Aims Calendar Note: Lesson types are listed next to each day. Primary Aims are listed first. Secondary skills are listed beneath the primary aims in parentheses. Finally, suggested procedures and text selections are listed.Week 1Day 1 – (GSK) (Identify who, what,

where, when, and why in a text.)

Paraphrase by re‐writing specific sentences within a text in their own words.

Procedures:- Set expectations for

read aloud- Set shared reading

expectations (i.e. picking up, lower-the-level responses, reading volume, etc.)

- Set exit ticket expectations

- Set homework expectations

Model Text: “People Don’t Always Understand” by Prudence FangShared Text: Rules p. 1-12

Day 2 – (GSK) Identify the main idea

of a text by determining its central topic (i.e. what it's mostly about)

(Identify who, what, where, when, and why in a text.)

Procedures:- Set expectations for

read aloud- Set shared reading

expectations (i.e. picking up, lower-the-level responses, reading volume, etc.)

- Set exit ticket expectations

- Set homework expectations

Model Text: “People Don’t Always Understand” by Prudence FangShared Text: Rules p. 13-28

Day 3 – (GSK) Identify the

protagonist by determining which character is the main character (has a desire and faces an obstacle to it).

(Identify who the story is mostly about and what s/he wants.)

(Identify conflicts (problems) in the story and identify who is experiencing those problems.)

Procedures:- Set expectations for

reading response notes and notebook set-up*

Model Text: p. 31-42 of Tiger RisingShared Text: Rules p. 29-40

Day 4 – (GSK) Identify the first-

person point of view in the text by noting that the narrator is a character in the story (in this case, the protagonist).

Procedures:- Set expectations for

turn-and-talk and partner work

- Set scholar work expectations for EBQs

Model Text: p. 31-42 of Tiger RisingShared Text: Rules p. 41-49 and “Living with Autism” by Marina O.

Day 5 – (GSP) Quiz re: content of IR

texts and of the week’s skills (10-15 minutes)

Describe setting by identifying the time, place and situation (initiating event).

Procedures:- Set expectations for

quiz and test-taking

Model Text: p. 31-42 of Tiger RisingShared Text: Rules p.50-58

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Week 2Day 6 – (GSK) Analyze a character by

identifying and inferring his traits (physical, social, emotional).

(Define traits as qualities that describe a character and are fairly constant [i.e. a burst of emotion does not constitute a trait].)

(Define traits as physical [i.e. how a character looks], social [i.e. how a character behaves with others], and emotional [i.e. how a character feels most of the time].)

Procedures:- Introduce mastery

(and other data) tracking system(s)

Shared Text: Rules p.59-75

Day 7 – (I-W-Y) Identify the causes of

a protagonist's conflict by analyzing the effects of the “initiating event” of a story.

(Identify the first sign of ‘trouble’ for the protagonist in the text.)

(Note when the exposition turns into the rising action.)

Procedures:- Set expectations for

independent reading

Model Text: p. 31-42 of Tiger RisingIndependent Text: Rules p. 76-97

Day 8 – (I-W-Y) Identify the

antagonist by determining which character or other force is an obstacle to the protagonist’s desire.

(Identify who or what is causing a problem for the protagonist.)

Procedures:- Reinforce

expectations for independent reading (and deliberately/transparently build-in increased stamina expectations)

Model Text: “Coping with an Autistic Brother: A Teenager’s Take” by Erin DavisIndependent Text: Rules p. 98-112

Day 9 – (I-W-Y) Describe the

protagonist in a text by summarizing (orally and in writing) his traits, his response(s) to the conflict, and the changes he undergoes.

Paraphrase by re‐writing short sections of a text in their own words.

Procedures:- Reinforce

expectations for independent reading (and deliberately/transparently build-in increased stamina expectations)

Model Text: p. 31-42 of Tiger RisingIndependent Text: Rules p. 113-133

Day 10 – (GSP) Quiz re: content of IR

texts and of the week’s skills (10-15 minutes)

Evaluate the quality of own and others’ oral and written summaries (from previous day).

Procedures:- Reinforce

expectations for quiz and test-taking

Shared Text: Rules p.134-144

Week 3Day 11 – (GSK) Day 12 – (GSP) Day 13 – (GSK) Day 14 – (GSK) Day 15

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Identify the protagonist’s “plans” to tackle his/her conflict by tracking his actions and dialogue leading to the climax.

(Plot a story’s events along a plotline.)

(Analyze the connections between events within the rising action.)

(Analyze the success or failure of the protagonist’s plans.)

Model Text: p. 31-42 of Tiger RisingShared Text: Rules p.145-161

(Identify the key characters, plot points, and setting of the story.)

Shared Text: Rules p. 162-185

Summarize the plot (orally and in writing) by describing the initiating event, the key events leading to the climax, and the resolution.

Determine which paraphrased sections of text to include in a summary.

(Identify the key characters, plot points, and setting of the story.)

Model Text: p. 31-42 of Tiger RisingShared Text: Rules p. 186-193

Evaluate the quality of own and others’ oral and written summaries.

Shared Text: Rules p. 194-200

Summative Assessment

Procedures:- Reinforce

expectations for quiz and test-taking

- Introduce book tracking system

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Writing Aims Calendar DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Generate ideas for

writing by reflecting on themselves, personal history, and experiences using the strategy of creating house and neighborhood maps

Select and develop one idea into a long notebook entry.

Expectations and how to care for the writer’s notebook

Analyze several mentor texts and list the qualities of strong personal narrative writing.

Generate ideas for writing by completing a heart map

Mid-workshop Interruption Use underlining or quotation marks to indicate titles of works.

Expectations and how to care for the writer’s notebook

Direct Grammar Instruction Explain the function of

nouns and adjectives and use them correctly in their writing.

What independent writing time should look, feel and sound like

Reread their notebooks, choose and commit to an entry to develop into a finished piece of writing by closing their notebooks and writing a new draft of the same ideas/story.

How to turn and talk with a partner/ notebook tours in this partnership

Show what they know on grammar and personal narrative quiz.

Tell a writing partner about a personal experience by retelling it as a story (moment by moment)

Plan clear event sequences using a storyboard.

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 Incorporate description

to show the response of a character to a situation.

Communicate purpose for writing conferences

Direct Grammar Instruction Explain the function of

conjunctions and use them correctly in their writing.

Carefully reread in order to replace vague words and phrases with more precise concrete words and phrases.

Mid-workshop interruption Explain the function of vivid verbs and incorporate them into their writing.

Incorporate transition words, phrases, and clauses to manage the sequence of events.

Mid-workshop interruption Explain the function of adverbs and incorporate them into their writing.

Set goals for themselves and class as writers (begin formally taking status of the class)

Show what they know on grammar and personal narrative quiz.

Break large text chunks into paragraphs in order to pace and develop events.

DAY 11 DAY 12 DAY 13 DAY 14 DAY 15

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Analyze mentor texts for different types of endings, categorize types of endings, and write several different endings for their narratives.

Direct Grammar Instruction Use punctuation to

separate items in a series. Revise unimportant

portions of the story by deleting clauses or sentences that are unimportant.

Reread for meaning and incorporating revision techniques studied during this unit while typing the final draft of the story.

Edit draft for proper capitalization, spelling, and punctuation.

Reread for meaning and incorporating revision techniques studied during this unit while typing the final draft of the story.

Edit draft for proper capitalization, spelling and punctuation.

Publish writing by creating a “Who Are We?” class book, adding it to the classroom library, and selecting the best portions of their stories to share with a small group.

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