Grade 5 Unit 1: Standing Tall - anderson3.k12.sc.us by Andrew Clements (830L) Suggested Poems...

Grade 5 Unit 1: Standing Tall

UNIT OVERVIEW

Unit Essential Question: How do my beliefs influence the decisions I make?

This three week launch unit is designed to introduce students to the rituals,

routines, and rigor of the Common Core State Standards (CCSS). The three week

unit allows for reteaching to mastery and time to establish routines in the

classroom. Within this unit, you will need to assess all students using Fountas and

Pinnell Benchmark Assessments. The theme incorporates the Yearlong Concepts

Introduction found in the first fifth grade social studies unit. The particular focus

will be on the concept of beliefs and ideals, specifically how beliefs and ideals shape

decision making. Students will explore how authors’ beliefs influence what they

write about, and they will be introduced to literary and informational reading genres

as well as seven purposes for writing. Connections between Reading, Writing,

Speaking-Listening, and Language standards as well as connections to the theme

will be made throughout the unit.

The purpose of this unit is to get to know your students and begin to build your

community of readers and writers. Lots of formative assessment is included as a

means to learn who your students are and what they already know about reading

genres and writing purposes.

To support your teaching this year, it would be very helpful if you have a Reader’s

and Writer’s Notebook. See lessons 2-3 for ideas on how to develop them.

This unit is not designed to go in-depth with any of the standards; the purpose is to

familiarize students with the type of thinking that is required by the CCSS.

Subsequent units will include more thorough instruction on the standards as well as

provide much more practice on meeting them.

COMMON CORE STATE STANDARDS

ELACC5RL10: By the end of the year, read and comprehend literature, including

stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the

grades 4–5 text complexity band independently and proficiently.

ELACC5W10: Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two)

for a range of discipline-specific tasks, purposes, and audiences.

ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-

one, in groups, in teacher-led) with diverse partners on grade 5 topics and texts,

building on others’ ideas and expressing their own clearly.

SUGGESTED STUDENT OBJECTIVES

Compare and contrast literary and informational texts and explain why a text

is a specific genre.

Set up a Reader’s and Writer’s Notebook and articulate the purpose of each

“tool” included and how to use them independently.

Describe what Reader’s and Writer’s Workshops look and sound like and their

responsibilities in each.

Choose just right books as well as books in the grade 4-5 text complexity

band.

Perform a close reading of an independent text.

Compare and contrast paraphrasing, summarizing, and retelling.

Read with sufficient fluency to support comprehension.

Use the standards board to improve their learning as well as to measure

progress toward learning targets.

Depict seven purposes for writing and produce an example of each.

Follow agreed-upon rules for discussions; carry out assigned group roles. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

BALANCED ASSESSMENTS

INFORMAL OBSERVATIONS, DIALOGUE AND

DISCUSSION

CONSTRUCTED RESPONSES

PERFORMANCE ASSESSMENTS

SELF-ASSESSMENTS

teacher

observation during classroom

discussions, student work time, and closing

activities conferring

Reader’s and Writer’s Notebook Checklists

Ticket Out the

Door sticky notes

done during guided and independent

reading and writing

graphic organizers specified in

1 Topic = 7

Topics pieces partner fluency

demonstration editing writing oral retelling

end of unit performance task

Reader’s and

Writer’s Notebook Checklists

student reflections Speaking/Listening

rating scale

rubrics created by the class or teacher

Eagle Eye Editing Checklist

Rating the degree to

Unit Performance Task: Our beliefs influence everything we do, from the books

we read to the pieces we write. Use the set of real world literary and informational texts (brochures, magazines, newspapers, menus, books, flyers, etc.) to find

examples of each reading genre and writing purpose we discussed in this unit. Record them on the organizer. Then choose one reading genre and one writing purpose and write an explanation of how the texts illustrate the genre or purpose

you attached to it. Option: Students could also explain in writing why a text was not an example of a genre or purpose. Click here for a sample rubric you can use

to score the task. Teacher Note: Use a variety of real world texts that include interests your

students have, such as SI for Kids, National Geographic World, Time For Kids, e-mails, menus from a favorite restaurant, etc. A newspaper would include all the

genres and writing purposes, so you may choose to use one of those for the task instead.

SUGGESTED WORKS/RESOURCES

The ELA/Literacy Model Content Framework for Grade 5 states students should perform close readings of five to nine short texts of sufficient complexity from

across the curriculum. Short texts can complement the extended text as well as the theme for the unit; informational texts can build the background knowledge

necessary for students to read and interpret the literary texts in the unit. (p. 3) Please preview all the suggested texts before using them with your students.

Teachers may feel some texts are more suitable than others for their particular

anecdotal notes

running records peer feedback Speaking/Listening

rating scale Eagle Eye Editing

Checklist choral reading of

poetry

rubrics created by the class

summary rubric Readers’ Share Authors’ Share

Author’s Chair writing survey

editing checklist

individual

lessons writing pieces

done in the 1

Topic = 7 Topics lessons

written responses to lesson topics

analysis of how a poem’s

structure impacts its meaning

paragraph on how students

chose his/her independent reading book

which they follow

rituals and routines self-evaluation of

fluency over

successive readings

students. Additionally, many different books that illustrate the theme of Standing Tall can be used with the lessons. Feel free to substitute books that are available at

your school.

LITERARY TEXTS

Suggested Short Texts

Aunt Chip and the Triple Creek Dam Affair by Patricia Polacco (510L)

Wednesday Surprise by Eve Bunting (540L)

The Lorax by Dr. Suess (560L)

Three Hens and a Peacock by Lester Laminack (590L)

Junkyard Wonders by Patricia Polacco (660L)

Jennifer Murdley’s Toad by Bruce Coville (700L)

The Mysteries of Harris Burdick by Chris Van Allsburg (760L)

Lotsa de Casha by Madonna Ritchie (770L)

The Chronicles of Harris Burdick by various authors (840L)

Yakov and the Seven Thieves by Madonna Ritchie (850L)

Mr. Peabody’s Apples by Madonna Ritchie (860L)

Amelia’s Fifth Grade Notebook by Marissa Moss

The Children’s Story by James Clavell

Suggested Extended Texts

Wonder by R. J. Palacio (Read prior to using it with your class.)

The Black Stallion by Walter Farley (680L) (on CC list)

Frindle by Andrew Clements (830L)

Suggested Poems

“Belief” by John Mayer

“Mother to Son” by Langston Hughes

Any of the songs listed below could be used as poetry.

INFORMATIONAL TEXTS

Suggested Informational Books

My Librarian is a Camel by Margriet Ruurs (980L)

Suggested Biographies

DK Biography: Mother Teresa by Maya Gold

Mother Teresa by Haydn Middleton (1060L)

Suggested Extended Texts

Mother Teresa by Haydn Middleton (1060L)

Speaking of Journals: Children’s Book Writers Talk About Their Diaries,

Notebooks, and Sketchbooks by Paula Graham

Suggested Speeches, Letters, Political Cartoons, Postcards, Propaganda

Posters

http://www.cartoonistgroup.com/store/add.php?iid=24278 (Political cartoons

– Review before using.)

http://showcase.netins.net/web/creative/lincoln/speeches/gettysburg.htm

(Gettysburg Address)

GOOD HABITS, GREAT READERS

Words Their Way

Good Habits, Great Readers Teacher’s Guide

Good Habits, Great Readers Writing Teacher’s Guide

Leveled books

ART, MUSIC, MEDIA

Art

Thomas Kincaid

o http://www.thomaskinkade.com/magi/servlet/com.asucon.ebiz.biogra

phy.web.tk.BiographyServlet

o http://captaindigital.net/2012/04/06/r-i-p-thomas-kincaid-1957-2012/

(Good resource for teachers; may not want to share all of this with

students. Thomas Kincaid was not a popular artist among his peers;

however, he did not change his style to fit in with other artists. He

stood tall.)

o http://www.thomaskinkade.com/magi/servlet/com.asucon.ebiz.catalog

.web.tk.CatalogServlet?catalogAction=ArtHome (online gallery)

Music

“Belief” by John Mayer

“The Power of One” by Mervyn Warren and Mark Chait

“Love Will Save the Day” by Des’ree

Media

http://theblackstallion.com/web/author

http://www.eduplace.com/kids/tnc/mtai/lauber.html

http://biography.jrank.org/pages/1806/Laminack-Lester-L-1956.html

http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/

writingsurvey.pdf

www.region15.org/file/3465/download

http://www.teachertube.com/viewVideo.php?video_id=187561&title=Katie_

Wood_Ray_on_Building_Writers__Stamina

http://www.corestandards.org/the-standards

http://readingandwritingproject.com/resources/common-core-standards/ccs-

videos.html

http://www.houghtonmifflinbooks.com/features/harrisburdick

SUGGESTED INSTRUCTIONAL SEQUENCE

Lesson 1 Reading: Introduce Reader’s Workshop Lesson 1 Writing: Introduce Writer’s Workshop and discuss how authors’ beliefs and interests influence what they write

Lesson 2 Reading: Introduce the Reader’s Notebook and discuss its purpose. Lesson 2 Writing: Introduce the Writer’s Notebook and discuss its purpose.

Lesson 3 Reading: Tools included in the Reader’s Notebook and how to use them Lesson 3 Writing: Tools included in the Writer’s Notebook and how to use them

Lesson 4 Reading: Independent reading – what it looks and sounds like Lesson 4 Writing: The process writers use to build their writing stamina

Lesson 5 Reading: Choosing just right books – what good readers look at to help them choose Lesson 5 Writing: Purpose and characteristics of an informative/explanatory piece of writing

Lesson 6 Reading: Text complexity and just right books Lesson 6 Writing: Purpose and characteristics of an opinion piece

Lesson 7 Reading: Talking about books Lesson 7 Writing: Purpose and characteristics of a narrative

Lesson 8 Reading: Paraphrasing what is read Lesson 8 Writing: Research connections in reading and writing

Lesson 9 Reading: Setting goals during conferences Lesson 9 Writing: Purpose and characteristics of a reflection

Lesson 10 Reading: Close reading Lesson 10 Writing: Purpose and characteristics of a book review/response

Lesson 11 Reading: Close Reading (Lesson 10 continued) Lesson 11 Writing: Author’s Choice

Lesson 12 Reading: Structure of a poem and its impact on the poem’s meaning Lesson 12 Writing: Using structure to create a poem

Lesson 13 Reading: How fluency supports comprehension Lesson 13 Writing: How the Language standards support writing

Lesson 14 Reading: Differences between a retell and a summary Lesson 14 Writing: Write a summary of a text

Lesson 15 Reading: Complete the performance task. Lesson 15 Writing: Complete the performance task.

ADDITIONAL COMPONENTS

Words Their Way

UNIT LESSONS

Reading Lesson 1: Introduce Reader’s Workshop

Materials

sticky notes

pencils for each student

standards board

chart paper and markers or SmartBoard/Promethean

a variety of books for independent reading

Opening

Introduce the unit theme, Standing Tall, with the class: How do my beliefs

influence the decisions I make? What does it mean to take a stand? Discuss

with students that what authors believe influences their decisions on what to

write about, just as what we believe as individuals influences our choices.

Ask students to turn and talk to a partner and tell him/her one decision they

made that was based on something they believed (e.g., I drank water

instead of a Coke because I want to be healthier). (ELACC5SL1)

Also introduce Reader’s Workshop. In Reader’s Workshop the class will

practice what we believe good readers do, which is too have a daily time for

mini-lessons, conferences, small group reading, independent reading, and

sharing. (ELACC5SL1)

Finally, introduce the standard for today: ELACC5SL1 says: Engage

effectively in a range of collaborative discussions (one-on-one, in groups, in teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. It is

recommended that the standard be displayed for students to see as it is discussed. Ask students to work with you to put the standard in their own

words or to replace key words with synonyms so there is a clear understanding of its meaning. For example, Students could write synonyms for engage effectively, collaborative discussion, diverse partners, etc. It is

helpful to have one student write the synonym(s) on sticky notes and post them on the actual standard. (ELACC5SL1)

Write Reader’s Workshop on a chart or SmartBoard notebook (something

that can be displayed while students become familiar with the rituals and

routines of your classroom). Beneath the title add As a Community of

Readers We Believe…

Brainstorm a list of Reader’s Workshop expectations with students. Have

students turn and talk to each other to share their ideas with a partner

before sharing with the whole group. Chart the ideas and model any

components for/with students, such as moving quietly to and from the mini-

lesson and small group area or sharing time. (ELACC5SL1b)

Practice your ritual for transitioning from the Opening to the Work Time.

Work Time

Have students practice coming to the mini-lesson area, leaving quietly,

choosing a book for independent reading, etc. Then ask them to choose a

spot to read independently. The teacher can also move around the room to

briefly talk to students about their books and get to know them as readers.

Closing

Ask students to turn and tell a partner two things they did today that

followed the rituals and routines of Reader’s Workshop. (ELACC5SL1b)

Writing Lesson 1: Introduce Writer’s Workshop and discuss how authors’

beliefs influence what they write

Materials

sticky notes

standards board

“Mother to Son” by Langston Hughes


Opening

Begin by examining the focus standard for today: ELACC5W10 – Write

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

audiences. It is recommended that the standard be displayed for students to see as it is discussed. Ask students to work with you to put the standard

in their own words or to replace key words with synonyms so there is a clear understanding of its meaning, just as you did in Reader’s Workshop. (ELACC5W10, ELACC5SL1)

Next discuss how authors’ beliefs influence what they write about, and

illustrate by sharing a few mentor texts with students. (These authors have exemplary texts listed in Appendix B of the Common Core Standards.)

Suggested texts include: (ELACC5W10)

o Walter Farley (The Black Stallion): Read the web article “Start of a

Career” found at http://theblackstallion.com/web/author. Why does he write? How are his beliefs about horses illustrated through his

books? o Patricia Lauber: Read the web article “Meet the Author” found at

http://www.eduplace.com/kids/tnc/mtai/lauber.html . Why does she

write, and what role does research play in her work?

o Langston Hughes (“Mother to Son”): Read the poem to students. Tell

them Langston Hughes wanted to tell the stories of his people in ways that reflected their actual culture, including both their suffering and their love of music, laughter, and language itself. What was his

purpose? What message did he want to share that came from his beliefs about his heritage?

o Lester Laminack: Read the interview on http://biography.jrank.org/pages/1806/Laminack-Lester-L-1956.html. How is what Lester believes is important shown through his writing?

Write Writer’s Workshop on a chart or SmartBoard notebook (something that

can be displayed while students become familiar with the rituals and routines

of your classroom). Beneath the title add As a Community of Writers We

Believe…

Brainstorm a list of Writer’s Workshop expectations with students. Have

students turn and talk to each other to share their ideas with a partner

before sharing with the whole group. Chart their ideas and discuss how they,

as a community of writers, will shine this year. (ELACC5SL1)

Finally, plan your procedures for how students get help during Writer’s

Workshop since you will be conferring with students and not readily available

to answer questions. Consider the following: Are supplies (paper, sharpened

pencils, stapler, etc.) available for students to use without having to ask you?

Can students go to the restroom or library during writing time? Could they

ask another student for help if needed? Keep in mind that part of writing is

building stamina, so students should spend as much time as possible writing.


Work Time

Students will choose a topic and write. The purpose is to practice rituals and

routines and to get an idea of what students already know about writing.

Their writing can be any genre, any topic. (ELACC5W10)

Closing

Ask students to turn and tell a partner two things learned about themselves

as writers today. (ELACC5SL1)

Reading Lesson 2: Introduce the Reader’s Notebook

Materials:


Your Reader’s Notebook

materials for Reader’s Notebooks for each student

Reader’s Notebook checklist

Opening

Teacher Notes:

Decide which type of notebook you want your students to have for their Reader’s

Notebook (composition book, spiral notebook, 3-ring binder, two-pocket folder,

etc.). It will be very helpful if the notebook is divided into four sections, so you

might want to also have tab dividers or tabs for each section. Another idea is to

use a 3-ring binder, hole punch a two-pocket folder, and include it in the binder.

Set up your Reader’s Notebook as a model for what you want your students to do.

Aimee Buckner (The Notebook Connections) says: In the reader's notebook I had

found the place for students to document their thinking and growth, to support

their thinking for group discussions, and to explore their own ideas about a text

without each and every entry being a judgment of their reading progress.

Students’ Reader’s Notebooks will be valuable tools as you roll out the CCSS this

year.

Display and read the following quote from Beth at theteacherorganizer.com: Reader's Notebook is the common ground where student freedom meets classroom requirements. Ask students to turn and talk with a

partner about what they think this quote is saying. Then briefly discuss the quote. (ELACC5SL1)

Review the standard (ELACC5SL1). Tell students they are each going to

have a Reader’s Notebook to use as they build their reading lives this year. Explain that over the year students are going to add tools that help them become better readers.

Show students your Reader’s Notebook. Flip through several pages to show

students some of the content and have them turn and talk to their partners about what they noticed. (ELACC5SL1)

Review the standard for today. It is recommended that the standard be displayed for students to see as it is discussed. (ELACC5SL1)

Why have a Reader’s Notebook? Discuss the purposes with students and

begin to chart their answers. Here are some suggestions. Consider turning

your chart into a checklist students can use for the Closing activity.

Reader’s Notebook

A Reader’s Notebook is a place to build my reading life. As a

reader, I can use it to

keep track of my thinking as I read.

record books I’ve read and their genres.

set reading goals and track my progress.

write down notes from my teacher conferences.

respond to what I’ve read.

Spend some time showing students the organization and structure of your

Reader’s Notebook. Here is a suggestion for the sections to include in the

notebook:

o Books I’ve Read – the student’s reading log

o Book Responses – responses to books read independently and/or in

small group reading

o Conference Notes – strengths, goals, and next steps written by the

student as a result of a conference with the teacher or a peer

o Reader’s Tools – contains a copy of the Reading and Speaking-

Listening standards, graphic organizers, reading strategies, notes from

mini-lessons, rubrics, sample exemplary texts, etc. – anything the

student can choose to use to support his/her reading. Tools will be

added to this section throughout the year.


Work Time

During work time today, students will set up their Reader’s Notebooks,

modeling their notebooks after the teacher’s.

Closing

Have students get with their partners to discuss their Reader’s Notebooks.

Provide a checklist so students can evaluate their work based on the

guidelines you provided.

Discuss and practice your ritual for the students putting away and getting out

Reader’s Notebooks.

Writing Lesson 2: Introduce the Writer’s Notebook

Materials:

Amelia’s Fifth Grade Notebook by Marissa Moss (or a text of your choice)

Elmo

A Writer’s Notebook by Ralph Fletcher

your Writer’s Notebook

quotes from the Opening displayed for students to see

writing survey for each student (links in lesson Closing)

Opening

Show students Amelia’s 5th-Grade Notebook by Marissa Moss. (Using the Elmo might make this easier.) Flip through a few pages to illustrate how Amelia uses her notebook to capture her thoughts and life experiences. Then

ask students to tell their partners whether or not they have ever used a notebook like this. (ELACC5W10, ELACC5SL1)

Then review the focus standard from yesterday: ELACC5W10 – Write


audiences. It is recommended that the standard be displayed for students to see as it is discussed. (ELACC5W10, ELACC5SL1)

Hold up a copy of Ralph Fletcher’s A Writer’s Notebook. Ask students to

think about the following quote and how it might relate to the theme, Stand

Tall.

Writers are like other people, except for at least one important difference.

Other people have daily

thoughts and feelings, notice the sky or that smell, but they don’t do

much about it. All those thoughts,

feelings, sensations and opinions pass through them like the air they

breathe. Not writers, writers

react. And writers need a place to record those reactions. That’s what a

writer’s notebook is for.

Ask students to turn and tell their partners their thoughts on this quote and

how it relates to the Stand Tall theme. (ELACC5SL1)

Tell students each of them will be making and using a Writer’s Notebook this

year. In order to get a clear picture of how to use their notebooks, students will take a closer look at A Writer’s Notebook and Amelia’s 5th-Grade

Notebook. (ELACC5W10)

Read the forward from A Writer’s Notebook, pages 1-7, “What is a Writer’s

Notebook, Anyway?”. Stop after Fletcher compares the notebooks to a ditch (page 1). What do you think he means? Have students turn and talk.

Continue reading and stopping to discuss other important ideas/points in the text. (ELACC5W10, ELACC5SL1)

Briefly revisit Amelia’s 5th-Grade Notebook by showing sample pages to students. Ask them to notice the different ways Amelia uses her notebook (sketchbook, notepad, to record ideas or share thoughts on a topic, etc.)

Lead them to the conclusion that each entry could become a piece of Amelia’s writing – narrative, opinion, or informational. Just like Ralph

Fletcher, Amelia reacts to the events around her with noticings and wonderings. (ELACC5W10, ELACC5SL1)

Finally, share with students Lester Laminack’s comments on using Writer’s Notebook: I keep a writer's notebook with me at all times. I am always

tuned in to the world around me and make notes about those things that strike me. I find ideas for stories in everyday events. Saturdays and Teacakes began with the smell of cookies baking in the local grocery store. I

routinely read through my notebooks and on occasion I find a little nugget that can serve as the beginning of a new story. (from

http://biography.jrank.org/pages/1806/Laminack-Lester-L-1956.html)

Share your Writer’s Notebook with students. Explain that you want them to

have a connection to their notebooks just as you do. To assist with this goal, tell students tomorrow they will be personalizing their Writer’s Notebooks

and begin using them to record their writing ideas. So for homework, they may want to bring in pictures, photos, ticket stubs, quotes they’ve collected, favorite poems, invitations, newspaper clippipngs, small objects, etc. to

include in their notebooks – like Amelia, Ralph Fletcher, and you have done. (ELACC5W10, ELACC5SL1)


Work Time

Students will complete a writing survey in order to get to know themselves

as writers and to get to know the community of writers in the class.

(ELACC5W10) Some examples of writing surveys can be found on these

websites:

o http://www.professorgarfield.org/parents_teachers/printables/pdfs/rea

ding/writingsurvey.pdf

o www.region15.org/file/3465/download

Closing

Ask a couple of students to share something they learned about themselves

as writers as a result of doing today’s survey. Then ask them to turn and tell

their partners one object they are thinking of bringing in for their Writer’s

Notebook.

Reading Lesson 3: Tools in your Reader’s Notebook

Materials:

teacher’s Reader’s Notebook

students’ Reader’s Notebooks

reading log

conference notes organizer

Reading for Literature, Reading for Information, and Speaking-Listening

standards, one copy for each student’s Reader’s Notebook

independent reading books

Opening

Tell students in yesterday’s lesson we talked about using Reader’s Notebook to build our reading lives this year. Ask them to turn and talk to a partner about what this ideas means. (ELACC5SL1)

Review the standard for the day (ELACC5SL1). Then tell students just as a

carpenter needs tools to build, readers also need tools as they work with

texts to build their knowledge and skills. Have students turn and talk about

the kinds of tools readers might use to accomplish this task or the kinds of

tools they have used previously when reading. (ELACC5SL1)

Show students the types of tools you have included so far in your Reader’s

Notebook and ask if they named any of the ones you are displaying. Then

take a few minutes to show the tools you have (and are going to provide for

them to add to their notebooks) and discuss how students will use them this

year. (ELACC5SL1)

Here are some suggestions for some tools to include in a Reader’s Notebook:

o Books I’ve Read: Include a reading log for students to keep track of

the books and genres they are reading. Here is an example reading

log.

o Responses: Students will add an example book response and rubric

in Lesson 10.

o Conference Notes: Include an organizer for students to use as they

confer with you. As you give them glows and grows (strengths and

next steps), you’ll have a copy in your Conference Notebook, and

students will write down the same glows and grows in their Reader’s

Notebooks. Here is an example both you and the students might

consider using.

o Reader’s Tools: Include a copy of the Reading for Literature,

Reading for Informational, and Speaking-Listening standards. After

students make their own notebooks during Work Time, they will have

the standards available to unpack in future lessons. Additional tools

will be added throughout the year.

Work Time

Students will add the tools you presented in the Opening to their Reader’s

Notebooks. Practice the ritual you established for students to use when

getting their notebooks.

When they finish, they can read independently.

Closing

Students will work in partners to check their Reader’s Notebooks.

Continue to practice rituals and routines for putting away notebooks.

Writing Lesson 3: Tools in your Writer’s Notebook

Materials:

teacher’s Writer’s Notebook

materials for Writer’s Notebooks for each student

lots of notebook paper


conference notes organizer

Writing and Language standards, one copy for each student’s Writer’s

Notebook

Decide which type of notebook you want your students to have for their Writer’s

Notebook (composition book, spiral notebook, 3-ring binder, two-pocket folder,

etc.). It will be very helpful if the notebook is divided into three sections, so you

might want to also have tab dividers or tabs for each section. Another idea is to

use a 3-ring binder, hole punch a two-pocket folder, and include it in the binder.

Set up your Writer’s Notebook as a model for what you want your students to do.

Opening

Ask students to turn and tell a partner something they learned about Writer’s Notebooks in the previous lesson. Then review the focus standard for the

day ELACC5W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences. (ELACC5W10, ELACC5SL1)

Tell students yesterday we looked at A Writer’s Notebook and Amelia’s 5th-Grade Notebook to figure out what writers do and why they keep notebooks. Today we’re going to brainstorm what our Writer’s Notebooks will look and

sound like, and then we will create them. (ELACC5SL1)

Chart student responses as they brainstorm ideas based on the two books

and their personal thoughts and experiences. Build this chart as the year

progresses. Here is a sample chart. You might want to type up the class

chart, copy it, and have students include it in their Writer’s Notebooks.

(ELACC5W10, ELACC5SL1)

Show students your Writer’s Notebook and discuss how it is organized and

what it contains. Here is a suggestion for the sections to include in the

notebook:

o Works in Progress – the drafts the students are working on each

nine weeks. This section should have lots of notebook paper.

o Conference Notes – strengths, goals, and next steps written by the

student as a result of a conference with the teacher or a peer

o Writer’s Tools – contains a copy of the Writing and Language

standards, graphic

organizers, strategies, notes from mini-lessons, rubrics, sample

exemplary papers, etc. –

anything the student can choose to use to support his/her writing.

Tools will be added to this

Writer’s Notebook

A Writer’s Notebook is a special place to collect stories, information, poems, ideas, interesting words,

song lyrics, newspaper clippings, answers to your wonderings – anything that will assist you in building

your writing life.

A Writer’s Notebook is NOT a journal! A journal is just for recording events. Instead, writers record

snippets of their lives in their notebooks. There are many different things you can write about in your

notebook.

things that are important to you things/topics that you care deeply about

stories/adventures that really happened important people, special places, animals, pets

drawings/sketches, diagrams songs, poems, observations writing from a photograph

questions you want to answer important firsts…day of school, camp, sleepover

good times, bad times, celebrations, vacations lists memories

conversations

others you want to add

section throughout the year.

Continue practicing your ritual for transitioning from the Opening to the Work

Time as needed.

Work Time

Students will create their Writer’s Notebooks using the materials they

brought in as well as those you provide.

Ask students to paste or hole punch their writing surveys from Lesson 2 and

include that in their notebooks as well.

Closing

Ask students to get with their partners and share their writing notebooks. As

they share, they should tell one object/artifact that has inspired them with a

writing idea. Point out that the artifacts the students included are part of

their writing tools.

Practice your ritual for students putting away and getting out their Writer’s

Notebooks.

Reading Lesson 4: What Independent Reading Looks and Sounds Like

Materials:

Reader’s Notebooks (teacher and students)


sticky notes for each student

Opening

Tell students as they have been putting together their Reader’s Notebooks they have been preparing to build their reading stamina. Ask students to turn and talk about what reading stamina might mean. Then briefly discuss

their thinking, making sure they understand stamina is like staying power – the ability to go the distance and sustain independent reading throughout the

Work Time. (ELACC5SL1)

Examine the focus standards for today, ELACC5RL10 - By the end of the

year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band

independently and proficiently and ELACC5RI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of

the grades 4-5 text complexity band independently and proficiently. Ask students to get out their Reader’s Notebooks, turn to the Reader’s Tools

section, and write the key words/phrases in their own words on their copy of

the standards they are unpacked. Note that the two standards are

essentially the same – it’s the type of texts that vary in each genre. You might even have students highlight or underline those text types.(ELACC5RL10, ELACC5RI10, ELACC5SL1)

After discussing the standards, tell students in order to meet these high

expectations, they will need to build their reading stamina by reading independently for extended times each day. What does independent reading look and sound like? Ask students to turn and tell a partner one idea they

have and why they think their idea is important. (ELACC5RL10, ELACC5RI10, ELACC5SL1)

Next chart students’ ideas and post them as you are building your reading

community and establishing rituals and routines for the year. Here are some

sample ideas:

Lots of thinking is going on; we must be quiet so we don’t interrupt the thinking.

Choose your own books.

Have enough books to last the entire reading time. Choose a place to read.

Teachers whisper, too! Record books read on your log. Read, Read, Read!

In order to build stamina and fluency, students need to be able to sit and

read for extended periods of time. Here are some other ideas to consider

adding to the chart: Can students sharpen a pencil, go to the restroom or

library, or leave their reading spot during independent reading?

Continue practicing your ritual for transitioning from the Opening to the Work

Time as needed.

Work Time

Students will practice following the independent reading rituals and routines

they brainstormed in the Opening. The teacher can also move around the

room to briefly talk to students about their books and get to know them as

readers.

Optional idea: In order to give students an idea of their current reading

stamina, you might want to time their independent reading for the next few

days to assess where they are. You might want to stop timing them when

someone stops reading, gets up, goes to the restroom, or doesn’t follow the

established procedures. Charting their independent reading times is also a

good way to track student progress. Students are often surprised how long

five minutes is!

Closing

Give students a sticky note and ask them to make a T-chart labeled me and

the class. Ask them to rate themselves according to how they did following

the rituals and routines for independent reading – perhaps using a scale of 1-

5, 3-2-1, etc. Then have them rate the class. Finally, ask students to share

their ratings with two other people, defending their positions as to how they

scored themselves and the class. (ELACC5SL1)

Writing Lesson 4: Writer’s Process and Building Stamina

Materials:

Writer’s Notebooks (teacher and students)

stamina video clip (see link in lesson)


Opening

Since the class just discussed stamina in Reader’s Workshop, ask students to turn and tell a partner what stamina means and how it might be applied to

Writer’s Workshop. Then review the focus standard for the day: ELACC5W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (ELACC5W10, ELACC5SL1)

What do writers do to build stamina? Show this short video clip to give

students some ideas from a published author. (ELACC5W10)

o Katie Wood Ray:

http://www.teachertube.com/viewVideo.php?video_id=187561&title=Katie_Wood_Ray_on_Building_Writers__Stamina (43 seconds)

Next share this thought from Ralph Fletcher, the author of Writer’s Notebook that was used in previous lessons.

Ralph Fletcher says (http://z5.sacredsf.org/wordpress-mu/dennisestrada/2012/02/20/on-the-building-of-stamina/):

I think stamina is a huge issue…. There’s no short-cut. It takes regular, sustained [writing] time to build stamina...

Tell students to think about what they heard these authors say. Then ask

them to turn and tell their partners what they themselves can do to build

their writing stamina. (ELACC5W10, ELACC5SL1)

Now discuss building writing stamina as a whole group. Students could share

an idea they heard or an idea they said. Chart their ideas and refer to them

as you are establishing the writing procedures for your classroom.

(ELACC5W10, ELACC5SL1) Here are some sample ideas for the chart; you

will probably have more ideas to add as the year progresses.

o Do routine writing daily.

o Have lots of time to write.

o Participate in Writer’s Workshop.

o Use my Writer’s Notebook.

o Take a piece of writing through the writing process.

o Choose my writing topics.

o Write, write, write!

Practice the procedures you established for the students to get their Writer’s

Notebook.

Work Time

Students will write on a topic of their choice. The purpose is to practice

building stamina, so the genre and topic are not important in this lesson.

The teacher can walk around and gather information on what students

already know about writing and how much stamina they currently have.

One suggestion is to play quiet music while students write to help

them stay focused and build stamina.

Closing

Ask two students to share their writing with the class. Practice Author’s

Chair rituals/routines and accountable talk. (ELACC5SL1)

Have students put their writing in their Writer’s Notebooks under Works in

Progress. Discuss how authors build stamina by continuing to write on the

same piece – just as the authors we heard today commented.

Reading Lesson 5: How Good Readers Choose Just Right Books

Materials:

Reader’s Notebooks

short, theme connected texts from this unit



paper and pencil for each student

Opening

Ask students to turn and tell their partners the title and a few sentences

about the best book they have ever read. Then have them share what made them decide to read that book. Did a friend or teacher recommend it? Did they see it at the library or bookstore? (ELACCSL1)

Tell students we have set up our Reader’s Notebooks, and we know we have

to read to build stamina; in order to do so, we must choose books we want

to read and those that will help us move towards meeting ELACC5RL/RI10.

Review the standards, including the language the students posted on the

standards board when unpacking them. Then share the focus of today’s

lesson, which is to think about how good readers choose books.

(ELACC5RL10, ELACC5RI10, ELACC5SL1)

Have some short texts you are using with the unit theme available to use in

this lesson. Hold one up and ask students to turn and tell a partner whether

they would like to read the book or not and what helped them make that

determination. (ELACC5SL1)

Next ask students to think about what they do when they go to the library or

a bookstore and they want to choose a book. What are some things that

help them make a decision? Chart their answers. (ELACC5RL10,

ELACC5RI10, ELACC5SL1) Here are some suggestions to include. Show

examples from your text set as students contribute their ideas.

front cover back cover/blurb

read another book in the series or by the same author

interesting title book recommendation from a friend or

teacher

heard it read aloud read it before

genres I like great illustrations sequel to a book I’ve read

Continue practicing the procedures for getting Reader’s Notebooks and

transitioning to Work Time.

Work Time

Students will practice choosing a book from the class or school library, or

they can read a book they brought from home. Continue to work on building

reading stamina; post their independent reading time if you are timing them.

(ELACC5RL/RI10)

Closing

Today students will do a constructed response as a formative assessment for

this lesson. Ask them to write a

paragraph explaining how they choose a book for independent reading. They

can use ideas from the chart if

needed. Students should include what they use to help them choose a book

(ideas from the chart) and an

explanation of how it helps them decide to choose or not choose a book.

This response could be kept in their Reader’s Notebooks. (ELACC5W2)

Writing Lesson 5: Seven Purposes for Writing: Informative/Explanatory

Writing

Materials:

Writer’s Notebooks

sticky notes

writing purposes chart

1 Topic = 7 Topics for each student

teacher model of 1 Topic = 7 Topics

Opening

Ask students to turn and tell a partner how they can use what they are learning about writing in “real life”. (This conversation should be

interesting!) (ELACC5SL1)

Tell students they have learned some things about how authors get ideas for

their writing and how important stamina is. But what if they aren’t planning

to have a career as an author? Why do they need to build stamina and learn

how to write for different purposes? Ask students to tell a partner three

things they like to read, and their responses can be anything from a menu at

McDonald’s to the Wall Street Journal. The purpose is to make a connection

to why adults who are not authors write. (ELACC5W10, ELACC5SL1)

Now briefly discuss student responses as a whole group. Consider asking

questions like what techniques the menu writer used to make you want to

order a certain dish, what kinds of words the sports writer from the

newspaper used to describe the baseball game so you could visualize the

action, or how the weatherman described an upcoming storm. The goal is to

show how the writing standards students are learning are being used in real

world situations. Show some examples of real world informational writing to

support your discussion. Caution: Choose examples you won’t use for the

unit performance task assessment. (ELACC5W10, ELACC5SL1)

Discuss the focus standard for today: ELACC5W2 – Write

informative/explanatory texts to examine a topic and convey ideas

and information clearly. Ask students to put this standard in their own

words and discuss it as a class. Have one or two students write synonyms

for the key words in the standard on sticky notes and post them on the

standards board. You could also have them unpack it on their copy of the

standards in their Writer’s Notebooks (ELACC5W2, ELACC5SL1)

What are the characteristics of informative/explanatory writing? How do I

know if I am writing for that purpose? Use a three-column chart to record

characteristics as well as examples of how it is used in real life. (ELACC5W2,

ELACC5SL1) Here is an example. Other purposes will be added to the chart

throughout the unit; thus, all the rows in the chart.

Writing Purpose Characteristics Real World

Examples

informative/explanatory teaches about or

explains a topic

uses facts and

quotes about the

topic

video game

manual, newspaper

article on the

election, Time for

Kids, book on Civil

War battles

You will add information to the chart over the next few writing lessons.

Knowing the differences between writing purposes and having the real world

examples will assist students in completing the unit performance task.

(ELACC5W2)

Point out to students they just completed an informative/explanatory piece in

Reader’s Workshop explaining

how they choose a book for independent reading. (ELACC5W2)

Next introduce the 1 Topic = 7 Topics organizer, which will be placed in the

students’ Writer’s Notebooks under Writer’s Tools. Model thinking aloud to

choose a topic you want to write about and list it in the first column. Finally,

think aloud to determine how you could use your topic to write an

informative/explanatory piece. Here is an example. (Note: The writing

purposes are included in this order to make the reading-writing connections

in the daily lessons.)

Continue practicing the procedures for getting Writer’s Notebooks and


Work Time

Students will insert the 1 Topic = 7 Topics organizer in their notebooks.

Then they will work on choosing a topic to put in the first column and an

informative/explanatory connection for that topic to go in the last column.

(ELACC5W2)

They will then write an informative/explanatory piece based on their topic.

Students will not take this piece

through the writing process; the purpose is to use information gathered from

their work as a formative

assessment for informative/explanatory writing. (ELACC5W2)

Closing

Ask students to share their informative/explanatory pieces with a partner.

One partner will read and the

other will explain how that piece meets the criteria for

informative/explanatory. Then partners will switch roles. (ELACC5W2,

ELACC5SL1)

Students should keep their drafts in their Writer’s Notebooks under Works in

Progress.

1 Topic Writing Purpose 7 Topics

softball

informative/explanatory how to play the game

opinion

narrative

research connection

reflection

book review/response

poetry

Reading Lesson 6: Text Complexity and Just Right Books

Materials

ball of yarn

T-chart for simple and complex text

examples of simple and complex text (from this unit or from Common Core

State Standards Appendix B – corestandards.org)

independent reading books for each student



Opening

Here is a suggested activity to help students begin to understand text

complexity and the difference between difficult and complex. Use any activity that fits your students’ needs. The purpose is to have an experience to refer back to as students learn about text complexity; you can say,

“Remember when we threw the yarn across the circle?” o Ask students to stand around the room in a circle. Take a skein of

yarn, grab one end of it, and pass it to the person to your right. Ask that person to hold on to a piece of yarn, and then pass it to the next person. Continue passing and holding on to the yarn until everyone

has a piece. Talk about how simple (not easy) it was to unravel it and what it looks like now (pieces don’t criss-cross, simple to wrap up).

o Then walk around the circle and wrap the yarn back around the skein. Think aloud as you are wrapping: This is simple because there is only one string to rewind; the yarn seems to go back into place because

there are no obstacles in the way; I could easily predict when the yarn was coming to me, etc.

o Now make the process a lot more complex! Hold on to one end of the yarn and throw it across the circle to someone. Ask them to take hold of a piece and throw it to someone else. Continue until each student

has a piece of yarn. What does it look like now? It’s not difficult – it’s complex! The lines of string criss-cross each other; there are lots of

pieces of string – not just one like before; I wasn’t sure when it was coming to me; unraveling took longer, and so will wrapping it back up.

Review the focus standards for today, ELACC5RL10: By the end of the

year, read and comprehend literature, including stories, dramas, and

poetry, at the high end of the grades 4-5 text complexity band

independently and proficiently and ELACC5RI10 By the end of the

year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of

the grades 4-5 text complexity band independently and proficiently.


Next, take a few minutes to discuss the differences between the difficult and

complex. It wasn’t difficult to throw the yarn around the circle and make a

web; it was more complex because you had to stop and think about where

and how hard to throw it, and wrapping it back up took strategy and time.


Now make the connections between the yarn activity and text complexity.

Create a T-chart. Label one side simple text and the other complex text.

Then discuss the differences with students. (ELACC5RL/RI10, ELACC5SL1)

Here are some suggestions.

Finally, show examples of texts from the text complexity band for 4th-5th grade.

There is a list in Appendix B

of the Common Core State Standards document , or show some of the

suggested texts in this unit.

Explain to students they will read a variety of genres for a variety of purposes

simple text complex text

usually has only one plot line, like

the first yarn activity was only a

single line around the circle

text structure is chronological order,

like the first yarn activity

one narrator

very straightforward, easy to

comprehend, and predictable

Informational texts use simple

structures, like grouping information

by topic.

has several plot lines that may criss-

cross each other, like the lines in the

second yarn activity

Text structure uses flashback, or the

story is not told in order (second

yarn activity).

multiple narrators

The reader has to bring in

background knowledge or make

inferences to comprehend the text.

Informational texts use complex and

less ordinary structures, like in a

technical text.

this year. (ELACC5RL/RI10,

ELACC5SL1)

Work Time

Students will choose a text and read independently for about 15 or so

minutes. Then they will write a response in their Reader’s Notebooks telling

whether their book was a simple or complex text based on the criteria listed

on the chart in the Opening. Students should use this text evidence to

support their thinking. (ELACC5RL/RI10)

Closing

Students will read their responses to a partner, who will offer feedback on

whether the author supported his opinion with appropriate text evidence.

Was there enough evidence to prove what he/she was thinking?

(ELACC5RL/RI10, ELACC5SL1)

Writing Lesson 6: Seven Purposes for Writing: Opinion Writing

Materials

1 Topic = 7 Topics organizer – teacher example

three-column chart from Writing Lesson 5

Writer’s Notebooks with 1 Topic = 7 Topics organizer


Opening

Ask students to turn and tell a partner one way they used informative/explanatory writing in the last 24 hours. (ELACC5SL1)

Review the 1 Topic = 7 topics organizer, which students placed in their

Writer’s Notebooks under Writer’s Tools. Tell students today the group will

continue to explore how to take their 1 topic and use it to write for a different purpose. Then discuss the standard for today: ELACC5W1 – Write opinion

pieces on topics or texts, supporting a point of view with reasons and information. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key

words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their

Writer’s Notebook (ELACC5W1, ELACC5SL1)

What are the characteristics of opinion writing? How do I know if I am

writing for that purpose? Continue adding information to the three-column

chart from Lesson 5 (writing purpose, characteristics, real world examples).

Distinguish opinion writing from persuasive, with which students are familiar.


Finally, think aloud to determine how you could use your topic to write an

opinion. Here is an example. (ELACC5W1)

Point out to students how you will have to support your opinion with reasons,

facts, and details to prove your

point, not to persuade someone else to agree with you. (ELACC5W1)



Work Time

Students will turn to the 1 Topic = 7 Topics organizer in their notebooks.

Then they will work on choosing a topic for their opinion piece and write it in

the last column of their organizers. (ELACC5W1)

They will then write an opinion piece based on their topic. Students will not

take this piece



assessment for opinion writing. (ELACC5W2)

Closing

Ask students to share their opinion pieces with a partner. One partner will


softball


opinion Softball is an

outstanding sport to

play.

narrative

research connection

reflection


poetry

read and the

other will explain how that piece meets the criteria for opinion writing. How

convincing was the argument? Then partners will switch roles. (ELACC5W1,

ELACC5SL1)


Progress.

Reading Lesson 7: Talking About Books

Materials

book club accountable talk video (link in lesson) or other example of

accountable talk



checklist for students to rate their use of accountable talk

Opening

In lesson 5 students talked with a buddy about a favorite book. Today ask

students to turn and talk about the worst book they ever read. Did they

finish reading it, or did they abandon it? What made them not want to read it? (ELACC5SL1)

Review the focus standard for today: ELACC5SL1: Engage effectively in

a range of collaborative discussions (one-on-one, in groups, in

teacher-led) with diverse partners on grade 5 topics and texts,

building on others’ ideas and expressing their own clearly. Since this

standard was introduced in Reading Lesson 1, and students did not have

their Reader’s Notebooks at that time, you might want to have them write

the standard in their own words in their notebooks. This is also a great time

to revisit the standard as you continue to firm up rituals and routines.

(ELACC5SL1)

Introduce the term accountable talk. Have students turn and tell a partner

what it means to be accountable. Briefly discuss how accountable talk fits

with today’s focus standard. (ELACC5SL1)

Show students one of the book club accountable talk videos from this website: http://readingandwritingproject.com/resources/common-core-standards/ccs-videos.html . Teacher note: There are three videos here

that would be appropriate; one fourth grade (Mayflower voyage) and two fifth grade (Out of the Dust and Bud, Not Buddy). Each video is about six

minutes long.

Give students a few things to look and listen for as they watch the video. For

example: What do you notice about the discussion the students are having?

How do the students respond to someone else’s ideas or opinions? What are the other students doing while one student is talking? (ELACC5SL1)

Now discuss what students noticed. Chart the accountable talk behaviors you and your students will use when they are talking one-to-one (like in a

teacher conferences or partner work), in small groups (like guided reading/writing or strategy groups), and in whole group (teacher-led discussions, Author’s Chair, Closings). Include both speaking and listening

behaviors, and consider posting the chart for future student reference. (ELACC5SL1)

Finally, tell students one way to stretch their thinking in order to read and

understand complex texts is to share their thinking with others. Thus, they

will use accountable talk a lot this year. (ELACC5RL/RI10, ELACC5SL1)

Work Time

Students will choose a just right text using criteria from Reading Lesson 5.

Then they will read independently and continue to build stamina while the

teacher walks around and practices accountable talk with students. Continue

to chart their reading time if you chose to use that method. (ELACC5RL/RI10,

ELACC5SL1)

Closing

Students will use accountable talk as they share what they read today with a

partner and listen to their partners tell what he/she read. (ELACC5SL1)

Students will rate themselves according to how they used accountable talk.

You could use a checklist based on the agreed upon rituals and routines

established in the Opening, or students could write a constructed response

that includes that information. (ELACC5SL1)

Writing Lesson 7: Seven Purposes for Writing: Narratives

Materials





Opening

Ask students to turn and tell a partner a story their families tell over and

over – like the ones they hear every Thanksgiving or Christmas. It might be a story that is told about them! (ELACC5SL1)

Review the 1 Topic = 7 topics organizer, which students placed in their Writer’s Notebooks under Writer’s Tools. Tell students today the group will continue to explore how to take their 1 topic and use it to write for a different

purpose. Then discuss the standard for today: ELACC5W3 – Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key words in the standard

on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebook.


What are the characteristics of narrative writing? How do I know if I am




Finally, think aloud to determine how you could use your topic to write a

narrative. Here is an example. (ELACC5W3)

Point out to students how you will have to support your narrative with

descriptive details and make sure to

write it in a clear sequence. Remind students which type of narrative you

have chosen to write, either a

personal or fictional narrative, and that they can choose either for their work

today. (ELACC5W3)



Work Time


softball




play.

narrative the game where I made

an incredible play after

getting knocked down

by the ball

research connection

reflection


poetry


Then they will work on choosing a topic for their narrative piece and write it

in the last column of their organizers. (ELACC5W1)

They will then write a narrative piece based on their topic. Students will not

take this piece



assessment for narrative writing. (ELACC5W2)

Closing

Have a couple of students share their narratives in the Author’s Chair while

the other students practice accountable talk responses to the authors. Ask

the audience to turn to a partner and explain how they know the writing is a

narrative piece. They may use the chart from the lesson if needed.



Progress.

Reading Lesson 8: Paraphrasing What I Read

Materials

quotes from the lesson displayed for students to see

chart paper and markers or SmartBoardPromethean

Elmo (if available)

a short text from this unit



pencils for each students

Opening

Display the following quote written in a review of one of the recommended extended texts, Wonder by R. J. Palacio (www.kidsreads.com): “Auggie is a hero to root for, a diamond in the rough who proves that you can’t

blend in when you were born to stand out.” Have students practice accountable talk by restating the quote in their own words, much like the

class has been doing when unpacking standards. (ELACC5SL1)

Introduce the standard for today: ELACC5RL2: Determine a theme of a

story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the

speaker in a poem reflects upon a topic; summarize the text. Today

focus on summarize the text. Ask students to put this part of the standard

in their own words and discuss it as a class. Have one or two students write synonyms for summarize the text on sticky notes and post them on the standards board. You could also have them do the same on their copy of the

standards in their Reader’s Notebooks. (ELACC5RL2, ELACC5SL1)

Tell students at times this year they will use quotes from a text to support

their thinking about what they’ve read – like the quote about Wonder. Other

times they will need to paraphrase information in order to summarize the

text or support their thoughts, which is more like what they did when they

told their partner what the quote meant. Why wouldn’t it be okay to just

copy what a text says? Couldn’t I use quotes when writing my whole paper?

Remind students about plagiarism – what it means and how to avoid it. In

today’s writing lesson students will practice making a research connection,

and they will need to paraphrase the information they find. (ELACC5RL2,

ELACC5SL1)

What is the difference between quoting and paraphrasing information? Have

students turn and talk; remind them of the accountable talk behaviors from

yesterday’s lesson. Then discuss the differences with the whole class. Chart

these differences and ask students to copy them into their Reader’s

Notebooks under Reader’s Tools. (ELACC5RL2, ELACC5SL1)

Use the Elmo (if available) to display a page from one of the short texts

you’re using in this unit. You could also give students a copy for their

Reader’s Notebooks. Do a shared reading of the page without stopping to

discuss it. Have students sit and think how they can paraphrase the text (no

talking). Then ask them to turn to a partner and practice paraphrasing what

the text said. Finally, the partners should reread the text to see how

accurately they paraphrased it. (ELACC5RL2, ELACC5SL1)

Lastly, ask students how they can use paraphrasing in real life. Continue to

make those real world connections!

Work Time

Students will choose and independently read a just right book. For the last

ten minutes or so of Work Time, students will complete a constructed

response in which they paraphrase what they read today. They do not have

to complete a book or chapter in order to do the response. (ELACC5RL2,

ELACC5SL1)

Closing

One or two students will share their responses in Reader’s Chair. The

audience will practice accountable talk. Have the authors share their

thinking process; how did they take what the text said and paraphrase it?

Was it easy or difficult not to copy what was in the text? Help them think

through some of the problem solving they may need to do in order to not

copy the text word for word. (ELACC5RL2, ELACC5SL1)

Writing Lesson 8: Seven Purposes for Writing: Research

Materials




resources for researching topics


Opening

Ask students to turn and tell a partner a something they would like to know

more about, something they could research. (ELACC5SL1)

Review the 1 Topic = 7 topics organizer. Tell students today the group will continue to explore how to take their 1 topic and use it to write for a different purpose. Then discuss the standard for today: ELACC5W7 – Conduct

short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Ask students to

put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key words in the standard on sticky notes and post them on the standards board. You could also have them

unpack it on their copy of the standards in their Writer’s Notebook. (ELACC5W7, ELACC5SL1)

Discuss how research writing connects to the writing purposes you’ve

discussed so far. How can it be used with informative/explanatory, narrative,

or opinion writing? Continue adding information to the three-column chart

from Lesson 5 (writing purpose, characteristics, real world examples).


Finally, think aloud to determine what research connections you can make to

your topic. It would be helpful if students heard you list several aspects you

could research. Here is an example. (ELACC5W1)

Point out to students that in future lessons they will research using several

different sources. Since you are

just introducing research as a purpose for writing, today they can just do a

short piece of research using one

source. Stress the importance of getting the information from a source and

not from their background knowledge. Additionally, remind students to

paraphrase and not copy the text word for word. (ELACC5RL2, ELACC5W7)



Work Time


Then they will choose research connections for their topics and write them in


Then students will use books, the internet, articles, the school library, etc. to

research one of their connections. This research project is formative

assessment, so looking up a few facts is perfectly fine. Use whatever

materials/resources you have available. (ELACC5W7)

Teacher note: You may want to have students keep the texts they are

using for the research connection. They will need a text connected to their

topics to review in Lesson 10.

Closing

Students will share their research findings with a partner. The listening


softball




play.

narrative game where I made an

incredible play after


by the ball

research connection the history of softball,

countries in which

people play softball,

dimensions of a softball

and softball field

reflection


poetry

partner should ask the author to tell or show the source of their information.

(ELACDC5W7, ELACC5SL1)


Progress.

Reading Lesson 9: Setting Goals During Conferences

Materials

timeline of Mother Teresa’s life





Opening

Teacher Note: Mother Teresa is used in this lesson as someone whose beliefs

influenced the decisions she made and to illustrate how she took small steps to

accomplish a very large goal. You can use any person who fits this description; her

biography is one of the recommended extended texts.

Ask students if they have ever heard of Mother Teresa. Briefly discuss who

she was and why she is well-known. Then tell students her goal was to build a chain of love around the world. Ask students to turn and tell a partner what this statement might mean. (ELACC5SL1)

Mother Teresa’s goal was gigantic, much too large to accomplish right away

or in one step. So how did she accomplish her goal of building a chain of love around the world? Use the timeline of her life to trace the small steps she took to realize her goal. (ELACC5SL1)

Review the focus standard for today: ELACC5RI10: By the end of the

year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Ask students to share some things they’ve already learned this year about meeting this standard (reading stamina, choosing just right books, etc.).

(ELACC5RL/RI10, ELACC5SL1) Then discuss the following with the class: In order to know where they are

in meeting this and all of the reading and writing standards for fifth grade, students will participate in conferences. Sometimes they will confer with the teacher and sometimes it will be with a buddy – or maybe even themselves.

In order to get to the big goal, which is meeting/exceeding standards, students will work with you to set small goals for themselves as readers and

writers, work on meeting that goal, confer with you again to check their

progress, and set a new goal that will get them one step closer to meeting all

the standards. Just like Mother Teresa, students will take one step at a time so that all their smaller goals lead them to meeting the bigger ones. (ELACC5SL1)

Next talk with students about the information that should be included in their goals and give some examples and non-examples of each criteria. Chart

these for student reference; you might want students to include them in their Reader’s and Writer’s Notebooks. Since this chart will often be used by students, consider posting it. (ELACC5RL/RI10, ELACC5W10, ELACC5SL1)

Here are some possibilities:

Setting Goals

Criteria Example Non-Example

specific Read all the way to the end

of the word.

Be a better reader.

realistic Read for 30 minutes during

daily Work Time.

Read for 3 hours at

school.

related to the

standards

Work on clearly introducing

my topic in my opinion piece. (ELACC5W1)

Write a persuasive

essay.

short term Write a clear introduction in my opinion piece before the end of the week.

Write my introduction by the end of the nine weeks.

What are some real world applications of goal setting? Discuss some ways

you set goals for yourself today (exercise, eating healthy, number of papers to grade each night to get them all done, etc.). How did your beliefs influence your goal setting? Like Mother Teresa, it’s one step at a time.

(ELACC5SL1)

Work Time

Ask students to choose a goal for today’s independent reading and write it in

their Reader’s Notebook. Then students will read independently and work

towards meeting their goals. Remind them to follow the criteria from today’s

lesson. (ELACC5RL/RI10)

When there is around five minutes of Work Time remaining, ask students to

reflect on whether or not they were able to meet their goals. They will write

their responses underneath the goal in their Reader’s Notebooks.

(ELACC5RL/RI10)

Closing

Ask students to work in groups of three to share their goals and whether

they were able to meet it. Partners should discuss whether the goals met

the criteria set forth in the lesson (specific, realistic, etc.). Groups will

practice accountable talk as they share. (ELACC5RL/RI10, ELACC5SL1)

Writing Lesson 9: Seven Purposes for Writing: Reflections

Materials

mirror





Opening

Hold up a mirror and tell students today they will discuss reflections. Ask

them to turn and tell a partner the connection between a mirror and a reflection. Then ask them to tell their partners other places they can find reflections. Briefly discuss the purpose of this type of reflection (shows you

what you look like, if you have peanut butter on your face, etc.). Support students as needed in understanding the term reflection. (ELACC5SL1)

Discuss with students: In today’s reading lesson we discussed goal setting.

As we have conferences together, we will reflect on the progress you are

making in meeting your goals. Sometimes the reflections will be our discussions, and other times you might be writing them down. Just like the

mirror reflections, these will show us what you look like as a reader and writer and what your next steps are in “grooming” your skills and strategies.

(ELACC5W10, ELACC5W1)

Review the 1 Topic = 7 topics organizer. Tell students today the group will

continue to explore how to take their 1 topic and use it to write for a different purpose. Then review the focus standard for today: ELACC5W10 – Write


audiences. Note the part of the standard that says students are writing for reflection – the focus for today. You could also have them unpack it on their

copy of the standards in their Writer’s Notebook since they did not have that opportunity when standard 10 was originally introduced. (ELACC5W10, ELACC5SL1)

What are some characteristics of reflection writing? How do I know I am




Finally, think aloud to determine what reflections you could make to your

topic or the process of writing for different purposes. You might want to list

several reflections choices. Here is an example. (ELACC5W10)



Work Time


Then they will choose a reflection connection for their topics and write it in


Then students will write their reflections. (ELACC5W10)

Closing

One or two students will share their reflections in Author’s Chair. The

audience will practice accountable talk. (ELACC5W10, ELACC5SL1)

Then ask students to turn and tell their partners how they know the pieces

that were read were reflections. (ELACC5W10, ELACC5SL1)


softball




play.




by the ball


countries in which



and softball field

reflection the most important

lesson I learned playing

softball, a life changing

moment (Mary hit with

the bat), playing 18

years – too long? Too

old?


poetry


Progress.

Reading Lesson 10: Close Reading

Materials

“Belief” or other poem related to the theme displayed for students to see

copy of the poem for each student



discussion topics either displayed or 1 copy per student

Opening

Ask students to turn and tell a partner one thing they strongly believe in and

why. (ELACC5SL1)

Review today’s focus standard, which has already been unpacked with students: ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and

technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Tell students today they are going to closely read and analyze a poem, a

poem which is really a song by John Mayer. Ask students if they know who

he is or if they are familiar with any of his songs. Explain that in order to

meet standard RI10/RL10, students will need to closely read texts

independently, in small groups, and with the whole class. Teacher note:

Today’s lesson includes a poem because of its length; it is short enough to

introduce students to the concept of close reading. The poem will be used in

Lessons 11-12 as well.

Discuss what close reading looks like with students. (You might want to

chart these ideas for use in future lessons.) It is reading deliberately and carefully, focusing on the meaning of the text. It is not just reading words –

a lot of thinking about what is being read occurs. In close reading, the text is read over and over to allow the reader to spend time analyzing and thinking deeply about its meaning. Finally, close reading is tied to the

author’s words, not to our connections and feelings. You might even want to tell students that text-to-text, text-to-self, and text-to-world connections.

Most of the standards focus on what the author is saying in the text, not what it reminds us of. (ELACC5RL/RI10, ELACC5SL1)

Then display the lyrics to “Belief”. Ask students how the poem fits with the

theme of Standing Tall. Give students a copy of the poem to include in their

Reader’s Notebooks. (ELACC5SL1)

Do a shared reading of “Belief” all the way through without stopping to discuss it. Then ask students to turn and tell a partner something they are thinking after reading the poem. (ELACC5SL1)

Now go back and reread the poem, one stanza at a time, in order to do a

close reading of it. Close reading is not something to rush through; it is better to do less and have a deep discussion. Here are some suggested discussion topics you might choose; select those that work best

with your class in this introductory lesson. You won’t get through all of these topics in one lesson; students can complete one or two of these discussion

topics with a partner during Work Time.

o Think about the title of the poem and reread the following lines.

Discuss what those lines mean, modeling your thinking for students. Where would you find the paint on a sign if you are thinking of

displaying your beliefs? Did this form of expressing beliefs convince anyone else to share the same opinion? What text evidence supports your thinking? (ELACC5RL1, ELACC5SL1)

Is there anyone who Ever remembers changing their mind from

The paint on a sign?

Reread the following lines and discuss their meaning. What does it mean

Everyone believes and they’re not going easily? What is the author trying to say about getting people to change their beliefs? What text evidence

supports your thinking? Have students turn and talk, then discuss as a whole group as well. (ELACC5RL1, ELACC5SL1)

Everyone believes In how they think it ought to be Everyone believes

And they're not going easily

Reread the following lines and talk about the metaphor the author uses to describe beliefs. (Review metaphors if needed.) What do you know about armor? How could beliefs be like armor or a sword? Why would the author

use the word heaviest instead of just saying sword? What does it mean to not be able to hit who you are trying for? What text evidence proves your

thinking? Have students turn and talk; discuss as a large group as well. (ELACC5RL1, ELACC5SL1)

Belief is a beautiful armor

But makes for the heaviest sword Like punching under water

You never can hit who you're trying for

Continue rereading and discuss the meaning of the following stanza. Reread

more than this stanza if it will help give more of a context for determining the author’s message. What is he saying about the impact of beliefs on

society? What war could this reference? What text evidence supports your

thinking? Ask students to turn and talk; discuss as a large group as well. (ELACC5RL2, ELACC5SL1)

We're never gonna win the world

We're never gonna stop the war We're never gonna beat this

If belief is what we're fighting for

The last stanza of the song sums up the author’s message about beliefs.

Reread the last stanza and ask students to turn and tell a partner what events the author refers to by these lyrics. Then ask them to talk about the

author’s overall message regarding beliefs. What does he believe about beliefs? What text evidence proves your thinking? Why didn’t the author just say Lots of people are killed in war? Why did he say What puts the

folded flag inside his mother’s hand? Why does it say his and not hers? Discuss as a whole group. (ELACC5RL2, ELACC5SL1)

What puts a hundred thousand children in the sand Belief can Belief can

What puts the folded flag inside his mother's hand Belief can

Belief can

Tell students the poem is the author’s reflection on beliefs. Remind them of the reflection they wrote a few lessons ago. Does the author meet the criteria they brainstormed for reflection writing? (ELACC5W10, ELACC5SL1)

Work Time

Provide a copy of the “Belief” poem for students. Have them work with a

partner to complete one or two of the discussion points you didn’t use from

the Opening. They should put their thoughts in writing and keep them in

their Reader’s Notebooks behind the Responses tab.

Closing

Reread “Belief” as a choral reading to practice fluency. (ELACC5RFS4)

Have each set of partners join another set of partners and share their

thoughts on the stanzas they closely read. Ask the listening partners to think

about the following questions: How do their opinions compare? Did they use

text evidence to prove their thinking? Group members should provide

feedback to each other. (ELACC5RL2, ELACC5SL1)

Writing Lesson 10: Seven Purposes for Writing: Book Reviews/Responses

Materials

book review from amazon.com (perhaps a review of your extended text)





Option: Students can use the materials from Writing Lesson 8 in their

reviews.

Opening

Display a book review from amazon.com. It would be powerful to show a

review of your extended text. Ask students to turn and tell a partner something they notice about the review (summary, opinion supported by text evidence). (ELACC5SL1)


continue to explore how to take their 1 topic and use it to write for a different purpose. Then review the standard for today: ELACC5W9 – Draw evidence from literary or informational texts to support analysis,

reflection, and research. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms

for the key words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebook. (ELACC5W9, ELACC5SL1)

Tell students the book review they just looked at included the parts of

ELACC5W9; there was evidence from text that supported a summary of the book, and there was text evidence that supported the reviewer’s analysis and reflection on the book. Point out examples of these in the book review and

discuss how they support this writing purpose. Remind students they looked at a type of reflection writing in the last lesson. (ELACC5W9, ELACC5SL1)

What are the characteristics of a text review/response? How do I know I am



Tell students their book reviews could be done on a magazine or newspaper

article, website, etc. – it doesn’t have to be a book. (ELACC5W9,

ELACC5SL1)

Finally, think aloud to determine which text you want to use for your

review/response. Here is an example. (ELACC5W9)



Work Time


Then they will choose a text for their review that matches their topic (if


softball




play.




by the ball


countries in which



and softball field







old?

review/response Throw Like a Girl: How to Dream Big and

Believe in Yourself by Jennie Finch – review the book

poetry

possible) and write it in the last column of their organizers. Perhaps students

could review their text from the research connection in Lesson 8.

(ELACC5W9)

Alternative idea: If it is too difficult to have students write a book review on

their topics, then ask them to review what you have read so far in the

extended text.

Then students will write their responses. If they chose to review or respond

to a book, it would be fantastic if they could post it on amazon.com – first

names only. What an outstanding real world connection! (ELACC5W9)

Closing

One or two students will share their reviews/responses in Author’s Chair

while the audience practices accountable talk. (ELACC5W9, ELACC5SL1)

Then ask students to turn and tell a partner how the reviews met the

characteristics for that writing purpose. They can use the chart from the

lesson if needed. (ELACC5W9, ELACC5SL1)


Progress.

Reading Lesson 11: Close Reading (Lesson 10 continued)

Materials

“Belief” or other poem related to the theme displayed for students to see

copy of the poem for each student



discussion topics either displayed or 1 copy per student

Opening

Continue Reading Lesson 10 using “Belief” by John Mayer. It is okay to not

finish discussing all the stanzas. (ELACC5RL1, ELACC5SL1)

Work Time

Students will use their copy of the “Belief” poem and work with a partner to

complete some of the remaining discussion points from the Opening. They

should put their thoughts in writing and keep them in their Reader’s

Notebooks behind the Responses tab. (ELACC5RL!, ELACC5SL1)

Closing

Reread “Belief” as a choral reading to practice fluency. (ELACC5RFS4)

Have each set of partners join another set of partners and share their

thoughts on the stanzas they closely read. (ELACC5RL2, ELACC5SL1)

Students will use the Speaking-Listening Rubric to evaluate their application

of the Speaking-Listening standards. (ELACC5SL1)

Writing Lesson 11: Author’s Choice

Materials





Opening

Ask students to turn and tell a partner the name of their favorite restaurant

and what they would order if they went there. (ELACC5SL1)

Just like they like to choose what to eat at a restaurant, authors choose what

to write about. Discuss how authors write about what’s important to them,

what they know a lot about, and to fulfill a purpose. Review the 1 Topic = 7

Topics chart from this unit to remind students of the purposes authors have

when writing. Ask students to turn and tell a partner their favorite writing

purpose. (ELACC5W10, ELACC5SL1)

Review the focus standard for today: ELACC5W10 – Write routinely over

extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Tell students this

year they will have many opportunities to write for different purposes. Sometimes they will get to choose their purpose, and other times they will get to choose their topic for a specific writing purpose. (ELACC5W10,

ELACC5SL1)

Today’s Work Time will be similar to a visit to a restaurant. Tell students

they can choose any 1 Topic they would like; it doesn’t have to be the same

as on their organizer. Then they will choose a purpose for writing that

matches their topic, just like they have been practicing throughout the unit.

They should focus on including the characteristics of the purpose they have

chosen so the reader knows without a doubt what the author’s purpose was

in the piece.

Work Time

Students will choose a topic and a purpose and write their piece. They could

also choose to continue a piece they started in a previous lesson. Either

way, they will also practice building stamina as they write. Ask students to

list the topic and writing purpose on their papers so you can check whether

what they intended to write was indeed what they wrote. (ELACC5W10)

Closing

Students will share their writing with the others in their group. They will

explain what topic and purpose they chose and why. Ask students to tie in

how their beliefs influenced what they wrote. The teacher will visit each

group and guide the discussion as needed. (ELACC5W10, ELACC5SL1)

Reading Lesson 12: How a Poem’s Structure Impacts Its Meaning

Materials

“Belief” poem (or the poem you used in Lessons 10-11) displayed for

students to see

copy of the “Belief” poem in Reader’s Notebooks

1 copy of a different poem for each student (see Suggested Works/Resources

for ideas)


Opening

Ask students to turn and tell a partner something they learned from

yesterday’s poem, “Belief”. (ELACC5SL1)

Display the poem and ask students to turn to the poem in their Reader’s

Notebooks. Reread the poem without stopping to discuss it. Then ask students to turn and tell their partners something the author believes about beliefs and the text evidence to prove their thinking. (ELACC5RL1,

ELACC5SL1)

Tell students today’s lesson will focus on the structure of a poem. Introduce and unpack today’s standard: ELACC5RL5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall

structure of a particular story, drama, or poem. Ask students to put this standard in their own words and discuss it as a class. Have one or two

students write synonyms for the key words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebook. (ELACC5RL5,

ELACC5SL1)

Then ask students to sit quietly for 30 seconds and look at the structure of the poem, thinking about what they see visually (How is the poem “built”?), including line length, repeated words, the use of questions versus

statements, rhyme scheme, etc. Then ask students to turn and tell a partner two things they noticed about the poem’s structure. Discuss some of their

ideas with the whole class. (ELACC5RL5, ELACC5SL1)

Next, ask students to think how the structure of the poem impacts its

meaning. For example:

o Why did the author put the stanzas in this particular order? Would the meaning of the poem change if the stanzas were in a different order?

o What if one stanza was left out? (You might want to choose a stanza

or two, cover it/them up, and reread the poem without it/them.) Is the author’s message as powerful? Does he support his opinion on

beliefs as strongly without those stanzas in the poem? o Why did the author not repeat the same words in some stanzas even

though they have the same meaning (like in stanzas 2 and 5), but he

repeated the same words over and over in the last stanza? How does the repetition defend his position on beliefs?

Students can turn and talk throughout the lesson, or this could be a whole

group discussion as you begin to model this type of thinking. (ELACC5RL5,

ELACC5SL1)

Work Time

Provide a different poem or song for students to read during independent

reading today, perhaps one from the Suggested Works/Resources list in this

unit. After reading, students will analyze the poem’s structure much like in

the Opening and write down their thinking. You might want to provide some

guiding questions or thoughts for them to use in their analyses.

(ELACC5RL5)

Closing

One or two students will share their analysis of how the poem’s structure

impacted its meaning. The audience will practice accountable talk as they

listen. (ELACC5RL5, ELACC5SL1)

The poem and analysis should be kept in the Reader’s Notebook under

Responses.

Writing Lesson 12: Seven Purposes for Writing: Using Structure to Write a

Poem

Materials

examples of several different poems, perhaps those used in this lesson



Writer’s Notebooks and 1 Topic = 7 Topics organizer

Opening

Display several poems (or songs), perhaps the two from today’s reading lesson. Ask students to turn and tell a partner what topic connections or writing purposes could match these poems. (ELACC5SL1)


continue to explore how to take their 1 topic and use it to write for a different purpose. Then review the standard for today: ELACC5W4: Produce clear

and coherent writing in which the development, organization, and style are appropriate to task. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write

synonyms for the key words in the standard on sticky notes and post them on the standards board. You could also have them unpack it on their copy of

the standards in their Writer’s Notebook. (ELACC5W4, ELACC5SL1)

Discuss with the class how they could use a poem as a part of the writing

purposes they have already explored. For example, poems could be informative or narrative; they could state an opinion or a reflection, or they

could be a creative way to write a review or response. While students need to write for all these purposes based on the CCSS, writing a poem provides a fun way to do some of the routine writing required by the standards.


What are the characteristics of a poem? How do I know I am writing for that

purpose? Continue adding information to the three-column chart from

Lesson 5 (writing purpose, characteristics, real world examples). Think

about the different poetic structures you showed in today’s reading lesson as

you complete the chart. For example, poems may/may not rhyme; some

follow a specific rhyme scheme. Others may have a very specific structure,

like cinquain or haiku. Sometimes poems can be written to the tunes of

songs, like “Belief” by John Mayer. Connect ideas from Reading Lesson 12 –

how the structure of the poem impacts its meaning. (ELACC5W4,

ELACC5SL1)

Finally, think aloud to determine what type of poem you want to write to

match your topic. Here is an example. (ELACC5W4)



Work Time


Then they will choose an aspect of their topic and practice writing a poem

about it. (ELACC5W4)

Since writers are never done writing, students may have time to write a

different type of poem or a poem about a different aspect of their topic.

(ELACC5W4)

Closing

Have students divide into two groups. Half the students will stay seated at

their desks, and the other half will get with and face their partners. Both


softball




play.




by the ball


countries in which



and softball field







old?

review/response Throw Like a Girl: How to Dream Big and

Believe in Yourself by Jennie Finch – review the book

poetry Ode to a Pitcher

Going, Going, Gone

partners will read and discuss their poems, focusing on how its structure

impacts the meaning as well as how it relates to their topics. Then the

students who did not stay at their desks will rotate to a different partner and

repeat the process. (Think speed dating!) The goal is to have students read

their poems to at least two other people.

Poems should be added to Works in Progress in the Writer’s Notebooks.


Reading Lesson 13: How Fluency Supports Comprehension

Materials

fluency example from Cambridge University displayed for students to see

sticky notes

a poem or short text to chorally read for fluency




Opening

Display the following information from Cambridge University. Ask students to read it with a partner and then discuss what it was like to read this type of writing. Since Word wants to correct the spelling, you may have to put it on a chart or in a PowerPoint slide. (ELACC5RF4, ELACC5SL1)

Aoccdrnig to a rsceearch at Cmabrigde Uinervtisy, it deosn't mttaer

in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a

toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

As a class, talk about what made reading this writing so different from reading the poem from yesterday or an independent reading book. What message is the author of this information trying to convey? Did he

effectively make his point? How do you know? (ELACC5RF4, ELACC5SL1) Introduce the standard for today:

ELACC5RF4: Read with sufficient accuracy and fluency to support comprehension.

b. Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

Ask students to put this standard in their own words and discuss it as a class.

Have one or two students write synonyms for the key words in the standard

on sticky notes and post them on the standards board. You could also have them unpack it on their copy of the standards in their Reader’s Notebooks. Especially note the standard says successive readings. (ELACC5RF4,

ELACC5SL1)

Tell students it is more difficult to read the statement from the Opening

accurately and fluently because of the misspelled words and because they

have only read it once. Have them turn and reread this information again

with a partner. Did their fluency and accuracy improve? Ask the partners to

provide feedback for each other. (ELACC5RF4, ELACC5SL1)

Ask them to turn and tell a partner what accurate reading sounds like. Then

have them turn and talk about what fluent reading sounds like. You may

want to chart their responses when they share a few ideas with the whole

group. Finally, talk about real world uses of accuracy and fluency. It’s not

just about successfully reading a F&P Leveled Text. (ELACC5RF4,

ELACC5SL1)

Next connect reading accurately and fluently to ELACC5RL/RI10: By the

end of the year, read and comprehend literature, including stories,

dramas, and poetry, at the high end of the grades 4-5 text

complexity band independently and proficiently. Have students turn

and tell a partner how reading accurately and fluently will help them meet or

exceed this standard. Which words in ELACC5RF4 support standard 10?

(Accurately and fluently support comprehend, independently, proficiently)

(ELACC5RL/RI10, ELACC5RF4, ELACC5SL1)

So fifth graders are expected to be fluent, grade level readers. How can we

make that happen? Tell students as a class, they are going to practice

fluency in different ways every day. They will read texts on their

independent reading levels during Work Time; they will also read slightly

higher level texts in guided reading or strategy groups. Additionally, they

will read grade level texts during Reader’s and Writer’s Workshops as well as

in science and social studies through read alouds and shared readings. Take

a few minutes to practice reading something fluently as a class, perhaps

“Belief” or another poem or short piece you have used in this unit.

(ELACC5RF4, ELACC5SL1)

Finally, talk with students about how fluency supports comprehension.

Review what comprehension is as needed. (ELACC5RF4, ELACC5SL1)

Work Time

Students will practice fluency and comprehension by reading a short poem or

portion of a text to themselves several times. Ask them to use a sticky note

or their Reader’s Notebook to record a couple of thoughts on whether their

fluency, accuracy, and comprehension of the text improved over successive

readings. (ELACC5RF4, ELACC5SL1)

Closing

Students will work with a partner to demonstrate fluent reading by reading

the short poem/piece they practiced during Work Time. Then the same

student will retell what they learned from or what happened in the text to

demonstrate their comprehension of it. Partners should give feedback to

each other based on what was discussed in the Opening lesson.

(ELACC5RF4, ELACC5SL1)

Optional idea: The teacher and the class could create a rubric to use when

rating fluency. (ELACC5RF4, ELACC5SL1)

Writing Lesson 13: How the Language Standards Support Writing

Materials

sticky notes


Writer’s Notebooks – drafts from this unit

Eagle Eye Editing Checklist


Opening

Tell students the following story. Once there was a company who was interested in purchasing stocks in another company we’ll call Company X.

The president was concerned that Company X’s stocks would be too expensive, and he sent one of his executives to a meeting to get more information before he made the purchase. He asked the executive to call

and let him know the price; he would think about it and let his representative know whether or not to buy the stocks. After meeting with the Company X,

the executive called and told the president how much it would cost for them to buy their shares. After thinking it over, the president sent the following e-mail to his representative: (Show this statement to students.)

No price too high.

Ask students to turn and paraphrase this statement with their partners.

Then discuss what it means (buy the stock because no price is too high). (ELACC5SL1)

Continue with the story…So the representative bought all the stocks. When the president heard about the purchase, he got extremely angry and went to

the representative to find out why he bought the stocks when he told him not to do so. The representative was very confused. He pulled up the e-mail

and showed it to the president, who sank down in a chair with his face in his

hands. “I should have proofread the e-mail before I sent it to you,” he said in anguish. “That is NOT the e-mail I thought I sent!” Then he wrote down the message he thought he sent to the executive. (Show this statement to

students.)

No, price too high.

Ask students to turn and paraphrase this statement with their partners.

Then discuss what it means and what made the difference in the meaning of

the two messages. Tell students this blunder cost the company millions of

dollars because of one little comma. (ELACC5SL1)

Introduce today’s standard: ELACC5L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. Ask students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the key words in the standard on sticky notes and post them on the

standards board. You could also have them unpack it on their copy of the standards in their Writer’s Notebooks. (ELACC5L2, ELACC5SL1)

Tell students just as fluency supports comprehension, Language standards

support writing. What else is included in Language other than capitals and

punctuation? Briefly name some of these elements: grammar, parts of speech, subject-verb agreement, etc. Why is today’s standard (ELACC5L2)

important in writing? Ask students to turn and discuss this question with a partner. Then discuss as a whole group. You may want to chart students’ ideas. (ELACC5L2, ELACC5SL1) Here are a few suggestions for the

discussion:

o makes writing clear. o sends the message you want the reader to have.

o supports fluency when reading it. (Language standards support fluency, too!)

o done at the end of the writing process (editing).

Finally, talk with students about how making sure they apply the Language

standards in their papers is important, but the primary focus of daily writing is to get ideas down on paper. Editing will come at the end of the writing process – after the ideas have been written and revised. (ELACC5L2,

ELACC5SL1)

Many students get stuck on trying to spell every word correctly. Ask the class if they see good writers walking around with dictionaries in their purses or pockets. No, of course not! Then remind them what good writers do walk

around with (from Writing Lesson 2) - Writer’s Notebooks! Thus, the author’s ideas are more important that their spelling, which can always be

corrected later. Tell them to spell the best they can as they write; they can

always correct the spelling during editing. They could circle words they think

might be misspelled and work on correcting them during the editing process. (ELACC5L2, ELACC5SL1)

Work Time

Students have completed drafts for the seven purposes of writing. Today

they will choose one of their drafts to edit for capitalization, punctuation, and

spelling. Students could work alone or with a partner as they edit. They

could also use an editing checklist as they review their work. (This checklist

can be used throughout the year by adding the standards you have taught

along the way.) (ELACC5L2, ELACC5SL1)

After editing is complete, students will make corrections to their drafts.

(ELACC5L2)

Closing

One or two students will share their editing experiences, focusing on before

and after editing. If they used a checklist, they could share how that

supported their editing. The audience will practice accountable talk as

authors share. (ELACC5L2, ELACC5SL1)

Reading Lesson 14: Retell vs. Summary

Materials

The Mysteries of Harris Burdick, The Chronicles of Harris Burdick, a Thomas

Kincaid painting, or other resource you have available

computer and LCD

retell and summary examples displayed for students to see

Optional: 1 copy of the retell and summary for each student



Opening

Teacher Note: The Harris Burdick books are used as examples in the

lesson. Choose any books you have available or use one of Thomas

Kincaid’s paintings (see the Suggested Works list on page 6).

Show students the video in which Lemony Snicket explains the backstory of

The Mysteries of Harris Burdick and The Chronicles of Harris Burdick: http://www.houghtonmifflinbooks.com/features/harrisburdick/ Ask students to turn and talk about what they noticed in the video.

Then share a couple of pictures and captions from The Mysteries of Harris

Burdick. Explain how Chris Van Allsburg added the captions to tell the “story” in the pictures. Then ask students to turn and tell a partner their thoughts on the pictures, if the captions captured the essence of them, etc.

(ELACC5SL1)

Next choose a story from The Chronicles of Harris Burdick that matches one of the pictures you showed from The Mysteries of Harris Burdick and read it to the students. Ask them to turn to a partner and share their thoughts on

how well the author told the story that was in the picture. (ELACC5SL1)

Review the focus standard for today (introduced in Reading Lesson 8): ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama

respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Again focus on summarize the text.

(ELACC5RL2, ELACC5SL1)

What are the differences between a retell and a summary? Ask students to

turn and talk. Then have a whole group discussion; chart the differences for future reference. Include when it is best to retell a story and when a

summary would be better (real world connections). Students could also copy these into their Reader’s Notebooks. (ELACC5RL2, ELACC5SL1)

Show the examples of a retell and a summary based on The Wednesday Surprise by Eve Bunting. Read both to students and then have them turn

and tell a partner which is a retell and which is a summary and why. Students should use evidence from the chart created in the lesson. Optional:

Students can keep a copy of the retell/summary examples in their Reader’s Notebooks. (ELACC5RL2, ELACC5SL1)

Review the differences between a retell and a summary as a whole group. Ask students to remember that the retell is the movie, and the summary is

the movie preview. (ELACC5RL2, ELACC5SL1)

Work Time

Students will read independently for most of the Work Time. When there is

about 10 minutes left, students will work with a partner to practice retelling

what they read independently using the criteria established in the mini-

lesson. (ELACC5RL2)

Optional: Students can retell the Chronicles of Harris Burdick story read in

the mini-lesson (or whatever book was used) using the criteria established in

the mini-lesson. (ELACC5RL2)

Optional: Students could independently write their retelling as a practice for

F&P Leveled Text. (ELACC5RL2)

Closing

Students will do a Readers’ Share whole group and explain how they decided

what to retell. They could also rate themselves on how well they followed

the retelling criteria from today’s lesson. (ELACC5RL2, ELACC5SL1)

Extension: Chris Van Allsburg holds a monthly contest for students to write

a Harris Burdick story based on one of the pictures from the book. Check it

out! The winner gets an autographed copy of the book.

http://www.chrisvanallsburg.com/writestory.html

Writing Lesson 14: Writing a Summary

Materials

book review used in Writing Lesson 10




summary labels for each student (link in lesson)

summary rubric for each student (link in lesson)

Opening

Ask students to turn and tell a partner which writing purpose could include a summary (review/response, informative/explanatory). (ELACC5SL1)

Remind students in reading today they talked about a retell vs. a summary. Ask them to tell their partners why authors would use a summary in a review/response or informative/explanatory piece instead of a retell.

(ELACC5SL1)

Review today’s standard: ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Students have already unpacked this standard in their notebooks, so this is

just a review. (ELACC5W9, ELACC5SL1)

Look at an example summary from a book review, perhaps the one you used in Writing Lesson 10, to make a real world connection to summary writing.

Have students turn and tell their partners the elements included in a summary based on what they notice in the review. (ELACC5W9, ELACC5SL1)

Chart a list of criteria you would like to see included as students write summaries this year. The list will be very similar to the list students made in

Reading Lesson 13. Here are some sample ideas:

o identifies main points

o identifies the title and/or author

o an abstract

o presents the substance of the material in a condensed, concise form

o think about what it would look like on a book jacket

Click here for a summary label you can print and add to students’ Writer’s

Notebooks. You might also consider printing a second label for students to

keep as a tool in their Reader’s Notebooks as well.

Introduce the Summary Rubric. Discuss it with students and tell them they

will use it to self-evaluate their summaries at the end of Writer’s Workshop.

You could create this rubric with students.



Work Time

Students will choose a book from independent reading and write a summary

of what they have read so far, a chapter they read, etc.

Closing

Choose one of the following:

Students will self-evaluate their summaries using the Summary Rubric.

Students could also evaluate their summaries with a partner.

Reading Lesson 15: Complete the Performance Task

Materials

real world literary and informational texts – brochures, magazines,

newspapers, menus, books, websites, e-mails, flyers, etc.

organizer and pencils for each student

self-reflections for students

Optional: sample rubric for scoring the task

Opening

Teacher Note: The performance task will be completed in both Reading

and Writing Workshops to give students ample time to finish it.

Review the Focus Standards and performance task for the unit. Ask students to turn and tell a partner one thing they learned about reading genres and writing purposes. (ELACC5RL10, ELACC5RI10, ELACC5RF4, ELACC5SL1)

Explain the performance task. It should be done independently and will

serve as the summative assessment for this unit. Our beliefs influence everything we do, from the books we read to the pieces we write. Use the set of real world literary and informational texts (brochures, magazines,

newspapers, menus, books, flyers, etc.) to find examples of each reading genre and writing purpose we discussed in this unit. Record them on the

organizer. Then choose one reading genre and one writing purpose and write an explanation of how the texts illustrate the genre or purpose you attached to it. Option: Students could also explain in writing why a text was not an

example of a genre or purpose. Click here for a sample rubric you could use to score the task. (ELACC5RL10, ELACC5RI10, ELACC5RF4, ELACC5SL1)

Work Time

Students will complete the performance task. (ELACC5RL10, ELACC5RI10,

ELACC5RF4, ELACC5SL1)

Closing

Closing today will be done at the end of the Reading/Writing Workshop block

so students have plenty of time to complete the task.

Writing Lesson 15: Complete the Performance Task

Materials

real world literary and informational texts – brochures, magazines,

newspapers, menus, books, websites, e-mails, flyers, etc.

organizer and pencils for each student

self-reflections for students

Optional: sample rubric for scoring the task

Opening

No Opening is needed today; students will complete the task across the

Reading and Writing Workshop times.

Work Time

Students will continue to complete the performance task. (ELACC5RL10, ELACC5RI10, ELACC5RF4, ELACC5SL1)

Closing

Students will complete a self-reflection on the unit. Sample questions might

include:

o What activity was most valuable to you?

o What are two things you learned about yourself as a reader?

o What are two things you learned about yourself as a writer?

o What is one way you stand tall every day?

PROFESSIONAL RESOURCES

https://www.georgiastandards.org/Frameworks/GSOFrameworks/SSGr5Unit1

.pdf

A Writer’s Notebook by Ralph Fletcher

Pinnell, G. S., & Fountas, I. C. (2007). The Continuum of Literacy Learning,

Grades K-8: Behaviors and Understandings to Notice, Teach, and

Support.Heinemann.

How Writers Work by Ralph Fletcher

How to Write Your Life Story by Ralph Fletcher

Notebook Know-How by Aimee Buckner (Writer’s Notebook ideas)

The Book Whisperer by Donalyn Miller

Notebook Connection by Aimee Buckner (Reader’s Notebook ideas)

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/reader%27s%20notebo

oks.htm (Reader’s Notebook ideas)

http://www.theteacherorganizer.com/2011/07/readers-notebook.html (more

Reader’s Notebook ideas)

http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/r

eadingsurvey.pdf (Sample Reading Survey - scroll to the end of the article.

This survey has a scoring guide.)

http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/

writingsurvey.pdf (Sample Writing Survey - scroll to the end of the article.

This survey has a scoring guide.)

www.region15.org/file/3465/download (writing survey)

http://www.squidoo.com/writersnotebook (Writer’s Notebook information)

http://z5.sacredsf.org/wordpress-mu/dennisestrada/2012/02/20/on-the-

building-of-stamina/ (building writing stamina with boys – Ralph Fletcher

comments)

Write Like This by Kelly Gallagher (He teaches high school and has excellent

ideas for real-world writing.)

http://readingandwritingproject.com/resources/common-core-standards/ccs-

videos.html (videos showing students using accountable book talk, book club

discussions (text complexity), and a read aloud with high level

comprehension)

http://turnonyourbrain.wordpress.com/2012/01/01/text-complexity-is-this-

book-at-grade-level/

http://www.education.ky.gov/nr/rdonlyres/e57b4254-f15f-4a94-90e8-

a673adfaa2b3/0/kentuckyliteracylinkmay2011.pdf

http://www.heinemann.com/shared/onlineresources/E00797/chapter2.pdf

(book excerpt on paraphrasing, retelling, and summarizing)

http://quest.carnegiefoundation.org/~dpointer/jennifermyers/workshopappro

ach.htm# (a reader’s and writer’s life)

http://www.readersworkshop.org

www.lexile.com (Use this site to find Lexiles for texts.)

VOCABULARY

Reader’s Workshop informative/explanatory writing

summary

Writer’s Workshop opinion writing

text structure

text complexity fluency

reflection

stamina paraphrasing

close reading

just right books retell

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