Lesson Name: Reading Literary Nonfiction/ Autobiography Grade 5Estimated timeframe: See Pacing Suggestions 4th 9Wks/ Unit 7/ ARC 4Working Together
This lesson is appropriate for both Dual Language and Monolingual teachers. Dual Language Pacing: Day 1 – Engage: Art Talk and Lesson Preparation (Preparing note-taking book)
Day 2 – SE Focus LessonDay 3 – Activity 2Day 4 – Class Discussion; Formative Assessment (WTL)Day 5 – Summative Assessment
Monolingual Pacing: Day 1 – Engage: Art Talk and Lesson Preparation (Preparing note-taking book)Day 2 – SE Focus Lesson; Begin Activity 2Day 3 – Finish Activity 2; Class Discussion; Formative Assessment (WTL)Day 4 – Summative Assessment
Lesson ComponentsLesson Objectives: Students will read a literary nonfiction/ biography and a typical nonfiction biography about
another person important to civil rights. Through close analysis of the texts, students will discuss and explain the difference between the two very similar genres.
Language Objectives: The students will use academic language to discuss the cultural issues and the two genres. Prior Learning: Students are able to analyze text in order to make inferences, draw logical conclusions, and summarize. Standards(Texas Essential Knowledge and Skills:
5.7 Reading/Comprehension of Literary Text/NonFiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding RC2
5.7A identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life RC2
5.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
5.6B explain the roles and functions of characters in various plots, including their relationships and conflicts RC25.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different culture, historical, and contemporary contexts and provide evidence from the text to support their understanding.
5.3C explain the effect of a historical event or movement on the theme of a work of literature RC25.19 ELAR TEKS Figure 19/Reading Comprehension /Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
5.F19F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence RC1
Social Studies TEKS:5.5 (A) analyze various issues and events of the 20th century such as industrialization, urbanization, increased use
of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions.5.24(D) identify different points of view about an issue, topic, or current event
information within and across texts of varying lengths. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from
simple assertions and opinions; Analyze imagery in literary texts; Evaluate the use of both literal and figurative language to inform and shape the perception of readers.
Social Studies: Problem-solving and decision-making skills. Analyze ethical issues in historical, cultural, and social contexts.
Essential Questions: How does understanding the structures and features of a text help us to comprehend
better when reading? What are the differences between typical nonfiction and literary nonfiction? How does reading once for information and a second time for images help us to
understand a historically based text more deeply?Vocabulary Essential:
literary nonfiction, nonfiction, literary language, sensory language, interactions, internal traits, reaction to conflict, historical movement
Lesson Preparation
Remembering Rosa Parks: Her Bravery Sparked a Fight for Civil Rights (Time For Kids article online) [Print copies of the article so that students can annotate as they read.]
“Through My Eyes” (Texas Treasures); “A través de mis ojos” (Tejas Tesoros) Rosa Parks picture and quote (at the end of this lesson)- Project on screen for students to
view. (Also have a print dopy to place on the wall or chalkboard for an anchor.) Read both the article and the autobiography prior to the lesson, planning stopping points
to clarify meanings. Drawing paper folded in half Drawing and coloring supplies Blank index cards or large sticky notes
Note: In her book, Finding the Heart of Nonfiction: Teaching 7 Essential Craft Tools with Mentor Texts, Georgia Heard says, “What do we mean when we say narrative (literary) nonfiction? This genre is the nonfiction category that is closest to fiction – although unlike in fiction, every detail must be factually true. Narrative nonfiction incorporates some of the techniques that a fiction writer might use, such as story or plot, characters, detailed scenes, dialogue, setting, and even sometimes a story arc with a climax and a resolution.”
Anchors of Support
Rosa Parks picture and quote; Ruby Bridges Picture (see end of lesson)(both printed and placed on chalkboard or chart paper, with space left around it for students’ word cards.)
Differentiation StrategiesKeep in mind that differentiation does not discriminate. : ) These strategies often cross over to meet multiple student needs- use your knowledge and understanding of your students as a guide.
Special Education and/ or English Language Learners: Pre-teach challenging vocabulary identified when you pre-read the texts. Pair students strategically for the partner activities.
Extension for Learning: Students watch the video of Ruby Bridges at the White House at biography.com. This video gives us a peak at Ruby Bridges today. Have students choose a way to synthesize their learning from the three sources (the texts and the video). Provide opportunities for them to share their products with the class.
21st Century Skills
CRITICAL THINKING AND PROBLEM SOLVING: Solve Problems Interpret information and draw conclusions based on the best analysis.
COMMUNICATION AND COLLABORATION: Communicate Clearly Articulate thoughts and ideas effectively using oral, written and nonverbal communication
skills in a variety of forms and contexts. English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.
Engage Art Talk: (SE Focus Lesson) Show students the Rosa Parks picture and quote (found at the end of this lesson). Ask students to think of one word to share with the class that describes the main
feeling of the picture and quote. (Not a word included in the quote.) If needed, use prompts to help students verbalize their interpretations:
o Describe: What’s going on in this picture?o Analyze: What do you see that makes you say that? What might the
characters be thinking/ feeling? o Relate: What does this image remind you of?
After the discussion, students each write their chosen word on an index card or sticky note. Students take turns telling the class the word they chose and placing their words around the picture. These will become an anchor of vocabulary for discussions and writing during the rest of the lesson.
Lesson Stages Lesson Preparation: Give each student a piece of drawing paper. Students fold paper in half vertically. Holding their paper folded and like a book, have them write “Ruby Bridges and
Rosa Parks” at the top of the front of the “book.” As they open their “book,” have them label the left inside page, “Remembering
Rosa Parks,” the right inside page AND back of the book, “Through My Eyes.”
SE Focus Lesson: (Teacher-led/ Whole Group) As a whole class, do a shared reading of the Time for Kids article “Remembering
Rosa Parks.” While reading, have students:
o underline important facts that they notice…o circle any words and phrases that evoke emotions…o box words that are new to them.
At this point, don’t discuss the big ideas communicated in the text. Ask students what genre this article is (hopefully, they say biography or
nonfiction). Encourage students to share evidence from the text to support their thoughts. (It is in chronological order, it tells important facts about a person and history…)
Read the article a second time. This time, read it aloud to the class. While students listen, they use the left inside of the drawing paper to do an illustration. Tell them that their drawing should illustrate the big ideas they personally gather from the text.
Now , lead a discussion of the “big ideas” they learned. Allow students to share their drawings and explain their thinking.
ACTIVITY 1 Partner Activity When pairing students for this activity, be sure that at least one of the two
students reads at least on grade level. Students work with their partner to read the literary (narrative) nonfiction/
autobiography, “Through My Eyes” / “A través de mis ojos” (Treasures/ Tesoros) Have students draw a line halfway down the back of their “book.” Below the title
(“Through My Eyes”), have them write “Information.” Below the dividing line, have them write “images.”
As they read the text the first time, have students consider the most important facts they learn as they read. They write these in the top section of the paper (information.)
Pairs share their big ideas with the class.
ACTIVITY 2 Partner/ Independent Switch partners. This will allow students better change the lens through which
they read the text the second time. As they read this time, have students focus on the images that the text evokes.
What words and phrases do they notice that paint images in their minds? What thoughts does the author share that trigger memories or connections in their minds?
Students note these beneath the word “images.” Pairs meet with another pair and share their notes, discussing the feelings,
memories, etc. that the text evoked. Students return to their own spot to draw a second illustration. This time they
illustrate Ruby Bridges on the inside right page of their book. Encourage them to use their notes from the back of their “book,” rather than the illustrations in the textbook, to guide their drawing.
Closure Activity Discussion: Guide students through a discussion of the historical context of the events in these texts. Invite them to dig deep into feelings evoked through the readings. Have them cite evidence from the texts to highlight the way each genre communicated the big ideas/ theme. Invite students to compare their illustrations. Does their illustration of Ruby Bridges seem to show more “feeling” from the images painted by the text?...
Add to class genre chart from other weeks.. focusing on the literary elements of literary nonfiction.
As students work on their Procedural Text on helping their community, have them work to include language that draws the reader in, making the reader interested in helping their community.
Check for Understanding (Evaluation)
Formative: Students explain, in their Write to Learn Journals (or Reader’s Notebook) the
difference between literary nonfiction and other nonfiction. They should cite examples from the two texts above in their explanation.
Summative: Students create an illustration with a caption. Their illustration should show their
understanding of the historical context of the events described in the two texts. It may or may not include the two people and the actual events. Their work may be more metaphorical, focusing on the feelings of people at that time in history. The caption should explain the illustration and how it relates to the bigger message/ theme of the texts.
