5th Grade Literacy Curriculum Guide Module 1 2014 … · 5th Grade Literacy Curriculum Guide Module...

1

5th

Grade Literacy Curriculum Guide Module 1

2014-2015

Unit Name Bud Not Buddy

Module 1 (Number of Days 24) TLI Reading Focus Literary Narrative

Unit Overview

Bud Not Buddy is historical fiction The setting takes place in the state of Michigan during the Great Depression Unemployed hungry and homeless many people began living in camps across the country called Hoovervilles These camps were named for the President during that time President Hoover Radios were an important tool for communicating Jazz was a popular musical genre for this period of time

Performance Task

Writing Task

There are several important turning points in which Bud makes a decision that changes the

course of the story Students will choose one of these events write an explanation of what

happened and give his or her opinion about why this scene is important to the development

of the plot Here are some suggestions of turning point scenes (other possibilities may be

selected by students)

Performance Task

Based (in part) on the scenes of turning points listed above and possibly other turning

points that students have selected compose small groups of enough students to dramatize

the scenes Assign each small group a set of pages containing a scene Students then work

in small groups to dramatize one of the turning point scenes Each group decides where to

begin and end the scene which characters are in the scene and the role of the narrator (if a

narrator is needed) The group will decide if the scene should be from Budrsquos perspective or

if a more neutral role such as a narrator would strengthen the scene

Essential Questions EQ1 What is a family EQ2 Why do you need rules EQ3 Ho you read and comprehend complex text

Building Background Knowledge Prior to Teaching Please refer to the North Carolina Unpacked Standards

Explanations and Examples in this document are reference the Arizona Delaware North Carolina and Ohio Departments of Education

2

PBSD- Grade 5- Common Core- Module 1

Reading Complex Texts RLRI510

Writing About Texts W51-2 4-6 9-10

Research Project W57-9

RLRI51-10

Narrative Writing W53-610

5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives Literature-nonfiction

1937 Empty Pockets

Literature

Bud Not Buddy

Develop and Convey Understanding

Response to Reading Students will read two nonfiction articles about the Great Depression They will write two paragraphs about what life was like during the Great Depression pulling evidence from both texts Response to Reading Write a paragraph about how Budrsquos mom is like the speaker in the Mother to Son Response to Reading Choose one of the three lyrics and write a reflection of what those lyrics mean to you Quote accurately from what the text says explicitly and when drawing inferences from the text

Focus on Inform amp Explain

Textual Analysis What was life like during the Great Depression Textual Analysis Do you think life is better today than in the 1930rsquos Textual Analysis Explain in your own words how a radio works

Integrate knowledge from sources when composing opinion pieces Writing Task There are several important turning points in which Bud makes a decision that changes the course of the story Students will choose one of these events write an explanation of what happened and give his or her opinion about why this scene is important to the development of the plot

Convey Experiences

Essay CompareContrast experiences in 1930rsquos to today Based on what you learned in those sources do you think life is better today or in the 1930rsquos Give reasons to support your answer and details from the texts you have read TLI Related Readings Guide pgs 38-43 Essay Research a great jazz musician using multiple sources

Literature Live from the Great Depression-drama

Mother to Son- poem

Literature -(lyrics) Happy Days are Here

Again Brother Can You Spare a

Dime This Land is Your Land

Science How the Radio Works

p34 Catch Some Radio Waves

p 35

Music Jazz p 28

Scat and Improvisation Louis and the King p29

Social Studies Maps of the World

Reading and Writing in Each Module Cite Evidence

RLRI51 Analyze Content

RLRI52-9 SL52-3

Study and Apply Grammar L51-3 SL56

Study and Apply Vocabulary

L54-6

Conduct Discussions SL51

Report Findings SL54-6

3

Context for Instruction Reading Workshop Block Schedule Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily Word StudymdashWhole Group---15-20 minutes daily Book Talkmdash5 Minutes Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

5th

Grade ELA Checklist for Module 1

Reading Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed

RL51 Quote accurately from a text when

explaining what the text says explicitly

drawing inferences

RL52 Determine a theme of a story drama or poem from details in the text

how characters in a story or drama respond to challenges

how a speaker in a poem reflects upon a topic

Summarize the text

RL53 Compare and contrast two or more characters settings or events in a story or drama hellip using specific details in the text

how characters interact

RL54 Determine the meaning of

words and phrases in a text

figurative language metaphors and similes

RL55 Explain how a series of chapters scenes or stanzas fits together to provide the overall structure of a story drama or poem

RL56 Describe how a narratorrsquos or speakerrsquos point of view influences how events are described

RL57 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text

RL59 Compare and contrast stories in the same genre on their approaches to similar themes and topics

5

Language Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed

LP 531a

Explain the function of nouns pronouns verbs adjectives and adverbs in general

their functions in particular sentences

LP531f

Ensure subject-verb agreement

Ensure pronoun-antecedent agreement

LP541g

Correctly use frequently confused words

LP543a

Choose words and phrases to convey ideas precisely

LP531i Produce

Simple sentences

Compound sentences

Complex sentences

LP531j Produce and expand complete simple and compound hellip in response to prompts

Declarative

Interrogative

Imperative

Exclamatory sentences

LP541f Produce complete sentences

Recognizing and correcting fragments

Recognizing and correcting run-ons

6

5th

Grade ELA Writing Standards ndash Embedded into all Modules Complete Literacy Curriculum Guide for all Standards with Unpacking and Strategies (Compiled from NC DE OH and AZ)

W51 Write opinion pieces on topics or texts supporting a point of view with reasons and information

W51A Introduce a topic or text clearly state an opinion and create an organizational structure in which ideas are logically grouped to support the writers purpose

W51B Provide logically ordered reasons that are supported by facts and details

W51C Link opinion and reasons using words phrases and clauses (eg consequently specifically)

W51D Provide a concluding statement or section related to the opinion presented

W52 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly

W52A Introduce a topic clearly provide a general observation and focus and group related information logically include formatting (eg headings) illustrations

and multimedia when useful to aiding comprehension

W52B Develop the topic with facts definitions concrete details quotations or other information and examples related to the topic

W52C Link ideas within and across categories of information using words phrases and clauses (eg in contrast especially)

W52D Use precise language and domain-specific vocabulary to inform about or explain the topic

W52E Provide a concluding statement or section related to the information or explanation presented

W53 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences

W53A Orient the reader by establishing a situation and introducing a narrator andor characters organize an event sequence that unfolds naturally

W53B Use narrative techniques such as dialogue description and pacing to develop experiences and events or show the responses of characters to situations

W53C Use a variety of transitional words phrases and clauses to manage the sequence of events

W53D Use concrete words and phrases and sensory details to convey experiences and events precisely

W53E Provide a conclusion that follows from the narrated experiences or events

W54 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience (Grade-specific expectations for writing types are defined in standards 1-3 above) W55 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W56 With some guidance and support from adults use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting

W57 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic W58 Recall relevant information from experiences or gather relevant information from print and digital sources summarize or paraphrase information in notes and finished work and provide a list of sources W59 Draw evidence from literary or informational texts to support analysis reflection and research

W59A Apply grade 5 Reading standards to literature (eg Compare and contrast two or more characters settings or events in a story or a drama drawing on specific details in the text [eg how characters interact])

W59B Apply grade 5 Reading standards to informational texts (eg Explain how an author uses reasons and evidence to support particular points in a text identifying which reasons and evidence support which point[s])

W510 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

7

CCCS Focus

Standards

Explanation of Standard Instructional Strategies and Activities

RL51 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

Students will be able to quote from the text to support their opinion or comprehension Students may create lists of clues stated in the text to support their inference Students may use graphic organizers to arrange clues ideas and quotes with page numbers of the text

Literature Response ldquoHistorical fictionrdquo is a genre that takes place in the past but has a fictional character or fictional elements to it As a class we will compare and contrast various historical fiction stories In order to prepare for class discussions create a T-chart in your journal where you take notes about people places or events you believe are represented accurately and people places or events you believe are fictional Be sure to include in your notes the page number and book title for each example so you can refer back to the text (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull How is John different from Paul How do you know Which sentence(s) from the story supports your answer Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8

CCCS Focus Standards



Teachers please feel free to add your own notes in this section

Citing Evidence Strategy

Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases

Because hellip

Based on what I read hellip

For instance hellip

The author stated hellip

For example hellip

According to the texthellip

On page _____ it said that hellip

In paragraph ____ it said that hellip

From the reading I knew that hellip

Two different sources told me that hellip

9

CCCS Focus

Standards


RL52 Determine a theme of a story drama or poem from details in the text hellipincluding how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic hellipsummarize the text

The emphasis of this standard is employing strategies to analyze and apply knowledge of the structure and elements of literature Theme is the overarching message or universal idea of the text It is not bound by time or space and is generally true for all people throughout all time (eg itrsquos always better to work together honesty is the best policy) It requires thinking BEYOND the text students will not be able to find the answer directly stated in the text Strategies of inference need to be practiced Inference is a guess or conclusion based on evidence clues made by the author plus the readerrsquos own background knowledge Students summarize text incorporating explanation of the theme from their notes

Class Discussion Compare and contrast the presentation of a topic in two different formats such as baseball in ldquoCasey at the Batrdquo Ernest Lawrence Thayer to We are the Ship The Story of Negro League Baseball Kadir Nelson drawing on specific details from the text Your teacher may ask you to write your own response on a sticky note on a white board or in your journal and share it with a partner before or during the class discussion (RL52 SL51a b) Sample Questions What is the theme of _____ (text title) What details in the storypoemdrama help the reader determine this theme bull How does the author use the way Tyrone responds to his situation to develop the theme of the story bull Summarize the storydramapoem Lesson Plans and Activities

Summary Graphic Organizer ndash SWBST (Someone hellip Wanted hellip But hellip Sohellip Then hellip)

Use a story map to summarize and to retell the story

Students summarize text incorporating explanation of the theme from their notes

Theme one word or a few words that sums up the story

Model summarizing from the text to support the theme of a story The teacher may combine the key points in order to demonstrate generalized meaning or theme (a broader view)

Model the process of determining a theme by thinking aloud using a well-known story (eg Three Little Pigs collaboration or working together brings success The Boy Who Cried Wolf honesty is the best policy)

Target Fundamental Lesson SE006

Lesson Plans for RL 2-4 - Great Resource

10




Teachers please feel free to write your own notes in

this section

Pinterest Board with Summary and Theme Anchor Charts and

Ideas

11

CCCS Focus

Standards


RL53 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact)

This standard asks for the student to examine key traits from a text and compare and contrast them Use of a graphic organizer (eg Venn diagram or T-chart may assist students to understand the complexities of the characters settings and events through listing details) Teachers provide graphic organizers (eg T-chart Venn diagram or 2-3 columns) to assist in identifying and organizing story elements Teachers provide various examples of comparisons between characters setting or events to serve as a guide for students (Compare the main characters in The Secret Garden Frances Hodgson Burnett)

Literature Response In your journal create a character map of the main character in the historical novel you are reading Show how the character changes (or develops) over the course of the text Compare your character with one chosen by a classmate How are the characters similar How are they different (RL52 RL53) Pre-Reading Cards As a pre-reading activity provide students with index cards that have story element clues on them (ie a card might be labelled Setting ndash A small town) Have students read or hear read the first chapter of a selection Students record any inferences predictions or conclusions they develop based on what they heard Once students have completed the reading they review the cards to see how well they were able to infer predict or draw conclusions about the story element listed on their cards Later this can be turned into a short research paper that includes details from the text that support studentsrsquo original thoughts This activity can be adapted for shorter selections by reading only the first paragraph Story Map Using the story map strategy helps students focus on the major aspects or elements of a story such as setting character conflict rising action and resolution Initially these organizers can be created for whole groups to contribute as they become more familiar students can create story maps for texts they read independently There are a number of graphic variations on a story map available online ReadWriteThink (sponsored by the International Reading Association and National Council of Teachers of English) has an interactive version that students can complete located at httpwwwreadwritethinkorgfilesresourcesinteractivesstorymap Sample Questions How are Keisha and Lawanda alike and different What specific details from the story support your comparison bull What do you learn about Chris and John by the way they compete for the prize How are they alike and different Use specific details from the

12

drama in your answer bull How is the setting at the beginning of the story alike and different from the setting at the end of the story Why is the change in setting important bull What are two major events in the story How are they alike and different How does each event contribute to the story Lesson Plans and Activities

Learn zillion video -explain-how-a-characters-actions-contribute-to-the-sequence-of-events

httpbetterlessoncom RL-3-3-describe-characters-in-a-story-

Character Trait Lesson Plan using the book Chrysanthemum with list of character traits

Comparing Across Books Lesson Plan


13





Pinterest Board for story-elements-character-traits-summary

14

CCCS Focus

Standards


RL54 Determine the meaning of words and phrases as they are used in a text hellipincluding figurative language such as metaphors and similes

Students will develop their understanding of words phrases and figurative language through read-aloud stories teacher modeling and student-centered activities that are presented in the classroom Students will interpret words in many contexts Students highlight and discuss figurative language as it is encountered in text Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)

Pinterest Board with Anchor Charts and Ideas for Figurative Language

Vocabulary and Context Clues Students research the origins of selected idioms to reinforce their meanings Teachers encourage students to look for similes as they read independent novels and books (eg In Sadako and the Thousand Paper Cranes Eleanor Coerr Sadako says I am a turtle But is she really a turtle She is behaving like a turtle when she is not running fast)

Poetic Devices Not only do poets use a variety of formats rhyme schemes and meters but they use specific devices to make their poems unique Find examples of similes metaphors alliteration and onomatopoeia in poems from this unit and mark them with coded sticky notes Create a T-chart in your journal that includes the technique and examples of each Try to write your own poem that uses at least two of the techniques found (RL54 L55 W54) Anchor Charts Anchor charts are tools to aid students in remembering procedures and expectations related to topics in any content area They should be made with the students and added to throughout the year Post anchor charts in the classroom where they are easily accessible to students Anchor chart topics in reading could include class-generated information around general questions like ldquowhat do good readers dordquo or specific topics like figurative language In each case the charts would include information that explains and supports the studentsrsquo abilities to comprehend and evaluate text Picture Book Language Give small groups of students several picture books and have them look for words and phrases from those texts that reflect figurative language Have the scribe for the group record these words and phrases Group members should determine the specific type of figurative language the author used for each word or phrase found (ie simile metaphor) Each group can share their examples with the class and provide rationales for how each word or phrase was labelled Lesson Plans and Activities


Target Fundamental Lesson LD004

15





Lesson Plans and Activities

Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips Lesson Graphic Organizers and Assessment


Context Clues Graphic Organizers and Lesson Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion

Pinterest Board with Anchor Charts and Ideas for Context Clues

16

CCCS Focus

Standards


RL55 Explain how a series of chapters scenes or stanzas fits together to provide the overall structure of a particular story drama or poem Text Features

The emphasis of this standard is the structure of a story and how the structure is made up of separate parts Students benefit from understanding the components of the story and plot such as the exposition rising action climax falling action and resolution The combination of structural elements come together to create a final piece Students create maps of the plot structure to outline the key events of the text Students rearrange the events and put them back in order Students diagram the plot of different selections using a graphic organizer to diagram the structures (eg Use the plot diagram to show exposition rising action climax denouement conclusion flowchart to show event divisions in chapters)

Thinking StemsAnchor Chart Novel bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Lesson Plans and Activities

How Readers Theatre Should Look in a Classroom Lesson Plan

How Parts Fit Together Lesson Plan with Video Formative Assessment Opportunities Listen during class discussions of the book Record observations of students who are able to refer to specific chapters in the book Also note students who are able to describe how each chapter helps to build the story Continue to confer with students who are having difficulty with this standard Performance Task Have students choose one chapter from the book and describe how that chapter builds on the earlier chapters For example if a student chose chapter 2 in My Fatherrsquos Dragon by Ruth Stiles Gannett they could describe how they find out how Elmer will be able to fly in this chapter In chapter 1 the reader only knows that Elmer wants to fly but not how In this chapter the cat tells Elmer about the dragon and how the animals on the island have captured the dragon for their own use ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly

17



RL55 Explain how a series of chapters scenes or stanzas fits together to provide the overall structure of a particular story drama or poem

Teachers please feel free to add your own notes in this

section

Thinking StemsAnchor Chart Poetry bull What do you notice about the structure of this poem bull How is the author using stanzas lines rhyme bull What do you notice about the rhythm of the poem bull How does the rhyme pattern contribute to the rhythm bull How does this author use ldquosounds and silencerdquo to create rhythm bull How does the author use repetition (a type of ldquosoundrdquo) within the poem

Pinterest Board for Poetry

18




The emphasis of this standard is the identification of the techniques used by the author to influence the readersrsquo feelings and attitudes The point of view of the narrator can impact the way that events are perceived through the use of techniques of characterization First person point of view can allow the reader to have a greater understanding of the emotions and thoughts of the character This causes the reader to relate and forge a bond with the character or narrator Third person point of view is more versatile because when the narrator reveals a character readers will perceive emotions thoughts and attitudes based on both the third person narration and their own background knowledge Teachers create a focus or word wall to emphasize signal words and phrases used by first person or narrator Teachers provide two sample passages one written in first person point of view one written in third person point of view for students to compare Teachers ask students to discuss why one point of view would be more effective than the other

Author Characters or Narrator My Point of view

Research Research the ldquocoming of agerdquo experience of a favorite author or illustrator from this unit For example read the biography of Peter Sis from his website and listen to the interview with Peter Sis about his memoir The Wall Growing Up Behind the Iron Curtain by Peter Sis Read informational text about communism in order to better understand the challenges personal and artistic that he encountered because of the Communist form of government under which he lived Conduct research about what was involved in seeking asylum in the United States and how that experienced changed him in his mid-thirties Include visual displays in your presentation as appropriate Share your findings with the class (RI56 RI510 RL56 W57 SL51a b c d L51a b c d e L52a b c d e L53a b L56) Students complete a graphic organizer (eg two-column T-chart or Venn diagram) for comparing and contrasting the strengths and weaknesses of the two passages Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel Lesson Plans and Activities

Point of View Lesson and Activities - True Story of the Three Little Pigs

Point of View Activity

19




Teachers please feel free to add your own notes in

this section

Pinterest Board with Point of View Anchor Charts

20



RL57 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) RL58 (not applicable to literature)

Students ask How do the picturesvisuals enhance their understanding and appreciation of a work Teachers assign related passages and visualmulti-media representations for students to compare and analyze how different mediums contribute or establish meaning andor tone

Itrsquos All a Matter of Perspective Provide opportunities for students to read trade books with small main characters to explain perspective or point of view Visual elements of the texts help readers understand the idea that two people may see the same thing in different ways or that one event can be interpreted in ways that are impacted by point of view Possible books to use for this activity are Seven Blind Mice (Ed Young) Two Bad Ants (Chris VanAllsburg and Mouse Views What the Class Pet Saw (Bruce McMillan) Sample Questions bull Which visual elements in ______ (a graphic novel) contribute to the novelrsquos meaningtonebeauty Use specific examples from the graphic novel to support your answer bull Which visual elements in ______ (a multimedia presentation of fiction) contribute to its meaningtonebeauty Use specific examples from the multimedia presentation to support your explanation bull How do the multimedia elements (animationvideoaudiostill images) in ______ (a multimedia presentation of fiction) contribute to its meaningtonebeauty Use specific examples from the multimedia presentation to support your answer Lesson Plans and Activities

httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-of-a-story - video

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link) - see next page

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Pedagogy for Teaching Meaning using Words and Visualizing

Target Fundamental Lesson VI002

21





this section

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link)

Brian Selznick

The Dinosaurs of Waterhouse Hawkins

Selnicks detailed illustrations provide another

dimension to this biography of a little-known

scientist and his lifes work

Mark Teague

Dear Mrs LaRue Letters from Obedience School

In this humorous look at a dogs life behind bars

Teague uses an interplay between illustrations and

text to tell the whole story

Ana Juan

The Night Eater

In this picture book Juans lush illustrations bring

readers into the fantastical world of The Night Eater

a creature that gobbles up darkness

Ana Juan

Frida

In this biography of the famous painter Frida Kahlo

Juans whimsical representations of Fridas life both

incorporate and pay homage to Fridas artistic style

22



RL59 Compare and contrast stories in the same genre (eg mysteries and adventure stories) on their approaches to similar themes and topics

This standard asks students to look at two or more works with the same theme or topic Students consider the effect of the authorsrsquo different approaches Students use charts and graphic organizers to assist them with examining the differences and similarities between stories Teachers have students work with partners or groups to compare and contrast two stories regarding similar topics (eg Misty of Chincoteague by Marguerite Henry and Black Beauty by Anna Sewell both tell the story of a horse and the relationship with their owners)


Class Discussion Why do tricksters ignore conventional cultural behavior Why are these characters often personifications and not human What impact does culture have on the tale Talk with a classmate to share ideas and then write your favorite ideas down in your journal prior to class discussion (RL59) Tall Tales ndash Genre Study Students read and discuss folk tales focusing on character actions and traits In collaborative groups students work to summarize plot points and character traits As a group post story information onto a multi-story character-study matrix which includes appearance ability setting relationships with others problems accomplishments and resolutions The process can be repeated for multiple characters across books so that characters can be compared and contrasted An example of a character-study matrix can be found at Read Write Think at httpwwwreadwritethinkorgfilesresourceslesson-docsSampleCharacterMatrixpdf

Sample Questions bull How are ______ (text title) and ______ (text title) alike and different in their approach to similar themes Which text is more effective in relaying this theme Why Use examples from both texts to support your answer (Texts should be two stories of the same genremdashtwo mysteries or two adventure stories) bull How are ______ (text title) and ______ (text title) alike and different in their approach to similar topics Which text is more interesting Why Use examples from both texts to support your answer (Texts should be two stories of the same genremdashtwo mysteries or two adventure stories)

23

Pinterest Board of Book Collections and Rewards

Formative Assessment Opportunities Students who are unable to think about how the author chose to convey the theme of their story to the reader will need small group instruction and one on one instruction During instruction andor conferring be sure to keep the word ldquoauthorrdquo in your prompting and questioning Ask the student ldquoWhat is the theme How did the author convey that theme How did they use the characters to convey the theme How did the setting contribute to the authorrsquos approach to the themerdquo Students who continue to struggle may benefit from thinking about the authorrsquos approach to stories that have very familiar themes such as never give up


Lesson Plans for RL 9 (p111517)


24





section

Pinterest Board for Genres

25



LP531a Explain the function of

Nouns

Pronouns

Verbs

Adjectives

Adverbs in general and their functions in particular sentences

Teachers please feel free to write your own notes in this section

Pinterest Board with Conventions Foldables Anchor Charts and Lessons

26

CCCS Focus

Standards


LP531f Ensure subject-verb and pronoun-antecedent agreement


Pinterest Board with Conventions Anchor Charts Videos and Foldables

27

CCCS Focus

Standards


LP531i Produce simple compound and complex sentences LP531j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts

LP541f Produce complete sentences recognizing and correcting inappropriate fragments and run-ons

Compound and Complex Sentences Types of Sentences

Select the conjunction write 2 sentences on the board and then have students turn rewrite them with the conjunction

Next tell students to write a sentence with (the conjunction) in the middle Such as ldquoWrite a sentence with the word becauserdquo (Then discuss why it is a complex sentences)

Then tell students to write a sentence with (the conjunction) in the middle Such as ldquoWrite a sentence with the word ldquobutrdquo (Then discuss why it is a compound sentence)

Allow students to write sentences on the board and share verbally

Recognize the types of sentences within the text being read Types of Sentences

Recognize the types of sentences within the text being read

Allow students to write sentences on the board and share verbally Complete Sentences

Turn sentence fragments into complete sentences

Rewrite run-ons into one or more complete sentences


28

LP531i Produce simple compound and complex sentences LP531j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts LP541f Produce complete sentences recognizing and correcting inappropriate fragments and run-ons

Pinterest Board with Writing Activities

29

CCCS Focus

Standards




section

Pinterest Board for Writing (compound and complex sentence game)

30

CCCS Focus

Standards


LP541g Correctly use frequently confused words (eg totootwo theretheir)

List of Easily Confused Words

wear where were wersquore

own on and an

than then to too two

their there theyrsquore loose lose

accept except principal principle


Lists of Homophones Homonyms and Homographs

Target words used incorrectly in studentsrsquo writings

Have students keep a list of words that they use incorrectly in their ReadersWriters Journals to use as a resource when they are proofreading

Guided Practice Worksheet for Easily Confused Words

Make a list of the words your students confuse the most Have students write a paragraph using 20 of the words correctly

31

CCCS Focus

Standards




section

Pinterest Board with Easily Confused Words and Vocabulary

32

CCCS Focus

Standards


LP543a Choose words and phrases to convey ideas precisely

Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)


Students write their memoir in ONLY six words lesson

Target Fundamental Lesson WP001

33

CCCS Focus

Standards



Teachers lease feel free to add your own notes in this

section

Pinterest Board with Vocabulary Anchor Charts and Activities

34

Extended Text Bud Not Buddy

Mini-Lesson Routine Writing Related Resources

Resources for Background on the 1930s

General resources on the Great Depression may be needed to provide additional context for Bud Not Buddy Start with Appendix D Teacher Resource 1900-1950 for an overview and to put the Great Depression in context

Photos music and art from that era are readily available on the Internet including the Library of Congress The Smithsonian American Art Museum provides a ldquoguided tourrdquo to their collection of art from the Depression (practice navigating the site before using in class) httpamericanartsiedueducationpicturing_the_1930s A few photos are available in Appendix E

American Studies at the University of Virginia website ldquoAmerica in the 1930srdquo httpxroadsvirginiaedu~1930sfronthtml contains various media such as photos comics advertisements movies newsreels etc that will give students a feel for the Depression era A section called ldquoAn American Exodusrdquo has several photos and summaries of the migration of people across America in the Depression httpxroadsvirginiaedu~1930sPRINTdocumentexodusexodus

Preteaching the Text

TLI Core Reading Guide


(page 8)

Student Activity and Assessment

Sheets (pages 36-61)

Anticipation Guides - Use before

teaching

Anticipation Guide for Students

Anticipation Guide Teacher Directions

Anticipation Guide Answer Sheet

All Lessons Text

Class set of Bud Not Buddy by Christopher Paul Curtis

An audio book of Bud Not Buddy and listening devices for a small group of students

Vocabulary

(Optional) A classrsquos vocabularydefinition list for words in Bud Not Buddy that may be helpful for some students httpchristykeelercomTAH1930sExemplaryStudentWorkFontes_BudNotBuddyGlossarypdf

Background on the 1930s (see other possibilities in the General Notes and Resources section)

General resources on the Great Depression Photos music and art from the era are readily available on the Internet including the Library of Congress site The Smithsonian American Art Museum provides a ldquoguided tourrdquo to their collection of art from the Depression httpamericanartsiedueducationpicturing_the_1930s

American Studies at the University of Virginia ldquoAmerica in the 1930srdquo httpxroadsvirginiaedu~1930sfronthtml

Includes photos comics advertisements movies newsreels etc to give students a feel for the Depression A section called ldquoAn American Exodusrdquo has several photos and summaries of the migration of people across America in the Depression httpxroadsvirginiaedu~1930sPRINTdo

35

html

Music jazz or other music from the Depression (1930rsquos) playing softly in the background even if it is not a particular focus is another way to give an impression of the 1930s Try ldquoBrother Can You Spare a Dimerdquo httppdnprorganonnpr-mp3nprspecialmusic20091020091022_specialmusic_brothermp3 andor pieces by Cab Calloway Duke Ellington Billie Holliday or Woody Guthrie

Images of the Dust Bowl and Dust Bowl era From the Farm Security Administration httpwwwpbsorgkenburnsdustbowlphotos and from Kansas State University httpwwwweruksuedunew_werumultimediadustbowldustbowlpicshtml

cumentexodusexodushtml

Music jazz or other music from the Depression (1930rsquos) ldquoBrother Can You Spare a Dimerdquo

httppdnprorganonnpr-mp3nprspecialmusic20091020091022_specialmusic_brothermp3 andor pieces by Cab Calloway Duke Ellington Billie Holliday or Woody Guthrie or other folk jazz or country music selections from the era

36

Standards Extended Text Bud Not Buddy Mini-Lesson

Routine Writing Related Resources

RL51 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL52 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 RL54 Determine the meaning words and phrases as they are used in a text including figurative language such as metaphors and similes RL56 Describe how a narratorrsquos or speakerrsquos point of view influences how events are described Other Standards Taught SL51

Essential Questions EQ1 What is a family EQ2 Why do you need rules EQ3 How do you read and

comprehend complex text Reading Lessons 1 and 2 (Chapters 1 and 2) The goal of these lessons is to provide strategies needed to comprehend a chapter-based complex text set in the Great Depression Students listen to a read-aloud of Chapter 1 of Bud Not Buddy with modeling of the readerrsquos reactions to text with student practice of this strategy Students discuss their ideas supported by evidence

Lesson 1Chapter 1 Race to the Top Resources p 12

Post each of the essential questions on a separate piece of chart paper to start an anchor chart for each question

Provide sticky notes to students for their use

Save studentsrsquo comments and questions (on sticky notes) from the closing for the next lesson

Vocabulary Formative Assessment bull Make notes about which students tarted marking up the text as they listened to the read aloud

Language


nouns pronouns verbs adjectives and

adverbs in general and their functions

in particular sentences

httpwwwthelearningodysseycom

Writing W510 Write routinely

Reading Response Journals one for each student and sticky notes for each student

Give students a few minutes to process what they have read

Ask students to turn and talk with a partner about what has happened in the story so far

Give students time to write a few comments or questions on sticky notes about what parts of the text they reacted to and what they would like to know

Materials

An audio version of Bud Not Buddy and listening devices for at least a small group of students (and Internet access)

Chart paper

Sticky notes for each student

Copies of Appendix A Marking Up Text chart and one copy on chart-paper

Essential Questions written on chart paper

ldquoBrother Can You Spare a Dimerdquo httppdnprorganonnpr-mp3nprspecialmusic20091020091022_specialmusic_brothermp3

Copies of Appendix A Marking Up Text chart and one chart-paper copy

Vocabulary

Definition list for words in Bud Not Buddy

compiled by a fifth grade class

httpchristykeelercomTAH1930sExemplaryS

tudentWorkFontes_BudNotBuddyGlossarypdf


Teaching the Text ndash Section 1 (Chapters 1-7)

Vocabulary

Academic and Key Vocabulary ndash page 9

Read Write Think

Author Christopher Paul Curtis

httpwwwreadwritethinkorgclassroom-

resourcescalendar-activitiesnewbery-medal-

winner-christopher-20651html

37

Standards Extended Text Bud Not Buddy

Mini-Lesson




comprehend complex text

Lesson 2Chapter 2 Race to the Top Resources p 14 Select music from the 1930s to play as an introduction to the era particularly jazz See Resources for Lessons Formative Assessment bull Make notes about the supports

students picked for rereading the

chapter Which students are able to

read the chapter without assistance

Language

L55 Figurative Language

Study Island - Figurative

Language Lesson

Odyssey Lessons Online


Targeted Fundamental Lessons

LD004 Identify Figurative

Language

SE014 Describe the Main

Literacy Elements (Theme)






Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38

Extended Text Mini-Lesson Routine Writing Related Resources

RL51 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL52 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 RL54 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes Other Standards Taught W54 SL51

Essential Questions EQ1 What is a family EQ2 Why do you need rules EQ3 How do you read and comprehend complex text Reading Lesson 3 (Chapter 2) Race to the Top Resources p18

Put the quotation for the lesson opening on the board in advance

While students are reading Chapter 2 independently circulate and listen to different students and assess their fluency Use this information to place students in the right supported reading option

Formative assessment

As students are reading a portion of Chapter 2 independently listen to them in order to assess their fluency and comprehension independently Use this information to help establish the best reading options for each student

Language L55 IdiomsFigurative Language


Language Lesson

Odyssey Online


Analyze Simile and Metaphor


Pages11-12 (Chapters 1-7)

Writing Textual Analysis

TLI Core Reading Guide (page 14)

Compare and contrast how Bud is

treated by his ldquopretend familyrdquo at the

mission with how he is treated by the

librarian who guards his suitcase at the

lending desk How might you explain

the difference in the way he is treated

in both situations Write one or two

paragraphs to explain your answer

Writing Write routinely

Reading Response Journals (one per student)

Copies of Appendix B Three-Step

Journal Entry template for each

studentrsquos journal

Materials


Copies of Appendix B Three-Step Journal Entry student template for each studentrsquos journal

Appendix C Close Reading handout one copy for each student

39



Reading Lesson 4Chapter 3 Race to the Top Resources p 20

Using formative assessment information and additional data about studentsrsquo reading levels plan supported reading options for students to use for the next several chapters (See General Notes and Resources for a description of options) All options should include a chance for students to read a portion of the text independently


Check the RRJs Who was able to do the three-step journal entry Provide written feedback to students to help them use the three-step template effectively

How did students do in their reading options Which students still need different support for reading the text

Language Targeted Fundamental Lessons

LC015 Identify subject-verb

agreement in a sentence

MI010 Summarize a Passage

to Recall Inform and

Organize Ideas

LC013 Differentiate Between Types of Sentences

















40



Reading Lesson 5 ndash Chapters 4 and 5 Race to the Top Resources p 20

Close reading Do a quick read aloud of Chapter 4 Leave students time for the close reading selection from Chapter 5 This lesson is about close reading with the goal of helping students understand how their comprehension changes and deepens through rereading the same text for different purposes

Divide the close reading activity into steps with students discussing their notes with a partner after each step or use your own close reading sequence

Students can answer the text-dependent question directly from their notes on the handout (Appendix C) If students need support they should complete the three step journal process before starting to answer the text-dependent questions

For the Lesson Closing of Lesson 5 after students have written their journal responses provide feedback by modeling an answer to one of the questions




Organize Ideas


















Lesson 5 vocabulary

o Doggone (p 30) idiom annoying ldquoon the lamrdquo (p 35) escaping from authorities twine (p 37) a type of string used for tying packages and other things hardheaded (p 39) stubborn insistent insisted (p 39) declared persistently ordered firmly and repeatedly


Review studentsrsquo RRJs and their answers to the text dependent question

Review your notes and observations from the close reading lesson

41

Standards Extended Text

Mini-Lesson


RL51 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL52 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 RL55

Explain how a series of chapters scenes or stanzas fits together to provide the overall structure of a particular story drama or poem

Essential Questions addressed in this lesson EQ1 What is a family EQ2 Why do you need rules EQ3 How do you read and



Vocabulary

Formative assessment bull Notes and observations of studentsrsquo understanding of the unfolding plot and the metaphor of closingopening doors bull Notes and observations about participation in discussion bull Fluency when reading aloudability to comprehend the text through buddy reading

Language IdiomsFigurative Language L55

Study Island - Figurative Language

Lesson









Writing

Textual Analysis


Bud keeps a list of numbered rules to

help him avoid making the same

mistakes again and again Which rule

does Bud recall when a driver stops his

car and tells Bud that he has a problem

and needs Budrsquos help Write one

paragraph in which you state Budrsquos rule

and explain how Bud applies his rule to

this situation Then write one or two

sentences stating your opinion of

whether the driver believes Bud Be

sure to explain why or why not

42


Mini-Lesson







Vocabulary

Formative assessment bull If needed questions to check for understanding could include

p 62 Why did Bugs come to find Bud

p 68 What does the man mean when he says ldquowersquore all in the same boatrdquo What do the people living in a Hooverville have in common

p 80 What is in Budrsquos suitcase What do we learn about the rocks Why does Bud think a picture of his dad is on the flyer

p 81 What is the reason Bugs and Bud were separated as they ran to hop on the train

p 82 Why doesnrsquot anyone get on the train

p 85 What happened to Hooverville

p 86 Bud reads the return of the flyer as a sign What does he think it means Do you agree with his reasoning Why or why not



Lesson






Materials Copies of the accountable-talk stems handout from link

httpcurriculumdpsk12orglang_literacy_culturalliteracyelem_litcurric_instruc_assessinterdisc_unitsAccountableTalkFeaturesandLanguageStemspdf

Students should attach the handout to their Reading Response Journals Also see The Teacher Tool Kit httpwwwtheteachertoolkitcomindexphptoolaccountable-discussions

Appendix B Three-step journal entry template optional

Appendix E Photos of the Great Depression

Websites

bull Photos of Hoovervilles or do an image search for

ldquoHoovervillerdquo and develop a slide show For background

information try Historycom

httpwwwlocgovpicturesresourcefsa8b27057co=fsa

Song ldquoBrother Can You Spare a Dimerdquo

httpwwwhistorycomtopicshoovervilles

or look through the Hooverville images in the Library of

Congress There is also an image of a Hooverville at the back

of this unit (Appendix E)

bull Background information about the Depression

O Unemployment Graphs 1930rsquos

httpvisualeconsites3amazonawscomwp-

contentuploads200907Unemployment1930spng

o The Great Depression

Stock Market Crash Black Thursday and Black Monday

httpbcdshistorywikispacescomfileviewK_Cruz_Great_D

epressionpng339572542K_Cruz_Great_Depressionpng

oFor additional information about the Great Depression

including riding the rails PBSWGBH

Articles on Riding the Rails

httpwwwpbsorgwgbhamericanexperiencefeaturesfurt

her-readingrails-further-reading

Vocabulary

Academic and Key Vocabulary

TLI Core Reading Guide p15

43


Mini-Lesson






Lesson 8 Chapter 9 Race to the Top Resources p 29

Vocabulary


Review students drawing and writing about the seed metaphor

bull Questions to check for understanding (to verify understanding and address misconceptions or a lack of understanding) O p 89 What did the librarian remember about Bud and his mother O p 90 Draw a conclusion about what Bud plans to do What evidence supports your conclusion O pp 92 and 94 What happened that first caused Bud to claim Herman E Calloway as his dad O p 94 How did Bud interpret his motherrsquos silence about the identity of his father

Language TLI Core Reading Guide

Pages 15-19 (Chapters 8-10)

Targeted Fundamental Lesson

LC016 Identify Parts of Speech






Writing

Textual Analysis (CH 8-10)



















Websites























Vocabulary



44


Mini-Lesson


RL51 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL52 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 RL55 Explain how a series of chapters scenes or stanzas fits together to provide the overall structure of a particular story drama or poem



Lesson 9Chapter 10 Vocabulary

Race to the Top Resources p 30 Formative assessment

bull Review your notes from studentsrsquo

reading journals and observations from

their reading discussions

bull To check for understanding

O p 97 How does Bud feel about the

country How do you know

O p 101 How does the man persuade

Bud to leave the bushes

O p 104 What does Bud lie about

Why What does he hope to gain by

lying

O p 105106 We have seen Bud

carried away by his fear earlier in the

story At this moment do you think his

fear is valid or do you think it is

exaggerated Explain your thinking

with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51

Quote accurately from a text when


and when drawing inferences from the

text

RL52

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

RL54

Determine the meaning of general

academic and domain-specific words

and phrases in a text relevant to a

grade 5 topic or subject area

RL56

Describe how a narratorrsquos or speakerrsquos

point of view influences how events

are described

W54

Produce clear and coherent

Essential Question(s) addressed in these lessons EQ1 What is a family EQ2 Why do you need rules

EQ3 How do you read and


Lesson 10Chapter 11 Vocabulary Race to the Top Resources p 34 Formative assessment bull Notes and observations from

the turn and talk discussions in the lesson closing

bull If needed use these questions to check for understanding

o p 109 Why did Bud think Lefty Lewis was a vampire

o p 111 The author writes that the seed is sticking its head out further and further What is the significance of the seed

o How did Budrsquos opinion of Lefty Lewis change

bull How were meals in the group home different from the experience Bud has in Mrs Sleetsrsquo house Cite evidence

Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54

Produce clear and coherent writing





Race to the Top Resources p 35 Formative Assessment bull Review studentsrsquo reading

response journals

Language Targeted Fundamental Lesson

AP006 Identify Authorrsquos Perspective or

Point of View in a Nonfictional passage

Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54





Lesson 12 Vocabulary for Chapters 13 and 14

Race to the Top Resources p 37 Formative assessment bull Review Reading Response

Journals bull Review notes from reading

discussions and observations during the reading time Are students ready for a new grouping or a specific strategy lesson

bull Questions to check understanding (if needed)

o Ms Thomas says on page 174 ldquoGo ahead and cry Bud yoursquore homerdquo What is the author trying to say when she says this

o Compare meals from the beginning of the story to the

meal in the restaurant (the home soup kitchen car with Lefty the Lewis Family and the restaurant) What has changed

Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54





Lesson 13 Vocabulary Chapters 15 and 16 Race to the Top Resources p 38 Formative assessment bull Which students were able to

read the two chapters independently What supports do other students need to read independently

bull What do studentsrsquo reading notes and reading response journals indicate about their comprehension of the text

Race to the Top Resources p 39 Lesson 14 Only children are bullies



Writing


(page 24)

After Thug the drummer in the band

teases Bud Steady Eddie says that Bud

is tougher than most kids Bud replies

that his ldquoeyes donrsquot cry no morerdquo Why

do you think that Bud did not cry

despite the many hardships he had

suffered Why do you think that Bud

later cries in front of Miss Thomas and

the other members of the band Using

details from the book write one or two


Vocabulary



Vocabulary



(page 20)

Websites

Resources on Bullying

Poems About Friendship

wwwreadingladycom

Poetry in the Classroom

Friends

PBS Kids

httpwwwpbskidsorg

Itrsquos My Life (Game)

Human Resources Pine Bluff Police Department

49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57

Analyze how visual and multimedia

elements contribute to the meaning

tone or beauty of the text (eg

graphic novel multimedia presentation

of fiction folktale myth or poem)

Essential Question(s) addressed in this

lesson

EQ1 What is a family

EQ2 Why do you need rules



Race to the Top Resources p 42

Lesson 15

bull Show students two statements of

opinion about Bud Not Buddy -- one

with evidence from the text and one

not supported by evidence from the

text Discuss or remind students why

the evidence from the text makes the

opinion stronger

bull Hand out and read through the CEPA

Student Instructions and answer

questions Review the turning point

concept if needed

Lessons 15 16 and 17

bull Students work as independently as

possible in writing their opinion pieces

about why a scene is a turning point

Assist students if they cannot finish the

task alone Keep notes on which

student needs which kind of help Add

these notes to your summative

assessment data

bull Give students time in class to write

their opinions

bull Once writing is finished students can

begin rehearsing their scenes

Vocabulary



(page 25)

RL57 Movie ldquoBud Not Buddyrdquo ndash Compare the

movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17

bull Students finish rehearsing their

assigned scenes

bull Students present their scenes to an

audience their classmates another

class family members


Writing


(page 29)

Reread the scene in Chapter 17 where

Bud describes the music made by Miss

Thomasrsquos voice and the different

instruments in the band Write one or

two paragraphs in which you identify

three similes or metaphors in this

section and explain the things being

compared Why do you think the

author uses similes and metaphors to

describe the music made by Herman E

Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







Summative assessment (see CEPA

Rubric)

bull Studentsrsquo written opinion piece on

why a scene is a turning point in the

plot

bull Studentsrsquo roles in dramatizing the

scene in their small groups

bull Add information about assistance

you provided to individual students as

they completed each task or the

degree to which they could work

independently andor work well with

their small group in the dramatization

and performance

Performance Assessment

Writing Task

There are several important turning

points in which Bud makes a decision

that changes the course of the story

Students will choose one of these

events write an explanation of what

happened and give his or her opinion

about why this scene is important to

the development of the plot Here are

some suggestions of turning point

scenes (other possibilities may be


Performance Task

Based (in part) on the scenes of turning

points listed above and possibly other

turning points that students have

selected compose small groups of

enough students to dramatize the

scenes Assign each small group a set

of pages containing a scene Students

then work in small groups to dramatize

one of the turning point scenes If

possible have a small group of

students dramatize the scene they all

wrote about However due to numbers

in your class some small groups may

need to dramatize a scene they didnrsquot

write about (that you select)

ASSESSING STUDENT UNDERSTANDING


(pages 30-31)

A The Essential Question Prompt

B Text Analysis Prompt

Grade 5 Rubric ndash Opinion Writing

(page32-34)

EXTENSION ACTIVITIES (page 35)

52

Each group decides where to begin and

end the scene which characters are in

the scene and the role of the narrator

(if a narrator is needed) The group will

decide if the scene should be from

Budrsquos perspective or if a more neutral

role such as a narrator would

strengthen the scene The group will

need to rehearse the scene so the

characters know what to say They do

not have to write out a script or read

exactly from the book but will need to

accurately represent the characters

and the content of the scene

Criteria for Success (see CEPA Rubric)

bull Topic development based on turning

points in the plot

bull Evidence from the text supporting

the studentrsquos opinion

bull Logical and reasonable organization

of details and evidence

bull Rich language and control of

Standard English conventions

bull Oral presentation and performance

53

Short Text- Nonfiction Article

Standards Mini-Lesson Ideas Routine Writing Related Resources

TLI Related Readings Guide 1937 page 4 TLI Related Readings Guide Empty Pockets page 5

RI51-53 RI 57 SL 51-Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearly

Building Background Knowledge This article describes the key cultural economic and scientific events of the year 1937 Building Background Knowledge This article provides background knowledge on the ldquoDepression nomadsrdquo or hoboes It describes the lives of the homeless and explains the role World War II playing in allowing many homeless people to return to mainstream society It also points out the dangers of riding the rails as Bud planned to do with Buggs in Bud Not Buddy

W52 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly Students will read two nonfiction articles about The Great Depression They will write two paragraphs about what life was like during the Great Depression pulling evidence from both texts

Short Text - Map Standards Mini-Lesson Ideas Routine Writing Related Resources

TLI Related Readings Guide (page 7) Maps of the World Michigan

RI57 SL 51-Engage effectively in a range of collaborative discussions (one-on-one in groups and teacher led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearly

Building Background Knowledge Students refer to the specific locations identified in the text that were on the route Bud planned to take from Flint to Grand Rapids

54

Short Text - Drama Standards Mini-Lesson Ideas Routine Writing Related Resources

TLI Related Readings Guide (pages 9-11) Live from the Great Depression

RL54 RF53 L54-56 TLI Related Readings Guide (pages 9-11) The play uses the anachronistic conceit of a live television broadcast to inform readers about the causes of the Great Stock Market Crash of 1929 and the effects of the Crash on financial institutions and American society

W51 W58-510 Opinion Writing L51-53 L55 TLI Related Readings Guide page 50 Based on what you learned in these sources do you think life is better today or in the 1930s Give reasons to support your answer Use details from the texts you have read

TLI Related Readings Guide Comprehension and Analysis Questions ndash page 48-49

Short Text - Poetry Standards Mini-Lesson Ideas Routine Writing Related Resources

TLI Related Readings Guide AASL A Poem for My Librarian Mrs Long page 13 Mother to Son ndash page 14 Your World ndash page 15

RL51 RL52 RL59 RL510 RF53 RF54

TLI Related Readings Guide pages 13-19

Short answer W51 W58-510 Opinion Writing Write a paragraph about what the poem Mother to Son means to them

TLI Related Readings Guide Comprehension and Analysis Questions ndash pages 51-53

55

Short Text - Lyrics Standards Mini-Lesson Ideas Routine Writing Related Resources

TLI Related Readings Guide Happy Days Are Here Again page 19 Brother Can You Spare a Dime ndash page 19 This Land is Your Land ndash page 20

RL51

RL53(assessed on TLI) RL57


W59 Draw evidence from literary or informational texts to support analysis reflection and research Short Answer TLI Related Readings Guide Choose one of the three lyrics and write a reflection of what those lyrics mean to you Quote accurately from text when explaining what the text says explicitly and when drawing inferences from the text

Odyssey Lessons Online httpwwwthelearningodyssey

com

Common Core RL53

Short Text ndash Nonfiction Article


TLI Related Readings Guide The Great Depression ndash page 21 Waste Not Want Not ndash page 22 Remembering the Depression ndash page 22 23

RI51-54 RI 510 RF53-56 TLI Related Readings Guide pages 21-27

TLI Related Readings Guide Short Answer ndash pages 24-25 Narrative Writing Task ndash p 26

Short Text ndash Research


TLI Related Readings Guide History of Jazz Jazz Artists ndash pages 28 ndash 38 Nonfiction Technical pages 34-37 How the Radio Works

RI51-54 RI57RI510 TLI Related Readings Guide pages 28-41

W52W54-510 Research Paper

Go to Local Library to find CD - 1930rsquos Jazz Betty Carter Billie Holiday

2

PBSD- Grade 5- Common Core- Module 1

Reading Complex Texts RLRI510

Writing About Texts W51-2 4-6 9-10

Research Project W57-9

RLRI51-10

Narrative Writing W53-610

5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives Literature-nonfiction

1937 Empty Pockets

Literature

Bud Not Buddy

Develop and Convey Understanding

Response to Reading Students will read two nonfiction articles about the Great Depression They will write two paragraphs about what life was like during the Great Depression pulling evidence from both texts Response to Reading Write a paragraph about how Budrsquos mom is like the speaker in the Mother to Son Response to Reading Choose one of the three lyrics and write a reflection of what those lyrics mean to you Quote accurately from what the text says explicitly and when drawing inferences from the text

Focus on Inform amp Explain

Textual Analysis What was life like during the Great Depression Textual Analysis Do you think life is better today than in the 1930rsquos Textual Analysis Explain in your own words how a radio works

Integrate knowledge from sources when composing opinion pieces Writing Task There are several important turning points in which Bud makes a decision that changes the course of the story Students will choose one of these events write an explanation of what happened and give his or her opinion about why this scene is important to the development of the plot

Convey Experiences

Essay CompareContrast experiences in 1930rsquos to today Based on what you learned in those sources do you think life is better today or in the 1930rsquos Give reasons to support your answer and details from the texts you have read TLI Related Readings Guide pgs 38-43 Essay Research a great jazz musician using multiple sources

Literature Live from the Great Depression-drama

Mother to Son- poem

Literature -(lyrics) Happy Days are Here

Again Brother Can You Spare a

Dime This Land is Your Land

Science How the Radio Works

p34 Catch Some Radio Waves

p 35

Music Jazz p 28

Scat and Improvisation Louis and the King p29

Social Studies Maps of the World

Reading and Writing in Each Module Cite Evidence

RLRI51 Analyze Content

RLRI52-9 SL52-3

Study and Apply Grammar L51-3 SL56

Study and Apply Vocabulary

L54-6

Conduct Discussions SL51

Report Findings SL54-6

3





Reading Period



Writing Period


Guided Reading






Independent Reading



Guided Writing


bull Writing focus

Independent Writing



Conferencing


4

5th





drawing inferences




Summarize the text










5


LP 531a



LP531f



LP541g


LP543a


LP531i Produce

Simple sentences

Compound sentences

Complex sentences


Declarative

Interrogative

Imperative





6

5th

























7

CCCS Focus

Standards





OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8







Because hellip


For instance hellip


For example hellip






9

CCCS Focus

Standards













10





this section


Ideas

11

CCCS Focus

Standards





12







13






14

CCCS Focus

Standards









15











16

CCCS Focus

Standards







17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





37


Mini-Lesson









Language



Language Lesson





Language








Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38










Language Lesson

Odyssey Online




















Materials




39













Organize Ideas


















40











Organize Ideas


















Lesson 5 vocabulary





41


Mini-Lesson







Vocabulary




Lesson









Writing

Textual Analysis














42


Mini-Lesson







Vocabulary











Lesson











Websites























Vocabulary



43


Mini-Lesson







Vocabulary













Writing




















Websites























Vocabulary



44


Mini-Lesson

















lying






with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












3





Reading Period



Writing Period


Guided Reading






Independent Reading



Guided Writing


bull Writing focus

Independent Writing



Conferencing


4

5th





drawing inferences




Summarize the text










5


LP 531a



LP531f



LP541g


LP543a


LP531i Produce

Simple sentences

Compound sentences

Complex sentences


Declarative

Interrogative

Imperative





6

5th

























7

CCCS Focus

Standards





OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8







Because hellip


For instance hellip


For example hellip






9

CCCS Focus

Standards













10





this section


Ideas

11

CCCS Focus

Standards





12







13






14

CCCS Focus

Standards









15











16

CCCS Focus

Standards







17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





37


Mini-Lesson









Language



Language Lesson





Language








Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38










Language Lesson

Odyssey Online




















Materials




39













Organize Ideas


















40











Organize Ideas


















Lesson 5 vocabulary





41


Mini-Lesson







Vocabulary




Lesson









Writing

Textual Analysis














42


Mini-Lesson







Vocabulary











Lesson











Websites























Vocabulary



43


Mini-Lesson







Vocabulary













Writing




















Websites























Vocabulary



44


Mini-Lesson

















lying






with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












4

5th





drawing inferences




Summarize the text










5


LP 531a



LP531f



LP541g


LP543a


LP531i Produce

Simple sentences

Compound sentences

Complex sentences


Declarative

Interrogative

Imperative





6

5th

























7

CCCS Focus

Standards





OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8







Because hellip


For instance hellip


For example hellip






9

CCCS Focus

Standards













10





this section


Ideas

11

CCCS Focus

Standards





12







13






14

CCCS Focus

Standards









15











16

CCCS Focus

Standards







17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





37


Mini-Lesson









Language



Language Lesson





Language








Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38










Language Lesson

Odyssey Online




















Materials




39













Organize Ideas


















40











Organize Ideas


















Lesson 5 vocabulary





41


Mini-Lesson







Vocabulary




Lesson









Writing

Textual Analysis














42


Mini-Lesson







Vocabulary











Lesson











Websites























Vocabulary



43


Mini-Lesson







Vocabulary













Writing




















Websites























Vocabulary



44


Mini-Lesson

















lying






with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












5


LP 531a



LP531f



LP541g


LP543a


LP531i Produce

Simple sentences

Compound sentences

Complex sentences


Declarative

Interrogative

Imperative





6

5th

























7

CCCS Focus

Standards





OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8







Because hellip


For instance hellip


For example hellip






9

CCCS Focus

Standards













10





this section


Ideas

11

CCCS Focus

Standards





12







13






14

CCCS Focus

Standards









15











16

CCCS Focus

Standards







17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





37


Mini-Lesson









Language



Language Lesson





Language








Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38










Language Lesson

Odyssey Online




















Materials




39













Organize Ideas


















40











Organize Ideas


















Lesson 5 vocabulary





41


Mini-Lesson







Vocabulary




Lesson









Writing

Textual Analysis














42


Mini-Lesson







Vocabulary











Lesson











Websites























Vocabulary



43


Mini-Lesson







Vocabulary













Writing




















Websites























Vocabulary



44


Mini-Lesson

















lying






with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












6

5th

























7

CCCS Focus

Standards





OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8







Because hellip


For instance hellip


For example hellip






9

CCCS Focus

Standards













10





this section


Ideas

11

CCCS Focus

Standards





12







13






14

CCCS Focus

Standards









15











16

CCCS Focus

Standards







17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





37


Mini-Lesson









Language



Language Lesson





Language








Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38










Language Lesson

Odyssey Online




















Materials




39













Organize Ideas


















40











Organize Ideas


















Lesson 5 vocabulary





41


Mini-Lesson







Vocabulary




Lesson









Writing

Textual Analysis














42


Mini-Lesson







Vocabulary











Lesson











Websites























Vocabulary



43


Mini-Lesson







Vocabulary













Writing




















Websites























Vocabulary



44


Mini-Lesson

















lying






with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












7

CCCS Focus

Standards





OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8







Because hellip


For instance hellip


For example hellip






9

CCCS Focus

Standards













10





this section


Ideas

11

CCCS Focus

Standards





12







13






14

CCCS Focus

Standards









15











16

CCCS Focus

Standards







17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





37


Mini-Lesson









Language



Language Lesson





Language








Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38










Language Lesson

Odyssey Online




















Materials




39













Organize Ideas


















40











Organize Ideas


















Lesson 5 vocabulary





41


Mini-Lesson







Vocabulary




Lesson









Writing

Textual Analysis














42


Mini-Lesson







Vocabulary











Lesson











Websites























Vocabulary



43


Mini-Lesson







Vocabulary













Writing




















Websites























Vocabulary



44


Mini-Lesson

















lying






with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












8







Because hellip


For instance hellip


For example hellip






9

CCCS Focus

Standards













10





this section


Ideas

11

CCCS Focus

Standards





12







13






14

CCCS Focus

Standards









15











16

CCCS Focus

Standards







17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





37


Mini-Lesson









Language



Language Lesson





Language








Materials


Chart paper






Vocabulary







Vocabulary


Read Write Think





38










Language Lesson

Odyssey Online




















Materials




39













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41


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43


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49


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53











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Common Core RL53












9

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10





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12







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14

CCCS Focus

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15











16

CCCS Focus

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17





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18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

CCCS Focus

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own on and an










31

CCCS Focus

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section


32

CCCS Focus

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CCCS Focus

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34










(page 8)




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All Lessons Text



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35

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37


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Organize Ideas


















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Lesson 5 vocabulary





41


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42


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Common Core RL53












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15











16

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18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

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27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

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own on and an










31

CCCS Focus

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section


32

CCCS Focus

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CCCS Focus

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34










(page 8)




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35

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37


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38










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Lesson 5 vocabulary





41


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Common Core RL53












11

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17





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19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

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28



29

CCCS Focus

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section


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31

CCCS Focus

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32

CCCS Focus

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CCCS Focus

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34










(page 8)




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35

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Chart paper






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37


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38










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41


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42


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16

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19





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20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

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27

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28



29

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31

CCCS Focus

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32

CCCS Focus

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CCCS Focus

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34










(page 8)




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35

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38










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41


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42


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49


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53











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55



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Common Core RL53












13






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15











16

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17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

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28



29

CCCS Focus

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section


30

CCCS Focus

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own on and an










31

CCCS Focus

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section


32

CCCS Focus

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33

CCCS Focus

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section


34










(page 8)




teaching




All Lessons Text



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35

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Chart paper






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37


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38










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Odyssey Online




















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39













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41


Mini-Lesson







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42


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PBS Kids

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49


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51


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52

















points in the plot








53











54












55



RL51





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Common Core RL53












14

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15











16

CCCS Focus

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17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

CCCS Focus

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own on and an










31

CCCS Focus

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section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



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35

html






36











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Chart paper






Vocabulary







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37


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Read Write Think





38










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Odyssey Online




















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39













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40











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41


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PBS Kids

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49


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51


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52

















points in the plot








53











54












55



RL51





com

Common Core RL53












15











16

CCCS Focus

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17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






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Read Write Think





37


Mini-Lesson









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38










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Odyssey Online




















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39













Organize Ideas


















40











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41


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42


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44


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(page 20)

Websites



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Friends

PBS Kids

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49


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opinion stronger




concept if needed









assessment data


their opinions



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(page 25)


movie to the book

50


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RL51




text

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lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

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(page 25)


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Common Core RL53












16

CCCS Focus

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17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



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35

html






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37


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38










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39













Organize Ideas


















40











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Lesson 5 vocabulary





41


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42


Mini-Lesson







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43


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44


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(page 24)












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49


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(pages 30-31)




(page32-34)


52

















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53











54












55



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Common Core RL53












17





section



18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

CCCS Focus

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own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



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35

html






36











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37


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40











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Lesson 5 vocabulary





41


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42


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49


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(page32-34)


52

















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53











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55



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Common Core RL53












18









19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

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28



29

CCCS Focus

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section


30

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31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

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section


34










(page 8)




teaching




All Lessons Text



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35

html






36











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Chart paper






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37


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41


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49


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52

















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53











54












55



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Common Core RL53












19





this section


20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

CCCS Focus

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31

CCCS Focus

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section


32

CCCS Focus

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33

CCCS Focus

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section


34










(page 8)




teaching




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35

html






36











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37


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41


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PBS Kids

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49


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(pages 30-31)




(page32-34)


52

















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53











54












55



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Common Core RL53












20












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

CCCS Focus

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own on and an










31

CCCS Focus

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section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



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35

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36











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37


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41


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42


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PBS Kids

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49


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(page32-34)


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53











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55



RL51





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Common Core RL53












21





this section


Brian Selznick





Mark Teague





Ana Juan

The Night Eater




Ana Juan

Frida




22








23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

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31

CCCS Focus

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section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



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35

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36











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Chart paper






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37


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41


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42


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PBS Kids

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49


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53











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Common Core RL53












22








23






24





section


25




Nouns

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Verbs

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26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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30

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31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




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35

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37


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41


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49


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points in the plot








53











54












55



RL51





com

Common Core RL53












23






24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

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section


30

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own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



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35

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36











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Chart paper






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37


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Odyssey Online




















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41


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PBS Kids

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49


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(page 25)


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(pages 30-31)




(page32-34)


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53











54












55



RL51





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Common Core RL53












24





section


25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

Standards





27

CCCS Focus

Standards















28



29

CCCS Focus

Standards




section


30

CCCS Focus

Standards





own on and an










31

CCCS Focus

Standards




section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







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Read Write Think





37


Mini-Lesson









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Language Lesson





Language








Materials


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Read Write Think





38










Language Lesson

Odyssey Online




















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39













Organize Ideas


















40











Organize Ideas


















Lesson 5 vocabulary





41


Mini-Lesson







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42


Mini-Lesson







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Lesson











Websites























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43


Mini-Lesson







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Writing




















Websites























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44


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with evidence

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45


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(page 20)

48


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(page 24)












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(page 20)

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PBS Kids

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49


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(page 29)











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(page 25)


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51


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(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












25




Nouns

Pronouns

Verbs

Adjectives




26

CCCS Focus

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27

CCCS Focus

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28



29

CCCS Focus

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section


30

CCCS Focus

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own on and an










31

CCCS Focus

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section


32

CCCS Focus

Standards







33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



Vocabulary






35

html






36











Language











Materials


Chart paper






Vocabulary







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Read Write Think





37


Mini-Lesson









Language



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Read Write Think





38










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39













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40











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Lesson 5 vocabulary





41


Mini-Lesson







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42


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43


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44


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(page 24)












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(page 20)

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PBS Kids

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49


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(page32-34)


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53











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55



RL51





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Common Core RL53












26

CCCS Focus

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27

CCCS Focus

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28



29

CCCS Focus

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30

CCCS Focus

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31

CCCS Focus

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32

CCCS Focus

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CCCS Focus

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34










(page 8)




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All Lessons Text



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35

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36











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37


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PBS Kids

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49


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(pages 30-31)




(page32-34)


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53











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Common Core RL53












27

CCCS Focus

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28



29

CCCS Focus

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30

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31

CCCS Focus

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section


32

CCCS Focus

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33

CCCS Focus

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34










(page 8)




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All Lessons Text



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35

html






36











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37


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41


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49


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(pages 30-31)




(page32-34)


52

















points in the plot








53











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55



RL51





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Common Core RL53












28



29

CCCS Focus

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30

CCCS Focus

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31

CCCS Focus

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section


32

CCCS Focus

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33

CCCS Focus

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section


34










(page 8)




teaching




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35

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37


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40











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41


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(page 20)

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PBS Kids

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49


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(page32-34)


52

















points in the plot








53











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55



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Common Core RL53












29

CCCS Focus

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30

CCCS Focus

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CCCS Focus

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32

CCCS Focus

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33

CCCS Focus

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section


34










(page 8)




teaching




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35

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37


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40











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PBS Kids

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49


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(pages 30-31)




(page32-34)


52

















points in the plot








53











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55



RL51





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Common Core RL53












30

CCCS Focus

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31

CCCS Focus

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32

CCCS Focus

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33

CCCS Focus

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section


34










(page 8)




teaching




All Lessons Text



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35

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37


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40











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41


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PBS Kids

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49


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(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












31

CCCS Focus

Standards




section


32

CCCS Focus

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33

CCCS Focus

Standards




section


34










(page 8)




teaching




All Lessons Text



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35

html






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Chart paper






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37


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39













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41


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42


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PBS Kids

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49


Mini-Lesson


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51


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(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












32

CCCS Focus

Standards







33

CCCS Focus

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section


34










(page 8)




teaching




All Lessons Text



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35

html






36











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Materials


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37


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39













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40











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41


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42


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Websites



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PBS Kids

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49


Mini-Lesson


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41


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49


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49


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49


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49


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49


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54












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49


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movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












44


Mini-Lesson

















lying






with evidence

Language









Writing




















Websites























Vocabulary



45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












45


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54












Language

46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












46


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54







response journals




Vocabulary



Vocabulary



(page 20)

47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












47


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54













Vocabulary



Vocabulary



(page 20)

48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












48


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

W54











Writing


(page 24)












Vocabulary



Vocabulary



(page 20)

Websites



wwwreadingladycom


Friends

PBS Kids

httpwwwpbskidsorg



49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












49


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson






Lesson 15







opinion stronger




concept if needed









assessment data


their opinions



Vocabulary



(page 25)


movie to the book

50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












50


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57







lesson





Lessons 16 andor 17


assigned scenes





Writing


(page 29)











Callowayrsquos band

Vocabulary



(page 25)


movie to the book

51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












51


Mini-Lesson


RL51




text

RL52







RL54





RL56



are described

RL57








Rubric)



plot









and performance


Writing Task












Performance Task


















(pages 30-31)




(page32-34)


52

















points in the plot








53











54












55



RL51





com

Common Core RL53












52

















points in the plot








53











54












55



RL51





com

Common Core RL53












53











54












55



RL51





com

Common Core RL53












54












55



RL51





com

Common Core RL53












55



RL51





com

Common Core RL53












5th Grade Literacy Curriculum Guide Module 1 2014 … · 5th Grade Literacy Curriculum Guide Module...

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Transcript of 5th Grade Literacy Curriculum Guide Module 1 2014 … · 5th Grade Literacy Curriculum Guide Module...