Bread song - Mondo Publishing · events to establish the overall plot. s ... Bread song Written by...

GuidedReadinG

®

Mondo Bookshop GRade 5 1

ISB

N 9

78-1

-628

89-2

44-4

LITERACY STANDARDS ADDRESSED IN ThIS PLAN

REALISTIC FICTIoN

700L

KEY IDEA a Thai boy who is new to the united states is shy and does not speak much english. he stays close to home—the restaurant where his family lives. But the baker in the shop across the street finds a way to help the boy find his voice and gain self-confidence.

RL.5.1* MAIN FoCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate understanding of the text using character quotes and/or a series of actions and events as a basis for the answers. *standard adapted from another grade

RL.5.4 Craft & Structure sessions 1, 3 determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.5* MAIN FoCUS Craft & Structure Sessions 2, 3 Identify how the author describes characters, sets up major events across the story and uses events to establish the overall plot. *standard adapted from another grade

RL.5.7 MAIN FoCUS Integration of Knowledge & Ideas Sessions 2, 3 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RL.5.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

SL.5.1 Comprehension & Collaboration sessions 1, 2, 3 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 others’ ideas and expressing their own clearly.

L.5.4 Vocabulary Acquisition & Use sessions 1, 2, additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

L.5.6 Vocabulary Acquisition & Use additional instruction acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

RF.5.3a Phonics & Word Recognition session 2, additional instruction use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.4b Fluency session 2 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

W.5.3 Text Types & Purposes Writing Task Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.8* Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.5.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Bread song

Written by Frederick Lipp and illustrated by Jason Gaillard

GR_G5_B9_BreadSong_LP.indd 1 12/18/14 4:05 PM

2 Bread Song

LEARNINg FoCUS RL.5.1*

Students ask and answer questions to demonstrate their understanding of the text using character quotes and/or a series of actions and events as a basis for the answers.

VoCABULARY

RL.5.4 The story uses a number of words that may seem exotic to many students, such as biscotti (page 12)—a type of Italian cookie that has become popular in the United States. Guide students to read and understand the word using the context clue in the illustration and nearby text.

Corrective FeedbackHave students closely read pages 3–6 and ask and answer questions about characters. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1 Text selection: pp. 3–15

Key Idea: Text Selection Chamnan’s grandfather tries to gently teach him English, but Chamnan is too shy even to order bread at the bakery. One day, Alison, the baker, thinks of a plan to help Chamnan overcome his diffidence.

PREVIEWING THE TEXT 5 minutesRead the title and author credit with students. Have students read the back-cover text and browse through the illustrations.

You’ve read the back cover and looked at the illustrations—which are very informative about the story, as well as being nice to look at. Based on this preview, who can give us a quick description of what you think you’ll be reading about in Bread Song?

There’s a boy from Thailand who comes to this country with his family, but he doesn’t know English and he’s afraid to speak it. Then someone helps him.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus and have students read pages 3–6. Check their application of the focus and provide support if needed. Then have them read to page 15.

We’re going to work on understanding this book by asking and answering questions about it. Specifically, our questions and answers will be about the characters, actions, and events. We’ll ask those questions aloud, and we’ll either answer them ourselves or have others in the room answer them. In our answers, we’ll try to use quotes from what the characters say. Our questions and answers will show that we understand the story. Who’s got a question they would like to ask about this story or its characters so far?

My question is: Where do the characters live?

Do you have an answer, or would someone else like to answer?

I don’t think the text says what town or state it is, but we know it’s an old seaport, so it’s near the ocean. It’s got little shops and restaurants.

Does someone have a question we could answer by quoting from one of the characters?

My question is: How is Grandfather teaching Chamnan English? The answer is that he’s teaching him the numbers by counting steps. Grandfather says, “One, two, three, four steps,” and Chamnan repeats him.

If students show they can apply the focus, set the reading assignment for the session. If not, ask them to reread pages 3–6 and ask a question about what the characters are doing or about who the characters are.

You’re going to keep asking and answering questions about the action and characters as we move through the book. As we go on, we’ll find more character dialogue that we can quote in our answers.

DISCUSSING THE TEXT 10 minutesInvite students to discuss their reading by asking and answering questions about the characters, actions, and events.

ELL SUPPoRT

L.5.4 Vocabulary Support vocabulary such as peculiar, cobblestones, and shrugged in context using the ELL vocabulary strategies in Getting Started.

SL.5.1 DISCUSSIoN Collaborative



DISCUSSIoN TIP

During discussions, it may be helpful to ask students questions that give them an either-or choice, such as “Do you think Chamnan will learn English?” rather than open-ended questions such as “How do you think Chamnan will learn English?”

L.5.4 VoCABULARY Vocabulary Strategies

W.5.8*, RL.5.1* WRITINg gather Information

RL.5.1* CoMPREhENSIoN Ask & Answer Questions

As we talk together, listen to each other’s contributions so you can understand them and add more. I have a question to ask in order to start off, and one of you can answer: What is the main action at the beginning of the book, from pages 3 to 8?

Chamnan and his grandfather are walking across the street.

Walking across the street isn’t usually a very adventurous action, so let’s dig a little deeper into this event. How is walking across the street in this scene really a kind of adventure, or drama, for Chamnan?

It’s because he doesn’t feel comfortable with English, and his grandfather is taking him to the bakery, where he might have to speak English.

The things the characters say in this scene are very simple. But that’s for a reason. Why is the author showing us such very simple lines of dialogue as, “One, two, three, four steps”?

It’s because that’s all Chamnan knows how to say in English. His dialogue shows that that’s what his problem is and what he’s scared of.

Focus on the word fragrance on page 9.

Let’s do a close read of page 9. There are a lot of yummy words on it—words for baked goods! Grandfather tells Chamnan to enjoy a fragrance. Who can tell us, from the nearby words, what a fragrance is?

It’s a smell.

There are lots of different words that mean something similar to smell. Can you think of some?

odor, aroma, scent

Why did the author use fragrance, then? Who can sense a special shade of meaning in fragrance?

It something that smells really good, like an apple pie baking and you can smell the apples and cinnamon.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read fiction.

You did a great job of asking and answering questions about this part of Bread Song. Whenever you read fiction, ask questions about the characters.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: ASK & ANSWER QUESTIONSE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask a question about the characters they read about. Students will answer each question using exact quotes and details in the text and illustrations. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What do the characters do and say that helps you understand the story? Write your notes in question-and-answer form. Review students’ collected evidence as you evaluate their mastery of the learning focus.


4 Bread Song

LEARNINg FoCUSES RL.5.1*, RL.5.5*, RL.5.7

Students ask and answer questions to demonstrate their understanding of the text using character quotes and/or a series of actions and events as a basis for the answers. They identify how the author describes characters, sets up major events, and uses events to establish the overall plot. They analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of the text.

CoMPREhENSIoN ShARE

As you read, ask yourself how the characters think and feel. Ask yourself how their thoughts and feelings help set up the plot or move the plot forward.


RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

Let’s jump into this session by reviewing what we read last time. Who’d like to do that?

Chamnan’s grandfather is trying to teach him English. At the bakery, Chamnan is too shy to ask for bread in English. Alison, the baker, thinks of an idea to help Chamnan.

Who will remind us of the learning focus we used?

We asked and answered questions about the characters and their actions.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses and invite students to read pages 3 through 6. Check to see how well they have understood the learning focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today we’re going to reread the first section of the book and add two new learning focuses to understand it. We’ll analyze how the author is setting up the plot. And we’ll use the illustrations along with the text to understand the story. Reread pages 3 through 6 silently. . . . Let’s talk about what the characters are doing. To review, what’s the main action on these pages, and how does it set up later actions in the plot?

Grandfather is leading Chamnan to the bakery. It sets up how the people in the bakery will try to help Chamnan speak English.

Can someone point to an illustration that contributes to the text? Specify details in the picture that help you understand, or add meaning to the text.

The picture on page 11 shows what Bill the fisherman is like and what the bakery looks like. It makes me see that everyone is friendly and Chamnan doesn’t have to be scared.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after reading.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students find character quotes, actions, and events on pages 3–15. Encourage students to ask questions and share ideas to check their understanding.

Let’s begin with our first learning focus and then the next two. The first long lines of dialogue in the book are on pages 8 through 9. I’d like one or more of you to tell us which characters are speaking, what they’re talking about, and what Chamnan is doing. Please quote from the characters.

First, outside, grandfather says, “Ah, Chamnan, take a deep breath . . . Enjoy the fragrance of raisins and cinnamon mixed with the air of the sea,” and Chamnan is silent. Then, in the bakery, Bill says, “Hi,” and asks Chamnan “What are you going to buy from the bakery today?” and Chamnan is still silent.




L.5.4 VoCABULARY Vocabulary Strategies

RF.5.3a PhoNICS & WoRD RECogNITIoN Word Analysis

DISCUSSIoN TIP

Help students form questions about topics or ideas in texts they are confused about using these sentence frames: Why did ____ do/have/need/want ____? and What do you mean by ____?

Interesting. Now let’s see how this dialogue has helped set up the plot of the whole story. When you read these passages, what did it tell you about Chamnan and about the people who talk to him?

It told me that Chamnan has a problem: He doesn’t want to speak English. It told me that the adults are trying to help him.

Do you see how that’s setting up the plot?

Well, the plot is going to be about Chamnan trying to speak English. And the adults trying to help him is also part of the plot.

At this point, we don’t know the whole plot yet, but we can see how the author is setting up the situation.

Guide students to discuss the illustrations and how they add to the meaning, beauty, or tone of the text.

Now let’s focus on the illustrations, because they’re a very important part of this book. I think I’ll start by getting your opinions. What do you think of these illustrations? Do they help you understand the story and characters? Are there any you don’t like as much? Do you wish they were different, or can you imagine other illustrations? Let’s have lots of you respond!

Yes, the illustrations are effective and add to the beauty. I think the pictures are too dark. I think there are too many pictures of Chamnan and Grandfather holding hands. The picture on page 10 doesn’t show anything important. I wish there were more pictures that showed the whole scene, not so many close-ups.

Those are good ideas about the illustrations. It’s important to think about how they relate to the text.

Focus on the word wharf that names the street Chamnan and Grandfather cross on page 5.

This word wharf helps set the scene of this book. In fact, the illustration gives you great context clues to figure out what a wharf is. It’s the name of a street in this book, and by looking at the pictures, you can guess why the street has been named after a wharf. Who thinks they see the meaning?

I think a wharf is a place on the sea.

Yes, it’s a place where boats tie up. Other words with similar meanings are dock and pier. You can see the boats tied up at the wharf on page 2 as well.

Guide students to use phonics and word recognition skills to understand less familiar words in the text. Focus on the word cobblestones on page 6.

This word cobblestones is a compound word. Would someone please remind us what that means?

It’s a longer word that’s formed from two shorter words.

On page 6, I see this word: cobblestones. I think you all know one of the two short words in it. Who’ll say it?

stones

In that case, what’s the other?

cobble

Now if you didn’t know this word, how would you guess it is pronounced?

I see the -le ending, which is like little. I think the word would be divided between the two b’s, so the first part would be pronounced /KOB/.


6 Bread Song

And how do the text and pictures together show you the meaning of the word cobblestones?

The text says they’re stepping on every stone and counting them, and the picture shows that the stones are small stones that make up the street, like tiles made of stone.

Support the speaking and listening skill by having students discuss how they have used the learning focuses. Reinforce the importance of building on each other’s ideas as they discuss with various partners.

As you discuss this part of the book with your partner, make sure you speak clearly and build on each other’s contributions. You’ll cover the entire reading from pages 3 through 15. Throughout, remember to show your understanding of the action and dialogue, including quoting from what the characters say. Use your understanding to point out how the plot is moving forward. And refer to the illustrations to help you understand the characters and the plot.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Have students read passages aloud using an appropriate rate and natural expression. Follow this procedure: 1) Student listens to fluent reader read selected text aloud. 2) Student reads the text independently. 3) Teacher and classmates offer constructive feedback on rate and expression. 4) Student rereads aloud, as necessary.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: What do the characters do and say that helps you understand the story? Write your notes in question-and-answer form. Review students’ collected evidence as you evaluate their mastery of the learning focuses.

TEACHER’SCHOICE CLOSE READING OPTIONSE-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read a portion of the Session 3 text selection independently, as indicated on the blackline master. Then have them respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for Session 3’s small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

RF.5.4bFLUENCY

Rate & Expression

W.5.8*, RL.5.1*WRITINg

gather Information




LEARNINg FoCUSES RL.5.1*, RL.5.5*, RL.5.7

Students ask and answer questions to demonstrate their understanding of the text using character quotes and/or a series of actions and events as a basis for the answers. They identify how the author describes characters, sets up major events, and uses events to establish the overall plot. They analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of the text.

Key Idea: Text Selection Alison first tries to get Chamnan to speak English by going to his family’s restaurant and asking him to help her order. Later, she succeeds by showing him how freshly baked bread “sings.” Chamnan describes the sound for her in English.

RETURNING TO THE TEXT 5 minutesExplain that students will use the three learning focuses on the second half of the book.

We’re going to finish the book now, and we’ll gain understanding of it by using the same learning focuses as before. Who’ll remind us what they are?

We ask and answer questions about the characters and action, see how the author sets up the plot, and refer to the illustrations along with the text.

READING THE TEXT CLOSELY 10 minutesState the learning focuses and invite students to read pages 16–17. Check to see how they are doing with application of the focuses as you have done previously. Then have students read pages 18–32, paying specific attention to plot, characters, and illustrations. If student mastery of focuses is sufficient, consider having them read independently for 20 minutes while you meet with another group. Then reconvene for discussion.

As you read, keep in mind that one of your purposes is to find supporting evidence for your ideas about the text. In this book, your ideas will be about the characters and plot. Who can remind us of what aspects of the text your evidence will come from?

It will come from the things the characters say and do.

And how will the illustrations give you evidence?

They’ll add to how we visualize the characters and events, and sometimes they’ll add details that aren’t in the text.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses. Remind students to use the three learning focuses in combination.

As we begin to discuss Bread Song, I want to remind you that we use our three learning focuses together. They all build on each other to help you understand what you’re reading. For example, if you’re talking about a character, such as Chamnan, discuss the things he says in dialogue and the things he does, and also share what you see of him in the illustrations. To demonstrate, who can point out an illustration that helps you understand Chamnan, and say how it does that?

The illustration on page 27 shows me that Chamnan is eager to learn English.


VoCABULARY

RL.5.4 Encourage students to notice figurative language and to interpret it. For example, on page 25, the bread does not literally sing. “The bread sings” is personification, comparing what an inanimate object (the bread) does to something a human being can do. Invite students to suggest what sounds the bread makes, using context clues about whistling, snapping, and crackling.

TEAChER TIP

Explain to students how illustrations and vivid descriptions both help readers add to the pictures they form in their minds when they read.


8 Bread Song

Now can you connect that illustration to words that characters say in the text, and tell us how the text and illustration work together to move the plot?

That illustration connects to the text where Chamnan finally says a whole sentence in English. He says “The bread sings!” and his grandfather cries “happy tears.” That’s a big moment in the plot. Chamnan overcomes his problem.

You’ve read the entire book now, so let’s have a full, lively discussion of it. You can talk about the whole plot and how the author keeps it moving. You know everything the characters do and say. You’ve looked at all the illustrations. Remember to use all our learning focuses and build on what each other contributes!

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate piece of paper that answers the question: What do the characters do and say that helps you understand the story? Write your notes in question-and-answer form. Have students use the text evidence they collected to support their writing.

W.5.8*, RL.5.1*WRITINg

Respond to Question

E-RESOURCEE-RESOURCE Summative Assessment Review with students that they will be writing a realistic fiction piece about the same characters and events from Bread Song. Students will work independently to write their narratives, using the planning organizer on page 12. Later, consider having students publish their narratives by reading them aloud and then binding them in an anthology.

Your writing task for today is to take the characters and plot of Bread Song and write a story about them from Chamnan’s point of view. Who will remind us of what “Chamnan’s point of view” means?

He calls himself I and me, and we get to read his thoughts and feelings.

Write using the same plot as in the story. You may include it all, or just an important part of it. If you include only part of it, make sure you provide enough background detail so that readers can understand the basic plot situation. Include dialogue that helps readers understand the characters and actions. You may want to include what Chamnan is thinking since he doesn’t say much out loud in Bread Song.

TEACHER’SCHOICE Writing Task: Narrative

W.5.3WRITINg Narrative



WORD STUDYDomain-Specific Words Focus on the word baguette on page 12.

The word baguette comes from French, because it’s a type of French bread. So now you know a French word as well as a new English word! Fortunately, the text immediately describes what a baguette is. Who’ll read us the context clues?

“The baguette was a long, skinny loaf of bread. It looked like a log, Chamnan thought. And where the crust curled back, it seemed like the bark of a tree.”

That’s a great description that includes figurative language. Now, I see another kind of clue to what a baguette is on this page, and it’s not in words. Who sees what I mean?

There’s a picture of baguettes on the shelf next to Alison.

Now we know what a baguette looks like. Let’s make a list of bakery items including baguette and biscotti. Then you’ll turn to a partner and tell which item you’d most like to try or explain which item is your favorite.

VOCABULARYUsing New Vocabulary Focus on the word indicate on page 17.

Here’s a very useful word, and you can tell what it means by picturing the scene in your mind—visualizing it. Let’s read the whole sentence in which indicate appears, and imitate the action that Chamnan is performing. How does this motion help you understand what indicate means?

Chamnan gives a physical sign that shows what he thinks.

Indicate means “to show.”

WORD RECOGNITIONWord Analysis Focus on the word surrounded on page 21.

Here’s a word that might be more difficult than it first seems. Who has an idea about why it might be difficult to pronounce this word at first sight?

You might not be sure whether to pronounce the ou as /oo/ or /ow/.

Can you see a clue in the word part that helps you be sure?

The ou is in the base word round, and I know how to pronounce that.

And what other word part do you know here?

the ending -ed

Once you know those word parts, you can pronounce the word if you’ve heard it before, even if you’ve never read it before.

TEACHER’SCHOICE Additional Instruction

L.5.6 VoCABULARY Domain-Specific Words

L.5.4 VoCABULARY New Vocabulary

RF.5.3a WoRD RECogNITIoN Word Analysis

TEAChER TIP

Help students see how much more engaged they are with a story when they compare the story to their own lives than when they don’t. Both ELL students and native English speakers will be able to make connections with the story in different ways.


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Comprehension: Ask and Answer Questions Think about the characters that you read about in Bread Song. Create a question about each character below. answer each question using a quote from the text or details from the story and illustrations. include page references for each of your answers.

1. Question about Chamnan:

answer: page

2. Question about Grandfather:

answer: page

3. Question about Bill:

answer: page

Score:


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Collecting Text EvidenceTopic:

What do the characters do and say that helps you understand the story? Write your notes in question- and-answer form.

use this chart to collect evidence you can use to answer the question. include page references. You may use more than one copy of this chart.

Page Number

Question Answer

Score:


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Writing Task: Planning Realistic Fictionnarrate what happens in Bread Song as if Chamnan were telling his own story. show Chamnan’s thoughts and feelings. use the text evidence you have collected as you plan your story.

Characters: Chamnan and

setting:

Beginning of scene:

Middle of scene:

end of scene:

Chamnan’s Thoughts and Feelings:

Write your response on a separate piece of paper or on a computer. Read your writing when you are done and make any necessary revisions.

Score:


Bread song - Mondo Publishing · events to establish the overall plot. s ... Bread song Written by...

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