Archive+Grade+5+Fiction

Don Diehl 11:00-11:40
 * Grade 5**

Archive Unit 2


 * Timeframe:**


 * [|DPS Calendar]**


 * Big Ideas**

Uses a variety of strategies to comprehend texts. • **Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension.** • Read and respond to literature to explore similarities and differences among stories, cultures, authors, and perspectives. • **Summarize important ideas to make sense of what is being read and communicate what text is about to others.** • Use knowledge of literary techniques and terminology to better understand text. • Clarify and compress ideas so meaning is created with precise words and phrases. • Develop awareness of sounds of words and rhythm of phrases. • Read books representing various cultural and ethnic traditions


 * **Lesson** || **Intended Learnings** ||
 * 1 || Using familiar texts to identify what we know about fiction. ||
 * 2 || Mufaro's Beautiful Daughters to introduce story elements such as character, settings, plot, etc Set up structure of the chart with key questions that will be filled in as the unit progresses. ||
 * 3 || Self monitoring: Introduce "Stop and Think" as a comprehension strategy. (self monitoring) Link to story elements. ||
 * 4 || Self monitoring: Increasing questions for "stop and think" ||
 * 5 || Self monitoring: Increasing questions for "stop and think" (predicting specific to elements such as character) ||
 * 6 || Self monitoring by using the context to figure out unknown words) ||
 * 7 || Self monitoring by using context clues to figure out unknown words ||
 * 8 || Physical descriptions, actions, dialogue : Infer to draw conclusions about characters ||
 * 9 || Using personification with non-human characters (Use Stop and think/self monitoring to explore the characters). Infer and draw conclusions. ||
 * 10 || Use personification (Verdi - continued from lesson 9). Use stop and think to ask questions. ||
 * 11 || Explore how setting moves stories forward. (mood: internal/external conflict) Finding vocabulary that helps us infer. (How setting affects characters.) ||
 * 12 || Self monitoring to analyze characters (internal/external conflict) ||
 * 13 || Exploring internal and external conflicts of characters ||
 * 14 || Justifying key problem about what the key problem is. ||
 * 15 || Summarizing story using the elements ||
 * 16 || Summarizing story using elements. ||
 * 17 || Summarizing one section of a story ||
 * 18 || Identify theme (bigger message going beyond characters' lives) ||
 * 19 || Final activity: complete story elements chart ||
 * 20 || Reflect on what you learned in this unit. ||


 * Essential Learning:**

SWBAT identify how the Interaction of story elements mixed with conclusions they infer from that interaction determines a story's theme.

//Possible list:

Possible list: Self monitoring: Using story elements to infer and draw conclusions Use the story elements to summarize//


 * Proficiency:**

Student will define "theme" and identify key components (characters, setting, problem, events, resolution) of all story elements. Then, they will be able to synthesize these elements based on evidence in the text to derive the story's underlying theme. The student must be able to substantiate their conclusion, there may be multiple themes they identify, but their reasoning behind their decision is key.

Complete graphic organizer to identify story elements Interpret

Theme: Larger meaning about life that lies below the surface of the story.


 * Assessment:**

Unit 5 Grade 5 Fiction Reading.flipchart

Preparing for the Data Team Process** || **Step 1 Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** ||
 * **Date** || **Step A:
 * 3/16 ||  ||   ||   ||   ||   ||   ||   ||
 * 2/2 || Scored the pre-assessment and recorded on a flipchart (see above). || See flipchart. ||  ||   ||   ||   || For next time, re-visit the preassessment and record the specific strengths and obstacles. Set your goal: how many of your students will be proficient by the end of the unit? Think about strategies. How will you infuse your essential learning target into what you will teach over the next five days? How will you know whether the students have met with success? ||
 * 1/12 || We finalized the pre-assessment and took the test ourselves! ||  ||   ||   ||   ||   || Consider administering the pre-assessment to score at our next meeting. ||
 * 12/15 ||  ||   ||   ||   ||   ||   || We defined proficiency and created a skeleton for the pre-test (define "theme", fill out elements graphic organizer, name the theme based on evidence: "Every Living Thing" (Cynthia Rylant short stories); "The Other Side" ||
 * 12/8 || We identified the essential learning ||  ||   ||   ||   ||   || We will define proficiency and will think about creating a pre-assessment. Consider a text to use for the preassessment. ||
 * 12/1 ||  ||   ||   ||   ||   ||   || Determine what is essential and define proficiency. ||