Unit 4 Realistic Fiction

Reading Workshop: Big Ideas
Readers will understand plot based on events and character choices. Readers will also understand setting including time; to construct an understanding of different time periods.
*Create a story mountain which includes character development, setting, and plot.
*Able to compare and contrast setting, plots, and themes.
*Develop sense of time throughout a story
*Grasp big idea and events from historical fiction.
Unit Standards
3.2.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text using language that pertains to time, sequence, and cause/effect.
3.1.6.6 Distinguish their own point of view from that of the character or those of the characters
3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters(ex. Books from a series)
Reading Resources
I survived…by Lauren Tarshis
More Than Anything (Basal)
Leah’s Pony (Basal)
Henry’s Freedom Box by Ellen Levine
White Sox by Evelyn Coleman
Dear Willie Rudd by Libba Moore Gray
Assessment
Integration

Reading Unit __4 _: _____Realistic and Historical Fiction ______

Unit Bends in the road / POSSIBLE Teaching Point/Teaching Focus
Exploring Realistic Fiction / ·  Readers surround themselves with realistic fiction that they can connect with.
·  Readers immerse themselves with books that create conversation about character struggles that relate to their real world struggles.
Realistic Fiction: Story Elements / ·  Readers use everything they know about characters to develop a theory.
·  Readers remember that fiction follows the story mountain of introducing characters, setting, problem and solution.
Realistic Fiction: Strengthening Comprehension strategies / ·  Readers pay attention to the characters at the beginning of a story and how and why they change throughout the story.
·  Readers pay attention to specific events in the story that spark change in a character.
·  Readers compare and contrast themes from similar authors.
·  Readers compare and contrast plots written by the same or similar authors.
Exploring Historical Fiction / ·  Readers immerse themselves in historical fiction.
·  Readers sometimes read nonfiction books that build background knowledge.
·  Readers read historical fiction for the excitement but also to learn more about that time or place.
Historical Fiction: Story Elements / ·  Readers pay close attention to when and where the story takes place and constructs the sense of another time. V1.1
·  Readers read a lot of information in a historical fiction book and need to decide what to remember, so as you read grasp the who, what, where, and why. V1.3
·  Readers hold onto time when it jumps back and forth. V1.4
Historical Fiction: Strengthening Comprehension Strategies / ·  Readers compare and contrast settings written by the same or similar authors.
·  Readers sometimes create a timeline for the plot and historical events to show how they intertwine. V1.5
·  Readers try to understand the decisions characters make by asking “Why?”. V1.6
·  Readers question character choices and think if they would agree or not.
Writing about Reading / ·  Readers write events that shape the plot in order to develop a theory.
Phonics and Fluency
(Continue throughout each unit) / ·  Readers decode by looking at prefixes and suffixes and also to find meaning.
·  Readers decode by recognizing Latin suffixes.
·  Readers decode by looking at multisyllable words.
·  Readers read fluently by recognizing grade appropriate words.
·  Readers read with fluency by leading with their eyes.
·  Readers read with fluency by reading with accuracy.
·  Readers read with fluency by reading with an appropriate rate.
·  Readers read with fluency by reading with expression.
·  Readers decode words by using the context and rereading if they have to.
Celebrate / ·  Readers celebrate by sharing the books they read.
Unit 4 Reading: Readers will understand plot based on events and character choices. Readers will also understand setting including time; to construct an understanding of different time periods. / Date:
Standards / 3
Meets standard
(Proficient) / 2
Approaches standard (Basic) / 1
Does not meet standard
(Below Basic)
3.2.3.3. Describe series of historical events that pertains to time, sequence, and cause/effect. / Describe series of events that pertains to time, sequence, and cause/effect. / Missing one part / No connection between historical events.
3.1.6.6 Distinguish own point of view from that of the character / Distinguish their own point of view from that of the character / Can state point of view / No point of view
3.1.9.9 Compare and contrast the themes, settings, and plots / Compare and contrast the themes, settings, and plots / Compare and contrast events and characters. / Cannot compare and contrast