By the end of the unit, students will identify the theme of a drama or poem to help them understand the message the author is trying to communicate. Students will analyze character actions and how the speaker in a poem reflects upon a topic to help determine the theme. They will also summarize informative text, including main idea and key details. Students will explain how a series of stanzas fit together to provide overall structure of a poem, and compare and contrast the overall structure in two or more texts. Students willcompare and contrast stories in the same genre on their approaches to similar themes and topics. Finally, students will integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Students will be able to determine two or more main ideas of a text and explain how key details support them. Students will also be able to determine the theme of a story and identify how characters respond to challenges. RI.1.2/RL.1.2 Scale
Students will explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem, and compare/contrast text structure in two or more texts.
RI.2.5/RL.2.5 Scale
Students will identify and integrate information from multiple texts on the same topic in order to write and speak knowledgeably about the text.
RI.3.9/RL.3.9 Scale
Students willexplain how an author uses reasons and evidence to support particular points in a text5.RI.3.8 Scale
Students will understand how to write their own informative/explanatory text using effective techniques to convey ideas and information clearly.
W.1.2 Scale / Suggested Essential Questions to Choose From
- How does the speaker's voice help to determine theme in poetry?
- How does the structure of a text impact a reader's experience and understanding of a text?
- How do supporting details help a reader determine the main idea of a text?
- How can a reader determine the main ideas of a text?
- How does an author effectively convey theme?
- How can a character’s response to challenges in the story help you to understand the theme of the story?
- How can comparing and contrasting stories of similar genres enhance a reader’s understanding of a story and its theme?
- Why should authors use more than one text (source) when gathering information on a single topic?
- How can multiple text sources impact an oral presentation or piece of writing about a single topic?
Published Product
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the standards. Use Literary Tasks to scaffold learning that will prepare students for the Published Product.
In the historical fiction novel Blood on the River Jamestown 1607, the story is told from the point of view of 11 year old character Samuel Collier. Write an informative essay explaining how the point of view contributes to your understanding of the text and how the author’s point of view helps the reader understand Samuel’s personality. Use specific details from the novel along with your DBQ and the video of James town to support your writing. / Writing Standard
5.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
5.W.2.4 (DOK 3) 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)
5.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5)
5.W.2.6 (DOK 2) 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.
5.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
5.W.4.10 (DOK 3) 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.
LANGUAGE:
5.L.3.4 (DOK 2) 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.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SPEAKING AND LISTENING:
5.SL.1.1 (DOK 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.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
5.SL.1.2 (DOK 2) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.2.6 (DOK 2) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3)
READING:
5.RL/RI.1.1 (DOK 2) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
•Recognize examples of figurative language.
•Recognize similes and metaphors.
•Determine the meaning of words in texts.
•Determine the figurative meaning of words and phrases.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
6th: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
5.RI.2.4 (DOK 2) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RL.3.7 (DOK 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)
• Define analyze
• Identify multimedia and visual elements
• Recognize meaning, tone and beauty
• Analyze how visual elements contribute to meaning, tone, and beauty
• Analyze how multimedia contributes to meaning, tone, and beauty
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
5.RI.3.7 (DOK 2) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
•Obtain information from sources.
•Recognize digital sources.
•Identify problem solving steps.
•Collect information/data.
•Locate an answer or solve problem efficiently from various print and digital sources.
•Organize information to answer efficiently.
4th: Interpret information presented visually, orally, or quantitatively (e.g., in chars graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
6th: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
5.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas, poetry, and informational texts, including history/social studies, science, and technical texts at the high end of the grades 4–5 text complexity band independently and proficiently.
5.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. 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.
5.RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Standards
5.RL.1.2 (DOK 3)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.
• Determine the theme of a story, drama, or poem
• Summarize text
• Explain how characters respond to challenges
• Explain how the speaker reflects upon a topic
• Summarize key ideas and details
• Summarize how characters respond to challenges
• Summarize how the speaker reflects upon a topic
4th:Determine a theme of a story, drama, or poem from details in the text; Summarize the text
6th:Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
5.RI.1.2 (DOK 3)Determine two or more main ideas of a text and explain how they are supported by key details; Summarize the text
• Explain how supporting details determine the main idea
• Determine two or more ideas
• Explain how multiple ideas are supported by key ideas
- Summarize the multiple ideas using key details
6th: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
5.RL.2.5 (DOK 3) Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem
• Explain how a series of chapters, scenes, and stanzas fit together
• Explain how chapters, scenes, and stanzas provide overall structure
4th: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text
6th:Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
5.RI.2.5 (DOK 4) Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts
•Determine the overall text structure
•Describe the overall text structure
•Compare/ contrast the overall structure of events, ideas, concepts or information
4th:Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text
6th: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas
5.RL.3.9 (DOK 2) Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics
•Identify characteristics of theme, topic, or genre
•Compare/ contrast how stories of the same genre approach a similar theme or topic
4th: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
6th: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) on their approaches to similar themes and topics.
5.RI.3.9 (DOK 4) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
• Identify information within texts on the same topic
• Integrate information from texts on the same topic
4th: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
6th: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written and a biography on the same person).
Speaking and Listening Standards
5.SL.1.3 (DOK 2) Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. / Language Standards
5.L.3.5 (DOK 3) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
5.L.2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension). These are suggested texts. Other stories at the same lexile level may be used.
Teach and Model
- Blood on the River Novel
- Jamestown DBQ
- Mini Q in America’s History Volume 1
- Historical Fiction Novel, Blood on the River Jamestown 1607 (820L)
- Early Jamestown: Why Did So Many Colonists Die?
All video clips are located on Safari Montage. Your login is the same as your district login.
Jamestown 1607
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Common Core Exemplar Poetry List
Access Common Core exemplar poetry by grade level
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news.
ebscohost
under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks
LDC 4-5 Template Tasks
*The tasks provided are a sampling, therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards. Some literary tasks may only address part of a standard. The purpose behind this is to help students engage in scaffolded tasks, helping them to practice the skills required to master the full intent of each standard.
RL.1.2 (DOK 3) After reading ______, identify the theme from the passage, including details supporting the theme you selected.
RL.1.2 (DOK 3) Write a summary of ______. Include key ideas and details, and how the characters respond to challenges.
RI.1.2 (DOK 3) After reading ______, identify the main idea and explain how it is supported by key details.
RI.1.2 (DOK 3) & SL.1.3 (DOK 2) After watching the video of ______, write a summary of the video. Be sure to include the main idea and key details.
RI.3.8 (DOK 3) & SL.1.3 (DOK 2) In ______, create a Thinking Map to help you identify the evidence and reasons the author uses in the text to support their point. Share with a partner in a discussion.
5.RL.2.6 (DOK 2) After reading Blood on the River, write a short response to explain how the narrator’s point of view affects how events are described using details, words, and phrases from the text.
5.RL.2.6 (DOK 2) After reading DBQ Jamestown, determine from whose perspective the story is told. Discuss with a partner how the source of the article affects the reader’s knowledge of Primary and Secondary sources. Use specific details from the text to support your discussion.
5.RL.2.6 (DOK 2) Samuel’s feelings change throughout the story. Use a flow map/graphic organizer and cite three or more text examples to support how his feelings change as the story progresses. Write a one paragraph summary detailing his feelings. Select words and phrases from the text to support your writing.
5.RL.3.7 (DOK 3)After viewing the video, Jamestown 1607, discuss with a partner how the visuals contribute to their perception of the environment. Use evidence from the video to support your discussion.
5.RL.3.7 (DOK 3) After reading DBQ Jamestown , and watching the video, write a response analyzing how the content of the video enhances your understanding of the content and illustrations of the text. Use at least 2-3 examples to support your writing.
5.RL.3.9 (DOK 2) In both the DBQ and Blood on the River, the characters are impacted by events in the story. Write a response to explain how Samuel is impacted by receiving his name from the band members and how Jon is impacted by The Englishmen and the Powhatan Tribes. Use evidence from the text to support your writing.
5.RL.3.9 (DOK 2) In Blood on the River, the characters encounter obstacles but find reasons to persevere in the end. Compare and contrast how the texts approach the similar theme using characters’ actions and events from the text. In a short response, summarize the events that helped shaped the theme in both of the stories.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
5.R.1.2 (DOK 3)
- Which dialogue/quotes/sections help in determining the author’s message to the readers?
- How might you summarize this text?
- What key ideas/details would be included in a summarization?
- How did the character respond to __?
- How does the speaker reflect on __?
- How is the theme of the story, drama, poem shaped by specific details from the text?
- How does your analysis of __ (character) contribute to the theme of the text?
- How do the chapters/scenes, stanzas fit together?
- Explain how chapters, scenes, stanzas contribute to the overall structure of the text.
- Why are chapters (chapter #’s) important? How do these chapters contribute to the story?
- Why is scene (scene #) important to the drama? How does it provide a connection between the other scenes?
- How do the stanzas in (text title) fit together so the poem flows from the beginning to end?
- How do the authors approach the topic __?
- What information do the authors provide for __?
- How can you integrate the information provided in the texts to answer/explain __?
- What information gathered from the sources is important enough to include in your writing or presentation?
- Integrate the information from the multiple texts to explain __
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
10/05/2016