Unit One, Week One

UNIT TWO, WEEK ONE
Acquisition Lesson Planning Form
INTERACTIVE READ-ALOUD LESSON (Teacher Directed)
DAY ONE
Title:
Rough-Face Girl by Rafe Martin / Author’s Purpose:
Entertain / Genre:
Fairy Tale
ELA Common Core Standard(s):
4-RL.6.1 Determine the development of a theme within a text; summarize using key details.
The Continuum of Literacy Learning Goal(s) (F & P):

Summarize orally or in writing a text, including appropriate information
Derive and interpret the writer’s underlying messages (themes)
Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)
Derive the moral meaning of a text

Lesson Essential Question:
How do readers summarize a multi-paragraph text using key details to support the central idea?
How do readers determine the development of a theme within a text?
Vocabulary:
Summarize, text, theme, central idea, key details, inferences, schema, evidence
Activating Strategy: This is the “hook and link.”
“Today we are going to talk about one of the most important skills we readers have – the ability to make inferences. Inferences are conclusions readers make using their schema, or background knowledge, and evidence from the text. One aspect of fiction, readers must infer is the theme of the story. Writers of fiction often impart an important idea or lesson in their stories, known as the theme. Theme is the most important or main idea of fiction/literary text. We readers infer the theme by combining our schema with clues from the text. At the end of a text, we often wonder what the writer was trying to say. We ask ourselves questions and do some important thinking as readers.” Display and discuss U2W1 Attachment 1 “How Readers Infer Theme.”
“We are going to practice this important thinking by inferring the theme while reading The Rough-Face Girl. This story is an Eastern Woodlands Native American Cinderella story.”
Cognitive Teaching Strategy: Teacher ‘thinks aloud’ to demonstrate and model the use of a comprehension strategy using a variety of genres and text types.
The teacher will read The Rough-Face Girl stopping every page or two to have the students turn and talk. After reading page 2, the story says that many women wanted to marry the handsome Invisible Being. I’m thinking “why would you want to marry someone you can’t see? Why is his sister the only one who can see him? I’m curious to find out more about this Invisible Being. On page 4 the story says the girl’s sisters were cruel and hardhearted. They made their sister sit by the fire and feed the flames that caused her to become burned and scarred. I’m wondering why they would allow their sister to become burned and scarred? Has the sister done something to them? What would make the sisters treat her this way? I can’t imagine how painful these burns must have been for her. To make it worse the story says the sisters laughed at her and called her ugly and named her Rough Face Girl. How hurtful that must have been. I’m now thinking not only is she suffering physical pains from the flame she is feeling another kind of pain…emotional. Now I’m wondering if the author is using the girl’s pain to help develop his message. I’m eager to keep reading to find out why the sisters are being so cruel.”
Continue reading.
After reading page 12. I am almost laughing at the girls not being able to answer the questions of the Invisible Being’s sister and how they had to go home ashamed. After the way they have treated their sister, it sort of makes me feel that they deserved to feel that way. I almost have a feeling of satisfaction about it!
Page 16 “Wow, what conviction this girl has! She has only rags to wear and shoes that are too big, but she is determined to go and see the Invisible Being. Even as the people of the village shout at her, ‘Look at the ugly girl! Look at her strange clothes. She will never marry the Invisible Being!’ she didn’t turn back. I don’t know if I could do that. I may have turned and ran. The author states, ‘The Rough Face Girl had faith in herself and she had courage.’ Ahh, is the author reveling this to us so that we are beginning to understand his message in the story?? Also, I’m wondering if the reason she carved pictures of the sun, moon, stars, plants, trees, and animals are clues to let us know that she may actually have a connection with the Invisible Being. Let’s read on.”
Page 26 “Oh my gosh! The Rough Face Girl was able to answer all of the questions asked by the sister…and the Invisible Being thought she was beautiful! Oh, I’m thinking how wonderful it is for this girl to finally be seen as beautiful and to be treated so kindly. I’m beginning to think that she will marry the Invisible Being. The author has really helped me to think about this by giving me some hope that this girl will not be mistreated anymore. I sure hope so.”
Continue reading to the end of the story.
“Wow. What a beautiful story. I’m glad long ago someone decided to write this down so we could experience it. The author who wrote this book did a wonderful job of making me feel so much compassion for the Rough Face Girl and in seeing the underlying theme of this story. Turn to your partner and talk about what you think the theme might be.”
Let students share what their partner said. Have the students give evidence from the story to support their thinking.
Clear up any misconceptions they may have.
Students will talk about what the story is about, what the author is trying to say, and why they think that.
At the end of the story, the teacher will model identifying the theme a tree map (theme at top and evidence/key details on the branches) or the teacher could use U2W1 attachment 2-“General: Topic and Details”. The teacher will model using the details to write a summary paragraph.
Question Stems: Can be used for discussion with partners, whole class, small groups, individual conferences, or on assessments.
-What do you think the author thinks is important so far? What makes you think that?
-What are the messages in this selection (book) for you and others? (F&P Prompting Guide 2)
-What is the author’s main purpose in the selection (passage)? (F&P Prompting Guide 2)
-What are the similarities and differences you see between the themes in this book or text and those in another book or text of the same genre or by the same author? (F&P Prompting Guide) CC RL 4.9
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble X Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice or Independent Reading
During independent reading, the students will write a response in their ELA notebooks using a tree map to show theme and details/evidence.
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
__Ticket Out the Door __Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 X Other Students will share their responses with the class.
UNIT TWO, WEEK ONE
Acquisition Lesson Planning Form
MINI-LESSON
DAY TWO
Title:
Rough-Face Girl by Rafe Martin / Author’s Purpose:
Entertain / Genre:
Fairy Tale
ELA Common Core Standard(s)
Fundamentals of Reading:
By the end of fifth grade, students read four major types of literary texts in print and multimedia formats.
Employ comprehension strategies before, during, and after reading text.
The Continuum of Literacy Learning Goal(s) (F & P):

Recognize the genre of the text and use it to form expectations

Lesson Essential Question:
How do readers recognize the genre of a text and use it to form expectations?
Vocabulary:
traditional literature, fairy tale, supernatural, oral, triumph, culture, value
Activating Strategy: This is the “hook and link.”
The teacher will preview the vocabulary for fairy tales. “Yesterday we read the Native American tale, The Rough-Face Girl? Today we are going to talk about the genre of the story. I’m going to go over the characteristics of the genre, fairy tale, with you and I want you to think about how our story fits into that category.”
Cognitive Teaching Strategy:
The teacher will present the characteristics of a fairy tale (Fountas and Pinell: Genre Quick Guide)
-characters and events that could not exist in the real world
-narrative structure, written or oral, handed down over many years
-triumph of good over evil
-repetition
-magic and supernatural
-culture and values of the place the story came from
The students will record the characteristics of fairy tales in their ELA Notebooks. The class will discuss examples of fairy tales they have read before and what expectations they have of fairy tales. The teacher will revisit pages 6 and16 (value and culture), 22 and 25 (supernatural), and 30 (triumph) in The Rough-Face Girl and will point out characteristics in the story that make it a fairy tale.
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble __Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice or Independent Reading
Students will read independently. *Suggestions: Point out the traditional literature/fairy tales basket and allow students to read them during this time or to choose one for their just right book bins. Students may write a response in their ELA notebooks about the fairytale they read and what characteristics were included.
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
__Ticket Out the Door __Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 X Other Students will share their responses.
UNIT TWO, WEEK ONE
Acquisition Lesson Planning Form
MINI-LESSON
DAY THREE
Title:
United Streaming Video: James Marshall’s Cinderella / Author’s Purpose:
Entertain / Genre:
Fairy Tale
ELA Common Core Standard(s)
4-RL.6.1 Determine the development of a theme within a text; summarize using key details.
The Continuum of Literacy Learning Goal(s) (F & P):

Summarize orally or in writing a text, including appropriate information
Derive and interpret the writer’s underlying messages (themes)
Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)
Derive the moral meaning of a text

Lesson Essential Question:
How do readers summarize a multi-paragraph text using key details to support the central idea?
How do readers determine the development of a theme within a text?
Vocabulary:
Summarize, text, theme, central idea, key details, inferences, schema, evidence
Activating Strategy: This is the “hook and link.”
Review the characteristics of a fairy tale and the theme of The Rough-Face Girl. “Today we are going to look at a different Cinderella story to see if a similar theme appears in this version as well.”
Cognitive Teaching Strategy:
Review finding theme and supporting evidence using from tree map completed on Day 1 with The Rough-Face Girl. The teacher will show the United Streaming video “James Marshall’s Cinderella.” After the video, the whole class will discuss the theme and record on a tree map or the teacher could use U2W1attachment 2-“General: Topic and Details”.
Question Stems: Can be used for discussion with partners, whole class, small groups, individual conferences, or on assessments.
-What do you think the author thinks is important so far? What makes you think that?
-What are the messages in this selection (book) for you and others? (F&P Prompting Guide 2)
-What is the author’s main purpose in the selection (passage)? (F&P Prompting Guide 2)
-What are the similarities and differences you see between the themes in this book or text and those in another book or text of the same genre or by the same author? (F&P Prompting Guide) CC RL 4.9
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble X Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice or Independent Reading
Students will complete the tree map, began in the whole class lesson, identifying evidence to support the theme. The students will use the details to write a summary of the video.
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
__Ticket Out the Door__Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 X Other Share summaries
UNIT TWO, WEEK ONE
Acquisition Lesson Planning Form
MINI-LESSON
DAY FOUR
Title:
Fables by Arnold Lobel “The Baboon’s Umbrella” / Author’s Purpose:
Entertain / Genre:
Fable
ELA Common Core Standard(s)
Fundamentals of Reading:
By the end of fifth grade, students read four major types of literary texts in print and multimedia formats.
Employ comprehension strategies before, during, and after reading text.
The Continuum of Literacy Learning Goal(s) (F & P):

Recognize the genre of the text and use it to form expectations

Lesson Essential Question:
How do readers recognize the genre of a text and use it to form expectations?
Vocabulary:
traditional literature, fable, moral, moralistic, explicit moral, flat character, Aesop
Activating Strategy: This is the “hook and link.”
The teacher will preview the vocabulary for fables. “We are going to take a look at a new genre today that may be already familiar to you. We are going to read an example of a fable. I want you to notice the characteristics of a fable as we are reading.”
Cognitive Teaching Strategy:
The teacher will present the characteristics of fables. (Fountas and Pinell Genre Quick Reference Guide)
-characters and events that could not happen in the real world
-narrative structure, written or oral, handed down over many years
-brief
-stated moral or obvious moral
-animals who speak as humans
-associated with Aesop
The students will record the characteristics of fables in their ELA Notebooks. The class will discuss examples of fables they have read before and what expectations they have of fables. The teacher will read “The Baboon’s Umbrella” and will discuss the characteristics that make it a fable.
Thinking Map used during modeling to organize thinking if appropriate:
__Circle __Bubble __Double Bubble __Tree __Brace
__Bridge __Flow __Multi-Flow
Gradual Release of Responsibility: Distributed Guided Practice or Independent Reading
Students will read independently. *Suggestions: Point out the traditional literature/fables basket and allow students to read them during this time. Those who choose to will write a response in their ELA Notebook about the fable they read and what characteristics were included.
Summarizing Strategy: (Be sure that the EQ is answered. Remember to use Distributed Summarization throughout the lesson.)
__Ticket Out the Door __Exit Slips __Summary Sentence __ABC Summary
__Anticipation Guide __Learning Log __3-2-1 X Other students will share their responses
UNIT TWO, WEEK TWO
Acquisition Lesson Planning Form
INTERACTIVE READ-ALOUD LESSON (Teacher Directed)
DAY ONE
Title:
The Story of Jumping Mouse by John Steptoe / Author’s Purpose:
Entertain / Genre:
Legend
ELA Common Core Standard(s):
4-RL.6.1 Determine the development of a theme within a text; summarize using key details.
The Continuum of Literacy Learning Goal(s) (F & P):

Summarize orally or in writing a text, including appropriate information
Derive and interpret the writer’s underlying messages (themes)
Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)
Derive the moral meaning of a text