Unit%Title:%Reading%Fiction% Grade%Level:%5% …

Fifth Grade Reading Unit Plan 3

Unit Title: Reading Fiction Grade Level: 5

Timeframe: 5 weeks

Unit Overview:

Fictional texts utilize specific literary elements to create stories that entertain readers or teach them life lessons. In this unit, students will learn that theme, plot (exposition, rising action, climax, falling action, resolution), and conflict are necessary components to every story. They will learn how to identify these components in various picture books, short stories, and novels. Students will be asked to focus on essential reading skills that require them to read with stamina and engagement, decode, monitor for sense, envision, determine importance, synthesize, make predictions, and infer ideas about characters. Students will also use this information when crafting their own stories in the corresponding writing unit.

Enduring Understandings/Essential Questions

Enduring Understandings

• Fictional literature has identifiable and common story elements, setting, character, plot (conflict, main events, climax, resolution), theme, &

point of view to effectively tell a complete story.

• Literature often demands readers to analyze the meaning of words and phrases to support their understanding of the text and their ability to

discuss/respond to the text.

Essential Questions

• How can I draw upon what I know about reading in order to read with greater independence?

• How can I set up goals for my own reading life and begin to work deliberatively towards those goals?

• How can I develop theories about all characters within a reading in order to see how they influence the main characters develop?

• How does characterization and character elements create a catalyst for a "shift" in the character? Common Core Standards


Standards/Cumulative Progress Indicators (Taught and Assessed):

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how c characters interact).

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.7 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.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RL.5.10 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.

RI.5.5 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.

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

SL.5.1 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. c. Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others. 21st Century Skills Standard and Progress Indicators:

• Think Creatively and brainstorm • Reason Effectively • Solve Problems • Communicate Clearly • Work Collaboratively

Instructional Plan Academic Vocabulary – Mini Lessons Elements of Plot


Plot Diagram Elements of a Short Story Textual Evidence Figurative Language Visualization Imagery Tone Sensory Words Descriptive Details Point of View Two Column Notes Dialogue Sequence of Events Transition Words GIST Theme Cause and Effect Historical Fiction Chronological Order Word Choice Simile Metaphor Students will ... • Use quotes accurately when explaining or summarizing implicit or explicit text passages either orally or in writing. (RL.5.1, SL.5.2,

W.5.4) • Utilize information from a text, accurately quoting passages, to draw inferences. (RL.5.1) • Identify, through writing or speaking, the theme of a story by analyzing how characters respond to challenges. (RL.5.2, SL.5.4, W.5.9) • Summarize a text including a discussion of the story’s theme, how characters respond to challenges, or how a poem’s speak reflects upon

a topic. (RL.5.2, SL.5.4, W.5.9) • Compare and contrast various elements of literature (characters, setting, events, text details, etc.) using specific details from the text.

(RL.5.3) • Define unfamiliar words within text using context clues and other resources and by applying knowledge of affixes and roots. (RL.5.4,

RF.5.3.a, RF.5.4.c, L.5.4.a, L.5.4.b) • Recognize and demonstrate understanding of figurative language (similes, metaphors, personification, idioms, symbolism, adage,

proverbs). (RL.5.4., L.5.5.a, L.5.5.b)


• Analyze chapters and scenes in order to gain an understanding of the structure within the text (e.g., analyzing elements of character, setting, and plot in a narrative. (RL.5.5)

• Describe how a narrator’s or speaker’s point of view influences how events are described. (RL.5.6) • Determine how visual and multimedia elements enhance understanding and appreciation of a text. (RL.5.7) • Compare and contrast stories within the same genre through discussion and/or writing (RL.5.9, SL.5.1, W.5.4) • Read and comprehend a variety of genres demonstrating accuracy, fluency, and expression during engagement. (RF.5.4.a-c, RL.5.10) • Engage in collaborative small and whole group discussions about text, modeling respected and established expectations (e.g., being

prepared for discussions, follow established rules for discussions, participate in discussions). (SL.5.1.a, SL.5.1.b) • Ask and answer questions during discussions related to texts. (SL.5.1.c) • Use ideas and insights gained through literature discussions to draw conclusions about a text. (SL.5.1.d) • Apply knowledge of phonics during silent and oral reading. (RF.5.3.a) • Consult dictionaries and other reference materials when necessary to determine word/phrase meaning. (L.5.4.c) Pre-Assessment

DLO - SWBAT Instructional Practice

Student Strategies Formative Assessment

Activities and Resources


DAY 1

SWBAT assess what the characteristics of plot are by taking notes and orally and reviewing the key elements of a fictional piece of reading.

SL.5.1 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. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

RW Mini Lesson Notes

Students Take Notes • Elements of

Plot • Plot Diagram

• Elements of Plot

Notes

• Graphic Organizer Plot Diagram

• Oral Review & Discussion

• The teacher will give an overview of what a Narrative is, what it

includes and the purpose of narratives. • Students will record in their readers notebook the key elements

associated with plot. • The teacher will give students graphic organizer that has a plot

diagram in which they utilize to take notes. • Students will participate in an oral review and discussion on the

elements of plot. • Students will be asked to recall a story that has been previously

read or a fable or a story that they remember and break it down into the elements of plot.


DAY 2

SWBAT synthesize information from a short story and create a graphic organizer that denotes the key elements of the story.


RW Mini Lesson Notes Whole Group Reading Graphic Organizer

Students Take Notes: • Elements of a

Short Story Whole Group Reading Graphic Organizer to Organize Thinking • Important Key

Story Elements

• Drawing Conclusion from Textual Evidence

• Elements of a

Short Story Ø Reading

Journal with Teacher Feedback

• Graphic

Organizer

• Exit Ticket Understanding the elements of a story enable the reader to…..

• Journeys Common Core Unit 4 T18-T29 Lunch Money by

Andrew Clements - First Reading of the story with a focus on plot and story structure.

• Review with students in the mini lesson what the importance of the story elements and structure.

• Students will complete a graphic organizer where they begin to map out the key elements of the story and draw conclusions.

Story Elements Textual Evidence

Character

Setting

Conflict

Plot

Theme


DAY 3

SWBAT analyze the reading to determine the presence and meaning of figurative language within the text.


RW Guided Reading Think Aloud

Whole Group • Figurative

Language

Think Aloud & Model • Figurative

Language

• Figurative

Language Notes Ø Reading


• Exit Ticket Ø Figurative

Language


Andrew Clements - Second Reading of the story with a focus on figurative language.

• Teacher gives a mini lesson and notes on figurative language. • Students take part in a guided practice where they highlight the

text for figurative language examples. • Teacher models the meaning of figurative language through the

think aloud strategy. • Figurative language should be the focus during independent

reading. • Students chart information related to figurative language for an

exit ticket.

Figurative Language Meaning


DAY 4

SWBAT critique how the reading of a text that has images differentiates from that of one which requires the reader to visualize based upon the language used.


RW Mini Lesson Notes Graphic Organizer

Students Take Notes • Visualization • Imagery

Graphic Organizer • Visual

Element • What the

element symbolizes

• Implication on Tone

• Visualization

Notes Ø Reading


• Imagery Notes Ø Reading


• Graphic Organizer


Andrew Clements - Second Reading of the story continued with a focus on visual elements. contribute to the meaning of the text.

• Students will complete a graphic organizer where they will analyze the visual images and determine what the image symbolize as well as the tone that is created by the visual image.

Visual Elements Symbolism of Image

Implication on Tone


DAY 5

SWBAT critique the importance of sensory/descriptive details as they recognize how these details contribute to their understanding and visualization of the story.


RW Mini Lesson Notes Read Aloud Whole Group Reading Text Analysis

Students Take Notes • Sensory/

Descriptive Details

Read Aloud

Whole Reading

Text Analysis • Highlight

Sensory/ Descriptive Details

• Sensory/

Descriptive Details Notes Ø Reading


• Highlighted Text

Ø Chart Information

• Journeys Common Core Unit 4 T93-T107 LAFFF from Best

Shorts by Lensey Namioka - First Reading of the story with a focus on sensory/descriptive details.

• Review with students in the mini lesson how sensory/descriptive details enhance the reading of a text.

• Print copies of portions of the text so students can analyze a piece of writing by highlighting examples of sensory/descriptive details.

• During independent reading students will focus on character dialogue and what it means to the development characters development.

• While doing their independent reading students will read with a focus on sensory/descriptive details. Sensory/Descriptive

Language Meaning


DAY 6

SWBAT analyze the point of view in which the story is being told from and determine how this impacts their understanding of the text. RL.5.10 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.

RW Mini Lesson Notes Whole Group Reading

Students Take Notes • Point of View

Whole Group Reading

• Point of View

Notes Ø Reading


• Final Draft

Polished Piece

• Exit Ticket Ø Point of

View: How would the story change if it was told from a different perspective?

• Journeys Common Core Unit 4 T93-T107 LAFFF from Best

Shorts by Lensey Namioka – Second Reading of the story with a focus on point of view.

• Students will participate in the whole group reading and participate and have a discussion based on if the story was told from a different point of view. This discussion should allow them to make predications as to various alterative outcomes that the story would then have.

• In the exit ticket students will identify the point of view in which the story is being told as well as explain how the story would have an alternative impact if it was told from a different perspective.


DAY 7

SWBAT critique and the development of characters as they develop throughout the course of a short story.


RW Mini Lesson Notes Whole Group Reading Text Analysis

Students Take Notes • Characters

Whole Group Reading

Text Analysis • Graphic

Organizer

• Character

Development Notes Ø Reading


• Character

Development Ø Character

Analysis Pyramid

• Journeys Common Core Unit 4 T242-T255Darnell Rock

Reporting by Walter Dean Myers – First reading with a focus on character development.

• Review with students in the mini lesson how the development of a character is strengthened by their interactions with other characters.

• Students do an analysis of the main character through the use of the character analysis pyramid.


DAY 8

SWBAT analyze how the character's dialogue with other characters creates thoughts and feelings which give insight into the characters and help the reader connect to the story.

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RW Mini Lesson Notes Textual Analysis

Students Take Notes • Dialogue

Textual Analysis • Three

Column Notes

• Dialogue Notes

related to Character Development Ø Reading


• Three Column

Notes Ø Reading



Reporting by Walter Dean Myers – Second reading with a focus on dialogue.

• Review with students in the mini lesson how the development of a character is strengthened by their interactions with other characters.

• Students do a comparison of two main characters (Linda & Darnell) and how the dialogue that the author uses enables the readers to see their distinctly different viewpoints.

Character Dialogue Examples Understanding

Darnell • • •

• • •

Linda • • •

• • •


DAY 9

SWBAT apply concepts related transitional words, phrases and clauses in order to construct the sequence of events in a story.


RW Mini Lesson Notes Read Aloud

Students Take Notes • Sequence of

Events • Transition

Words

Read Aloud Tea Party • Sequence of

Events

• Sequence of Events

Notes Ø Reading


• Read Aloud

• Tea Party

• Journeys Common Core Unit 4 T319-T333 The Black

Stallion by Walter Farley – First reading with a focus on sequence of events and transition words.

• Students gain information as to what words and phrases can help them to determine the sequence of events within a story.

• Teacher reads a small portion of the text to give students a general idea as to what the story might be about.

• Students participate in the tea party activity to see how well they can do at utilizing transitional words and phrases to help guide them in putting the story together correctly.

• Doesn’t follow the traditional reader’s workshop model.

DAY 10

SWBAT assess the reading passage to locate transitional words, phrases and clauses in order to understand how they contribute to the sequence of events within a story.


RW Mini Lesson Notes Whole Group Reading White Board Activity

Students Take Notes • Sequence of

Events • Transition

Words

Whole Group Reading Record Transitional Phrases/Words • White Board

Activity

• Sequence of Events

Notes Ø Reading


• Whole Group

Reading

• White Board Activity


Stallion by Walter Farley – First reading continued with a focus on sequence of events and transition words.

• Review with students in the mini lesson how stories follow a sequential order to guide the reader through their writing and how the use of transitional words and phrases aide in this process.

• After the whole group reading students write down what they thought where transitional words or phrases from the text.


DAY 11

SWBAT investigate the literary text and make comparisons related to events within the story to determine the theme citing textual evidence.

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how c characters interact).

RW Mini Lesson Notes Whole Group Reading Gist

Students Take Notes • Theme

Whole Group Reading

Gist • Theme

• Theme Notes Ø Reading


• Whole Group

Reading

• Gist

• Journeys Common Core Unit 4 T319-T333 Journeys

Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley – Second reading continued with a focus on theme and textual evidence.

• Review with students during the mini lesson how theme is determined by looking at the big picture and adding up all the evidence.

• Students participate in whole group reading and discussion. • Students take part in the Gist activity by writing down

examples from the story and summarize information to come up with the general theme of the story.

• This lesson doesn’t follow the traditional reader’s workshop model.


DAY 12

SWBAT prove that the theme that they developed is accurate based upon the textual evidence that used to support their findings as they make a presentation to the class.


RW Mini Lesson Notes Review Chart GIST Information

Teacher Review • Theme

Chart GIST Information Presentation Collaborative Discussion

• Theme Notes

Ø Reading Journal with Teacher Feedback

• GIST

• Presentation

• Collaborative

Discussion


Stallion by Walter Farley – Second reading continued with a focus on theme.

• Review the mini lesson on the overview of theme. • Students take their findings and information from yesterday

and create a display on chart paper. • Students present their GIST activity to the class.


DAY 13

SWBAT formulate their performance task in order to compare and contrast the theme of two stories.


RW Read Aloud Collaboration Activity

Teacher Review • Story Themes • Character

Analysis • Textual

Evidence

Read Aloud

Collaboration Activity • Students work

together to create a compare and contrast theme analysis with textual evidence

• Story Theme Notes Ø Reading


• Character Analysis

Notes Ø Reading


• Collaboration Activity Ø Performance

Based Task


Reporting by Walter Dean Myers and Journeys Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley compare and contrast the two stories.

• Teacher reads aloud a short piece that can be associated with the themes of the two stories.

• Students begin working together to create a compare and contrast analysis. This assignment should be done in pairs or in small groups. (This can be an essay, a collage, or a graphic organizer, but it must include textual evidence to support the student’s findings.)


• Possible graphic organizer to assist students is provided here for a reference.

DAY 14

SWBAT apply concepts related to comparing and contrasting two pieces of texts thematically.


RW Read Aloud Publishing Gallery Walk

Read Aloud

Teacher Conferences

Publishing

Gallery Walk

• Conferencing

• Final draft Compare and Contrast Collaborative Activity

• Gallery Walk


Reporting by Walter Dean Myers and Journeys Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley compare and contrast the two stories.

• Teacher selects a read aloud passage to read to the students. • Students complete their final draft of their compare and

contrast collaborative activity. • Students take part in a gallery walk activity to view all

activities that were created and give authentic feedback.


DAY 15

SWBAT analyze how the text is impacted by visual elements associated with the authors word choice.



Students take Notes • Visual Elements

Whole Group Reading

Graphic Organizer • Two Column

Notes Visual Images & Word Choice

• Visual Elements Notes Ø Reading


• Whole Group

Reading


• Journeys Common Core Unit 5 T99-T190 The Birchbark

House by Louise Erdrich – First read with a focus on visual elements.

• Students take notes on the importance of visual elements and how this impacts the readers understanding of the text.

• Students complete a graphic organizer where they have to analyze the textual language on a given page and make reflections on how the images enhance or detract from the author’s word choice.

• During independent reading students will focus on visual elements and the author’s word choice.

Author’s Word Choice Visual Images

DAY 16

SWBAT design a visual image that is based on a textual analysis of a specific portion of the short story.


RW Mini Lesson Notes Review Whole Group Reading Visual Imagery

Notes Review • Visual Elements

Whole Group Reading

Visual Imagery • Creative Artist

• Whole Group Reading

• Conferencing

• Visual Imagery Project


House by Louise Erdrich – Second read with a continued focus on visual elements.

• Students take part in a whole group reading and discussion of the text.

• Each student is given an excerpt from the story. They must pay close attention to the authors word choice and create an image to support the text.


DAY 17

SWBAT apply concepts associated with visual imagery and how it impacts and enhances the text as they present their visual image with supporting textual evidence.


RW Read Aloud Publishing Presentation

Read Aloud Conferencing Visual Imagery • Creative Artist

Presentation • Visual Imagery

• Conferencing

• Presentation

• Polished Piece


House by Louise Erdrich • Teacher selects a piece of text to read aloud that invokes the

reader to call upon visualization strategies. • Students complete their visual image piece. • Students present their visual image as well as the supporting

text that is associated with it. • During independent reading students will read with a focus

on visual imagery that is evident based upon the authors descriptive writing.


DAY 18

SWBAT apply concepts associated with comparing and contrasting texts related to story structure, author’s word choice, and visual imagery.

RI.5.5 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.

RW Mini Lesson Notes Read Aloud Teacher Model Graphic Organizer

Students Take Notes • Compare &

Contrast • Comparative

Analysis

Read Aloud Teacher Models PowerPoint • Graphic

Organizer & Rough Draft

• Compare &

Contrast Notes Ø Reading


• Comparative

Analysis Notes Ø Reading


• Graphic Organizer & Rough Draft

• Journeys Common Core Unit 4 T18-T29 and Journeys

Common Core Unit 5 T99-T190 The Birchbark House by Louise Erdrich compare and contrast the structure of the texts along with the visual images associated with texts enhance the readers understanding.

• Students take notes related to the compare and contrast reading analysis they have to do.

• Teacher reads a read aloud that demonstrates word choice structure or visualization.

• Teacher models a comparative analysis. • Students will complete a graphic organizer where they

make a comparative analysis of the story development and visual images associated with the texts.

• During independent reading students will read with a focus on visual imagery that is evident based upon the authors descriptive writing.

• The sample graphic organizer can be altered so that the evidence you have students list is either related to structure, visualization, or word choice. Students should use textual evidence as their basis for comparison.


DAY 19

SWBAT design a PowerPoint presentation where they show a comparative structural analysis that focuses on two texts as well as the visual aspect associated with the authors word choice. RI.5.5 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.

RW Mini Lesson Notes Read Aloud Textual Analysis

Teacher Notes: • Citing Textual

Evidence

Read Aloud

Textual Analysis • Gathering

Information

PowerPoint Design Rough Draft

• Citing Textual

Evidence Notes Ø Reading


• Textual Analysis

• PowerPoint Rough

Draft

• Conferencing



• Teacher reads a read aloud that demonstrates word choice structure or visualization.

• Students will analyze the text to create a compare and contrast analysis.

• Students will begin designing their PowerPoint presentation.



DAY 20

SWBAT apply concepts related to doing a comparing and contrasting analysis as well as how to participate in a collaborative discussion as they share their PowerPoint presentations.


RW Read Aloud Presentations

Read Aloud

Publishing • PowerPoint

Comparative Piece

Presentation

• PowerPoint

Comparative Piece • Presentation



• The teacher will open with a read aloud activity. • The students will share their PowerPoint comparative piece. • Students will participate in a collaborative discussion

related to the presentations. • This lesson doesn’t follow the traditional reader’s

workshop model.


DAY 21

SWBAT connect how one event ultimately leads into another in a cause and effect relationship and what this means to the development of a story as events transpire. SL.5.1 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. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

RW Mini Lesson Notes Whole Group Reading Guided Discussion

Student Takes Notes • Cause and Effect

Relationship

Whole Group Reading

Guided Discussion

.

• Cause and Effect

Relationship Notes Ø Reading


• Whole Group

Reading

• Guided Discussion

• Journeys Common Core Unit 5 T247-T257 Rachel’s

Journal: The Story of a Pioneer Girl by Marissa Moss First reading with a focus on cause and effect relationship.

• Review with students in the mini lesson what the cause and effect relationship is and how it is cyclical.

• Students participate in reading, discussing and analyzing various components of the text through a cause and effect perspective.

• During independent reading students will read with a focus on the cause and effect relationship that develops between events and main ideas within their book.


DAY 22

SWBAT assess the text related to the relationship of cause and effect relationships and demonstrate their understanding through discussion and creating a graphic organizer.

RL.5.10 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 and independently and proficiently.

RW Mini Lesson Notes Whole Group Reading Guided Discussion

Teacher Review • Cause and Effect

Relationship

Whole Group Reading

Guided Discussion

Graphic Organizer • Cause and Effect

Relationship

• Cause and Effect

Relationship Notes Ø Reading


• Whole Group

Reading

• Guided Discussion


• Journeys Common Core Unit 5 T247-T257 Rachel’s

Journal: The Story of a Pioneer Girl by Marissa Moss Second reading with a focus on cause and effect relationship.

• Review with students in the mini lesson what the cause and effect relationship is and how it is cyclical.

• Students participate in reading, discussing and analyzing various components of the text through a cause and effect perspective.

• Students work on creating a cause and effect graphic organizer that depicts the major events that transpire within the story.

• During independent reading students will continue to read with a focus on the cause and effect relationship that develops between events and main ideas within their book.


DAY 23

SWBAT investigate the need for historical fiction to be developed in chronological order.

RL.5.10 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 and independently and proficiently.


Teacher Notes Thinking • Historical Fiction • Chronological

Order

Whole Group Reading

Graphic Organizer • Sequence of

Events

• Historical Fiction

Notes Ø Reading


• Chronological

Order Notes Ø Reading


• Whole Group

Reading


• Journeys Common Core Unit 5 T19-T33 Tucket’s Travels

by Gary Paulsen - First reading with a focus on the historical fiction and the need for chronological order based upon the genre.

• Students participate in a whole group reading and class discussion of the text.

• Students will complete a graphic organizer where they begin to map out the chronological order of the events within the story.

• During independent reading students will read with a focus on the chronological order that develops between events and main ideas within their book.


Summative Performance Assessment

DAY 24

SWBAT apply concepts from figurative to their understanding of the text as they analyze word choice.


RW Mini Lesson Notes Read Aloud Think Ink

Students Take Notes • Word Choice • Figurative

Language

Read Aloud Think Ink • Similes • Metaphors

• Word Choice Notes

Ø Reading Journal with Teacher Feedback

• Figurative Language

Notes Ø Reading


• Read Aloud

• Think Ink

• Journeys Common Core Unit 5 T19-T33 Tucket’s Travels by

Gary Paulsen - First reading continued with a focus on word choice and figurative language.

• Students review the importance of word choice on the overall text as well as what figurative language is and various forms of it.

• Students participate in a read aloud activity where they pay close attention to word choice within the text.

• Students work collaboratively in a think ink activity where they record similes and metaphors from the text.


DAY 25

SWBAT revise the text by incorporating more figurative language within a particular portion of the text.


RW Teacher Models Collaborative Activity

Teacher Models • Revising the text

with Figurative Language

Collaborative Activity • Revising the text

with Figurative Language

• Collaborative

Figurative Language Activity

• Journeys Common Core Unit 5 T19-T33 Tucket’s Travels by

Gary Paulsen - First reading continued with a focus on word choice and figurative language.

• Teacher will demonstrate to the students how to take a piece of the text and infuse figurative language into the writing.

• Students will be given a small passage that they must work on collaboratively with a partner in order to infuse figurative language into the text.

• Students will report out their new passage when they are finished writing.



Helpful Journey’s Lessons to use as needed to supplement Olivia Wahl and Pearson Writer’s Workshop Lessons (Also, good for working with small groups of students who need additional support)

Title/Lesson Page #

Lunch Money by Andrew Clements Journeys Common Core Unit 4 T18-T29

LAFFF from Best Shorts by Lensey Namioka Journeys Common Core Unit 4 T93-T107

Darnell Rock Reporting by Walter Dean Myers Journeys Common Core Unit 4 T242-T255

The Black Stallion by Walter Farley Journeys Common Core Unit 4 T319-T333

The Birchbark House by Louise Erdrich Journeys Common Core Unit 5 T99-T190

Rachel’s Journal: The Story of a Pioneer Girl by Marissa Moss Journeys Common Core Unit 5 T247-T257

Tucket’s Travels by Gary Paulsen Journeys Common Core Unit 5 T19-T33

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