Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Literature Core Text:
The Sign of the Beaver by Elizabeth George Speare
Informational Core Text:
Social Studies textbook, Making A New Nation by Macmillan/McGraw Hill.
Supporting Texts:
Language Arts textbook, Expeditions, Houghton Mifflin
Selected websites
Narrative Text Structure PowerPoint
Theme PowerPoint
Character Traits PowerPoint
Materials:
Student notebook (spiral, composition book, or stapled
pages)
Chart paper or butcher paper
Markers
Construction paper
Reading Literature Standards:
RL 6: Describe how a narrator’s or
speaker’s point of view influences how
events are described.
RL 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 9: Compare and contrast stories in the
same genre (e.g., mysteries and adventure
stories) on their approaches to similar
themes and topics.
Writing Standards:
W 3: Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and
clear event sequences.
a. Orient the reader by establishing a
situation and introducing a narrator and/ or
characters; organize an event sequence that
unfolds naturally.
b. Use narrative techniques such as dialogue,
description, and pacing, to develop experiences
and events or show the responses of characters
to situations.
c. Use a variety of transitional words,
phrases, and clauses to manage the sequence of
events.
d. Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from the
narrated experiences or events.
W9: Draw evidence from literary or
informational texts to support analysis,
reflection and research.
a. Apply grade 5 Reading standards to
literature.
b. Apply grade 5 Reading standards to
informational texts.
Reading Informational Text
Standards:
RI 6: Analyze multiple accounts of the
same event or topic, noting important
similarities and differences in the point of
view they represent.
RI 7: 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.
RI 8: Explain how an author uses reasons
and evidence to support particular points
in a text, identifying which reasons and
evidence support which point(s).
RI 9: Integrate information from several
texts on the same topic in order to write or
speak about the subject
knowledgeably.
Supporting
Standards:
RL1,2,3, 4, 5
RI 1,2,3,4, 5,
L 4, 5
SL 1, 2, 3
1
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Essential Questions:
RL 6: How does a narrator’s or speaker’s point of view influences how events are described?
RL7: How can a reader’s understanding of a text be affected by visual and multimedia elements?
RL 9: Why does a reader compare and contrast the themes or topics of the same genre?
RI 6: Is there more than one way to look at a situation? How does an individual’s background affect their point of view? Why do eye
witnesses have different accounts of the same event?
RI 7: What types of sources can a reader use to find information? Why is it important for readers to use multiple sources to answer a
question quickly or solve a problem efficiently?
RI 8: How does an author use reasons and evidence to make a point? How does a reader determine which reasons and evidence support
which point(s)?
RI 9: How does a reader synthesis information from multiple sources to present information in a written or oral format?
W 3: How do writers develop a narrative to include effective techniques, descriptive details, and clear event sequencing?
W9: How do writers synthesis information from both literature and informational text into a piece of writing?
Summative Unit Assessments:
Throughout the novel, The Sign of the Beaver, the viewpoints of the main characters, Matt and Attean, change. Using the viewpoint
continuums developed while reading the novel; write a multi-paragraph essay to demonstrate the change in their viewpoints. RL 3, RL 6,
and W 9
Key Information about this Unit:
The overarching theme of this unit is “Trust.” Other themes developed during this unit include: relationships, survival, courage,
perseverance, rites of passage, growing up (maturity). During the unit, students will be determining the various themes by charting how
characters respond to challenges/events/people.
During this unit, students will be reading a variety of genres including: a historical fiction, adventure novel, informational text from the
social studies textbook and the internet, and primary source documents. In addition, students will be watching and listening to a variety of
multi-media sources. Throughout the unit, students will participate in a WebSearch, a quasi WebQuest. To participate in the WebSearch,
the students will need to access the internet and link to the WebSearch (See Appendix E). It is recommended to schedule time blocks to use
the computer lab. They will use the information obtained during the WebSearch to develop an adventure short story (narrative). During the
unit, students will be creating a Pop-Up book. The pop-up book will serve as a tool to explain narrative text structure. (SofB Pop-up Book
PowerPoint; available on PSD 5th grade Common Core ELA webpage)
Week 1 provides the foundation for information needed to understand the historical context in which the novel, The Sign of the Beaver, is
set. The instruction during weeks 2-8 is primarily based from the novel. All of the CFAs are designed to be administered at the end of the
2
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
odd numbered weeks. Weeks 7 and 8 can be combined as students will be finishing reading the novel and developing the adventure short
story (narrative).
At the beginning of each week, there are specific Planning Information sections to read. Please refer to these for specific teaching
information that pertains to that week’s block of instruction. The tasks for each week of instruction can be completed whole group, small
group, or individually. The vocabulary words listed are recommended Tier 2 words; there are no specific tasks provided for these.
Accordingly, your team will need to collaboratively plan based on the needs of your students.
Each grade level team should collaboratively decide, before beginning the unit, how you want to keep student application of each task
organized. The unit lends itself to each student having a folder or book where they keep all written notes, completed graphic organizers, ask
and answer questions, key definitions, elements, charts, etc. The students will add pages to this book/folder as needed You will want to
decide ahead of time so that you are clear on how students will keep their weekly work as they will need to use all of the documents they
complete along the way to help them complete their adventure short story (narrative) and summative assessment.
Writing:
The focus for this unit is narrative writing. Some prompts are provided throughout the unit; however, all the elements of narrative writing
need to be taught.
1. Show a rubric to articulate expectations.
2. Teach how narrative pieces are organized with an event sequence that unfolds naturally.
3. Teach narrative techniques such as dialogue, description, and pacing.
4. Teach how to use a graphic organizer to organize information. (See Appendix A for graphic organizers)
5. Teach how to use transitional words within a narrative.
6. Teach how to use concrete words and phrases and sensory details.
Appendices:
Appendix A – Teaching Resources
Appendix B - Samples for Reference
Appendix C - Rubrics
Appendix D – Supplemental Material
Appendix E - WebSearch
3
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Week 1
Learning Targets:
RI 6: Given multiple accounts of the same event or topic, students will use
a graphic organizer to note important similarities and differences in the point
of view they represent.
RI 7: Given multiple sources of information (visual, oral, or quantitative),
students will use the information gained from those sources to answer
questions or solve problems.
RI 8: Through oral discussions, students will chart the points an author is
making. Through oral discussions, students will chart which reasons and
evidence the author uses to make which points.
RI 9: Using textual evidence, students will participate in a discussion about
information gained from several texts on the same topic.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RI standards to the writing of short answers, paragraph,
and/or multi-paragraph essays.
Standards:
RI 6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI 7: 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.
RI 8: Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RI 9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
W9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
b. Apply grade 5 Reading standards to informational texts.
Planning Information for Week 1
Week 1 provides the foundation for information needed to understand the historical context in which the novel, The Sign of the Beaver, is set.
Text and Supplemental Material
 Social Studies Textbook: Unit 3, Chapter 9, Lesson 1 pp. 290 -297
 “Pre-Revolutionary Maine”, an overview of Native American and European settlers conflict (See Appendix D for copy)
o Retrieved at http://penobscotmarinemuseum.org/pbho-1/our-maine-ancestors/pre-revolutionary-maine
 “Native American Clashes with European Settlers”, an overview of Native American and European settlers conflict (See Appendix D
for copy)
o Retrieved at http://www.wvculture.org/history/indland.html
 Timeline of Native American and European settlers conflict (See Appendix A for copy; you may want to display in classroom to refer
while reading The Sign of the Beaver)
o Retrieved at http://www.penobscotculture.com/index.php?option=com_content&view=article&id=14&Itemid=25
 “The Story of Maine - A Part of the Main: European Settlement of the Mainland” Part 1(See Appendix D for copy)
o Retrieved from: http://www.mpbn.net/homestom/prog2wabexpts.html
4
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Week 1
Unit Introduction
Tasks


Concept Development
o Divide students into groups of 5–6 and give each a large sheet of paper and markers. Post pictures of TRUST (see Appendix D)
for students to get ideas. Ask the participants to brainstorm examples of “TRUST” Give them plenty of time and don’t worry
about silences.
o After sufficient time to think and write, ask the students to look at their lists and see if there are ways they can group their
examples.
o Next, have them label each group.
o Post the labeled groups. Have each group of students share results, allowing them time to explain their reasoning. Teacher
charts.
o Ask, “Based on our list, the groups we’ve created, what can you conclude about TRUST?” Allow students time to come up with
generalizations about TRUST.
o As a class, find some common generalizations.
Theme Scavenger Hunt
o Building an awareness of the theme is a prerequisite to studying it. Have students bring in pictures, models, quotes, stories,
anecdotes, things that make them think of TRUST. Post them on a bulletin board. Discuss the why.
Pre-reading

Informational Text Features and Structure Review (this should done throughout unit prior to reading informational text)
o Point out and discuss the features of the text (headings, pictures with captions, diagrams, timelines, quotes of accounts) to
discuss their function in understanding the text. How are the text features useful in comprehension? RI 7
o How is the text organized (chronology, comparison, cause/effect, problem/solution)? Why? How is the organization useful in
comprehension? RI 5
Read Informational Text
Tasks
 Read Chapter 9 Lesson 1 pp. 290 -297
o Discuss and chart the specific points made in the text, identifying the reasons and/or evidence to support each point made RI 8
o Create a graphic organizer to show causes and effects of the relationship between the settlers and the Native Americans. Quote
details from the text (explicitly and when drawing inferences). (See Appendix A for graphic organizers and Quoting Sentence
Stems) RI 1, RI 3, and RI 8
5
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
o Discuss the perspectives demonstrated through illustrations on these pages
 Begin a Double Entry Response Journal to comment on how point of view is being illustrated in the illustrations. (See
Appendix A) RL 6 and RL 7
o Re-read the quote in the textbox on p. 290
 Continue to add to the Double Entry Response Journal to comment on how point of view is being illustrated in the quote.
(See Appendix A) RL 6
o Quick Write: What were the causes of conflict between Native Americans and the new European settlers? RI 3 and W 9



Read “Pre-Revolutionary Maine” at http://penobscotmarinemuseum.org/pbho-1/our-maine-ancestors/pre-revolutionary-maine (See
Appendix D for copy)
o Discuss and take 2 column notes to gather additional information about the specific points made in the text, identifying the
reasons and/or evidence to support each point made RI 8
o Continue to add to graphic organizer showing the causes and effects of the relationship between the settlers and the Native
Americans. Quote details from the text (explicitly and when drawing inferences). (See Appendix A for graphic organizers and
Quoting Sentence Stems) RI 1, RI 3, and RI 8
Read “Native American Clashes with European Settlers” at http://www.wvculture.org/history/indland.html (See Appendix D for copy)
o Discuss and take 2 column notes to gather additional information about the specific points made in the text, identifying the
reasons and/or evidence to support each point made RI 8
View the timeline of Native American and European settlers conflict at
http://www.penobscotculture.com/index.php?option=com_content&view=article&id=14&Itemid=25 (See Appendix A for copy)
Close reading
 Follow Teaching the Gist: Sample Mini Lesson (See Appendix A) have students participate in close reading of “The Story of Maine - A
Part of the Main: European Settlement of the Mainland” Part 1 at http://www.mpbn.net/homestom/prog2wabexpts.html (See Appendix
D for copy)
o Complete GRADE 5 - Close Reading Form (See Appendix A) RI 1, RI 3, and W 9
CFA
Using the information gathered in all completed graphic organizer and notes, students will write a multi-paragraph essay to compare and
contrast the information the authors’ presented of the relationship between the settlers and the Native Americans. Be sure to include specific
information regarding treaties and the lands used for hunting and farming. RI3, RI 9, and W 9
6
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Week 2
Learning Targets:
RL 6: Students will pull evidence to explain how the point of view impacts
the events described in the selection.
RL 7: Using charts of reactions, students will explain how the visual and/or
multimedia element contributes to the meaning, tone, and beauty of the text
RL 9: Given two stories of the same genre, students will use a graphic
organizer to compare and contrast the themes and topics.
RI 7: Given multiple sources of information (visual, oral, or quantitative),
students will use the information gained from those sources to answer
questions or solve problems.
RI 9: Using textual evidence, students will participate in a discussion about
information gained from several texts on the same topic.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers,
paragraph, and/or multi-paragraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL 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 9: Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RI 7: 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.
RI 9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
W 3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/ or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
W9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
a. Apply grade 5 Reading standards to literature.
b. Apply grade 5 Reading standards to informational texts.
Planning Information for Week 2
Text and Supplemental Material
 Novel - The Sign of the Beaver by Elizabeth George Speare
 WebSearch (Appendix E)
 Narrative Text Structure PowerPoint (available on PSD 5th grade Common Core ELA webpage)
 Theme PowerPoint (available on PSD 5th grade Common Core ELA webpage)
7
Language Arts Unit: Trust

Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Character Traits PowerPoint (available on PSD 5th grade Common Core ELA webpage)
Literary Themes
trust, relationships, survival, courage, perseverance, rites of passage, growing up (maturity)
Overview of Tasks for the Week
Students will be reading Chapters 1-4 over the course of this week. Students should have an opportunity to read silently/independently, in
literature circles, and/or whole group. Students will begin determining the theme through theme development tasks. Students will also begin
charting examples of foreshadowing, transitions, adverbs, and descriptive verbs which they will add to during each chapter. Students will be
provided opportunities for the development of their narrative writing. These are embedded throughout the week.
Students will also begin a WebSearch (See Appendix E) They may choose to use the information obtained during this WebSearch to develop
an adventure short story (narrative). During this week, this task is meant to be used as a teacher model on taking 2 column notes from
information from the internet. You may want to schedule time blocks to use the computer lab.
Students will also begin to create a Pop-Up book. The pop-up book will serve as tool to explain narrative text structure. (See PSD 5th grade
Common Core ELA webpage for directions)
Notes Regarding the Introduction (included in The Sign of the Beaver)
The introduction section of the novel deserves special thought and discussion with your students. While Elizabeth George Spear seems well
intended with her portrayal of a multicultural friendship between a young Anglo-American boy and a young Native American boy, Joseph
Bruchac points out several flaws in the story’s theme and use of the Native American language. Although this book was not selected to open a
dialogue about race relations, it does present “a teachable moment” where you should address the concept of stereotypes and cultural
perspectives. The similarities and differences between the two boys’ cultures should just be an s without apostrophe resounds throughout the
novel and will be a focus of many of the discussion questions in this unit.
Week2
Pre-reading Tasks
Author Review
 Review the websites and discuss the life and work of author, Elizabeth George Speare.
 http://www.childrensliteraturenetwork.org/birthbios/brthpage/11nov/11-21speare.html
 http://www.bu.edu/phpbin/archives-cc/app/details.php?id=8616
 Discuss how her “out-of-doors” activities may have influenced her writing.
8
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Cover of Book
 Discuss how sometimes the cover of a novel changes due to publications.
 Discuss why the title is The Sign of the Beaver, when the current cover has a picture of a bear on it. (See Appendix A) RL 7
 Discuss what predictions you can make based on the title and the cover of the novel.
Introduction
 Read the Introduction by Joseph Bruchac to The Sign of the Beaver
 Discussion Questions
 Why do you think the publisher included this introduction before reading the story?
 What does Joseph Bruchac discuss as being inaccurate about Native American life in the story? Cite specifics?
 Why is it important to be aware of and respect other people’s cultures?
Read The Sign of the Beaver by Elizabeth George Speare
Chapter 1
(Vocabulary: ruefully, trudged)
Discussion Questions
 The text states, “But the silence was different. It coiled around Matt….” What does this mean?
 Explain what makes “the watch” an heirloom?
 Discuss what life was like in the 1760’s in Maine.
Tasks





Review theme
 Use Theme PowerPoint (available on PSD 5th grade Common Core ELA webpage)
Begin the theme development chart by asking the following questions: Use a graphic organizer to chart responses. (See Appendix
A) (do not tell students what the theme is, they need to discover it on their own) RL 2 and RL 9
 How does Matt respond to being left in the wilderness?
 Why did Matt’s father leave the watch with Matt?
Create a graphic organizer to describe Matt’s homestead. (Save this to use in Chapter 16 to compare and contrast to Attean’s village
(See Appendix A) RL 1 and RL3
Review narrative text structure
 Use Narrative Text Structure PowerPoint (available on PSD 5th grade Common Core ELA webpage)
Begin Pop-Up book (page 1). The pop-up book will serve as tool to explain narrative text structure. (See PSD 5th grade Common
Core ELA webpage for directions)
9
Language Arts Unit: Trust





Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
 Use graphic organizer to write a paragraph to describe the setting. Cite evidence from the text. RL 3,W 3, and W 9
Start to chart the examples of foreshadowing. RL 4
 “first sign”
Begin to chart examples of descriptive verbs. W 3
Begin to chart examples adverbs. W 3
 loudly, ruefully, slowly
Quick Write - Explain how you would feel if you were left alone in the wilderness for six weeks.
Begin WebSearch. – Exploration Quest (see Appendix E) This purpose of the WebSearch is to gather details that students may
want to incorporate into their narrative writing during Weeks 7 and 8. RI 7 and RI 9
 Using the websites, take 2 column notes to gather details about the geography of Maine. (This task is meant to be used as a
teacher model.)
Chapter 2
(Vocabulary: quick-witted, treaty)
Discussion Questions
 What anxiety does Matt express about Native Americans & why does he feel this way.
 What viewpoint does Matt’s father have about Native Americans
Tasks





Review how the point of view influences how events are described. RL 6
Begin to chart examples of transitions. W 3
 the next morning
Continue to chart the examples of foreshadowing. RL 4
 “But he couldn’t shake off the feeling that someone was there.”
 “He would have liked, however, to have someone to talk to occasionally.”
 “So he was not so quick-witted as he should have been when unexpectedly someone arrives.”
Continue to chart examples of descriptive verbs. W 3
Continue to chart examples adverbs. W 3
 gravely
10
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Chapter 3
Discussion Questions
 Discuss the causes & effects of Ben stealing Matt’s gun.
 What scared Matt the most about Ben stealing his only gun?
Tasks







Continue the theme development chart. RL 2 and RL 9
 How does Matt respond to his experience with Ben?
Review character traits
 Use Character Traits PowerPoint (available on PSD 5th grade Common Core ELA webpage)
Continue creating Pop-up Book (page 2). (See PSD 5th grade Common Core ELA webpage for directions)
 Create a graphic organizer to analyze Matt’s character traits. (See Appendix A)
 Use graphic organizer to write a paragraph about Matt’s character traits. Cite evidence from the text. RL 3,W 3, and W 9
Give grammar lessons on dialogue. W 3
 Discuss quotation marks, commas, and words such as “said,” “answered,” etc.
 Have students point out dialogue when they encounter it.
 Discuss:
 How does the author make it clear who is speaking?
 What special punctuation is needed to write dialogue?
Continue to chart the examples of foreshadowing. RL 4
 “He’d half a mind to fetch down his father’s rifle and keep it near his hand.”
Continue to chart examples of descriptive verbs. W 3
Continue to chart examples adverbs. W 3
 carefully, cheerfully, uncertainly, vaguely, singlehandedly, especially
Chapter 4
Tasks
 Begin to complete a Story Map (See Appendix A for template; students should create one on 9x18 piece of construction paper) W 3
 Have students identify elements of the story discovered until this point.
 Continue to chart examples of descriptive verbs. W 3
 Continue to chart examples adverbs. W 3
 halfheartedly
11
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Week 3
Learning Targets:
RL 6: Students will pull evidence to explain how the point of view impacts
the events described in the selection.
RL 9: Given two stories of the same genre, students will use a graphic
organizer to compare and contrast the themes and topics.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers,
paragraph, and/or multi-paragraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL 9: Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
W 3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/ or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
W9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
a. Apply grade 5 Reading standards to literature.
b. Apply grade 5 Reading standards to informational texts.
Planning Information for Week 3
Text and Supplemental Material
 Novel - The Sign of the Beaver by Elizabeth George Speare
Literary Themes
trust, relationships, survival, courage, perseverance, rites of passage, growing up (maturity)
Overview of Tasks for the Week
Students will be reading Chapters 5-8 over the course of this week. Students should have an opportunity to read silently/independently, in
literature circles, and/or whole group. Students will continue determining the theme through theme development tasks. Students will begin to
analyze the relationship between the characters and how each of their viewpoints influences them. Students will also continue charting
12
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
examples of foreshadowing, transitions, adverbs, and descriptive verbs which they will add to during each chapter. Students will be provided
opportunities for the development of their narrative writing. These are embedded throughout the week.
Students will also continue to create a Pop-Up book. The pop-up book will serve as tool to explain narrative text structure.(See Appendix A for
directions)
For teacher reference only
Summary of Robinson Crusoe story
http://www.shmoop.com/robinson-crusoe/
Week 3
Chapter 5
(Vocabulary: scarcely, cautiously, presently)
Discussion Questions
 Should Matt try to get honey from the beehive? Quote textual evidence, use prior knowledge
 Why do you think Saknis helps Matt?
 What can you infer about Saknis? Cite evidence from the text.
Tasks



Continue creating Pop-up Book (page 3). (See PSD 5th grade Common Core ELA webpage for directions)
 Write a paragraph describing one of the problems Matt has faced and how that problem was resolved. Cite evidence from
the text. RL 3,W 3, and W 9
Continue to chart examples of descriptive verbs. W 3
Continue to chart examples adverbs. W 3
 scarcely, cautiously, clearly, shortly, presently
Extension
The following websites provide information to research Penobscot Indian Nation.
 http://www.bigorrin.org/penobscot_kids.htm
 http://www.penobscotculture.com
 http://www.penobscotnation.org
 http://www.nativetech.org/scenes/stonetools.html
 http://www.u-s-history.com/pages/h922.html
13
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Chapter 6
(Vocabulary: abruptly, doubtfully)
Discussion Questions
 Why does Saknis introduce himself as, “Saknis, family of the beaver.”?
 The text states, “The scorn in the boy’s face had turned to black anger.” What does this mean?
Tasks






Continue the theme development chart. RL 2 and RL 9
 How does Matt respond to his experience with Saknis and Attean?
 Why does Matt think that he embarrassed Saknis when he gave him Robinson Crusoe?
 Why does Saknis believe it is important for his grandson to learn to read?
Analyze how the relationship between Matt and Attean change over time. Begin to chart on a character change continuum (See
Appendix A and Appendix B) RL 3 and RL 6
 Use these as starting questions:
 What is Matt’s initial impression of Attean? Cite evidence from the story.
 What is Attean’s initial impression of Matt? Cite evidence from the story.
Continue to discuss the use of dialogue. W 3
Continue to chart examples of transitions. W 3
Continue to chart examples of descriptive verbs. W 3
Continue to chart examples adverbs. W 3
 abruptly, wonderfully, doubtfully, calmly
Chapter 7
(Vocabulary: rigid, finicky, disdainfully)
Discussion Questions
 How does Matt prepare to teach Attean to read? Cite evidence from the text.
 How does Attean feel about learning to read? Cite evidence from the text.
Tasks


Analyze how their cultural backgrounds influence the point of view of both Matt and Attean. Begin to chart on the viewpoint
continuums to analyze how they change over time. (See Appendix A) RL 3 and RL 6
Review character traits
 Use Character Traits PowerPoint (available on PSD 5th grade Common Core ELA webpage)
14
Language Arts Unit: Trust






Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Continue creating Pop-up Book (page 2). (See PSD 5th grade Common Core ELA webpage for directions)
 Create a graphic organizer to analyze Attean’s character traits. (See Appendix A)
 Use graphic organizer to write a paragraph about Attean’s character traits. Cite evidence from the text. RL 3,W 3, and W 9
Continue to chart the examples of foreshadowing. RL 4
 “Before he had his eyes open next morning, Matt knew that something was wrong with this day.”
Continue to discuss the use of dialogue. W 3
Continue to chart examples of transitions. W 3
Continue to chart examples of descriptive verbs. W 3
Continue to chart examples adverbs. W 3
 disdainfully, cheerfully
Chapter 8
(Vocabulary: savage, scornfully)
Discussion Questions
 “White man not smart like Indian," Attean said scornfully. How does this quote explain Attean’s point of view?
 How are Attean’s criticisms of the story Robinson Crusoe similar to Joseph Bruchac’s viewpoint of Sign of the Beaver?
Tasks





Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text RL 3
and RL 6
Continue to discuss the use of dialogue. W 3
Continue to chart examples of transitions. W 3
Continue to chart examples of descriptive verbs. W 3
Continue to chart examples adverbs. W 3
 scornfully
End of Week Tasks
 Continue to add details to the story map. RL 3
CFA for Chapters 1-8
Writing Prompt: Based on this point in time within the novel, write a paragraph to compare the perspectives of Matt and Attean of each other.
Cite evidence from the text. RL6 and W9
15
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Week 4
Learning Targets:
RL 6: Students will pull evidence to explain how the point of view impacts
the events described in the selection.
RL 9: Given two stories of the same genre, students will use a graphic
organizer to compare and contrast the themes and topics.
RI 7: Given multiple sources of information (visual, oral, or quantitative),
students will use the information gained from those sources to answer
questions or solve problems.
RI 8: Through oral discussions, students will chart the points an author is
making. Through oral discussions, students will chart which reasons and
evidence the author uses to make which points.
RI 9: Using textual evidence, students will participate in a discussion about
information gained from several texts on the same topic.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers,
paragraph, and/or multi-paragraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL 9: Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RI 7: 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.
RI 8: Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RI 9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
W 3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/ or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
W9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
a. Apply grade 5 Reading standards to literature.
b. Apply grade 5 Reading standards to informational texts.
Planning Information for Week 4
Text and Supplemental Material
 Novel - The Sign of the Beaver by Elizabeth George Speare
 WebSearch
16
Language Arts Unit: Trust

Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
“The Story of Maine - A Part of the Main: European Settlement of the Mainland” Part 2 (See Appendix D for copy)
o Retrieved from: http://www.mpbn.net/homestom/prog2wabexpts.html
Literary Themes
trust, relationships, survival, courage, perseverance, rites of passage, growing up (maturity)
Overview of Tasks for the Week
Students will be reading Chapters 9-13 over the course of this week. Students should have an opportunity to read silently/independently, in
literature circles, and/or whole group. Students will continue determining the theme through theme development tasks. Students will begin to
analyze the relationship between the characters and how each of their viewpoints influences them. Students will also continue charting
examples of foreshadowing, transitions, adverbs, and descriptive verbs which they will add to during each chapter. Students will be provided
opportunities for the development of their narrative writing. These are embedded throughout the week.
Students will also begin a WebSearch (See Appendix E) They may choose to use the information obtained during this WebSearch to develop
an adventure short story (narrative). During this week, this task is meant to be used as a guided practice on taking 2 column notes from
information from the internet. You may want to schedule time blocks to use the computer lab.
Week 4
Chapter 9
(Vocabulary: dumbfounded, nonchalantly)
Discussion Questions
 How does Attean feel about learning to read? Cite evidence from the text.
 “Not kneel down,” Attean repeated fiercely. “Not be a slave. Better die.” How does this quote explain Attean’s point of view?
Tasks




Continue the theme development chart. RL 2 and RL 9
 How does Saknis know that the boys will maintain the treaty between him and Matt?
Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
Quickwrite: How does Matt’s view of the story change? Cite evidence from the text. RL 1 and RL6
Continue to chart examples adverbs. W 3
 nonchalantly
17
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Chapter 10
(Vocabulary: pondering, resentment)
Discussion Questions
 How will the things/skills Matt is learning impact his ability to survive?
Tasks


Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text. RL 3
and RL 6
 What are some of the things that Matt is learning from Attean?
 At the end of the chapter, Attean smiles. Why?
 Continue to chart examples of descriptive verbs. W3
 Continue WebSearch – Survival Quest. (see Appendix E) This purpose of the WebSearch is to gather details that students may want
to incorporate into their narrative writing during Weeks 7 and 8. RI 7, RI 8, and RI 9
 Using the websites, take 2 column notes to gather details about how to fish. (This task is meant to be used as guided
practice.)
 Discuss and chart the specific points made by the author in the texts, identifying the reasons and/or evidence to support each
point made. RI 8
 Discussion Questions:
 How does what you learned from reading the text compare (or contrast) to watching the video?
 What advantages do you see from watching the video compared to reading text?
Close reading
 Follow Teaching the Gist: Sample Mini Lesson (See Appendix A) have students participate in close reading of “The Story of Maine - A
Part of the Main: European Settlement of the Mainland” Part 2 at http://www.mpbn.net/homestom/prog2wabexpts.html (See Appendix
D for copy)
o Complete GRADE 5 - Close Reading Form (See Appendix A) RI 1, RI 3, and W 9
Chapter 11
(Vocabulary: nestling, retorted, wary, disposition, indifference, disdainful, tuft, nudge, plodded, disgruntled)
Discussion Questions
 The text states, “They didn’t like each other, but they were no longer enemies.” What does this mean?
 What is the significance of the sign of beaver?
 What does Matt want from Attean?
18
Language Arts Unit: Trust
Tasks




Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Continue the theme development chart. RL 2 and RL 9
 Why does Attean explain the sign on the tree stump?
 Why does Attean allow Matt to see him making markers?
Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
 What are some of the things that Matt is learning from Attean? ? Cite evidence from the story.
Continue to chart examples of transitions. W 3
Continue to discuss the use of dialogue. W 3
Chapter 12
(Vocabulary: chagrined)
Tasks

Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
 What additional skills is Matt learning from Attean?
Chapter 13
(Vocabulary: indignant, goaded, inflict, shrewdly, improvise)
Discussion Questions
 How do the hunting methods differ between the settlers and Native Americans? Provide details from the text.
 How do the reasons for hunting differ between the settlers and Native Americans? Provide details from the text.
Tasks




Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
 How does Matt react to finding the fox in the trap?
 How does Attean react to finding the fox in the trap?
Quickwrite - How did they resolve their differences? Cite evidence from the text. RL 6 and W9
Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text. RL 3
and RL 6
Continue to chart examples adverbs. W 3
 shrewdly
19
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
End of Week Tasks from Chapters read
 Continue to add details to the story map. RL 3
 Continue to discuss the use of dialogue. W 3
 Continue to chart examples of transitions. W 3
 Continue to chart examples of descriptive verbs. W 3
20
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Week 5
Learning Targets:
RL 6: Students will pull evidence to explain how the point of view impacts
the events described in the selection.
RL 9: Given two stories of the same genre, students will use a graphic
organizer to compare and contrast the themes and topics.
RI 6: Given multiple accounts of the same event or topic, students will use
a graphic organizer to note important similarities and differences in the point
of view they represent.
RI 7: Given multiple sources of information (visual, oral, or quantitative),
students will use the information gained from those sources to answer
questions or solve problems.
RI 8: Through oral discussions, students will chart the points an author is
making. Through oral discussions, students will chart which reasons and
evidence the author uses to make which points.
RI 9: Using textual evidence, students will participate in a discussion about
information gained from several texts on the same topic.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers,
paragraph, and/or multi-paragraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL 9: Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RI 6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI 7: 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.
RI 8: Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RI 9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
W 3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/ or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
W9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
a. Apply grade 5 Reading standards to literature.
b. Apply grade 5 Reading standards to informational texts.
21
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Planning Information for Week 5
Text and Supplemental Material
 Novel - The Sign of the Beaver by Elizabeth George Speare
 Primary source document – 1755 Scalp Proclamation (See Appendix D)
o Retrieved at http://www.penobscotculture.com/index.php?option=com_content&view=article&id=88&Itemid=72
Literary Themes
trust, relationships, survival, courage, perseverance, rites of passage, growing up (maturity)
Overview of Tasks for the Week
Students will be reading Chapters 14-17 over the course of this week. They will also be reading a primary source document to help understand
the historical context. Students should have an opportunity to read silently/independently, in literature circles, and/or whole group. Students
will continue determining the theme through theme development tasks. Students will continue to analyze the relationship between the
characters and how each of their viewpoints influences them. Students will also continue charting examples of foreshadowing, transitions,
adverbs, and descriptive verbs which they will add to during each chapter. Students will be provided opportunities for the development of their
narrative writing. These are embedded throughout the week.
Students will also continue to create a Pop-Up book. The pop-up book will serve as tool to explain narrative text structure. See PSD 5th grade
Common Core ELA webpage for directions)
Week 5
Chapter 14
Discussion Questions
 Why do you think the author chose Robinson Crusoe as a story for Matt to read?
Tasks


Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text. RL 3
and RL 6
22
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Chapter 15
Discussion Questions
 Once the bear is dead, why does Attean talk to the bear? How does this reflect his cultural perspective? How does this compare to
Matt’s reaction of the bear being dead?
Tasks
 Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
 Continue creating Pop-up Book (page 5). (See PSD 5th grade Common Core ELA webpage for directions)
 Describe the problem that Matt & Attean face in chapter 15. How does the solution change the relationship between the
boys? Cite evidence from the text. RL 3,W 3, and W 9
Extension
 The Grizzly Bear Family Book by Michio Hoshino
 Read The Grizzly Bear Family Book (Houghton Mifflin pp. 602-616)
 Read Meet the Author/Photographer (p. 617)
 Discuss: If Michio Hoshino had survived the bear attack, do you think he would have viewed the bear as being ferocious?
Use textual evidence to support your answer. RI 6
 Websites about bears
 Lists bears from around the world has pictures and info on more than USA bears
 http://www.americanbear.org/otherbears.htm
 http://www.bearsoftheworld.net/

North American Bear Center live cameras link
 http://www.bear.org/website/live-cameras/videos/bear-videos.html
Chapter 16
(Vocabulary: glinting, glimmering, nimbly, boisterous, contortions, uproarious, stern (multiple meaning))
Discussion Questions
 How does the Penobscot’s family celebration compare to your family’s celebrations?
 What do you think Matt was feeling when the narrator states, “He was one of them.”
Tasks

Using the graphic organizer from Chapter 1 to describe Matt’s homestead, create a new graphic organizer to compare and contrast
Matt’s homestead (the log cabin) to Attean’s village (Chapter 16). (See Appendix A) RL 1 and RL3
23
Language Arts Unit: Trust



Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Continue creating Pop-up Book (page 6). (See PSD 5th grade Common Core ELA webpage for directions)
 Use the setting graphic organizer from above to write a paragraph to compare and contrast the setting of the village to Matt’s
family’s homestead? Cite evidence from the text. RL 3,W 3, and W 9
Continue to chart on the viewpoint continuums. Cite evidence from the text RL 3 and RL 6
Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text. RL 3
and RL 6
 How does the killing of the bear affect their relationship?
Chapter 17
(Vocabulary: ramshackle, genial)
Discussion Questions
 When Matt wakes up the next in the village, does he still feel that “He was one of them.”? Cite evidence from the text.
 Prior to reading the novel, we discussed why the title was The Sign on the Beaver, when it has a picture of a bear on it. How has
your initial answer changed?
Tasks



Continue the theme development chart. RL 2 and RL 9
 Why does Attean share with Matt what happened to his parents?
Continue to chart on the viewpoint continuums. Cite evidence from the text RL 3 and RL 6
Read 1755 Scalp Proclamation (See Appendix D) Retrieved at
http://www.penobscotculture.com/index.php?option=com_content&view=article&id=88&Itemid=72
 Discuss and chart the specific points made by the author in the texts, identifying the reasons and/or evidence to support each
point made RI 8
 Discuss: How does reading this proclamation help you better understand Attean’s viewpoint? RL 6, RI 6, RI 7, and RI 9
 Continue to add to the Double Response Journal started in Week 1. RI 6
End of Week Tasks from Chapters read
 Continue to add details to the story map. RL 3
 Continue to discuss the use of dialogue. W 3
 Continue to chart examples of transitions. W 3
 Continue to chart examples of descriptive verbs. W 3
CFA for Chapters 9-17
Writing Prompt: Write a multi-paragraph essay to describe how Matt’s and Attean’s friendship evolving? Cite evidence from text. RL 3, RL 6, and W 9
24
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Week 6
Learning Targets:
RL 6: Students will pull evidence to explain how the point of view impacts
the events described in the selection.
RL 9: Given two stories of the same genre, students will use a graphic
organizer to compare and contrast the themes and topics.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers,
paragraph, and/or multi-paragraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL 9: Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
W 3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/ or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
W9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
a. Apply grade 5 Reading standards to literature.
Planning Information for Week 6
Text and Supplemental Material
 Novel - The Sign of the Beaver by Elizabeth George Speare
 “The Story of Maine - A Part of the Main: European Settlement of the Mainland” Part 2(See Appendix D for copy)
o Retrieved from: http://www.mpbn.net/homestom/prog2wabexpts.html
Literary Themes
trust, relationships, survival, courage, perseverance, rites of passage, growing up (maturity)
Overview of Tasks for the Week
Students will be reading Chapters 18-22 over the course of this week. Students should have an opportunity to read silently/independently, in
literature circles, and/or whole group. Students will continue determining the theme through theme development tasks. Students will continue
to analyze the relationship between the characters and how each of their viewpoints influences them. Students will also continue charting
25
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
examples of foreshadowing, transitions, adverbs, and descriptive verbs which they will add to during each chapter. Students will be provided
opportunities for the development of their narrative writing. They are embedded throughout the week.
Students will also continue to create a Pop-Up book. The pop-up book will serve as tool to explain narrative text structure. (See PSD 5th grade
Common Core ELA webpage for directions)
Week 6
Chapter 18
(Vocabulary: scrawny, frenzied, stockade, blustering, scornful, lame, pungent)
Tasks


Continue to chart on the viewpoint continuums. Cite evidence from the text. RL 3 and RL 6
Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text. RL 3
Chapter 19
Discussion Questions
 How does Attean’s relationship with his family and friends compare to Matt’s relationship to his family and friends? (may need to
refer back to Chapter 1)
 What similarities are there between Matt’s feeling of acceptance and a time when you were new to a group (schools, soccer team,
etc.)?
Tasks




Continue the theme development chart. RL 2 and RL 9
 Why has the dog stopped growling at Matt?
Continue to chart on the viewpoint continuums. At this point in the story, their views start to converge. The graphic organizer
should reflect this. (See Appendix B) Cite evidence from the text. RL 3 and RL 6
Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text. RL 3
and RL 6
Quickwrite: Matt appears to be accepted by the boys in the village and the grandmother. Whose acceptance means more to Matt?
Why? Cite evidence from the text. RL 6 and W 9
26
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Chapter 20
(Vocabulary: solemn)
Discussion Questions
 Matt felt that he was accepted by Attean and Attean’s people. How does he feel now?
 Attean is growing up/maturing into an adult. What can Matt do to show he has matured into an adult? How will this change their
friendship?
 What would happen if Attean did not find his Manitou? Do you think he would have returned? Do you think he would have stayed
with his people?
Tasks

Continue to chart the relationship between Matt and Attean on the character change continuum. Cite evidence from the text. RL 3
and RL 6
Chapter 21
(Vocabulary: reproach, grave, soberly, persisted, unhampered, comradeship)
Discussion Questions
 Attean is a man and a hunter. On p. 114 the text states “…he can never be a mighty hunter. “ If Matt chose to go with the Beaver
clan, would he be respected by the clan?
 How does Matt feel when Seknis calls him nkweniss?
 How is Matt’s choice to stay and wait for his family similar to Attean’s quest for his Manitou?
Tasks



Continue the theme development chart. RL 2 and RL 9
 Should Matt wait for his family or should he go with the Beaver clan?
Continue to chart on the viewpoint continuums. At this point in the story, their views start to diverge. The graphic organizer should
reflect this. (See Appendix B) Cite evidence from the text. RL 3 and RL 6
Continue to chart examples adverbs.
 soberly
27
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Chapter 22
(Vocabulary: suspicion, awkwardly)
Discussion Questions
 What does the dog represent to Attean?
 How will Matt’s father feel when he discovers that Matt has given away the watch?
 Matt’s father left two gifts in Chapter 1, the rifle, which was taken from Matt, and the watch, which is a family treasure. How does
this show that Matt’s sense of family and friendship has changed?
 Both Matt and Attean give something of value to show the value of friendship. Which is the better gift?
 What is the importance of Attean calling Matt medabe?
Tasks


Continue the theme development chart. RL 2 and RL 9
 Why does Attean give the dog to Matt?
 Continue to chart the relationship between Matt and Attean on the character change continuum. Be sure to reference Attean’s use of
the word, medabe Cite evidence from the text. RL 3 and RL 6
 Continue creating Pop-up Book (page 7). (See PSD 5th grade Common Core ELA webpage for directions)
 Use the character change continuum to write 1-2 paragraphs to describe how Attean has changed by the end of the story.
Cite evidence from the text. RL 3,W 3, and W 9
 Continue to chart examples adverbs.
 awkwardly
“The Story of Maine - A Part of the Main: European Settlement of the Mainland” Part 3 at
http://www.mpbn.net/homestom/prog2wabexpts.html (See Appendix D for copy)
 Discuss and chart the specific points made by the author in the text, identifying the reasons and/or evidence to support each
point made RI 8
 Discuss: How does reading this information helps you better understand Attean’s viewpoint? RL 6, RI 6, RI 7, and RI 9
End of Week Tasks from Chapters read
 Continue to add details to the story map. RL 3
 Continue to discuss the use of dialogue. W 3
 Continue to chart examples of transitions. W 3
 Continue to chart examples of descriptive verbs. W 3
28
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Weeks 7 and 8
Learning Targets:
RL 6: Students will pull evidence to explain how the point of view impacts
the events described in the selection.
RL 9: Given two stories of the same genre, students will use a graphic
organizer to compare and contrast the themes and topics.
RI 7: Given multiple sources of information (visual, oral, or quantitative),
students will use the information gained from those sources to answer
questions or solve problems.
RI 8: Through oral discussions, students will chart the points an author is
making. Through oral discussions, students will chart which reasons and
evidence the author uses to make which points.
RI 9: Using textual evidence, students will participate in a discussion about
information gained from several texts on the same topic.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RL and RI standards to the writing of short answers,
paragraph, and/or multi-paragraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL 9: Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RI 7: 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.
RI 8: Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RI 9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
W 3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/ or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
W9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
a. Apply grade 5 Reading standards to literature.
b. Apply grade 5 Reading standards to informational texts.
29
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Planning Information for Weeks 7 and 8
Weeks 7 and 8 can be combined as students will be finishing reading the novel with a CFA and a Summative Assessment. In addition, they
will be developing and writing the adventure short story (narrative). Accordingly, your team will need to collaboratively plan based on the
needs of your students.
Text and Supplemental Material
 Novel - The Sign of the Beaver by Elizabeth George Speare
 WebSearch
 HM Anthology: “Katie’s Trunk” by Ann Turner (student text pp. 293-303)
Literary Themes
trust, relationships, survival, courage, perseverance, rites of passage, growing up (maturity)
Overview of Tasks for the Week
Students will be reading Chapters 23-25 over the course of this week. Students should have an opportunity to read silently/independently, in
literature circles, and/or whole group. Students will continue determining the theme through theme development tasks. Students will continue
to analyze the relationship between the characters and how each of their viewpoints influences them. Students will also continue charting
examples of foreshadowing, transitions, adverbs, and descriptive verbs which they will add to during each chapter. Students will be provided
opportunities for the development of their narrative writing. They are embedded throughout the week.
Students will also begin a WebSearch (See Appendix E) They may choose to use the information obtained during this WebSearch to develop
an adventure short story (narrative). During this week, this task is meant to be used as an independent practice on taking 2 column notes from
information from the internet. You may want to schedule time blocks to use the computer lab.
Students will continue to create a Pop-Up book. The pop-up book will serve as tool to explain narrative text structure.(See Appendix A for
directions)
Weeks 7 and 8
Chapter 23
(Vocabulary: prowess, intricately, lustrous, despised, trenchers, enviously, teeming, sparingly, gingerly)
Discussion Questions
 Matt’s skills are a combination of the hunting that Attean taught him and the women’s work that Matt observed in the village.
Which set of skills do you think are more important?
 What skills do you have that compare to Matt’s skills?
30
Language Arts Unit: Trust
Tasks



Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Continue the theme development chart. RL 2 and RL 9
 How are his actions a demonstration of his faith that his father and family will return?
Use a graphic organizer to compare and contrast his feelings now that he is alone to his feelings when his father left at the beginning
of the book. Why are they the same? Why are his feelings different? RL 3
Continue to chart examples adverbs. W3
 intricately, enviously, sparingly, gingerly
Chapter 24
(Vocabulary: poised, soundlessly, steadily, eagerly, floundered, scarcely, noisily, dazzling, pewter)
Discussion Questions
 Why is Matt content for the first time in a few weeks?
 Both Attean and Matt can be considered men by their families and their societies. Compare and contrast the actions each boy had to
make to be considered men.
 If Matt’s father does not return, do you think Matt will survive the winter? Why or why not?
Tasks


Continue creating Pop-up Book (page 8). (See PSD 5th grade Common Core ELA webpage for directions)
 Use the character change continuum to write 1-2 paragraphs to describe how Matt has changed by the end of the
story(specifically with regards to Chapter 24 – Matt is more independent; has found his manitou). Cite evidence from the
text. RL 3,W 3, and W 9
Continue to chart examples adverbs. W3
 poised, soundlessly, steadily, eagerly, floundered, scarcely, noisily
Chapter 25
(Vocabulary: clamor, typhus, proudly)
Discussion Questions
 How does Attean feel about learning to read? Cite evidence from the text.
 “Not kneel down,” Attean repeated fiercely. “Not be a slave. Better die.” How does this quote explain Attean’s point of view?
31
Language Arts Unit: Trust
Tasks


Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm
Review the themes identified on the theme development chart. RL 2 and RL 9
Continue to chart examples adverbs. W3
 proudly
End of Week Tasks from Chapters read
 Continue to add details the story map. RL 3
 Continue to discuss the use of dialogue. W 3
 Continue to chart examples of transitions. W 3
 Continue to chart examples of descriptive verbs. W 3
Post-reading of The Sign of the Beaver
Tasks



Read (or re-read) “Katie’s Trunk” by Ann Turner (student text pp. 293-303)
Create a theme development chart by asking the following questions: (See Appendix A) RL 2 and RL 9
 How does Katie’s family feel toward the Rebels?
 How does Katie feel when Mr. Warren props open the trunk?
 Why did Mr. Warren leave Katie in the trunk?
Create a graphic organizer to compare and contrast the themes of The Sign of the Beaver and “Katie’s Trunk.” RL 2 and RL 9
CFA for Chapters 18-25
Writing Prompt: Write a multi-paragraph essay to compare and contrast the themes of The Sign of the Beaver and “Katie’s Trunk.” RL 2, RL
9 and W 9
Narrative Writing
Tasks

Continue WebSearch – Adventure Quest: Challenge One. (see Appendix E) This purpose of the WebSearch is to gather details that
students will need to incorporate into their narrative writing.. RI 7, RI 8, and RI 9
 Using the websites, take 2 column notes to gather details about an outdoor activity. (This task is meant to be used as
independence practice.)
 Small group work:
 Discuss and chart the specific points made by the author in the texts, identifying the reasons and/or evidence to
support each point made.
32
Language Arts Unit: Trust
Timeframe: 8 weeks
Grade: 5
Revised: Tuesday, December 3, at 5:00 pm





Discussion Questions:
 How does what you learned from reading the text compare (or contrast) to watching the video?
 What advantages do you see from watching the video compared to reading text?
Continue WebSearch Adventure Quest: Challenge Two. (see Appendix E) This purpose of the WebSearch is to gather details that
students will need to incorporate into their narrative writing. RI 7 and RI 9
 Using the websites, take 2 column notes to gather details about the geography of the location. (This task is meant to be used
as independence practice.)
Continue WebSearch Adventure Quest: Challenge Three. (see Appendix E) This purpose of the WebSearch is to gather details that
students will need to incorporate into their narrative writing. RI 7, RI 8, and RI 9
 Using the websites, take 2 column notes to gather details about an animal that you would find in the wilderness. (This task is
meant to be used as independence practice.)
 Small group work:
 Discuss and chart the specific points made by the author in the texts, identifying the reasons and/or evidence to
support each point made.
Use a Story Map to organize the adventure short story (narrative). (See Appendix A for template; students should create one on
9x18 piece of construction paper) (See Appendix C for rubric)
Use story map and 2 column notes from WebSearch to write an adventure short story. (See Appendix C for rubric) W 3
Summative Assessment
Throughout the novel, The Sign of the Beaver, the viewpoints of the main characters, Matt and Attean, change. Using the viewpoint
continuums developed while reading the novel; write a multi-paragraph essay to demonstrate the change in their viewpoints. (See Appendix C
for rubric) RL 3, RL 6, and W 9
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