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Standard
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EQ
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Activate
ELCC.5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELACC.5.RL.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 characters interact).
ELACC.5.RL.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes
and topics.
ELACC.5.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the
writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented
ELACC.5.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how characters interact]”).
What is a theme? How can I determine the theme of a story, drama, or poem? What are some strategies to analyze how a character responds
to challenges? What is a summary? What are the elements of a good summary?
What story elements or details are important to think about when I am comparing/contrasting two stories?
What elements are important to notice when I compare/contrast stories in the same genre? How do different authors treat similar themes or
topics?
What should I do to become a more mature, advanced reader?
What is included in a good response to literature? How can I make sure that the beginning of my opinion piece hooks my reader and makes
organizational sense? What are the strategies to provide support for my opinion? How can I make sure my ideas flow logically? What are
some strategies for ending my response to literature?
How can demonstrate my knowledge of Reading standards through my writing?
Show students the outline of the reader with reading strategies (from Power Reading). Explain that good readers do these things when they
are reading or listening to stories being read. Explain to students that staying connected to what they are reading is important as they begin to
think deeply about the text they are reading.
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Teaching
RL Standards: Model for students what self questioning looks like while reading the book, The Bracelet (710 Lexile Level). Have students
read Number the Stars (670 Lexile Level) and Model thinking aloud about the characters and how they remind you of other characters in text
of The Bracelet. Record your thoughts on sticky notes (or some graphic organizer) in contrasting colors for each text. Model elements of
theme, setting, and events of the book titled, The Bracelet. Have students complete similar responses on Number the Stars graphic organizer
and share with a partner. Explain to students that as they are reading their own books, they should also be using the same questioning
strategies. Explain the importance of “keeping track” of their own thinking. Send students to read paying close attention to their thinking.
Have students record their thinking in their reading notebooks. Walk around asking students about their own thinking. Pause and share when
thinking could lead other students down the right path.
W Standards: Students will write an opinion piece on the connecting theme of the two stories (families moving/relocating: causes and
effects).
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Summarize
Students will write a summary about each book using a graphic organizer to detail who, what, when, and where.
Assessment: Chapter Review Questions, AR Test, Comprehension Test, DOK chapter review questions