Fifth Grade
Common
Text Unit 1
Maniac
Magee
This unit is a work still in progress, created by the fifth grade teachers at PS 48. The intention of
this unit is to emphasize the format and organization of a well-written response by including
evidence, explanation and elaboration. We have integrated many opportunities for students to
write short response pieces, which allows instructors to focus on their structure. It is our hope that
by the end of this unit, students will master the “evidence sandwich” as a method to introducing
and explaining evidence that supports ideas and learn the basic format of an expository essay.
Most weeks are accompanied by suggested vocabulary and word study topics that coincide
with the work being done in the literacy workshop.
In most cases, weeks have been planned on a 3-day timeframe, leaving 2 days open for any
necessary adjustments in instruction or schedule.
Highlighted text
indicates elements
that are unfinished
Week One
Establish
classroom
and
workshop
routines
Week Two
Focus on
characters
and their
traits
Word Study:
– ous, -ent
Readers Workshop
Routines
Writers Workshop
Routines
(introduce parts of speech – noun, verb, adjective)
Day One – Readers pay attention to characters
(front load adjectives on Magee and Amanda)
 Read aloud “Before the Story” pp 1-2. Students
take notes and list what they’ve learned about
Maniac Magee(teachers chart it).
 TOGETHER WE will write a paragraph that
explains what we learn about Maniac in this
prologue.
 In groups or independently students will read
chapter one, list what they learn about Magee in
and write a paragraph response explaining
Maniac’s traits and citing evidence.
Day One –
 Teacher models character development
choosing an adjective and brainstorming ways
to show that adjective.
 Students will pick an adjective and brainstorm
characters they would like to create who
exhibit that adjective.
 Finally, students will write a story about the
character they’ve created.
Vocab:
Persistent
furious
mischievous
rebellious
mysterious
unpredictable
curious
confident
independent
awkward
perceptive
thoughtful
observant
Readers Workshop
Day Two Introduce inference. Using day one’s chart, model how
we can infer a character’s trait by examining their
actions, decisions, dialogue, etc..
 Teacher read aloud Chapter 2 and model
inferences about the character using a T-Chart.
 Students will read Chapter 3 and write a
response in which they make inferences about
Amanda’s character.
Writers Workshop
Day Two Similar to Day one, select a second adjective that
describes the character and brainstorm events that
demonstrate the character’s trait. Finally, turn the
brainstorm into a story.
Teacher should model this before asking students to
work independently.
**Students should have a completed story by Day 3
HW: Read Chapters 4, 5, & 6 and “Retell” what you
learned.
Connecting
Phrases:
According
to…
I know this
because…
This is
demonstrated
by…
Day 3 –
 Introduce “Connecting Phrases” as a way to cite
evidence.
 Using chapter 2’s inferences model a response
that explains what we can infer about Amanda
using connecting phrases.
 Students will use chapter 3’s inferences to
independently write a response using the
connecting phrases.
HW: Read Chapters 7, 8, & 9 and write a response
paragraph making inferences and citing supporting
evidence.
Day 3 –
What is a sentence?
 Model using your narrative from Day One.
Each sentence has to have subject and a
predicate.
 Students study their pieces to identify
subjects and predicates in order to correctly
punctuate sentences.
 Additional Subject/Predicate exercises
provided in “Week 1 Documents.”
Inference Assessment provided in “Week 1
Documents”
Day 4 –
 Introduce word wall as a way to revise for
spelling.
 Students will edit stories for spelling.
Week Three
Focus on the
setting and
introduce
conflict
Readers Workshop
Writer’s Workshop
Day One –
Day One –

Define setting. Show students pictures that might represent the
settings described in the novel (house, train, western
Pennsylvania). Use Chapter 1, Page 5 to identify the different
settings and the phrases Spinelli uses to introduce them.


Students try to match pictures of different settings to
Using page 59 in Maniac Magee
show students how the author
created the setting through time
signals, Exaggeration and sensory
details

Practice what you could add to
describe the missing tastes and
smells from this setting.

Look back at your story and decide
how you can establish a setting using
the above strategies.
Vocab:
Foreshadow
Conlict
Exposition
Setting
(for article)
Social Class
Race
Suffer
Integrate
Segregate
Majority
Minority
Significant
Decrease
Increase
Regardless
Income
Ensure
Poverty
Cycle
Cause and Effect
Signal Words:
Due to…
chapters 2 – 8.

Students will read chapter 10 independently.
HW: Students sketch the setting from chapter 9 which will be
discussed on DAY TWO.
Day Two –
Day Two –

Introduce the story mountain related to exposition and conflict.


Discuss their sketch and draw conclusions on racial make-up of
Magee’s “Side of Town.” (The West side)
Provide students 3 excerpts that
highlight the differences (page 2,
chapter 3 pages 11 – 13, chapter 9
page 32)

Use a video or field trip to contrast the differences between the
east and the west side of Broadway. (What does it feel like when
“You” are on the other side of the street or neighborhood?)

Students will write a response based
on the question, “What conflict do
you think the author is setting up?”
HW: Read Chapters 11, 12, & 13 and write a response paragraph to
the question: How did life change at the Beale’s house as a result of
Maniac staying with them?
(be sure to review phrases on “How
to cite evidence” from week 2)
Which leads to…
Readers
Writers
This causes…
Day Three –
Day Three –
As a result,

Introduce Cause and Effect. What is it? How do we write about it?
Consequently,

Introduce the vocabulary related to the informational text.

Read aloud the first two paragraphs of “Segregation: Past or
Present?” and model how we find cause and effect.

Independently, students will read the remainder of the article and
list all the effects of segregation they can identify.
Possible extension questions:
What are the results of segregation in Maniac Magee? What are the
results of segregation in the article? How are the results alike? Different?
Based on the information in the article how does segregation present itself
in Maniac Magee?
How is life different on the east end compared to the west end?
How would Maniac use the information in this article to promote
integration of races in Bridgeport?
How does community shape what you “Think” you know about the world?
Do you think that Magee encourages integrated communities or
discourages it?

Brainstorm possible conflicts for the
narrative that the teacher has been
creating all along and then generate
a list of conflicts that their characters
could encounter.

T-chart conflicts on left -side and
resolutions on the right –side. To
aide in generating resolutions
students can share their conflict with
3 different peers and listen to their
peers’ ideas for solving the conflict.
Develop the conflict in their writing.
Readers
Writers
Day Four—
HW: Read Chapters 14 & 15 and write a response paragraph to the
question: What evidence shows us that Maniac loves his new life?
Day Four –

Introduce cause and effect signal
words.

Use Day Three’s list of effects to
answer the question: What is
segregation and how does it affect
communities?
Day five –
Day five –
Setting & Cause/Effect Assessment
Referring to the T-chart from Day Three
write your story’s resolution.
HW: Compile your narrative onto draft
paper.
Week 4
Readers
Main idea/review
character setting
and
conflict/summariz
ing/
Each day this week will begin with a read aloud of 2 chapters and model
note taking. Students will read independently to a page determined by
teacher. By the end of this week everyone should have finished through
chapter 26, pg 99.
Day One-
Evidence
sandwich
Comprehension quiz on Chapters 13—15.
Writers
Day One –

Read Aloud “I, Too, Sing America” by
Langston Hughes and introduce the idea
of theme as a profound message or idea
about life that the author communicates
to the audience. A theme must be
relatable to anyone and must go outside
of the situation that is specified in the
text. (fitting in, homelessness, identity)

Model how we can identify theme in
a poem

Hand out the “Poem Packet.” List
the themes presented in the packet.
Independently, students will read
poems and identify which texts
demonstrate which themes.
The results of this quiz will allow instructors to identify needs and hopefully
lead to meaningful guided reading groups.
Vocab:
Theme
profound
superficial
Day Two –
Day Two –
Read aloud chapters 16 & 17

Introduce “Evidence sandwich” and
model a response using the poem
that was used in day one
Independent Reading: Take notes on conflict/character/setting

Students choose one poem from
their “poem packet” to write a
similar response that explains the
poem’s theme using the evidence
sandwich.
Use this time for guided reading/independent choice reading as well
Readers
Writers
Day Three –
Day Three –
Read aloud chapters 18 and 19

Introduce the structure of an essay
Independent Reading: Take notes on conflict/character/setting

Students will eventually write mini
essays that explain the theme of one
poem. These essays will begin with
an introduction paragraph that will
include a summary and thesis
statement.

Model writing the introduction
paragraph for the demonstration
poem.

Independently, students will practice
writing summaries and thesis
statements for 3 different poems.
Use this time for guided reading/independent choice reading as well
Day Four –
Read aloud chapters 20 & 21
Day Five –
Read aloud chapters 22 & 23
Conflict & Main Idea Assessment
Readers Workshop
Writer’s Workshop
Week Five
Day One –
Day One –
Continuing
our work on
theme

How do we find theme in a novel? Sometimes theme is
communicated through a lesson learned, conflicts, or repeating
ideas


Reread chapter 17 to highlight how theme can be found in the
conflicts.

Reread chapters 12 & 22 to highlight the repeating idea of finding a
home.

Brainstorm a list of possible themes for the entire novel and then
independently students will locate evidence that demonstrates the
theme they’ve chosen.
Using the evidence they located
students will use the evidence
sandwich to write a response that
explains how Maniac Magee portrays
the theme they have chosen.
HW: Read Chapters 24, 25, & 26 and write a response paragraph to
the question: What did Grayson and Maniac learn from one
another?
Day Two –
Day Two –

Read chapters 27 and 28 and look for evidence that points to the
idea of helping others.


Together, we will plan a mini essay that explains how these
chapters demonstrate the theme of helping others.

Students will write an intro with thesis statement and evidence
sandwich to develop this essay
Day Three –

Continue reading chapters 29 – 32 (pgs 106 – 118) looking for
different themes and supporting it with evidence.
Continue writing the mini essay begun
in the Readers Workshop
Day Three –

As a group, analyze day 2’s responses
for any needs/strengths.
Readers
Writers
Day Four – Introduce the idea of complex and non-complex characters.

Recap characters. In groups, students will use the “Character Map” to
depict characters’ connections to Maniac, tell which are complex/noncomplex, and highlight what was learned as a result of the
interactions.
Day Five –
Theme Assessment
Week Six
Day One –
Day One –
Consider
climax and
resolution


Model how to write a thesis
statement.

Write 1 evidence sandwich

Introduce the task and demonstrate how we gather the evidence to
support our theme. For demonstration’s purpose, teacher will
model by using the following theme: Some people respond to
conflict by running away from it.
o
Show students how Maniac runs from his problems. Pg 7 – runs
from his Aunt and Uncle, pg 31 – runs from the Cobras, pg 62 – he
runs from the old crazy man at the fire hydrant, pg 66 he trotted
away from Amanda who was angry with him but he came back
before the next day. Pg 76 after knot he walked out of town.
Day Two –
Day Two –

Model how readers keep track of evidence that supports a theme as
they read. Read ch. 33 aloud and show them how on page 121
Maniac runs away because he is upset about Grayson. Instructor will
model tracking this new evidence to support the thesis -- Some
people respond to conflict by running away from it.


Students read chs 34 – 37 looking for additional evidence to support
their own thesis.
introduce elaboration
strategies by adding
examples, making lists,
defining terms, etc.
Using today’s evidence add another
paragraph to their response.(students
must have a second body paragraph)
Readers
Writers
Day Three – Chapters 38 – 42
Day Three –

Model how to write a summary using chapter 33.

In groups/pairs, students will read ch. 38—42 using the guiding
questions provided. Students will be asked to summarize their
reading (in order to share with the class), interpret figurative
language and reflect on the lessons Maniac learns or teaches to
others.
Day Four – Wrapping up the Story Mountain

Review conflicts - resolution /denouement

Read chapters 43 and 44 aloud. Students will finish the rest of the
book independently.
Day Four –

Write a conclusion paragraph for the
essay that includes:
-closing
-restate thesis
-leave a message
Week Seven
Day One—
Day One—
Wrap up
To celebrate the end of the book, students will write and record a video
book review to be shared throughout the school.
Begin publishing Part A of the final task.Day
The Final Task
Vocab:

Readers share their reactions and reflections about a book with
others. Guide students in a general discussion about the book
overall. Introduce the opinion connecting phrases as a way to
structure conversation.

Once students have had the opportunity to discuss the book,
introduce the Reading Rainbow Task. Show students videos of the
book reviews and help them to write and record their own reviews.
Reaction
Reflection
Opinion
Opinion
Signal
Words:
In my
opinion,
Readers
Writers
Day Two –
Two –

Introduce Part B of the Final Task. Let students know that this
assignment will be very similar to Day III of the ELA test.

Analyze the prompt with the class and guide students through the
organization of their essay. (You may want to help them develop a
thesis statement and topic sentences).

Students will write the essay independently.
From my
perspective,
Personally,
agree/disagr
ee,
Day Three –
That’s a good Continue to publish and complete all parts of the final task.
point…
To add on..
Week Eight
End of Unit Comprehension test
Continue work on Part B of the Final Task